Sociology Anthropology 2

DE LA SALLE UNIVERSITY-DASMARIÑAS College of Liberal Arts and Communication Social Sciences Department COURSE SYLLABUS

I.

Course Title

SOCIO-ANTHROPOLOGY with Family Planning, HIV/AIDS Education/SOCIETY & CULTURE with Family Planning, HIV/AIDS Education

Course Code Units Earned Prerequisite Professor  E-mail Address Consultation Period

(BESC103/BESC106) 3 None Time ________ ________ ________

Day ________ ________ ________

Venue ________ ________ ________

COUR COURSE SE DESC DESCRI RIPT PTIO ION N This General Education subject introduces the students to the scientific discipline of Sociology and Anthropology, by examining their history, the works of their  early and contemporary fathers, theories, research methodologies and applications. Essentially, the subject is geared towards helping the students generate a social-scientific analysis and appreciation of contemporary socio-cultural life including the dynamic realities within the spectrum of socio-cultural change currently affecting the Philippines. It also prepares the students to promote a deeper understanding of a socio-cultural community fused within the Lasallian core values of Faith, Zeal for Service, and Communion in Mission.

II. DESIR DESIRED ED LEAR LEARNIN NING G RESULT RESULTS S  At the end of the semester, semester, the students students are expected to: Expected Lasallian Graduate Attributes (ELGAs) Passion for excellence Understand sociological and anthropological perspectives, perspectives, theories and methodologies by studying and reflecting on the •

socio-cultural issues confronting Philippine society and culture. Develop the “sociological imagination” as an integral element of critically analyzing local and global issues.  Apply sociological and anthropological concepts and theories to explore and expound on social problems that are experienced by students today. Study the concepts, theories and methodologies of Sociology and Anthropology by relating these to current trends and issues affecting our society and the world. Exhibit the spirit of faith by interpreting and reflecting on present-day realities in the light of the Gospel. Demonstrate the spirit of zeal by putting into practice the acquired knowledge in class, especially in dealing with everyday experiences and relating with people coming from different social and cultural backgrounds. Develop the spirit of communion when addressing social issues. Manifest the spirit of communion when providing specialized skills in promoting sensitivity, flexibility, flexibility, and magnanimity among people of different cultures and societies through field exposures and community visits. • •

•

God-loving

• •

•

Patriotic

III. FINAL PRODUCT/PERFORMANCE TASK Three different activities are presented to students as requirement for the final output, which may be a performance or a product. These are ethnographic research, symposium, and immersion. The choice of the final output is dependent on the students’ preference, largely considering time availability and resources. 1. To e nhance students’ passion for excellence, an ethnographic research may be conducted. The students are required to prepare a short video presentation of one indigenous community in the Philippines. The video should focus on the history, struggles for survival and the current situations of  the people. This entails participant observation or immersion on the part of the students. Rubric of ethnographic research (product)

Category/Part

Excellent (4 points)

Title page, table of contents (completeness of information, correctness of format)

Complete information, correct format

Introduction (ability to let idea flow leading to problem, experts cited) Objectives of the study (timeliness of topic, relevance to course/subject) Theoretical/ Conceptual Framework (clearness of relationship of variables, support of previous studies, researchers)

Very Satisfactory (3 points)

Satisfactory (2 points)

Needs Improvement (2 points)

minimum info, Title page, correct format

minimal info, Title page, poor format

Two studies, two authors/experts cited, Idea flows Current, very relevant to major 

minimal info, Title page, table of  contents, correct format Two studies, one author/expert cited idea flows Current and not very relevant

One study, one author, fair idea flows

One author cited, poor  idea flows

Current and presumably relevant

Current but not relevant

Relationship of  variables clear, backed by 2 studies and, 2 experts Highly Appropriate to objectives

Relationship of  variables clear, backed by two studies and one expert Very appropriate to objectives

Relationship of  variables clear, backed by 2 studies

Relationship of  variables clear, backed by one study less appropriate objectives

Method of data gathering and instrumentation (use of triangulation, questions appropriate to objectives) Results of the study (completeness of  data gathered based on objectives, creativity of data presentation)  Analysis of the study (use of authors, experts, past studies to confirm or negate findings, support of  present findings)

Triangulation, questions are highly appropriate to objectives Complete, creative, innovative and unique

2 methods used, Questions are very appropriate to objectives complete, creative

Moderately appropriate to objectives One method used Moderately appropriate to objectives Complete, fairly creative

Five studies, Five authors from at least10 years ago

Four studies, Four  authors from at least 10 years ago

Three studies, three authors from at least ten years ago

Two studies, two authors from at least 10 years ago

Conclusions

Ten highly Consistent

Seven consistent with

Five consistent with

Five fairly consistent

Research Design (appropriateness of  design to objectives)

One method used Questions cannot give answers t objectives Complete

Score

(consistency with findings) Recommendations (consistency with conclusions, appropriateness and creativity of  recommendations based on findings) 2.

with findings, Ten highly consistent with conclusion, creative, innovative and unique

findings Seven consistent with conclusions and creative

findings five consistent but not so creative

with findings Five consistent and not creative

To strengthen students’ relationship with our Creator, they will be required to conduct sociological/anthropological symposia (performance) that tackle human sufferings vis-à-vis providing realistic solutions to problems identified by linking the people to numerous organizations and social institutions to alleviate further sufferings. The students may also tackle ELGA-based rubric as their topic for the symposia (adapted from Rooney and the High Plains Regional Technology in Education Consortium) Rubric of Sociological symposia. (Performance) (A symposium is meeting or conference whose purpose is to hold a discussion of a relevant issues and concerns using the Christian principles)

Category/Part Venue

Topic (Allows for a number of different viewpoints or   Approaches)

• • • • •

Welcome Committee Panel Committee Invitation Committee Documentation Committee Set up/Clean Up Committee

Panel speaker  (clear, engaging, substantial)

Excellent (4)

Very Satisfactory (3)

Complete built-in audio visual equipment and adequate space and decoration Topic was very relevant and presentation was very engaging/lively and orderly

portable equipment for visual aid installed, adequate space, adequate decoration

Complete but space  just enough for small group

Small space with no aircon; only electric fan

Interaction was moderately lively and orderly

Quite boring and topic is not too interesting

Members are well prepared and polite; courteous.

Invitation were distributed early

Presentation was little bit over to the prescribed period of  time; only few relevant; Presentation was too broad and lengthy; questions were varying from questions Guest just were accompanied to the hall

Panel or interrogators are all knowledgeable on the topic

Invited panel speakers authority on

Only one members with guest

Satisfactory (2)

Needs Improvement (1)

Few audience were allowed to watch; too many vacant chairs.

Venue has few amenities

The panel allows free flow of discussion

Speakers are knowledgeable and

Speakers are not too knowledgeable

Speakers are quite boring

Score

the topic The topic is very interesting and clearly delivered

engaging The speaker use enough time for the forum

Speaker allows little interactive presentation

but knowledgeable on the topic The piece only delivered by a representative

3. To inculcate the value of  patriotism and actual integration for marginalized communities and sectors, immersion may be required of the students. Immersion (performance) Rubric of Immersion (performance) Immersion is an actual, first-hand experience of students to social issues as experienced by a community/society.

Category/Part Identification of sector/community

Community/sector integration

Excellent (4) Conducted research, coordinated and established link with the community, GOs, NGOs et.al. Ability to facilitate share ideas and facilitate community assembly or sectoral meeting

Choice of topic (society/community issue).

Topic deals with a current and pressing local issue.

Importance to community/society

Immersed, empathized and responds to the needs and concerns of  community/society

Very Satisfactory (3)

Satisfactory (2)

Needs Improvement (1)

Conducted research Conducts research on Conducts research on and coordinated with the the different Church organizations depressed areas in communities within as well as NGOs in the CALABARZON Cavite Province the province  Ability to share ideas  Ability to communicate  Ability to mingle and and exchange and share opinions talk to sector/people opinions and come up with the community or  from the community with activities that sector  responds to simple concerns of the sector  Topic deals with a Topic deals with an Topic deals with a current and important important local issue. local issue. local issue. Immersed and empathized with the needs and concerns of  community/society

Immersed and  Awareness of  sympathized with the community issue needs and concerns of  community/society

Score

IV. VALID ASSESSMENT Preliminary/Introductory Midterm/Enabling Paper Presentation Class Participation Major Exam  Attendance Total

Criteria

Final/Culminating

Criteria

30% 30% 30% 10% 100%

Culminating Performance Class participation Final Output (Reaction Paper) Attendance Total

40% 30% 20% 10% 100%

SEMESTRAL GRADE: Prelim Grade + Midterm Grade + Final Grade 3 V. COURSE OUTLINE Topics Hours Teaching Strategies Lecture and A. Preliminary (Introductory) 1. How do sociologists and anthropologists study the social world? a. Historical Beginnings of Sociology and Anthropology b. The forerunners and founding fathers of Sociology and Anthropology: Europe, US, Philippines. c. Theoretical Perspectives in Sociology and  Anthropology: Functionalism, Conflict, Symbolic Interactionism. 2. Research in Sociology and Anthropology a. Philosophical Foundations of Social Science Research b. Epistemology and Empirical Data c. Qualitative vs. Quantitative Approach in Research d. Triangulation Method e. Participant Observation: Active vs. Passive f. Survey g. Case Study h. Action Research

B. Midterm ( Enabling Topics) 3. Human Evolution: A Bio-cultural Process a. The ascent of Man: Evolution as a central concept b. The role of the Great Apes in understanding human evolution c. The evolution of human culture and survival: Bands, Groups, Tribes, Communities, Societies. d. Origins of Human Language and Communication: Focus on FOXP2 – Speech Gene 4. Culture and Society a. Culture and society: definition, their relationship, and

discussion

9

12

12

Lecture and panel discussion

Class Activities The teacher is the primary lecturer and discussant. The students are required to actively participate by asking relevant questions and sharing well-researched information.

To facilitate participation of the students, specific topics are assigned to groups. Each group is required to freely discuss the topic assigned. It is hoped that the discussion will deepen their understanding

importance. b. Features and Elements of Culture c. Material vs. Non-material Culture d. Other important concepts: cultural lag, cultural universality, and culture shock e. Xenocentrism, Cultural relativism, ethnocentrism. f. Critiques of Philippine culture g. Values: Core Values of the Filipino - past and emerging values including strengths and weaknesses of  the Filipino.

The teacher is the primary lecturer and discussant. The students are required to actively participate by asking relevant questions and sharing well-researched information.

C. Finals (Culminating Topics) 5. Socialization, Conformity and Deviance a. Socialization: definition and theories b. Conformity and social control c. Deviance: Forms and its relationship to social change d. Sex and gender  6. Marriage and family a. Courtship b. Family patterns c. Monogamy and its modified forms d. Family composition and role of members e. Issues: marital dissolution, teenage marriage, gender inequality etc. 7. Population and Demography a. Demography and its importance as a science b. Population growth and socio-economic problems: Malthusian theory of population and growth. c. RH Bill in retrospect d. Family planning methods: Artificial and Natural e. HIV/AIDS: Current issues and concerns – Philippines and global perspective

6

Culminating activities

Field trips to social welfare institutions (mental hospitals, prisons, orphanages, home for the aged) and presentation of echo seminars Immersion to chosen sectors (visit to depressed communities, indigenous communities etc.)

3

3

VI. COURSE POLICIES  A. B. C. D. E. F. G.

The use of mobile phones and other electronic gadgets is strictly prohibited during class hours. Food and drinks are not allowed to be brought inside the room. NO EATING INSIDE THE CLASSROOM! RESPECT THE CLASSROOM AT ALL TIMES! Students are allowed seven (7) absences inclusive of tardiness for a 1 ½ hour-class, and three (3) absences for a 3-hour, once-a-week class. All absences thereafter shall mean excessive absences which will give a grade of 0.0. Assignments must be submitted before the class begins. Concerns (grades, activities, performances, etc.) must be discussed properly with the subject teacher. This course has no textbook requirement, however, you are strongly encouraged to visit the library and search for the references listed below in relation to the topics which will be discussed in class. H. Although long quizzes will be announced beforehand, do prepare yourselves for graded recitation during class. I. All other policies (attendance, tardiness, decorum, grievance, etc) shall be subject to the provisions of the latest version of the DLSUD Student Handbook.

VII. REFERENCES Costales, Rodrigo, Javier, Jessie and Dionesio Rivas, Introductory Sociology and Anthropology: a Pedagogy. Rex Bookstore, Inc. Manila, Philippines Garrett, Wilbur E. “Where Did We Come From?”, 1988. National Geographic, Vol. 174, No. 4, pp. 434-437. Kottak, Conrad Philipp. Cultural Anthropology 12 th ed. 2009. New York: McGraw Hill, Inc. Lewin Roger. Human Evolution: An Illustrated Introduction. 3 rd ed. 1993. Boston: Blackwell Scientific Publications, Inc. Macionis, John. Sociology 13 h ed. 2007 Pearson Education Asia: Singapore Mosura, Allan Robert and Tongo-Mosura Carmel. 2006. Sociology: trends and practices. Ascent Publishing Practices: Mandaluyong, Philippines Panopio, Isabel S. and Realidad S. Rolda. 2000. Society and Culture: Introduction to Sociology and Anthropology. Quezon City, JMC Press, Inc. Reader, John. Missing Links: The Hunt for Earliest Man. 1988. London: Penguin Books Ltd.

Prepared:

SOCIAL SCIENCES DEPARTMENT

Endorsed:

JOSEPHINE L. CRUZ

CHRISTIAN GEORGE C. FRANCISO, Ph.D.

Chair, Social Sciences Department

Dean, College of Liberal Arts and Communication