Fall Course Guide

Residential College Courses

Fall Term, 1998 (September 8-December 21, 1998)

Residential College students are given priority in all Residential College courses during the Early Registration and registration periods, and from waitlists. RC courses which satisfy specific Residential College graduation requirement are reserved for RC students only (e.g., RC language courses).

Waitlists of Residential College courses are maintained in the Residential College Counseling Office, 134 Tyler, East Quad. When a course fills, students should contact the RC Counseling Office (647-4359) to be placed on a waitlist if one is being maintained.

RC sections of LS&A courses
These sections will be letter graded for all students

Chem 130, Sections 111 General Chemistry, Macroscopic Investigations & Reaction Principles.
Students must elect lecture Section 100 in conjunction with this course. See Chemistry 130.

Chem 210 Section 190 Structure & Reactivity.
Students must elect lecture section 211 in conjunction with this course.See Chemistry 210.

Math 115 Section 110 Analytical Geometry & Calculus.
See Math 115.

Social Science (Division 877)

Note to Senior concentrators in the Social Science Program: Under the requirements for the Social Science concentration, all seniors must write a graduating essay for which they will receive two credits. They MUST, therefore, register for two credits under RC Core 410 Senior Project during Winter Term. Students will then receive regular guidance and feedback from the faculty. To register, you will need an override from Charlie Bright and a letter of permission from the RC Counseling Office.

After each Social Science course description given below there is indicated (in parentheses) the role played by the course in the RC Social Science Concentration. This role can be Gateway, Theory, Research, Quantitative; or it can be related to one or more of the "areas of focus" in the concentration: global issues (G), social and community issues (SC), environmental issues (E), and health and human development issues (HHD). Non-concentrators are of course welcome to take any of these courses.

Take me to the Fall Time Schedule

220/Soc. 220. Political Economy. (4). (SS).
The course explores human society from an interdisciplinary social scientific perspective anchored in political economic analysis. The primary focus in on modern capitalism, especially as it has developed in the United States. The contributions of a wide range of social analysis are examined with an emphasis on recent work. Historical and theoretical points are considered in close relation to current affairs and to potential feasible alternatives to prevailing social relations. Students are encouraged to explore their own interests and ideas about policies and institutions as well as to develop their capacities for social analysis. Written work consists of a take-home midterm, a final examination, and a term paper on some political economic topic. The course provides extensive opportunities for discussion. (Gateway) (Thompson)
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301. Social Science Theory I: From Social Contract to Oedipus Complex. At least one 200-level social science course. (3). (SS).
Section 001 Social Science Theory in Bourgeous Europe.
This course will examine closely theories about society, political economy, religion, and knowledge developed in Europe from the late 18th to the 20th centuries. We will read texts by Rousseau, Kant, Hegel, Marx, Engels, Mill, Darwin, Weber, Durkheim, and Freud, and consider their implications for the representation, analysis, and transformation of societies. Students will write short responses each week to the texts, a detailed analysis of a major theoretical work, and a review essay. Students are expected to participate actively in class discussions. (Theory) (Wolfe)
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305. Society and the Environment. Background in social sciences and environmental studies helpful. (4). (SS).
Together we will investigate the interplay among society, human behavior, and the biophysical environment. We attempt to accomplish two related objectives: (1) a better understanding of how society functions and of how humans behave by looking at our interactions with nature, natural resources, and the larger biophysical environment; and (2) a better understanding of our present environmental situation and futures by investigating the forces that shape our society.

This is an introductory, overview course in environmental sociology designed primarily for upper-level undergraduates. No formal course work in sociology or other social sciences or environmental sciences is required, but students will likely find it helpful to have a background in these areas. Topics discussed include sociological theory and the environment; environmental values, beliefs, and behavior; the environmental movement and protests; environmental discrimination, equity and justice, the role of organizations in both creating and managing environmental problems; population-environment dynamics; the social impacts of resource use and conservation practices; environmental issues in developing countries and internationally; economics, public policy and the environment; the limits to growth debate; and possible society-environment futures. Weekly discussion of assigned material will be an integral part of the course. Discussion of current events will be encouraged. Assignments consist of take-home examinations and a final term paper. (G,SC,E) (Brechin)
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306. Environmental History and Third World Development. (3). (SS).
Domestication of major ecosystems of the tropics and subtropics since 1500. Exploitation of natural resources and indigenous cultures by colonial regimes and local elites, linked with the global economy. Environmental change under post-independence governments, corporate capitalism, and the subsistence demands of rising populations. The environmental demands of affluent consumer cultures. The rise of modern systems of tropical resource conservation and wildlife protection.

We will survey major patterns of ecological change in the modern world, and the forces which have caused them.. We will focus primarily on the tropical world, and the long-term impact of colonialism and the global economy of tropical natural resources. We will consider how the accelerating domestication of a formerly wild planet has depleted genetic resources and cultural diversity in the name of science and Progress. We will study the environmental impacts of consumer cultures and accelerating population, as two aspects of North/South relations. In the process we will discover various systems of resource management which have been relatively sustainable. An hour's discussion each week will give us the chance to examine the issues and materials critically, and relate them to our broader concerns as world citizens at the turn of the millennium. (G,E) (Tucker)
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360. Social Science Junior Seminar. Upperclass standing. (4). (Excl). May be repeated for credit.
Section 001 Race & Political Realignment in Postwar America.
This course traces the impact of race, racism, and the struggle for civil rights upon the American political landscapes since World War II. Central to this discussion is the key role that race played both in the destruction of the New Deal-Democratic national coalition In the period between the 1940's and 1960's and in the construction of a conservative Republican majority in the 1970's and 1980's. We will study the racial conflicts within the trade union movement during and after the war, the Dixiecrat revolt of 1948, the impact of the civil rights movement upon the Democratic party of the south and Lyndon Johnson's presidency, the campaigns of George Wallace, the Republican "southern strategy", and the way race shaped salient political issues such as crime, school busing, and the tax revolt, In addition to readings, lectures, and discussions, students in the class will have the chance to study and analyse one presidential election of the period in detail. (SC) (Bright)

Section 003 Un-Teaching Racism. How do children learn to accept a certain level of racism as "normal", even in the most progressive communities? How can we convince skeptics that racism continues to flourish on campus, in schools, and in the media? How can we develop new materials, methods, and forms of education that include more cultural styles and perspectives than the dominant Eurocentric model? How can white students and students of color become allies by un-teaching racism in our schools and communities?

This is a community service learning course with a twist. Instead of linking readings and discussion with work in impoverished communities of color, students of all backgrounds and cultures will work in predominantly white, middle class schools and communities to educate themselves and others about "normal," everyday racist practices. Students can intern in community organizations devoted to multiculturalism and anti-racist teaching, they can learn to be intergroup relations facilitators, or conduct research on campus of "normal, ordinary" racist practices in classrooms, dormitories, campus police services, and so on. They might make a video to play on community access television, get involved in Peacekeeper Training for future KKK rallies in Ann Arbor, or create training materials for other community service learning courses or Alternative Spring Break activities.

Readings and discussion will cover such topics as definitions of racism and prejudice, white privilege, cultural communication styles, teaching and learning styles encouraged by different cultures, John Ogbu's concept of voluntary and involuntary minorities, the psychology of stigma and its effect on children, racial identity development theory, and how race consciousness and its associated taboos are taught, sometimes unwittingly, in U.S. schools. Students will be encouraged to develop their own ideas and understandings about this perplexing and sensitive topic rather than adopting a particular political stance toward it. All that is required is a willingness to see from the various points of view of those most affected by the problem, and a desire for greater justice and equality. (SC) (Fox)
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460. Social Science Senior Seminar. Senior standing. (4). (Excl). May be repeated for credit.
Section 001 The Idea of Universal Law: European Theories and Regional.
For Fall Term, 1998, this section is offered jointly with History 396.001. (Burbank, Caulfield)
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460. Social Science Senior Seminar. Senior standing. (4). (Excl). May be repeated for credit.
Section 001 Universal Law: European Theory and Regional Applications.
This course will examine closely theories about law developed in Europe from the late 18th to the 20th centuries and the application of these theories in different national settings. In the first part of the course, we will read texts by Rousseau, Montesquieu, Hegel, and other theorists and consider their implications for social change. The second part of the course focuses on the cases of Russian and Brazil, examining the efforts made by jurists to transform their societies through the law and the practice of legality by ordinary people. This section will highlight actual criminal trials, and students will have the opportunity to reenact these trials in class. The final part of the course is devoted to analysis of students' research on an issue in legal theory or practice in the nation of their choice. This section will culminate with a mini-conference on law and legal history featuring students' research and commentary. (Theory,G) (Caulfield/Burbank)
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471. Culture as Environment: Worldviews and Cultural Agendas. Junior standing. (4). (Excl).
Section 001 Native American Nations.
This course gives you the opportunity to learn intensively about a particular Native American group in the context of the long and continuing struggles of Native communities on Turtle Island (as the Americas were called) to survive during the onslaught of European and Euro-American conquest and settlement. We will investigate various groups' origin stories, spiritual world views, resource ecology, land struggles, and cultural agendas.

We will use a comparative geographical research method, that of ethnically-sensitive human ecological analysis framed by world view comparison. We will also employ a writing style which includes writing about the data found, the research process, and one's personal engagement with the research. You will be responsible for writing two research papers about a Native American group of your own choosing within the southeastern United States as well as for participating effectively in class sessions. The course will be taught using collaborative pedagogical methods. This course meets the RC Social Science Concentration research requirement. (Research,SC,E) (Larimore)
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