Agenda for 4/29 and 4/30

How Narcan (naloxone) works.

1. Ferguson Activist Battles CNN’s Blitzer: ‘No Excuse’ for Police Violence

2. “Where Are the Police?” - When cities spasm with violence for complicated reasons, that’s the only question CNN wants to ask.

3. Drug Test Activity (ebackpack - Assignment #19)

4. What about drug testing for welfare recipients?

5. So who gets government benefits? Why just test the poor?

6. So, do these laws actually work?

7. What about drug testing the politicians? How did Trey Radel vote on a proposed federal law requiring welfare recipients to get drug tests?

HW - Assignment #20

• Read this article about the debate surrounding drug testing for welfare recipients in Maine: https://bangordailynews.com/2013/02/28/politics/state-house/maine-democrat-submits-bill-to-drug-test-welfare-recipients/ 
• What is your POV on this issue? Discuss and explain your opinion in a substantial paragraph. 
• Be sure to provide specific reasons for your opinions. 
• You must also include one quotation from a person quoted in the article that you AGREE with, AND a quote from a person quoted in the article that you DISAGREE with. Be sure to explain why you agree and disagree with the quotes.

Agenda for 4/27 and 4/28

1. Finish Oxycontin Express

• So what happens to Todd?

2. Continue Drug Use in America Keynote

HW - Assignment #18 - Due: 4/29 (submit your answers to the questions below to the eBackpack assignment)

Answer the following questions in a paragraph each:

1. For you, what was the most surprising, shocking, saddening, or maddening (or all of the above) about what you saw on The Oxycontin Express? Are you surprised at the extent of prescription pain killer abuse in America?

2. What do you think some of the reasons for this prescription drug crisis are beyond the personal choice to take the drug? Do you think major drug companies and doctors share any of the blame?

3. Choose three graphs about drug use in the United States from the Drugs in America - Keynote that you find the most interesting and do the following:

•  Explain why each of those graphs are interesting to you. 
• Show the three graphs to a family member or friend not in sociology class. Describe their response to each.
• Analyze why you think they responded the way they did. 

4. For you, what was the most surprising, shocking, saddening, or maddening (or all of the above) about Maine's current heroin boom? (see: Maine's Heroin Crisis - video, and Maine's Heroin Crisis - article, York County's heroin crisis, Molly Parks overdose)

5. What do you think about the proposal to make Narcan (the drug that can prevent a fatal heroin overdose) more accessible to first responders and addicts? Do you agree or disagree with Gov. Lepage's opposition to that bill? (see: The political debate over a new way to save lives from Heroin overdoses?)

Agenda for 4/16

1. Opiate abuse in Maine. The debate about Opiate treatment in Maine.

2. Finish Oxycontin Express

• So what happens to Todd?

3. Continue "Drug Use in America Keynote"

Agenda for 4/15

1. Finish Oxycontin Express

• So what happens to Todd?

2. Continue Drug Use in America Keynote

HW - Assignment #17 - Due: 4/27 (submit your answers to the questions below to the eBackpack assignment)

Answer the following questions in a paragraph each:

1. For you, what was the most surprising, shocking, saddening, or maddening (or all of the above) about what you saw on The Oxycontin Express? Are you surprised at the extent of prescription pain killer abuse in America? 

2. What do you think some of the reasons for this prescription drug crisis are beyond the personal choice to take the drug? Do you think major drug companies and doctors share any of the blame?

3. Choose three graphs about drug use in the United States from the Drugs in America - Keynote that you find the most interesting and do the following:

•  Explain why each of those graphs are interesting to you. 
• Show the three graphs to a family member or friend not in sociology class. Describe their response to each.
• Analyze why you think they responded the way they did. 

4. For you, what was the most surprising, shocking, saddening, or maddening (or all of the above) about Maine's current heroin boom? (see: Maine's Heroin Crisis - video, and Maine's Heroin Crisis - article) 

5. What do you think about the proposal to make Narcan (the drug that can prevent a fatal heroin overdose) more accessible to first responders and addicts? Do you agree or disagree with Gov. Lepage's opposition to that bill? (see: The political debate over a new way to save lives from Heroin overdoses?)

Agenda for 4/14

1. How do you opinions match up against the majority of Americans from this Pew poll on drug use in America.  
2. Drug use in America...how it's different from other countries.

3. Drug Use in America

• Intro Keynote 

4. Oxycontin Express

Agenda for 4/13

1. Gender Unit Assessment - Use this app (Canva) to create an info-graphic that I could use to teach future Sociology students about the core concepts of the Gender Unit.

• All definitions/explanations of concepts need to be IN YOUR OWN WORDS.
• You need to cite the any sources of statistics that you use that didn't come from the course blog. 

Due date: 4/17. This counts as a TEST GRADE for the Gender Unit.
Your info-graphic needs to include the following information: 

• 6 shocking/surprising statistics about rape/sexual violence
• 6 shocking/surprising statistics about domestic violence
• Gender binary v. Gender Spectrum  - a definition/explanation of the concept
• Gender stereotypes - a definition/explanation of the concept
• Gender codes - a definition/explanation of the concept
• Gender Identity - a definition/explanation of the concept
• Gender Expression - a definition/explanation of the concept
• Biological Sex - a definition/explanation of the concept
• Transgender - a definition/explanation of the concept
• Social construction of gender - a definition/explanation of the concept

 

2. National Drug IQ Challenge

3. Drug Use in America

• Intro Keynote 

4. Oxycontin Express

Create Notability note and title "Oxycontin Express"

Agenda for 4/10

1. The problem with "Broken Taillight Policing"
 
2. Pushing Back Against the Gender Codes (I went to high school with her). And I'll definitely be buying some of these clothes.
 
3. The Secret Life of Boys...could the societal expectations and limitations placed on boys be partly to blame for the prevalence of male abusers?
 
4. The final idea - the "social construction of gender." 

This is the idea that how we act/behave as men or women is not primarily caused by biology, but rather is the result of people acting in a way that will match societies expectations. Put simply, our gendered behaviors aren't natural, but instead created by society.
 
5. Gender Unit Assessment - Use this app to create an info-graphic that demonstrates the key understandings from the Gender Unit. All definitions/explanations of concepts need to be IN YOUR OWN WORDS. You need to cite the any sources of statistics that you use that didn't come from the course blog. 

Due date: 4/16. This counts as a TEST GRADE for the Gender Unit.

Your info-graphic needs to include the following information: 

• 6 shocking/surprising statistics about rape/sexual violence
• 6 shocking/surprising statistics about domestic violence
• Gender binary v. Gender Spectrum  - a definition/explanation of the concept
• Gender stereotypes - a definition/explanation of the concept
• Gender codes - a definition/explanation of the concept
• Gender Identity - a definition/explanation of the concept
• Gender Expression - a definition/explanation of the concept
• Biological Sex - a definition/explanation of the concept
• Transgender - a definition/explanation of the concept
• Social construction of gender - a definition/explanation of the concept

Agenda for 4/9

1. The video. The problem with "Broken Taillight Policing"

2. Pushing Back Against the Gender Codes (I went to high school with her). And I'll definitely be buying some of these clothes.

3. The Secret Life of Boys...could the societal expetactions and limitations placed on boys be partly to blame for the prevalence of male abusers?

4. The final idea - the "social construction of gender."

5. Gender Unit Assessment - Use this website to create an info-graphic that demonstrates the key understandings from the Gender Unit. You need to cite the any sources you use that didn't come from the course blog. Due date: 4/15.

• 6 shocking/surprising statistics about rape/sexual violence
• 6 shocking/surprising statistics about domestic violence
• Gender binary v. Gender Spectrum  - a definition/explanation of the concept
• Gender stereotypes - a definition/explanation of the concept
• Gender codes - a definition/explanation of the concept
• Gender Identity - a definition/explanation of the concept
• Gender Expression - a definition/explanation of the concept
• Biological Sex - a definition/explanation of the concept
• Transgender - a definition/explanation of the concept
• Social construction of gender - a definition/explanation of the concept

Agenda for 4/8

1. A Controversial Golf Digest cover.

2. Gender Terms Quiz - Assignment #16 on eBackpack.

3.  Domestic Violence Myth v. Fact. How much do you know?

The answers.

4. What are the different types of abuse?

5. Despite all those who take sexual and domestic violence, some still treat the issue like this... Or believe things like this. 

HW:

• Using the information and links from class, gather in a Notability Note or Google Doc: 
• 6 shocking/surprising statistics about rape/sexual violence
• 6 shocking/surprising statistics about domestic violence
• Gender binary - a definition/explanation of the concept
• Gender spectrum - a definition/explanation of the concept
• Gender codes - a definition/explanation of the concept
• Gender Identity - a definition/explanation of the concept
• Gender Expression - a definition/explanation of the concept
• Biological Sex - a definition/explanation of the concept

Agenda for 4/7

1. A Controversial Golf Digest cover.

2. Gender Terms Quiz - Assignment #16 on eBackpack.

3. Another example of "crazy love."

• "My Father Was James Brown. I Watched Him Beat My Mother. And Then I Found Myself With Someone Like Dad." - Yama Brown.

4. Domestic Violence True/false . How much do you know?

The answers.

5. What are the different types of abuse?

6. Despite all those who take sexual and domestic violence, some still treat the issue like this... 

Agenda for 4/6

1. My Father Was James Brown. I Watched Him Beat My Mother. And Then I Found Myself With Someone Like Dad.


2. What messages does this music video send? The lyrics.

3. Domestic Violence True/false . How much do you know?

The answers.


4. Do we live in a "Domestic Violence" culture? More stats. 


5. So why doesn't she just leave?

6. What are the different types of abuse?

7. What is teen dating abuse?

HW - The Gender Spectrum (terms for quiz next class)

• Scroll down the the "Gender Terms" section. Write down and study the eight gender terms listed in the section. These terms will be on the gender quiz next class. The words and definitions have also been provided below

Biological/Anatomical Sex. The physical structure of one’s reproductive organs that is used to assign sex at birth. Biological sex is determined by chromosomes (XX for females; XY for males); hormones (estrogen/progesterone for females, testosterone for males); and internal and external genitalia (vulva, clitoris, vagina for assigned females, penis and testicles for assigned males). Given the potential variation in all of these, biological sex must be seen as a spectrum or range of possibilities rather than a binary set of two options. 

Gender Identity. One’s innermost concept of self as male or female or both or neither—how individuals perceive themselves and what they call themselves. One’s gender identity can be the same or different than the sex assigned at birth. Individuals are conscious of this between the ages 18 months and 3 years. Most people develop a gender identity that matches their biological sex. For some, however, their gender identity is different from their biological or assigned sex. Some of these individuals choose to socially, hormonally and/or surgically change their sex to more fully match their gender identity. 

Gender Expression. Refers to the ways in which people externally communicate their gender identity to others through behavior, clothing, haircut, voice, and other forms of presentation. Gender expression also works the other way as people assign gender to others based on their appearance, mannerisms, and other gendered characteristics. Sometimes, transgender people seek to match their physical expression with their gender identity, rather than their birth-assigned sex. Gender expression should not be viewed as an indication of sexual orientation. 

Gender Role. This is the set of roles, activities, expectations and behaviors assigned to females and males by society. Our culture recognizes two basic gender roles: Masculine (having the qualities attributed to males) and feminine (having the qualities attributed to females). People who step out of their socially assigned gender roles are sometimes referred to as transgender. Other cultures have three or more gender roles. 

Transgender. Sometimes used as an umbrella to describe anyone whose identity or behavior falls outside of stereotypical gender norms. More narrowly defined, it refers to an individual whose gender identity does not match their assigned birth gender. Being transgender does not imply any specific sexual orientation (attraction to people of a specific gender.) Therefore, transgender people may additionally identify with a variety of other sexual identities as well.

Sexual Orientation. Term that refers to being romantically or sexually attracted to people of a specific gender. Our sexual orientation and our gender identity are separate, distinct parts of our overall identity. Although a child may not yet be aware of their sexual orientation, they usually have a strong sense of their gender identity. 

Gender Normative/Cisgender. Refers to people whose sex assignment at birth corresponds to their gender identity and expression. 

Gender fluidity. Gender fluidity conveys a wider, more flexible range of gender expression, with interests and behaviors that may even change from day to day. Gender fluid children do not feel confined by restrictive boundaries of stereotypical expectations of girls or boys. In other words, a child may feel they are a girl some days and a boy on others, or possibly feel that neither term describes them accurately.

Agenda for 4/3

1. Pop Quiz: Provide gender code analysis for each of the images below. In what way does each image demonstrate or defy (go against) traditional gender codes.

2. Based on how women are potrayed in our society, and how advertising and popular culture deals with sexual violence, should we be surprised this happens?

3. Or that some in the news media react this way?

4. Or even worse, like this...

5. Do we live in a "Rape Culture?"

8. Rape Culture 101 - below is an excerpt from the article

"Rape culture is 1 in 6 women being sexually assaulted in their lifetimes. Rape culture is not even talking about the reality that many women are sexually assaulted multiple times in their lives. Rape culture is the way in which the constant threat of sexual assault affects women's daily movements. Rape culture is telling girls and women to be careful about what you wear, how you wear it, how you carry yourself, where you walk, when you walk there, with whom you walk, whom you trust, what you do, where you do it, with whom you do it, what you drink, how much you drink, whether you make eye contact, if you're alone, if you're with a stranger, if you're in a group, if you're in a group of strangers, if it's dark, if the area is unfamiliar, if you're carrying something, how you carry it, what kind of shoes you're wearing in case you have to run, what kind of purse you carry, what jewelry you wear, what time it is, what street it is, what environment it is, how many people you sleep with, what kind of people you sleep with, who your friends are, to whom you give your number, who's around when the delivery guy comes, to get an apartment where you can see who's at the door before they can see you, to check before you open the door to the delivery guy, to own a dog or a dog-sound-making machine, to get a roommate, to take self-defense, to always be alert always pay attention always watch your back always be aware of your surroundings and never let your guard down for a moment lest you be sexually assaulted and if you are and didn't follow all the rules it's your fault.

Rape culture is victim-blaming. Rape culture is a judge blaming a child for her own rape. Rape culture is a minister blaming his child victims. Rape culture is accusing a child of enjoying being held hostage, raped, and tortured. Rape culture is spending enormous amounts of time finding any reason at all that a victim can be blamed for hir own rape.

Rape culture is judges banning the use of the word rape in the courtroom. Rape culture is the media using euphemisms for sexual assault. Rape culture is stories about rape being featured in the Odd News.

Rape culture is tasking victims with the burden of rape prevention. Rape culture is encouraging women to take self-defense as though that is the only solution required to preventing rape. Rape culture is admonishing women to "learn common sense" or "be more responsible" or "be aware of barroom risks" or "avoid these places" or "don't dress this way," and failing to admonish men to not rape.

Rape culture is "nothing" being the most frequent answer to a question about what people have been formally taught about rape."

Agenda for 4/2

1. Pop Quiz: Provide gender code analysis for each of the images below. In what way does each image demonstrate or defy (go against) traditional gender codes.

2. A real world effect of gender codes... in our schools?

3. Do we live in a "Rape Culture"?

"Rape culture is 1 in 6 women being sexually assaulted in their lifetimes. Rape culture is not even talking about the reality that many women are sexually assaulted multiple times in their lives. Rape culture is the way in which the constant threat of sexual assault affects women's daily movements. Rape culture is telling girls and women to be careful about what you wear, how you wear it, how you carry yourself, where you walk, when you walk there, with whom you walk, whom you trust, what you do, where you do it, with whom you do it, what you drink, how much you drink, whether you make eye contact, if you're alone, if you're with a stranger, if you're in a group, if you're in a group of strangers, if it's dark, if the area is unfamiliar, if you're carrying something, how you carry it, what kind of shoes you're wearing in case you have to run, what kind of purse you carry, what jewelry you wear, what time it is, what street it is, what environment it is, how many people you sleep with, what kind of people you sleep with, who your friends are, to whom you give your number, who's around when the delivery guy comes, to get an apartment where you can see who's at the door before they can see you, to check before you open the door to the delivery guy, to own a dog or a dog-sound-making machine, to get a roommate, to take self-defense, to always be alert always pay attention always watch your back always be aware of your surroundings and never let your guard down for a moment lest you be sexually assaulted and if you are and didn't follow all the rules it's your fault.

Rape culture is victim-blaming. Rape culture is a judge blaming a child for her own rape. Rape culture is a minister blaming his child victims. Rape culture is accusing a child of enjoying being held hostage, raped, and tortured. Rape culture is spending enormous amounts of time finding any reason at all that a victim can be blamed for his or her own rape.

Rape culture is judges banning the use of the word rape in the courtroom. Rape culture is the media using euphemisms for sexual assault. Rape culture is stories about rape being featured in the Odd News.

Rape culture is tasking victims with the burden of rape prevention. Rape culture is encouraging women to take self-defense as though that is the only solution required to preventing rape. Rape culture is admonishing women to "learn common sense" or "be more responsible" or "be aware of barroom risks" or "avoid these places" or "don't dress this way," and failing to admonish men to not rape.

Rape culture is "nothing" being the most frequent answer to a question about what people have been formally taught about rape."

5. Do we live in a "Domestic Violence" culture? More stats. 

What messages about intimate partner violence does this music video send? The lyrics.

6. So why doesn't she just leave?

7. What are the different types of abuse?

8. What is teen dating abuse? 




HW - The Gender Spectrum (terms for quiz)

• Scroll down the the "Gender Terms" section. Write down and study the eight gender terms listed in the section. These terms will be on the gender quiz next class. The words and definitions have also been provided below

Biological/Anatomical Sex. The physical structure of one’s reproductive organs that is used to assign sex at birth. Biological sex is determined by chromosomes (XX for females; XY for males); hormones (estrogen/progesterone for females, testosterone for males); and internal and external genitalia (vulva, clitoris, vagina for assigned females, penis and testicles for assigned males). Given the potential variation in all of these, biological sex must be seen as a spectrum or range of possibilities rather than a binary set of two options. 

Gender Identity. One’s innermost concept of self as male or female or both or neither—how individuals perceive themselves and what they call themselves. One’s gender identity can be the same or different than the sex assigned at birth. Individuals are conscious of this between the ages 18 months and 3 years. Most people develop a gender identity that matches their biological sex. For some, however, their gender identity is different from their biological or assigned sex. Some of these individuals choose to socially, hormonally and/or surgically change their sex to more fully match their gender identity. 

Gender Expression. Refers to the ways in which people externally communicate their gender identity to others through behavior, clothing, haircut, voice, and other forms of presentation. Gender expression also works the other way as people assign gender to others based on their appearance, mannerisms, and other gendered characteristics. Sometimes, transgender people seek to match their physical expression with their gender identity, rather than their birth-assigned sex. Gender expression should not be viewed as an indication of sexual orientation. 

Gender Role. This is the set of roles, activities, expectations and behaviors assigned to females and males by society. Our culture recognizes two basic gender roles: Masculine (having the qualities attributed to males) and feminine (having the qualities attributed to females). People who step out of their socially assigned gender roles are sometimes referred to as transgender. Other cultures have three or more gender roles. 

Transgender. Sometimes used as an umbrella to describe anyone whose identity or behavior falls outside of stereotypical gender norms. More narrowly defined, it refers to an individual whose gender identity does not match their assigned birth gender. Being transgender does not imply any specific sexual orientation (attraction to people of a specific gender.) Therefore, transgender people may additionally identify with a variety of other sexual identities as well.

Sexual Orientation. Term that refers to being romantically or sexually attracted to people of a specific gender. Our sexual orientation and our gender identity are separate, distinct parts of our overall identity. Although a child may not yet be aware of their sexual orientation, they usually have a strong sense of their gender identity. 

Gender Normative/Cisgender. Refers to people whose sex assignment at birth corresponds to their gender identity and expression. 

Gender fluidity. Gender fluidity conveys a wider, more flexible range of gender expression, with interests and behaviors that may even change from day to day. Gender fluid children do not feel confined by restrictive boundaries of stereotypical expectations of girls or boys. In other words, a child may feel they are a girl some days and a boy on others, or possibly feel that neither term describes them accurately.