244.Follow the requirement to write 4 pages(double space) paper.

Follow the requirement to write 4 pages(double space) paper.The topic must be chose from the 3 given topic.It needs at least different sources.There are links for sources on Syllabus.Please read the requirement very carefully. Make sure the paper follows the instruction very well.All the work has to be 100 percent original.Any kind of plagiarism will not be accepted! It is really important please!
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Sociology 100A Spring 2018
Introduction to Sociology: Global Social Change
Lectures: MW 10:50-11:40
Lectures: Mon & Wed, LH 8
Professor William G. Martin
Office: Library Tower 402
Office Hours: Mon 1-3pm or by appointment
Email: wgmartin@binghamton.edu
BlackLIvesMatter Rally Binghamton May 2016
Friday Discussion Sections and Instructors:
Time
Class Room
A01
9:40-10:40
EB N22
A02
10:50-11:50
EB N22
A03
12:00-1:00
LN G410
A04
1:10-2:10
EB N22
A05
2:20-3:20
SW 326
A06
3:30-4:30
FA 241
A07
8:30-9:30
A08
TA
Office Office Hours
E-Mail
Nilufer Akalin
LT 307
F 12-2pm
nakalin1@binghamton.edu
Busra Sati
LT 304
M 1-3pm
bsati1@binghamton.edu
Jonathan Christiansen
OR 131
M 1-3pm
jchris20@binghamton.edu
AB 113
Bronwyn Lee
OR 132
M 1-3pm
blee78@binghamton.edu
9:40-10:40
FA 242
Andrea Toth
LT 306
M 1-3pm
atoth1@binghmton.edu
A09
10:50-11:50
FA 354
Mingwei Jin
OR 131
M 1-3pm
mjin13@binghamton.edu
A10
12:00-1:00
FA 354
A11
1:10 – 2:10
FA 354
Elif Yilmaz Kucuk
OR 130
M 1-3pm
eyilmaz4@binghamton.edu
Due to room capacities, there can be no enrollments or changes in section assignments except through BU Brain.
Course Content and Objectives
If we are collectively successful, this course will lead to an understanding of two critical facets of our lives: one, how
to understand ourselves within larger, often alienating, social and historical processes, and two, how to recognize, face,
and even resolve the dilemmas imposed by living within a global world.
The term “globalization” is often used to bring these concerns together: scholars, policymakers, and media pundits
all speak of how our lives are being radically changed by “globalization.” Almost everything seems to be interconnected
on a global scale, from food, drink, and the clothing we consume, through the social media we use and cherish, to the
music we listen and dance to, to the jobs we hope to get or fear to lose, through the debts we must pay, to the political
conflicts and terrors we face. Classic opportunities and hopes that were in the past seen within local or at best national
communities—the prospects of jobs, education, partners and prosperity—now crisscross national and global
boundaries.
“Globalization” is however increasingly a buzz word—what might it mean concretely? Will “globalization” mark
radically new ways to live, of the ways we act through national, ethnic, racial, class, gender hierarchies, sexualities and
identities? What does “globalization” dictate for our communities, our campus, or the future of the US as a declining
world power? And while we often focus on the powerful and our own unequal positions, we must ask: will “antiglobalization,” global feminist, occupy, populist, #blacklivesmatter, LBTQUIA and other new movements shape these
futures as well?
This course provides a path to understanding and assessing these challenges. We will investigate the emergence,
operation, and radical alteration of social, economic, and cultural relationships that span the planet—and do this over
four centuries. The objective is nothing less than the ability to locate ourselves within the changing global social world
we live in. For most of the course we will investigate contemporary transnational flows, institutions, and movements in
order to provide the tools to understand global patterns and processes of social change. These include new political
institutions and relationships; global racial, gender, and class hierarchies; new forms of global production, consumption
2
and finance; global cultural flows and commodities; new social movements; and the challenges posed by new
technologies, surveillance and security systems, and new forms of social control and criminal in/justice. These topics
regularly engaged contested and unsettling issues as the reading list below indicates. This course is a mere beginning; it
does provide an introduction to upper-level courses and the major in sociology and related social sciences.
Course Objectives and Outcomes
By the end of the semester students who successfully complete the course should have a global “sociological
imagination,” the ability to place individual lives within larger, increasingly global processes. This includes the ability to
understand key sociological concepts and texts used in the study of the modern world, as well as the ability to analyze
countervailing theoretical approaches, methodologies and debates. Analytical skills related to these objectives include
oral and written analysis of sociological materials, cooperative work and presentations, and advanced writing skills.
Course Reading: all readings are on electronic reserve or via hyperlinks as indicated in the syllabus there is no need to
purchase reading texts or special software. Students are already controlled by too much debt. Please note that to follow
copyright rules, some readings may be removed from e-reserves after the relevant exam for those materials (there are no
cumulative exams).
Communication: You must use your campus email address in order to take this course. To forward mail to a non-campus
address follow the easy instructions at http://www.binghamton.edu/its/email/forwarding.html .
Course Requirements and Grade Components: Course assignments encourage steady, continuous and collaborative
work during the semester, which will allow you to develop your work and assess your grade as we proceed. Course work
is composed of participation in discussion sections, short essays on assigned topics, two non-cumulative hourly exams,
and one collaborative presentation. There are no extra credit assignments in this course. Course grades are compiled
from:
Participation, 30% of the grade: includes (1) group presentation (10%), and (2) attendance and participation in
discussion sections (unexcused absences will hurt your grade and attendance will be taken) with short weekly
comments on the abstracts as required (20% together). A presentation and response schedule will be posted on
each discussion section’s myCourses site.
Hourly Exams, 30% of the grade (15%x2): two in-class exams, composed of multiple-choice questions and short
identifications based on the readings and lectures. The exams are in class on Feb 19th and April 25th.
Two 4-5 page Essay Assignments, 40% (total 20% each) of the grade: Essays are on set topics and draw upon course
materials, a few small additional readings, and data, lectures, and discussions. Students may add two to three short
new references to new external resources if needed. A print copy of the first essay must be turned in during
discussion sections, and a digital copy of both essays turned in to the “turnitin” folder in the discussion section
myCourses site. Due Dates: March 23rd (print copy in class and e-copy to turnitin) and May 10th (turnitin).
Make-up exams or papers will only be permitted if there is a documented excuse (e.g. for a death, bring an obituary
notice; for a medical emergency bring a record of doctor visit, etc.). Late papers without a documented excuse will be
marked down at least a half grade to a full grade, depending on how late they are turned in. If you expect difficulties,
contact your discussion section instructor before the due date. Missed assignments will be assigned a “0” (myCourses
may not record this; you need to factor this in manually). Grades reported in myCourses are unofficial; final grades are
those reported in BU Brain. The grading schema (letter to points) is posted in myCourses.
Students need to complete all components of the course to get a passing grade. To appeal a grade, you must first
contact your TA and provide a written appeal indicating the grounds for an improved assessment. After considering the
appeal, the TA may affirm the original grade, raise the grade, or lower the grade. If you wish to go further the same
process applies to a subsequent appeal to the instructor.
Classroom technology and expectations
Please turn off your cell phones while in class. Students may use computers to take notes in the lecture. Any
other use of a computer is prohibited. Do not use computers, cell phones, tablets or other devices to entertain yourself
and distract others. If you do, you may be asked to leave the class. Please do not be disrespectful to the instructors and
your classmates. Rules for discussion sections will be announced in their first meeting. You may expect to be called upon
by fellow students and the instructor to contribute to class discussions.
3
Honesty: Students are expected to follow the Binghamton University Student Academic Honesty Code, particularly
plagiarism which is defined as: “Presenting the work of another person as one’s own work (including papers, words,
ideas, information, computer code, data, evidence organizing principles, or style of presentation of someone else taken
from the internet, books, periodicals, or other sources).” Be aware of the rules on citations in particular: see
http://library.lib.binghamton.edu/instruct/plagiarism.html. Patchwriting, the borrowing of short passages, often from
multiple internet sources, is considered a form of plagiarism. Students should not submit the same work to multiple
classes. Please don’t try to play your fellow students and instructors; we all need to work on our writing and
commitment to each other. Essays will be checked for plagiarism, including writing turned in for another course.
Discussion Questions and Presentation (once with a group) and weekly responses (roughly half the semester)
Post and discussion leadership: During the semester each student will (1) work once on a collaborative posting
and discussion presentation (see MyCourses for assignments which will only be fully posted after the add/drop deadline)
and (2) comment online on other groups’ presentations for the first two weeks and then half the last ten weeks of the
semester. Discussion posts must be put on MyCourses by Tuesday noon. Time is tight for responses, so posts must be on
time. Assigned students reply by Wednesday 8pm. Late replies not counted towards participation.
For the collaborative presentation, an assigned group of students (usually 2) will, on the Tuesday before the Friday
discussion section, post in a designated MyCourses discussion folder (1) two questions that pose an issue for debate and
discussion, and (2) a paragraph after each question that outlines the issues at hand and their relevance to this week’s
work. The questions need not be the only or even most major issue or theme of the week; it should be compelling and
stimulate discussion and analytical thinking. There are usually many possibilities for each week. On Friday the group will
make briefly present their questions and lead a discussion based on fellow students’ online responses. The instructors
will provide examples for the first two sessions, and all students should respond for these two weeks.
The assigned students assigned for the week need to read the week’s materials well in advance and develop the two
questions collaboratively. This is a collaborative exercise with a single, shared grade. It is up to the presenters to
coordinate their work well beforehand. If a person is not contactable (remember to set up email forwarding if you do not
use your campus email address (see above)) and does not participate, she or he will be given a zero for this assignment
and it cannot be made up.
Check the list on MyCourses to see the weeks you respond and the week you are part of the presenting group (after
the add/drop deadline).
Special needs and special absences: Students who have difficulty meeting or will miss classes and especially
exams/assignments for special reasons (e.g. scheduled athletic, family, religious events) must contact the instructors
with a written request and timetable by the end of the second week of classes. Please plan ahead to avoid unnecessary
conflicts; documentation will be requested for any request that leads to alternative arrangements. Students with special
needs should provide the instructor by the end of the second week of class with an accommodation request form from
the ill-named Services for Students with Disabilities; all appropriate accommodations will be made.
Support services: College life can be stressful. If you experience difficulties, seek out support as soon as possible. The
professor and instructors can always meet. University counseling can provide professional support: 607-777-2772
http://www.binghamton.edu/counseling/ .
Note: video or tape recording of the lectures and/or discussions is by permission of the instructor only.
4
Weekly Lecture Topics and Readings
Materials need to be read prior to the lectures and discussion section meetings.
Readings are on e-reserve or designated by a hyperlink.
Jan 17: course overview
Jan 22-24: The Global, Sociological Imagination—and sampling educational tracks
C. Wright Mills, The Sociological Imagination, “The Promise,” 3-8.
Paulo Freire, Pedagogy of the Oppressed, ch 2. 71-86 only
Jonathan Kozol, “Still Separate, Still Unequal,” 569-580
David Brooks, “How we are ruining America,” New York Times, July 11, 2017
Malcolm Gladwell, “Getting In,” The New Yorker, October 10, 2005
Josh Zumbrun, “SAT Scores and Income Inequality: How Wealthier Kids Rank Higher,” Wall Street Journal, October 7,
2014.
Debate: “Has Higher Education Become an Engine of Inequality?” Chronicle of Higher Education, July 2 2012:
http://chronicle.com/article/Has-Higher-Education-Become-an/132619/
And for the Prof: Paul Ralph, “Universities should ban PowerPoint — It makes students stupid and professors boring,”
Business Insider, Jun. 23, 2015
Jan 29: course add/drop deadline at 11:59 p.m.
Jan 29-31: Capitalism as a World System—and Progress confronts Inequality
The rich shall get richer,
The poor shall get poorer
In the final hour
Many heads shall lose power
KRS-One, I got next
Framing the Origins of the Euro-American World-Economy
Immanuel Wallerstein, “Theoretical Reprise” 229-33 of his Modern World-System Vol. 1
Anibal Quijano & Immanuel Wallerstein, “Americanity as a Concept, or the Americas in the Modern WorldSystem,” 549-57.
Sidney Mintz, “Time, Sugar, and Sweetness”
Howard Winant, “Theoretical Status of the Concept of Race,” in Winant, Racial Conditions, pp. 13-21.
BBC News, What’s behind China’s ‘racist’ whitewashing advert?, May 27, 2016
Aashima Saberwal, Bonojit Hussain & Devika Narayan, “Skin Deep: Narratives of Racism in Delhi University.”
Historical progress? Growing Inequalities?
I. Wallerstein, “On Progress and Transitions,” in his Historical Capitalism, 97-105 (middle of page).
Rupert Neate, “World’s richest 0.1% have boosted their wealth by as much as poorest half,” Guardian, Dec 14,
2017
Facundo Alvaredo, Lucas Chancel, Thomas Piketty, Emmanuel Saez, and Gabriel Zucman, “Inequality is not
inevitable – but the US ‘experiment’ is a recipe for divergence, Guardian, Dec 14, 2017
And New York? What to do, if anything?
Fiscal Policy Institute, “New York State Leads Nation in Income Inequality,”June 16, 2016
Nathanh Tempey, “NYC’s Top 0.1 Percent Makes Four Times The Income Of The Bottom Half Of Earners,”
Gothamist, April 20 2017
Joseph Stiglitz, “Equal Opportunity, Our National Myth,” New York Times, February 16, 2013,
http://opinionator.blogs.nytimes.com/2013/02/16/equal-opportunity-our-national-myth/
New Yorker, “Inequality and New York’s Subway,” April 16, 2013
Occupy Wall Street, NYC General Assembly, Declaration of the Occupation of New York City, September 29,
2011
Robert Reich, “How to Shrink Inequality,” May 12, 2014, http://robertreich.org/post/85532751265
5
Michael Barone, “Income Inequality Is Real, but Most Americans Still Oppose Redistributing Wealth,”
National Review, May 8, 2015
Feb 5-7: Slavery, Colonialism, and the Origins of the Modern Capitalist World
Walter Rodney, “Africa’s Contribution” and “The European Slave Trade “from his How
Europe Underdeveloped Africa.
Sven Beckert, “Slavery and Capitalism,” Chronicle of Higher Education, December 12,
2014
The America Dilemma: Teaching Slavery and Blackness
James Loewen, “Gone with the Wind,” [extract] Lies My Teacher Told Me, 137-150
Thomas Jefferson, extracts from “Notes on the State of Virginia,” PBS
Eric Foner, “Slavery’s Fellow Travelers” New York Times, July 13, 2000, A29
Thomas Bender, “Founding Fathers Dreamed of Uprisings, Except in Haiti,” New York Times, July 1, 2001, Sec 4, p.6
Robin Bernstein, “Let Black Kids Just Be Kids,” New York Times, July 26, 2017
Slavery and US: the debate over reparations
Robert Allen, “Past Due: the African-American Quest for Reparations” Black Scholar
David Horotwitz, “Ten Reasons Why Reparations for Blacks is a Bad Idea for Blacks – and Racist Too,” April 15, 2015
Ernest Allen, Jr. and Robert Chrisman, Ten Reasons: A Response to David Horowitz,” The Black Scholar, 3, 2, Summer
2001, 49-55.
Feb 12-14: The global, social reconstructions of race, class, gender
Whatever happens, we have got
The Maxim Gun, and
They Have Not.
Hilaire Belloc
C is for Colonies
Rightly we Boast
That of all the great nations
Great Britain has most
Mrs. Ernest Ames, An ABC for Baby Patriots
Recall Winant from week above
Maria Mies, “Colonization and Housewifization,” 90-96, 100, 103-107,Patriarchy and Accumulation on a World Scale
Global Nonviolent Action Data, “Igbo women campaign for rights (The Women’s War) in Nigeria, 1929”
Raewynn Connel, “Change among the Gatekeepers: Men, Masculinities, and Gender Equality,” 7-24 of her Confronting
Inequality
Karl Marx & Friedrich Engels. “Bourgeois and Proletarians”
Contemporary Constructions and Dilemmas:
Neil Irwin, Claire Cain & Margot Sanger-Katz, “America’s Racial Divide, Charted,”
Jeanne Maglaty, “When did girls start wearing pink?” Smithsonian Magazine, April 8, 2011
John Blake, “The New Threat: Racism without Racists,” CNN.com, Nov. 27, 2014
Feb 19: Exam 1
Feb 21: Global food and famine
Amartya Sen, “Famines and Other Crises,” ch 7 of his Development as Freedom, 160-189
Mike Davis, “The Origin of the Third World,” Antipode 32:1, 2000, pp. 48–89
Feb 26-28: Decolonization, the American Century (1945-75), and, briefly, the collapse into Neoliberalism
Robert Schaeffer, “The New Interstate System,” 5-17 of his Power to the People
The Atlantic Charter
Basil Davidson, “Colonialism in Crisis,” 80-84 and “Algeria the Harshest Struggle,” 119-21
Frantz Fanon, “Concerning Violence,” extract from his Wretched of the Earth
6
Malcolm X: Speech to the OAU heads of state, July 17, 1963
Kennedy: “Work, Production, Finance,” 67-83
Mar 5-7: winter break, no class
Mar 12-14: Education in ill-liberal times
Recall Jonathan Kozol from week 1
Conley, “Education” 497-507
Ann Ferguson, “Bad Boys” 578-587
Silvia Federici, “African Roots of US University Struggles: From the Occupy Movement to the AntiStudent-Debt Campaign,”
Christine Hauser, “Fees Must Fall, Anatomy of the Student Protests in South Africa,” New York Times, Sept 22, 2016
(with video)
George Joseph, “Black Lives Matter—at School, Too,” The Nation, January 19, 2015,
New York Times: “Segregation Prominent in Schools, Study Finds,” Sept 19, 2012,
University town/gown:
William Martin, “Graduating at Sing Sing and Princeton” Jacobin, October 28, 2016,
Ed Vulliamy, ““US in Denial as Poverty Rises,” Guardian, November 2 2002
Conor Tomás Reed “Step 1: Occupy Universities, Step 2: Transform Them” (see chapter)
Mar 19-21: Consuming and Producing Culture(s)—Nikes, Iphones, Hip-hop….
Cohen “Consuming Culture”
Karl Marx: “Commodity Fetishism” selection: online at:
http://www.marxists.org/archive/marx/works/1867-c1/ch01.htm – S4
Cynthia Enloe, “Tracking the Militarized Global Sneaker,” 19-38
Charles Duhigg …
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