Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Sociology

No description
by

Chip Hopkins

on 11 October 2016

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Sociology

Sociology of Music
Sociology Terms and Music

The Sociology of Music

1) Song title:

2) Artist:

3) When released:

4) General state of society when released:

5) Plot of song:

6) Theme of song:

7) Is the song metaphorical or straight forward?

8) How does this song reflect our society?

9) What societal problems are addressed?

10) Are solutions given, implied or not present?

11) What are the solutions offered?

12) What cultural universal does this song address ?
Sociology Terms

Anthropology

Max Weber
C. Wright MillsSymbol


Social Interaction
Social Sciences
Theoretical Perspective
Functionalist Perspective
Social Darwinism
Dysfunction
Symbolic Interaction
Sociological Imagination
Auguste Comte
Phenomenon
Function
Herbert Spencer
Sociology
Emile Durkheim
Conflict Perspective
Statics
Dynamics
Cultural Conformity and Adaptation
Formal Sanctions

Physical Environment
Cultural Lag
Narcissism Ethnocentrism
Social Movement
Self-Fulfillment
Technology
Diffusion
Compart mentalism
Discovery

Positive Sanctions
Assimilation
Sanctions
Informal Sanctions
Ideology
Negative Sanctions
Social Control
Deviance and Social Control

Secondary Deviance
Conflict Theory
Primary Deviance

Corrections
Control Theory
Plea Bargaining
Edwin Sutherland
Retribution
Police
Cultural Transmission
Recidivism
Conformity
Stigma
Juvenile Justice System
Deviance
Emile Durkheim
White-Collar Crime
Crime Against Property
Differential Association
Criminal Justice System
Nuclear Endocrinology
Evolutionary Creationism
Socializing the Individual

Resocialization
Instinct
Self
Counter-Revolutionary Bi-Bartisanship
George Herbert Mead
Family

Hentaphalidosis
Aptitude
Mass Media Total Institution
I
Role-taking
John Keating
Significant Others
Peer Group
Birth Order
Me
Nature vs. Nurture
Sublimated Universals
Social Structure Terms

Dyad
Iron Law of Oligarchy
Barter
Reciprocity
Small Group
Subsistence Strategy
Emile Durkheim
Aggregate
Reciprocal Roles
Max weber
Voluntary Association
Outgroup
Division of Labor
Exchange Theory
Ascribed Status
Social Institution
Role
Agricultural Society
Test Tube Baby
Rationalization
Bi-polar indignation
Sociology Terms: Cultural Diversity

Cultural Universals
Norms
Folkways
Culture Trait
Ethnocentrism
Subculture
Culture
Margaret Mead
Marvin Harris
Yanomamo
Napoleon Chagnon
George Murdock
Counterculture
Language
Society
Values
Nonmaterial Culture
Mores
Symbol
Submissive Ultra-Reliance
PEACE
Arapesh
Auguste Compte
Emile Durkheim
Karl Marx
Herbert Spencer
Max Weber
Video Gallery
http://highered.mcgraw-hill.com/sites/0072435569/student_view0/glossary.html
Functionalist perspective

A sociological approach that emphasizes the way that parts of a society are structured to maintain its stability.
Interactionist perspective

A sociological approach that generalizes about fundamental or everyday forms of
social interaction.
Conflict perspective

A sociological approach that assumes that social behavior is best understood in terms of conflict or tension
between competing groups.
http://www.newworldencyclopedia.org/entry/Herbert_Spencer
http://www.newworldencyclopedia.org/entry/Herbert_Spencer
http://www.newworldencyclopedia.org/entry/Auguste_Comte
http://www.newworldencyclopedia.org/entry/Max_Weber
http://www.newworldencyclopedia.org/entry/Karl_Marx
Sociology Perspectives and Theorists
Heredity
Environment
Basic Needs
Individual
Family
Peer Group
Education
Marriage
Government
Religion
Economics
Culture
1. Define the social construct
2. Provide examples from your own life
3. Express how this effects group dynamics
Sociology= study of human relationships
What is sociology, and how does having a sociological imagination help us to understand society and ourselves?

What is sociology’s place in the social sciences?

The study of sociology opens doors entering into what types of careers?
Theoretical Perspectives
What is a theory?
A theory is a systematic explanation of the relationships among phenomena
Founder of Sociology

Solutions to Chaos

Scientific Method

Social Statics

Social Dynamics

Cerebral hygiene
Influence of Darwin
Do not correct social ills
Social Darwinism
“Survival of fittest”
First Sociology class in France

Functions

Statistical analysis
Groups within society;

Not the whole

Go beyond observation

Verstehen (empathy)

Ideal type
Sociology
The science that studies human society and social behavior.
Social Interaction
Phenomenon
Sociological Imagination
Applicable Areas
Social Sciences
Anthropology
Psychology
Social psychology
Economics

Political science

History
Sociology Terms
(1798-1857)
(1818-1883)
Society influenced by economics
Divisions (2 Groups only):
1. Those who own the means of production
2. Those who own only their labor
Concern over social conditions
created by capitalist society
Harsh conditions
Social scientist should NOT be passive observers
(1820-1903)
(1858-1917)
(1864-1920)
Andes Survivors and Social Construction
Week 1 Terms
Status and Roles
Status
Roles
How acquired-
Ascribed
Achieved
Associated Roles
Reciprocal Roles
Role Expectations
Role Performance
Role Conflict
Role Strain
sta·tus   (noun)
the position of an individual in relation to another or others, especially in regard to social or professional standing.
role  (noun)

Sociology . the rights, obligations, and expected behavior patterns associated with a particular social status.
I Am an Andes Surivivor
1) What role would I play?

2)How would my abilities limit or assist me?

3) From what would I maintain strength?

4) To survive I would be willing to.....
http://web.grinnell.edu/courses/soc/s00/soc111-01/IntroTheories/IntroTheoriesIndex.html
Interrelated parts working together to produce stable social system
Society held together through consensus
Spencer and Durkheim
Division of work (family, community, etc.)
Function of Education in society
Functions: Positive consequences for society
Dysfunction: Negative consequences
Manifest Function: Intended consequence (car=transportation)
Latent Function: Unintended
(car=cool)
Competition and Change
Karl Marx
Those with more power exercising control over those with less power
Not limited to violent dynamics
Gender, ethnicity, labor, socio-economic....
Competition over scarce resources
Power and Wealth
Those in power protect status quo
Self-Interest
Conflict leads to social change
Change is inevitable
How individuals interact
Response in day-to-day relations
Attach meanings to behavior of others
Social psychology
Max Weber
Agreed upon symbols
Objects, gestures, words, events,
http://www.cliffsnotes.com/study_guide/Three-Major-Perspectives-in-Sociology.topicArticleId-26957,articleId-26837.html
Nature of social relationship throughout history
Interdependent parts work together to maintain system over time
Social change and unrest is a natural occurrence in society's evolution toward stability and progress
Theorists
Thought and feelings unimportant
Fact or Opinion: Concept Attainment Strategy
Richard A. Hopkins, Jr.
Walden University
Thomas Pfundstein
Leadership in the Classroom: Increasing Learning and Achievement (EDUC 6651-7)

October 7, 2012



Fact or Opinion: Concept Attainment Strategy

Everyone is entitled to his own opinion, but not his own facts.
-Daniel Patrick Moynihan

The Concept: Fact and Opinion
Continuing the exploration of health-care issues that has propelled my Contemporary Issues class it became apparent that inquiry into the concepts of fact and opinion would be of exceptional relevant value. The students curiosity was initially primed by the collection of topic-related cartoons I introduced (via Prezi) with them creating their own images and commentary. They enjoyed the humor and were also able to, in a safe forum, share their political and social perception in a fun and community building manner. We watched a documentary on the way in which health-care is addressed in a number of countries so as to see the issue is not a matter of ‘this’ or ‘that’ and many options exist in meeting this essential dynamic today. To understand our own Affordable Health Care Act (Obamacare) I felt it was important to be familiar with the range of approaches that diverge from America’s path over the decades as well as the intermingling of fact and opinion in political and social affairs. The principles of CORE and TEMPO rattled in my head as I dove into Dr. Silver’s discussion of Concept Attainment Strategy (Laureate, 2010b) and was immediately enthused by the simple, but so effective, ‘Yes’ and ‘No’ activity in which students place statements in like categories. The salience between this activity and our conceptual objective was obvious.
Fact as ‘Yes’ and Opinion as ‘No’

‘Yes’ Statements:

-American Independence Day is celebrated on July 4th.
-Whales are mammals.
-Socrates was found guilty at his trial.
-Barack Obama is American.
-Mitt Romney worked for Bain Capital.

‘No’ Statements:

-America is the best country in the world.
-Social issues have no place in politics.
-France has really good healthcare.
-Socrates was the wisest man for knowing he was not wise.
-Socialism is dangerous.

"Yes’ and ‘No’ Differences

All of the ‘yes’ examples are facts that can be proven through elementary research. The historical events, scientific categorization, specific date, and statement about an individual’s citizenship status are verifiable truths. The ‘no’ statements all involve speculation and are subject to various perceptions and analysis. Students may agree with the ‘no’ statements and be capable of increasingly developed arguments designed to defend their positions, but the element of subjectivity makes these assertions debatable and therefore opinion. The students reflect upon and discuss the critical attributes of facts and opinions as we explore the dynamics of each statement. With little difficulty, the students expand upon their understandings of the two concepts that are essential in making meaning out of political, social, and personal interactions throughout life.


Critical Attributes


Wrestling with ways to introduce the concepts of fact and opinion (which would also tie into the concept of assertion) it becomes clear that these two concepts apply across the board in every discipline both in and out of the school setting. Attempting to support opinions with collections of facts can be a highly personal and often emotional experience; experience that provides a vital catalyst to the memory retention and retrieval that Dr. Wolfe (Laureate, 2010c) tells us are essential to learning. As the semester continues the students are able to look back upon their previous perceptions of the current presidential election and the many issues associated with being an active member of a democracy; a place in which understandings grow with emotional and cognitive maturation. Our goal is not to simply record content as it passes by, but to witness the evolution of understandings.
In this case the relationship between hypothesis and data (reciprocity) integrated the importance of conceptual critical attributes and actual interaction with ‘real world’ issues. Dr. Silver (Laureate, 2010c) speaks truth when he tells us that concepts=power. In short order I have seen my students in Contemporary Issues coming alive as they sense that my lessons are valuable and all our earlier talk of Habits of Mind and neural plasticity make authentic sense. The power of learning was highlighted by the young adults, in some cases apparently newfound, ability to articulately dissect economic and social issues in a feed-forward forum where wonderings recursively presented themselves. Understandings of the concepts of fact and opinion were evidenced by the power to dissect and clarify information. They find mature ways to agree and disagree with each other while evolving personal world-view philosophies. The activity led naturally into the discussion of Assertions without any forethought from the teacher. The application of these concepts will continue recursively long after the bell rings.

Synthesis Activity

The teacher posts into a 21st Century Daily Newsstand Prezi and posts the ‘Yes’ and ‘No’ with a few facts and opinions floating around. The sentences are placed in their proper column the kids note the pattern with little difficulty and saliently moved into a discussion of the critical attributes (Laureate, 2010b) of the concepts. The students then, on their daily 5 by 8 card, wrote facts and opinion that jumped out at them while watching Mitt Romney and President Obama talk about health care. Next the teacher reads a concise explanation of Obamacare as the kids continued to write. The students share their interpretations of the real exercise in Democracy that they are quickly identifying as something that excites understandings. Potential societal roles become clear as they become informed and active and the classroom becomes a laboratory of relevant thought. Very exciting!
The acronym of TEMPO (Laureate, 2010c) seems to have fallen from the pages of Learning Driven Schools (Beers, 2006) as goal setting, checking for prior knowledge, transfer, processing, reflection, motivation, and focused, yet divergent, strategies seem to be different frameworks of our professional understandings for very similar experiences and potential future actions. At the core I feel that the model we present, on many levels, hinges on our respect for the awesome opportunity and responsibility we embrace each day.
Assessment
Student daily 5 by 8 cards serve as a record of both our activities and the students’ individual reflections and responses for the teacher to read and respond to each day. This order provides a framework for some very interesting sharing of thought as well as artwork. Their doodles are often quite creative as well and the freedom to express in this way inspires the artistically skilled and curious. By discovery in their own ways the students’ dopamine is clearly firing as the environment becomes a comfortable and vibrant community. Summative assessment (Beers, 2006) resides in the accumulation of our daily cards (and cartoons) leading to the formative activity of analytically watching the presidential debate with the objective of utilizing the concepts of opinion and fact.
Content without valuable connection to what we are beginning to understand about the functioning of our brains in the creation of memory and knowledge ownership is fragmented and unclear. The strategies offered us make clear connections to the higher-order thinking that can only occur when concepts are presented with a focus on what the broader relationship ideas have to one another. Dr. Silver (Laureate, 2010b) further posits that students enter our environments with a collection of concepts that can be rich or somewhat lacking in development. It is our task to recognize the power inherent in concept-attainment and to continually do what we can to enhance the ‘concept pool’ our students draw from as they attempt to make meaning of the world they wander. Though the assessment here is largely informal the teacher will be rewarded by the rapid increase in understandings displayed by the students once the concept of fact and opinion are well assimilated.

Brain-Based Lesson Value

This is precisely the type of brain activity Dr. Wolfe encourages (Laureate, 2010c) and the salience between this experience and the procedural strategies presented by Dr. Beers (2006) is hard to miss. The constructivist approach to teaching and learning (Beers, 2006, 42) posits that the environments in which we teach are of our own making and that through mindful pedagogy and practice we can elicit learning that is meaningful, relevant, and ultimately useful; depending on the recall networks that we provide. Metacognition is an essential element of the work undertaken every day both in and out of school and when the teacher is familiar with the function of the amygdala and dopamine release lessons can be productively created and initiated.
Dr. Silver (Laureate, 2010a) reminds us that knowing and understanding are very different experiences, yet allies in our efforts to reach our students in meaningful, long-lasting ways. He points out that the young people we work with come in each day with the persistent request that we, as teachers, ‘help them understand’ the world around them. Mathematics, science, history and truly every discipline have authentic connections to the lives of these kids and we remain mindful of the immense opportunities and responsibility embraced by educators around the globe. When we understand the brain and its relation to learning our own work becomes focused and meaningful in ways that we can articulately share in our professional forums. Theory is no longer supposition when science supports our pedagogy.
Dr. Wolfe (laureate, 2010c) tells us that brain-based research informs us that student brains change daily. New content has set the stage for recursively propelled networks and our objective becomes one of embracing the evolution of personal knowledge and enhancing the students’ role in the global community. This apparently tall order is actually quite simple to fill when educators are aware of brain-based research and model the process of enthusiastic inquiry we seek for students, peers, and ourselves.

Too often we...enjoy the comfort of opinion without the discomfort of thought.
-John Fitzgerald Kennedy






References

Beers, B. (2006). Learning-driven schools: A practical guide for teachers and principals. Alexandria,
VA: Association for Supervision of Curriculum and Development.

Laureate Education, Inc. (Executive Producer). (2010a). The Understanding Model [Webcast]. Baltimore,
MD: Author.

Laureate Education, Inc. (Executive Producer). (2010b). Concept Attainment Strategy [Webcast].
Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2010c). The Mastery Model [Webcast]. Baltimore, MD:
Author.
Sociology Final
1) Gather all cards (topics)
2) Pick a card (topic)
3) Which Sociological Perspective and why?
4) Which Sociologist and why?
5) Apply 20 Terms

Functionalist
Interactionist
Conflict

Durkheim
Marx
Spencer
Compte
Weber
Theorists
Perspectives

Functionalist Perspective
Conflict Perspective
Interactionist Perspective
Sociology Glossary
The scientific field that seeks to understand the nature and causes of individual behavior and thought in social situations
Resources
Introduction
What would you do? Race and Shopping
Too often we enjoy the comfort of opinion
without the discomfort of thought.
John F. Kennedy

Reflect
Is human behavior unpredictable? Elaborate on your answer please.
Full transcript