SOC 131
Introduction to Sociology
Course Package
Approved
February 12, 2010
COURSE PACKAGE FORM (SOC 101: INTRODUCTION TO SOCIOLOGY)
Contact Person (s): Michele Bogue, Ext. 4160
Michele Bogue, Ext. 4160
Stephanie Johnson, Ext. 1230
Date of proposal to Curriculum Sub-committee:
Purpose: This is a repackaging of SOC101 with
substantial changes to reflect MCC core learning
outcomes and student-centered learning model.
___New
If this is a change, what is being changed?
(Check ALL that apply)
___
___
_X_
_X_
___
Effective Semester/Year
Fall 2010____
_X_Change
Update Prefix
Title
Learning Units
Competencies
Format Change
__ Delete
X_ Course Description
__ Course Number
X_ Textbook
__ Credits
__ Prerequisite
Spring 20_____
Summer 20_____
COURSE INFORMATION
Prefix & Number:
Title:
SOC 131
Introduction to Sociology
Catalog Course Description:
An introduction to the field of sociology, the scientific study of humans and their behavior in the
social context. Topics include conducting research in sociology, sociological theory, culture,
socialization, crime & deviance, sex & gender, race & ethnicity, social institutions, organizations,
social issues, social movements and change.
Credit Hours:
3
Lecture Hours:
3
Lab Hours:
0
Prerequisite(s):
Successful completion of TRE089 or appropriate score on
assessment test.
Co-requisite(s)
None
Does this course need a separately scheduled lab component? ____Yes
_X___No
Does this course require additional fees? If so, please explain. ____Yes
_X__No
Is there a similar course in the course bank? ___Yes (Please identify.) _X__No
Articulation: Is this course or an equivalent
offered at other two and four-year universities in
Arizona?
___No
_X_Yes (Identify the college, subject, prefix,
number and title: ASU, NAU, and UA offer
Introduction to Sociology, SOC101.
Writing Across the Curriculum Rationale:
Mohave Community College firmly supports the idea that writing can be used to improve education;
students who write in their respective content areas will learn more and retain what they learn
better than those who don’t. Courses in the core curriculum have been identified as “Writing
Across the Curriculum” courses.
Minimum standards for the Writing Across the Curriculum component are:
1. The writing assignments should total 1500 – 2000 words.
For example, a single report which is 1500 words in length
OR
a series of essay questions and short papers (example: four 375-word
assignments) which total 1500 words could meet the requirement.
2. The writing component will represent at least 10% of a student’s final grade in
the course.
3. Formal research papers will be written using APA format to support preparing students to
write in the discipline of the social sciences.
Is this course identified as a Writing Across the Curriculum course? _X__Yes ____No
(See addendum for writing rubrics)
Intended Course Outcomes/Goals
By the end of the semester, students will be able to:
1. Demonstrate knowledge of the basic concepts in the field of sociology.
2. Understand major issues related to the study of sociology, to include the areas of culture,
socialization, social interaction, deviance & crime, stratification, social class, race & ethnicity, sex &
gender, the social institutions of family, education, religion, and politics, health & medicine, the
environment, and social change.
3. Develop analytical and critical thinking skills
4. Demonstrate ability to make basic application of sociological concepts to personal and
professional areas of life.
5. Understand the role of theory in studying society.
6. Understand the role and process of scientific research in the field of sociology.
7. Understand how the academic discipline of sociology relates to other academic disciplines and
Course Competencies and Objectives
By the end of the semester, students will be able to:
Competency 1 Students will describe the historical development of the discipline of sociology
and the investigative methods used by theorists.
Objective 1.1Define sociology.
Objective 1.2 Define science, distinguish between natural sciences and social sciences, and
identify the problems that sociology faces in the scientific study of humans.
Objective 1.3 Summarize the contributions to sociology made by Auguste Comte, Karl Marx,
Emile Durkheim, and Max Weber.
Objective 1.4 Identify the twentieth century development of American sociology, to include
formerly unrecognized contributions from women and social scientists from diverse racial and
ethnic backgrounds.
Objective 1.5 Define sociological theory.
Objective 1.6 Define structural-functional theory, conflict theory, and symbolic interaction
theory.
Objective 1.7 Define methodology and explain its importance in scientific research.
Objective 1.8 Explain the scientific method, including the necessity of variables, formulating a
hypothesis, and sampling.
Objective 1.9 List the stages in the research process, describing the sociologist’s task at each
stage.
Objective 1.10 Define and discuss the four major types of research design surveys,
experiments, observation studies, and secondary analysis.
Objective 1.11 Define objectivity, explaining its importance in scientific research and
identifying factors that may hinder objectivity.
Competency 2 The student will examine the role of culture in sociology.
Objective 2.1 Define culture and describe its importance.
Objective 2.2 Define material and non-material culture.
Objective 2.3 Define the building blocks of society: statuses (to include master status,
achieved and ascribed statuses), roles (to include role strain and role conflict), groups, and
institutions
Objective 2.4 Examine the major components of culture: beliefs, technology, norms, values,
symbols, and language.
Objective 2.5 Examine the different types of norms, defining and discussing folkways, mores,
laws, explicit norms, implicit norms, ideal norms and real norms.
Objective 2.6 Explain the importance of the Sapir-Whorf Hypothesis.
Objective 2.7 Define subculture and counterculture, providing examples of each.
Objective 2.8 Distinguish between ethnocentrism and cultural relativism.
Objective 2.9 Compare and contrast how each major theoretical perspective (functionalism,
conflict, symbolic interaction) views culture.
Competency 3 The student will examine the significance of socialization.
Objective 3.1 Define socialization and discuss its importance to humans.
Objective 3.2 Discuss the nature v. nurture theory of socialization.
Objective 3.3 Describe the effects on human development of deprived socialization.
Objective 3.4 Compare the different theories of socialization developed by Cooley, Mead,
Freud, Erikson, and Piaget.
Objective 3.5 Examine the major agents of socialization.
Objective 3.6 Analyze the major transitions in the socialization process: (life cycle events
such as reaching puberty, relationships, first job loss, divorce, and death, etc.)
Objective 3.7 Discuss how prejudice and discrimination impacts people with disabilities.
Objective 3.8 Summarize socialization processes within other cultures/countries.
Objective 3.9 Compare and contrast how each major theoretical perspective (functionalism,
conflict, symbolic interaction) views socialization.
Competency 4 The student will examine social interaction.
Objective 4.1 Define social interaction
Objective 4.2 Explain the difference between oppositional interaction and supportive
interaction
Objective 4.3 Define community and discuss lifestyle enclaves.
Objective 4.4 Define institutions and describe the activities of the major institutions.
Objective 4.5 Define society, discussing Durkheim’s distinction between societies maintaining
mechanical solidarity and the nature of postindustrial society.
Objective 4.6 Compare and contrast Harold Garfinkel’s concept of ethnomethodology and
Goffman’s dramaturgical analysis as they apply to social interaction in society.
Objective 4.7 Analyze common interaction rituals found in society
Objective 4.8 Describe different types or styles of communication found in society
Objective 4.9 Compare and contrast how each major theoretical perspective (functionalism,
conflict, symbolic interaction) views social interaction.
Competency 5 The student will examine the function of groups, organizations, and social
interaction.
Objective 5.1 Define group and distinguish among group, aggregate, and social category.
Objective 5.2 Define: in-groups and out-groups, primary and secondary groups, membership
and reference groups.
Objective 5.3 Define group characteristics (group leadership, idiosyncrasy credit, group
conformity, group size, and social diversity)
Objective 5.4 Analyze the major types of group leadership
Objective 5.5 Define formal organization and the major types of formal organizations
Objective 5.6 Define bureaucracy and the characteristics of a bureaucratic organization
Objective 5.7 Analyze Weber’s model of bureaucracies.
Objective 5.8 Compare and contrast how each major theoretical perspective (functionalism,
conflict, symbolic interaction) views groups and organizations.
Competency 6 The student will examine the areas of sex & sexuality, and gender.
Objective 6.1 Define sex, gender, gender role, and gender identity.
Objective 6.2 Examine the major agents of socialization and how they impact gender
socialization.
Objective 6.3 Define the sexual revolution and sexual counter-revolution specific to the United
States.
Objective 6.4 Summarize the variety of sexual attitudes found in society.
Objective 6.5 Review current research related to sexual orientation.
Objective 6.6 Define feminism and examine the major tenants of feminism.
Objective 6.7 Define men’s movements and examine major groups in this movement.
Objective 6.8 Discuss current issues affecting the gay, lesbian, bisexual, and transgender
communities.
Objective 6.9 Investigate issues of sexual-based social problems (to include teen pregnancy,
pornography, prostitution, and sexual abuse).
Objective 6.10 Compare and contrast how each major theoretical perspective (functionalism,
conflict, symbolic interaction) views issues related to sex, gender, and sexuality.
Competency 7 The student will investigate the role deviancy plays in a society.
Objective 7.1 Define deviance, discussing the changing definition of deviance in history.
Objective 7.2 Examine the following prominent types of crime: violent crime, property crime,
victimless crime, and crimes by the powerful and affluent.
Objective 7.3 Examine most common statistical reports of crime (UCR,NCVS, SRS)
Objective 7.4 Define informal social control, indicating how it is achieved.
Objective 7.5 Explain the medicalization of deviance
Objective 7.6 Compare and contrast how each major theoretical perspective (functionalism,
conflict, symbolic interaction) views groups and organizations, to include anomie, strain theory,
differential association, social control, shaming, and labeling.
Competency 8 The student will examine social stratification at the national level.
Objective 8.1 Define social stratification and its role in modern life.
Objective 8.2 Explain the major systems of stratification found around the world.
Objective 8.3 Define social class, identify the three principle ways of measuring social class
in the United States.
Objective 8.4 Describe the impact of social class on people’s opportunities and lifestyles.
Objective 8.5 Define social mobility, identifying its effects.
Objective 8.6 Define poverty, to include absolute and relative poverty.
Objective 8.7 Compare and contrast how each major theoretical perspective (functionalism,
conflict, symbolic interaction) views stratification and poverty.
Competency 9 The student will examine social stratification at the global level.
Objective 9.1 Explain the four major consequences of global stratification.
Objective 9.2 Summarize the similarities and differences among high, middle, and lowincome countries.
Objective 9.3 Discuss poverty and its effects on women and children at the global level.
Objective 9.4 Outline the severity and extent of poverty at the global level.
Objective 9.5 Summarize the main issues or correlates for the severity and extent of global
poverty.
Objective 9.6 Define modernization theory and dependency theory.
Objective 9.7 Compare and contrast how each major theoretical perspective (functionalism,
conflict, symbolic interaction) views stratification and poverty.
Competency 10 The student will examine gender stratification.
Objective 10.1 Describe the relationship between gender and inequality.
Objective 10.2 Discuss the consequences of gender inequality
Objective 10.3 Explore gender stratification in the world of work, education, politics, and the
military.
Objective 10.4 Define sexism, discussing the personal and professional impact of sexism on
women and society as a whole.
Objective 10.5 Define sexual harassment and the forms such harassment may take.
Objective 10.6 Research violence against men and women and what can be done to end that
violence.
Objective 10.7 Compare and contrast how major theoretical perspectives explain the origin
and continuation of gender inequality and stratification.
Competency 11 The student will examine racial and ethnic groups in American Society.
Objective 11.1 Define race (biological and social construct), ethnicity, and minority.
Objective 11.2 Define and discuss racial, ethnic, and minority groups.
Objective 11.3 Define prejudice, racism, scapegoating, and stereotypes
Objective 11.4 Define discrimination and examine areas in social life where discrimination
occurs (e.g. institutional, housing, etc.)
Objective 11.5 Distinguish between prejudice and discrimination, discussing their impact.
Objective 11.6 Investigate the following American minority groups: Native Americans,
African Americans, Hispanic Americans, Jewish Americans, Asian Americans, and European
Americans (and others as implemented by instructor)
Objective 11.7 Compare and contrast approaches to racial and ethnic relations.
Objective 11.8 Compare and contrast how each major theoretical perspective (functionalism,
conflict, symbolic interaction) views race and ethnicity.
Competency 12 The student will examine the social institutions of politics and economics
Objective 12.1 Provide a broad historical overview of the economy (agricultural, industrial,
post-industrial, and information revolutions)
Objective 12.2 Survey the world’s economic systems.
Objective 12.3 Describe the world of work in the post-industrial economy.
Objective 12.4 Provide a broad historical overview of politics.
Objective 12.4 Compare and contrast the political systems of the world.
Objective 12.5 Describe the three major views of how power is distributed in the United
States (Pluralist, Elitist, and Marxist views)
Objective 12.6 Compare and contrast the major theoretical perspectives (functionalism,
conflict, symbolic interaction) views political systems and economics
Competency 13 The student will examine social institutions: family and religion
Objective 13.1 Compare and contrast definitions of family and types of family structures
Objective 13.2 Discuss the functions of a family in society.
Objective 13.3 Identify the kinship terms for marriage types, eligibility customs, residential
rules, and family-power patterns.
Objective 13.4 Discuss contemporary patterns of marriage in the United States.
Objective 13.5 Outline the stages of family life.
Objective 13.5 Discuss the impact of such issues as violence, divorce, and remarriage have
on the family.
Objective 13.6 Compare and contrast how each major theoretical perspective (functionalism,
conflict, symbolic interaction) views of the family.
Objective 13.7 Define religion and identify the functions of religion
Objective 13.8 Summarize the role of religion throughout history.
Objective 13.9 Explain the difference between the sacred and the profane.
Objective 13.10 Provide a brief synopsis of the world’s major religions
Objective 13.11 Define secularization, civil religion, and religious revival as they relate to
religion in a changing society.
Objective 13.12Compare and contrast how each major theoretical perspective
(functionalism, conflict, symbolic interaction) views religion.
Competency 14 The student will examine social institutions: education, health and medicine.
Population
Objective 14.1 Define education. Explain the difference between “education” and “schooling”.
Objective 14.2 Compare and contrast schooling in low-income countries, high-income
countries, and schooling in the United States.
Objective 14.3 List and explain the major functions of schooling.
Objective 14.4 Summarize major issues associated with social inequality in schooling (i.e.
public vs. private education, access, credentialism, etc.)
Objective 14.5 Describe major problems being faced in education.
Objective 14.6 Compare and contrast how each major theoretical perspective views
education (to include the functions of education and correlating schooling with the perpetuation
of social inequality).
Objective 14.7 Outline the current system of health care in the United States (to include
private insurance programs, public health programs, HMO’s, and current healthcare reform)
Objective 14.8 Discuss major health issues affecting national and global populations
Objective 14.9 Discuss current ethical issues in healthcare and medicine.
Objective 14.10 Define holistic medicine and outline the major characteristics that are
foundational to this approach to medicine.
Objective 14.11 Compare and contrast how each major theoretical perspective
(functionalism, conflict, symbolic interaction) views on health and medical care.
Competency 15 The student will explore current social issues related to population,
urbanization, and the environment.
Objective 15.1 Define demography and the three determinants of population growth (birth
rate, death rate, and migration rate)
Objective 15.2 Compare and contrast Malthusian Theory and Demographic Transition Theory
of population growth
Objective 15.3 Define urbanization, ecology, biospheres, and ecosystems.
Objective 15.4 Explain the main causes of environmental problems (such as pollution,
depletion of natural resources, etc.)
Objective 15.5 Describe the three major periods of history in the development of cities
(preindustrial, industrial, and metro/megalopolitan).
Objective 15.6 Compare and contrast theories about the nature of city life (Urban Anomie,
Compositional, and Subcultural)
Objective 15.7 Identify and discuss urban problems and their causes.
Objective 15.8 Compare and contrast how each major theoretical perspective (functionalism,
conflict, symbolic interaction) views issues related to population, urbanization, and the
environment.
Competency 16 The student will exam social change in modern society.
Objective 16.1 Define collective behavior
Objective 16.2 Define common types of collective behavior (examples might include mass
hysteria, panic, rumors, mobs, riots, etc.)
Objective 16.3 Describe three major theories of collective behavior to include contagion,
convergent, and emergent norm theories.
Objective 16.4 Define social movements
Objective 16.5 Explain the four major types of social movements and their goals
Objective 16.6 Explain the major stages in social movements.
Objective 16:7 Define modernization, the four characteristics of modernization and its impact
on societies.
Objective 16.8 Summarize the major theories that explain social change at the global level
Teacher’s Guide
Course Textbook, Materials and Equipment
Textbook(s)
Title
Society: The Basics (Current edition in print)
Author(s)
John J. Macionis
Publisher
Allyn & Bacon/Prentice Hall
ISBN
0-13-653825-8 (Current Edition)
Software/
Equipment
Title
Author(s)
Publisher
ISBN
Various resources available: www.prenhall.com/macionis;
Availability of VCR/DVD player; computer w/Internet access
Course Assessments
Description of Possible Course Assessments
(Essays, multiple choice, etc.)
1. Exams: (Objective in nature; multiple
choice, fill in the blank, listing,
describing, short answer essay, etc.)
Instructors should construct tests that include both
objective and essay formats. A scheduled
midterm and final should be the minimum given
the amount of the material. Students will benefit
from the opportunity for additional exams or
quizzes because of the sheer amount of
information. Please adjust your testing methods
to meet the needs of your current student
population; however, please include questions on
the course material as noted in the objectives and
competency requirements. Because this is a
writing across the curriculum course, instructors
are strongly encouraged to include writing
assignments that will also count toward that
assessment if no other activities are being offered
to satisfy the writing assessment requirement. This
also supports the five core learning outcomes of
the institution.
_______________________________________
2. Class activities
Instructors are strongly encouraged to make class
activities a part of overall grade assessment. MCC
requires Participation to be a minimum of 15% of
the overall grade. Class activities that get students
involved and interacting about the subject matter
have proven to be a very effective tool to support
the five core learning outcomes of the institution.
3. Research/Writing Assignments
Instructors are strongly encouraged to incorporate
assignments that require students to conduct
academic research and writing on topics related to
course competencies and objectives. Examples
might include short summary papers over journal
articles, problem solving or position paper on an
issue presented in the text or lecture, etc. This also
supports the five core learning outcomes of the
institution.
Major papers will be formatted in APA format to
support professional style utilized in the social
sciences.
_________________________________________
4. Presentations
Exams standardized for this course? No
__ Midterm
__ Final
__ Other (Please specify):
Where can faculty members locate or access
the required standardized exams for this
course?
Instructors are strongly encouraged to incorporate
assignments that engage students in quantitative
and/or qualitative inquiry leading to the
formulation of individual and/or group oral
presentations within the classroom. This supports
the five core learning outcomes of the institution.
Are exams required by the department?
___Yes _X_No
If Yes, please specify:
Any standardized materials (texts, study guides,
etc.) can be obtained on each local campus. See
the Academic Chair.
Faculty may write their own exams. The publishers
support instructors using this text by providing
Internet resources (testing banks, instructor’s
manual, etc.) and on-going ground support via
software, updates to texts, CD’s with instruction
manuals, and exam preparation tools.
Online resources are available through the
publisher, to include access to introductory
sociology study guide materials for students.
Instructors are strongly encouraged to utilize the
Internet for wide range of resources to support
learning units presented in the classroom. A
www.prenhall.com/macionis
www.religioustolerance.org
www.ucr.gov
www.asa.org
www2.lib.udel.edu/subj/soc/internet.htm
(a clearing house of resources for sociology)
www.socioweb.com
(independent source for sociological
resources on the web)
Learning Units
*Standard activities and assignments are listed for all instructors teaching the course. “Suggested”
activities are offered as options and/or idea starters that could be used in studying the learning
unit topic and supporting the core learning outcomes of MCC.
Learning Unit Topic 1: Sociology: Perspective, Theory, and Method
Competency: 1
Objectives: 1.1 through 1.11
Activities/ Assignments: Interactive lecture, Read Chapter 1, study guide online/disk; student notes
or handouts available on ANGEL; Suggested: interactive class activities on learning to conduct
research
Laboratory Activities: N/A
Learning Unit Topic 2: Culture
Competency: 2
Objectives: 2.1 through 2.9
Activities/ Assignments: Interactive lecture, Read Chapter 2, study guide online/disk; student notes
or handouts available on ANGEL; class discussion; Suggested: interactive class activities on cultural
diversity
Laboratory Activities: N/A
Learning Unit Topic 3: Socialization
Competency: 3
Objectives: 3.1 through 3.9
Activities/ Assignments: Interactive lecture, Read Chapter 3, study guide online/disk; student notes
or handouts available on ANGEL; class discussion; Suggested: interactive class activities on
socialization processes
Learning Unit Topic 4: Social Interaction in Everyday Life
Competency: 4
Objectives: 4.1 through 4.9
Activities/ Assignments: Interactive lecture, Read Chapter 4, study guide online/disk; student notes
or handouts available on ANGEL; class discussion; Suggested: interactive class/field activities on
social interaction
Laboratory Activities: N/A
Learning Unit Topic 5: Groups and Organization
Competency: 5
Objectives: 5.1 through 5.8
Activities/ Assignments: Interactive lecture, Read Chapter 5, study guide online/disk; student notes
or handouts available on ANGEL; class discussion; Suggested: interactive class activities on group
processes
Laboratory Activities: N/A
Learning Unit Topic 6: Sexuality and Society
Competency: 6
Objectives: 6.1 through 6.10
Activities/ Assignments: Interactive lecture, Read Chapter 6, study guide online/disk; student notes
or handouts available on ANGEL; class discussion; Suggested: interactive class activities on
sexuality (use of Internet resources and other multi-media to discuss current issues of sex,
orientation, discrimination, etc. focused on issues of diversity).
Laboratory Activities: N/A
Learning Unit Topic 7: Deviance
Competency: 7
Objectives: 7.1 through 7.6
Activities/ Assignments: Interactive lecture, Read Chapter 7, study guide online/disk; student notes
or handouts on ANGEL; class discussion; Interactive class activities on crime & deviance
(suggestions include use of Internet government sites such as U.S. Bureau of Statistics for current
Uniform Crime Reports, Surveys, and other tools).
Laboratory Activities: N/A
Learning Unit Topic 8: Social Stratification
Competency: 8
Objectives: 8.1 through 8.7
Activities/ Assignments: Interactive lecture, Read Chapter 8, study guide online/disk; student notes
or handouts on ANGEL; class discussion; Suggested: interactive activities focused on issues of social
class, discrimination, impact of stratification on society, etc.)
Laboratory Activities: N/A
Learning Unit Topic 9: Global Stratification
Competency: 9
Objectives: 9.1 through 9.7
Activities/ Assignments: Interactive lecture, Read Chapter 9, study guide online/disk; student notes
or handouts on ANGEL; class discussion
Laboratory Activities: N/A
Learning Unit Topic 10: Gender Stratification
Competency: 10
Objectives: 10.1 through 10.7
Activities/ Assignments: Interactive lecture, Read Chapter 10, study guide online/disk; student
notes or handouts on ANGEL; class discussion; Suggested: interactive class activities dealing with
gender issues such as the income/pay gap, impact of socialization agents on gender roles, the
glass ceiling fact or myth, etc.).
Laboratory Activities: N/A
Learning Unit Topic 11: Race and Ethnicity
Competency: 11
Objectives: 11.1 through 11.8
Activities/ Assignments: Interactive lecture, Read Chapter 11, study guide online/disk; student
notes or handouts on A NGEL; class discussion; Suggested: class activities dealing with current
issues in race relations, hate crimes, creating a social climate of diversity, etc.)
Laboratory Activities: N/A
Learning Unit Topic 12: Economics and Politics (units on social institutions)
Competency: 12
Objectives: 12.1 through 12.6
Activities/ Assignments: Interactive lecture, Read Chapter 12, study guide online/disk; student
notes or handouts on ANGEL; class discussion; Suggested: interactive class activities on current
issues in politics and/or the economy; creating societies based on different economic/political
systems and engaging in comparison/contrast of such societies, etc.)
Laboratory Activities: N/A
Learning Unit Topic 13: Family and Religion
Competency: 13
Objectives: 13.1 through 13.12
Activities/ Assignments: Interactive lecture, Read Chapter 13, study guide online/disk; student
notes or handouts available on ANGEL; Suggested: class activities on issues related to the family
(analyzing media constructs or treatment of family versus reality beyond the media, debates on
defining “family”, constructing family trees, etc.); Additional resources on domestic violence,
divorce, and other family issues is suggested
Laboratory Activities: N/A
Learning Unit Topic 14: Education, Health, and Medicine
Competency: 14
Objectives: 14.1 through 14.11
Activities/ Assignments: Interactive lecture, Read Chapter 14, study guide online/disk; student
notes or handouts available on ANGEL; class discussion; Suggested: interactive class activities on
current issues in education, health, and medicine.
Laboratory Activities: N/A
Learning Unit Topic 15: Population, Urbanization, and Environment
Competency 15
Objectives 15.1 through 15.8
Activities/Assignments: Interactive lecture, Read Chapter 15, study guide online/disk; student notes
or handouts available on ANGEL; class discussion; Suggested: class activities on current
environmental issues and urbanization; (Use of Internet for current information on such issues as
the rain forest, ecological movements, recycling, etc. is suggested)
Laboratory Activities: N/A
Learning Unit Topic 16: Social Change: Modern and Postmodern Societies
Competency: 16
Objectives: 16.1 through 16.8
Activities/Assignments: Interactive lecture, Read Chapter 16; student guide online/disk; student
notes or handouts available on ANGEL; class discussion; Suggested: interactive class activities on
types of collective behavior (fads, crazes, mass hysteria) students have seen or experienced, current
social movements, etc.
Laboratory Activities: N/A