Commons/Sociology 251:
Citizenship and Social Change:
Theory and Practice
Block 1, 2005
--Most
of the things worth doing in the world had been
declared impossible before they were done.--
-- Justice
Louis Brandeis
Catalog Course description
This
course examines the process of democratic social change, where citizens
interact as individuals seeking the common good. It examines how we think about
the communities we choose (theory) and how we work within them (practice).
Through readings and fieldwork, it explores how institutions, groups,
organizations, and communities function; through readings and reflection, it
engages in moral reasoning about how these bodies should function and how
citizens can work toward the common good. This course also serves as an
introduction to service-learning. Prerequisite: Sophomore standing. Competency:
Analytical Reading,
Civility and Ethics of Social Responsibility.—4 credit hours
Instructor: Corinne Nicolas Office:
Virginia 308B
Phone: 636-7300 Ext. 5652 (W) E-mail: cnicolas@tusculum.edu
Office Hours: M 10-11; T 8-9, W 11-12; Th 8-9; by appointment
Course Goals and Objectives:
Through readings, reflection, moral reasoning, and
practice, students will:
à
Goal 1:
understand the process of democratic social change
Objectives: By
the end of the course, students will be able to
1. Define types of change (i.e. movements,
legislation);
2. Describe basic principles of social change;
3. Demonstrate basic of theories of social change;
4. Identify and describe one or more examples of
social movements;
5. Define Ethics of Social responsibility in relation
to the process of democratic social change.
à
Goal 2: be
introduced to service and Service-Learning
Objectives: Students will be able to
1. Define and illustrate types of service (including
direct / indirect service, advocacy, daily responsible living, social
activism);
2. Describe the experiential learning cycle;
3. Explain the relationship of service to concepts of
social change;
4. Demonstrate Civility and Ethics of Social
Responsibility competencies as the practice service;
5. Reflect on service.
à
Goal 3:
examine the need for and the challenges of citizenship in a democratic society
Objectives:
Students will be able to
1.
Explain the
concept of democratic social change;
2.
Use the vocabulary
of conceptual framework grid;
3.
Describe the multiple
roles of citizens;
4.
Describe ways
to work towards the common good;
5.
Integrate
citizenship challenges to themselves as citizens.
à
Goal 4:
have knowledge of how groups, organizations, and communities function
Objectives: Students will be
able to
1. Explain the importance of civility and ethics of
social responsibility;
2. Define different types of groups (coalitions,
community groups, etc.);
3. Compare and contrast social groups and political /
social / economic institutions and structures;
4. Identify and explain the obstacles to social
change posed by institutions and structures.
Commons Curriculum Outcomes
This course is one of
three courses in the Engaged Citizenship section of Tusculum’s Commons Curriculum. It addresses
the following outcomes:
à
Students read
analytically.
à
Students
communicate clearly and effectively through writing and speaking.
à
Students have
an understanding of how our complex societal system functions and how
individuals can effect social change both through private association and
action and through participation in governmental policy and decision-making
processes.
à
Students can
apply their skills and knowledge to lead and participate in effective
deliberation and consensus building.
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Students can
apply their skills and knowledge to engage in activities that benefit the
community and promote social justice.
Required Readings and Materials
Gardner,
John. Living, Leading, and the American Dream San Francisco: Jossey-Bass, 2003.
Loeb, Paul Rogat. The Impossible will Take a Little While. A Citizen’s Guide
to Hope in a Time of Fear. New York: Basic Books,
2004.
Pack of index cards.
Field Experiences:
This
course involves 10 hours of service- learning. This project will be conducted
outside of class time, in the morning or evening.
You
will also be asked to attend/observe an SGA meeting, and to attend a lecture on
August 30th at 7:30 p.m.
Exams and Assignments:
à
Group Research Presentation:
Assignment: In small groups, you will research one of the following
events/movement, and prepare a 15 minute presentation introducing that
particular movement/event to the class. In particular, your research should
focus on the CONTEXT for the event/movement, its PURPOSE, its
DEVELOPMENT/PROGRESSION, its “PROTAGONISTS”. You should also provide a CRITIQUE
of the movement/event in term of its significance.
You will distribute an outline and an annotated bibliography of no less than 10
sources about the movement/event to the class.
Topics: The Fall of the Berlin Wall,
the Tiananmen Square Massacre, The Free Speech Movement, the Women’s Movement,
the Gay Rights Movement, the Labor Movement, India’s Independence Movement, the
Environmental Movement..
Assessment:: Presentation 70%;
Bibliography 30% Your presentation will be evaluated for its breadth,
thoroughness, as well as its delivery (See Public Speaking Competency Rubric). Your
Annotated Bibliography will be evaluated for completeness, and quality of annotations,
and its format.
The date for your presentation will be
determined on the second day of class by the luck of the draw.
à
Class Ritual
Assignment:: Each day, we will start class with an opening ritual to create a
setting for the learning environment. Each of you will be responsible for one
opening ritual which consists of:
(a) A political cartoon
relevant to the topic of the day and/or homework.
(b) A discussion question
related to the political cartoon you selected(a). The question should be an open-ended, thoughtful question
which lends itself to a meaningful class discussion.
(c) A go-around process based
on that question.
Assessment:: Criteria for assessment are: relevance of the cartoon to the class
topic for that day, thoughtfulness of your commentary on the cartoon, and
significance of the question you pose to the class.
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Exams
The Midterm and the Final.
Exam will include short answer and short essay questions. The Final is a
comprehensive exam.
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Reflective Writings
Assignment:
Throughout the block, you will write 6 short essays analyzing and responding to
specific readings. Each entry should be typed and at least 800
words long. (See assignments at the end
of this syllabus). Reflective Writings are INDIVIDUAL ASSIGNMENTS. Unannounced quizzes will be given on the readings.
These quizzes will count as reflective writings.
Assessment: Reflective Writings will be evaluated for evidence
of critical analysis of the readings, completeness,
and the quality of the writing.
à
Service Project:
Assignment: You will work in teams to complete a major
service-learning project. The class will investigate
the issue of academic integrity at Tusculum College. As part of the project, you
will design and conduct a survey,
organize focus groups and a forum around the topics of academic integrity and Honor Codes. The project will
involve interviews, surveys, basic research, and the final product will be a campus forum.
Assessment:
The grade for this assignment will be based on the assessment of your team’s effectiveness, evidence of your individual
involvement, the thoughtfulness of your Reflection journal on the project,, and the quality of the final forum.
Learning Center:
Please contact the Advising Center for any disability-related services
or inquiries or for access to academic support. For either service, please
contact Ms. Jill Jones at ext.. 5683 or visit her office located in Room 100 in
Annie Hogan Byrd, or e-mail her at jjones@tusculum.edu.
Plagiarism:
Unless
instructed otherwise, it is expected that all work you turn in will be your
own. I also expect you to know how to document sources you may be using in your
work. You may use MLA or APA styles. Papers/ assignments (including oral
presentations) in which sources are not acknowledged or documented properly
will automatically receive an F. See last page of syllabus for Academic
Dishonesty Policy.
Competencies: The following competencies are built
into the course.
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Competency
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Criteria/ Description
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Means of Assessment
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Analytical Reading
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Ideas/Details: Recognizes the relationship between main
point and supporting points or between the whole work and its parts
Inferences: Generates inferences, generalizations,
or predictions insightfully from texts, using background knowledge when
appropriate and considering deeper implications and/or applications
Main points and
themes: Precisely
states main points and/or themes
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Reflective Writings 2, 3, 4, 5; Quizzes and exams;
Class Discussions;
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Public Speaking
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Content: The purpose of the speaking is clear;
content is well organized -- including introduction, body, and conclusion;
principal ideas are well supported with examples, stories, or other
illustrations.
Delivery: Speaks
clearly, uses standard English, consistently avoids vocal fillers,
demonstrates poise in public setting, adjusts style appropriately for
audience.
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Social Movement Presentations; Opening ritual; service
Project;
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Ethics of Social Responsibility
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Individual and community: Demonstrates
understanding of ethical issues generated by interdependence of individual
and community, and mutual dependence of groups within a community
Public and private life: Recognizes
appropriate speech and action for both public and private space; demonstrates
understanding that actions in the public realm may have consequences for the
private realm, and vice versa
Diversity and the Common Good: Shows willingness to suspend
own beliefs for a time in order to learn about others; demonstrates
sensitivity to diversity and cultural difference; shows willingness to seek
common good
Civic Responsibility and Social Change: Demonstrates
understanding of complexity of social change and of responsibility of
citizens as agents of change in a democratic system
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Exams; Service Project; Research and research on
academic integrity and Honors codes;
|
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Civility
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Respect for others: Pays close attention to
others. Consistently uses verbal and nonverbal feedback in shaping own speech
and behavior constructively
Discussion: Clearly grasps key points of topic under
discussion. Maintains emotional control and works supportively with others to
further discussion or accomplish tasks, asking questions when appropriate. Is
open to views different from own. When necessary, attempts to resolve
disagreements. Avoids blocking behaviors
Social Conventions:
Determines and observes social conventions appropriate to circumstances; for
example, introductions, handshakes, table etiquette
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Syllabus Completion; Service project; Exams; Class
discussions
|
Attendance policy:
• Class attendance is required.
You are responsible for all work from the first day of class.
• Missing more than three days of class will result in a failure of the course.
More specific policies will be established in the process of Syllabus Completion.
Grading Policy:
à
The course
will use the following grading scale:
93-100: A 90-92: A-
87-89: B+ 83-86: B 80-82:
B-
77-79: C+ 73-76: C 70-72:
C-
67-69: D+ 60-66:
D below 60: F
à
Points will
be assigned on the following basis, to be specified further during the process
of Syllabus Completion:
Group Research Presentation and
bibliography
Midterm
Final
Reflective Writings/Quizzes
Class participation/Class ritual (No
more than 10 points)
Service Project: (No more than 10
points)
Syllabus Completion:
Early on the course,
the class will discuss and decide the features of the
syllabus which have been left for completion. Decisions must be acceptable to
both me and at least a majority of you, and viewpoints of minorities must be
heard and respected. Specifically, these
decisions include:
I.
‘Working” course objectives,
2. Point distribution among the
various class assignments, using the above grading guidelines,
3. Classroom Code: The
Classroom Code is a set of behavioral expectation for what constitutes appropriate classroom behavior. It
highlights the responsibilities of all members of the class, including the instructors, and the
penalties assessed for not meeting expectations. The class code should be specific about topics such as
penalties for late or missed assignments, absences, tardiness, classroom behaviors,…
4. Criteria for evaluating
participation in class and in the service project.
When these issues are decided,
they will be written up and become part of the official syllabus.
SOCI 251, Block 1, 2005: Reflective Writings
Unless
otherwise indicated, all Reflective Writings should be at least 800 words long,
typed, double-spaced, using a font
size 12, and 1-inch margins all around. Include the word count at the end.
à
Reflective
Writing 1: Identity
Man, Woman, Black,
White, Christian, Jew, Straight, Gay,... These are labels we often use to
define people’s identity. In class today, we briefly discussed how these
“labels” sometimes help us emphasize characteristics of our identity which we
feel are important, and yet how they may limit our views and understanding of
others and ourselves.
Who are you? How would you define yourself? Write a description of who you are,
explaining why the characteristics you use to describe yourself are important
to your identity, how they relate to your values. Then reflect on whether these
characteristics are advantages or challenges in your life and your
relationships with others. Do you think that labels are helpful?
à
Reflective
Writings 2,3, 4: Chapter Analyses
After reading the
chapter you were assigned, select one text from that chapter that especially
resonates with you. Write an analysis of this text, highlighting:
-its main points
-how it connects to what we have
been discussing in class
-how it connects to at least one
other text we have discussed in class (besides other selections in this chapter).
-how it connects to at least one
other authoritative sources you found on your own.
- Conclude your analysis with a short
reflection on a significant question
the text raises. You may be asked
to share your analysis with the class.
à
Reflective
Writing 5: Leadership and Social Change
Analyze the
leadership of one of the following people based on the criteria Gardner establishes in
Chapters 13 and 14. For this assignment,
you will need to research the individual you selected to find out what he /she
achieved. Your purpose is to evaluate his/her leadership style using Gardner’s guideline. Your
essay must include a Works Cited/References page citing all the sources you
used. This Writing should be at least 1000 words long.
Topics:
Gandhi, Cesar Chavez, Thurgood Marshall, Nelson Mandela, Vaclav Havel,
Elizabeth Cady Stanton, Rachel Carson, Susan B. Anthony, Betty Friedan,
Eleonore Roosevelt,
à
Reflective
Writing 6: SGA
Meeting
1. Describe the
meeting you attended. What happened? Who directed the meeting? Who was present?
What was discussed? What decisions were made? How were these decisions made?
Was it what you expected?
2. Reflect on the meeting. Explain what you learned from the meeting about how
groups/ organizations/ communities function.
Course
schedule
The following schedule is
tentative; as the class progresses through the block, readings and Reflective
Writing assignments may be changed. Assignments are due on the day they are
listed. You are responsible for knowing and fulfilling each day’s assignment.
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DATE
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TOPIC
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ASSIGNMENT
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8/15
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Intro to the course/Syllabus Completion/ Civility
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8/16
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Defining Citizenship/Defining Social Change
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Due: Reflective
Writing 1*
Reading to be distributed in class
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8/17
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Sources of Change
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Read: Loeb pp.
22-55
Reflective Writing 2 for group A
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8/18
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Social Movements: The Case of the Mississippi Freedom
Summers
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Read: Loeb pp.
58-82 and 274-318.
Reflective Writing 2 for Group B*
|
|
8/19
|
Social Change and Institutions/ Ethics, Responsibility and Change
|
Read Gardner
pp. 3-37.Loeb pp. 92-124.
Reflective Writing 2 for Groups C and D*
|
|
8/22
|
Social Movement Presentations /
Academic Integrity at Tusculum
|
Reading
TBA
Social
Movement Presentation
|
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8/23
|
Social Movement Presentations/
Obstacles to Change
|
Reading
TBA
Social Movement Presentation
|
|
8/24
|
Social
Movement Presentations/Commitment
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Read: Gardner pp. 41-109
Reflective Writing 3 for Group A*
|
|
8/25
|
Obstacles
to Change
|
Read: Loeb pp. 126-171
Reflective Writing 3 for Group B*
|
|
8/26
|
Citizenship
and Leadership
MIDTERM
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Read: Gardner pp. 113-155
Reflective Writing 3 for group
C and D*
|
|
8/29
|
Civic
Engagement/ Advocacy, Volunteerism, Responsible Living
|
Read Gardner pp. 159-211 Loeb pp. 174-215
Reflective Writing 5* for all
|
|
8/30
|
Community and Civic Engagement
Civic Arts Speaker- 7:30 p.m.
|
Read Loeb pp.
218-271.
Reflective Writing 4 for Group
A*
|
|
8/31
|
Civic Engagement and Democracy/
The Role of Organizations
|
Finish Gardner. Read Loeb pp. 320-351
Due: Reflective Writing 4 for
Group B*
|
|
9/1
|
The Complexities of Change: A
Global Perspective
|
Read:
Loeb pp. 218-271
Reflective Writing 4 for Group C and D*
|
|
9/2
|
Oppression and Social Injustice: A
Case Study
Movie: Rabbitproof Fence
|
|
|
9/5
|
Looking into the Future/
Complexities of Change
|
Read:
Loeb pp. 354-396
Reflective Writing 6*
|
|
9/6
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Service and Social Change/
Reflection on the Service Project
|
Read:
TBA
Service Project Reflection*
|
|
9/7
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Conclusions/ FINAL EXAM
|
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Treat others with respect.