|
Andrew Austin |
Office Phone: 465-2359 |
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Social Change and Development |
Messages: 465-2355 |
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University of Wisconsin-Green Bay |
Office Hours: MW 1-3; TH 2-3 |
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Office: MAC Hall 326A |
E-mail: austina@uwgb.edu |
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Web page: http://www.uwgb.edu/austina |
Course e-mail: c2975 |
SOC
C D 360—Spring 2008
MODELS
AND SOCIAL CHANGE
As with the natural sciences, the
social sciences use models to map and explain the relationships between things
in our world, including ourselves. In this course, we
examine models for strengths and weaknesses and judge their relevance for
explaining and understanding collective existence in the past, present, and
future. Problems addressed this semester include order, change, consensus,
conflict, action, self, and power.
All items are in the bookstore or online (if buying on line, make
sure you purchase the correct edition).
·
Anthony
Galt and Larry Smith, Models and Social
Change
·
Marx
and Engels, The Communist Manifesto
·
Max
Weber, The Protestant Ethic and the
Spirit of Capitalism
·
·
On-line materials (see schedule).
COURSE
REQUIREMENTS
Attendance
(25 points)
Attendance is required. I
sample attendance by passing around roll sheets you sign to get credit for
being in class. Never sign the roll sheet for another student. I do not record
attendance everyday. If you miss a day on which I take roll, you must have a
verifiable excuse documenting precisely why you could not attend that day, and
you must have this excuse processed through the Office of the Dean of Students.
I review excuses and accept them at my discretion. Such excuses, if acceptable
to me, must coincide with days attendance was taken; an excusable absence on a
day on which I do not take roll does not count for an unexcused absence on a
day I do take roll. If you anticipate not being able to consistently attend
class, you are advised to drop the class.
Examinations
(75 points)
Exams combine multiple
choice, matching, short answer, and short essay, cover all course material to date, and are taken in class without
benefit of notes or texts. Bring a number two pencil to class. Note books, book
bags, texts, etc., must be placed under the desk or behind the chair while an
exam is in progress. No hats worn during exams. I post scores on D2L. Exams are
not returned to students but are viewable by arrangement. There are two exams:
the first is worth 25 points; the second, 50 points. See attendance policy
above for information on missed exams.
Semester
Project (75 points)
I have divided the
semester project into a series of smaller steps leading to a final paper. The project has many components and the
semester moves quickly so you are advised to begin early. These are the
required steps:
Getting started. Select an article from a
professional academic journal in any
social science on the subject of social
change. Broadly speaking, the social sciences include anthropology,
economics, history, political economy, political science, psychology, public
administration, social work, sociology, and women's studies. The article must
have theoretical elements.
Unless you are prepared to deal with them, avoid articles with complex
statistics. The article must be at least ten years old and should be ten
or more pages long. Browse the social science journals in the library to
find a good article. Photocopy the article and submit it to me, accompanied by
a brief statement identifying the kind(s) of model(s) and perspective(s)
contained in the article, for approval. Your article must have at least five
sources listed in the bibliography or footnotes. This is due February 5.
Summary, Outline, and Annotation. Neatly prepare a detailed outline of the article.
At the top of the outline, write a summary (100 words) of the article in your
own words (outlining the article will help you do this). The
summary and outline are followed by an annotated
bibliography. An annotation is a short paragraph (around 100 words)
describing the contents of a reference. Write annotations for the most
significant references cited within the article. The assignment is due March 4,
no exceptions. You upload the assignment to the course D2L site in Word format for credit. You submit another electronic copy in Word format to my email. Both electronic
copies are required by the due date and must be in Word.
Analysis and Critique. For this part of the assignment, you develop relevant critical
questions about the kinds of models and perspectives contained in the article.
There are two dimensions to this. First,
you develop an “internal critique” of the article in which you focus on the
logical structure of, and empirical support for, the arguments contained in the
article. Second, you produce an
“external critique,” which is a critical evaluation of the importance of the
article within its field and in general.
Here you consider what new contributions the article makes to the
literature, and what effects it may have had on the discourse surrounding the
domain the article addresses. To
determine the impact of the article, you search for related articles published after the approved article. The internal/external critique is accompanied
by a standard bibliography that lists new references you cite in your
discussion not cited in the annotated bibliography. The assignment (between 750-1000 words) is due April 8, no exceptions. You upload the assignment to the course D2L site in Word format for credit. You submit
another electronic copy in Word
format to my email. Both electronic copies are required by the due date and
must be in Word.
Combining Elements. For the final product, you combine all of
these elements into a single, integrated paper.
The outline becomes the basis of the paper’s structure. The summary
becomes the basis for the introduction.
The annotated bibliography becomes a literature review. The internal and
external analyses and critiques become the substantive analytical section of
the paper. This is followed by a conclusion (an elaborated summary of the
paper), and references. The final paper should be between 2000-3000 words and
is due May 8, no exceptions. You upload the assignment to the course D2L site in Word format for credit. You submit another
electronic copy in Word format to my
email. Both electronic copies are required by the due date and must be in Word.
Students are to write
serious and thoughtful papers. I am looking for intelligent content,
appropriate and consistent style, and solid writing mechanics. I take off
points if your work does not meet the basic requirements set forth in
instructions provided on my web page. I want to emphasize that I do not accept
late assignments. The point value for
each missing component is subtracted from your final project grade: 25 points
for missing or late proposal; 25 points for missing or late summary, outline,
and annotation, and 25 points for missing or late missing analysis and
critique. I will be checking for plagiarism. Plagiarized papers receive no
credit. There are no do-overs.
Grade
Scale
Total possible points:
175
|
90% A (4.0) |
70% C (2.0) |
|
87% A/B (3.5) |
60% D (1.0) |
|
80% B (3.0) |
¯ 60% is failing |
|
77% B/C (2.5) |
|
OFFICE LOCATION AND HOURS
My office is located on
the third floor of Mary Ann Cofrin (MAC) Hall, room 326A. I am eager to clarify
assignments, lectures and readings, study guides, and missed exam questions. My
office hours are listed at the top of this syllabus. I am available by
appointment, but because of my schedule, I ask that you try to meet with me
during my office hours.
TECHNOLOGY
Course Email
Associated with this
course is email that provides instructor and students access to all students in
the class. The address is listed at the top of the syllabus. You must have a
valid UWGB account to receive mail from the course email. The course email is a
requirement and you are automatically signed up for it. I use it to alert
students to web page updates, events on campus of interest, emergencies,
address questions about course material or other pertinent inquiries, conduct
discussions concerning relevant subject matter, review quizzes and exams, and
post news stories relevant to topics covered in the class. There are two basic
rules to using the course email: (1) email contributions shall be thoughtful
and written in a civil tone (see below for rules on class conduct); (2) course
email is not for student grievances; professor email and office hours are the
proper places for student grievances.
Professor Email
You will find my email
address listed at the top of this syllabus. Email allows students to ask
questions or voice concerns 24 hours a day, seven days a week. I find that many
issues can be resolved via email. Please note that if I answer emails after
business hours (our offices close at 4:30) or on weekends it is because I
choose to do so, not because there is a requirement that I answer emails beyond
business hours.
Web Page
The address for my web pages is listed at the top of this syllabus. These
pages contain syllabi, instructions for constructing essays, links to our
library and other web pages (if relevant), study guides, on-line readings, and
lectures used in class. My notes from the readings do not appear on the course
web page. Lectures, when posted, appear after
they are delivered in class.
REASONABLE
ACCOMMODATIONS, RESTRICTIONS, AND RULES OF CONDUCT
Academic Integrity
A diploma from an
institution of higher learning signals to others that the holder of the degree
has obtained it through honest effort. By honest effort it is understood that
examinations are performed without the un authorized assistance of others or
material disallowed by the teacher; that essays, term papers, and research
projects are unique compositions by the student wherein great care has been
taken to properly attribute all derived thought to its original authors; that
any requests for special assistance or consideration in completing course work
rest on legitimate grounds and are based on truthfulness. Acts of academic
dishonesty will be treated seriously and in accord with this institution’s
rules and procedures. See http://www.uwgb.edu/deanofstudents/policies/ch14.htm.
Classroom Behavior
To foster intellectual development
and civil discourse, no behavior that disrupts the learning atmosphere of my
classroom will be tolerated. Examples of disruptive behavior include, but are
not exhausted by: disrespect shown openly toward the professor or other
students; talking with others when the instructor is speaking to the class or
students are involved in discussion; inappropriate or off-topic monopolization
of discussions to the exclusion of other students; irrelevant questions and
comments; distracting or inappropriate expressions, gestures, or body language
that hamper the conduct of the class; physical behavior or language that
creates a sexually uncomfortable situation that could be construed as sexual
harassment. This rule applies to other targets of harassment and discrimination
(race, ethnicity, sexual orientation, physical appearance, etc.). Anyone who
disrupts the learning atmosphere in such a manner will first be warned. If the
behavior does not stop, the student will be asked to leave, and if he/she does
not comply, campus security will remove the student. Repeat offenders will be
referred to the Dean of Students. Continued disruptive behavior may result in
removal from the class and a failing grade. It is up to the professor to define
what constitutes disruptive or inappropriate behavior in the classroom.
Some specific rules:
·
Cell
phones must be turned off at the beginning of class. This includes vibration
and visual settings.
·
No
laptop computers in operation during lecture. Studies show that laptop computers
interfere with student learning and are distracting to other students.
·
No
listening to anything through headphones during class time.
·
No
reading material (newspapers, etc.) other than assigned course material during
class time.
·
No
talking amongst yourselves unless instructed to do so by the teacher. This
includes note passing, laughing, or any other form of communication.
·
I
would prefer that you did not eat in class. If you are going to eat, select
quiet foods and packaging and sit in the back of the class.
In sum, in order to do my job, I
need your full attention and concentration. If you do not want to learn the
material presented in my classroom, then you are advised to drop the class.
Classroom Discussion
To foster intellectual development and
civil discourse, discussion in the classroom, when not the express purpose of
the class for that day, will abide by the following rules: (1) questions
seeking clarification will be addressed during the course of the lecture; (2)
questions or comments appropriate to discussion of the material covered in
class will be addressed in time allotted either before lecture begins or after
the lecture is completed.
Reasonable
Accommodations Statement
As required by federal
law and
On the Use of Audio and Video Recorders in the Classroom
The Board of Regents of the UW system has
determined that a teacher, for reasons concerning pedagogical practice and
academic freedom, may forbid the use of tape recorders in the classroom. The professor of this course expressly
forbids students to make audio and video recordings in the classroom. Exception
to rule: “Regent
Resolution 1556 provides that prohibitions of tape recorders in classrooms may
not be imposed upon qualified students with disabilities who must utilize tape
recorders because of the nature of their disability to effectively participate
in a class provided such students have signed agreements that they will not
release the tape recording or transcription to others.”
TENTATIVE TOPIC
SCHEDULE
|
Week 1 (Jan. 22, 24) |
Introduction
to Course Galt and Smith
pp. 1-21 |
|
Week 2 (29, 31) |
Models
and Social Change Galt and Smith pp.
22-57; Baskar (on-line) |
|
Week
3 (Feb. 5, 7) |
Models
and Social Change Galt and Smith
pp. 58-85; Harding (on-line) |
|
Week
4 (12, 14) |
Communist
Manifesto Marx and Engels
1-29; Marx I (on-line) |
|
Week
5 (19, 21) |
Communist
Manifesto Marx and Engels
33-87; Marx II (on-line) |
|
Week
6 (26, 28) |
The
Protestant Ethic Max Weber pp. preface-52.
Coser (on-line) |
|
Week
7 (Mar. 4, 6) |
The
Protestant Ethic Max Weber pp.
53-125 |
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Week
8 (11,13) |
Overflow
and Exam One (Thursday) |
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Week
9 (18, 20) |
SPRING
BREAK |
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Week 10 (25, 27) |
The
Modernization Model So
pp. 7-37; Skocpol (on-line) |
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Week
11 (Apr. 1, 3) |
Modernization
Studies So pp. 38-90 |
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Week
12 (8, 10) |
The
Dependency Model So pp. 91-109 |
|
Week
13 (15, 17) |
Dependency
Studies So pp. 110-168 |
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Week
14 (22, 24) |
The
World-System Model So pp. 169-199 |
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Week 15 (29, May 1) |
World-System
Analysis So pp. 200-268 |
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Week 16 (6, 8) |
Overflow |
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Tuesday May 20 |
EXAM TWO 1:00-3:00 pm |