Civic Participation in American Society |
Sociology
180E Section 2 |
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Spring
Semester, 2001 |
Tues./Thursday
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David
Sikkink |
Office
Hours: T H, |
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1018
Flanner Hall |
631-3166 |
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Course Objectives:
Are Americans increasingly less willing to take an active part in civil society, less likely to get involved in everything from churches, parent-teacher associations, and bowling leagues? This course will investigate whether American society is fragmenting and the common good is neglected because Americans are increasingly isolated within families and in front of the TV. We will discuss social trends that may explain why collective participation is declining in community institutions, such as public schools and churches, and what can be done about it. We will examine the social and cultural factors that explain why some Americans get involved in their churches, schools, and communities, and others don't. Our primary window into these broader issues will be an analysis of involvement in public schools and of the challenges (and opportunities) posed to the common good by the recent growth and vitality of charter and magnet schools, and private school institutions, such as Catholic and other Christian schools, and homeschooling. This class will also strive to use the tools of sociology to analyze trends in civic involvement, and to improve analytical and writing skills through class discussion and essays.
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Course Materials
Etzioni, Amitai. The Spirit of
Community.
Putnam, Robert. 2000. Bowling Alone.
Wuthnow, Robert. 1995. Learning to Care.
Hearn, Frank. 1997. Moral Order and Social
Disorder.
Course Reader. Available in the Copy Shop, which is located in
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Course Requirements:
* Class
participation—including preparation for class.
*
Five written essays, 5-6 pages each (12 point type, double-spaced, and one-inch
margins).
You
are required to read the assigned materials before each class and come to class
prepared to discuss them. This class is organized around discussion of—not
lectures about—big ideas in sociology and the major problems in American
society. I will explain anything that is unclear in the readings, but will not
summarize the readings in class. I will have questions for discussion, but your
participation includes bringing discussion questions to class. It will help
your participation grade if you write down some notes and comments before
class.
Each
of you will sign up for one class period, and present three discussion
questions for that class. These questions are not meant to be factual questions
that test whether everyone did the readings (e.g., “what does the author say
about religion and volunteering?”). Instead, the questions should cause us to
think more deeply about the issues raised in the readings. They might focus on
assumptions underlying the author’s argument, issues that the author seems to
have ignored, or hypothetical arguments relevant to the discussion topic. In
short, a good question should help us think more critically about the issue or
topic. You are required to discuss your questions with me the day before
class.
Discussion
norms:
Critical analysis of the readings and the opinions expressed in class is
required. Disagreements are expected, but respect for all discussants is
required. That means we will not be dismissive or combative in discussions. And
we will hold one public conversation, and not multiple private conversations
(except in small group discussions, of course). These norms will be strictly
enforced, and failure to keep them may affect your participation grade.
You
are required to write five short papers that demonstrate that you have thought
carefully about the readings and the relevant issues raised
in class. Each paper should be from 5-6 pages, double-spaced, and in
twelve-point font. Four of the essays will be original essays, and one will be
a revision of an essay that you previously submitted. You will choose which
essay you will revise and on which due date you will hand it in.
I
may use different formats for the essay assignments. For some essays, I will give
you three or four statements regarding the topics discussed in class. You
choose one of the statements and construct an argument for or against it. For
other essays, I will ask you to write a speech to convince or dissuade your
audience of the merits of an idea or policy proposal. The goal of each paper is
to make a compelling, logically consistent argument supporting your thesis. I
expect you to draw heavily on class readings and discussion to make your
argument. These essays are not research papers. You are not expected to read
additional materials in order to write the paper (although you may include
references to three or four outside articles and/or books if you wish).
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Grading Criteria
Your
grade consists of attendance and participation (20%), and an average of your
grades on the written essays (80%). Grades will be given on a scale of 0-4,
corresponding to GPA (4=A, 3=B, etc.).
Attendance and Participation
(20%)
I will assess both how frequently you talk in class, and how insightful and relevant your comments are. Missing class will adversely affect your grade. I will give each of you a projected grade on participation halfway through the class. If you have any questions or concerns about this part of the course, please come and talk to me.
There will be five due dates for the essay assignments. On four of these dates, you will submit original essays. For the other due date, you will revise and resubmit one of the four essays. You can choose to revise any of the original essays and hand the revised version in on any of the due dates. Even if you receive a 4.0 on all of you original essays, you are still required to revise one of them for your final grade. All papers can be improved, and your revised paper will be graded based on how much improvement it shows over the first version.
Late Papers: Late papers will be marked
down a grade.
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DATE |
CLASS |
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DUE IN CLASS |
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Jan.
16 |
Introductions |
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Jan.
18 |
The
Spirit of Community: Individualism as a social problem |
Etzioni,
pp. 1-88 |
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Jan.
23 |
--schools and community |
Etzioni,
pp. 89-162 |
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Jan.
25 |
--political issues and problems |
Etzioni,
pp. 163-225 |
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Jan.
30 |
Communitarian
solutions |
Etzioni,
pp. 226-268 |
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Feb.
6 |
Trends
in Civic Participation |
Putnam,
pp. 1-64 |
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Feb.
8 |
--religion and the workplace |
Putnam,
pp. 65-92 |
Essay
1 |
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Feb.
13 |
--informal social relations and trust |
Putnam,
pp. 93-147 |
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Feb.
15 |
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Putnam,
pp. 148-188 |
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Feb.
20 |
The
social sources of civic participation decline |
Putnam,
pp. 189-246 |
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Feb.
22 |
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Putnam,
pp. 247-295 |
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Feb.
27 |
Social
consequences of declining civic participation |
Putnam,
pp. 296-349 |
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Putnam,
pp. 350-402 |
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Mar.
1 |
Who
participates and why? |
Verba,
et al. (course reader) |
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Mar.
6 |
Learning
to Care-- |
Wuthnow,
pp. 1-35 |
Essay
2 |
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Mar.
8 |
--in families |
Wuthnow,
pp. 36-103 |
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Mar.
13 & 15 |
Spring Break |
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Mar.
20 |
--in schools and churches |
Wuthnow,
pp. 104-173 |
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Mar.
22 |
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Wuthnow,
pp. 174-244 |
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Mar.
27 |
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Essay
3 |
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Mar.
29 |
Education
for citizenship |
Nie,
et al (course reader) |
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Apr.
3 |
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Eberly,
chaper 9; Damon (course
reader) |
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Apr.
5 |
Catholic
schools and the common good |
Bryk,
et al. (course reader) |
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Apr.
10 |
The
importance of organizational characteristics of schools |
Meyer;
Chubb and Moe; Coleman and Hoffer; Leo (course reader) |
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Apr.
12 |
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Schneider,
et al; Sikkink (course
reader) |
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Apr.
17 |
Moral
Order and Social Disorder |
Hearn,
intro, pp. 1-20 |
Essay
4 |
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Apr.
19 |
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Hearn,
pp. 21-65 |
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Apr.
24 |
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Hearn,
pp. 66-96 |
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Apr.
26 |
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Hearn,
pp. 97-136 |
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May
1 |
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Hearn,
pp. 137-186 |
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May
8 |
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(essay
due at |
Essay
5 |