Social Structure & Social Issues Unit History & Politics of

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Social Structure Social Issues Unit

• History Politics of Community
• SITES
• 2006

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Sociology vs. Psychology
Sociology is the study of human society
Psychology is the study of the human thought
process and behavior
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PSYCHOLOGY

• Focuses on individual behavior
• Science that deals with the behavior and thinking
  of organisms.

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SOCIOLOGY

• The science that studies human society and social
  behaviors.

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• Through sociology we have insight into how our
  social environment shapes us and how we can shape
  our social environment.

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• Sociology can help us
• Gain a new view / perspective for ourselves
• Identify our behavior as a result of
• Social factors
• Learned behavior

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Values

• Values determine for us what is desirable in our
  life
• If we learn other peoples values we learn about
  other people
• Values underlie our preferences, our choices,
  indicate what we deem as worthwhile in our
  society.

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Ethnocentrism

• The practice of judging a different culture or
  society with personal bias.
• Viewing ones own culture and group as superior.
• Ethnocentrism using ones own ethnicity as the
  true and acceptable culture.

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Cultural Relativity

• The belief that cultures should be judged by
  their own standards.
• (Understanding from the point of view of the
  members.)
• We cannot judge foreign peoples way of life by
  merely comparing them to Americans.

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Norms
See next slide for definitions
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• Norms are
• expected behaviors by members of a society.
• Shared rules of conduct that tell people how to
  act in specific situations.
• Important to the stability or well-being of
  society. Fomalized as laws.
• Remember Norms are expectations for behavior,
  not actual behavior.

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NORMS

• Norms are particular ways that we act, and
  prescribed behavior and rules governing our
  everyday life.
• With Norms come sanctions, rewards, punishments -
  you receive approval or disapproval for upholding
  or violating norms.

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• Positive and negative sanctions, rewards, or
  punishments occur that are social consequences if
  we adhere or violate a norm.
• Rewards are smiles, claps, hugs, high 5, prize,
  trophy, money negative sanctions or punishments
  are frowns, stares, fists, harsh wordsnorms
  become laws!

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• There are norms that govern us in everyday life.
• How do you act at Church? A ballgame? Greeting
  someone? A rock concert?

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Laws

• A written rule of conduct.

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• Laws are norms with strict and formal sanctions,
  punishments - to violate a law is to violate
  society itself.
• Enforcement is reserved for those in positions of
  authority.
• Formal legal codes are necessary to manage
  relationships in interdependent, self interested,
  contractual societies.

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Laws

• Criminal law has to do with formal, clear
  definitions, specialization, and enforcement.
  Prohibits behaviors such as murder, fraud,
  desecrating sacred objects or places.
• Civil law has to do with social relations,
  disputes, compensation, loss through negligence -
  example family law.

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• Folkways are
• casual and sometimes habitual behaviors.
• important for defining etiquette and daily
  interaction,
• BUT society would not fall apart if they
• were not followed.

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Folkways

• These are norms that are not strictly enforced,
  we expect people to comply, but if they dont we
  dont make a big deal about it. Situational
  Walking on one side of the sidewalk, going up and
  down stairs, elevator behavior
• Customs, habits, commonly accepted practices

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Folkways

• Usually involve unimportant matters table
  manners, accepting your place in line rather than
  cutting ahead, wearing appropriate clothing.
• Few restrictions, and mild sanctions.

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http//www.emilypost.com
folkways
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• http//www.sites4teachers.com/links/redirect.php?u
  rlhttp//ali.apple.com/edres/parents/playgrd/mann
  ers.shtml
• School Etiquette
• What Annoys Other Kids?
• Asking to borrow others' things all the time.
• Not asking to borrow but borrowing anyway.
• Going into other people's desks without
  permission.
• Calling people unkind names.
• Whispering about others and just plain
  whispering.
• Always keeping your hand in the air and demanding
  that the teacher listen to you, not others.
• Calling people to get the homework assignment the
  teacher gave in class. (This is okay, of course,
  if you were absent.)
• Bothering others.
• Sending secret notes.
• Not being willing to share.
• Making a book or sheet of paper about whether you
  like people in your class or not.
• Ignoring people.
• Giving out party invitations in the classroom,
  but not giving one to everyone.
• Saving seats at lunchtime.
• Getting upset when you don't win.
• Making fun of what people are wearing or how they
  talk.

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• What Annoys Teachers?
• All of the things (above) that annoy kids also
  annoy teachers.
• Acting like you don't like what the class is
  doing. Saying you are bored.
• Not knowing what the class is doing.
• Complaining about little things that you can
  handle yourself.
• Not telling the teacher when you need to about
  important things.
• Minding other people's business.
• Complaining about being partners with some people
  in your class.
• Always giving excuses.
• Not being thoughtful to classmates and teachers.
• Not listening to other teachers.
• Not realizing that your job is to be a student.

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• Table Manners
• Good table manners are a matter of common sense
  and should reflect the most logical choices.
• One of the most important things to remember is
  to be natural, without drawing attention to
  yourself.
• It is best to give the appearance of being
  confident, yet comfortable.

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• POSTURE
• When eating, sit close enough to the table so
  each bite is brought to the mouth without having
  to lean
• forward. Sit straight at the table without
  sitting stiffly.
• ELBOWS
• Elbows should not be placed on the table, but
  kept close to the side so they dont interfere
  with those
• sitting next to you. When a hand is not in use,
  place it in your lap, or if it is more
  comfortable, rest your forearm on the edge of the
  table.

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• TABLE SETTINGS
• An attractive table setting makes the food look
  and taste better and provides a positive
  experience for each guest. The table setting
  gives the host/ hostess an opportunity to express
  creativity, while the guests see the effort that
  has been made in their behalf.
• PLACE SETTINGS
• Each place setting should consist of the main
  plate in the center, with the forks placed on the
  left and knives on the right. Spoons are placed
  to the right of the knives, and the water glass
  is placed at the tip of the knife. A second
  beverage glass would be placed to the right of
  the water glass. The bread and butter plate
  belongs
• at the tip of the forks, and the salad plate
  usually goes to the left of the forks and a
  little above. When no bread and butter plate is
  used, the salad may go at the tip of the forks.
  The napkin is placed directly to the left of the
• forks and dinner plate, but if the table is
  crowded, it may be placed under the forks,
  directly on the plate or in the
• center of the place setting.

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• NAPKINS
• When seated at the table, if you are the guest,
  wait until the host/hostess has taken up his or
  her napkin
• before placing it on their laps, or when the
  host/hostess asks the guests to proceed.
• When the host/hostess picks up his/her fork,
  you may pick up yours and begin to eat. The
  napkin remains in your lap until after the meal
  and should then be placed loosely gathered on the
  table next to the plate.
• If you need to leave the table during the meal,
  the napkin should be placed on the chair and then
  back in the lap after you return to the table.

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• UTENSILS
• Knowing which utensil to use will increase
  self-confidence and foster a more relaxed
  atmosphere.
• Silverware is placed in order of its use. Always
  remember to begin with the silverware on the
  outside of the place
• setting and work from the outside in. If in
  doubt, watch the hostess or someone else at the
  table who is confident
• in using the utensils.
• Cut up food as it is eaten, not all at once.
• When finished eating, place the used fork and
  knife
• on the plate, sharp side of knife facing in,
  fork next to knife.

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• BEVERAGES
• Wait to sip beverages until your mouth is empty
  and has been wiped with a napkin. The only
  exception to this is when your mouth has been
  burned with hot food, you may take a drink with
  food in your mouth. Do not gulp or guzzle
  beverages.

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• CONVERSATION
• When talking at the table, there should never be
  any food in your mouth. Remember the saying,
  Dont
• talk with your mouth full! Chew with your mouth
  closed, without talking. Guests should not draw
  attention to themselves by making unnecessary
  noise either with their mouth or with their
  silverware.

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• SEASONINGS AND CONDIMENTS
• Guests should always taste the food before
  asking for salt and pepper, so as not to offend
  the cook. When you use the condiments on the
  table, place a portion of each condiment desired
  on the plate beside the food, not directly on the
  food itself, i.e., cranberry sauce is placed on
  the dinner plate, not on the meat. If there are
  no condiments on the table, it is not polite to
  ask for them.

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• FORMAL SERVICE
• Guests are almost always served from their left,
  and plates are cleared from their left. Drinks
  are served
• from their right and cleared from their right.
• INFORMAL SERVICE
• When a serving dish is passed around the table
  instead of being individually plated, it should
  be passed
• counterclockwise, to the right. You should take a
  reasonable portion and never take more than can
  be finished.

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• REACHING
• Guests may reach for food that is close to them,
  as long as they do not have to stretch for it and
  do not reach across another guest. If the food is
  across the table, ask politely for it to be
  passed.
• FINGER FOOD
• Some foods may be eaten with fingers. If you are
  not sure if it is acceptable, follow the example
  of the host/hostess or use the neater and easier
  way to eat the food. When finger foods are
  served, take the food from the serving dish and
  place it on the plate before eating it.

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• REMOVING FOOD FROM MOUTH
• If a piece of food must be removed from the
  mouth, do it the same way that it was put in and
  place it on the plate. A pit or small bone should
  be removed with fingers. The most important thing
  to remember when
• removing food is to do it with as little show as
  possible.

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• Natural table manners take practice, and the best
  place to practice is at home. If manners at the
  table are insisted upon at home, they will more
  likely become second nature. Once good table
  manners become automatic
• you will feel more relaxed and comfortable, and
  the conversation and food will be enjoyed much
  more.

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Good Messaging Manners In cyberspace, people
cant see your facial expressions or hear your
tone of voice. They have only two ways of judging
what youre thinking. One way is by the words
you choose. The other is by the manners you use.
So, choose them wisely.
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Manners Netiquette Good Messaging Manners Dos
and Donts for Any Message ?? Do get right to the
pointsome people have many messages to read. ??
Dont type in UPPERCASEit means youre
shouting. ?? Dont use slang or rude language. ??
Do check your spelling, grammar, and
punctuation. ?? Do think twice before using
sarcasm. Without hearing your tone of voice,
or seeing your facial expression, its nearly
impossible to know that a message is
sarcastic. ?? Do use smileys, or emoticons, to
make your message clearer. ?? Do stay calm when
you get a rude message. Dont respond to an
angry reply. A flame warbattling with hot, angry
wordsis bad manners. Use please and thank you.
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• Mores (MOR-AYS) are widely observed and respected
  behaviors with great moral significance.
• Violation of mores can endanger the well-being
  and stability of society.

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Types of Norms

• Mores Means manners in French. Mores are
  norms that are essential to American Values,
  close to legalistic.
• Attitudes from the past, habituated, very little
  deviation allowed
• Duties, obligations, common to cultural morality

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Types of Norms

• Mores The fundamental ideas about what is
  right/wrong, virtuous and sinful.
• Important because they involve moral vision based
  on social cohesion, continuity, and community in
  human life.
• Mores eventually become LAWS.
• Part of social life, not changing.

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Mores

• Strict enforcement, and insistence on conformity,
  we learn through socialization via our
  institutions in society.
• Examples prescribed gender roles Americans
  eat beef, not horse, dog, cat you do not expose
  your genitals in public

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• Taboos are forbidden practices for moral, social
  or religious reasons.

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Taboo

• A taboo is a norm so strongly ingrained that to
  violate it creates disgust, revulsion, horror -
  the thought of it makes people sick
• Eating human flesh - cannibalism
• Incest - having sex with relatives
• Pedophilia - adults having sex with children

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ValuesShared beliefs about what is right or
wrong, good or bad, desirable or undesirable.
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• Societal Values are culturally defined standards
  of desirability.
• Personal Values are individually defined
  standards of desirability.
• VALUES TOURNAMENT ACTIVITY

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• Socialization
• Case Study (pg. 115)

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Socialization

• The lifelong social experience by which
  individuals develop their human potential and
  learn culture.

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• Humans need social experience to learn their
  culture and survive.

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• Social experience is the foundation of
• Personality A persons fairly consistent
  patterns of acting, thinking, and feeling.
• We build a personality by internalizing (takin
  in) our surroundings.
• Without social experience personality does not
  develop.

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Personality

• -is the total of behaviors, attitudes, beliefs
  and values that are characteristic of an
  individual.
• -Personality traits determine how we adjust to
  the environment and how we react in specific
  situations.
• - No to individuals personalities are exactly
  alike.

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PersonalityDevelopment

• More obvious during childhood
• Personality traits tend to change at a slower
  rate.
• Most adults appear to maintain stable
  personalities over time.

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Heredity

• The transmission of genetic characteristics
  from parents to children
• OR
• Environment that gives rise to personalty and
  social behavior.
• (Nature v Nurture)

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Agents of Socialization

• Family
• School
• Peer Groups affect socialization process
• Mass Media
• Religion

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GROUPS

• A set of two or more people who interact on the
  basis of shared expectations and who possess some
  degree of common identity.

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• A group can be very small.
• Two people on a date
• A group can be very large.
• 500 soldiers at boot camp

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• A group can be very intimate.
• A family
• A group can be formal.
• People attending a conference

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4 requirements for a group

1. There must be 2 or more people
2. There must be interaction.
3. The members of the group must have shared
   expectations.
4. The members must share some sense of common
   identity.

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Organizationof groups

• The organization can be formal or informal.
• Formal The structure, goals and activities of
  the group are clearly defined.
• Informal There is no official structure or
  established rules of conduct.

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Size of groups

• Groups can vary in size

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Groups

• Dyad a group consisting of two people.
• Each member has direct control over the groups
  existence.

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• Triad a group consisting of three people
• The group takes on a life of its own, independent
  of any individual member. No one person can
  disband the group.

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• Audience - A group of people with a common focus
  of attention.

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• A mob is a temporary group without control

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5 Basic Social Institutions

• Family
• Religion
• Education
• Economy
• Government/Politics

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Family

• Socialization of individuals
• Regulation of sexual activity

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Religion

• Instilling values and principles
• Giving members of society a sense of purpose
• Creating social cohesion (unifying people through
  symbols, values, and norms)

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Education
Passes on knowledge to members of society
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Economy
Organizes production, distribution, and
consumption of goods and services
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Government/Politics

• Distribution of power, protects members from

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Associations

• Organized groups within social institutions
• i.e.,
• Family The Smith Family
• Religion John Knox Church
• Education Pine School
• Economy Key Bank
• Government/Politics The Ohio Senate

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Social Control

• The process whereby a group or society enforces
  conformity to norms and values

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