AGBU Vatche and Tamar Manoukian High School Sociology of Sport (One Semester) Ms.

Croall Room # 202 Course Description Sociology of Sport is a sub discipline of sociology that has produced knowledge about sports as social phenomena in a wide range of societies. The goal of the sociology of sport course is to systematically investigate the complex connections among sports, society and cultures. This course is organized around critical thinking activities allowing students the opportunity to investigate ideas and beliefs about sports in society. Course Purpose The primary purpose of this course is to investigate the institution of organized sport from a sociological perspective. The course follows a common approach to the Sociology of Sports by viewing sport as a microcosm of society. That is, sports are social constructions and thus arenas for the study of sociological processes. This leads us to focus upon the structure, processes and problems of sport as an institutionalized social system. In particular we will look at how common sociological concepts such as stratification, discrimination, norms, mobility, violence and social structure are evidenced in professional and amateur athletics. Topics Covered: Sports Are Social Phenomena Students will understand what it means to say that sports are social constructions and contested activities; that is, theyre created and sustained by people as they interact with others, and organize and make sense of their lives. Students will understand what it means to say that sports are institutionalized social and cultural practices. Students will be able to identify in organizational terms the differences between organized, competitive sports and other forms of physical activities; including play, individual contests, movement games and expressive performances. Students will know that historical variations exist in the ways that sports have been organized and played in the United States and other societies, and that these variations are related to issues of power and authority at particular points in time.

Using Sociology to Study Sports Students will understand the focus of a sociological approach and know why its important to study social patterns as well as individual actions in connection with sports in society. Students will be familiar with the basic research methods and theories that sociologists use to study sports and other aspects of social life. Students will understand the difference between knowledge based on scientific research and theory and statements based on individual opinions and observations.

Sports and Culture Students will understand that sports not only reflect other aspects of culture and society, but they also play an important role in producing, reproducing and transforming culture and society. Students will understand the meaning of ideology and be able to identify basic ideas and beliefs that constitute dominant ideologies related to sports, gender and sexuality, race/ethnicity/skin color, social class, and (dis)ability in American society.

Sports and Social Organization Students will be able to identify the ways that sports are connected with other major spheres of social life, such as family, education, the economy, media, politics and religion. Students will know that interscholastic sports as they are played in the United States are unique and based on the belief that sports and sport participation serve educational functions. Students will be familiar with the ways that social, political and economic factors influence the growth, visibility and popularity of sports in society.

Sports and Social Interaction Students will become familiar with the concept of socialization and how social learning occurs through social interaction. Students will learn research that shows why people become involved in sports, what happens in connection with their involvement, and why people discontinue that participation. Students will begin to understand that all sport participation does not produce the same results in terms of character traits, education-related achievement and occupational success, and that the outcomes of sport participation can be positive or negative, depending on the conditions under which they occur. Students will identify the conditions under which sport participation promotes health and personal well-being and the conditions under which it has negative health outcomes. Students explore the variations that exist in the ways that sport participation is related to developmental processes that occur in the lives of children and youths, and be able to identify some of the conditions under which sport participation is most and least likely to have positive socialization effects on young people and family dynamics. Students will explain how social factors related to gender, race and ethnicity, social class, and (dis)abilities influence youth sport experiences.

Gender, Race and Ethnicity, Social Class, and (Dis)ability Students will learn the ways that power relations related to gender, race/ethnicity, social class, and (dis)ability have influenced sports and sport participation in the United States. Students will become familiar with Title IX, why it became law and the extent to which gender inequities continue to exist in sport participation opportunities, support for athletes and jobs for women in sports. Students will understand gender ideology and the ways that sports serve as sites for the celebration of dominant forms of masculinity and why some people define girls, women, gay men and lesbians as invaders in sports. Students will become familiar with major ethnic groups in the United States African Americans, native Americans, Latinos and Asian Americans and factors that influence their participation in sport. Students will explore how and why sport participation varies with social class. Students will learn how and why (dis)ability influences sport participation.

Deviance and Violence in Sports Students will understand factors that influence peoples actions associated with sport, and that sport serves as a site where many people view deviance and violence differently than they do in other spheres of social life. Students will learn the concepts of norms and social control so that they can critically assess issues of deviance and violence with an eye toward making sports humane and healthy physical activities.

Students will learn and be able to critically assess the criteria that athletes, coaches, spectators and others use to define and regulate deviance and violence on and off the field. Students will learn about basic research findings on deviance among athletes, both on and off the field, especially in connection with delinquency rates, academic cheating, alcohol use, binge drinking, assaults and sexual assault. Students learn about the use of performance-enhancing substances in sport, the issues related to drug testing and why it is difficult to control substance use among athletes today. Students will be able to identify factors related to spectator violence and predict when crowd violence is most likely to occur at sport events.

CLASS STRUCTURE Students are taught using a variety of methods throughout this course: Students are expected to take notes during lectures and will turn in their notebooks for a notebook check at least once a week as a portion of their participation grade. Students are expected to participate in class discussion and debates, which will be a portion of their participation grade. Students are often assigned individual classwork during the period and are expected to complete it in the timeline given by the teacher as part of their classwork grade. Students are expected to work in study groups during class activities. Students will be graded by the teacher and their fellow group members for their level of participation and contribution to their groups work. Students will be assigned both individual and group unit projects and papers as homework to assess student learning. Student learning will also be assessed by unit or chapter tests, quizzes, presentations, etc. REQUIRED TEXTBOOKS Title: Edition: Publication Date: Publisher: Author(s): Sports in Society: Issues & Controversies 10th 2007 McGraw Hill Jay Coakley

MATERIALS NEEDED Students are required to bring the following materials to class on a daily basis. Their participation grade will be deducted if they do not have each of the following materials at the beginning of the class period EVERY DAY. 1) Pens or Pencils (with an extra in case one is not working) 2) A notebook for class notes and class assignments 3) Textbook Students are expected to have all materials by the first Monday of school, and will be given a grade for bringing the materials on that day.

GRADING POLICIES During the school year, students will be assessed through tests, quizzes, notebook work, homework, papers, projects, and class participation. The breakdown for these categories is as follows: Tests/ Quizzes (40%) Homework/Classwork (10%) Papers and Essays (15%) Projects and Presentations (15%) Participation & Notebook (20%) The students citizenship and work habits grade reflects cooperation, honesty, respect, class participation, completion of work and preparation for class. The grade will be determined by a combination of the students actions and behavior in class towards other students and the teacher and by his/her abilities to follow classroom rules in addition to turning in assignments on time, percentage of participation points, and having materials for class. Each students academic grade will be determined by the average of total points earned at the end of each grading period. A + = 99 100% A = 94 98% A - = 90 93% B + = 87 89% B = 84 86% B - = 80 - 83% C + = 77 79% C = 74 76% C - = 70 73% D + = 67 - 69% D = 64 66% D - = 60 63% F = 59% and below CITIZENSHIP GRADE: O = Outstanding = Student has exemplary behavior, has maximum participation points, and always has materials for class. S = Satisfactory = Student has occasionally broken classroom rules, has more than average participation points, and usually brings materials to class. N = Needs Improvement = Student has broken classroom and school rules, has minimal participation points, and rarely brings materials to class. U = Unsatisfactory = Student frequently breaks classroom and school rules, has no participation, and never brings materials to class. CLASS/HOMEWORK/LATEWORK POLICY Homework will be assigned periodically and will be due at the beginning of the class period the following day. If it is not turned in promptly at the beginning of class, it will receive a late grade. In addition, class work is due at the end of each period, unless otherwise determined. If it is not turned in in the timeline given by the teacher, is will receive a late grade. Students have only two days to turn in late work. If work is turned in a day late, 20% will be discounted from their grade earned on the assignment. If work is two days late, 40% will be discounted from their grade earned. Assignments turned in more than two days late will not be accepted and students will earn a zero on that assignment. When students have an approved absence, they have 2 days for each day of absence to make up missed work and tests. It is the responsibility of the student to follow up with teachers regarding their lessons, assignments and exams. If a student misses a test or a quiz, and his/her absence is unexcused, the test or quiz may not be made up. If the student has an excused note, he/she must take the test or quiz on the second day that he/she returns to school.

Students will be assigned study groups in class and may exchange phone numbers with their group to get assignments when they are absent or to have a source for assistance when doing an assignment. Students should access the class TWS on the school website to see what they missed in class and as homework. When they are absent, students are expected to make up notes, classwork, and homework. They should come during break, lunch, or after school office hours to speak to the teacher about make-up work. ACADEMIC DISHONESTY Academic dishonesty (otherwise referred to as cheating) includes, but is not limited to: Use of cell phone or other signaling device Copying another students work or assignment Putting your name on someone elses project or work Copying another students answer during a quiz or test Using a cheat sheet during a quiz or test Helping or giving the answer to other student(s) Plagiarism of Internet materials Possession of any unauthorized materials during an exam Changing an answer after work has been graded and presenting it as improperly graded The teacher is in charge and responsible for determining if cheating has occurred. Consequences for cheating are: 1st Violation: Referral to the principal, parent conference, an F on the work, 1 hour principal-assigned detention after school 2nd Violation: Referral to the principal, parent conference, in-house suspension 3rd Violation: Referral to the principal, parent conference, suspension 4th Violation: Referral to the principal, parent conference, F in the class, and class must be repeated in the summer CLASS BEHAVIORAL EXPECTATIONS Students are expected to arrive to each class on time and be in their seat ready to begin work when the bell rings. Students who arrive to class after the bell will be marked tardy. After the fourth tardy, students will receive an office referral and will receive an office assigned consequence for that tardy and every tardy thereafter. In class tardy consequences are as follows: 1st: Warning 2nd and 3rd: Parent notification by teacher 4th: Referral to office and office assigned consequences CLASS RULES 1) Respect yourself and others 2) Arrive to class on time and be in your seat ready for instruction. 3) Come Prepared: Bring all proper materials to class 4) If you have a question, raise your hand and wait to be called upon. 5) Do not leave you seat unless you have permission. 6) No food, drinks or gum allowed (except bottled water) 6) No cell phones 7) I will dismiss youleave quietly Consequences: Verbal Warning Change seats Contact parents Referral to the office Teacher assigned detentionLunch Teacher assigned detentionAfter school Parent/teacher/administrator conference If a school rule is broken (ie. gum chewing, not wearing uniform) or if a severe situation arises, students will automatically receive the last consequence

COMMUNICATION Notifying Parents: I will notify parents by phone or email about student progress. A students progress will also be indicated on the Progress Report, which will be sent through email mid point of each quarter. All grades will be recorded and updated weekly on teacherease.com. If your childs progress falls from satisfactory to unsatisfactory between the progress report and the final grade, you will be notified by a phone call or you will receive a notice by email. Phone (school): (626) 794-0363 Please leave a message if I am unavailable, and I will return you call as soon as possible. Email: ccroall@agbumhs.org Please feel free to contact me if you have any questions or would like to meet to discuss the progress of your child. CUT --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- CUT Dear ParentPlease print this form and fill in applicable information on the following page and have your child return it to class no later than Friday August 17th. Student Name (please print) _________________________________________ Parent/Guardian Name(s): Phone Number (best reached): Parent Email Address:

(1) ___________________________ ___________________ ________________________________ (2) ___________________________ ___________________ ________________________________ By signing this form, you are indicating that you and your student have reviewed this syllabus and understand all class rules and policies.

____________________________________________ ____________________________ Signature Date