Tag Archives: resistance

Social Problems

13 Jan

Soc 80: Social Problems


SJSU, Fall 2020

SOCI 80, Sec. 03 (47458): Tuesday/Thursday, 12 – 1:15 PM on Zoom

Core General Education (GE) Requirement Course in Area D3 (Social Sciences – Social Issues)

Professor: Dan Brook, Ph.D.  (brook @ brook . com) (no e, no s)
(When writing to me by e-mail, please put something identifying in the subject line and be sure to mention what course/section you’re in.)
My Office Hours: available by request

Sociology Dept Office: DMH 241 (tel: 408-924-5320 / fax: 408-924-5322 / email: sociology@sjsu.edu), www.sjsu.edu/siss

All instruction will be via Zoom. I expect all students to attend class with their video on, with or without a virtual background, unless you contact me in advance.

All assignments will be submitted via email. I do not use Canvas.

For COVID-19, best practices suggest:

  • always wear a mask when outside your home (to protect yourself, to protect others, to follow guidelines, and to send a signal);
  • avoid crowds;
  • avoid being with people outside your household in indoor settings whenever possible;
  • physically distance by staying at least 6 feet away from others outside your household whenever possible;
  • avoid touching surfaces and things that others might have touched (and use tissues, sleeves, elbows, etc. as an alternative, if possible);
  • use hand sanitizer immediately after you touch something that could have been touched by others;
  • wash your hands with soap and water when you can;
  • don’t touch your mouth, nose, or eyes unless your hands are clean;
  • stay away from those who might be ill;
  • maintain your own health and immune system with enough sleep, clean diet, self-care, etc.; and
  • quarantine yourself if you think you might be ill.

My classroom will be, to the best of my ability, a sanctuary classroom (and my office is also a sanctuary), where anyone should feel safe and free to learn and to be a student, regardless of any other reason, identity, classification, or status. I will facilitate and protect that right as much as possible.

Course Description:
This course will discuss and analyze social problems from a critical perspective, rather than merely “blaming the victim”. We will examine the definition(s) of social problems, including how and why some issues are socially constructed and defined as social problems, while others are not. Some of the topics to be studied and discussed will be racism, sexism, poverty, homophobia, and other issues related to discrimination and diversity, in addition to environmental degradation, healthcare, demographic changes, education, power, the mass media, cities, corporate behavior, governmental policies, globalization, inequality, and other social, political, and economic issues. We will also explore some emergent social problems. In doing so, we will introduce and apply some core sociological theories and concepts to better contextualize and understand social problems, to further develop our sociological imaginations, and to discuss and devise social solutions.

Required Reading:
Stanley Eitzen et al., Social Problems (11th, 12th, 13th, or 14th Ed.) (textbook only)
(However you choose to access the text is fine, but it is required: textbook, loose leaf, or digital; own, rent, or borrow; new or used; present edition or previous few; individual or share; etc.)

A listserv is a group email messaging system. Parallel to our actual class sessions, we will also have a “virtual classroom” consisting of online messages via our course email listserv on Google Groups. It is required that you be a member of this free listserv.

Learning Objectives:
Learning Objective 1: Students shall be able to identify and analyze the social dimension of society as a context for human life, the processes of social change and social continuity, the role of human agency in those social processes, and the forces that engender social cohesion and fragmentation.
In-class small and large group discussions; Discussion of current events; Course Project; Exams; Films & Film Reflections
Learning Objective 2: Students will be able to place contemporary developments in cultural, historical, environmental, and spatial contexts.
In-class small and large group discussions; Discussion of current events; Course Project; Exams
Learning Objective 3:  Students will be able to identify the dynamics of ethnic, cultural, gender/sexual, age-based, class, regional, national, transnational, and global identities and the similarities, differences, linkages, and interactions between them.
In-class small and large group discussions; Course Project; Exams; Films & Film Reflections; Listserv; Discussions of current events
Learning Objective 4:  Students will be able to evaluate social science information, draw on different points of view, and formulate applications appropriate to contemporary social issues.
In-class small and large group discussions; Course Project; Exams
Learning Objective 5:  Students will be able to apply multidisciplinary material to a topic relevant to policy and social action at the local, national, and/or international levels.
In-class small and large group discussions; Course Project; Final Exam; Films & Film Reflections

Course Organization:
This course is designed to be more of a mosaic than a narrative. There are an infinite number of ways this (or any other) course could be designed, all of which would be subjective and incomplete. We will do our best, however, to learn a great deal about social problems and to make doing so interesting, relevant, and fun. Therefore, at the end of the course, we may still not have “conclusions” or all of the “answers”, but we will certainly have a better understanding, and perhaps better questions, regarding sociology and social problems. In my opinion, as with any organization, the university should be a “collaboratory”, and education should be a conspiracy, where people actively and cooperatively work together. We will strive to do so.

Class meetings may include lectures, small-group and large-group discussions, thought experiments, cultural conundrums, presentations, case studies, current events, visuals, and videos — a variety of activities for a variety of students and learning styles, designed to encourage critical thinking, social understanding, active participation, social and political change, life-long learning, and personal enjoyment.

Willingness to think critically and willingness to participate in class!

You are responsible for the information in this syllabus.

According to the SJSU Catalog, Soc 80 fulfills the Core GE in Area D3 (Social Sciences – Social Issues) requirement, meaning “students will be able to apply multidisciplinary material to a topic relevant to policy and social action at the local, national, and/or international levels”. Core GE courses require students to write a minimum of “1500 words in a language and style appropriate to the discipline” for course assignments during the semester.

All submitted written work (other than exams) must be typed, preferably on both sides of the paper. Late assignments will be penalized unless prior approval is given. Successful completion of each and every requirement is necessary for a passing grade.

There will be a midterm and a final essay examination. Each exam will be worth approximately 30% of the course grade. For these essay exams, study guidelines and study questions will be provided at least a week in advance on the course listserv.

Course Project & Proposal:
There are various options for your course project. Any project chosen must be preceded by a brief (and approved) project proposal, clearly and concisely explaining (1) what you plan to do, (2) how it relates to social problems, and (3) why you are choosing this particular project. If you want to switch topics or options, you need to submit a new proposal and get it approved.

If you engage in a group project, each student’s contribution should exceed the minimum requirements, each student’s contribution should be at least equivalent to those of other options, and each student should delineate in writing their specific contributions to the group project.

Typed project proposals are due no later than the fifth week of the course (see course schedule below), though earlier is welcome. The course project is worth approximately 30% of the course grade.

    Option 1: Service Learning Project
This is the preferred option. Students may engage in a minimum of two hours per week for a minimum of ten weeks this semester toward a service-learning project (also known as experiential learning or community-based learning) related to one or more social problems of the student’s choosing (10 weeks x 2 hours/week = 20 hours/semester) doing not-for-profit work.

You can join or start a group, do individual work, and/or work with others in or out of the class, whether as a volunteer or for pay, engaging in social service, social advocacy, and/or social action, doing one or more activities of your choosing throughout this semester. It’s your choice.

Students will maintain and submit a typed journal of their experiences, briefly listing date, time, location, and activity, as well as discussing the sociological significance and your personal reflections about your experiences. There should also be a final cumulative reflection on your project, summarizing your experience, for a total of 11 journal reflections. These projects should rarely, if ever, conflict with class time. Each week’s entry should be no less than 350 words of typed text (with a word count at the top of each one), preferably more (usually 1-2 pages), meaning a total absolute minimum word count of 3850. Due during the last week of class (see course schedule below).

For lots of ideas, check bapd.org with its list of about 1200 organizations; also check hoba.org, volunteermatch.org, onebrick.org, and care2.com/volunteer.

On campus, check the Center for Community Service and Leadership (Clark Hall 203 & 126A, 408-924-3540); SJSU’s service learning center can assist you with all your service/experiential learning needs. Also visit the related Cesar Chavez Community Action Center (AS House 105, 408-924-4144, cccac@asjsu.edu, as.sjsu.edu/cccac) for service learning ideas and community involvement opportunities. The Environmental Resource Center (WSQ 115, 408-924-5467, erc@e-mail.sjsu.edu, erc.thinkhost.net) is green central for SJSU. Women’s Resource Center (Mod. B, 408-924-6500, www.sjsu.edu/wrc) is “a multi-cultural group dedicated to the promotion of women’s issues and social change”. MOSAIC Cross Cultural Center (408-924-6255, sa.sjsu.edu/mosaic) supports, advocates, and celebrates diversity, equity, and social justice.

You need to submit a proposal and get it approved (see above).

    Option 2: Academic Research Paper
An original academic research paper on a relevant topic of your choosing (within certain constraints and after consultation with the instructor) may constitute the final project. This will give students the opportunity to explore in-depth a facet of the subject matter that fits with their personal interests. Be sure to explain, not just assert, how the chosen topic illustrates something about one or more social problems.

The text of the paper (not including cover page, certification statement, abstract, references, annotations, appendices, etc.) must be a minimum of 3000 words (typewritten, numbered pages, double-spaced, 1-inch margins, Times New Roman 12-point font (or equivalent) and, preferably, double-sided), utilizing a minimum of ten outside sources (at least 5 books and at least 5 articles), in addition to citing the course text for a minimum total of 11 sources. Each of the 11 minimum sources must be annotated with a brief single-spaced summary or explanation of that source; additional sources can be annotated, but they do not have to be. There should also be an abstract, or author’s summary, at the beginning of the paper and a word count and certification statement (see below) on the cover page (the first page of your actual paper/text is page 1 and you should start at the top of it without repeating any information from the cover page).

All facts and ideas not your own (e.g. concepts, quotes, paraphrases, statistics, stories, graphics, photos, etc.) must be properly cited with any academically-recognized citation method. The paper should be given a good title and wrapped with a cover page at the beginning and the annotated bibliography at the end.

The paper can employ any social science methodology, any ideology, and any perspective. These are research papers and should not simply be book reports, literature reviews, personal reflections, or the like. Feel free to take a strong position. What is important, however, is how clearly you present the information, how you support and defend your argument(s), and how you incorporate your own analysis.

It is highly recommended that you start the paper relatively early: begin by thinking about and then choosing a topic, doing preliminary research, formulating some ideas, and making some notes. Remember, good writing (and a good grade!) often requires cycles of thinking, researching, outlining, writing, editing, and proofreading.

Your paper should have a thesis statement (or main argument) on the first page; you should also state here what your paper will cover. Correspondingly, your paper should end with a conclusion, one that ties the paper together and wraps up your main idea(s), bringing closure. Between the introduction and conclusion should be the story, e.g. support and defense of your arguments, evidence, examples, anecdotes, history, comparisons and contrasts, etc. Personal commentary and autobiography are only appropriate when accompanied by critical analysis and/or thoughtful synthesis, which can include linking it to the literature on your topic and/or placing it in a comparative or historical context.

Besides the substance of the paper, organization, grammar/spelling, and clarity are also important. Difficulties with writing can be brought to the writing center on campus and/or to others who can help you clarify your ideas and how you convey them. Some widely used and recommended books for help with writing are: Strunk & White’s The Elements of Style <www.bartleby.com/141>; Howard S. Becker’s Writing for Social Scientists; The Guide for Writing Research Papers <cctc.commnet.edu/mla.htm>; and various manuals of style. There are many other good sources for writing, both in the library and on the Web. Due during the third to last week of class (see course schedule below).

You need to submit a proposal and get it approved (see above).

On your cover page with your name and paper title, please prominently place and sign the following certification statement with a word count:

“I certify that this paper complies with SJSU academic integrity standards, does not contain plagiarized content, and exceeds the minimum length and sourcing requirements.”

Option 3: Infinity Option
Students who would like to pursue other equivalent alternatives should think of one and then can speak with me about this possibility (e.g., a combination of options; art; music; audio or video documentary; website; blog; zine; museum exhibition; photojournalism; newspaper or magazine; business or non-profit; etc.). Option 3 projects should, at a minimum, be at least equivalent to Options 1 or 2 in terms of your time and effort put into the project as well as comprising at least 1500 words to satisfy the GE requirement. Alternative projects, which are not a way to get out of work, but rather another way to get in, are due Week 14. You need to submit a proposal and get it approved (see above). If you choose to do a group project, each student’s time and effort should be at least equivalent to a full individual project and each student should submit an additional statement detailing what they specifically contributed to the group project. Projeects that are not equivalent will not receive full credit.

Academic Integrity:
Academic honesty (i.e., doing your own work and presenting your own ideas while crediting others for theirs) is important and will be enforced; academic dishonesty (e.g., plagiarism, other forms of cheating, etc.) is unacceptable. Please read and review Earl Babbie’s “How to Avoid Plagiarism” at ebabbie.net/Plagiarism/index.html.

According to SJSU’s Academic Integrity Policy, “cheating is the act of obtaining or attempting to obtain credit for academic work [or helping another to do so] through the use of any dishonest, deceptive, or fraudulent means”. Plagiarism is “the act of representing the work of another as one’s own without appropriate credit, regardless of how that work was obtained”.  “Your own commitment to learning, as evidenced by your enrollment at San José State University, and the University’s Academic Integrity Policy, requires you to be honest in all your academic course work.” I take this very seriously, as should you. Also see www.sjsu.edu/senate/docs/S07-2.pdf

There should not be any plagiarism on any assignments, whether small or large, draft or final. As a first step, when plagiarism is suspected or detected, I will stop reading the assignment and assign no credit; further steps will be taken afterward. If you are ever unsure what plagiarism is or isn’t, it’s your responsibility to investigate and find out. Make sure it doesn’t happen.

On the cover page of your course project, please prominently place and sign the following certification statement:

“I certify that this project complies with academic integrity standards, does not contain plagiarized content, and exceeds the minimum length requirement.”

University Policies:
“Office of Graduate and Undergraduate Programs maintains university-wide policy information relevant to all courses, such as academic integrity, accommodations, etc.”

You may find all syllabus related University Policies and resources information listed on GUP’s Syllabus Information web page at http://www.sjsu.edu/gup/syllabusinfo/

Classroom Protocol (Attendance / Class Participation / Classroom Behavior):
Sociology should be a “contact” activity, for participant-observers, not one simply for spectators or audience members. This is a seminar and, therefore, a discussion class in which the dialogues and exchanges between instructor and students, and among the students themselves, are essential for the full functioning of the “mini-society” of the classroom. Spirited, but friendly, debate, as well as active listening, is absolutely essential for critical analysis, intellectual development, mutual respect, human creativity, political pluralism, and civic participation in a democratic society. There will be an emphasis in this class on discussion and interactivity.

The purpose of discussion in our course is to provide a forum in which students can safely and supportively ask questions, present and debate their ideas, receive and interpret new information and perspectives, and develop and clarify their thinking and communication skills. Students are expected to prepare for, attend, and participate in discussions as actively as possible. Therefore, both attendance and participation are vitally important. Students are also strongly encouraged to share relevant items/stories/miscellanea as another form of class participation.

If you miss any classes, be sure to get notes and information about missed information and assignments, if any, from another student, as you are responsible for whatever happens in class, whether you are present or absent for any reason. University policy F69-24 at http://www.sjsu.edu/senate/docs/F69-24.pdf states that “Students should attend all meetings of their classes, not only because they are responsible for material discussed therein, but because active participation is frequently essential to ensure maximum benefit for all members of the class. Attendance per se shall not be used as a criterion for grading.”

I expect students to be on time to class, to silence their electronics (e.g., computers, phones, iPads, iPods, etc.) while in the classroom, to only use them for course purposes (e.g., notes, reminders, fact-checking, this syllabus, etc.), and to be otherwise respectful of the learning environment and fellow students. In contrast, coming to class late, leaving early, texting, checking one’s phone too often, using a phone or computer for non-class activities, surfing the web or checking social media, listening with earbuds/headphones, side conversations, and other distracting or disruptive activities are negative forms of class participation.

Participation is worth about 10% of the course grade.

All written work for the course (required), as well as any other files that are important to you (recommended), should be saved or backed up in more than one way (e.g., on a flash drive or other external hard drive, on a web-based e-mail account or otherwise online, with Carbonite.com, and/or, if necessary, burned to a CD or printed out as a hard copy). If you do this and something unexpected happens before an assignment is due, you will still have a copy of your work.

Accommodation, Inclusion, Civil Rights, & Cooperation:
Respect for diversity, both of people and perspectives, is expected and encouraged in this class. All students are welcome, should feel safe, and should have equal access and opportunity for optimal learning in this course, department, university, and society, regardless of race, ethnicity, national origin, home language, sex, gender, sexual orientation, sexuality, gender identity, religion, creed, ideology, ability or disability, appearance, socio-economic class, marital or parental status, housing status, veteran status, political or other affiliation, or any other similar or equivalent quality, identity, or status.

Any student who has any sort of disability, special need, condition, situation, or circumstance, whether permanent or temporary, which requires “reasonable accommodations” or assistance of any kind should contact the campus Accessible Education Center (formerly Disability Resource Center) (Admin Bldg 110, tel: 408-924-6000, TTY: 408-924-5990, fax: 408-924-5999, aec-info@sjsu.edu, www.sjsu.edu/aec) and/or speak with me directly. Everyone deserves the support and resources they need to succeed. Also see www.sjsu.edu/hr/employee_rights/accommodations/ada

Students are encouraged to use the methods of “legitimate cheating”, which include, but are not limited to: studying, working, playing, and plotting together; consulting with the writing center and reference librarians; getting a tutor; searching the web (especially the many social science, sociology, and writing sites); as well as brainstorming and discussing issues and ideas with students, friends, family, teachers, coaches, workers, managers, leaders, organizers, activists, and others, both on and off campus. And, of course, I’m available in my office and via e-mail, as well as before, during, and after class. When writing to me by e-mail, please put something identifying in the subject line and be sure to mention what course/section you’re in.

Campus and Other Resources:
The Academic Success Center (Clark Hall First Floor, 408-924-3322, www.sjsu.edu/asc) has all sorts of services, including peer mentoring, writing, tutoring, computers, and more.

The Learning Assistance and Resource Center (LARC) (SSC 600, 408-924-2587, www.sjsu.edu/larc) offers academic support in the form of tutoring as well as reading, writing, study, and selected software skills to ensure academic success.

The Writing Center (Clark Hall 126, 408-924-2308, www.sjsu.edu/writingcenter) offers tutoring, workshops, and other services for all students, all disciplines, and all levels of writing.

There is a Sociology Reference Librarian in King Library (Jane Dodge; (408) 808-2321; jane.dodge@sjsu.edu). Library tutorials can be found at tutorials.sjlibrary.org/tutorial.

The Student Computer Service (SCS) (King Library L67, 408-808-2470, LibrarySCS@sjsu.edu) is available for computer help; there’s also the AS Computer Services Center (Student Union, 408-924-6976, ascsc@as.sjsu.edu). Computer labs for student use are available in the Academic Success Center (1st floor of Clark Hall) and on the 2nd floor of the Student Union. Computers are also available in King Library. Additional computer labs are available in some departments.

Media Services (IRC 112) has a wide variety of audio-visual and computer equipment available for checkout.

Student Wellness Center (408-924-6122, www.sjsu.edu/studenthealth) offers medical care with a pharmacy, family planning, physical therapy, x-rays, and more. Peer Health Education runs a Condom Co-op (408-924-6203) as part of its sexual wellness program.

If you get the flu or any other illness that may be contagious, please do not attend class. For comprehensive info about the flu, check out flu.gov (also available in Español/Spanish) for “know[ing] what to do about the flu”: get vaccinated; cover coughs and sneezes; wash hands frequently; avoid people who are ill; and stay home if sick.

Counseling Services (Student Wellness Center 300B, 408-924-5910, counseling.services@sjsu.edu, www.sjsu.edu/counseling) provides individual or group psychological support to help resolve difficult problems that may interfere with academic issues. The Peer Mentor Center (Clark Hall, ASC, 1st floor, 408-924-2198,  www.sjsu.edu/muse/peermentor) is also useful and has services that are free and available on a drop-in basis with no appointment required.

Women’s Resource Center (Student Union, Rm. 1650, 408-924-6500, sjsu.edu/wrc) is “a multi-cultural group dedicated to the promotion of women’s issues and social change”.

MOSAIC Cross Cultural Center (Student Union, 408-924-6255, sjsu.edu/mosaic) supports, advocates, and celebrates diversity, equity, and social justice.

The LGBT Resource Center (sjsu.edu/pride) is there for all sorts of LGBT+ issues. There are also several related campus organizations.

Center for Community Service and Leadership (Clark Hall 203 & 126A, 408-924-3540, sjsu.edu/ccll), SJSU’s service learning center, can assist you with all your service learning needs. Also visit the related Cesar Chavez Community Action Center (Student Union, 408-924-4144, cccac@asjsu.edu, as.sjsu.edu/cccac) for service learning ideas and opportunities..

The Environmental Resource Center (WSQ 115, 408-924-5467, erc@e-mail.sjsu.edu, erc.thinkhost.net) is green central for SJSU.

The SJSU Career Center (Admin 154, 408-924-6031) helps students find internships and jobs.

SJSU Cares can provide assistance to students in need (e.g., mentoring, counseling, safety, food, etc.).

A listing of student resources is available at slisweb.sjsu.edu/current-students/student-resources.

School Success:
For best results in school, practice the ARTS:
Attend every class, act curious, and ask questions; Read every assignment and research what’s most interesting to you; Take good notes; then Study and review what you’ve learned.

10 Things You Can Do to Improve Your Grades

15 Secrets of Getting Good Grades in College

National Resources:
The National Suicide Prevention Hotline is available anytime, 24/7/365, toll-free at 1-800-SUICIDE  (there are also warmlines, textlines, etc.); my article on suicide is at tikkun.org/tikkundaily/2013/10/22/suicide. The National Domestic Violence Hotline is available anytime, 24/7/365, toll-free at 1-800-799-7233. The Substance Abuse and Mental Health Services Administration (SAMHSA) (1-800-662=HELP) offers referrals 24/7/365.

Please register to vote and also encourage others to register and vote, as well.

Web Sources:
Excellent websites for news and views include news.google.com for mostly mainstream news links and www.commondreams.org and www.alternet.org for mostly progressive ones, along with many links. There are many other sources on (and off) the world wide web that would be interesting, useful, and relevant, as well.

Grading Criteria:
Assignments are graded holistically based on the following qualitative rubric:

“A” level work consists of cogent, well-articulated, and well-developed written and oral presentation, demonstrating insight, originality, and complexity in both form (e.g., language, expression, organization) and substance (e.g., logical argumentation, factual accuracy, and appropriate examples); critical thinking skills are amply demonstrated; sociological imagination is highly active; tasks are completed on time and according to the guidelines, often going “above and beyond”. “A” level work is considered excellent.
“B” level work may be thoughtful and developed, but may not be original, particularly insightful, or precise. While ideas might be clear, focused, and organized, they are less likely to be comprehensive or dialectical. Critical thinking skills are satisfactory; sociological imagination is active. “B” level work is considered good.
“C” level work is reasonably competent, yet may be unclear, inconsistent, and minimally inadequate in form and/or content. Critical thinking skills are minimal; sociological imagination is weak. “C” level work is considered mediocre and barely adequate.
“D” level work is not competent, appropriate, relevant, complete, and/or adequate in form and/or content, thereby not fully meeting the minimum requirements. Critical thinking skills are largely absent; likewise with sociological imagination.
“F” level work is generally not enough work, often missing assignments or parts thereof, doing work below the minimum requirements, not demonstrating critical thinking skills or sociological imagination, engaging in plagiarism or other forms of academic dishonesty, or is otherwise unacceptable for credit. “F” level work is failing.

As per privacy regulations, I will not share any grades via email.

*** If you have ANY concerns, questions, problems, or issues regarding ANY aspect of the course (or anything else) that isn’t addressed during class or isn’t clear enough to you, please make sure to speak to me either in or out of class, either personally or through e-mail. ***

Course Schedule & Class Assignments:
SJSU 2020-2021 Calendar

Readings should be done by the week for which they are assigned, so that you’ve done the reading before class.
Websites are usually optional (though encouraged),
but are required when there is no book reading assigned.

Week1: Thursday, August 20, 2020
Course Introduction & Syllabus
Social Truths at www.smashwords.com/books/view/242645

Week 2: T/Th, Aug 25-27
Introduction to Social Problems

ch.1: Sociological Approach; Mills’ Sociological Imagination, ch.1

Week 3: T/Th, Sept 1-3
ch. 4: Environment Threats; Green New Deal

Week 4: T/Th, Sept 8-10
ch. 3: Population & Inequality; inequality.org
ch. 5: Demographic Changes; www.bayareacensus.ca.gov/counties/SanFranciscoCounty.htm

Week 5: T/Th, Sept 15-17
ch. 6: Urban Problems; en.wikiversity.org/wiki/Social_problems
ch. 7: Poverty; www.globalissues.org/article/26/poverty-facts-and-stats

Project Proposals due Week 5 or earlier

Week 6: T/Th, Sept 22-24


Housing the Homeless by Dan Brook

Film: Streets of Paradise (watch on your own, submit reflection paper of at least 350 words with a word count)

Week 7: T/Th, Sept 29-Oct 1
ch. 2: Wealth & Power; www.michaelparenti.org
Poverty (continued): www.globalissues.org/TradeRelated/Poverty.asp

Midterm Review

Week 8: T/Th, Oct 6-8
Midterm Essay Exam

Week 9: T/Th, Oct 13-15
ch. 8: Racism; www.dickshovel.com/priv.html; www.niot.org; annefrank.com

Equalitarianism by Dan Brook

watch outside of class: White Riots vs. Black Protests (~3-minute video)

film in class: When Hate Happens Here (part of the Not In Our Town series)

Week 10: T/Th, Oct 20-22
ch. 9: Sexism; www.womensenews.org;

ch. 10: Homophobia; qrd.org; hrc.org

Guest Presentation on Body Image ?

Film Reflection on WHHH Due (minimum 350 words typed with word count printed on top of page)

Week 11: T/Th, Oct 27-29
ch. 14: Work; United Students Against Sweatshops
Film in class: Democracy in the Workplace (watch on your own)


Week 12: T/Th, Nov 3-5
ch. 16: Education; teachingforchange.org

DitW Film Reflection due this week (minimum 350 words typed with word count printed on top of page)

Option 2 Projects (Research Papers) due this week

Week 13: T/Th, Nov 10-12
ch. 17: Health/Disease/Healthcare; calnurses.org; healthcentral.com; Eco-Eating; No Smoking?

A Life Connected (11-min video) (watch on your own and write a 350-word-minimum reflection paper)

Vidisha Rai of Factory Farming Awareness Coalition

Film: Forks Over Knives (extra credit with a 350-word-minimum reflection paper)

Option 3 (Alternatives) Projects due this week


Week 14: T/Th, Nov 17-19

ch. 18: National Security; Chomsky’s Resort to Force; A Brief History of U.S. Interventions


Week 15: T, Nov 24

Instead of our regular Zoom class, please read my Celebrating Genocide! for a thematic and provocative perspective on this week’s holiday and submit a 350-word-minimum reflection paper this week.


Week 16: T/Th, Dec 1-3

Course Conclusion & Social Solutions; Final Exam Review

ch. 19: Solutions; www.solvingpoverty.com/The_Book.htm (Scott Myers-Lipton’s book) and www.counterpunch.org/2007/02/23/making-poverty-history (my review); Creative Solutions

FOK Film Reflection due this week (minimum 350 words typed with word count printed on top)

Option 1 (Service Learning Journals) due by last day of regular class (this week)


Final Exam


Copyright © DB 2020. Although any commercial use of this syllabus and/or the course, including their contents, whether oral, written, graphic, mechanical, electronic, or otherwise, is strictly prohibited, any non-profit research, educational, or activist “fair use” of the syllabus and/or the course material is strongly encouraged (17 USC §107). This syllabus is subject to change. All rights reserved. Yada, yada, yada.