Minorities in America: Sociology 235
JACKSON COMMUNITY COLLEGE
Instructor: Bruce “Coach” Nowak
Course Premise: To Discriminate is to observe distinctions carefully that may result in a positive, negative or
neutral assessment. To Disfranchise is to deprive rights and privileges of a free citizen for actual or imagined
reasons that dehumanize and harm the free citizen economically, emotionally, politically and/or socially.
Comprehending that difference just may be wisdom, but such an understanding is most certainly politically
incorrect in mainstream American politics! However, one of the important and proper functions of science is to
dispel the myths generated from a society’s folklore to the benefit of all of its citizens.
Course Description: Sociology 235 is the application of Sociological Theories and Methods to Dominant –
Subordinate Relations in the contemporary United States of America with comparisons to other nation-states.
Course Objectives: Learners will have fun as they develop and apply their understanding of the theories and
methods of Sociology to increase their inventory of knowledge concerning dominant-subordinate relations in
the USA and globally, to benefit themselves and those they will encounter and engage over life’s course.
Course Plan: Learners will have fun while engaging themselves in classroom discussions, group studies,
interviewing, reading as well as researching the literature, exploring relevant history through video and service
learning in order to increase their inventory of knowledge of dominant-subordinate relations.
Course Schedule: Fantastically Fresh, Fever Furious and irreverently fun seminar style, but seriously see the
Event Schedule on our website called Educator at .
Textbooks: Marger, 2006, Race & Ethnic Relations: American and Global Perspectives, Thomson, and
Supplemental readings as assigned that are usually located on Educator .
Grading: 4.0 = 90%, 3.5 = 85%, 3.0 = 80%, 2.5 = 75%, 2.0 = 70%, 1.5 = 65%, 1.0 = 60%, 0.5 = 55% and 0.0 =
50% or less is the base scale. The minimum percentage must be achieved to obtain the corresponding grade
point. All work is due at the beginning of the class session, not upon late arrival. From those who didn’t get the
meaning of a deadline in the past the following clarification has been added: Late Work is NOT acceptable nor
is it appreciated. IF accepted an automatic grade reduction of 10% per class session will be applied. Three and
four hour class periods count as two (2) class sessions. My apologies to those who grasp the deadline concept.
Evaluation: The evaluation will have four parts of equal weight: 6 quizzes, 6 video reports, 1 service learning
project-presentation and 1 final paper. The final paper should be related to your service learning project.
Grading decisions are not simply a statistical analysis and are also based on the instructor’s appraisal of non-
statistical factors such as behavior, effort or other lived variables. More info is located on Educator.
Attendance: Class attendance will be kept in compliance with JCC regulations. You can be dropped from this
course for non-attendance at any time during the first half of the semester. More info is located on Educator.
On-line Course Syllabi: is the location of our website. All learners are responsible for
checking the site for information. Failure to check the site is not cause nor reason nor explanation as the site
will be used as a communication’s centre. This requirement corresponds to the realities of the business world,
which has little tolerance or compassion for forgetfulness or similar human frailties.
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Attendance: The following values are used for first half attendance reporting:
H The student’s irregular attendance and work suggests that they need Help to be successful. Students will
be contacted by the Center for Student Success.
Q The student has not attended regularly nor submitted work in a timely fashion such that the instructor
reasonably believes the student has Quit (unofficially withdrawn from) the course. These students will be
dropped/withdrawn from the class by JCC.
V The instructor Verifies that the student is attending and submitting work such that the instructor
reasonably believes that the learner does not fit the H and Q criteria.
Essay Quiz Grading Table: Assessments are allotted in quarter point (.25) values so that a continuum or range of
assessment scores is available. Scores are summed (C+F+R) and then divided by three (Sum/3) to obtain the quiz score.
Content assesses the accuracy and completeness of the answer. Format assesses compliance with ASA, APA or MLA
guidelines for academic papers including a bibliography. Readability assesses the accuracy of grammar
(paragraph/sentence structure) and spelling as well as the connectedness of the content. The measures Absent, Incomplete
and Complete include an evaluation of accuracy. Your aim, as always, should be for scholarly work.
EQGT 1.0 (60%) 2.0 (70%) 3.0 (80%) 4.0 (90%) + (>90%)
Content Absent Incomplete Complete Interpretative Scholarly
Format Absent Incomplete Complete Perfection NA
Readability Absent Incomplete Complete Interpretative Scholarly
Short Answer Quiz Grading Table: Assessments are allotted in quarter point (.25) values so that a continuum or range of
assessment scores is available. Scores are summed (C+F+L) and then divided by three (Sum/3) to obtain the quiz score.
Content assesses the accuracy and completeness of the answer. Format assesses the use of complete paragraphs and
sentences as well as spelling. Legibility is Legibility – take your time as haste often wastes time. The measures Absent,
Incomplete and Complete include an evaluation of accuracy. Your aim, as always, should be for scholarly work.
SAQGT 1.0 (60%) 2.0 (70%) 3.0 (80%) 4.0 (90%) + (>90%)
Content Absent Incomplete Complete Interpretative Scholarly
Format Absent Incomplete Complete Perfection NA
Legibility Absent Incomplete Complete Perfection NA
Extra Credit Quiz: At the start of a semester learners may submit an assigned comparative essay for an evaluation. After
receiving the evaluation learners must correct the work and return both the corrected and original work for review. Upon
satisfactory rework the learner is eligible for a half point round-up to the nearest final grade. Example: Final pre-extra
credit quiz (ECQ) grade is 72%; without the ECQ the final grade is 2.0; with the ECQ the final grade is 2.5.
Project Success Day: Project Success Day (PSD) workshop attendance will be rewarded with the half point round-up for
semester quiz score (half-day attendance) and an additional half point round-up for full day attendance on the final paper,
project or test grade.
Associate Degree Outcomesfor SOCL 235
The course objectives were stated as: “Learners will have fun as they develop and apply their understanding of
the theories and methods of Sociology to increase their inventory of knowledge concerning dominant-
subordinate relations in the USA and globally, to benefit themselves and those they will encounter and engage
over life’s course.” This summary is detailed in terms of Associate Degree Outcomes (ADO) as follows:
A. Learners will have fun as they develop and apply their understanding of the theories and methods of
Sociology: Comprehend and use information, including written and oral forms. ADO 2
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B. …to increase their inventory of knowledge concerning dominant-subordinate relations in the USA and
globally: Examine problems and issues related to life and the behavior sciences in general and sociology in
particular, using appropriate critical thinking techniques. ADO 4
C. Learners will have fun as they develop and apply their understanding of the theories and methods of
Sociology: Apply the scientific process and related techniques, as employed by science in general and the social
sciences in particular. ADO 6
D. Learners will have fun as they develop and apply their understanding of the theories and methods of
Sociology: Understand at least three competing theories of human behavior in general and sociology in
particular. ADO 10
E. to benefit themselves and those they will encounter and engage over life’s course: Understand individual
and group differences, and show appreciation for the traditions and values of various groups in the United
States. ADO 14
Minorities in America: Soc
August 24th Chapt 12
Final Project's
Society as Individuals Service Learning
Individuals as Society Requirements
Extra Credit Quiz Compare Order (Structure-Function), Power (Conflict) and SocioPyschological Theory (Symbolic In
Due 8/31/2006 as different ways of examining Minority Relations in America following the typology used in class.
August 31st Chapt 1
Video: Immigration Know
the Polish in Toledo What is an ethnic group pp10 to 16
Order Idealized
Report due 9/7/2006 Ethnocentrism & Self -Fulfilling Prophecies versus Rational Generalizations and Logic (or, the Pot a
Group Work (GW): Supplemental Reading: "Race - The Power of Illusion," http://www.pbs.org/race/000_General/000_
FFFEEt** Emotions
Quiz 1 Due 9/21/2006 Discuss the ideology of racism by explaining its major components, its historical development and it
Mandatory quiz 1 reflected in social stratification systems.
Sept. 7th Chapt 2
Know
Video: Inheritance: Socialization & Social Stratification pp34 to 37
Immigrant Garment also Chapt 3 pp82 to 85
Workers Conflictual Origins of Ethnic Stratification pp46 to 50
Order The Relationship between Social class and Ethnicity (and Race) pp54 to 59
Report due 9/14/2006 http://www.washingtonpost.com/wp-dyn/content/custom/2005/07/22/CU2005072201071.html
GW: FFFEEt material Supplemental Reading: "Minority Students Give Their School Poor Grades," excerpted from Ethics Newsline ™
SocEcGenology
Quiz 1 Due 9/21/2006 Compare the similarities and differences between socioeconomic stratification and ethnic/race strati
Mandatory quiz 1 account the sustaining role ideology has in maintaining stratification systems.
Sept. 14th Chapt 3
Video: KKK History Know
Conflict as Dominance Prejudice, Discrimination, Stereotypes, Social Distance, pp61 to 77 and Disfranchisement and Socia
within Order
Report Due 9/21/06 Merton's Paradigm pp85 to 88
GW: Hidden/Latent
values in socialization Supplemental Reading: "Jim Crow…", Steven Rosenfeld, June 22, 2006 from http://www.tompaine.com/
Quiz 2 Due 9/28/2006 Explain how ethnic stereotypes are used in maintaining stratification systems by using the text's rev
[not both] OR
Sept 21st Chapt 4
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Video: Tuskegee Know
Airman: a social
reconstruction of
history via media?
Report Due 9/28/2006
Supplemental Reading: "100% American," by Ralph Linton, from The American Mercury, April 1937, pp427-42
"Biggest Bigots: Often, It's Minorities," an excerpt from In L.A., a Sense of Future Conflicts, by Michael A. Fletc
GW: comparing models 1998
Quiz 3 Due 10/12/2006 Discuss the features of internal colonial, corporate pluralism and assimilation while considering whe
Mandatory quiz 2 United States of America contains (contained) any of the three models.
Sept 28th Chapt 5
Video: Black Power Know
with Mike Wallace the
subordinates viewpoint
Report due 10/5/2006 Supplemental Reading: "Reasonable Doubt," from GetLiberty.org 1/13/06 and 6/7/06.
GW: levels of analysis
Quiz 3 Due 10/12/2006 Explain the basis for the three tiers of the American ethnic hierarchy developed by Professor Marge
Mandatory quiz 2 whether the United States of America contains (contained) any of the theoretical models discussed
Oct 5th Chapt 6
Video: George
Wallace the White
Reactionary
Report Due 10/12/06 Supplemental Reading: "Mascot" by Malcolm X; an excerpt;
GW: born
second?
Quiz 4 Due 10/19/2006 Compare the contact, the establishment of dominant-subordinate relations and present day hierarch
Native Peoples of North America and South Africa with European Settlers on those continents.
Oct 12th Chapt 13
Video: Malcom X
a Prophet? They are our enemies, and so we marry them - Zulu saying
Report due 10/19/06 SR: Disaffection of Black Youths, by Robert E. Pierre
GW: What is Family? from Being a Black Man http://www.washingtonpost.com/wp-srv/metro/interactives/blackmen/blackmen.html
Quiz 5 Due 10/26/2006 Compare the contact, the establishment of dominant-subordinate relations and present day hierarch
Native Peoples of North America and South Africa with European Settlers on those continents.
Oct 19th Chapt 9
Video: Gansta Girls
Life as Lived
Report due 10/26/2006
SR: "Light Skin, Dark Skin and the Wounds Below," Dael Orlandersmith 20021020, and "The effects of AFDC o
GW: What is Family? family structure 1940-1990," by Ruggles, Steven. Journal of Family History v. 22 (July 1997) p. 307-25, An Ex
Quiz 6 Due 11/2/2006 Using the text, supplemental readings and another source, choose and answer three of the short an
the MLK Dream Deferred document located on Educator, JCC's website.
Oct 26th Chapt 14
Cosmic Slop:
1. Space Traders
2. 1st Commandment
3. Tang
Report due 11/2/2006 SR: "Women Behind the Masks of Hate," Book Review by Dinitia Smith January 26, 2002, NYT
GW: mandatory video
Quiz 7 Due 11/9/2006 Compare the contact, the establishment of dominant-subordinate relations and present day stratifica
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Mandatory quiz 3 between the African Slaves and their ancestors in Brazil and the United States of America.
Nov 2nd Chapt 7
Cosmic Slop:
3. Tang: absent hope
power what choice?
Report due 11/9/2006
GW: Hope or Power? SR: "Researchers Tested AIDS Drugs on Children," AP Wire: May 04, 2005 2:27 PM EDT
Quiz 8 Due 11/16/2006 Using the idea that "ethnicity is … a matter of personal choice" explain how the immigrants from the
first became Italians and then assimilated into the "new" Euro-American race classification suggeste
Nov 9th Chapt 8
Video: American
Jews & Israel
Identity Divided
Report due 11/16/2006
SR: "Stewardship Ethics" and "The Ethics Message from the Enron Trial," by Rushworth M. Kidder,
Quiz 9 Due 11/30/2006 Compare and contrast the Italian and Jewish immigration and assimilation patterns focusing on inco
and education taking into consideration how the common language of Yiddish and the 'Villager Iden
Nov 16th Chapt 15
Video: Other Zionists
Peace Activists
Report due 11/30/2006 SR: "Tiger Woods," by Jim Henslin, 2002
Quiz 10 Due 12/7/2006 Using the Italian and Jewish patterns of assimilation as the USA's melting pot model, compare that
process to Canada's Constitutional pluralism explaining which model may be better suited to new im
Nov 23rd Thanksgiving
Nov 30th Chapt 10
Cosmic Slop:
2. 1st Commandment
Institutionalized
Individual Bias Supplemental Reading: "'We Were Pretty Much Invisible" an excerpt from Immigrants Shunning Idea of Assimi
Report due 12/7/2006 William Branigin, Third in a series of occasional articles, Washington Post Staff Writer, Monday, May 25, 19
Quiz 11 Due 12/14/2006 Discuss comparatively the diversity of the Hispanic and Asian American populations (size, geograph
origins) reflecting on their respective status in the USA's socioeconomic class system.
Dec 7th Chapter 11
Video OverFlow Time
Supplemental Reading: Executive Summary of Public Agenda Report Now That I'm Here: What Immigrants ha
about the US Today, 2003 http://www.publicagenda.org/research/pdfs/now_that_im_here.pdf
Quiz 11 Due 12/14/2006 Discuss comparatively the diversity of the Hispanic and Asian American populations (size, geograph
origins) reflecting on their respective status in the USA's socioeconomic class system.
Dec 14th Celebration!!! Your Final Presentations
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