Send the link below via email or IMCopy
Present to your audienceStart 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
Transcript of Sociology
Sociology Terms and Music
The Sociology of Music
1) Song title:
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 ?
C. Wright MillsSymbol
Cultural Conformity and Adaptation
Deviance and Social Control
Juvenile Justice System
Crime Against Property
Criminal Justice System
Socializing the Individual
George Herbert Mead
Mass Media Total Institution
Nature vs. Nurture
Social Structure Terms
Iron Law of Oligarchy
Division of Labor
Test Tube Baby
Sociology Terms: Cultural Diversity
A sociological approach that emphasizes the way that parts of a society are structured to maintain its stability.
A sociological approach that generalizes about fundamental or everyday forms of
A sociological approach that assumes that social behavior is best understood in terms of conflict or tension
between competing groups.
Sociology Perspectives and Theorists
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?
What is a theory?
A theory is a systematic explanation of the relationships among phenomena
Founder of Sociology
Solutions to Chaos
Influence of Darwin
Do not correct social ills
“Survival of fittest”
First Sociology class in France
Groups within society;
Not the whole
Go beyond observation
The science that studies human society and social behavior.
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
Social scientist should NOT be passive observers
Andes Survivors and Social Construction
Week 1 Terms
Status and Roles
the position of an individual in relation to another or others, especially in regard to social or professional standing.
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.....
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
Competition and Change
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
Conflict leads to social change
Change is inevitable
How individuals interact
Response in day-to-day relations
Attach meanings to behavior of others
Agreed upon symbols
Objects, gestures, words, events,
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
Thought and feelings unimportant
Fact or Opinion: Concept Attainment Strategy
Richard A. Hopkins, Jr.
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’
-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.
-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.
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.
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.
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
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,
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:
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
The scientific field that seeks to understand the nature and causes of individual behavior and thought in social situations
What would you do? Race and Shopping
Too often we enjoy the comfort of opinion
without the discomfort of thought.
John F. Kennedy
Is human behavior unpredictable? Elaborate on your answer please.