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INSTRUCTOR: Eve Blobaum OFFICE: 5215 Rockhill Road PHONE: EMAIL: email@example.com OFFICE HOURS: by appointment CLASS MEETINGS: Tuesdays and Thursday, 2 – 3:15 PM, 309 Haag Hall REQUIRED MATERIALS Cherlin, Andrew. 2008. Public & Private Families: An Introduction (5th edition). New York: McGraw Hill. ISBN-13: 978-0073528083 Coontz, Stephanie. 2000. The Way We Never Were: American Families and the Nostalgia Trap (Paperback Reprint). New York: Basic Books. ISBN-13: 978-046509097 COURSE DESCRIPTION This course is an upper-level introductory course examining the sociological, historical, and social psychological research on families, focusing primarily on the United States. We will study families of varied ethnicities as well as family compositions at different stages of the life course. Emphasis is placed on families within social contexts. COURSE OBJECTIVES 1. To introduce students to a large body of research and theory related to the family as a social institution in the past and present. 2. To identify how societal trends and forces such as the aging population, economic change, social services, and public policies influence families. 3. To aid students in identifying and forming personal attitudes and values concerning issues of families and related policies. 4. To demonstrate sensitivity and awareness to a variety of family compositions. COURSE PHILOSOPHY SOC 310R will provide a general understanding of American families and may be useful to you at both the professional and personal levels. Keep in mind, however, that this is not a “how to” course; the main goal of this course is to provide the foundations of scientific knowledge in this area. As such, the course will focus on theories about families, empirical findings, and the methods by which family researchers arrive at the empirical findings with which we test and evaluate these theories. STUDENT CODE OF CONDUCT Students should be familiar with their rights and responsibilities as provided in the student handbook. This information can be viewed online: http://www.umkc.edu/handbook/Handbook_RulesPolicies.pdf
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0-72.0-89.0-66.9% F 0. being prepared. A separate title page is not necessary but permissible. INCOMPLETES Incompletes are an option only in extreme circumstances and are not possible unless at least 60% of all coursework has been completed. with 1” margins on all sides.9% . If you anticipate that fulfilling any of these requirements will be problematic for you.0-82. PAPERS (30% of final course grade) Papers in this class are intended to give students the opportunity to “dig in” to a topic. GRADING SCALE A 93. Carefully review the requirements of the class as outlined below. Make-up exams will only be given with appropriate documentation of an excused absence. five homework assignments. This means seeking outside sources on the topic. and group presentations.DISABILITY SERVICES If you have a documented disability and wish to discuss academic accommodations. Additional information on exams will be provided in class.9% 80. that sociology is a scientific discipline). The third exam will take place during finals weeks at a time specified by the university registrar. paying attention. and refraining from disruptive behavior. participating in discussions.9% 73. Papers should be typed in 12-point font and proofread carefully.9% 83.0-59.9% 70.0-62.0-100. This includes arriving on time. you should discuss this with the professor immediately. remaining conscious. Please include a separate reference page in either APA or ASA format. ATTENDANCE Regular class attendance is expected. Further details will be discussed in class. Students are expected to schedule work and other activities around class meeting times.0-79. closedbook exams. EXAMS (60% of final course grade) Exams will consist of multiple choice and/or short answer questions. inclass activities and discussions. These will be in-class. two papers.0-76.” See me as soon as possible if something happens that may affect your ability to finish the course. of course.9% D+ D D67.0-86.0-69. staying until the end of class. Each student is permitted ONE late homework assignment which will be accepted with a 20% reduction in grade for every business day it is late. and drawing generalizations in which you apply sociological thought to the issue(s). making your own observations (remembering. HOMEWORK ASSIGNMENTS (10% of final course grade) Homework assignments are intended to guide you in an exploration of sources outside the textbook on various topics throughout the course of the semester.9% 60.0-92.9% B+ B B87. please contact the Office of Services for Students with Disabilities at (816) 235-5696 as soon as possible.9% 63.0% A90. The UMKC policy on assigning incompletes states that “An incomplete is appropriate only when enough work in the course has been completed that the student can finish the remaining work without re-enrolling in the course or attending additional classes. COURSEWORK Coursework in this class will consist of three unit exams.9% C+ C C77. Readings should be completed before the class period in which they will be discussed.
“Doing Gender” Gender and families (cont’d. Chapter 4 (book) Social Class Activity Social class and families (cont’d. September 20 Tuesday. 121 History of families (cont’d. August 28 Thursday. September 11 Thursday.) CONTEXTS: “Take It From Me” PAPER ONE DUE (50 pts) Race and families READ: Chapter 5 (text) Race Activity Race and families (cont’d. RM.Page 3 - . September 13 Tuesday. August 30 Tuesday.” “The Good Provider Role” ASSIGNMENT THREE DUE (10 pts) Social class and families READ: Chapter 4 (text). August 21 Syllabus and Student Profile Forms Semester Questions Family Drawing Activity Public and private families READ: Chapter 1 (text) History of families READ: Chapter 2 (text) Family Changes Activity Paper One Assigned ASSIGNMENT ONE DUE (10 pts) Library resources for sociology MEET AT MILLER NICHOLS LIBRARY. “Feeding as Women’s Work.) READ: Chapters 1-2 (book) ASSIGNMENT TWO DUE (10 pts) Gender and families READ: Chapter 3 (text). “Marriage Delayed or…” Thursday.) READ: “The Roots of White Advantage.” “Tally’s Corner” EXAM ONE REVIEW EXAM ONE (100 pts) Love READ: Myth and Realities of Love Paper Two Assigned ASSIGNMENT FOUR DUE (10 pts) Cohabitation and marriage READ: Chapter 7 (text). September 27 Tuesday. September 25 Thursday.SOC 310R – FAMILIES AND THE LIFE COURSE UNIVERSITY OF MISSOURI-KANSAS CITY FALL 2007 COURSE SCHEDULE Tuesday. September 18 Thursday. September 6 Tuesday. October 2 .) READ: Chapter 3 (book). August 23 Tuesday. September 4 Thursday.
November 13 Thursday. Any changes will be announced with as much advanced notice as possible. October 30 Thursday. Assigned readings are to be read in advance of the day they are covered in class. October 18 Tuesday.Thursday. October 11 Tuesday. November 15 Saturday.) CONTEXTS: “The History of Sex” (cont’d. November 8 Tuesday. December 13 10:30 AM – 12:30 PM Cohabitation and marriage (cont’d. November 1 Tuesday. October 16 Thursday. minor changes may be necessary.) READ: Chapters 5-7 (book) Children and parents READ: Chapter 9 (text) ASSIGNMENT FIVE DUE (10 pts) Children and parents (cont’d. November 6 Thursday. October 9 Thursday. November 29 Tuesday. October 25 Tuesday.) EXAM THREE REVIEW NO CLASS – READING DAY EXAM THREE (100 pts) The course schedule is intended as a guide only. October 23 Thursday. December 4 Thursday. December 6 Thursday. Additional required readings may be added and will be provided as needed.) READ: “What’s Love Got To Do With It?” “What’s Love Got To Do With It” Activity CONTEXTS: “Let’s Get Married” Work and families READ: Chapter 8 (text) PAPER TWO DUE (50 pts) Work and families (cont’d. Over the course of the semester. November 20 Thursday. November 27 Thursday. “The social construction…” Remarriage and stepfamilies READ: Chapter 13 (text) Social policy and families READ: Chapter 14 (text).) READ: Chapters 8-10 (book) EXAM TWO REVIEW Paper Three Assigned CONTEXTS: “Daddy and Papa” EXAM TWO (100 pts) Domestic violence READ: Chapter 11 (text) Divorce READ: Chapter 12 (text). November 17 Tuesday. November 22 Tuesday. . October 4 Tuesday. Chapter 11-Epilogue (book) Social change and families READ: Chapter 15 (text) PAPER THREE DUE (50 pts) KANSAS SOCIOLOGICAL SOCIETY (KCKCC) NO CLASS – THANKSGIVING BREAK NO CLASS – THANKSGIVING BREAK Sexuality READ: Chapter 6 (text) CONTEXTS: “The History of Sex” CONTEXTS: “The History of Sex” (cont’d.
AUGUST 23 (10 pts) http://www. Assignment Three: Gender Roles – DUE THURSDAY. Assignment One: “Your Family” Online Video . number of children. Activity Two: Family Changes (Group) Make a list of five ways families have changed since 1900.). Assignment Two: “The Way We Never Were” .DUE THURSDAY. You will use it for Paper One and we will revisit it throughout the course of the semester. How do children learn gender roles? 3. Please type your response. How do gender role expectations affect families. SEPTEMBER 13 (50 pts) This paper is a group assignment.org/details. 2. AUGUST 30 (10 pts) Read the Preface and Chapters 1-2 in “The Way We Never Were: American Families and the Nostalgia Trap. Locate a copy of the most recent national census report. . Please use the same groups as for Activity Two. divorce rates. How do these articles reflect the notion of doing gender? 2. positively or negatively? Paper One: Family Changes in Census Data . Examine this report and make a list of some of the types of data that are available about families (head of household. family decline.DUE THURSDAY. 1.php?videoid=4528 Watch this 10-minute video online.SOC 310R – FAMILIES AND THE LIFE COURSE UNIVERSITY OF MISSOURI-KANSAS CITY FALL 2007 ASSIGNMENTS AND ACTIVITES Activity One: Family Drawing Draw your family engaged in an activity you commonly do or enjoy together. 1. “Feeding as Women’s Work” and “The Good Provider Role” (available on Blackboard). Write 1-2 paragraphs in which you reflect upon the readings and answer the questions below. SEPTEMBER 6 (10 pts) Read the two supplemental readings. Be prepared to discuss your drawing.open-video. Please type your response.) Keep this list.DUE THURSDAY.Page 5 - . income levels. etc.” Write 1-2 paragraphs in which you discuss why an accurate understanding of the history of families is critical to understanding families today and creating effective social policy. (Be sure to indicate the direction of the changes. Write 1-2 paragraphs in which you discuss the issue of family change vs. Explain your reaction to this video. Please type your response.
What are some specific qualities of homeless families. Exam questions will be drawn from this chart! In addition to filling in your portion of the chart. problematic? 2. Exam questions will be drawn from this chart! In addition to filling in your portion of the chart.” Use these five items to compare families in the nation. What types of census data are used in these articles and for what purpose? 5. Each group will present their information to the class. fill in details on the provided chart for the assigned social class. Choose a favorite love song and print off a copy of the lyrics to this song. Activity Three: Social Class and Families (Group) Using your textbook. Why are racial/ethnic differences important to take into consideration when studying families? 3. (You will . Summarize your findings in a 3-4 page essay. particularly Latino Americans or Asian Americans. Write 1-2 paragraphs in which you discuss how love is portrayed in these lyrics and whether or not any of the myths about love can be applied. discuss the following questions and be prepared to share your answers: 1. 4. according to your text? 2. What do you believe is the most important difference between families of different social classes? Why? 3. How have families changed? How have they remained the same? Use your sociological imagination: what do you think accounts for the changes? SUBMIT ONLY ONE PAPER PER GROUP.DUE THURSDAY. SEPTEMBER 27 (10 pts) Carefully read the myths about love handout (available on Blackboard). How are families of various racial/ethnic groups portrayed in the media (consider both news and entertainment media)? Are these portrayals accurate? Why or why not? Assignment Four: Popular Conceptions of Love . state or city in 1990 and 2000. Why is generalizing about racial/ethnic groups. discussion the following questions and be prepared to share your answers: 1. Select five types of data that you believe indicate the “state of the American family. Be certain the information is as complete as possible. How are families of different social classes portrayed in the media (consider both news and entertainment media)? Are these portrayals accurate? Why or why not? Activity Four: Race and Families (Group) Using your textbook fill in details on the provided chart for the assigned racial/ethnic group. Each group will present their information to the class.3. Be certain the information is as complete as possible. Locate 3-5 articles in current sociological journals that use census data about the family.
Paper Three: Topic Explorations . Remember: your answers may be heavily qualified and inconclusive. Assignment Five: Parenting in the 21st Century . Such is the nature of social science research. OCTOBER 18 (10 pts) Find an article in a mainstream news source which deals with parenting. What were the most important qualities or characteristics of a marriage partner or other longterm partner? 3. Write a paragraph assessing the article and your reaction to it. racial/ethnic. For each question. Write a 3-page paper (1 page per research question) in which you review your sources and answer the question to the best of your ability. SUBMIT ONLY ONE PAPER PER GROUP. Upon what should marriage be based? 4. Activity Five: What’s Love Got To Do With It? (Group) Read “What’s Love Got To Do With It?” (available on Blackboard) and discuss how and why marriage based on love might affect divorce rates in a society. and age differences may have affected your results. What were considered to be the attributes of an ideal marriage or partnership? 2. . Briefly summarize your findings in a 1-page handout to be distributed to the class. write a 3-4 page paper in which you discuss how these expectations and views have changed over the past three generations and how expectations may influence marriage and divorce rates in a society. Under what circumstances was it appropriate to end a marriage? Combining your interviews with those of your group. Be prepared to share your answers with the class. Ask them to put themselves in context of when they were first courting (this is important because you want to capture the culture of the time) in order to answer the following questions: 1.DUE THURSDAY. OCTOBER 11 (50 pts) If possible. gender. locate 3 scholarly sources that address the question (they need not answer the question in the same way).) Please type your response.DUE THURSDAY. Bring the article and your essay to class and be prepared to discuss them. Be sure to include demographic information for each interviewee and make note of how cultural.DUE THURSDAY.need to submit a copy of the lyrics with your essay. Paper Two: Marriage and Partnership Interviews .Page 7 - . NOVEMBER 15 (50 pts) In your assigned groups. interview one of your parents and one of your grandparents about their expectations of marriage and/or partnership. When was the “right time” to marry? 5. Please type your response. This should give you a total of nine outside sources. decide on 3 research questions pertaining to your topic. SUBMIT ONLY ONE PAPER PER GROUP.
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