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REQUIRED READING: Social Problems Vantage Points
Instructor: Dwight Adams, MS Required Text: Social Problems, 3rd Edition, by John J Macionis, Prentice
Hall
Objectives:
This course is designed as an introduction to the scientific
study of social problems. We learn SCIENTIFIC METHODOLOGY to measure our subjects. This class is NOT based on opinions, beliefs,
or snap conclusions. We try to measure the problems objectively. You will be asked to take positions on issues that are not comfortable
at times.
The difference between a "personal problem" and a "social problem"
are carefully noted and this concept is critical to your success in passing the course.
Learning Opportunities:
1) Please read the textbook assignments prior to class. Class time will
go beyond the text. 2) Since exams will be made up from both the class and the text, class attendance is required and
will be noted. 3) Outside study and work will be needed. The weekly homework assignments are required. 4) A web
sites will be used for the study helps and exams
Missing Classes and Participation:
Due to illness or bad weather, I give you a "grace period" of 8 clock hours missing class. After
that, your final grade will be impacted. Participation in discussions is also expected. Talking to friends in class or on
phones will hurt your grade.
Weekly Homework due the last class period of each week throughout the semester: In
the current week's newspapers, gather one clipping of a social problem to turn in. Then write a 2+ page paper on
your reaction to the clipping. These are NOT to come from the internet, but from published newspapers or current news
magazines. These must be social problems, NOT personal problems; they must mention multiple situations. Late
submissions will not be given full credit. These articles must be current--coming during the semester that you are enrolled
in. A total of 12 such assignments are required for the semester (at least 3 before each test to receive dull credit).
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The Extra Credit Project is due in class during the last week of class. Advocate a workable solution to a social problem (6+ pages plus bibliography). I WILL BE LOOKING FOR YOUR UNDERSTANDING
OF PERSONAL PROBLEM VS SOCIAL PROBLEMS. Your articles need to state the social problem, not just give a single incident or
case of a problem (example: an article that talks about Elizabeth Smart's abduction is a PERSONAL PROBLEM unless the article
ALSO STATES rates of abduction in the USA).
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Schedule for the Semester
We will read and study a little over 1 chapter per week (there are 18
total chapters) MIDTERM #1 (Chapters 1-5)
MIDTERM #2 (Chapters 6-9) MIDTERM #3 (Chapters
10-14)
FINAL (Chapters 15-18) as scheduled by the college;
it is held in the same class room Grading:
Your final grade consists of
attendance & participation, exams and your home work. The extra credit project should be done if you are trying to
earn an "A" grade or to help boost a lower grade. Talk with me about the subject you wish to pursue in
the project before you begin it. The amount of extra credit will be determined based upon the quantity and quality of
your work.
For grading purposes, the lowest of the first three tests (the midterms) will be dropped. The final
is required to pass the course and will not be dropped. Special Needs:
Students with disabilities needing accommodations such as: special test arrangements,
note taking, taped textbooks, tutoring, equipment, etc., please contact the Disability Resource Center (DRC) in the College
Center Room 230; 975-4659 (voice) or 975-4646 (TTY).
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Click on the Study Guides to see old tests.
To receive an "A" for the course, you are encouraged to do the extra credit paper.
You do it INSTEAD OF the Final.
Click HERE for a good example of a student project paper
THE FINAL IS REQUIRED OF ALL STUDENTS AND IS AN IN CLASS, CLOSED NOTE, CLOSED BOOK TIMED EXAM. It can NOT
be dropped and may be comprehensive in nature. If you do the Term Paper, you do NOT need to do the Final.
Details on the extra credit project 1- The first half of the writing should
introduce and clearly define the social problem. PERSONAL PROBLEMS WILL NOT RECIEVED ANY
CREDIT (like giving a single case example).
2- The last half of the paper MUST
contain YOUR SOLUTIONS to the named social problem. The solutions must be based upon reasonable expectations
and you must show where the money would come from, etc. Use the sources in your bibliography to check on what solutions
have already been tried.
--------------------------------------------- NOTE: You are in grade competition with other class members. "A" .......top of the class...........about 94%
"A-"........superior
achievement.....about 90% "B+"...substantial achievement...about 87% "B".....substantial
achievement...about 83% "B-"....substantial achievement...about 80% "C+".....standard
performance....about 77% "C"......standard performance....about 73% "C-".....standard
performance....about 70% "D+"..substandard performance..about 67% "D"...substandard
performance....about 63% "D-"....marginal achievement....about 60% "E"..unsatisfactory
performance..59.9% and below (FAILING GRADE). "I"
Incomplete: The student must have at least 80% of the course finished and a good reason why the rest of the course
is not going to be finished on time (Example: serious car accident) --------------------------------
"Forms
of Academic Dishonesty include, but are not limited to the following:
"Cheating:
Presenting others' work as one's own or assisting another student to do so...also occurs when a student
violates the conditions governing an examination"
"Misrepresentation:submitting
someone else's work as one's own." Misrepresenting class attendance: signing the role for someone
else or stand in for oneself in circumstances where one's attendance and/or performance is required...
"Out-of
Class Work: Collaborating on or aiding out-of-class work... receiving unauthorized outside help on take-home exams...consulting
with others about homework...copying anothers homework."
"Plagiarism: ...acquiring
by purchase or otherwise a part or the whole of a piece of work which is represented as one's own."
Click the start botton above for the Live presentation of Race
and Ethnicity 1 hour lecture
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Make
up Credit if you missed something
Videos on Demand for Social Problems
go to: http://digital.films.com/play/AQ3NQA for more
You can simply click the link here for the video you want:
(you may need to create yourself
a new account to watch these)
NOTE: some students may have difficulty
going directly to the address above or to:
If you do, here is another way to get to the videos:
sign into SLCC
"MyPage" Click on "Library" You will then see "elie" - click on "Library
Resources" Click on "Films on Demand"
You will then have access to all of the videos on the
system. You can do a search for a specific video or call up the lists that I have created (such as AQ3NQA listed above
SLCC Soc Problems
| Dishonorable Killings: Punishing the Innocent 26 Minutes The horrific practice of honor killing still prevails in many Middle
Eastern and Central Asian countries-and, as this film demonstrates, it is wielded not only against rape victims but also to
punish women for simple romantic attachments. Going deep into tribal communities in rural Turkey, the video presents villagers
who describe and condone honor killings that have occurred locally. Most chilling is a conversation with a man who murdered
his own sister for the family's honor. The documentary also profiles potential victims of honor killing forced into hiding,
often as a result of gossip and innuendo among neighbors, as well as critics of the ancient, brutal custom. (Portions in other
languages with English subtitles, 26 minutes) |
| Homelessness: The "Housing First" Approach 23 Minutes By 2015, homelessness may be a thing of the past in Portland, Oregon.
Taking a "housing first" stance, Portland has reversed the cause-and-effect approach to urban renewal by first securing
homes for its homeless residents and then helping them solve the problems that made them homeless to begin with. In this program,
Victoria, British Columbia, applies Portland's public policy to its own homeless population. Can the comprehensive and
collaborative Portland model be transplanted to this once-quaint seaside city and restore the dignity and stability of its
dispossessed? (23 minutes) |
| Black Death in Dixie: Racism and the Death Penalty in the United States 26 Minutes Challenging viewers to look beyond mainstream media treatment of
the death penalty, this program portrays capital punishment as a blunt instrument that disproportionately targets racial minorities
and the poor. The film highlights several difficult issues, concepts, and social conditions-including statistics on the racial
makeup of America's death row population; questionable convictions resulting from mistaken identification; the emotional
and psychological toll on those wrongfully convicted; and the lingering effects of the Jim Crow era-or what many have called
America's 20th-century apartheid system-in which lynching functioned as de facto capital punishment. (26 minutes) |
| Down . . . But Not Out! A Look at Situational Poverty 56 Minutes
For many Americans, the threat of sudden poverty has less to do with the nation’s
overall economy than it does with personal circumstances. This program discusses the hard facts of situational poverty with
a focus on the four most common triggers: job loss, the fastest way to become impoverished; health issues, such as severe
injury or long-term illness; the loss of a spouse through divorce or death; and natural disasters. The program also talks
about where to turn to for help and provides supportive words of hope. People in the grip of situational poverty may be down,
but they aren’t out! (55 minutes) |
| Teens Hooked on Porn 57 Minutes Whether they live in America, Britain, or elsewhere, most teenage
boys have been exposed to some form of pornography. But the Internet has radically escalated that exposure-to the point at
which many adolescents are addicted. This program follows the stories of teenage porn addicts as they struggle with the issues
that drive their behavior-although not all are open to soul-searching. Darryl, age 17, doesn't think he has a problem,
but 16-year-old Malcolm has recognized his addiction and has begun seeing a therapist. Colin, age 14 and a devout Christian,
needs help too but is unsure about approaching his pastor. All of their stories are tied together by issues of anger, aggression,
and inhibition, and raise questions about the role of parents. A BBCW Production. (57 minutes) |
| Who Owns America? Economic Crisis in the United States 58 Minutes The United States, the world's strongest economic power, is
also the world's largest debtor nation. Will America's ever-increasing trade imbalance and economic deficit trigger
a global economic calamity? This program travels from East Coast to West via the Rust Belt to check the financial pulse of
the nation-and to capture in images the reality of an economic system spinning out of control. Nobel Laureate Joseph Stiglitz,
economists Paul Krugman and Mark Brenner, and Harvard's Kenneth Rogoff as well as students buried in debt and skilled
laborers who have lost their pensions give their points of view on topics such as the pernicious use of government debt to
pay for tax cuts; the $4-billion-per-week war in Iraq; the off-shoring of mortgage debt to China; Wall Street's love of
lean production and its negative impact on the manufacturing sector; the unwelcome necessity of student loans in the face
of a faltering job market; consumerism based on overextended lines of credit; and the steadily falling median income. (Portions
in French with English subtitles, 58 minutes)
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| Borderless: The Lives of Undocumented Workers 27 Minutes How much do American and Canadian citizens really understand about
the personal, social, and economic struggles of undocumented workers? This program deepens that understanding, providing an
intimate look inside the lives of two non-status migrant laborers. Geraldo, a Costa Rican construction worker, and Angela,
a Caribbean domestic employee, describe their experiences with labor exploitation and restrictive immigration laws, as well
as their separation from children and family-poignantly conveyed through telephone calls home. Humanizing an often-invisible
workforce, the program exposes some of the hidden costs of sustaining the "first world" economy. (27 minutes) |
| Born with a Wooden Spoon: Welcome to Poverty U.S.A. 60 Minutes The United States continues to be the wealthiest country in the
world, yet one in eight Americans-approximately 37 million people-live below the poverty line. This program analytically and
sympathetically discusses the effects and implications of poverty, examining factors such as illiteracy, insufficient job
skills, substance abuse, and crime. The phenomenon of multigenerational poverty is also addressed, underscoring the disturbing
pattern of poverty begetting poverty. Interviews with impoverished people and those who reach out to them put a human face
on a demographic group that lives below the radar of wealthy and middle-class Americans. (60 minutes) |
| Cyberbullying: Cruel Intentions 41 Minutes The teenage years have always been tough-but digital technology
has raised the dangers of the social battlefield to a whole new level. This ABC News program reports on how cell phones, digital
cameras, and personal websites encourage and amplify the frequent cruelty of teen behavior. With the help of an experiment
conducted by Brigham Young University child development researchers, the program analyzes the behavior of a group of teenage
girls as they use online verbal innuendos and emotional attacks to vie for attention and create a social hierarchy. The program
also looks at the difficulties parents face in monitoring what kids do on the Internet. (40 minutes) |
| Hooked: America on Meth 11 Minutes A rising number of American children under the age of 18 are experimenting
with methamphetamines. In Montana, meth addiction has become the No. 1 drug problem. This ABC News program reports on the
Montana Meth Project, an organization undertaking an aggressive plan to "unsell" meth-with an ad campaign designed
to frighten Montana's youth into avoiding the drug. Highlighting the campaign's gritty imagery and language involving
prison, rape, and prostitution, the report includes information on the project's financing, how the ads play out in Montana's
teen demographic, and the need for long-term antidrug programs. (11 minutes) |
| Missing Women: Female-Selective Abortion and Infanticide 54 Minutes In India, Pakistan, and China, being born a girl can be an instant
death sentence. This program-winner of the Albert Londres Prize, France's highest award for journalism-unflinchingly examines
the cultural, economic, and political reasons for the systematic elimination of females in Asia and considers the implications
of the dramatic demographic disruption that will likely occur as a result of this growing imbalance between the sexes. The
use of amniocentesis and ultrasound scans to identify female fetuses for abortion is investigated, as are the practices of
newborn abandonment and infanticide by a parent or a hired baby girl killer. (54 minutes) |
| Liar, Liar, Pants on Fire 30 Minutes This program takes a penetrating look at what is happening to American
culture as honesty comes to be measured less by truthfulness and more by the reasons for lying and the degree of deception
involved. What is to become of a society in which professional ethicists are required to help companies recapture a culture
of integrity, a role previously reserved for religion? Experts include Laura Nash, Director of the Institute for Values-Centered
Leadership; L. Gregory Jones, Dean of the Duke Divinity School; and Professor Jeffrey Abramson, author of We the Jury. (29
minutes) |
| Female Circumcision: Human Rites 40 Minutes This program documents the ritual of female genital mutilation,
also known as female circumcision, practiced among some African groups; explores its roots in myth; and discusses movements
under way to ban the practice. Interviews with anti-circumcision activists, including medical personnel, describe the health
ramifications, including hemorrhage, infection, and painful sex. Victims discuss both the physical and emotional pain of circumcision,
and both males and females discuss why they support or reject circumcision as a valid cultural practice. Graphic scenes of
an actual female circumcision are shown. (40 minutes) |
| Was Malthus Right? Population and Resources in the 21st Century 27 Minutes The dire prediction by controversial economist Thomas Malthus that
the world's expanding population would swiftly outrun its food supply has not come to fruition-yet. In this program, demographer
Paul Demeny, of the Population Council; Walter Reid, of the World Resources Institute; and Max Singer, co-founder of the Hudson
Institute, join Ben Wattenberg, of the American Enterprise Institute, in debating issues such as the powerful influence of
technology in refuting Malthus' theory, population projections for the 21st century, and the very real economic and physical
aspects of resource depletion. (27 minutes) |
| The Poisoned Dream: The Love Canal Nightmare 48 Minutes In 1980, three frustrated mothers made American history by taking
federal officials hostage in the community built on the site of New York's toxic Love Canal. In this riveting expose,
the three activists-Lois Gibbs, Barbara Quimby, and Patti Grenzy-and research scientist Dr. Beverly Paigen, who staunchly
stood by the residents, discuss their volatile four-year political battle to have the entire community evacuated. Archival
footage of President Jimmy Carter, Jane Fonda, government officials, and residents who were on the scene convey the urgency
of America's first headline eco-disaster. (48 minutes) |
| Unequal Education 40 Minutes This program with Bill Moyers compares the everyday experiences
of two New York City middle school students and contrasts political rhetoric with the reality of American schooling. A profile
of the two students and their different schools points out the inequalities of our current system and how disproportionate
funding affects the quality of education. The program also features advocates for educational reform, who debate what the
Democratic and Republican parties can do to improve schools. Among those interviewed are John Chubb, author of Politics, Markets,
and America's Schools, and Jonathan Kozol, author of Savage Inequalities. (40 minutes) |
| Rights and Responsibilities 26 Minutes In a society that is so economically, racially, and culturally
diverse, how hard should people pursue individual and group rights? Does humanity's modern obsession with rights create
a self-obsessed world preoccupied by victimhood? Archbishop Rowan Williams thinks so, and worries that rights groups become
static whenever civil liberties are obtained. Filmed at Lambeth Palace, this multifaceted program examines the conflicting
ideals between group rights and the Anglican church as Williams argues his point to controversial civil rights lawyer Imran
Khan, and to philosopher Jonathan Ree. (26 minutes) |
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