Sociology 304

Sociological Theory: Perspectives on Society
Spring 2023

MWF 11:30 AM - 12:25 PM
GRISE HALL 130

Section 002
CRN: 09433

Section 007
CRN: 47218


Douglas Clayton Smith Professor of Sociology
131 Grise Hall	WKU Office Phone: (270) 745-3131
Department of Sociology and Criminology	Email: Douglas.Smith@wku.edu
Western Kentucky University	Personal Webpage: people.wku.edu/Douglas.Smith/
1906 College Heights Blvd. #11057	Class Webpage: wku.blackboard.com
Bowling Green, KY 42101-1057
Office Hours: I will be available Mondays and Wednesdays between 9:00--10:00 AM and between 12:30--1:00 PM or by appointment on Zoom.
WKU Catalog Description: Study of the leading developments of schools of sociological theory from Durkheim to the present. Prerequisites: Six hours of sociology

COURSE DESCRIPTION:

   This course is a survey of sociological theories and the people that crafted them. Most broadly understood, any social theory is a story about the nature of human relations--their structure and the processes that create those structures. Some theories are big, describing society and social relations from the dawn of the modern age until now, and other theories are smaller, examining how individual families or other small groups interact. Some theories are clearly more fleshed out than others; some have been told and retold by generations of scholars with each generation making changes to the story to better fit their experiences. Still, each theory is an attempt to make sense of our selves and our society.
    To the extent that we are sociologists, each of us is a social theorist in our own right. So it is important to understand our place at the table. Which social theories do we believe most accurately present human relations? What corrections are needed? What contribution will we make?
    We could start are examination of social theory at several different historical points. Some classes start by looking at social theories in the works of the Greeks and the Romans (Plato, Aristotle, etc.), some the Chinese (Confucius), and some with Arab scholars (Ibn Khaldun). In this course, we're going to start with the first two individuals (Saint-Simon and Comte) who coined the term sociology and go from there. We look back because knowing and understanding past theory is imperative for sociologically understanding and describing the present.

LEARNING OUTCOMES:

By the end of this course, you should be able to:

Remember what theory is and how it is used as well as be able to remember a range of concepts related to many sociological theories.
Understand the works of classical theorists such as Marx, Durkheim, and Weber, and their links more contemporary thinkers like Mannheim, Parsons, and Gramsci.
Apply key classical social theories to current social problems and issues and place them into the broader context of sociological theory.
Understand, analyze and evaluate how theories are impacted by social and historical conditions.
Evaluate how theories are used to explain both individual and collective behavior
Connect what you are learning with educational and career options.

REQUIRED MATERIAL:

Collins, Randall and Michael Makowsky. 2009. The Discovery of Society, 8th ed. Boston: McGraw-Hill

COURSE ORGANIZATION:

This 3-credit hour course will require approximately three hours of direct faculty instruction each week. In addition, you may expect to spend approximately six hours on out-of-class student work for this course each week for approximately 15 weeks. Out-of-class work may include but is not limited to: required reading, library research, written assignments, and studying for and taking exams.

EVALUATION AND GRADING:

Attendance. I expect you to be in class. To encourage class attendance I will distribute sign-in sheets on randomly selected days. I will also pass out a sign-in sheet if it is requested by any class member. Attendance points will be levied based on your attendance on the days the sign in sheets are passed out. This will account for 7% of your grade.

Exams. There will be four exams. Material for these exams will be taken from the readings and the lectures. They will be cumulative exams. They will account for 8%, 12%, 16%, and 20% of your grade, respectively.

WHEN	WHAT	ASSIGNMENT WEIGHT
During Week 4 (2/6 to 2/10)	Exam 1	8 percent of final grade
During Week 8 (3/6 to 3/10)	Exam 2	12 percent of final grade
During Week 12 (4/3 to 4/7)	Exam 3	16 percent of final grade
During Week 16 (5/1 to 5/4)	Exam 4	20 percent of final grade

Photo-essays. At the end of the first week I will place you into groups. Groups will then be designated as part of Cohort A, B, or C. Each group will be expected to produce and present a photo-essay on their designated weeks. A photo-essay is a collection of images that are stylistically or thematically unified to tell a story. It can be a linear or nonlinear story and can explore a wide variety of topics. [For some more insight try https://www.masterclass.com/articles/how-to-create-a-photo-essay#4-photo-essay-examples or https://digital-photography-school.com/5-photo-essay-tips/ or https://www.format.com/magazine/resources/photography/how-to-make-photo-essay-examples or ] The photo-essay will include the following: eight (8) photographs representing a concept or theory that we have been discussing in class, a definition of the theory or concept, and an explanation what these photographs represent and how they exemplify the concept. There will be three photo-essays in total for 30% of your grade (10% each photo-essay)

Group A photo essays will be due: February 24, March 24, and April 14
Group B photo essays will be due: March 3, March 31, and April 21
Group C photo essays will be due: March 10, April 7, and April 28

I will evaluate the photo-essays on the following rubric:

Photo-Essay Assessment Rubric
Category	Excellent -- 4	Good -- 3	Satisfactory -- 2	Needs Improvement -- 1
Content - Accuracy	All content throughout the presentation is accurate. There are no factual errors.	Most of the content is accurate but there is one piece of information that seems inaccurate.	The content is generally accurate, but one piece of information is clearly inaccurate.	Content confusing or contains more than one factual error.
Sequencing of Information	Information is organized in a clear, logical way. It is easy to anticipate the next slide.	Most information is organized in a clear, logical way. One slide or piece of information seems out of place.	Some information is logically sequenced. An occasional slide or piece of information seems out of place.	There is no clear plan for the organization of information.
Effectiveness	Project includes all material needed to give a good understanding of the topic. The project is consistent with the driving question.	Project is lacking one or two key elements. Project is consistent with driving question most of the time.	Project is missing more than two key elements. It is rarely consistent with the driving question.	Project is lacking several key elements and has inaccuracies. .Project is completely inconsistent with driving question.
Use of Graphics	All graphics are attractive (size and colors) and support the topic of the presentation.	A few graphics are not attractive but all support the topic of the presentation.	All graphics are attractive but a few do not support the topic of the presentation.	Several graphics are unattractive AND detract from the content of the presentation.
Text - Font Choice & Formatting	Font formats (color, bold, italic) have been carefully planned to enhance readability and content.	Font formats have been carefully planned to enhance readability.	Font formatting has been carefully planned to complement the content. It may be a little hard to read.	Font formatting makes it very difficult to read the material.
Spelling and Grammar	Presentation has no misspellings or grammatical errors.	Presentation has 1-2 misspellings, but no grammatical errors.	Presentation has 1-2 grammatical errors but no misspellings.	Presentation has more than 2 grammatical and/or spelling errors.
Cooperation	Group shares tasks and all performed responsibly all of the time.	Group shares tasks and performed responsibly most of the time.	Group shares tasks and performs responsibly some of the time.	Group often is not effective in sharing tasks and/or sharing responsibility.
Delivery	Members spoke at a good rate, volume and with good grammar. They maintained eye-contact while using, but not reading their notes.	Members spoke a little faster or slower than necessary, or too quietly or loudly. They used acceptable grammar. They maintained eye-contact, but relied too much on their notes.	Members spoke at a good rate and volume, but used poor grammar. They relied heavily on their notes.	Members demonstrated having paid little attention to rate, volume or grammar. They read nearly word for word from notes.

Group performance. Lastly, group members will evaluate their own performance as well as the performance of the other group members. This evaluation will account for 7% of the final grade. Performance will be scored on the following rubric:

Group Performance Assessment Rubric
Skills	4 -- Advanced	3 -- Competent	2 -- Progressing	1 -- Needs Improvement
Skills	Exceeds Expectations	Meets Expectations	Does Not Fully Meet Expectations	Does Not Meet Expectations
Contributions & Attitude	Always cooperative. Routinely offers useful ideas. Always displays positive attitude.	Usually cooperative. Usually offers useful ideas. Generally displays positive attitude.	Sometimes cooperative. Sometimes offers useful ideas. Rarely displays positive attitude.	Seldom cooperative. Rarely offers useful ideas. Is disruptive.
Cooperation with Others	Did more than others. Highly productive. Works extremely well with others.	Did own part of workload. Cooperative. Works well with others.	Could have shared more of the workload. Has difficulty. Requires structure, directions, and leadership.	Did not do any work. Does not contribute. Does not work well with others.
Focus, Commitments	Tries to keep people working together. Almost always focused on the task. Is very self-directed.	Does not cause problems in the group. Focuses on the task most of the time. Can count on this person.	Sometimes focuses on the task. Not always a good team member. Must be prodded and reminded to keep on task.	Often is not a good team member. Does not focus on the task. Lets others do the work.
Team Role Fulfillment	Participates in all group meetings. Assumes leadership role. Does the work that is assigned by the group.	Participates in most group meetings. Provides leadership when asked. Does most of the work assigned by the group.	Participates in some group meetings. Provides some leadership. Does some of the work assigned by the group.	Participates in few or no group meetings. Provides no leadership. Does little or no work assigned by the group.
Ability to Communicate	Always listens to, shares with, and supports the efforts of others. Provides effective feedback. Relays a lot of relevant information.	Usually listens to, shares with, and supports the efforts of others. Sometimes talks too much. Provides some effective feedback. Relays some basic information that relates to the topic.	Often listens to, shares with, and supports the efforts of others. Usually does most of the talking. Rarely listens to others. Provides little feedback. Relays very little information that relates to the topic.	Rarely listens to, shares with, or supports the efforts of others. Is always talking and never listens to others. Provides no feedback. Does not relay any information to teammates.
Accuracy	Work is complete, well-organized, error-free, and done on time or early.	Work is generally complete, meets the requirements of the task, and is mostly done on time.	Work tends to be disorderly, incomplete, inaccurate, and is usually late.	Work is generally sloppy and incomplete, contains excessive errors, and is mostly late.

GRADING SCALE:

90.0 to 100.0	A
80.0 to 89.9	B
70.0 to 79.9	C
60.0 to 69.9	D
Below 60	F

TENTATIVE COURSE SCHEDULE:

This is a general schedule of quiz dates and readings to be done in preparation for class.

Week 1	Jan. 18	PART ONE: THE EMERGENCE OF SOCIOLOGICAL THEORY What is Sociological Theory and What Does It Do?
Week 1	Jan. 20	Early Visions: Saint Simon and Comte Read: Collins and Makowsky, Ch. 1. The Prophets of Paris: Saint Simon and Comte, pp. 15-25. Explore: Auguste Comte (https://www.thoughtco.com/auguste-comte-3026485) Auguste Comte (https://www.youtube.com/watch?v=OhVamhT4Q3s -- focuses more on his religious aspects)
Week 2	Jan. 23	*Saint Simon and Comte (continued)*
Week 2	Jan. 25 -- Jan. 27	The Founding Mother of Sociology: Harriet Martineau Read Goodwin and Scimecca, Ch. 3. Harriet Martineau, pp. 41-68 (On Blackboard) Explore: Harriet Martineau (https://www.thoughtco.com/harriet-martineau-3026476)
Week 3	Jan. 30 -- Feb. 3	PART TWO: THE CLASSICAL PERIOD: SOCIOLOGY TAKES SHAPE Karl Marx: Mode of Production and Class Struggle Read: Collins and Makowsky, Ch. 2. Sociology in the Underground: Karl Marx, pp. 26-47. Karl Marx and Friedrich Engels, Manifesto of the Communist Party, "Section I: Bourgeois and Proletarians (1848)" (http://www.marxists.org/archive/marx/works/1848/communist-manifesto/ch01.htm) Karl Marx, "Preface to a Contribution to the Critique of Political Economy (1859)" (http://www.marxists.org/archive/marx/works/1859/critique-pol-economy/preface.htm) Explore: Marx-Engels Internet Archive (http://www.marxists.org/archive/marx/index.htm)
Week 4 EXAM ONE THIS WEEK	Feb. 6 -- Feb. 8	Karl Marx (continued)
Week 4 EXAM ONE THIS WEEK	Feb. 10	Friedrich Nietzsche: The Discovery of the Irrational and the Death of God Read: Collins and Makowsky, Ch. 4: Nietzsche's Madness, pp. 60-73. Friedrich Nietzsche, "The Madman". pp. 129-131 in Social Theory: Roots and Branches, Peter Kivisto (ed.). Explore: Nietzsche's Features (http://turn.to/nietzsche)
Week 5	Feb. 13	*Nietzsche (continued)*
Week 5	Feb. 15 -- Feb. 17	Social Darwinism, Evolutionism and Liberalism/Utilitarianism Read: Collins and Makowsky, Ch. 5: Do-Gooders, Evolutionists, and Racists, pp. 74-90. Herbert Spencer, "Progress: Its Law and Cause." pp. 526-533 in Sociological Theory: A Book of Readings, Lewis Coser and Bernard Rosenberg (eds.). William Graham Sumner, "The Mores." pp. 85-87 in Sociological Theory: A Book of Readings, Lewis Coser and Bernard Rosenberg (eds.). Explore: Adam Ferguson (http://cepa.newschool.edu/het/profiles/ferguson.htm) Adam Smith The Adam Smith Page (http://www.utdallas.edu/~harpham/adam.htm) Adam Smith Archive (http://www.marxists.org/reference/archive/smith-adam/index.htm) Jeremy Bentham (http://www.ucl.ac.uk/Bentham-Project/index.htm) John Stuart Mill (http://cepa.newschool.edu/het/profiles/mill.htm) Charles Darwin (http://www.anselm.edu/homepage/dbanach/ph31d.htm#dw) Herbert Spencer (http://cepa.newschool.edu/het/profiles/spencer.htm) William Graham Sumner (http://cepa.newschool.edu/het/profiles/sumner.htm)
Week 6	Feb. 20 -- Feb. 22	Social Darwinism, Evolutionism and Liberalism/Utilitarianism (continued)
Week 6	Feb. 24	Emile Durkheim: Social Solidarity and Anomie Read: Collins and Makowsky, Ch. 6: Dreyfus's Empire: Emile Durkheim, pp. 91-104. Emile Durkheim, "On Mechanical and Organic Solidarity" pp. 38-42 in Social Theory: Roots and Branches, Peter Kivisto (ed.). Emile Durkheim "What is a Social Fact?" from Rules of the Sociological Method (http://media.pfeiffer.edu/lridener/DSS/Durkheim/SOCFACT.HTML) Emile Durkheim, "Suicide and Modernity" pp. 75-83 in Social Theory: The Multicultural and Classic Readings, Charles Lemert (ed.). Emile Durkheim, "The Human Meaning of Religion" pp. 60-67 in Social Theory: Roots and Branches, Peter Kivisto (ed.). Explore: The Emile Durkheim Archive (http://durkheim.itgo.com/main.html) The Durkheim Page (http://www.hewett.norfolk.sch.uk/curric/soc/durkheim/durk.htm)
Week 7	Feb. 27 -- Mar. 3	*Emile Durkheim: Social Solidarity and Anomie (continued)*
Week 8 EXAM TWO THIS WEEK	Mar. 6 -- Mar. 10	Max Weber: Stratification, Power, and Change Read: Collins and Makowsky, Ch. 7: Max Weber: The Disenchantment of the World, pp 105-126. Max Weber, "'Objectivity' in Social Science" pp. 68-73 in Social Theory: Roots and Branches, Peter Kivisto (ed.). Max Weber, "The Spirit of Capitalism." pp. 74-81 in Social Theory: Roots and Branches, Peter Kivisto (ed.). Max Weber, "Bureaucracy." pp. 82-87 in Social Theory: Roots and Branches, Peter Kivisto (ed.). Max Weber, "The Nature of Charismatic Domination." pp. 88-94 in Social Theory: Roots and Branches, Peter Kivisto (ed.). Max Weber, "Class, Status, and Party." pp. 95-100 in Social Theory: Roots and Branches, Peter Kivisto (ed.). Explore: Verstehen: Max Weber's Homepage (http://www.faculty.rsu.edu/~felwell/Theorists/Weber/Whome.htm) Max Weber (http://cepa.newschool.edu/het/profiles/weber.htm) Max Weber (http://media.pfeiffer.edu/lridener/DSS/#weber)
Week 9	Mar. 13 -- Mar. 17	SPRING BREAK!!
Week 10	Mar. 20	*Max Weber (continued)*
Week 10	Mar. 22 -- Mar. 24	Georg Simmel and Sigmund Freud Read: Collins and Makowsky, Ch. 9: Simmel, pp. 142-145 Collins and Makowsky, Ch. 8: Sigmund Freud: Conquistador of the Irrational, pp. 127-141. Georg Simmel, "The Problem of Sociology" pp. 107-113 in Social Theory: Roots and Branches, Peter Kivisto (ed.). Georg Simmel, "Conflict as Sociation" (http://media.pfeiffer.edu/lridener/DSS/Simmel/SOCIAT.HTML) Georg Simmel, "The Stranger" (http://media.pfeiffer.edu/lridener/DSS/Simmel/STRANGER.HTML) Sigmund Freud, "The Psychical Apparatus and the Theory of Instincts." pp. 126-130 in Social Theory: The Multicultural and Classic Readings, Charles Lemert (ed.). Sigmund Freud, "Civilization and Its Discontents" pp. 138-145 in Social Theory: Roots and Branches, Peter Kivisto (ed.). Sigmund Freud, "Civilization and the Individual" pp. 145-148 in Social Theory: The Multicultural and Classic Readings, Charles Lemert (ed.). Explore: Georg Simmel Online (http://socio.ch/sim/index_sim.htm#e) Freud (http://www.educationalpsychology.net/resources/educational-psychology-guide-to-freudian-psychology/)
Week 11	Mar. 27	*Georg Simmel and Sigmund Freud (continued)*
Week 11	Mar. 29 -- Mar. 31	PART THREE: EARLY AMERICAN SOCIOLOGY Pragmatism and Symbolic Interaction Read: Collins and Makowsky, Ch. 9: The Discovery of the Invisible World: Cooley, and Mead, pp. 145-159. Charles Horton Cooley, "The Looking-Glass Self" (http://media.pfeiffer.edu/lridener/DSS/Cooley/LKGLSSLF.HTML) George Herbert Mead, "Mind, Self, and Society" (http://media.pfeiffer.edu/lridener/DSS/Mead/MINDSELF.HTML) Explore: Explore: The Mead Project (http://spartan.ac.brocku.ca/~lward/)
Week 12 EXAM THREE THIS WEEK	Apr. 3 -- Apr. 5	W.E.B. Du Bois and the Atlanta School Read: Collins and Makowsky, Ch. 11: The Emergence of African-American Sociology: DuBois, Frazier, Drake, and Clayton, pp. 169-182. W.E.B. DuBois, "Black Reconstruction and the Racial Wage" pp. 238-241 in Social Theory: The Multicultural and Classic Readings, Charles Lemert (ed.). W.E.B. DuBois, "Double-Consciousness and the Veil." pp. 162-168 in Social Theory: The Multicultural and Classic Readings, Charles Lemert (ed.). Explore: W.E.B. DuBois (http://media.pfeiffer.edu/lridener/DSS/#dubois)
Week 12 EXAM THREE THIS WEEK	Apr. 7	The Chicago School Read: Collins and Makowsky, Ch. 10: The Discovery of the Ordinary World: Thomas, Park, and the Chicago School, pp. 160-168. Robert E. Park, Ernest W. Burgess, and Roderick D. McKenzie, "The Growth of the City: An Introduction to a Research Project". W.I. Thomas, "Disorganization of the Polish Immigrant" pp. 247-253 in Social Theory: The Multicultural and Classic Readings, Charles Lemert (ed.). Frederic M. Thrasher, "Personality and Status Within the Gang" pp. 253-255 in Social Theory: The Multicultural and Classic Readings, Charles Lemert (ed.). Blumer, "Society as Symbolic Interactionism" pp. 351-358 in Readings in Social Theory: The Classic Tradition to Post-Modernism, Farganis (ed.) Explore: Robert Park (http://media.pfeiffer.edu/lridener/DSS/#park) W.I. Thomas (http://media.pfeiffer.edu/lridener/DSS/#thomas)
Week 13	Apr. 10	*The Chicago School (continued)*
Week 13	Apr. 12 -- Apr. 14	PART FOUR: EUROPEAN CRITICAL THEORY DEVELOPMENT Meanwhile Back in Europe...Developments in Critical Theory Read: Mann, Ch. 3: The Debate over Materialism, pp. 63-80. (on Blackboard)
Week 14	Apr. 17	*Meanwhile Back in Europe...Developments in Critical Theory (continued)*
Week 14	Apr. 19 -- Apr. 21	PART FIVE: MID-CENTURY AMERICAN SOCIAL THEORY The Development of Modern Structural Functionalism Read: Collins and Makowsky, Ch. 12: The Construction of the Social System: Pareto and Parsons, pp. 183-196. Parsons, "The Unit Act of Action Systems." pp. 208-211 in Social Theory: The Multicultural and Classic Readings, Charles Lemert (ed.). Parsons, "Action Systems and Social Systems." pp. 297-299 in Social Theory: The Multicultural and Classic Readings, Charles Lemert (ed.). Parsons, "Sex Roles in the American Kinship System." pp. 300-304 in Social Theory: The Multicultural and Classic Readings, Charles Lemert (ed.). Merton, "Manifest and Latent Functions." pp. 304-309 in Social Theory: The Multicultural and Classic Readings, Charles Lemert (ed.). Explore: Vilfredo Pareto (http://media.pfeiffer.edu/lridener/DSS/#pareto) Vilfredo Pareto (http://cepa.newschool.edu/het/profiles/pareto.htm) The Talcott Parsons Page (http://www.hewett.norfolk.sch.uk/curric/soc/PARSONS/Parsons.htm)
Week 15	Apr. 24 -- Apr. 28	Sociological Theory and the Effects of the Second World War Read: Collins and Makowsky, Ch. 13: Hitler's Shadow: Michels, Mannheim, and Mills, pp. 197-218. Mannheim, "The Sociology of Knowledge and Ideology." pp. 213-217 in Social Theory: The Multicultural and Classic Readings, Charles Lemert (ed.). Mills, "The Sociological Imagination." pp. 348-352 in Social Theory: The Multicultural and Classic Readings, Charles Lemert (ed.). Lazarsfeld, "Relations between Methodology and Social Theory" pp. 260-263 in On Social Research and Its Language. Explore: C. Wright Mills Homepage (http://www.faculty.rsu.edu/~felwell/Theorists/Mills/)
Finals Week FINAL EXAM THIS WEEK	May 1 -- May 4

COURSE NORMS:

I expect you to respect one another. We are all Hilltoppers. We take care of one another, our hill, our community, and beyond. Everybody is trying to understand this material and how it fits with their values and experiences. Give folks time to process. Each of us may have strongly differing opinions on the various topics of class discussions. Diverse ideas and views are important to the class, and the orderly questioning of others' ideas, including mine, is encouraged and welcomed. Everyone's arguments can use polish. The only way we improve is by continuously re-examining our evidence and our argument. However, it is imperative that everyone be respectful of the each other. Couch your feedback to try to help the others understand. Focus on the evidence and argument presented, not the speaker's personal characteristics. You should expect that if your conduct during discussions seriously disrupts the atmosphere of mutual respect I expect in this class, you will not be permitted to participate further.
Please do not wait until the end of the semester to seek assistance when you are having difficulties with the course. Please use my office hours or contact me to arrange a time to meet. I am more than willing to arrange a time that works for both of us. I will only be on campus on MWF mornings; I'll be working out of my home office the rest of the time. The best way to reach me will be email. Please put your name and the course number in the subject line of the email. I'll try to respond within 24 hours.
If you prefer to be called a different name than what is indicated on the class roster, please let me know. Also feel free to correct me on your preferred gender pronoun. If you have any questions or concerns, please do not hesitate to contact me.
The United States Department of Education requires WKU's Office of Financial Aid to determine if a student who receives financial aid and fails to earn a passing grade in a course actually attended and/or completed the course. Because we will not be taking regular attendance for this course this term, the date I will report as your last date of attendance will be the latest of the following:
- The date you last participated in a discussion or activity;
- The date you last submitted an assignment/project/quiz; or
- The date you last initiated contact with me to ask a question about the course or course content.
If you earn an F, I will have to report your last date of attendance. If this date is at or before the 60% point of the term (in this semester, March 26), this may require you to pay back any financial aid funds received for this course.
All students are strongly encouraged to get the COVID-19 vaccine. In accordance with WKU policy, all students must call the WKU COVID-19 Assistance Line at 270-745-2019 within 4 hours of testing positive for COVID-19 or being identified as a close contact to someone who has tested positive. The COVID Assistance Line is available to answer questions regarding any COVID-19 related issue. This guidance is subject to change based on requirements set forth by federal, state, and local public health entities. Please refer to the Healthy on the Hill website for the most current information. www.wku.edu/healthyonthehill

RESOURCE INFORMATION:

WKU Writing Center

The Writing Center on the Bowling Green campus will have writing tutors available to offer advice to current WKU students on any stage of their writing projects. In-person tutoring is available in Cherry Hall 123 from 9-4 Monday through Friday and in the Cravens Commons (at the horseshoe-shaped reference desk) from 5-9 on Sunday through Thursday evenings. Students may also request feedback on their writing via email or arrange a real-time Zoom conference to discuss a paper. See instructions and how-to videos on the website (www.wku.edu/writingcenter) for making appointments. Walk-in feedback is available unless we are booked up. Students may also get short writing questions answered via email; just put “Quick question” in the subject line to (writingcenter@wku.edu).

The WKU Glasgow START Center/Writing Center will be offering writing tutoring sessions as well as in person. More information on how to make appointments and what to expect from your appointment will continue to be posted at https://www.wku.edu/startcenter/.

ADA Accommodation

In compliance with University policy, students with disabilities who require academic and/or auxiliary accommodations for this course must contact the Student Accessibility Resource Center located in Downing Student Union, Room 1074. The SARC can be reached by phone number at 270-745-5004 [270-745-3030 TTY] or via email at sarc.connect@wku.edu. Please do not request accommodations directly from the professor or instructor without a faculty notification letter (FNL) from The Student Accessibility Resource Center.

Title IX/Discrimination and Harassment

Western Kentucky University (WKU) is committed to supporting faculty, staff and students by upholding WKU’s Sex and Gender-Based Discrimination, Harassment, and Retaliation (#0.070) and Discrimination and Harassment Policy (#0.2040). Under these policies, discrimination, harassment and/or sexual misconduct based on sex/gender are prohibited. If you experience an incident of sex/gender-based discrimination, harassment and/or sexual misconduct, you are encouraged to report it to the Executive Director, Office of Institutional Equity/Title IX Coordinator, Ena Demir, 270-745-6867 or Title IX Investigators, Michael Crowe, 270-745-5429 or Joshua Hayes, 270-745-5121. Please note that while you may report an incident of sex/gender based discrimination, harassment and/or sexual misconduct to a faculty member, WKU faculty are “Responsible Employees” of the University and MUST report what you share to WKU’s Title IX Coordinator or Title IX Investigator. If you would like to speak with someone who may be able to afford you confidentiality, you may contact WKU’s Counseling and Testing Center at 270-745-3159.
Help

College students often experience challenges that may interfere with academic success such as stress, sleep problems, juggling responsibilities, life events, relationship concerns, or feelings of anxiety, hopelessness, or depression. The pandemic has only exacerbated these issues. If you, or a friend, is struggling, we strongly encourage you to seek support. Helpful, effective resources are available on campus at no additional cost.
- If you are struggling academically with this class, please visit me during office hours or contact me by email at douglas.smith@wku.edu
- Meet with your academic advisor if you are struggling academically in multiple classes, unsure whether you are making the most of your time at WKU, or unsure what academic resources are available at WKU.
- Visit the Counseling Center website at https://www.wku.edu/heretohelp/ for information about the broad range of confidential on-campus mental health services, online health assessments, hours, and additional information.
- Call the Counseling Center at (270) 745-3159 if interested in scheduling an appointment with a counselor. After-hours crisis support is also available through this phone number.
WKU Food Pantry

The WKU Office of Sustainability offers non-perishable food and toiletries to all WKU students, faculty, and staff. No proof of need is necessary. The only requirement to use the pantry is completion of a digital form. All information is kept confidential and is used solely to track pantry usage statistics. The Food Pantry is located at the WKU Office of Sustainability, 503 Regents Avenue--diagonally behind Gary Ransdell Hall in a small brick house). For schedule and details, please see https://www.wku.edu/sustainability/food_pantry.php.
Other Important Information

WKU maintains a web page with other important information here: https://www.wku.edu/syllabusinfo/. This page details the student complaint procedure, lists the student ombudsperson, provides info on active shooter preparedness, and many other important topics. Please go take a look.

SYLLABUS CHANGE POLICY:

The syllabus for any class is a road map. The readings in the course calendar are places we are scheduled to visit. Anyone who has taken a preplanned road trip or vacation knows that the trip is not fun unless you stop at the interesting roadside attractions even though they might divert from your original route or time table. It's the process of getting there that is fun and relaxing and intriguing. In that light, I reserve the right to alter the standards and requirements set forth in this syllabus at any time. Notice of such changes will be by announcement on Blackboard and/or by email notice.

ADD/DROP DATES:

Last day to add a full semester class: Tuesday, January 24

Last day to drop a full semester class without receiving a grade: Tuesday, January 24.

Last day to receive any refund for the Fall semester: Monday, February 6.

The 60% point of the Fall semester: Wednesday, March 26.

Last day to drop a class with a W: Thursday, March 30

Last day to remove an incomplete from Spring or Summer terms: Friday, April 14

Roster freeze date (No late adds or withdrawals for extenuating circumstances will be processed after this date): Friday, April 28

HONOR CODE:

Students are expected to adhere to the Student Code of Conduct. Persons violating the Student Code of Conduct (in particular but not limited to the section on academic conduct) in any assignment or exam in this class will receive a minimum penalty of a grade of zero (0) for the assignment, and may receive an "F" for the course at the instructor’s option. In particular, no form of academic misconduct will be tolerated (see https://www.wku.edu/studentconduct/process-for-academic-dishonesty.php.) Know your Regulations!

Sociology 304

Sociological Theory: Perspectives on Society Spring 2023

MWF 11:30 AM - 12:25 PM GRISE HALL 130

Section 002 CRN: 09433

Douglas Clayton Smith Professor of Sociology

COURSE DESCRIPTION:

LEARNING OUTCOMES:

REQUIRED MATERIAL:

COURSE ORGANIZATION:

EVALUATION AND GRADING:

WHEN

WHAT

ASSIGNMENT WEIGHT

During Week 4 (2/6 to 2/10)

Exam 1

8 percent of final grade

During Week 8 (3/6 to 3/10)

Exam 2

12 percent of final grade

During Week 12 (4/3 to 4/7)

Exam 3

16 percent of final grade

During Week 16 (5/1 to 5/4)

Exam 4

20 percent of final grade

GRADING SCALE:

90.0 to 100.0

A

80.0 to 89.9

B

70.0 to 79.9

C

60.0 to 69.9

D

Below 60

F

TENTATIVE COURSE SCHEDULE:

PART ONE: THE EMERGENCE OF SOCIOLOGICAL THEORY

What is Sociological Theory and What Does It Do?

Early Visions: Saint Simon and Comte

The Founding Mother of Sociology: Harriet Martineau

PART TWO: THE CLASSICAL PERIOD: SOCIOLOGY TAKES SHAPE

Karl Marx: Mode of Production and Class Struggle

Friedrich Nietzsche: The Discovery of the Irrational and the Death of God

Social Darwinism, Evolutionism and Liberalism/Utilitarianism

Social Darwinism, Evolutionism and Liberalism/Utilitarianism (continued)

Emile Durkheim: Social Solidarity and Anomie

Max Weber: Stratification, Power, and Change

Georg Simmel and Sigmund Freud

PART THREE: EARLY AMERICAN SOCIOLOGY

Pragmatism and Symbolic Interaction

W.E.B. Du Bois and the Atlanta School

The Chicago School

PART FOUR: EUROPEAN CRITICAL THEORY DEVELOPMENT

Meanwhile Back in Europe...Developments in Critical Theory

PART FIVE: MID-CENTURY AMERICAN SOCIAL THEORY

The Development of Modern Structural Functionalism

Sociological Theory and the Effects of the Second World War

COURSE NORMS:

RESOURCE INFORMATION:

WKU Writing Center

ADA Accommodation

Title IX/Discrimination and Harassment

Help

WKU Food Pantry

Other Important Information

SYLLABUS CHANGE POLICY:

ADD/DROP DATES:

HONOR CODE:

Sociological Theory: Perspectives on Society
Spring 2023

MWF 11:30 AM - 12:25 PM
GRISE HALL 130

Section 002
CRN: 09433

Douglas Clayton Smith
Professor of Sociology