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THE LIFE CYCLE

SOCIOLOGY 3342
SPRING 2006

INSTRUCTOR: MERYL G. NASON


OFFICE: GR 3.406
OFFICE HOURS: T, R 8:45 - 9:15 AM and by appointment
OFFICE PHONE: (972) 883-6436
E-MAIL: Mnason@UTDallas.edu

COURSE DESCRIPTION

The purpose of this course is to examine the institutions that shape the course of people’s
lives. The course is designed to make students aware of the major issues we face as we
move along the life course from birth to death. Topics include: primary socialization,
family, schools, peer groups, occupations, retirement and death.

LEARNING OBJECTIVES

1. Demonstrate an awareness and understanding of the sociological perspective and


the various viewpoints presented on the stages of the life cycle.

2. Demonstrate an awareness of the issues in research design and research methods


when studying the life cycle.

3. Demonstrate an interdisciplinary knowledge of the development through life


perspective and the changes in life expectancy.

4. Demonstrate an understanding of the world of work focusing on the interaction of


work and family, midlife career changes and the impact of joblessness in middle
adulthood.

5. Demonstrate an awareness and understanding of the process of aging and death.

REQUIRED TEXTS:

The major texts for the course will be: Barbara M. Newman and Philip R. Newman,
Development Through Life: A Psychosocial Approach, Ninth Edition, Wadsworth, 2006.

Barbara M. Newman, Phillip R. Newman, Laura Landry-Meyer, and Brenda J. Lohman,


Life Span Development: A Case Book, Wadsworth, 2003.

Mark Novak, Issues in Aging, Pearson, 2006.


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Jacqueline Wallen, Balancing Work and Family: The Role of the Workplace, Allyn and
Bacon, 2002.

SUPPLEMENTARY TEXTS:

The following texts have been bundled with the Newman text and are to help you in
fulfilling the requirements of the course:

Kathy Trotter and Michie Swartwood, Lifespan: A Multimedia Introduction to Human


Development, Wadsworth, 2004.

Scientific American, The Science of Staying Young, 2004.

CLASSS FORMAT AND INSTRUCTOR’S EXPECTATIONS:

The format will be lecture/discussion with the addition of visiting speakers and films. The
instructor of this course makes several assumptions about the students enrolled in this
course. As a student in this course, you will be expected to:

1. Attend class on a regular basis.

2. Be prepared for class (i.e., have a writing instrument and paper in your
possession; have read the assigned materials prior to class).

3. Participate in class. Students are expected to actively participate and will be


assigned a grade for participation (5% of final grade). If something is covered in lecture
or in the text which you do not understand, ASK A QUESTION (chances are at least one
or more of your colleagues will have the same or similar question). You will be held
responsible for the assigned materials on the examinations, so it is in your best interest to
ask questions.

4. Be present and prepared for all examinations. The term “prepared” in this context
means not only having studied the materials you are to be tested on and showing up at the
appropriate time, but also having a BLUE BOOK, SCANTRON, and a Blue or Black Pen
in your possession on the day of the exam.

METHODS OF EVALUATION:
Grades will be determined on the basis of the following point scale:

Three Exams Each worth 100 points 300 points


Life Cycle Case Studies 100 points
Research Project 75 points
Class Participation 25 points
TOTAL POSSIBLE 500 points
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In addition, there will be a number of extra credit assignments throughout the semester.
These are optional and are available to help you improve your grade.

EXAMS:

There will be three examinations for the class, the first on FEBRUARY 7, the second, on
MARCH 16 and the third, the week of APRIL 24(finals week). Each exam will count
20% toward the final grade.

Exams will consist of multiple choice, matching, true/false and essays unless otherwise
instructed. They will cover only the material since the last exam (i.e. non-
comprehensive).
Exam material will come from lecture and assigned readings. Any handout materials
supplied by the instructor may also appear on that section’s exam.

Prior to the exam, a part of the class will be devoted to questions and answers as a
review.

MAKE-UP EXAMS:

The dates of exams and other assignments are indicated on the class schedule. Only
extreme and unusual physical or emotional circumstances will be considered as an excuse
for not taking an exam or completing assignments by the due date, or receiving an
Incomplete grade in the course. If you fail to take an exam or turn in a paper or
assignment without reasonable excuse, you will receive a “0” for that item. Late papers
will be penalized one letter grade per day. No make-up exams will be given except in rare
cases, with written documentation needed. Students requesting Incomplete grades must
do so in writing by the last regularly scheduled meeting of the class.

SCHOLASTIC DISHONESTY:

Cheating is defined as the willful giving or receiving of information in an unauthorized


manner during an examination, illicitly obtaining examination questions in advance,
using someone else’s work for assignments as if it were your own, or any other dishonest
means of attempting to fulfill the requirements of the course.

Plagiarism is defined as the use of an author’s work or ideas as if they were one’s own
without giving credit to the source, including but not limited to failure to properly
acknowledge a direct quote or paraphrase. Punishment for cheating and/or plagiarism is
outlined in the Scholastic Dishonesty section of the current Undergraduate catalogue.
Students are expected to read and understand their rights and responsibilities under the
Code.
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Any student in this class accused of cheating or plagiarism will be given an automatic
grade of “0” (zero) on the test or assignment and will be turned over to the appropriate
college authorities for possible further disciplinary action (which could include
suspension or expulsion from the college). Cheating and plagiarism are very serious
offenses and will not be tolerated.

LIFE CYCLE CASE STUDIES:

In order to help you understand the issues concerning different phases of the life cycle,
you will be required to complete two case studies from the Life Span Development Case
Book. Each Case Study will be worth 10% of your grade for a total of 20% of your grade.
You will be able to choose which exercises you want to do; however, you may not
complete an exercise once its due date has passed. Each case study must be a minimum
of 4-5 pages. The mechanics of good written work are crucial to how well you perform.
Organization, logical arguments, clarity of expression and correct grammatical
construction (including spelling) all contribute to the overall level of expression of your
thoughts. These factors will be taken into account in grading. There is a writing lab for
your use. Please use it if you are having problems. It is here to help you. Please also use 6
Steps to Effective Writing in Sociology as a reference.

Case Study One—Chapter 1—Case 4--Due, Thursday, January 26


Case Study Two—Chapter 5—Case 2, Part 3--Due Thursday, February 2
Case Study Three—Chapter 6—Case 2, Part 3--Due Thursday, February 9
Case Study Four—Chapter 7—Case 3--Due Thursday, February 16
Case Study Five –Chapter 8—Case 2, Part 2--Due Thursday, February 23
Case Study Six—Chapter 9—Case 2, Part 3--Due Thursday, March 2
Case Study Seven—Chapter 10—Case 3--Due Tuesday, March 14
Case Study Eight—Chapter 11—Case 2, Part 3--Due Thursday, March 30
Case Study Nine—Chapter 12—Case 2, Part 3—Due Tuesday, April 11

You may in addition complete one more exercise for extra credit. This will be worth 40
points and can not be handed in until you have completed your required two. Freshman
must complete at least one exercise before Freshman midterm grades are due.

RESEARCH PROJECT
You will be required to select one research project. The project must be a minimum of 5
pages. The project will be worth 15% of your grade. You will be able to choose which
project you want to do; however, you may not complete a project once its due date has
passed. You may choose from the following projects:
1) Write an essay about the oldest person you know and what might account for their
longevity. Due, Thursday, January 19.
2) Select one culture or ethnic subculture. Research how male and female children are
socialized within that culture. Focus on the first six years of life. In what ways are boys
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and girls treated differently? To what extent are boys or girls treated preferentially? To
what extent do socialization pressures that are placed on boys and girls as young children
change dramatically when they become adolescents or young adults? Due, Thursday,
February 2.
3) Interview a recently married or recently cohabiting couple. Develop a short story of
the couple’s history from fist meeting to current state. Trace the development of the
relationship from the initial attraction to the “right one.” Include information from both
partners. Following the interview, rate the couple on the importance of endogamy and
homogamy, and their projection about the long-term stability of this couple. Due,
Thursday, March 2.
4) Explore cultural expectations and practices associated with filial obligations in various
countries. What duties are adult children expected to perform for their aging parents?
What are typical living arrangements of aging parents and adult children? How common
is it for widowed mothers or fathers to live alone? What are the implications of these
similarities and differences for the life experiences of people in middle adulthood? Due,
Tuesday, March 21.
5) Visit a setting or program that is specifically designed for older adults, such as a senior
citizen center, nursing home or assisted living center. Write a reaction paper after the
visit. What are some of the features of the physical environment that support optimal
functioning or interfere with optimal functioning? What are the roles of the staff in this
setting? What are the roles of the older adult clients or patients? Due, Tuesday, April 11.
6) Investigate the death-related rituals of a specific ethnic, religious or cultural group.
Write a paper that describes the rituals, provides information about the origins or history
of these rituals, and offers an interpretation of the functions of these rituals for the dead
person and the survivors. Include rituals that focus on care of the body, care of the spirit,
and care of the survivors. Due, Tuesday, April 18.

CLASS SCHEDULE AND READING ASSIGNMENTS

Week 1 Introduction
1/10-1/12 The Research Process
Newman (N): Chapters 1, 2

Week 2 Theory
1/17-1/19 N: Chapters 3, 4
Casebook (C): Chapter 1—Case 1: A School Debate
PROJECT #1 DUE—THURSDAY, JANUARY 19

Week 3 Early School Age, Language, Socialization


1/24-1/26 N: Chapter 8
C: Chapter 5—Case 2-Parts 1 & 2: Delaney Goes to Kindergarten
EXERCISE #1 DUE—THURSDAY, JANUARY 26
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Week 4 Middle Childhood


1/31/-2/2 N: Chapter 9
C: Chapter 6—Case 2-Parts 1 & 2: The Bullier and the Bullied
NO CLASS TUESDAY, JANUARY 31
EXERCISE #2 DUE—THURSDAY, FEBRUARY 2
PROJECT #2 DUE—THURSDAY, FEBRUARY 2

Week 5 EXAMINATION #1—TUESDAY, FEBRUARY 7


2/7-2/9 Early Adolescence—Thursday, February 9
N: Chapter 10
C: Chapter 7—Case 2—First Love
EXERCISE #3 DUE—THURSDAY, FEBRUARY 9

Week 6 Late Adolescence


2/14-2/16 N: Chapter 11
C: Chapter 8—Case 2—Part 1: Experimenting with Drugs and
Alcohol
Wallen (W): Chapter 4—New Worker/Single Worker
EXERCISE #4 DUE—THURSDAY, FEBRUARY 16

Week 7 Early Adulthood


2/21-2/23 N: Chapter 12
C: Chapter 9—Case 2-Parts 1 &2: To Marry Or Not
W: Chapter 5--Couples
EXERCISE #5 DUE—THURSDAY, FEBRUARY 23

Week 8 Middle Adulthood


2/28-3/2 N: Chapter 13
C: Chapter 10—Case 1—Annie and Career Contemplations
W: Chapter 6—Workers with Young Children
EXERCISE #6 DUE--THURSDAY, MARCH 2
PROJECT #3 DUE—THURSDAY, MARCH 2

Week 9 SPRING BREAK


3/7-3/9

Week 10 Workers in Mid-Life


3/14-3/16 W: Chapter 7
EXAMINATION #2—THURSDAY, MARCH 16
MIDTERM GRADES DUE—TUESDAY, MARCH 14
EXERCISE #7 DUE—TUESDAY, MARCH 14

Week 11 Late Adulthood


3/21-3/23 N: Chapter 14
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C: Chapter 11—Case 2—Parts 1 & 2—Parenting Again


Novak (NK); Chapter 6: Life Span Development
PROJECT #4 DUE--TUESDAY, MARCH 21

Week 12 The Older Worker


3/28-3/30 NK: Chapter 10: Retirement
W: Chapter 8
EXERCISE #8 DUE—THURSDAY, MARCH 30

Week 13 Very Old Age


4/4-4/6 N: Chapter 15
C: Chapter 12—Case 2—Parts 1 & 2—Bill and the Tractor
NK: Chapter 13—Family Life and Social Support

Week 14 Death, Dying and Bereavement


4/11-4/13 N: Chapter 16
EXERCISE #9 DUE—TUESDAY, APRIL 11
PROJECT #5 DUE—TUESDAY, APRIL 11
NO CLASS—THURSDAY, APRIL 13

Week 15 Death and Dying--Continued


4/18-4/20 NK: Chapter 14
PROJECT #6 DUE—THURSDAY, APRIL 20
Week 16
4/25-5/1 EXAMINATION #3—FINALS WEEK—TO BE
ANNOUNCED

This schedule is tentative and will be modified as necessitated by class discussions and
outside speakers. This syllabus is the property of Meryl G. Nason and is not to be
reproduced without the consent of the author.

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