NORTHERN CARIBBEAN UNIVERSITY

College of Humanities, Behavioural & Social Sciences

Department of Behavioural & Social Sciences
Spring 2024

DEGREE BACHELORS OF SCIENCE

COURSE NAME: INTRODUCTION TO SOCIOLOGY

COURSE CODE: SOCI 120

NUMBER OF CREDITS: 3 CREDITS

NUMBER OF HOURS: 45

NAME OF LECTURER: Mrs. Moniqué Morris-Mitchell

M.Sc.

SECTION: A & B

CLASS TIMES & VENUE: Mon and Wed: 12:30 PM-

1:50PM, online- Sec A
Tues and Thurs 3:30 PM-
4:50PM, online- Sec B

EMAIL ADDRESS:
monique.morrismitchell@ncu.edu.jm

OFFICE HOURS: Will be sent via email.

PREREQUISITES: NONE

OVERVIEW

This course introduces the themes and issues of sociology to

undergraduate students who do not necessarily have a background
in the discipline. The course is divided into six units which will
allow the student to go through the main stages of the discipline
and to utilize the tools and models taught.

As an introductory course, SOCI120 seeks to lay the foundation

for more advanced academic work in Sociology and the Social
Sciences. Students should be enabled to tackle contemporary
social problems in a practical way using sociological models and
perspectives.

GENERAL OBJECTIVES

At the end of the semester, students should:

1. Understand the relationship between Sociology and everyday
life;
2. Encourage critical thinking about society;
3. Apply the basic concepts and forms of analysis and
explication in Sociology;
4. Understand the connection between sociological and social
policy issues in today’s society

COURSE OUTLINE

Unit One: Foundation of Sociology

Unit Two: Tools in Sociology
Unit Three: Social Concepts
Unit Four: Social Inequality
Unit Five: Social Institution
Unit Six: Social Issues

A NOTE ON CLASS EXPECTATIONS

The following are basic expectations of the instructor:

• Students should come to class on time.

• All discussion in class should relate to the course material.

• Students should maintain standards of courtesy and respect for

others at all times

• Meet all deadlines.

• It is your responsibility to ensure that your name is affixed to

group assignments. There will be no changes after grades
have been submitted.

• IT IS YOUR RESPONSILBILITY TO DO YOUR PART IN

GROUP ASSIGNMENTS! RESPECT YOUR GROUP
MEMBERS TIME. IF YOU FAIL TO DO SO, YOU WILL
RECEIVE A ZERO FOR GROUP WORK.

OBJECTIVES AND METHODOLOGY

UNITS AND OBJECTIVES

Unit One: Sociology an Introduction

At the end of this unit, students should:
1. know the definition and components of sociology;
2. identify the difference between sociology and other social
sciences;
3. recognize the difference between Afrocentric and Eurocentric
origins;
4. know the founding fathers of sociology;
5. give findings on founding fathers and contributors to
sociology
6. judge the importance of studying sociology.

Reading:
Macionis, John & Plummer, Ken (2016). Sociology: A Global
Introduction. Upper Saddle River, New Jersey: Prentice Hall.
Chaps 1 & 2
Mustapha, Nasser (2013). Sociology for Caribbean students,
2nded. Kingston: Ian Randle. Chapter 1.
Haralambos, Marmanis &Holborn, Martin. (2008). Sociology:
Themes and perspectives. (7thed.). London: Harper Collins.
Chapter 1.
Charon, Joel. (1999) The Meaning of Sociology. Upper Saddle
River, New Jersey: Prentice Hall. Chaps 1.
Inkeles, Alex. What is Sociology? An Introduction to the Discipline
and Profession. Englewood Cliffs, N.J., Prentice-Hall

Unit Two: Tools in Sociology

At the end of this unit, students should:

1. know the terms used in social research;
2. recognize classical and contemporary theories
3. confer the epistemological issues in research;
4. deduce differences in qualitative and quantitative research
methods;
5. outline the main types of sampling for the appropriate
research;
6. determine the major components of a research paper;
7. give at least one component of a research paper and
8. discuss the ethical issues involved in social research.

Reading:
Wallace, Ruth & Wolf, Alison. (1999) Contemporary Sociological
Theory: Expanding the Classical Tradition. Upper Saddle River,
New Jersey: Prentice Hall. Chap. 2
Perdue, William.(1986) Sociological Theory: Explanation,
Paradigm, and Ideology. Palo Alto, Calif. : Mayfield Pub. Co.,
Coser, Lewis. (1964). Sociological Theory. New York The
Macmillian Company.
Macionis, John & Plummer, Ken. (2006). Sociology: A Global
Introduction. Upper Saddle River, New Jersey: Prentice Hall.
Chap. 3.
Babbie, Earl (1989). The Practice of Social Research. Belmont,
Calif. : Wadsworth Pub. Co.,

UNIT 3: The Foundations of Society: From Macro to Micro

Instructional Outcomes:
At the end of this unit learners will be able to;
1. Identify the different types of societies
2. Explain modern Industrial Society;
3. Appreciate the contemporary shape of world societies
4. Recognize the dynamics of culture and cultural symbols
5. Identify the various types of groups and organizations
6. Understand the nature and theories of bureaucracy
7. Explain the process of socialization
8. Explain the theories of socialization
9. Differentiate between culture and socialization

Reading
Macionis, John & Plummer, Ken. (2006). Sociology: A Global
Introduction. Upper Saddle River, New Jersey: Prentice Hall.
Chaps 4- 7.
Haralambos, M. and Holborn, M. Sociology: Themes and
Perspectives. London: Collins Educational. Chap. 6.

Unit Four: Social Inequality

At the end of this unit, students should:
1. define the characteristics of social stratification;
2. identify social stratification systems;
3. distinguish between open and closed stratification systems
and
4. construct a model or mock up representing one example of
social stratification.

Reading:
Macionis, John & Plummer, Ken. (2006). Sociology: A Global
Introduction. Upper Saddle River, New Jersey: Prentice Hall.
Chaps 8-10.

Activities:
View film on stratification.

Unit Five: Social Institutions

At the end of this unit, students should be able to:
1. know the various social institutions within society;
2. apply at least three sociological theories to TWO social
institutions;
3. evaluate the relevance of sociological theories to social
institutions.

Reading:
Macionis, John & Plummer, Ken. (2016). Sociology: A Global
Introduction. Upper Saddle River, New Jersey: Prentice Hall.
Chaps 17 -21.
Haralambos, M. and Holborn, M. Sociology: Themes and
Perspectives. London : Collins Educational. Chap. 6.

Unit Six: Social Issues

At the end of this unit, students should be able to:
1. identify key social issues within the Jamaican society;
2. apply sociological theories to each issue;
3. value the social issues being addressed.

Reading:
Macionis, John & Plummer, Ken. (2006). Sociology: A Global
Introduction. Upper Saddle River, New Jersey: Prentice Hall.
Chaps 14 – 23.
Haralambos, M. and Holborn, M. Sociology: Themes and
Perspectives. London : Collins Educational. Chap. 6.

EVALUATION:
Grading Information/Course Work Weighting

Description Points
Percentage Assignment
Due Dates
Attendance & Participation 15 points 5% Ongoing
Creative Summary 15 points 5% APRIL
15TH/APRIL 16TH
Quiz & Class activities OR Discussions 15 points 5% Ongoing
Sectional 60 points 20% FEB 7TH/FEB 8th
Group Presentation 60 points 20% MARCH 4TH-
APRIL 11th
Article Review 15 points 5 % FEB 27TH/FEB
28th
Final Examination 120 points 40% TBA
Total Points 300 points 100%

GRADING POLICY:

Percentage Score Letter Equivalent Percentage Score Letter Equivalent

90 – 100% A 65 – 69% C+
85 – 89% A- 60 – 64% C
80 – 84% B+ 55 – 59% C-
75 – 79% B 50 – 54% D
70 – 74% B- Less than 50% F

COURSE MATERIAL

REQUIRED TEXT
Barkan, Steven, (2015). Criminology A Sociological
Understanding, 5th Edition New Jersey: Prentice Hall

Haralambos, M. and Holborn, M. Sociology: Themes and

Perspectives. London: Collins Educational.

Macionis, John & Plummer, Ken. (2016). Sociology: A

Global Introduction. Upper Saddle River, New Jersey:
Prentice Hall.

Recommended Readings

Barrow, C & Reddock, R. ( 2001). Caribbean Sociology:

Introductory Readings. Kingston: Ian Randle Publishers. Section
8: Crime and Deviance

Schmalleger, F. (2002). Criminology Today: An Integrative

Introduction. 3rd Edition. New Jersey; Prentice Hall

Williams, F & McShane, M (2013) Criminological Theory, 6th

Edition. New Jersey: Prentice Hall

http://crime-times.org

www.crimetheory.com

PLEASE DO NOT RESTRICT YOURSELF TO THE

MATERIAL PROVIDED

Class Assignments

Article Abstract-Group Assignment (Due Feb 27th -MW & Feb

28th- TT)

In your groups, select a peer reviewed article that speaks to social

inequality in Jamaica, each group is required to submit a 2-3-
pages Abstract of the article, which should include:
• Purpose
• Problem
• Methodology
• Results
• Reaction of the article

Group Presentation (March 4-April 11th)

With the guidance of the rubric provided, each group will be

assigned a chapter from the textbook that focuses on social
institutions. The chapter focus will be given to guide your
presentation, the presentation should also outline the following:

1. Identify the social issues within the context of the

Jamaican society;
2. Apply one sociological theory to the issue.

Creative Summary (April 15th-April 18th)

• Working in your assigned groups, students are to create a

summary on the units/chapters discussed in class
• This can be done in the form but not limited to a skit, song,
poem, etc, once the method is within the ethos of the institution.
• The video should be no more than 15 minutes long and should
capture at least one tenet of each chapter in the assigned unit
and a sociological theory.
• Students are advised to ensure that their presentations are well
rehearsed, organized and coherent. Your creative summary may
be presented live or using a pre-recorded video.
• Creative Summaries are to be ready for presentation in class.
• The assigned units are as follow (utilizing the book Sociology: A
Global Introduction. By: Macionis & Plummer):
- Group 1: Chapters 1& 2
- Group 2: Chapters 3&4
- Group 3: Chapters 5&6
- Group 4: Chapters 7
- Group 5: Chapter 8
- Group 6: Chapters 19&20
- Group 7: Chapters 21& 23
- Group 8: Chapters 17
- Group 9: Chapter 18
- Group 10: Chapter 25&26
- Group 11: Chapters 15&16
- Group 12: Chapters 11&14
SOCI120: INTRODUCTION TO SOCIOLOGY Spring,
2024
COURSE SCHEDULE
Dates Course content Reading material

Week 1 Class Orientation Getting to Know Each Other

Overview
(Jan 8-11)

Week 2 Unit one Chapter 1: The Sociological Imagination

Chapter 2: Thinking Sociologically, Thinking Globally
(Jan 15-18)

Week 3 Unit Two Chapter 3: An introduction to sociological methods

(Jan 22-25)

Week 4 Unit Three Chapter 4: Societies, Chapter 5: Culture, Chapter 6:

Groups
(Jan 29-Feb Chapter 7: Micro-Sociology
1)

Week 5 Sectional one Review Units one and two: Chapters 1-3
(Feb 5-8)

Week 6 Unit Four Social Stratification

(Feb 12-15) Chapter 8: Inequality, social division, and social
stratification
Week 7 Unit Five Chapter 9: Global poverty /Global inequality
(Feb 19-22) Chapter 10: Class, Poverty, and Welfare
Week 8 Unit Six Chapter 13: Age Stratification Article Abstract
Due
(Feb 26-29)

Week 9 Group One Presentation Chapter 11: Racism, Ethnicity and Migration
(March 4-7) Group Two Presentation Chapter 14: Disabilities care and Humanitarian Society

Week 10 Group Three presentation Chapter 15: Economics, Work, and Consumption
Group Four presentation Chapter 16: Power, Governance, and Social Movements
(March
11-14)

Week 11 Group Five Presentation Chapter 17: Control, Crime, and Deviance
Group Six Presentation Chapter 18: Families, Personal Life and Living Together
(March
18-21)

Week 12 Group Seven Presentation Chapter 19: Religion and Belief

(March Group Eight Presentation Chapter 20: Education
25-28) Quiz
Week 13 Group Nine Presentation Chapter 21: Health Medicine and well being
(April 1-4) Group Ten Presentation Chapter 23: Science Cyberspace and the Risk Society

Week 14 Group Eleven Presentation Chapter 25: Social Change and the Environment
Group Twelve Chapter 26: Living in the Twenty-First Century
(April 8-11) Presentation
Week 15 Exam review Creative Summary Due
(April 15-18)

ADDITIONAL INFORMATION
FAITH AND LEARNING OBJECTIVES: In keeping with the
Christian ethics and ethos of NCU and our willingness as a
department and individual faculty to foster the spiritual growth of
all, we determine that each course be structured and taught within
the aforementioned manner.
“True education means more than the perusal of a certain
course of study. It means more than a preparation for the life
that now is. It has to do with the whole being, and with the
whole period of existence possible to man. It is the
harmonious development of the physical, the mental, and the
spiritual powers. It prepares the student for the joy of service
in this world and for the higher joy of wider service in the
world to come.” (White, E.G. – Education pg.13)
FAITH AND LEARNING ASSESSMENT: Song Critique.
Each student will identify a song which speaks about either a
social institution or a social inequality and discuss its role in
society. Be sure to include your worldview or the integration
of your faith in the discussion.
THE CONCEPT OF SERVICE LEARNING: Service-learning
is a teaching and learning strategy that integrates meaningful
community service with instruction and reflection to enrich the
learning experience, teach civic responsibility, and strengthen
communities. Service learning:
• Promotes learning through active participation in service

experiences
• Provides structured time for students to reflect by thinking,

discussing and/or writing about their service experience

• Provides an opportunity for students to use skills and

knowledge in real-life situations

• Extends learning beyond the classroom and into the
community
• Fosters a sense of caring for others (as adapted from the

National and Community Service Act of 1990)

CORE VALUES: Northern Caribbean University has instituted a

set of core values to guide all faculty, staff and students. It is
anticipated that these core values will result in the formation of a
new way of operating, a new culture. The mnemonic, NCU
C.A.R.E.S requires our actions to:
• reflect the principles of Christ-centeredness;
• affirm each other’s positive actions;
• show respect for ourselves and to others in all situations;
• strive for excellence and,
• use your talents and resources in a temperate way.

RUBRIC FOR ORAL PRESENTATION

Name(s) with ID# (s) Date of Presentation:

Course Title: Topic Presented:

Criteria Unsatisfactory Satisfactory Proficient Excellent Points

Content & • Key concepts not • Some of the key • Most of the key All of the key
Application presented concepts were concepts were concepts were
presented presented presented

• Concepts
presented were
not clearly • Some use of • Fair use of
stated Sufficient use of
examples/ examples/ examples/applicati
application to application to on to the
• No use of the the Jamaican/ Jamaican/Caribbea
relevant Jamaican/Caribb Caribbean n context ----
examples/ ean context context
application to 20
Caribbean
Context

• No evidence of
research
Presentation • Presentation plan • Presentation Excellent
plan presented plan presented presentation plan
• No presentation presented
plan presented
• But plan lacking • Fairly detailed,
in content and but not Very detailed
presentation, comprehensiv
and with only e Excellent
one or two presentation ----
references
• Three 10
references. Several references

• No use of visual • The material is • Use some

aid/banner, no presented with originality in
variety and little originality presentation
Creativity originality very original
(monotone) manner of
• Satisfactory • Satisfactory presentation
delivery of delivery of ----
• Poor delivery of material/self material/self
material/self 10
• Stimulate some • Presentation was
• Poor stimulation interest very
of interest interesting

Materials & • No references • Only one or two • Three references Several references
evidence of cited cited references cited cited
research

• The material is • The information • The material is

not supportive provided is not somewhat
of the topic clearly supportive of The topic is
connected to the the topic supported by
topic at hand material provided
• No handouts
provided • Sufficient hand- ----
out provided Sufficient Hand- 10
outs
And additional
material provided

• Inaudible or too • Uneven rate of • Fairly clear and • Clear

loud or too fast speaking articulate articulation
Speaking Skills
rate of presentation
speaking
• Little or no • Good posture
& Professional expression • Attempt made at & eye
appearance • No eye contact professional contact
dress
• Little or no eye
• Distracting attire contact • Proper
• acceptable volume
grooming
• Disheveled • Sports or leisure
grooming attire • Presented ----
• Fair posture and confidence
some amount and 7
• Poor appearance • Somewhat of eye contact enthusiasm
and posture disheveled
grooming
• Professional
attire
• Slouching posture
and
disorganized • Attention to
grooming

Length of • Too long or too • Within 5 minutes • Within the • Finished

Presentation short above or below allowed time within the ----
the allowed time but not enough allowed
& Audience
time for time, with 3
response • (10 min. +/- the questioning added time
allowed time) • No time for for Q & A
questioning

Overall • Unsatisfactory • Satisfactory • Proficient Excellent /60

Evaluation

GRADING RUBRIC FOR WRITTEN ASSIGNMENT

CRITERIA Article Review

Content: Content covers the assignment given, key concepts /15

presented.

Reference in APA Style: Use APA format only, See latest /5

edition of the APA Manual/ APA Website

Page formatting: Each page should have 1 inch margin on all /5

sides, Font: Times New Roman, Size 12, Double spaced.

Paragraph Structure: Use of full paragraph, use of /5

professional language. Clear sentences, correct grammar.

PRESENTATION PLAN
To Be Used as a Guide by the Student for Presentations or
Classroom Sessions

Presenter: ___________________________ Venue:

__________________________________

Topic: _____________________________________ Time:

___________ Duration: _________

Class/Audience:
________________________________________ Date:
___________________

GENERAL OBJECTIVE: A statement of the overall purpose of

the presentation.

SPECIFIC/BEHAVIOURAL OBJECTIVES
These are sub-goals to be covered in order to meet the general
objective. They should be measurable. There should be both
cognitive and affective objectives. (next page for words that can
be used in writing these intended outcomes for the audience).

VALUE INTEGRATION
State the importance of the topic to enhancing success in all
or any of the following: personal development, interpersonal
relationships, and academic and career success
(e.g. Respecting the rights of others is important to
developing healthy social relationships).
CONCEPT
Define the main concept for the purpose of the lesson (e.g. Self-
esteem is the value one places on oneself).

CONTENT
Include a summary of the presentation focusing on the main
points to be presented.

PROCEDURE- State who will do what and how, as well as the

time for each activity.
This outlines how the concept to be presented will be introduced
and developed/processed. There must be a clear introduction,
body, and conclusion. The introduction may include a brief video
presentation, short role play, or presentation of a picture or a poem
etc.
Step I: Method used to convey content (e.g.
questioning, activity, or icebreaker).
Step II: Method used to process concept. Please
ensure that enough time is allotted for processing audience’s
concerns and feelings. Sensitive issues may be deferred but not
overlooked. Relate topic to participants’ experiences as deemed
necessary.
Step III: Culminating activities.

Evaluation I: A culminating activity to determine if objectives or

intended
outcomes were realized.
Evaluation II: Your overall evaluation of the presentation (process
and outcomes)
and what could be done differently for subsequent
classes/presentations.
RESOURCES
Include a reference of sources (books, magazines,
periodicals, videos etc.) utilized in the preparation of the