Content Outline and Competencies:

I. Development of Sociological Thought
   A. Outline the history of sociology.
   B. Recognize and describe major sociological perspectives.
   C. Recognize and describe sociological research methods and related
ethical issues.

II. The Individual, Culture, and Society
   A. Recognize the components of both material and non-material culture.
   B. Define norms and values.
   C. Recognize the significance of language, cultural variation and
cultural change.
   D. Analyze the components of social structure and their significance,
including status, role, groups, organizations and institutions.
   E. Describe the process of socialization.
   F. Identify the key agents of socialization.
   G. Analyze social interaction in everyday life.
   H. Distinguish the various types of groups and other collectivities.
   I. Identify significant sociological explanations of deviant behavior.

III. Social Stratification
   A. Differentiate among systems of social stratification such as caste
and class.
   B. Recognize aspects of social mobility.
   C. Demonstrate knowledge of major theories of social stratification.
   D. Describe the American class system.
   E. Recognize race as a social construction.
   F. Appreciate the significance of the ethnicity.
   G. Differentiate between prejudice and discrimination.
   H. Identify patterns of racism in social structure and ideology.
   I. Differentiate between sex and gender.
   J. Identify gender roles.
   K. Identify patterns of sexism in social structure and ideology.
   L. Identify patterns of ageism in social structure and ideology.

IV. Social Institutions
   A. Recognize the variations in marriage and family forms.
   B. Recognize the various sociological approaches to religion.
   C. Analyze the variations of the economic structure.
   D. Analyze the structures of power and political systems.
   E. Describe features of other major institutions, such as, education,
mass media, and medicine.

V. Social Change
   A. Describe the processes of urbanization and population change.
   B. Differentiate major theories of collective behavior and social
movements.
   C. Describe other major theories of social and cultural change.

1. Between two and four exams stressing analytical and evaluative
approaches to course content.
2. From one to several research, topical, or responsive papers.

Content Outline and Competencies:

I. Race and Ethnic Issues
   A. Define and discuss the concept social construction of race.   
   B. Apply sociological perspectives to the social dynamics of racism and racial oppression.
   C. Recognize the social dynamics of inter-ethnic/racial relations.
   D. Analyze race and ethnic issues in global context.
   E. Critically analyze solutions to identified racial and ethnic issues.

II. Issues of Gender and Sexuality
   A. Define and discuss the concept of social construction of gender.
   B. Define and discuss the concept of social construction of sexuality and sexual orientation.
   C. Apply sociological perspectives to the social dynamics of sexism and heterocentrism.
   D. Recognize aspects of gender liberation and the gay rights movement.
   E. Analyze issues of gender and sexuality in global context. 
   F. Critically analyze solutions to identified issues of gender and sexuality.

III. Issues of Class and Caste
   A. Define and analyze the social class system. 
   B. Distinguish between caste and class systems. 
   C. Apply sociological perspectives to the social dynamics of poverty. 
   D. Analyze social class issues in global context. 
   E. Critically analyze solutions to identified issues of class and caste.

III. Deviance and Crime 
   A. Apply sociological perspectives to the social dynamics of deviance. 
   B. Define and discuss crime as a specific form of deviance. 
   C. Analyze problems associated with crime and the criminal justice system. 
   D. Apply sociological perspectives to the social dynamics of substance abuse. 
   E. Critically analyze solutions to identified issues of deviance and crime.

IV. Ecological Issues 
   A. Define and analyze problems associated with urbanization. 
   B. Identify social problems and ecological issues associated with population growth. 
   C. Examine problems associated with environmental degradation. 
   D. Critically analyze solutions to identified ecological issues.

V. Other social problems 
   A. Define and analyze other issues as social problems by applying a sociological perspective. 
   B. Critically analyze solutions to identified social problems.

1. Between two and four exams stressing analytical and evaluative
approaches to course content.
2. From one to several research, topical, or responsive papers.

Content Outline and Competencies:

I. Issues in Criminology
   A. Define criminology.
      1. Differentiate criminology and deviance.
   B. Describe the historical foundation of criminology.
      1. Explain the classic approach to criminology.
      2. Describe the Marxist/conflict tradition.
      3. Explain biological positivism.
      4. Identify the sociological contributions to criminology.
   C. Describe the various techniques for measuring criminal behavior.
      1. List the different measures of criminal behavior.
      2. Critique the Uniform Crime Report.
      3. Identify advantages and disadvantages of self-report and
victimization surveys.

II. Causation for Criminal Behavior
   A. Explain the rational choice explanation of crime.
      1. Summarize routine activities and its contribution to rational
choice theory.
      2. Distinguish between general and specific deterrence.
      3. Explain the policy implication of choice theory.
   B. Describe the trait approach to criminal behavior.
      1. Recognize the biological contribution to criminal behavior.
      2. Distinguish the various psychological theories which explain
crime.
      3. Examine the relationship between intelligence and criminal
behavior.
   C. Social structure theories.
      1. Compare and contrast social disorganization theory, social strain
theory, and cultural deviance theory.
      2. Evaluate the link between social structure theories and social
policy.
   D. Social process theories.
      1. Identify the different branches of social process theory used in
criminology.
         a. Analyze crime from the perspective of social learning theory.
         b. Consider social control theory as an explanation of crime.
         c. Discuss labeling theory as an explanation of criminal
behavior.
      2. Explain the relationship between social process theories of
criminology and social policy.
   E. Social conflict theories.
      1. Identify the basic element of Marxist theory.
      2. Trace the development of social conflict theory in criminology.
      3. Explain modern conflict theory.
      4. Describe the variations of the Marxist approaches to
criminology.
   F. Integrated theories.
      1. Summarize the integrated theory approach in criminology.
         a. Describe the latent trait approach to studying criminal
behavior.
         b. Illustrate the life-course theory of criminal behavior.
      2. Examine the history of criminological thought leading to
integrated theory.

III. Types of Crime
   A. Violent criminal behavior.
      1. Identify the root causes of violence in society.
      2. Distinguish the different forms of violent criminal behavior.
   B. White-collar crime.
      1. Distinguish between white-collar crime and organized crime.
      2. Describe the different types of white-collar crime.
      3. Identify the conditions that cause white-collar crime.
      4. Explain how white-collar crime is controlled.
      5. Describe the various concepts of organized crime.
      6. Outline the history of organized crime in the United States.

IV. Society’s Response to Crime
   A. The correctional system.
      1. Outline the history of punishment and corrections.
      2. Describe the history of correction and prison systems in the
United States.
      3. Differentiate between probation and parole.
      4. Apply sociological insights into the social organization of
prison life.
      5. Review the link between society’s correction system and the
rule of law.

1. A minimum of three exams which will constitute at least 50% of
the final grade. The exams will include questions of a factual, analytical
and evaluative nature.
2. Written research, analytical or evaluative assignments which will
constitute at least 25% of the final grade.
3. The remaining percentage will be left to the instructor’s discretion
or such items as participation in class discussion, group activities,
etc.
4. Evaluation criteria for writing:  complete, concrete, correct and clear
writing is a major goal for each project assigned.  In
addition,incorporation of the elements and characteristics of the specific
type of writing is expected.

Content Outline and Competencies:

I. Comparative and Historical Perspectives
   A. Explain the family from a sociological perspective.
   B. Describe sociological approaches to studying the family.
   C. Explain social facts impacting life in families.
   D. Recognize the distinction between sex and gender.
   E. Describe the uses of a sociological view of the family.
   F. Describe the basic features of marriages and families.
   G. Analyze the family as a system of property and legal relations.
   H. Explain differences in forms of marriage and family.
   I. Recognize families within major types of societies that have existed
in various parts of the world in different historical periods.
   J. Describe the sociological theories explaining gender stratification
in societies.
   K. Recognize the importance of connecting love and marriage in making
what's called the modern family.
   L. Describe political and economic restrictions concerning love in the
selection of marriage partners.
   M. Appreciate the Victorian revolution and the creation of a sexual
double standard.

II. Diversity in Modern Families
    A. Analyze what is happening to the modern family from a sociological
perspective.
    B. Explain the sociological causes of long-term social changes.
    C. Analyze family forms in relation to social stratification and
wealth.
    D. Describe the mixture of social class systems in American society.
    E. Recognize and explain the different family forms among selected
racial and ethnic groups.

III. Love and Family
   A. Explain romantic love from a sociological perspective.
   B. Describe the importance of the marriage market in explaining who
marries whom.
   C. Analyze sex as an interaction ritual.

IV. Family Realities
   A. Identify, sociologically, who gets more out of marriage and explain
why.
   B. Analyze the home as a workplace.
   C. Identify the social relations determining the distribution of power
in the family.
   D. Identify sources of marital conflict.
   E. Describe the importance of good communication skills.
   F. Understand the impact of employment on the family.
   G. Identify the place of childhood using a historical and sociological
perspective.
   H. Analyze the family as an organization of parenting.
   I. Explain historical changes in fertility rates from a sociological
perspective.
   J. Describe the impact of children on marriages and partnerships.
   K. Discuss the impact of social class on parenting.
   L. Analyze social conditions influencing violence in American society.
   M. Describe the social realities of spouse, child and elder abuse.

V. Family Changes
   A. Identify the social facts influencing divorce in American society.
   B. Describe the features of single life after divorce.
   C. Explain the impact of divorce on children.
   D. Demonstrate familiarity with the social facts influencing
re-marriage patterns in American society.
   E. Explain variations in the life course.
   F. Identify major transitions individuals experience in the life course
and how those transitions are marked by rituals.
   G. Discuss the links across generations.
   H. Describe the main trends of family life in American society.
   I. Discuss the family relative to the state and social policy.

Examinations: 1 to 4
Quizzes: Discretion of the instructor
Papers: 1 to 3

Grade Criteria:
A = 90 to 100%
B = 80 to 89%
C = 70 to 79%
D = 60 to 69%
F = 59% and below

Content Outline and Competencies:

I. Definition of the Profession: A Values Based Profession
   A. Identify the difference between professional social work, the
institution of social welfare, social service delivery systems, charity,
mutual aid, volunteering and service learning. 
   B. Differentiate the profession of social work from other helping
professions and occupations.  
   C. Identify the educational requirements to obtain a BSW, MSW or DSW. 
   D. Cite the requirements to obtain a clinical license to practice
independently and do third-party billing.
   E. Cite the requirements for continuing education (CE). 
   F. Explain the importance of the NASW Code of Ethics.

II. History of Social Welfare
   A. Demonstrate an understanding of the relevance of the English
Statutes of Laborers (1346) and the Elizabethan Poor Laws (1601) to
current social welfare policies. 
   B. Identify major historical milestones in the development of the
institution of social welfare in the U.S.
   C. Define the institutional and residual perspectives of social
welfare.    
   D. Differentiate between public welfare, social insurance and universal
provision of social services.
   E. Differentiate between public sector and private sector social
service delivery systems.
   F. Identify major societal religious, political and economic factors
that have preceded the current status of social welfare systems in the
U.S.

III. History of the Profession
   A. Identify and describe the historical, philosophical and ethical
history of the profession.
   B. Describe the historical context in which social work, as a
profession, emerged in the U.S.
   C. Cite the core values as stated in the NASW Code of Ethics.
   D. Describe the centrality of the Code of Ethics in the practice of
social work.
   E. Define and identify micro, mezzo and macro levels of intervention. 

   F. Discuss systems theory and the ecological perspective.   

IV. The Interface of Social Work, the Institution of Social Welfare,
Polity, Economy and Religion in the U.S.
   A. Identify at least five federally mandated social welfare programs
and the general
      parameters for eligibility in the last year. 
   B. Describe the congruence and dissonance between the values and ethics
of the profession and the development of the institution of social welfare
in the U.S.
   C. Discuss ethical dilemmas.

V. Current Social Issues and Fields of Social Work Practice
   A. Recognize class, race, religion, marital status, ethnic background,
gender, ability, age, sexual orientation, gender orientation, physical
ability and mental ability issues for psychosocial assessment and
intervention at micro, mid-level and macro levels.        
   B. Discuss ethical concerns related to work with diverse populations.
   C. Identify at least 10 fields of social work practice. 

      10-15 homework assignments/take-home quizzes       20% of grade
      Participation in class discussions and projects    20% of grade
      Service Learning                                   20% of grade
      One individual research paper, per APA format      20% of grade
      Final project                                      20% of grade
                                                        100%

Grading Criteria:
   100 - 90 = A
    89 - 80 = B
    79 - 70 = C
    69 - 60 = D
   Below 60 = F

Content Outline and Competencies:

I. Socialization to the Profession and the Profession's Commitment to
Culturally Competent Practice
   A. Describe the origins of the profession and the populations served.
   B. Identify the mission of the profession and the centrality of the
Code of Ethics to the profession.
   C. Identify the ethical principles and values of the profession as
stated in the Code of Ethics.
   D. Discuss the profession's concerns and ethical mandates related to
cultural and ethnic diversity, discrimination, oppression, poverty and
other forms of social injustice.

II. Framework for Practice with Diverse and Oppressed People
   A. Define the Strengths Perspective utilized by professional social
workers.
   B. Describe the Ecological Perspective.
   C. Describe Systems Theory.
   D. Recognize and describe the parameters of the Person-in-Environment
assessment model.
   E. Define culture, social identify development and cultural
relativism.
   F. Define micro, mezzo and macro level assessment and intervention
methods.
   G. Recognize and identify micro, mezzo and macro level intervention
methods in historical and current social justice movements.

III. Analyses of Social Institutions and Social Policy
   A. Define polity, economy, religion and social welfare.
   B. Identify social groups included in the U.S. Constitution, past and
present.
   C. Define: stereotypes, prejudice and discrimination.
   D. Differentiate between stereotypes, prejudice and discrimination.
   E. Describe the interplay between stereotypes, prejudice and
discrimination and the outcomes of each.
   F. Differentiate between individual and institutionalized
discrimination.   
   G. Identify the major provisions of the Civil Rights Law of 1964, the
Americans with Disabilities Act of 1990, the Employment Non-Discrimination
Act, and hate crimes legislation.
   H. Identify federal, state and city level agencies designated to review
complaints of discrimination and enforce the provisions of civil rights
laws.

IV. Socioeconomic Stratification and Class Status
   A. Describe socioeconomic stratification in the U.S.
   B. Recognize the interface of socioeconomic stratification and class
differentiation. 
   C. Identify at least two major social justice movements that have
changed national public policies regarding people in lower socioeconomic
classes. 
   D. Describe micro level assessment issues and intervention methods.
   E. Identify at least two current social justice issues related to class
stratification.

V. Religion and Spirituality
   A. Identify at least nine major religions.
   B. Define religeocentrism. 
   C. Differentiate between religion and spirituality.
   D. Describe the major tenets and most important/holy days of two
religions/spiritual beliefs.
   E. Appreciate the importance of examining one's own beliefs and
congruency with the Social Work Code of Ethics. 
   F. Describe the practice implication of self-awareness regarding one's
own belief system.

VI. Sexism and Gender Roles in Euro-American History
   A. Define and differentiate between biological gender, gender roles and
sexism.
   B. Describe the interplay of polity, religion and economics in relation
to differential gender roles, marital status and class status. 
   C. Identify levels of intervention and strategies used in the three
waves of the women's movement.
   D. Describe macro level issues related to the feminization of poverty
and violence against women.
   E. Describe micro level issues in the context of the Strengths
Perspective.
   F. Recognize current social justice issues. 

VII. Cultural Identification, Ethnicity and Race
   A. Define culture, race and ethnicity.
   B. Describe the interplay of polity, religion and economics in relation
to social roles and class status.
   C. Identify levels of intervention and strategies used in at least two
ethnic/racial/culturally based social justice movements in the U.S.
   D. Describe at least two current macro level issues.
   E. Recognize micro level issues within the context of the Strengths
Perspective.

VIII. Physical and Mental Ability
   A. Differentiate between functional ability and socially imposed
disability.
   B. Identify societal barriers to independent function.
   C. Recognize the relationship between self-identification and socially
imposed roles.
   D. Identify levels of intervention and strategies used in at least one
social justice movement. 
   E. Identify two current macro level issues.
   F. Recognize micro level issues within the context of the Strengths
Perspective.

IX. Gender and Sexual Orientation
   A. Define heterocentrism, heterosexism and homophobia.
   B. Differentiate between biological gender, gender identity and sexual
orientation.
   C. Recognize the historical interface of polity and religion and the
impact at the micro and macro levels.
   D. Identify two current macro level challenges.
   E. Recognize micro level issues within the context of the Strengths
Perspective.

X. Age
   A. Define ageism.
   B. Describe stereotypes, prejudice and discrimination in relation to
age.
   C. Recognize the historical interface of polity and religion and the
impact at the micro and macro levels.
   D. Recognize micro level issues within the context of the Strengths
Perspective. 
   E. Identify two current macro level challenges.

XI. Affirmative Practice
   A. Recognize practice implications in regard to cultural diversity and
environmental issues.
   B. Recognize worldviews re: polity, economy, religion and social
welfare.
   C. Appreciate global concerns related to the environment, polity,
economy, religion, social welfare and social justice.

   20% of grade   10-15 homework assignments and/or take-home quizzes
   20% of grade   Participation in class discussions and projects
   20% of grade   Service learning 
   20% of grade   Individual research paper (APA format)
   20% of grade   Final project

Grading Criteria:
   90% - 100 = A
   80% -  89 = B
   70% -  79 = C
   60% -  69 = D
    0% -  59 = F

Content Outline and Competencies:

I. The Emergence of Gerontology
   A. Trace demographic trends over time.
   B. Explain the challenges of an aging population.
   C. Contrast the myths in the public perception of aging with reality.

II. Theoretical Perspectives of Aging
   A. Examine the interplay between research and theory.
   B. Analyze and demonstrate knowledge of the following theories:
      1. Disengagement theory.
      2. Activity theory.
      3. Human development theories.
      4. Continuity theory.
      5. Age stratification theory.
      6. Exchange theory.
      7. Symbolic interaction labeling perspective.

III. Cross-Cultural and Historical Approach to Aging
   A. Explain the demographic transition and its relationship to the
world's aging population.
   B. Study aspects of Modernization theory.
   C. Recognize determinants of the status of the aged.
   D. Examine cross-cultural effects on the position of elders in
society.

IV. Physiology and Biological Correlates of Aging
   A. Demonstrate an awareness of changes in physiology due to aging.
   B. Compare and contrast biological theories of aging.
   C. Differentiate health-related changes from aging changes.
   D. Summarize the sociological aspects of health as related to the aging
process.

V. Psychological Variations in Elders
   A. Examine performance and psychological changes.
   B. Contrast personality stability with change in personality over
time.
   C. Describe age identity and its effects on self-perception in later
life.

VI. Norms, Constraints and Socialization in Later Life
   A. Describe the normative constraints for the aged.
   B. Examine societal attitudes toward old age.
   C. Differentiate adjustment to old age in various social classes.
   D. Explore gender differences in longevity.

VII. Minority Groups and the Aging Process
   A. Identify the demographic characteristics of various groups.
   B. Examine the subcultural and value differences in approaches to
aging.
   C. Describe the characteristics of aging for Asian Americans.
   D. Describe the aging process for Native Americans.

VIII. Changing Roles in Later Life
   A. Analyze the following life situations:
      1. The marital relationship.
      2. Intergenerational relations.
      3. Grandparenthood.
      4. Widowhood.
      5. Second marriages and alternative life-styles.
      6. Retirement.

IX. Effects of Living Environments on Elders
   A. Debate the residential segregation of the aged issue.
   B. Explore factors of design and environment in housing for elderly.
   C. Ascertain residential choices for the aged.
   D. Analyze the effects of institutionalization and relocation on
elders.
   E. Construct sociability with isolation for elders.

X. The Economics of Aging
   A. Summarize the needs of older Americans.
   B. Ascertain the sources of income for elders.
   C. Analyze the relationship between poverty and aging.
   D. Describe the effects of inflation on the income of elders.

XI. Exploitation of the Aged
   A. Examine the criminal victimization of elders.
   B. Identify confidence games and frauds which exploit elders.
   C. Demonstrate knowledge of abuse of elders.

XII. Politics and the Aged
   A. Review the political participation of elders.
   B. Analyze intergenerational conflict.
   C. Examine the correlation between political conservatism and age.
   D. Learn about social services available for older Americans.
   E. Explore the future direction of service programs.

XIII. Religion and Aging
   A. Identify the relationship between church attendance and age.
   B. Compare religious ritualism with private devotionalism.
   C. Explore the relation between religiosity and life satisfaction.
   D. Clarify the role of the aged in churches.

XIV. Future Issues of the Aged
   A. Examine the future of the gerontological discipline in the following
areas:
      1. Theory of aging.
      2. Health-related issues.
      3. Retirement issues.
      4. Family issues.
      5. Post-industrial society.
      6. Values.
      7. Government services.

OPTIONAL CONTENT:

Guest speakers on relevant issues.

Field trips to various institutions or agencies providing services for the
older population.

1. Three exams that will include multiple choice and short essay
questions.  (50% of total grade)
2. A final exam.  (25% of grade)
3. A research project presented in class (including a typed detailed
outline and page of references) or a 7-10 page typed research paper.  (25%
of grade)

Content Outline and Competencies:

I. Geography and History: Pre-Liberation
   A. Trace significant geographical influences on Chinese history.
   B. Outline the historical developments leading up to Liberation.

II. Establishing New China
   A. Analyze the process by which the CCP began to transform Chinese
society in the first decade following liberation.
   B. Outline the structure of the Chinese Communist Party and the State.
   C. Describe the major campaigns of the early period of socialist
development.

III. The struggle between revolution and institutionalization
   A. Discuss the causes and consequences of The Great Leap Forward
campaign.
   B. Discuss the causes and consequences of The Great Proletarian
Cultural Revolution.
   C. Discuss the tensions of Socialist Modernization in post-Mao China.
   D. Contrast the process of economic liberalization with the state's
resistance to democratization.

IV. China today and the contradictions of globalization
   A. Discuss the problem of corruption.
   B. Evaluate the growing disparity in wealth and income and its impact
on the daily lives of the Chinese people.
   C. Contrast the status of women in the current period with that in key
periods of the past.

V. Assess the prospects for the future of Chinese society
   A. Discuss the position of China in the World System.
   B. Identify major ecological issues facing China in the 21st century.
   C. Assess the tension between economic liberalization and political
democratization.

   Discussion           40-50% of grade
   Examinations         20-30% of grade
   Projects/Assignments 20-30% of grade
                          100%
Grade Criteria:
   A = 90-100%  
   B = 80- 89% 
   C = 70- 79% 
   D = 60- 69% 
   F =   < 60%   

Content Outline and Competencies:

I. Dimensions of Inequality 
   A. Define inequality as a sociological concept.
   B. Discuss American values regarding equality and inequality.
   C. List important dimensions of inequality in the United States.

II. Economic Inequality and Class Stratification
   A. Identify trends in the distribution of wealth and income.
   B. Discuss the concept of class and identify theories of class structure.
   C. Identify the power structures of class.
   D. Discuss the various historical, economic, and political developments that have shaped US class dynamics.
   E. Discuss class inequality in other social institutions, including education, criminal justice, and the family. 

III. Racial Inequality
   A. Describe the demographics of race.
   B. Discuss the social construction of race in historic and linguistic terms.
   C. Discuss theories of racial stratification.
   D. Identify the power structures of race.
   E. Discuss white privilege and the invisibility of whiteness.
   F. Discuss the various economic, political, and cultural developments that have shaped US racial dynamics.
   G. Discuss racial inequality in other social institutions, including education, criminal justice, and the family.

IV. Gender
   A. Describe the demographics of gender.
   B. Discuss the history of the social construction of gender roles.
   C. Discuss theories of gender and gender stratification.
   D. Discuss the patriarchal structures of the United States.
   E. Discuss male privilege.
   F. Discuss the various economic, political, and cultural developments that have shaped US gender dynamics.
   G. Discuss gender inequality in other social institutions, including education, criminal justice, and the family.
 
V. Sexuality
   A. Identify trends in the social construction of sexuality in the United States.
   B. Describe the dimensions of sexes and sexuality.
   C. Explain the significance of power and violence in the social control of sexuality.
   D. Discuss the concept of heteronormativity and theoretical perspectives on sexuality such as queer theory.
   E. Discuss sexuality in culture and other social institutions, including education, criminal justice, and the family.

VI. Other Dimensions of Inequality
   A. Discuss issues and trends in structural inequality based on age.
   B. Discuss issues and trends in structural inequality based on ability.
   C. Discuss inequalities in other areas of social life, such as countercultural lifestyles, religious beliefs, and geographical location.

VII. Inequality and Diversity 
   A. Discuss the significance of social movements in the history of inequality in the United States.
   B. Explain the meaning of intersectionality and its theoretical significance in understanding the dynamics of inequality in American society.
   C. Explore the development of the concept of diversity and its role in the evolution of inequalities in the United States.
   D. Analyze the tensions between capitalism and democracy in the United States and their implications for further developments regarding inequality and diversity.

Evaluation will be based on typical assignments such as readings, discussion, written assignments (such as critical reviews or research papers), web-based research, individual or group projects, exams, and other assignments. 
A minimum of 2 Exams (40% - 80%); one or more written assignments (10% - 40%); attendance, participation, group projects or other assignments (0% - 50%).

Grade Criteria: 
A = 90 - 100% 
B = 80 - 89% 
C = 70 - 79% 
D = 60 - 69% 
F = below 60%

Content Outline and Competencies:

I. Food, Culture and Society
   A. Explain the significance of diet in the evolution of the human
species.
   B. Discuss the development of agriculture and the domestication of
plants and animals as factors shaping human cultures.

II. Food and History
   A. Identify the processes shaping the transformation from subsistence
production to modern commodity centered agriculture.
   B. Discuss the role of colonialism in changing food production and
consumption patterns throughout the world.
   C. Explain the significance of food production in the structure of
modern society.
   D. Describe the globalized food system as it exists today.

III. Food and Identity
   A. Describe the role of food as a source of identity in four
contemporary cultures.
   B. Discuss the perceived and real differences in food consumption based
on social class.
   C. Identify and explore choices of diet as sources of personal identity
and ethics, such as vegetarianism.
   D. Compare and contrast the relationship between gender identity and
the production and consumption of food in traditional and contemporary
societies.

IV. Hunger and Obesity
   A. List and describe popular explanations for hunger in American
society, as found in the mass media.
   B. List and describe popular explanations for global hunger, as found
in the mass media.
   C. Explain the causes of hunger using social scientific analysis.
   D. List and describe popular explanations for obesity in rich societies
like the United States, as found in the mass media.
   E. Explain the relationship between hunger and obesity in contemporary
society.

V. Food and Health
   A. Discuss popular understandings of the relationships between
nutrition, diet, and health based on issues in the mass media.
   B. Explore current scientific understanding of the relationships
between nutrition, diet, and health.
   C. Identify and explore the connections between gender and diet in
American society.
   D. Contrast the causes of eating disorders with the causes of hunger.

VI. The Global Food System and Ecology
   A. Trace the impact of human food production on ecosystems through
history.
   B. Discuss current ecological crises, particularly global climate
change, and their relationship to food.
   C. Identify the components of a sustainable food system.

VII. Food Related Social Movements
   A. Describe the historical development of organic and sustainable
agriculture movements.
   B. Discuss the development of alternative food marketing systems,
including food coops, farmers markets, community gardens, and community
supported agriculture.
   C. Explore examples of these movements in your area.

At least two take-home essay exams, 40-50%.
At least two projects, 10-20%.
Food journal, 10-20%.
Term paper, 30-40%.
Class participation, 10-20%.
 
Scale:
A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
F = < 60%

Content Outline and Competencies:

I. Defining community
   A. Trace the history of sociological definitions of community with special attention to seminal contributions to this field of scholarship.
   B. Identify the different bases on which community is formed (community as shared space, community as interactional field, community as shared ideology, community as ritual).
   C. Explain how communities are formed with special attention to how this process can vary across different types of communities.
   D. Critically analyze the shortcomings of existing definitions of community and the challenges of developing a single unifying definition.

II. Community dynamics
   A. Explore the cultural tension between individualism and collectivism (and how this tension plays out in communities). 
   B. Describe various power structures within and between communities.
   C. Analyze various social dynamics of community including inequality, diversity, and identity.
   D. Examine marginalization within communities, especially as it relates to issues of race, class, gender, and age.
   E. Distinguish between material and symbolic forms of community.
       1. Identify the role of ritual in creating and maintaining community.
       2. Analyze community as a symbolic achievement.
       3. Assess the impact of macrosocial changes, such as technological advancement, economic restructuring, and demographic shift on community.

III. Community and society
   A. Describe the role of community in the lives of individuals.
       1. Summarize how communities function as enabling/constraining social structures at the macro and meso levels.
       2. Explain how communities offer a basis for identity formation at the micro level.
   B. Discuss the ways in which communities support the societies in which they exist.
       1. Analyze community as a social institution. 
       2. Analyze community as an agent of social control.
 
IV. Modern community forms
   A. Examine the structure and dynamics of rural, urban, and suburban communities, respectively.
       1. Identify the socio-historical and demographic shifts that gave rise to rural, urban, and suburban communities.
       2. Explain the cultural implications of homogenized versus heterogeneous conceptions of community.
       3. Describe rural familiarity, urban anonymity and suburban isolationism.
   B. Critically examine the American idealization of pre-urban community.
   C. Interrogate the notion of community as geographically bound.

V. Postmodern community forms
   A. Identify various forms of postmodern community.
       1. Define and describe communities of interest (i.e., online gamers)
       2. Define and describe communities of identity (i.e., the gay community)
       3. Define and describe communities of ideology (i.e., political parties)
   B. Discuss the role of technology in decoupling community and geographic space.
       1. Analyze the development of virtual communities in socio-historical context.
       2. Distinguish between mediated versus unmediated interaction.
   C. Assess the impact of continued globalization on postmodern community forms.

VI. Community persistence and change
   A. Identify threats to community solidarity and preservation.
   B. Describe how communities respond to threats. 
   C. Analyze the extent to which communities are simultaneously remote from and embedded in larger social structures.
   D. Evaluate the extent to which community has declined in contemporary American life.

Methods of Evaluation:
At least two exams = 40-60%
At least one analysis project = 20-40%
At least one written assignment = 10-20%
Class participation/discussion = 10-30%

Grade Criteria:
A = 90 - 100%
B = 80 - 89% 
C = 70 - 79% 
D = 60 - 69%
F = below 60%

Content Outline and Competencies:

Because of the nature of a Special Topics course, Content Outline and Competencies will vary, depending on the Special Topic being offered. The Special Topics course outlines must be designed in the standard format for all JCCC-approved courses and must include the standard course objectives for a Special Topics class. The course Content Outline and Competencies must be written in outcome-based language. The Arts, Humanities and Social Science Division Curriculum Committee and the Division Dean will review each Special Topics course to be offered and approve the course content. The AHSS Division will also determine when and if the course may be taught based on the instructional needs of both the department and the division. Individual faculty members are responsible for the creation of Special Topics courses and for seeking approval to teach them. Any specific Special Topics topic may not be repeated within a 2 year sequence.