Population & Society (SOC 3020)
This course counts for Liberal Studies Area III credit.
Professor Carlson / Summer B 2014 / BEL 023 / M-T-W-Th-F 09:30 - 10:45
Instructor Office Hours M-T-W-Th-F 8:30 AM to 9:30 AM in BEL 609 / Email to firstname.lastname@example.org
Students with disabilities needing academic accomodation should: (1) register with and provide
documentation to the Student Disabilities Resource Center; (2) bring a letter to the instructor during the first week of
class, indicating the need for and type of accomodation requested. The student is responsible for informing the instructor
of any such needs, and accomodation is not retroactive to weeks prior to such notification.
Students are expected to uphold the Academic Honor Code published in the Florida State University
Bulletin and the Student Handbook. The Academic Honor System of the Florida State University is based on the premise that
each student has the responsibility (1) to uphold the highest standards of academic integrity in the student's own work,
(2) to refuse to tolerate violations of academic integrity in the university community, and (3) to foster a high sense of
integrity and social responsibility on the part of the university community. Violations of these principles, including
giving, taking or stealing answers to in-class essays or other test questions, clandestine use of electronic devices,
notes or texts during test questions, and other cheating in our classroom may lead to a failing grade on an assignment,
to a failing grade in the entire course, or in egregious cases to formal disciplinary action by the university, up to and
possibly including expulsion from the university.
Courtesy in the Classroom:
To insure that all students have the opportunity to learn without distractions,
the following activities MAY NOT take place during class sessions:
- any use of cell phones and other electronic devices except emergency use cleared with the instructor prior to class
- (please turn all cell phones and other electronics OFF upon entering the classroom)
- (only hand-written class notes will be allowed at the final exam; do not use computers for taking notes)
- conversations not part of a class discussion
- entering the classroom late and/or leaving early, except for emergencies cleared with the instructor prior to class
- personal attacks or disrespectful behavior toward another personís appearance, demeanor, or beliefs
Learning objectives for this course are listed specifically for each week of the course
as shown below on the course schedule.
Organization and Grading:
The class meets according to the regular university calendar except as announced.
Because this is an intense summer course, we will cover each "week" of the course syllabus shown below in TWO DAYS;
this includes all readings and other assignments for each course "week." Wherever you read "week" below, think TWO DAYS!
This course has no hard-copy textbook or other paper readings. All required readings and assignments for the course appear
on line through links below. Students should read all readings, answer study questions through independent study, and
complete all assignments prior to the class sessions in which they are due. Students who enroll in the course are expected
to be present for every course meeting. Seating is assigned alphabetically and students must be in assigned seats
to be counted as present. Each absence from class is either excused or unexcused. This difference affects how grades and scores
are assigned, as noted under each part of the grade described below.
- Excused absences include a death in the family, a student's illness requiring a doctor's care, or a religious holiday
celebrated by the student. Documentation (doctor's note, program from funeral or religious service) must
be presented to the instructor to excuse any absence from class.
- Athletic team events and other extracurricular activities away from campus do not remove your responsibility for completing
all assignments. University
faculty or staff who take students out of class for such activities may contact the instructor by email to help students
complete required activities, including in-class essays and other work, while on such trips. The student is responsible for
contacting the appropriate university official. Failure to make such arrangements results in an unexcused absence.
- All excused absences must be resolved before the end of regular class sessions during the semester; no excused absences
can be resolved following the last day of class.
Components of Course Grade:Short in-class essays and oral follow-up questions on assigned articles and books and class discussions count
for approximately one-half of the course grade. Study questions for readings appear as links for each weekly topic.
In-class essay questions come from this list of study questions.
Students should read all readings, answer study questions through independent study, attend class to complete in-class essay questions,
respond to in-class oral follow-up questions, and complete all spreadsheet assignments as antecedents for learning objectives noted below.
Problem sets assigned for syllabus-"weeks" 3, 4, 5, 6 and 7 combined (available on-line on appropriate days) count for
approximately one-fourth of the course grade. Problem set scores reflect a degree of mastery of learning objectives specified
for each week below. All problem sets are assigned, submitted and scored through the Blackboard "Assignment" feature; work submitted in
any other way (such as email attachments) will not be considered or scored.
A cumulative final examination scheduled for Friday, June 22nd (the last regular class day of the summer session) at 9:30 AM counts for approximately one-fourth of the grade.
The score on the final examination reflects ability to retain central ideas and arguments from all weeks of the course, and to integrate them in the exam.
No exceptions are permitted to this time and date of the final examination--students must NOT schedule early departures from
campus that would interfere with this final examination date. Only documented medical excuses will be accepted for missing the final exam.
You may bring to the final exam all returned in-class essay questions you have written, any class notes you have taken IN YOUR OWN HANDWRITING
(including notes written on printed study question pages), and a copy of your problem sets and/or course readings as desired.
Points appear in the Blackboard "Grade Book" feature as they are earned. Students may estimate their grades at any time during the
semester by consulting this record. The grade distribution for the course will be: A = miss less than 1/8 of all possible
points (rounded off); B = miss less than 1/4 of all possible points; C = miss less than 3/8 of all possible points;
D = miss less than 1/2 of all possible points; F = miss half or more of all possible points. The width of these grade
intervals reflects the fact that most of the grade involves written essays, oral responses and spreadsheets, and the fact that "plus"
grades are included in the next-higher letter grade category (no "plus" grades are given). Students should have taken a prior
introductory course in a social science prior to enrolling in this course.
- Each essay earns a maximum of three points, but may earn zero. Essay scores reflect the degree of mastery of
learning objectives specified for each week below. Essays will be returned in the class session following the class when they are written.
- Excused absences from written essays each earn the student's average score across all unexecused essays. Unexcused absences cost
one previously-earned point. Excused absences include a death in the family, a student's illness requiring a doctor's
care, or a student's observance of a religious holiday. Other discretionary absences are never excused. Written documentation of each type
of absence must be presented to the instructor to excuse any absence from class.
- Students will be asked oral follow-up questions on a rotating basis; responses earn a maximum of two points, but may earn zero.
Oral follow-up scores reflect clarity of the response and achievement of learning objectives specified for each week below, and apply only
to those students selected for oral follow-up questions (not to all students participating in a discussion).
READING LIST INSTRUCTIONS: A few of the assigned readings listed below appear with titles as direct links (in color). For these readings, you may click on
the highlighted title to see the assigned reading on your screen. However, most of the readings are available through a web archive called JSTOR, to which FSU has an expensive
annual subscription. Your visits to the JSTOR site to read course assignments will help to demonstrate the importance of this valuable resource (already paid for with
your tuition dollars) to the university.
To find each reading in JSTOR, go to the FSU web site (www.fsu.edu) and choose "libraries" from the Key Links item near the middle of the page. On the Libraries
main page, choose "Find a Database" from the left-side menu and type JSTOR into the field on the right. When you click "Go" you should see an entry highlighted
in yellow for JSTOR. (You may have to log into the FSU site with your FSU username and password at some point.)
Clicking this highlighted entry should take you to the JSTOR "advanced search" page. Type in the name of the author (first name and then last name, no punctuation)
in the first blank field, select "author" from the pull-down box to the right of this field, click on "articles" in the "NARROW" section below, and type the date of
the publication in both the "From" and "To" boxes to the right of the "articles" option. Then click on the SEARCH button to find all articles by that author from that year. The assigned
reading should be one of the displayed options. Click on "Article PDF" below the correct citation to open the article as an Adobe Acrobat PDF document. (If you do
not have the free Adobe Acrobat Reader software on your computer, you can download it from the Adobe web site without charge.) Rather than try to read this
document directly from the web, it often is much faster to download and save this document on your computer, on a removable flash drive, or in some other location.
Then you can return to the document and read it conveniently at any time, and also review it later for the final exam.
Part One - ORIGINS OF POPULATION STUDY
Week 1: Demography begins
- Giovanni Botero.  1985. The cause of the greatness of cities. reprinted in Population & Development Review 11:335-340.
- Benjamin Franklin.  1985. Observations concerning the increase of mankind and the peopling of countries. reprinted in Population & Development Review 11:108-12.
- Learning Objectives: Discuss in writing concepts of populationism, societal basis of vital rates, and contextual details of specific cases studied.
Week 3: Contemporary views
- problem set #1: population growth rates
- Geoffrey McNicoll. 1998. Malthus for the twenty-first century. Population and Development Review 24(2):309-316.
- James Lee & Wang Feng. 1999. Malthusian models and Chinese realities: the Chinese demographic system 1700-2000. Population and Development Review. 25(1):33-65.
- Learning Objectives:
- 1. Calculate annual rates of population growth and discuss reasons for differences in rates across countries and over time (problem set).
- 2. Review in writing how contemporary scholars build on as well as critique and revise Malthus' model of population dynamics (readings).
Part Two - DYNAMICS OF POPULATION PROCESSES
Week 4: Death and society
- problem set #2: age-standardized death rate
- John B. and Sonja M. McKinlay. 1977. The questionable contribution of medical measures to the decline of mortality in the United States. Milbank Memorial Fund Quarterly 55(3): 405-428..
- Machiko Yanagashita & Jack Guralnik. 1988. Changing mortality that led life expectancy in Japan to surpass Sweden's: 1972-1982. Demography 25:611-624.
- Learning Objectives:
- 1. Calculate standardized crude death rates and discuss in writing the effects of age structure and mortality conditions on crude rates (problem set).
- 2. Discuss in writing the causes and consequences of dramatic changes in the timing of deaths over the life course in recent centuries (readings).
Week 5: Birth and society
- problem set #3: standard fertility measures
- Dudley Kirk. 1996. Demographic transition theory Population Studies 50(3): 361-387.
- Mikko Myrskyla, Hans-Peter Kohler & Fracesco Billari. 2009. Advances in development reverse fertility declines. Nature 460(6): 741-743.
- Learning Objectives:
- 1. Calculate standard summary measures of fertility and discuss in writing the difference between period and cohort rates (problem set).
- 2. Summarize in writing some major theoretical perspectives advanced to explain the societal determinants of differences in birth rates (readings).
Week 6: Population structure
- Samuel Preston. 1984. Diverging paths for America's dependents. Demography 21(4):435-57.
- Ansley J. Coale. 1986. Demographic effects of below-replacement fertility and their social implications. Population and Development Review 12: 203-216.
- Learning Objectives:
- 1. Calculate age distributions and discuss in writing the age structure shifts resulting from fertility and mortality trends (problem set).
- 2. Discuss in writing the relation between changes in vital rates, population growth, and societal transformation (readings).
Week 7: People in motion
- problem set #5: lifetime migration patterns
- Kingsley Davis. 1955. The origin and growth of urbanization in the world. American Journal of Sociology 60: 429-437.
- Douglas S. Massey. 1999. International migration at the dawn of the twenty-first century: the role of the state. Population and Development Review 25(2): 303-322.
- Learning Objectives:
- 1. Calculate lifetime migration between U.S. census divisions and discuss in writing patterns in population shifts (problem set).
- 2. Summarize in writing the evolution of social controls over population movements and their consequences for society (readings).
Week 8: Cohort cycles
- Richard A. Easterlin, Michael L. Wachter & Susan M. Wachter. 1978. The changing impact of population swings on the American economy. Proceedings of the American Philosophical Society 122: 119-130.
- Fred C. Pampel. 1993. Relative cohort size and fertility: the socio-political context of the Easterlin effect. American Sociological Review 58(4): 496-514.
- Elwood Carlson. 1992. Inverted Easterlin fertility cycles and Kornai's "soft" budget constraint. Population and Development Review 18: 669-688.
- Learning Objectives: Discuss in writing the nature and societal consequences of size variations of successive generations.
Part Three - DETAILS OF GLOBAL POPULATION PATTERNS
Week 9: North America
- William Frey. 1996. Immigration, domestic migration, and demographic balkanization in America. Population & Development Review 22:741-762.
- Ronald Lee & Shripad Tuljapurkar. 1997. Death and taxes: longer life, consumption, and social security. Demography 34(1): 67-81.
- Stephanie A. Bond Huie, Robert A. Hummer & Richard G. Rogers. 2002. Individual and contextual risks of death among race and ethnic groups in the United States. Journal of Health and Social Behavior 43: 359-381.
- Learning Objectives: Critically evaluate in writing recent scientific research on population trends and issues in North America.
Week 10: Europe
- Karin Brewster & Ronald Rindfuss. 2000. Fertility and women's employment in industrialized nations. Annual Review of Sociology 26: 271-296.
- Lindsey Grant. 2001. Replacement migration: the UN Population Division on European population decline. Population and Environment 22( 4): 391-399..
- Elwood Carlson & Rasmus Hoffman. 2011. The state socialist mortality syndrome. Population Research & Policy Review 73(3):119-128.
- Learning Objectives: Critically evaluate in writing recent scientific research on population trends and issues in Europe.
Week 11: Latin America
- Narayan Sastry. 1996. Community characteristics, individual and household attributes, and child survival in Brazil. Demography 33(2): 211-229.
- Shawn Malia Kanaiaupuni. 2000. Reframing the migration question: an analysis of men, women, and gender in Mexico. Social Forces 78(4):1311-1347.
- Joseph Potter, Carl Schmertmann & Suzana Cavenaghi. 2002. Fertility and development: evidence from Brazil. Demography 39(4): 739-61.
- Learning Objectives: Critically evaluate in writing recent scientific research on population trends and issues in Latin America.
Week 12: Africa
- James Cobbe.1982. Emigration and development in Southern Africa, with special reference to Lesotho. International Migration Review 16: 837-868.
- John C. Caldwell. 2000. Rethinking the African AIDS epidemic. Population and Development Review 26(1):117-135.
- Daniel Jordan Smith. 2004. Contradictions in Nigeria's fertility transition: the burdens and benefits of having people. Population and Development Review 30: 221-238.
- Learning Objectives: Critically evaluate in writing recent scientific research on population trends and issues in Africa.
Week 13: Middle East
- Rania Maktabi. 1999. The Lebanese census of 1932 revisited. Who are the Lebanese? British Journal of Middle Eastern Studies 26(2):219-241.
- Homa Hoodfar & Samad Assadpour. 2000. The politics of population policy in the Islamic Republic of Iran. Studies in Family Planning 31(1):19-34.
- Philip Martin, Elizabeth Midgley & Michael Teitelbaum. 2001. Migration and development: focus on Turkey. International Migration Review 35(2):596-605.
- Learning Objectives: Critically evaluate in writing recent scientific research on population trends and issues in the Middle East.
Week 14: Asia
- Monica Das Gupta & P. N. Mari Bhat. 1997. Fertility decline and increased manifestation of sex bias in India. Population Studies 51(3):307-315.
- Naohiro Ogawa & Robert D. Retherford. 1997. Shifting costs of caring for the elderly back to families in Japan: will it work? Population and Development Review 23(1):59-94.
- Zai Liang & Zhongdong Ma. 2004. China's floating population: new evidence from the 2000 Census Population and Development Review 30(3):467-488.
- Learning Objectives: Critically evaluate in writing recent scientific research on population trends and issues in Asia.
- 42 multiple-choice questions covering all 14 "weeks" of the course
- questions cover problem sets, articles, books and in-class discussion
- Friday, June 20th at 9:30 AM in our regular classroom (last day of classes)
- DO NOT SCHEDULE DEPARTURES PRIOR TO THE FINAL EXAM PERIOD!!
- Learning Objectives: Demonstrate cumulative retention of key ideas from all weeks of class, readings, and problem sets through responses to multiple-choice questions.
This page maintained by Professor Carlson.