SOC 100D: Contemporary Society
Tues & Thurs 8:20-9:50 AH121
SPRING 2009
Professor Thomas Hall
 Office: 106 Asbury, x4519, email: thall@depauw.edu
 OFFICE HOURS:  TuTr 11-12, 2:30-4, & by appt.
 SYLLABUS
Last Updated 1-11-09

See the welcome page, my GOALS in Contemporary Society, section C are to:

To do so this course will range over societies from all historical periods and all global regions. The pursuit of these goals will take us through many areas that until recently have not commonly been thought to be part of sociology, but history, anthropology, economics, and/or political science. However, they are the core of sociology from which all other topics in the field emerge.

Textbooks (available at the bookstore):
Sanderson, Stephen K. and Arthur S. Alderson. 2005. World Societies: The Evolutional of Human Social Life. Boston: Pearson, Allyn & Bacon.

Ristvet, Lauren. 2007. In the Beginning: World History from Human Evolution to the First States. New York: McGraw-Hill. GN720 .R57 2007

Other materials will be placed on reserve at Roy O. West Library. See Reserve List.

There are two  main texts. The major one is Sanderson and Alderson it covers the world for the last 12,000 years or so. The first chapter explains this more fully.

The other text is Ristvet this gives a synoptic history of the world from human evoluton up to about 1500 C.E.

These readings, and the reading reports I will ask you to write on them, are an exercise of what noted sociologist C. Wright Mills, called "the sociological imagination," that is, the place of biography in history. In short, it is your social context. This allows you to be a sociologist, trying to figure out how a society works from a basic description. It will also help you understand how social scientists have learned about different types of societies. I can announce right now that a set of events, the teach-in on sustainability on Thursday Feb. 5, will present several opportunities for reading reports [in fact our 'class' that day will be to attend during the time class would have met]. Also if YOU learn of an event that fits, let me know so I can invite the entire class to use it too.

READINGS:
Many college students ask, "What do I really need to read?" My answer is: "All of it!" Some of you might get by with skipping over some of it, getting notes or summaries from other students and even do quite well on tests. This really is a form of cheating, although the major person cheated is yourself. Often what you learn in reading a chapter, or even an entire book, can be summarized briefly--IF you understood what you read. However, a summary is not a substitute for the full reading which gives you a deeper understanding. Since my goal is to enhance your understanding of how societies work and change, my tests emphasize this.

LECTURES, DISCUSSIONS, & NOTES:
Students frequently mention "the notes." The term, "the notes," already indicates a fundamental MISunderstanding of the what lectures, discussions, and note-taking are about. "The notes" do not exist independent of a note-taker -- you. You generate them. If, for instance, you have read the material carefully and understand it relatively completely, note-taking will be easy. You will need to listen only for additional insights and details. If, however, you "blew off" the reading, your pen may approach "meltdown" in trying to get everything down on paper. There are many different successful note taking styles. One of your tasks in your first year in college is to discover which style, or styles, work for you. It is important to know that what helps "Jim" get an A, might help "Tom" get a C-!  The point is that different students have very different ways of taking notes. That is why if you miss class it is a good idea to look at notes taken by more than one person.

My lectures are not intended to be exquisitely ordered to facilitate taking neatly outlined note taking. They are designed to clarify, elaborate, critique, correct, contradict, and otherwise comment on various readings. For jazz fans, they are "riffs" on the readings. They are intended to help you understand the topics discussed in the readings. Thus, how much you have read and how much you already know shapes how "new" the lecture material is. Frequently, if you have done no reading what I have to say seems "boring," because you do not understand the discussion. IF you want it to be more lively read in advance, and ask some of the questions in your reading reports. As the term progresses, and as you learn more sociology, I want to move from lectures to discussions about what the readings mean. 

You should feel free to ask questions at any time. It is an old cliche, but there are no stupid questions, it is only stupid not to ask them. The following are among many types of "fair game" for questions:

You can also visit me at office hours, or send me email asking a question. Sometimes I reply, "ask that in the next class, please."  I am not trying to duck your question. Rather, I am recognizing that it is an important question that should be discussed with the entire class!

CLASSROOM COURTESY:
When class starts, other conversations stop. To talk during class annoys other students, and often annoys me!
Don't wear hats in class.
Turn off you cell phone, pager, etc.
If you need to leave early for something, take a seat near the door so you won't need to crawl over a bunch of folks and annoy them on your way out.
Very important, listen and respond respectfully to the statements and opinions of others.
Be warned, I am often exceedingly critical of all sorts of officials. In a democratic society criticism of elected officials is a duty and a right, not a privilege. Plus, had you had classes with me long ago you would find I've been critical EVERY president since I began teaching in the early 70s. I make criticisms to show you some of the implications of topics we are discussing for current issues. You DO NOT need to agree with me, but you should try to understand the connections between the topic at hand and the critique.

During tests I will ask you to leave your books at the front of the room and NOT leave the room until you have finished your test. Over the years I have had a couple of instances where one or more students have accused another student of cheating by looking at notes. If your books etc. are at the front of  room, no on can accuse you. So this protects you.

Communications with professor Hall: I urge all of you to use email. That is the best way to communicate with me. Do not phone to tell me you are going to be absent. Similarly, do not "mention" it to me just before or after class.

WHY? Although you have only 4 profs a semester, I have many students. Furthermore, if I get interrupted (as often happens) before I get to my office the message does not get recorded. Protect yourself, write it down.  

WHY use email? If something is written (email=written for me), I have a record, AND you have a record. Email is especially good, because even if I am not in my office, often I can still answer questions. Suppose you are working on a paper or have a question at 2 am. If you call me at 2 am, to quote George Bush [senior], "you're in deep doodoo!"  However, if you leave email I can send you an answer when I deal with email at 6 am, and you can read it when you get up!

Send comments or questions to thall@depauw.edu
Return to Course Home Page