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    Thinking Critically About Society An Introduction To Sociology 1st Edition Russell Westhaver Solutions Manual 1

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    Ethel Himes
    This document provides teaching resources for a chapter on social relationships and social status positions from a sociology textbook. It includes learning outcomes, descriptions of exercises and activities teachers can use to help students understand key concepts. Some examples given are having students map kinship diagrams to illustrate social norms and roles, conducting surveys to identify social norms in their class, and using films of social psychology experiments to demonstrate how social roles and status positions influence behavior. The goal is for students to recognize the interplay between social relationships, norms, roles and status, and how this shapes human experiences and actions.

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    Thinking Critically About Society An Introduction To Sociology 1st Edition Russell Westhaver Solutions Manual 1

    Uploaded by

    Ethel Himes
    128 views4 pages
    This document provides teaching resources for a chapter on social relationships and social status positions from a sociology textbook. It includes learning outcomes, descriptions of exercises and activities teachers can use to help students understand key concepts. Some examples given are having students map kinship diagrams to illustrate social norms and roles, conducting surveys to identify social norms in their class, and using films of social psychology experiments to demonstrate how social roles and status positions influence behavior. The goal is for students to recognize the interplay between social relationships, norms, roles and status, and how this shapes human experiences and actions.

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    Thinking Critically About Society an Introduction to Sociology 1st Edition Russell Westhaver Solutions Manual 1

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    This document provides teaching resources for a chapter on social relationships and social status positions from a sociology textbook. It includes learning outcomes, descriptions of exercises and activities teachers can use to help students understand key concepts. Some examples given are having students map kinship diagrams to illustrate social norms and roles, conducting surveys to identify social norms in their class, and using films of social psychology experiments to demonstrate how social roles and status positions influence behavior. The goal is for students to recognize the interplay between social relationships, norms, roles and status, and how this shapes human experiences and actions.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    128 views4 pages

    Thinking Critically About Society An Introduction To Sociology 1st Edition Russell Westhaver Solutions Manual 1

    Uploaded by

    Ethel Himes
    This document provides teaching resources for a chapter on social relationships and social status positions from a sociology textbook. It includes learning outcomes, descriptions of exercises and activities teachers can use to help students understand key concepts. Some examples given are having students map kinship diagrams to illustrate social norms and roles, conducting surveys to identify social norms in their class, and using films of social psychology experiments to demonstrate how social roles and status positions influence behavior. The goal is for students to recognize the interplay between social relationships, norms, roles and status, and how this shapes human experiences and actions.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    Thinking Critically About Society An Introduction to

    Sociology 1st Edition Russell Westhaver Solutions


    Manual
    Download full solution manual + test bank at:
    https://testbankpack.com/

    Thinking Critically About Society: An Introduction to Sociology


    Teaching Resource Guide

    Russell Westhaver

    Chapter 5 Social Relationships and Social Status Positions

    Learning Outcomes

    1. Social Relationships and Social Status Positions: students should be able to define
    what a social status position is as well as describe some of the features of a social
    status position (achieved, ascribed, and master).
    2. Social Status Positions, Norms, and Roles: students should be able to define what
    social norms and social roles are, describe their relationship to social status
    positions, and explain how they influence action and thought.
    3. The Ambiguity and Contradiction of Social Norms and Social Roles: students
    should be able to understand what it means to say that social norms and social
    roles are ambiguous and contradictory. Students should also be able to use this
    understanding to explain why social norms and roles guide, rather than determine,
    thought and behaviour.
    4. The Strength of Social Status Positions: students should be able to use the work of
    Milgram to understand the enormous influence social norms and social roles have
    on the human experience.
    5. Social Status Positions, the Sociological Imagination, and Critical Thinking:
    students should be able to explain how the idea of a social relationship furthers
    our understanding of the sociological imagination and how this idea can be
    connected to the practice of critical thinking.
    Page 1
    Westhaver IRM
    © 2013 McGraw-Hill Ryerson
    1. Social Relationships and Social Status Positions
    This section introduces students to the notion of social status position and a range
    of related concepts to help them develop consolidated understanding of what “social
    relationship” means. Adams (1993) describes an exercise, suitable for larger classes, in
    which students are asked to work through an extended kinship diagram. The exercise is
    designed to illustrate the meaning of social status position. The strength of Adams’
    (1993) exercise is that as students can be introduced to the concepts of social norms and
    social roles as their attention is drawn to the appropriate relationship between various
    kinship categories. Kinship categories can also be used to illustrate the distinction
    between ascribed and achieved social status positions. Marciano (1986) describes a
    discussion exercise in which students are asked to explain how they know the sex and
    gender of their instructor. While the activity is useful for making explicit the implicit
    assumptions students have about sex and gender, it can also support students’
    understanding of the notion of master status.

    2. Social Status Positions, Norms, and Roles


    To support students’ understanding of how social relationships influence action
    and thought, this section draws on the concepts of social norm and social role. Breaching
    exercises are relatively straightforward means to help students to develop concrete
    understandings of the nature and impact of social norms. Rafalovich (2006) provides both
    a set of general guidelines for breaching exercises as well as particular breaching
    exercise. He asks students to “hold up” a line by not moving forward in a public setting
    like a coffee shop or store. An strength of Rafalovich’s (2006) discussion is his use of the
    breaching exercise to speak to particular sociological concepts (in this case, anomie) in
    addition to the general notion of social norms. In Schneider (2002) breaching exercise in
    which students are given the option of imagining rather than actively breaching a norm.
    A further refinement of general guidelines for breaching exercises can be found in
    McGrane’s (1993) Zen inspired reflections (in which he asks students to stand in a public
    space for ten minutes, doing nothing). Unlike Schneider (2002) McGrane (1993) provides
    compelling sociological and pedagogical reasoning for demanding that students actually
    do the breaching activity. Miserandino (1992) describes a means for studying social
    norms that does not relying on breaching activities. Students are asked to conduct a short
    survey measuring attitudes to the amount of time students spend doing homework during
    a typical week. Students are then provided guiding questions for help identify the ideal
    behaviour, the range of tolerable behaviour, and the intensity of the norm. A subsequent
    discussion involves collating the entire class’ data to illustrate the extent of the norm.
    While Miserandino (1992) activity focuses on attitudes to homework, she also provides
    ideas for exploring other norms or comparing the same norm among different groups.
    Winston (2007), in another non-breaching activity, asks students to introduce themselves
    to each other during the first day of class in order to identify and understand social
    norms. Discussion guides students to see a common pattern to introductions (in terms of
    content) and identify a common set of norms that guide this interaction. In all of these
    exercises, discussion can be used to help students identify the way a range of social
    Page 2
    Westhaver IRM
    © 2013 McGraw-Hill Ryerson
    norms cluster together as social roles and the social status positions to which these social
    roles are connected.

    3./4. The Ambiguity and Contradiction of Social Norms and


    Social Roles and The Strength of Social Status Positions
    Sections 3 and 4 of this chapter provide students with an opportunity to
    understand that while social status positions, social norms, and social roles do not
    perfectly determine what we do and think, they do exert considerable influence over the
    human experience. Section three uses the ambiguity and contradiction of social norms
    and social roles, along with the example of doctors who torture, to explain why norms
    and roles do not perfectly determine how we act and think. The documentary Doctors of
    the Dark Side (Davis, 2011) reviews evidence of medically supervised torture by the US
    military and may be used as a support for this discussion. Section 3 reflects on the Jewish
    Holocaust and Stanley Milgram’s studies on obedience to support students’ appreciation
    of the role social status positions, social norms, and social play in determining what we
    do and think. Milgram’s film Obedience, in which he documents some of his
    experimental work, provides an excellent opportunity to illustrate some of the general
    principles of this section. Zimbardo’s film Quiet Rage, with its emphasis on how the
    students involved in his famous study, became their roles, can be used for similar
    purposes. Abowitz (2002) and Friedman (1985) provide general insights for introducing
    students to a discussion of the Holocaust. Abowitz’s (2002) discussion of the role
    bureaucratic rationalization played in the Holocaust is particularly relevant for this
    section.

    5. Social Status Positions, the Sociological Imagination, and


    Critical Thinking
    This section asks students to reflect on grading in order to illustrate how the
    practice of critical thinking, in conjunction with sociological concepts, can be used to
    account for action and thought. Central to this discussion is encouraging students to
    interpret relevant background information/data through the concepts of social status
    position, social norms, and social roles. Two exercises from the pages of Teaching
    Sociology can be used to ask students to generate and understand background information
    in a similar way. Crone (1997) describes a panel debate activity, in which students are
    asked to debate from particular political stances while Grauerholz and Scuteri (1989) ask
    students to take on the identity of a member of a group to which they do not belong and
    write journals from this other perspective. Both activities present students with an
    opportunity to generate and gather background information about what we do and think
    and apply social status position, social norms, and social roles to that information in order
    to account for it.
    Page 3
    Westhaver IRM
    © 2013 McGraw-Hill Ryerson
    References

    Abowitz, D. A. (2002). Bringing the Sociological into the Discussion: Teaching the
    Sociology of Genocide and the Holocaust. Teaching Sociology, 30(1), 26-38.
    Adams, D. S. (1993). "Who Are Your Second Cousins?" A Lecture/Discussion
    Technique for Introducing "Status," "Norm," and "Role" in the First Year
    Sociology Course. Teaching Sociology, 21(1), 105-108.
    Crone, J. A. (1997). Using Panel Debates to Increase Student Involvement in the
    Introductory Sociology Class. Teaching Sociology, 25(3), 214-218.
    Davis, M. (Writer). (2011). Doctors of the Dark Side. Iraq/USA.
    Friedman, N. L. (1985). Teaching about the Holocaust. Teaching Sociology, 12(4), 449-
    461.
    Grauerholz, E., & Scuteri, G. M. (1989). Learning to Role-Take: A Teaching Technique
    to Enhance Awareness of the "Other". Teaching Sociology, 17(4), 480-483.
    Marciano, T. D. (1986). "How Do You Know I'm a Woman?": Freeing Up Role
    Constraints in Sexual Diversity. Teaching Sociology, 14(3), 191-192.
    McGrane, B. (1993). Zen Sociology: Don't Just Do Something, Stand There! Teaching
    Sociology, 21(1), 79-84.
    Miserandino, M. (1992). Studying a Social Norm. [Article]. Teaching of Psychology,
    19(2), 103.
    Rafalovich, A. (2006). Making Sociology Relevant: The Assignment and Application of
    Breaching Experiments. Teaching Sociology, 34(2), 156-163.
    Schneider, F. W. (2002). Applying Social Psychological Concepts to a Norm-Violation
    Experience. [Article]. Teaching of Psychology, 29(1), 36-38.
    Winston, F. (2007). First Day Sociology: Using Student Introductions to Illustrate the
    Concept of Norms. Teaching Sociology, 35(2), 161-165.

    Page 4
    Westhaver IRM
    © 2013 McGraw-Hill Ryerson

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