4. If time..."Grooming Children for Jihad: The Islamic State" HW - Assignment #7 - In-class Prussian Blue Reflection (Assessment - Quiz Grade) Answer each question in several complete sentences:
1. How did your understanding of
Prussian blue evolve (change) from the beginning to the end of this
unit? Why has this evolution occurred? Be sure to use the "sociological
imagination" in your response.
2. Identify and explain at least three societal factors that have influenced the beliefs of Lamb and Lynx Gaede.
3. As a society, is it more
important that we support the freedom of parents to raise their kids
however they see fit, or that we ensure kids are raised with morals and
beliefs that society approves of?
4. Think about your own life.
Identify a person, or group of people, that you may have unfairly
judged. Where did your assumptions/beliefs come from: parents, school,
friends, the media, co-workers...? What is something you could do to
start seeing this person (or group) differently?
Sociology is the systematic and scientific study of human social life. Sociologists study people as they form groups and interact with one another.
What will I learn about in Sociology class at TA?
How can society effect our lives?
How do the "categories" others place you in effect your future? Read this short article about the effect of categories on our individual lives.
Can your expectations for blind people effect their ability to see? Listen to this podcast about the effect of societal expectations on our individual lives.
How are terrorists made? Watch this short video about how ISIS grooms young children to be the terrorists of the future.
1. Review terms - Ethnocentrism and Cultural Relativism?
Ethnocentrism: the idea that your own group or culture is better or more important than others
Cultural Relativism:the principle that an individual person's beliefs and
activities should be understood by others in terms of that individual's
own culture.
2. Ethnocentrism/Cultural Relativism Activity
Read the following passage:
In 1997, Annette Sorensen, 30, an actress from
Copenhagen, Denmark, and Exavier Wardlaw, 49, a movie production assistant from
Brooklyn, NY, were arrested for leaving their 14-month-old daughter outside a
Manhattan restaurant on a chilly day while they ate inside the restaurant. They
left the child in her baby carriage on the sidewalk. Many passersby called 911
to alert the police. New York authorities took the child away from her parents
and temporarily placed her in foster care.
In an ensuing article in the New York Times, one
Danish commentator observed that leaving a baby outside of a restaurant is a
very common practice in Denmark. The commentator wrote, “Often, Danish parents.
. . leave their babies outside. For one thing, Danish baby carriages are
enormous. Babies ride high above the world on horse-carriage-size wheels. It’s
hard to get such a carriage into a cafe. . . . Besides, Danish cafes are very
smoky places.” The commentator continued, “In Denmark, people have an almost
religious conviction that fresh air, preferably cold air, is good for children.
All Danish babies nap outside, even in freezing weather—tucked warmly under
their plump goose-down comforters. . . . In Denmark all children own a sort of
polar survival suit that they wear from October to April and they go out every
day, even in winter.”
A. What would be an ethnocentric
interpretation of the parents’ actions?
B. What would be a culturally relative
interpretation of the parents’ actions?
Ethnocentrism: the idea that your own group or culture is better or more important than others
Cultural Relativism:the principle that an individual person's beliefs and
activities should be understood by others in terms of that individual's
own culture.
3. An Idiot Abroad
India: 2:30-15:30 (13 mins)
China: 4:45-12:00 (7 mins)
Brazil: 3:44-24:00 (20 mins)
4. Ethnocentrism/Cultural Relativism Activity
Read the following passage:
In 1997, Annette Sorensen, 30, an actress from
Copenhagen, Denmark, and Exavier Wardlaw, 49, a movie production assistant from
Brooklyn, NY, were arrested for leaving their 14-month-old daughter outside a
Manhattan restaurant on a chilly day while they ate inside the restaurant. They
left the child in her baby carriage on the sidewalk. Many passersby called 911
to alert the police. New York authorities took the child away from her parents
and temporarily placed her in foster care.
In an ensuing article in the New York Times, one
Danish commentator observed that leaving a baby outside of a restaurant is a
very common practice in Denmark. The commentator wrote, “Often, Danish parents.
. . leave their babies outside. For one thing, Danish baby carriages are
enormous. Babies ride high above the world on horse-carriage-size wheels. It’s
hard to get such a carriage into a cafe. . . . Besides, Danish cafes are very
smoky places.” The commentator continued, “In Denmark, people have an almost
religious conviction that fresh air, preferably cold air, is good for children.
All Danish babies nap outside, even in freezing weather—tucked warmly under
their plump goose-down comforters. . . . In Denmark all children own a sort of
polar survival suit that they wear from October to April and they go out every
day, even in winter.”
What would be an ethnocentric
interpretation of the parents’ actions?
What would be a culturally relative
interpretation of the parents’ actions?
Humans are social creatures. Since the dawn of
Homo sapiens
nearly 250,000 years ago, people have grouped together into
communities in order to survive. Living together, people form common
habits and behaviors—from specific methods of child rearing to preferred
techniques for obtaining food. In modern-day Paris, many people shop
daily at outdoor markets to pick up what they need for their evening
meal, buying cheese, meat, and vegetables from different specialty
stalls. In the United States, the majority of people shop once a week at
supermarkets, filling large carts to the brim. How would a Parisian
perceive U.S. shopping behaviors that Americans take for granted?
Almost every human behavior, from
shopping to marriage to expressions of feelings, is learned. In the
United States, people tend to view marriage as a choice between two
people, based on mutual feelings of love. In other nations and in other
times, marriages have been arranged through an intricate process of
interviews and negotiations between entire families, or in other cases,
through a direct system such as a “mail order bride.” To someone raised
in New York City, the marriage customs of a family from Nigeria may seem
strange, or even wrong. Conversely, someone from a traditional Kolkata
family might be perplexed with the idea of romantic love as the
foundation for marriage lifelong commitment. In other words, the way in
which people view marriage depends largely on what they have been
taught.
Behavior based on learned customs is
not a bad thing. Being familiar with unwritten rules helps people feel
secure and “normal.” Most people want to live their daily lives
confident that their behaviors will not be challenged or disrupted. But
even an action as seemingly simple as commuting to work evidences a
great deal of cultural propriety.
How would a visitor from suburban America act and feel on this crowded Tokyo train?
Take
the case of going to work on public transportation. Whether commuting
in Dublin, Cairo, Mumbai, or San Francisco, many behaviors will be the
same in all locations, but significant differences also arise between
cultures. Typically, a passenger would find a marked bus stop or
station, wait for his bus or train, pay an agent before or after
boarding, and quietly take a seat if one is available. But when boarding
a bus in Cairo, passengers might have to run, because buses there often
do not come to a full stop to take on patrons. Dublin bus riders would
be expected to extend an arm to indicate that they want the bus to stop
for them. And when boarding a commuter train in Mumbai, passengers must
squeeze into overstuffed cars amid a lot of pushing and shoving on the
crowded platforms. That kind of behavior would be considered the height
of rudeness in United States, but in Mumbai it reflects the daily
challenges of getting around on a train system that is taxed to
capacity.
In this example of commuting,
culture consists of thoughts (expectations about personal space, for
example) and tangible things (bus stops, trains, and seating capacity).
Material culture
refers to the objects or belongings of a group of people. Metro
passes and bus tokens are part of material culture, as are automobiles,
stores, and the physical structures where people worship.
Non-material culture,
in contrast, consists of the ideas, attitudes, and beliefs of a
society. Material and nonmaterial aspects of culture are linked, and
physical objects often symbolize cultural ideas.
A metro pass is a
material object, but it represents a form of nonmaterial culture,
namely, capitalism, and the acceptance of paying for transportation.
Clothing, hairstyles, and jewelry are part of material culture, but the
appropriateness of wearing certain clothing for specific events reflects
nonmaterial culture. A school building belongs to material culture, but
the teaching methods and educational standards are part of education’s
nonmaterial culture. These material and nonmaterial aspects of culture
can vary subtly from region to region. As people travel farther afield,
moving from different regions to entirely different parts of the world,
certain material and nonmaterial aspects of culture become dramatically
unfamiliar. What happens when we encounter different cultures? As we
interact with cultures other than our own, we become more aware of the
differences and commonalities between others’ worlds and our own.
2. Assignment #5 - Motivational Posters for American Cultural Values (non-material culture)
1. Choose the American cultural value that is the most important to you (see list below).
2. Find an image that represents that cultural value - and save that image to your photo album.
3. Write one sentence about your value that would motivate other Americans to believe in the importance of your value.
4. Go here to use your image and sentence to create a motivational poster for your value.
5. When complete, click "Share or
Download," then touch and hold on the image, and choose choose save
image, which will save the image to your photo album.
6. Go to eBackpack, and turn your poster into Assignment #5 (use the "Upload from album" option).
American Cultural Values:
1. Achievement and Success 2. Activity and Work 3. Moral Orientation 4. Humanitarianism 5. Efficiency and Practicality 6. Progress 7. Material Comfort 8. Equality 9. Freedom 10. External Conformity 11. Science and Rationality 12. Nationalism/Patriotism 13. Democracy 14. Individual Personality 15. Respect for Creativity 16. Traditional Family Families 17. Education 18. Religiosity 19. Self-Fulfillment 20. Ecological Concerns
Ethnocentrism: the idea that your own group or culture is better or more important than others
Cultural Relativism:the principle that an individual person's beliefs and
activities should be understood by others in terms of that individual's
own culture.
If/when you have a child, and he or
she wants to play
football prior to age 12, would you let them? Provide your thoughts to
this question in a 1/2 page paragraph. Be sure explain your thoughts in
detail.
Be sure to specifically
address (write about) how the findings of this study, effects your thinking. The study found that:
"Those who began playing tackle football when they
were younger than 12 years old had a higher risk of developing memory
and thinking problems later in life. The study,
published in the medical journal Neurology by researchers at the Boston
University School of Medicine, was based on tests given to 42 former N.F.L.
players, ages 41 to 65, who had experienced cognitive problems for at
least six months.
Half the players started playing tackle football
before age 12, and the other half began at 12 or older. Those
former N.F.L. players who started playing before 12 years old performed
“significantly worse” on every test measure after accounting for the
total number of years played and the age of the players when they took
the tests. Those players recalled fewer words from a list they had
learned 15 minutes earlier, and their mental flexibility was diminished
compared with players who began playing tackle football at 12 or older.
While
both groups scored below average on many tests, there was a roughly 20
percent difference between the two groups on several measures."
After reading the excerpt. Create a notability note in which you do the following:
1. Define material culture.
2. Define non-material culture. 3. Provide an example from the reading of material culture. 4. Provide an example from the reading of non-material culture.
Humans are social creatures. Since the dawn of
Homo sapiens
nearly 250,000 years ago, people have grouped together into
communities in order to survive. Living together, people form common
habits and behaviors—from specific methods of child rearing to preferred
techniques for obtaining food. In modern-day Paris, many people shop
daily at outdoor markets to pick up what they need for their evening
meal, buying cheese, meat, and vegetables from different specialty
stalls. In the United States, the majority of people shop once a week at
supermarkets, filling large carts to the brim. How would a Parisian
perceive U.S. shopping behaviors that Americans take for granted?
Almost every human behavior, from
shopping to marriage to expressions of feelings, is learned. In the
United States, people tend to view marriage as a choice between two
people, based on mutual feelings of love. In other nations and in other
times, marriages have been arranged through an intricate process of
interviews and negotiations between entire families, or in other cases,
through a direct system such as a “mail order bride.” To someone raised
in New York City, the marriage customs of a family from Nigeria may seem
strange, or even wrong. Conversely, someone from a traditional Kolkata
family might be perplexed with the idea of romantic love as the
foundation for marriage lifelong commitment. In other words, the way in
which people view marriage depends largely on what they have been
taught.
Behavior based on learned customs is
not a bad thing. Being familiar with unwritten rules helps people feel
secure and “normal.” Most people want to live their daily lives
confident that their behaviors will not be challenged or disrupted. But
even an action as seemingly simple as commuting to work evidences a
great deal of cultural propriety.
How would a visitor from suburban America act and feel on this crowded Tokyo train?
Take
the case of going to work on public transportation. Whether commuting
in Dublin, Cairo, Mumbai, or San Francisco, many behaviors will be the
same in all locations, but significant differences also arise between
cultures. Typically, a passenger would find a marked bus stop or
station, wait for his bus or train, pay an agent before or after
boarding, and quietly take a seat if one is available. But when boarding
a bus in Cairo, passengers might have to run, because buses there often
do not come to a full stop to take on patrons. Dublin bus riders would
be expected to extend an arm to indicate that they want the bus to stop
for them. And when boarding a commuter train in Mumbai, passengers must
squeeze into overstuffed cars amid a lot of pushing and shoving on the
crowded platforms. That kind of behavior would be considered the height
of rudeness in United States, but in Mumbai it reflects the daily
challenges of getting around on a train system that is taxed to
capacity.
In this example of commuting,
culture consists of thoughts (expectations about personal space, for
example) and tangible things (bus stops, trains, and seating capacity).
Material culture
refers to the objects or belongings of a group of people. Metro
passes and bus tokens are part of material culture, as are automobiles,
stores, and the physical structures where people worship.
Non-material culture,
in contrast, consists of the ideas, attitudes, and beliefs of a
society. Material and nonmaterial aspects of culture are linked, and
physical objects often symbolize cultural ideas.
A metro pass is a
material object, but it represents a form of nonmaterial culture,
namely, capitalism, and the acceptance of paying for transportation.
Clothing, hairstyles, and jewelry are part of material culture, but the
appropriateness of wearing certain clothing for specific events reflects
nonmaterial culture. A school building belongs to material culture, but
the teaching methods and educational standards are part of education’s
nonmaterial culture. These material and nonmaterial aspects of culture
can vary subtly from region to region. As people travel farther afield,
moving from different regions to entirely different parts of the world,
certain material and nonmaterial aspects of culture become dramatically
unfamiliar. What happens when we encounter different cultures? As we
interact with cultures other than our own, we become more aware of the
differences and commonalities between others’ worlds and our own.
4. Motivational Posters for American Cultural Values (non-material culture)
1. Choose the American cultural value that is the most important to you (see list below).
2. Find an image that represents that cultural value - and save that image to your photo album.
3. Write one sentence about your value that would motivate other Americans to believe in the importance of your value.
4. Go here to use your image and sentence to create a motivational poster for your value.
5. When complete, click "Share or
Download," then touch and hold on the image, and choose choose save
image, which will save the image to your photo album.
6. Go to eBackpack, and turn your poster into Assignment #5 (use the "Upload from album" option).
American Cultural Values:
1. Achievement and Success 2. Activity and Work 3. Moral Orientation 4. Humanitarianism 5. Efficiency and Practicality 6. Progress 7. Material Comfort 8. Equality 9. Freedom 10. External Conformity 11. Science and Rationality 12. Nationalism/Patriotism 13. Democracy 14. Individual Personality 15. Respect for Creativity 16. Traditional Family Families 17. Education 18. Religiosity 19. Self-Fulfillment 20. Ecological Concerns
One student should allow the Sub to play his or her iPad into the speakers so everyone can listen to the audio segment at the same time.
The segment is about 9 minutes long.
2. Assignment #4 - In-class Reflection:
If/when you have a child, and he or she wants to play
football prior to age 12, would you let them? Provide your thoughts to this question in a 1/2 page paragraph. Be sure explain your thoughts in detail.
Be sure to specifically
address (write about) how the findings of this study, effects your thinking. The study found that:
"Those who began playing tackle football when they
were younger than 12 years old had a higher risk of developing memory
and thinking problems later in life. The study,
published in the medical journal Neurology by researchers at the Boston
University School of Medicine, was based on tests given to 42 former N.F.L.
players, ages 41 to 65, who had experienced cognitive problems for at
least six months.
Half the players started playing tackle football
before age 12, and the other half began at 12 or older. Those
former N.F.L. players who started playing before 12 years old performed
“significantly worse” on every test measure after accounting for the
total number of years played and the age of the players when they took
the tests. Those players recalled fewer words from a list they had
learned 15 minutes earlier, and their mental flexibility was diminished
compared with players who began playing tackle football at 12 or older.
While
both groups scored below average on many tests, there was a roughly 20
percent difference between the two groups on several measures."
After reading the excerpt. Create a notability note in which you do the following:
1. Define material culture.
2. Define non-material culture. 3. Provide an example from the reading of material culture. 4. Provide an example from the reading of non-material culture.
Humans are social creatures. Since the dawn of
Homo sapiens
nearly 250,000 years ago, people have grouped together into
communities in order to survive. Living together, people form common
habits and behaviors—from specific methods of child rearing to preferred
techniques for obtaining food. In modern-day Paris, many people shop
daily at outdoor markets to pick up what they need for their evening
meal, buying cheese, meat, and vegetables from different specialty
stalls. In the United States, the majority of people shop once a week at
supermarkets, filling large carts to the brim. How would a Parisian
perceive U.S. shopping behaviors that Americans take for granted?
Almost every human behavior, from
shopping to marriage to expressions of feelings, is learned. In the
United States, people tend to view marriage as a choice between two
people, based on mutual feelings of love. In other nations and in other
times, marriages have been arranged through an intricate process of
interviews and negotiations between entire families, or in other cases,
through a direct system such as a “mail order bride.” To someone raised
in New York City, the marriage customs of a family from Nigeria may seem
strange, or even wrong. Conversely, someone from a traditional Kolkata
family might be perplexed with the idea of romantic love as the
foundation for marriage lifelong commitment. In other words, the way in
which people view marriage depends largely on what they have been
taught.
Behavior based on learned customs is
not a bad thing. Being familiar with unwritten rules helps people feel
secure and “normal.” Most people want to live their daily lives
confident that their behaviors will not be challenged or disrupted. But
even an action as seemingly simple as commuting to work evidences a
great deal of cultural propriety.
How would a visitor from suburban America act and feel on this crowded Tokyo train?
Take
the case of going to work on public transportation. Whether commuting
in Dublin, Cairo, Mumbai, or San Francisco, many behaviors will be the
same in all locations, but significant differences also arise between
cultures. Typically, a passenger would find a marked bus stop or
station, wait for his bus or train, pay an agent before or after
boarding, and quietly take a seat if one is available. But when boarding
a bus in Cairo, passengers might have to run, because buses there often
do not come to a full stop to take on patrons. Dublin bus riders would
be expected to extend an arm to indicate that they want the bus to stop
for them. And when boarding a commuter train in Mumbai, passengers must
squeeze into overstuffed cars amid a lot of pushing and shoving on the
crowded platforms. That kind of behavior would be considered the height
of rudeness in United States, but in Mumbai it reflects the daily
challenges of getting around on a train system that is taxed to
capacity.
In this example of commuting,
culture consists of thoughts (expectations about personal space, for
example) and tangible things (bus stops, trains, and seating capacity).
Material culture
refers to the objects or belongings of a group of people. Metro
passes and bus tokens are part of material culture, as are automobiles,
stores, and the physical structures where people worship.
Non-material culture,
in contrast, consists of the ideas, attitudes, and beliefs of a
society. Material and nonmaterial aspects of culture are linked, and
physical objects often symbolize cultural ideas.
A metro pass is a
material object, but it represents a form of nonmaterial culture,
namely, capitalism, and the acceptance of paying for transportation.
Clothing, hairstyles, and jewelry are part of material culture, but the
appropriateness of wearing certain clothing for specific events reflects
nonmaterial culture. A school building belongs to material culture, but
the teaching methods and educational standards are part of education’s
nonmaterial culture. These material and nonmaterial aspects of culture
can vary subtly from region to region. As people travel farther afield,
moving from different regions to entirely different parts of the world,
certain material and nonmaterial aspects of culture become dramatically
unfamiliar. What happens when we encounter different cultures? As we
interact with cultures other than our own, we become more aware of the
differences and commonalities between others’ worlds and our own.
4. Motivational Posters for American Cultural Values (non-material culture) 1. Choose the American cultural value that is the most important to you (see list below). 2. Find an image that represents that cultural value - and save that image to your photo album. 3. Write one sentence about your value that would motivate other Americans to believe in the importance of your value. 4. Go here to use your image and sentence to create a motivational poster for your value. 5. When complete, click "Share or Download," then touch and hold on the image, and choose choose save image, which will save the image to your photo album. 6. Go to eBackpack, and turn your poster into Assignment #5 (use the "Upload from album" option). American Cultural Values: 1. Achievement and Success 2. Activity and Work 3. Moral Orientation 4. Humanitarianism 5. Efficiency and Practicality 6. Progress 7. Material Comfort 8. Equality 9. Freedom 10. External Conformity 11. Science and Rationality 12. Nationalism/Patriotism 13. Democracy 14. Individual Personality 15. Respect for Creativity 16. Traditional Family Families 17. Education 18. Religiosity 19. Self-Fulfillment 20. Ecological Concerns
Your group must determine which four of the twelve
people listed below get a seat on the life boat. You should have a
clear reason for why you chose the four that you did.
1. Should kids be playing tackle football? Listen to the "Youth Football Study" segment. 2. Assignment #4 - In-class Reflection:
If/when you have a child, and he or she wants to play football prior to age 12, would you let them? Be sure to specifically address the findings of this study, which found that:
"Those who began playing tackle football when they
were younger than 12 years old had a higher risk of developing memory
and thinking problems later in life. The study,
published in the medical journal Neurology by researchers at the Boston
University School of Medicine, was based on tests given to 42 former N.F.L.
players, ages 41 to 65, who had experienced cognitive problems for at
least six months.
Half the players started playing tackle football
before age 12, and the other half began at 12 or older. Those
former N.F.L. players who started playing before 12 years old performed
“significantly worse” on every test measure after accounting for the
total number of years played and the age of the players when they took
the tests. Those players recalled fewer words from a list they had
learned 15 minutes earlier, and their mental flexibility was diminished
compared with players who began playing tackle football at 12 or older.
While
both groups scored below average on many tests, there was a roughly 20
percent difference between the two groups on several measures."
After reading the excerpt. Create a notability note in which you do the following:
1. Define material culture.
2. Define non-material culture. 3. Provide an example from the reading of material culture. 4. Provide an example from the reading of non-material culture.
Humans are social creatures. Since the dawn of
Homo sapiens
nearly 250,000 years ago, people have grouped together into
communities in order to survive. Living together, people form common
habits and behaviors—from specific methods of child rearing to preferred
techniques for obtaining food. In modern-day Paris, many people shop
daily at outdoor markets to pick up what they need for their evening
meal, buying cheese, meat, and vegetables from different specialty
stalls. In the United States, the majority of people shop once a week at
supermarkets, filling large carts to the brim. How would a Parisian
perceive U.S. shopping behaviors that Americans take for granted?
Almost every human behavior, from
shopping to marriage to expressions of feelings, is learned. In the
United States, people tend to view marriage as a choice between two
people, based on mutual feelings of love. In other nations and in other
times, marriages have been arranged through an intricate process of
interviews and negotiations between entire families, or in other cases,
through a direct system such as a “mail order bride.” To someone raised
in New York City, the marriage customs of a family from Nigeria may seem
strange, or even wrong. Conversely, someone from a traditional Kolkata
family might be perplexed with the idea of romantic love as the
foundation for marriage lifelong commitment. In other words, the way in
which people view marriage depends largely on what they have been
taught.
Behavior based on learned customs is
not a bad thing. Being familiar with unwritten rules helps people feel
secure and “normal.” Most people want to live their daily lives
confident that their behaviors will not be challenged or disrupted. But
even an action as seemingly simple as commuting to work evidences a
great deal of cultural propriety.
How would a visitor from suburban America act and feel on this crowded Tokyo train?
Take
the case of going to work on public transportation. Whether commuting
in Dublin, Cairo, Mumbai, or San Francisco, many behaviors will be the
same in all locations, but significant differences also arise between
cultures. Typically, a passenger would find a marked bus stop or
station, wait for his bus or train, pay an agent before or after
boarding, and quietly take a seat if one is available. But when boarding
a bus in Cairo, passengers might have to run, because buses there often
do not come to a full stop to take on patrons. Dublin bus riders would
be expected to extend an arm to indicate that they want the bus to stop
for them. And when boarding a commuter train in Mumbai, passengers must
squeeze into overstuffed cars amid a lot of pushing and shoving on the
crowded platforms. That kind of behavior would be considered the height
of rudeness in United States, but in Mumbai it reflects the daily
challenges of getting around on a train system that is taxed to
capacity.
In this example of commuting,
culture consists of thoughts (expectations about personal space, for
example) and tangible things (bus stops, trains, and seating capacity).
Material culture
refers to the objects or belongings of a group of people. Metro
passes and bus tokens are part of material culture, as are automobiles,
stores, and the physical structures where people worship.
Non-material culture,
in contrast, consists of the ideas, attitudes, and beliefs of a
society. Material and nonmaterial aspects of culture are linked, and
physical objects often symbolize cultural ideas.
A metro pass is a
material object, but it represents a form of nonmaterial culture,
namely, capitalism, and the acceptance of paying for transportation.
Clothing, hairstyles, and jewelry are part of material culture, but the
appropriateness of wearing certain clothing for specific events reflects
nonmaterial culture. A school building belongs to material culture, but
the teaching methods and educational standards are part of education’s
nonmaterial culture. These material and nonmaterial aspects of culture
can vary subtly from region to region. As people travel farther afield,
moving from different regions to entirely different parts of the world,
certain material and nonmaterial aspects of culture become dramatically
unfamiliar. What happens when we encounter different cultures? As we
interact with cultures other than our own, we become more aware of the
differences and commonalities between others’ worlds and our own.
4. Motivational Posters for American Cultural Values (non-material culture) 1. Choose the American cultural value that is the most important to you (see list below). 2. Find an image that represents that cultural value - and save that image to your photo album. 3. Write one sentence about your value that would motivate other Americans to believe in the importance of your value. 4. Go here to use your image and sentence to create a motivational poster for your value. 5. When complete, click "Share or Download," then touch and hold on the image, and choose choose save image. 6. Go to eBackpack, and turn your poster into Assignment #5 (use the "Upload from album" option). American Cultural Values: 1. Achievement and Success 2. Activity and Work 3. Moral Orientation 4. Humanitarianism 5. Efficiency and Practicality 6. Progress 7. Material Comfort 8. Equality 9. Freedom 10. External Conformity 11. Science and Rationality 12. Nationalism/Patriotism 13. Democracy 14. Individual Personality 15. Respect for Creativity 16. Traditional Family Families 17. Education 18. Religiosity 19. Self-Fulfillment 20. Ecological Concerns
1. Reviewing the three concepts of the "Sociological Imagination." A. Looking below the waterline of visibility (to see the rest of the iceberg) - put in your own words
1. What is the main point of Wallace's "This is Water"
speech?
2. What is the connection between his words and the "Sociological
Imagination?" Respond a 1/2 page paragraph (typed).
Below are excerpts from the speech to help you think about the question.
"The only thing that's
capital 'T' True is that you get to decide how you're going to try to
see it. This, I submit, is the freedom of real education, of how to be
well-adjusted. You get to decide what has meaning and what doesn't. That
is real freedom. That is being educated and understanding how to think.
The alternative is unconsciousness."
“Learning how to think" really means learning how to exercise some control over how and what you think.It
means being conscious and aware enough to choose what you pay attention
to and to choose how you construct meaning from experience. Because if
you cannot or will not exercise this kind of choice in adult life, you
will be totally hosed.”
2. Prepare for quiz on the concept of the Sociological Imagination.
You will need to be able to explain
the meaning of the three concepts of the Sociological Imagination.
Your group must determine which four of the twelve people listed below get a seat on the life boat. You should have a clear reason for why you chose the four that you did.
Listen to Pt. 1: 0-6:40 (and you should definitely listen to the rest because it's AWESOME!)
HW:
Prepare for quiz on the concept of the Sociological Imagination.
You will need to be able to explain the meaning of the three concepts of the Sociological Imagination (see #1 above), and be able to apply the Sociological Imagination to a current issue within American society (like we did with gun ownership, the Disney ad, or American football).
1. In notability: create a new folder, title it "Sociology," and then create a new note. 2. Developing the Sociological Imagination:
"SEEING THE GENERAL IN THE PARTICULAR"
Disney Ad Analysis In your notability note answer the following questions as best as you can (write down whatever some to mind :
A.
What aspects of American culture/values are evident in this Disney ad?
What ideas does it support? How does it reflect they way Americans think
about life? Think about sex and gender, masculinity and femininity,
body image, race, socioeconomic class, childhood. B. Think about which group in society this ad is meant
to target? Do you have any concerns about companies designing ads to
target this group? C. Add one of your observations to this padlet
Listen to Pt. 1: 0-6:40 (and you should definitely listen to the rest because it's AWESOME!)
HW:
Assignment #1 - Due: 2/6 What is the main point of Wallace's "This is Water"
speech? What is the connection between his words and the "Sociological
Imagination?" Respond a 1/2 page paragraph (typed).
Below are excerpts from the speech to help you think about the question.
"The only thing that's
capital 'T' True is that you get to decide how you're going to try to
see it. This, I submit, is the freedom of real education, of how to be
well-adjusted. You get to decide what has meaning and what doesn't. That
is real freedom. That is being educated and understanding how to think.
The alternative is unconsciousness." “Learning how to think" really means learning how to exercise some control over how and what you think.It
means being conscious and aware enough to choose what you pay attention
to and to choose how you construct meaning from experience. Because if
you cannot or will not exercise this kind of choice in adult life, you
will be totally hosed.”
