CH-11-14 Sexualities and Gender Stratification – Sociology My Compass for a New World : Book Guide

This Document Contains Chapters 11 to 14 Chapter 11 – Sexualities and Gender Stratification 1. LEARNING OUTCOMES (WITH BLOOM’S TAXONOMY) After completing this chapter, students should be able to: • Differentiate between sex (which is biologically determined) and gender (which is largely a social and cultural product). • Recognize the social influences behind the development of conventional gender roles and attitudes. • Explain the ways in which conventional gender ideologies play a role in workplace-based gender inequality. • Recognize the contribution of gender inequality to male aggression against women. 2. WHY IS THIS CHAPTER IMPORTANT TO SOCIOLOGY STUDENTS? Students are living in a highly contradictory era with respect to gender: there is widespread and increasing public recognition of gender inequality; however, there is also much deeply entrenched sexism in the taken-for-granted realm of popular culture. These contradictions present an important opportunity to assist students in developing a critical understanding of gender. No sociological topic is closer to home for students than that of gender and sexuality, as it is an integral part of their daily experience. Discussion about heteronormativity, for example, will probably be met with some initial resistance, but students will fundamentally “get it,” for the simple reason that it describes the social space in which they live. 3. WHY SHOULD STUDENTS CARE? Students’ lives are permeated with gender socialization (home, school, television, movies, social media, interactions with friends, etc.) and, as such, they may be “unconscious” of how their actions, attitudes, and behaviours are an emergent result of the gender roles they are playing. Greater awareness of the social construction of gender may result in more positive life choices and decisions for themselves. Our heteronormative culture, which privileges heterosexuality as normal and natural, creates and fosters a climate where LGBTQ are (tend to be) considered “ab”normal and “un”natural, which in turn leads to sexual prejudice, discrimination, bullying, and other forms of violence. Students require this knowledge for comprehending current events (i.e., the bullying and subsequent suicides of gay youths) and for understanding their own sexual identity and personal experiences. 4. WHAT ARE COMMON STUDENT MISCONCEPTIONS & STUMBLING BLOCKS? Students may be aware of gender stereotyping in the media as a result of coursework in high school and so on, and therefore disengage themselves (“yeah, I heard this all before...”). But despite this “knowing” of gender stereotypes, they may be unconscious of their own gender stereotypical thoughts. Providing them with opportunities to question, examine, and challenge their own beliefs and thought patterns may encourage a deeper engagement by the students (see below for suggestions). Even though students may be aware of sexism at a personal and individual level, they lack an understanding of the pervasiveness of sexism and its institutionalized versions that biases opportunities for women and men. Exploration into, and discussion of, institutionalized forms of sexism may help students to develop and deepen their understanding of this issue. (See, for instance, the Malcolm Gladwell talk mentioned below). Students may be under the misconception that gender ideologies victimize only women; they may have some difficulty accepting that the same forces are also restrictive for men in many ways (career choices, body image, acceptable models of masculinity), although not as pervasively as for women. The concept of heteronormativity: Students need time to discuss and understand this pervasive and institutionalized ideological system that naturalizes heterosexuality as universal and to explore the ways it has shaped their view of normalcy and “legitimate” relationships. 5. WHAT CAN I DO IN CLASS? At the start of class: “Girl or boy?” Present photos of babies with no “identifying” markers of what sex they are and ask students, “Is it a ‘boy baby’ or a ‘girl baby’?” Continue with pictures of babies wrapped in blue/pink blankets, wearing blue/pink clothing, and so on, and ask students “boy or girl?” and the justification for their answer. Discuss how and why we assign colours and clothing to differentiate boys from girls; ask for examples of other gender stereotypes (i.e., toys, sports, school subjects, etc). Documentary: Too Fast to Be a Woman? Watch the first 5 min., 20 sec. of this 45-minute documentary (available at http://www.cbc.ca/documentaries/passionateeyeshowcase /video.html?ID=1836060745) and ask students whether they believe Caster Semenya (runner and winner of the 800 metre World Championship in 2009) to be a male or a female? Have them explain their answer. Video clip: “Having A Good Attitude & Being Courteous in the Office.” Show the first few minutes of this 1952 training film for secretaries. (6:49; available at https://www.youtube.com/watch?v=d3xMgFHOL2w) Discuss what particular qualities are being promoted for women, and bridge in to the topic of gender. “History is gonna change”: “Every man wants to wear a dress once in a while. It’s liberating. I’m not restricted by gender barriers,” explains Andrej Pejic. Display pictures of Pejic—an androgynous model who, in the Paris fashion shows of January 2011, walked in both men’s and women’s shows. Discuss. “Doing gender visually”: “You only need to draw their [students’] attention to their own gendered presentations and ask them to ‘see the familiar as strange’.” See Nathan Palmer’s exercise at http://sociologysource.squarespace.com/home/2011/11/21/doing-gender-visually.html. Throughout the class: Think/Pair/Share: Ask students to recall a time when they mistakenly assumed a male to be female (female to be male), describe the incident to a classmate and explain/discuss how they felt and the reactions of the others privy to the encounter (e.g., a person on the phone whose voice was hard to categorize as male/female; an encounter in a store with a new mother and mistaking her child to be of the opposite sex; an email/mail correspondence, etc.). [Remember/Apply/Analyze] Think/Pair/Share: Does knowing the “sex” of a person “shape” the social interaction? Ask the students to imagine that they are to write an email/letter to an “unknown to them” person with the name of Chris Brown (or Taylor or any other androgynous/unisex name). What challenges might be experienced? Discuss with a classmate. [Apply/Analyze/Evaluate] Class discussion: “Gender Inequality in Hiring.” (Note: The following video was mentioned for possible use in Chapter 5—if used then, make reference to it to demonstrate to students the interconnectedness of all things social.) View the first 9 minutes of “Big Ideas: Malcolm Gladwell on his bestselling book Blink – 2005” (available at http://ww3.tvo.org/video/164911 /malcolm-gladwell-his-best-selling-book-blink-2005) and discuss gender inequality in the workplace. Ask the students to volunteer examples of other (possible/potential) inequitable hiring practices, and to suggest practical solutions to this inequity. [Understand/Apply/Analyze/ Evaluate/Create] Debate (small group discussion): Introduce students to “Storm”—the child whose parents, Kathy Witterick and David Stocker from Toronto, Ontario, are raising to be “genderless.” (See article, “Parents keep child’s gender secret” [May 21, 2011] by Jayme Poisson, available at http://www.thestar.com/life/parent/2011/05/21/parents_keep_childs_gender_secret.html). Is this a progressive and long overdue stance in child raising or is it a “bad social experiment” with terrible repercussions? (http://abcnews.go.com/Health/baby-storm-raised-genderless-gender-dangerous-experiment-child/story?id=13693760) Encourage students to utilize theories/concepts and other information from the chapter to substantiate their position. [Understand/Apply/Analyze/ Evaluate] Class discussion/Debate: The David Reimer case. Have students analyze the text discussion of the Reimer case (pp. 274–276) in terms of whether it is using the case to argue that gender is socially constructed or biologically determined. Then, divide them into two groups for a class debate on the proposition “Be it resolved that the David Reimer case demonstrates that gender is socially constructed rather than biologically determined.” [Understand/Apply/Analyze/ Evaluate] Class activity: “If two dudes kiss at a party does that mean they’re gay?” See Nathan Palmer’s (2010) posting “Teaching Sexuality & Gender” for instructions (available at http://thesocietypages.org/sociologysource/2010/11/08/teaching-sexuality-gender/), and a link to “pop quizzes” that are two versions of the same story (except for the names of the two young people—one has female names, the other male names). Discuss/debrief. [Understand/Apply/ Evaluate] Video lecture/discussion: Is anatomy destiny? (2010). In this TED talk, Alice Dreger challenges the notion that biologically based sexual differentiation is a simple matter by giving examples from cases of intersexed people, including South African runner Caster Semenya. (18:48; available at http://www.ted.com/talks/alice_dreger_is_anatomy_destiny#t-9489) (Note: Viewing up to the 8:07 mark might be preferred, as her topic shifts somewhat away from gender after that point.) Documentary: Too Fast to Be a Woman (CBC – Passionate Eye; 45 min.) Addresses the dichotomy of “male/female” in sports, and how one is determined to be an either/or for the purposes of competition. Available at http://www.cbc.ca/documentaries/passionateeyeshowcase /video.html?ID=1836060745. (See also Gender Verification No More? [Myron Genel, 2000], available at http://ai.eecs.umich.edu/people/conway/TS/OlympicGenderTesting.html and “Sports Officials to Issue Guidelines on Ambiguous Gender Cases” [Stephen Wilson, 2010], available at http://www.thestar.com/sports/article/893704--sports-officials-to-issue-guidelines-on-ambiguous-gender-cases for additional information). View and discuss. [Understand/Apply/ Analyze/Evaluate] Video lecture/Discussion: Make Love Not Porn (2009). This short (4:29) TED talk by Cindy Gallop makes a forceful case for how pornography fosters myths about sexuality. (Note: talk makes explicit sexual references.) (Available at http://vimeo.com/69296434). Discussion can be wide-ranging. [Understand/Apply/ Analyze/Evaluate] Think/Pair/Share: Pornification/Hypersexualization in the media. Have students review pp. 282–284. You can also direct them to, or summarize, the journal article “Equal Opportunity Objectification? The Sexualization of Men and Women on the Cover of Rolling Stone” (available at http://seejane.org/wp-content/uploads/Hatton_Trautner_Sexuality_and_Culture.pdf) Ask students whether they agree or disagree with the pornification thesis, and with the idea that it affects men as well as women. [Understand/Apply/Analyze/Evaluate] Video/Discussion: Feminism. Ask students to review the discussion of feminist approaches in the text (pp. 294–295), and then play them all or part of actor Emma Watson’s 2014 speech to the UN. (13:54; available at https://www.youtube.com/watch?v=p-iFl4qhBsE). Ask students whether any of them would call themselves feminists. If so, which feminist approach do they agree with? If not, what are students’ negative attitudes about feminism? 6. HOW WILL I KNOW THAT MY STUDENTS HAVE LEARNED THE LOs? Writing assignment: Direct students to the University of New Hampshire Prevention Innovations website (available at http://www.unh.edu/preventioninnovations/index.cfm ?id=BCB854FC-A632-60A4-16DE8FF60B2EF070). Ask them to select and read two or three of the research/academic articles, then write and submit an analysis/critique of the “Bringing in the Bystander” program for preventing violence against women. Project/Reflection paper assignment: “Gender ‘posing’ in advertisements.” Similar to Rion Sabean’s “Men-Ups” calendar project—“a gender switch send-up of the classic girlie calendar” (see http://cltampa.com/dailyloaf/archives/2011/10/21/men-ups-usf-student-rion-sabeans-calendar-sensation)—ask students to select an advertisement from a magazine featuring either a male or female model. This ad is to be “recreated” and photographed utilizing a person of the opposite sex in the same pose. Submit the two representations and a reflection paper discussing the experience. Writing assignment: “Gender identity is as much a performance as a physical manifestation, even more so now that physically changing your gender (with body modification and surgery) is a real possibility.” Do you agree or disagree? Support your position. Writing assignment: Is homosexuality a lifestyle choice or a genetic predisposition? (Utilize a minimum of two scholarly sources for substantiation.) Given your position on this issue, explain heterosexuality. Set up an online survey tool account: (i.e., www.toofast.ca) and ask/instruct students to answer one or two questions, such as What did I learn today that precipitated an “aha” moment? What did I not understand in today’s class? (This provides you with feedback on the teaching, in addition to the student learning. The difficulties with understanding could then be addressed in the next class.) MindTap: Refer your students to http://www.nelson.com/student to access the MindTap for Sociology: Your Compass for a New World. MindTap is a personalized program of digital products and services that engages students with interactivity while offering students and instructors choice in content, platforms, devices, and learning tools. This resource includes quiz questions, videos, and articles that are accompanied by thought-provoking questions that challenge students to think critically about current issues and events. Ask students to utilize this learning tool, and bring to the next class any questions (difficulties) they may have in regards to information from this chapter. 7. HOW CAN I ASSESS MY OWN “PERFORMANCE”? A critical reflection on my own practice: insights and understandings: A. Did I get the attention of my students at the beginning of class? a. What did I do? Did it work? How? If not, why not? b. Did I get the right kind of attention, or the wrong kind? B. Did I allot enough time for student dialogue/participation/engagement in the learning process? a. If not, why not? b. Is there any material that can (or should) be minimized or removed in order to allow for student input and participation? c. Are there ways of transferring some of the content online to open up more time in class for participation and engagement? C. How could I incorporate more student input and participation? (e.g., clicker questions, think/pair/share, one-minute summaries) D. Were my students engaged and/or focused? If so: a. What tells me that they were? b. What concepts were we covering? c. What precisely were they engaged with and/or focused on? (i.e., video clip, documentary, debate, small group discussion, whole class discussion) d. Were there unexpected moments of engagement, i.e., in group discussion, that I recognized and incorporated? If not: a. When did I lose them? b. Why did they disengage/lose focus? E. Did I integrate formative assessment of student learning throughout the “lecture”? a. What did I do? b. Did these assessments suggest to me that they understood the key concepts? If not, was I prepared to alter my plan in response? F. Did I request feedback from the students on their learning experience in this class? i.e.: a. Submission of an “aha” moment they had b. Informal summary (point form) addressing two or three concepts covered c. Five (ten) minutes for “debriefing” at the end (of class or topic)—“What” are your questions? (not “Are there any questions?”) d. Refer students to an online survey (e.g., Blackboard learning system, toofast.ca). G. Some things to consider for the next class (modifications to consider when teaching this chapter again): a. What worked really well, and why? b. What could/should/might I do differently next time to improve student engagement and learning? H. What did I learn about this topic? What insights did I gather from my students? Were any of those insights surprising to me? I. What did I learn about my teaching, and what can I do to modify my teaching as a result? 8. WHAT OTHER RESOURCES ARE AVAILABLE? [Supplementary Resources] Bell, Philip, and Marko Milic. 2002. “Goffman’s Gender Advertisements revisited: combining content analysis with semiotic analysis.” Visual Communication, Vol. 1, No. 2 (June 2002), pp. 203–222. Butler, Judith. 2004. Undoing Gender. New York: Routledge. Dalley, Phyllis, and Mark David Campbell. 2006. “Constructing and Contesting Discourses of Heteronormativity: An Ethnographic Study of Youth in a Francophone High School in Canada.” Journal of Language, Identity, and Education. Vol. 5, No. 1, pp. 11–29. Available at http://ecolepourtous.ca/images/contesting%20heteronormativity.pdf. Hatton, Erin, and Mary Trautner. 2011. Equal Opportunity Objectification? The Sexualization of Men and Women on the Cover of Rolling Stone. Sexuality & Culture. Available at http://seejane.org/wp-content/uploads/Hatton_Trautner_Sexuality_and_Culture.pdf Hesse-Bieber, Sharlene. 1996. Am I Thin Enough Yet? New York: Oxford University Press. Hussey, Mark. 2003. Masculinities: Interdisciplinary Readings. Upper Saddle River, NJ: Prentice Hall. Klein Sexual Orientation Grid. Available at http://www.youngsouthampton.org/youngpeople /advice/relationships/kleingrid.asp. “Klein wanted to test his idea that sexual orientation was a ‘dynamic, multivariable process,’ so he developed the Klein Sexual Orientation Grid. He thought that an individual’s sexual orientation was composed of sexual and non-sexual variables which differed over time.” O’Brien, Jodi (ed). 2011. The Production of Reality: Essays and Readings on Social Interaction. Thousand Oaks CA: Pine Forge Press. Pascoe, C.J. 2007. Dude, You’re a Fag: Masculinity and Sexuality and Sexuality in High School. California: University of California Press. Ridley, Matt. 2003. NATURE VIA NURTURE: Genes, Experience, and What Makes Us Human. New York: HarperCollins Publishers Inc. 9. QUESTIONS TO CONSIDER WITH SUGGESTED ANSWERS 1. By interviewing your family members and using your own memory, compare the gender division of labour in a) the households in which your parents grew up, and b) the households in which you grew up. Then, imagine the gender division of labour you would like to see in the household you hope to live in about 10 years from now. What accounts for change over time in the gender division of labour in these households? Do you think your hopes are realistic? Why, or why not? Answer: Answers will vary and may include connections to essentialism and social constructionism. In my parents’ households, gender roles were often traditional, with clear distinctions in tasks based on gender. In my own household, there’s been more flexibility and shared responsibilities. In ten years, I hope for an even more equitable division of labor, reflecting evolving societal norms and gender equality. This change is influenced by shifting attitudes toward gender roles, though achieving ideal balance may face practical and cultural challenges. 2. Systematically note the roles played by women and men on TV programs and ads one evening. Is there a gender division of labour on TV? If so, describe it. Answer: Answers will vary, depending on what programs they watch. For example: “There is a gender division of labour in television in regards to gender roles. Programs such as Vampire Diaries show that female main characters are constantly taking the damsel in distress role and/or nurturing motherly roles, whereas the men take aggressive roles. Another show, Big Bang Theory, portrays a male-dominated group of highly intelligent individuals with the ‘token’ female beauty who dropped out of college. There are many advertisements that display the idea of masculine and feminine roles, which relates to gender socialization, gender ideologies (set of interrelated ideas about what constitutes appropriate masculine and feminine roles and behaviour), and mass media and body image.” Yes, there is often a gender division of labor on TV. Women are frequently depicted in domestic roles or caregiving, while men are shown in professional or authoritative positions. Ads may reinforce these stereotypes, with women promoting household products and men featured in tech or financial roles, reflecting and perpetuating traditional gender norms. 3. Are you a feminist? If so, which of the types of feminism discussed in this chapter do you find most appealing? Why? If not, what do you find objectionable about feminism? In either case, what is the ideal form of gender relations in your opinion? Why do you think this form is ideal? Answer: Answers will vary depending on their preference regarding feminist perspectives (pp. 294–295). Intersectional feminism is compelling because it addresses the complexities of gender inequality in relation to race, class, and other factors. The ideal gender relations would be equitable and inclusive, ensuring equal opportunities and respect for all, as this fosters a just and balanced society. Chapter 11: Sexualities and Gender Stratification Application Questions 1. Thinking Sociologically—Men Are from Mars, Women Are from Venus…or Are They? We’ve probably all heard the expression “men are from Mars, women are from Venus.” In other words, men and women come from completely different planets and must surely be completely different people as a result. Men Are from Mars, Women Are from Venus is the title of a bestselling book published in the 1990s by pop psychologist John Gray. It became an enormously popular framework for understanding men, women, relationships, and relationships that fail. Gray reiterated generalizations about men and women, such as men are unemotional beings and women are more expressive. The idea at the heart of the book is that men and women have biologically different natures that make us very different, and that relationships will be stronger if we understand these unchangeable realities and try to work within the strengths and limitations of our partner. 1. Think back to your own gender socialization. Did your parents and other significant socializing agents support the Mars/Venus idea? What impact do you think this had on your gender socialization and your own belief in the Mars/Venus idea? Answer: Students’ answers will vary depending on their gender socialization. Their answer should demonstrate an understanding of gender socialization. My parents and socializing agents generally reinforced traditional gender roles, which aligns with the Mars/Venus idea. This exposure shaped my gender socialization by emphasizing differences between men and women, although I now view these differences as more socially constructed than biologically predetermined. 2. Essentialism and the Marathon Essentialists claim that biological differences between the sexes justify different roles and treatment in the public sphere. The Boston Marathon is arguably the most famous long-distance race in the world and provides a vivid illustration of this approach. Race officials barred women from competing in the marathon until 1972. They justified women’s exclusion on an essentialist premise: women were simply not fit to compete in such a gruelling endeavour. The following application lets you research the credibility of the essentialist approach. Steps: 1. Go to the following website, which lists the marathon world records for men and women. https://en.wikipedia.org/wiki/Marathon_world_record_progression 2. Beginning in 1960, list the dates and world record times of male marathon record setters. Do the same for female record setters. 3. Using the data from step 2, make a graph that has “year” as the horizontal axis and “world record marathon time” as the vertical axis. On the graph, plot two lines: one for changes in male times since 1960, and the other for changes in female times. 4. Study the graph and write a report addressing the following: • What has happened to the gap in male and female world record marathon times since 1960? • If it was 1960, what would an observer looking at the data conclude about the validity of the essentialist position? • Looking at the trend since 1960, what does the data tell you about the validity of the essentialist position? Answer: The following points are relevant: • The gender gap in world record marathon times has dramatically diminished over time. Around 1960, the world record gap was 1 hour 22 minutes; it is currently 12 minutes. • The evidence in 1960 could be interpreted by essentialists as supporting their position, since the gender gap in performance was extraordinary. • The evidence indicates the essentialist position is not sustainable, since the gap has been steadily decreasing over time. • Interesting point: In the 2014 Boston Marathon, only 20 men were faster than the fastest female competitor—who finished ahead of over 17,500 men! Gap Changes: The gap between male and female marathon world record times has narrowed significantly since 1960. Essentialist Position: In 1960, data might have supported essentialist views, but the narrowing gap over time undermines the essentialist claim, showing increasing female competitiveness. Chapter 11: Sexualities and Gender Stratification Gender Norms and the Internet In 2010, Duke University graduate Karen Owen put together a PowerPoint presentation documenting her sexual encounters with 13 young men—all Duke athletes—over her four years as a student at Duke. The presentation included names, photographs, and very detailed information about each encounter. She also ranked her sexual partners. Owen called this list her “thesis,” and sent the list to three close friends. These friends then forwarded the document to others, and it was not long before Owen’s list went viral. The story was picked up by multiple media outlets in the United States, from feminist website Jezebel to the sports-focused Deadline. The following link to the Huffington Post article conveys general information about this story and includes a video clip from morning TV show The Today Show: http://www.huffingtonpost.com/2010/10/07/karen-owen-duke-sex-rati_n_754186.html Application Questions 1. The Today Show video clip features an Internet safety expert providing some commentary on the Owen case, calling this a “teachable moment” for parents. What message does she convey about gender expectations for boys and girls? Answer: Owen conveys a different set of expectations for boys and girls. Her discussion of a “teachable moment” centres on what messages girls should be given about appropriate behaviour. She doesn’t offer any suggestions for how to speak to boys about sexual behaviour. The Internet safety expert and the morning TV show host both agree that this behaviour is more typical of “frat boys.” The message is that “boys will be boys” and girls are at risk of becoming too much like boys in their sexual behaviour. 2. Is Owen’s document an example of defying gender stereotypes? Explain your answer. Answer: It is possible to answer this question in two ways. The most likely answer is that, yes, this document is evidence that Owen is defying gender stereotypes. Women’s sexuality is not typically considered to be a dominant dimension of feminine behaviour. There are far more gender norms around being sexually chaste and innocent. Many people characterized Owen’s documentation of her sexual encounters as flying in the face of stereotypes, and many praised her for documenting her sexual experiences in a way that one might expect of men. It is possible to answer this question in a second way, however. This alternative perspective emphasizes that Owen’s document and the subsequent reaction to it is still centred on her relationships with men. One could argue, then, that Owen is still defining her college experience according to heterosexuality and her romantic relationships with men. 3. How might a functionalist, using the essentialism framework to understand gender, explain Owen’s college sexual experience and the subsequent public reaction to her documentation of those experiences? Answer: A functionalist would say that Owen was not properly socialized into the expressive traits most associated with femininity, to use the language of Talcott Parsons. The public reaction to Owen’s documentation of those sexual experiences functions to remind women of appropriate behaviour, and reinforces community understanding of appropriate behaviours. Chapter 12 – Sociology of the Body: Disability, Aging, and Death 1. LEARNING OUTCOMES (WITH BLOOM’S TAXONOMY) After completing this chapter, students should be able to: • Observe that efforts to alter the appearance of one’s body take place within a social context. • Recognize that individuals seek to express identity and difference through body modification, but generally do so in conformity with cultural norms. • Recognize how social definitions of disability and responses to it vary over time and place. • Assess the potential impact of an aging population on the reduction of age-based discrimination and changes in power imbalances between young and old. • Recognize the ways in which social context impacts death and dying. 2. WHY IS THIS CHAPTER IMPORTANT TO SOCIOLOGY STUDENTS? As more and more of the Baby Boom population cohort reach their senior years, many aspects of Canadian society will be visibly impacted, from urban planning to employment prospects. Students, preparing to enter the full-time workforce, would do well to have a clear understanding of the opportunities and challenges ahead. Just as the process of organizing people into racialized categories stratifies people into groups defined by difference and inequality, the classification of people into social age-based categories reflect relations of power and is accompanied by stereotypes, discrimination, and prejudice. Students themselves will one day face the challenges of aging and death; along the way, some may also have to struggle with disabilities. Even though the topic may not feel close at hand for students, it is an important part of their growing understanding of how their lives are, and will be, impacted by the social context they inhabit. 3. WHY SHOULD STUDENTS CARE? All humans occupy a physical body that is shaped by social forces and which, as such, requires an interpretation through a sociological lens. A thorough understanding of the interrelationship between the physical body and the social world will help students when analyzing and evaluating their personal experiences as well as those of others. Life and the creation of one’s self-identity is an organic process spanning from birth to death and occurring within social locations that shape the self and self-experiences. Students need to understand how their self-identities and lives are created by themselves and co-created within a society. Once they understand the relationship between the personal and the public, they may be able to better create lives that matter to them and better understand the lives of others. 4. WHAT ARE COMMON STUDENT MISCONCEPTIONS & STUMBLING BLOCKS? Students may not appreciate the fluidity or the extent of socially constructed definitions. The text addresses social definitions throughout the chapter, but students may benefit from additional discussion and exercises that demonstrate how the body has been defined, viewed, and presented over time in different societies to more fully understand the relationship between society and the human body (see below for suggestions). Students tend to struggle with the concept of ableism and the “normality of disability” (presented on pp. 316–317 of the text) when the majority of them are “able” bodied. Additional discussion with more familiar (to them) examples may help in this area (e.g., “learning disabled”—why don’t we just say that there are people who “learn differently”?). Students may be unconscious of their own acceptance and internalization of the societal interpretations and media representations of age and the “body beautiful.” Exercises and discussions that challenge their beliefs are beneficial for understanding this chapter (see below for suggestions). Students tend to underestimate the inherency of power as it relates to social categorization and labelling, and the subsequent stigmatization experienced by people placed into social categories. Students require time to engage and discuss how and why this happens and the interconnections with economic, political, and media forces. 5. WHAT CAN I DO IN CLASS? At the start of class: Ask a question: “How old is old?” Display a range of ages on the board or screen, from 5 to 95 in 5-year increments, and ask students to volunteer at what points on the scale they would place conventional age categories (e.g., young, adolescent, adult, middle-aged, senior, old, elderly). (Note: this would work well on a blackboard, smart board, or flip chart, by asking students to mark up the age scale themselves with their categorizations.) Ask for the rationale behind when they would, for instance, call someone “old.” Give examples of life expectancies in various countries and ask what would be considered “old” in a country where life expectancy is 60 years (e.g., Canada in the 1920s; see http://www.statcan.gc.ca/tables-tableaux/sum-som/l01/cst01/health26-eng.htm). Discuss. Compare and contrast: Ask students what “DNR” stands for (medical term for “do not resuscitate”—a legal order to respect the wishes of a patient to not undergo CPR or advanced cardiac life support if the heart were to stop; the patient would stop breathing). Ask students if they know what “AND” means (“allow natural death”—a term that is quickly gaining favour in the health care community). Another term is EDITH (Expected Death in the Home). Discuss the inferences of the two terms and connect to our societal views toward death, dying, and assisted suicide. (Background on the EDITH protocol is available at http://www.centralhpcnetwork.ca/hpc/HPC_docs/formsref/EDITH Protocol Guidelines for Implementation 20 May 2010.pdf) Demonstrate the interconnections: How do we address the rising obesity rates of our children? San Francisco implemented the controversial “Healthy Food Incentive Ordinance” (a.k.a. the Happy Meal Ban). Show “The Daily Show: San Francisco’s Happy Meal Ban” (5 min.; available at http://eater.com/archives/2011/01/04/kids-call-sfs-happy-meal-ban-the-worst-thing-ever.php). Follow with a discussion of McDonald’s reaction (http://www.nytimes.com/2011/12/01/business /toys-to-cost-extra-in-san-francisco-happy-meals.html). Continue with the defining of “pizza as a vegetable” for it to remain on U.S. federally funded school lunch menus (http://news.nationalpost.com/2011/11/18/pizza-keeps-vegetable-status-on-school-lunch-menus-house-rules/). Discuss the interconnectedness of business, politics, and individuals within the context of personal troubles and public issues. Throughout the class: Small group/Class discussion: “The Zimmers.” Show students this cover of the Who classic “My Generation” by a group of seniors who call themselves after a brand of walker, and who have a 90-year-old lead singer. (3:41; available at https://www.youtube.com/watch?v=zqfFrCUrEbY). How does the meaning of the original lyrics change in the hands of the elderly, and how is the result revealing of our attitudes toward the aged? Discuss. Think/Pair/Share or Small group/Class discussion: “Weight Bias.” View “CTV Alberta Primetime: Changing the Image of Obesity” (5:41; available at http://www.drsharma.ca/ctv-alberta-primetime-changing-the-image-of-obesity) and discuss Dr. Sharma’s perspective. Is society (as a whole) and individuals within (as a result) more obsessed with a person’s “weight” (body size) than a person’s “health”? Ask students if they agree with his assertion, “If obesity was a ‘viral disease’ affecting a quarter of the population, causing all of the problems that it does, we would be throwing money at this; left, right and centre.” Why, or why not? (See also “‘You are way too fat’ flagged as undesirable description of weight: study,” available at http://news.nationalpost.com/2012/01/08/you-are-way-too-fat-flagged-as-undesirable-description-of-weight-study/, Sharon Kirkey, Jan. 8, 2012). Small group/Class discussion: Is fat the new “normal,” given that living in an overweight society changes how we see ourselves? As a result, people who are mildly overweight may consider themselves to be slim when comparing themselves to those who are obese. Ask students to make/consider the connections to media representations of “the body beautiful” (overwhelmingly “thin”). Who do we “compare” ourselves to when constructing our identities? Documentary: Generation Boomerang (45 min.; available at http://www.cbc.ca/doczone/episodes/generation-boomerang). This documentary explores the experiences and choices of the “Millennial Generation,” with 51 percent of young Canadian adults between the ages of 20 and 29 still living with their parents. View and ask students to discuss: “Is this trend a good thing or is it creating a generation of Peter Pans who will never grow up?” (See “Adult Kids Living at Home? It Is Going to Cost You,” Jonathan Chevreau, Nov. 9, 2011, available at http://business.financialpost.com/2011/11/09/at-home-with-generation-boomerang/, for additional information. Also “Family Life—Young Adults Living with their Parent(s),” available at http://www4.hrsdc.gc.ca/[email protected]?iid=77 for statistics [2006] and charts.) [Understand/Apply/Analyze/Evaluate] Think/Pair/Share or Class discussion: Ask students to imagine that they are seniors (i.e., over the age of 70). Then, have them imagine what they would do in the course of a typical day. Discuss with a classmate (or the whole class). Follow with “Senior Wii Bowling Tournament” (4:13; available at http://www.youtube.com/watch?v=OChU4MfSCLU&feature=related). Was this what they had envisioned? Does this change the way they view (stereotypically think of) seniors (“old” people)? Why, or why not? [Understand/Apply/Evaluate] Class Discussion: “Ken Dychtwald ASA 2010,” part 1: 9 min. (http://www.youtube.com /watch?v=oX-zU9svReI&feature=related); part 2: 7 min. http://www.youtube.com/watch ?v=nskLQBow7JI&feature=related). At the March 2010 joint convention of the American Society on Aging and the National Council on Aging, Ken Dychtwald, (gerontologist, psychologist) spoke about America’s unpreparedness for the aging of society (the short-sightedness of public policies) and questions the new purpose of aging. View and have students discuss the connections to the chapter material (and Canadian statistics). Ask students to consider and discuss the impacts that the aging Canadian population will have (has had) on their life experience. (A summary of the Canadian situation is available at http://www.theglobeandmail.com/globe-debate/our-hospitals-are-not-ready-for-the-grey-tsunami/article19113784/). [Understand/Apply/Analyze/Evaluate] Documentary: Terry Pratchett: Choosing to Die (2011, 59 min. Best Documentary award at the Scottish BAFTAs in November 2011). Diagnosed with Alzheimer’s in 2008, author Sir Terry Pratchett considers how he might choose to end his life before the disease takes over: “I live in hope I can jump before I am pushed.” (Advisory: “This program contains scenes that some viewers may find upsetting” [i.e., video includes coverage of assisted suicide].) Available at http://topdocumentaryfilms.com/terry-pratchett-choosing-to-die/. Also available on YouTube in segments (approx. 15 min. in length). View and discuss: Should assisted suicide in Canada be a criminal offence? [Understand/Apply/Analyze/Evaluate] Think/Pair/Share: Transhumanism. Provide students with background material or a summary of the transhumanist (h+) movement, which seeks to enhance human capabilities (and defeat the aging process by way of biotechnology. From a sociological perspective, what are the ethical issues that must be confronted? (Background on transhumanism is available at http://humanityplus.org). 6. HOW WILL I KNOW THAT MY STUDENTS HAVE LEARNED THE LOs? Writing assignment: Ask students to research and submit an analysis/evaluation of promoting physical activity via a prescription (an endeavour to improve the health of citizens, in Sweden: “Physical Activity on Prescription,” Norway: “Green Prescription,” Denmark: “Exercise as a Remedy,” Finland: ‘Prescription for Physical Activity’). See http://fyss.se/wp-content/uploads /2011/06/3.-Promoting-physical-activity.pdf for more information. Comment paper/Reflection paper: If a documentary was viewed in class, ask students to write a short comment paper. End the class with a mini quiz: Focus on multiple-choice questions that address the Learning Objectives of the chapter. Review and discuss the “correct” answers for each question. (The use of “clicker” technology and turning point slides is very effective for this exercise.) Ask students to write a concise summary: Have students brainstorm a short list of the 3–5 most important points in the session. Then, each student chooses one point to summarize in a single paragraph and submit. Ask students (in pairs/small groups) to create and submit a question (with answer): The question should be one that they would like to be included on an upcoming exam. Some of these questions could be developed into a multiple-choice format and used at the start of the next class as a review of the material from this session. It allows students to engage with the exam creation, and if used as part of the next session’s opening questions, it enables them to self-assess their learning and engagement in the previous session. Set up an online survey tool account: (i.e., www.toofast.ca) and ask/instruct students to answer one or two questions, such as What did I learn today that precipitated an “aha” moment? What did I not understand in today’s class? (This provides you with feedback on the teaching, in addition to the student learning. The difficulties with understanding could then be addressed in the next class.) MindTap: Refer your students to http://www.nelson.com/student to access the MindTap for Sociology: Your Compass for a New World. MindTap is a personalized program of digital products and services that engages students with interactivity while offering students and instructors choice in content, platforms, devices, and learning tools. This resource includes quiz questions, videos, and articles that are accompanied by thought-provoking questions that challenge students to think critically about current issues and events. Ask students to utilize this learning tool, and bring to the next class any questions (difficulties) they may have in regards to information from this chapter. 7. HOW CAN I ASSESS MY OWN “PERFORMANCE”? A critical reflection on my own practice: insights and understandings: A. Did I get the attention of my students at the beginning of class? a. What did I do? Did it work? How? If not, why not? b. Did I get the right kind of attention, or the wrong kind? B. Did I allot enough time for student dialogue/participation/engagement in the learning process? a. If not, why not? b. Is there any material that can (or should) be minimized or removed in order to allow for student input and participation? c. Are there ways of transferring some of the content online to open up more time in class for participation and engagement? C. How could I incorporate more student input and participation? (e.g., clicker questions, think/pair/share, one-minute summaries) D. Were my students engaged and/or focused? If so: a. What tells me that they were? b. What concepts were we covering? c. What precisely were they engaged with and/or focused on? (i.e., video clip, documentary, debate, small group discussion, whole class discussion) d. Were there unexpected moments of engagement, i.e., in group discussion, that I recognized and incorporated? If not: a. When did I lose them? b. Why did they disengage/lose focus? E. Did I integrate formative assessment of student learning throughout the “lecture”? a. What did I do? b. Did these assessments suggest to me that they understood the key concepts? If not, was I prepared to alter my plan in response? F. Did I request feedback from students on their learning experience in this class? i.e.: a. Submission of an “aha” moment they had b. Informal summary (point form) addressing two or three concepts covered c. Five (ten) minutes for “debriefing” at the end (of class or topic)—“What” are your questions? (not “Are there any questions?”) d. Refer students to an online survey (e.g., Blackboard learning system, toofast.ca). G. Some things to consider for the next class (modifications to consider when teaching this chapter again): a. What worked really well, and why? b. What could/should/might I do differently next time to improve student engagement and learning? H. What did I learn about this topic? What insights did I gather from my students? Were any of those insights surprising to me? I. What did I learn about my teaching, and what can I do to modify my teaching as a result? 8. WHAT OTHER RESOURCES ARE AVAILABLE? [Supplementary Resources] Arnett, Jeffrey Jensen, Marion Kloep, Leo B. Hendry, and Jennifer L. Tanner. 2011. Debating Emerging Adulthood: Stage or Process? New York: Oxford University Press. Canadian Institute for Health Information. (December 1, 2011). “Health Care in Canada, 2011: A Focus on Seniors and Aging.” Available at http://secure.cihi.ca/cihiweb/products/HCIC_2011_seniors_report_en.pdf. Canadian Obesity Network. Available at http://www.obesitynetwork.ca/. “Dedicated to reducing the mental, physical and economic burden of obesity on Canadians.” See also Canadian Obesity Network channel on YouTube featuring interviews with researchers and health professionals involved in the program (4 min. overview available at http://www.youtube.com/watch?v=J9hs5ubkvK0&feature=related). Dychtwald, Ken, Tamara J. Erickson, and Robert Morison. 2006. Workforce Crisis: How to Beat the Coming Shortage of Skills and Talent. Boston: Harvard Business School Publishing. Dying With Dignity. Right to Die in Canada. Available at http://www.dyingwithdignity.ca/abou/right_to_die_in_canada.php. Includes links to five Canadian organizations that are working to expand choice in dying. Hume, Mark. 2011. “Right-to-Die Laws Don’t Lead to Rise in Assisted Deaths, Experts Say.” Globe and Mail. Dec. 05, 2011. Available at http://www.theglobeandmail.com/life/health/end-of-life/right-to-die-laws-dont-lead-to-rise-in-assisted-deaths-experts-say/article2261095/. McBride, Tom, and Ron Nief. 2011. The Mindset Lists of American History: From Typewriters to Text Messages, What Ten Generations of Americans Think is Normal. New Jersey: John Wiley & Sons, Inc. Prager, Jeffrey. 2003. “Lost Childhood, Lost Generations: The Intergenerational Transmission of Trauma.” Journal of Human Rights, Vol. 2, No. 2 (June 2003), pp. 173–181. Available at http://ucla.academia.edu/JeffreyPrager/Papers/316691/Lost_Childhood_Lost_Generation_The_Intergenerational_Transmission_of_Trauma. Ragan, Christopher. 2012. Canada’s Looming Fiscal Squeeze. [updated] Available at http://www.macdonaldlaurier.ca/files/pdf/Canadas-Looming-Fiscal-Squeeze-November-2011.pdf Settersten, Richard, and Barbara E. Ray. 2010. Not Quite Adults: Why 20-Somethings Are Choosing a Slower Path to Adulthood, and Why It’s Good for Everyone. New York: Bantam Books. Settersten, Richard A. (Jr.), and Jacqueline L. Angel (eds). 2011. Handbook of Sociology of Aging. New York: Springer. Simpson, Jeffrey. 2014. “Our hospitals are not ready for the grey tsunami.” The Globe and Mail. Available at http://www.theglobeandmail.com/globe-debate/our-hospitals-are-not-ready-for-the-grey-tsunami/article19113784/ Spitzer, Alan B. 1973. “The Historical Problem of Generations.” The American Historical Review, Vol. 78, No. 5 (Dec. 1973), pp. 1353–1385. Available at http://www.history.ucsb.edu/faculty/marcuse/classes/201/articles/71HistProbGenerationsSpitzer.pdf. 9. QUESTIONS TO CONSIDER WITH SUGGESTED ANSWERS 1. If you do not use a wheelchair, borrow one and try to get around campus for a few hours. If you cannot borrow a wheelchair, imagine you are in one. Draw up an inventory of difficulties you face; how would the campus have to be redesigned to make access easier? Alternatively, if you are not overweight, borrow some big clothes and add padding to make you look overweight. Go shopping for a few hours and see if sales clerks and other shoppers treat you differently from the way you are normally treated. Record your observations. Answer: In a wheelchair, navigating a campus might reveal obstacles like stairs, narrow doorways, and uneven surfaces. Redesigning would involve adding ramps, automatic doors, and smooth paths. For simulating being overweight, one might encounter different treatment from sales clerks and shoppers, possibly reflecting biases and stereotypes about body size. These observations highlight the need for greater inclusivity and sensitivity in public spaces and interactions. 2. What are some of the social causes and consequences of Canada’s aging population? Which of those consequences will have the most impact on people in your own age cohort? Answer: Answers will vary, but should make reference to pp. 319–321 of the text. Canada’s aging population is driven by longer life expectancies and lower birth rates, leading to a growing proportion of seniors. Social consequences include increased healthcare costs and a greater demand for elder care services. For younger generations, significant impacts include potential higher taxes to support social programs and possible delays in retirement benefits. Additionally, the need for intergenerational support and planning will become more crucial. Chapter 12: Sociology of the Body: Disability, Aging, and Death Application Questions 1. Body Project “Body projects” are enterprises that involve shaping one’s body to express one’s identity and meet cultural expectations of beauty and health. Breasts are a common site for body projects. Female breast reduction and enhancement procedures come to mind. But what about males? There are cultural expectations for the size and shape of male breast tissue. In reference to these cultural ideals, many males find themselves falling short. And, as with reference to any norm, deviance can occur on the deficit or surplus side. The following application provides an opportunity to think about the situation of males. Steps: 1. Go to the following websites where you will find “before and after” photos from a plastic surgeon’s practice. The first site includes photos of male adults; the second of male adolescents. http://www.gynecomastianewyork.com/ba-gynecomastia.shtml http://www.gynecomastianewyork.com/ba-adolescents.shtml 2. Pick any five patients from each site and carefully examine their before and after photos. 3. Write a short report addressing the following issues: • Which of the four types of body projects do these photos refer to? Explain your classification. • Across the ten patients, how would you characterize the magnitude of the difference between the before and after photos? • What cultural value and/or norms are motivating the patients in these photos to undertake the procedures? • Imagine each of the ten “before” photos was your friend or family member. Would you encourage them to undergo plastic surgery to obtain the “after” results? Why, or why not? Answer: Answers will vary. Key points may include the following: • This type of body project is redesigning, which involves permanently reconstructing the body for purposes of self-expression or aesthetics. • It is remarkable how little difference there is between the before and after photos. • Various possible values/norms could be identified. One likely possibility is that males are not supposed to have enlarged breast tissue. • The general lesson from this exercise is that there is considerably more overlap between male and female bodies than cultural expectations acknowledge. • One acquires an appreciation that both realistic and idealistic attitudes have costs. Given that most available consumer goods are derived from “realist” attitudes, the costs of idealism may seem strikingly high. Types of Body Projects: The photos illustrate "cosmetic body projects" focused on enhancing physical appearance to meet cultural ideals. Magnitude & Norms: Differences are significant, reflecting cultural pressures for a specific male body ideal. I would encourage surgery only if it aligns with the individual's self-esteem and well-being, not just societal pressures. 2. Public Reactions to Pregnancy Bodies change during pregnancy and so do public reactions. Interview five women who are either pregnant or have children. Probe them about what attitudes or behaviours were displayed toward them by persons who were not friends or family members. Did the public treat them differently when they were pregnant? Were these strangers’ attitudes and behaviours hostile or supportive? If so, in what ways? Write up a short report in which you describe the changed reactions women received during their pregnancy. Is there a consistent pattern of response by strangers? Were some of the reactions outliers (i.e., outside of the observed norm)? What does this exercise tell you about societal reactions to pregnancy? Where on the ability–disability spectrum does pregnancy fall? Answer: Answers will vary; however, the following observations are likely: • Most women will be treated differently when they are obviously pregnant. This signifies that others define them differently. • Most strangers’ responses will be motivated by helpfulness, including smiling, opening doors, and so on. • Strangers whose attitudes are negative will probably just distance themselves rather than share their orientations. • The pattern of response will likely be quite consistent. The most common “outlier” will likely be that strangers want to “touch the baby.” This inappropriate violation of personal space typically creates awkward social interactions. • Public reactions likely indicate that pregnancy is on the “disability” side of the spectrum. Typical reactions suggest that pregnancy is not a “normal” state and that women need special treatment. Report: Pregnant women often experience a mix of positive and intrusive reactions from strangers, such as unsolicited advice and increased support, reflecting societal fascination and curiosity about pregnancy. While supportive interactions are common, some negative or overly personal responses are outliers. This suggests pregnancy is seen as a significant, visible life event that elicits a range of public reactions, highlighting its place on the ability–disability spectrum as a temporary, transformative condition. Chapter 12: Sociology of the Body: Disability, Aging, and Death War Ink Between United States interventions in Iraq and Afghanistan, hundreds of thousands of young people experienced the brutality and ugliness of war., The costs of these wars were not broadly distributed. Without conscription, participants in these conflicts were not equitably selected from the general population. Privileged families were not obliged to put their sons and daughters in harm’s way. And, rather than raise taxes to pay for the wars, the financial costs were born through borrowed money. As a result, when war veterans returned to the United States, they returned to communities that had been attending to other agendas while they were gone. The veterans and their surrounding community had very different investments in the wars. For veterans it was a defining experience of their lives. For non-participants, the wars were far from top-of-mind events, conducted in remote regions for unclear goals. The result is a classic social configuration for alienation. Veterans are isolated from their surrounding community. While the veterans were often profoundly affected (and often deformed) by their war experiences, the communities in which they live knows or cares little about their experience. Veterans are reluctant to share their emotions, and community members are disinterested in hearing their stories. A student of sociology decided to try and reduce the disconnect between recent war veterans and their communities in his home state of California. His project, War Ink, involved encouraging veterans to tell the stories of their war experiences through the tattoos they got to mark their experiences. The goal was to reduce veterans’ social isolation by getting them to share their stories and getting their home communities to listen and understand. You can read a short description of the War Ink project and watch a short video of some veterans at the following link: http://www.pbs.org/newshour/art/war-ink-virtual-exhibit-tells-veterans-stories-tattoo-art/ Application Questions 1. Explain why the war veterans’ tattoos exemplify a body project. Answer: A body project involves shaping one’s body to express one’s identity. The veterans’ tattoos certainly meet this definition. The amount of ink on the veterans’ bodies is extensive. This suggests that the war events had a profound effect on them that was important to portray. And their descriptions of their tattoos and the events and experiences they symbolize clearly indicate how central these images are to their definitions of themselves. 2. Evaluate how well you think the War Ink project meets its objectives. Answer: The goal of this project was to reduce veterans’ social isolation by getting them to share their stories and getting their home communities to listen and understand. Assessments of the project’s success will vary. It is fairly clear that the project was successful at getting the veterans to share their stories. The video clip is full of expressive illustrations. But, to meet the goal of reducing the social distance between veterans and others, audiences’ sympathetic engagement in the veterans’ stories is critical. The success of this component of the project is less clear. Profound messages are being sent, but whether they are being compassionately considered is questionable. Chapter 13 – Work and the Economy 1. LEARNING OUTCOMES (WITH BLOOM’S TAXONOMY) After completing this chapter, students should be able to: • Summarize the features of the Agricultural Revolution, the Industrial Revolution, and the Postindustrial Revolution, as well as the ways in which they have altered the world of work and the organization of social life. • Recall the primary ways in which the social relations of work have changed over the last century. • Summarize the nature of attempts to control work via unions, professional organizations, corporations, and markets. • Recognize the ways in which large corporations and global markets have transformed work, as well as their growing influence over the labour force and society. 2. WHY IS THIS CHAPTER IMPORTANT TO SOCIOLOGY STUDENTS? Students may not realize either the extent to which work and the economy have evolved over the last century or the fact that ongoing changes will have a determining impact on their working lives and choices. Although strikes, corporate downsizing, outsourcing, economic crises, and so on are reported daily in the media, events such as these are covered, for the most part, as isolated incidents. Teaching the terms, concepts, and material in this chapter will enable the students to better realize that changes in the workplace and economy are embedded in a socio-historical context and cannot be well understood without it. 3. WHY SHOULD STUDENTS CARE? While students can easily see that work occupies a central role in our lives, most of them will have little appreciation of its larger social significance. Work has an important impact on our social experiences and life chances. Challenging taken-for-granted assumptions about what constitutes work, what constitutes an occupation or profession, and assessing the value of the economic versus the social as a work outcome should enable students to better determine and chart their career path, as well as develop a better understanding of the relationship between their choices about work and other dimensions of their lives. Recognizing and appreciating the interconnections between the macro level (e.g., occupational structure, the Canadian and global economies) and the micro (demands of workplaces and occupations on workers’ sense of self and identity) should help students to make better informed life choices and aid in their understanding of the life experiences of others. 4. WHAT ARE COMMON STUDENT MISCONCEPTIONS & STUMBLING BLOCKS? Students may not be inclined to connect the abstract topic of work with their own concrete life experience or that of others. Thus, it is imperative to enliven concepts such as the division of labour or deskilling with concrete examples (e.g., your personal experiences, asking students for their workplace experiences, utilizing video clips). Discussion and exercises based on specific examples will foster a deeper comprehension of the chapter material and will benefit those students who have not yet been employed. Lectures about “the economy” tend to result in glassy-eyed and disengaged students due to the abstract nature of the concept. Integration of discussions and exercises throughout provide students with an opportunity to refocus and engage. Furthermore, the utilization of media clips provide a context for discussion, since it has become “more real and personal” to them. Because capitalism is the world’s dominant economic system, students tend to think it is the only viable system of economic structuring. Discussion of the alternatives (pp. 348–351) and interrogation of each (benefits AND disadvantages) may enable students to think beyond what is to considering what could be (see suggestions below). 5. WHAT CAN I DO IN CLASS? At the start of class: Defining capitalism: Ask students to write down/volunteer their definitions of “capitalism.” Then, view this short clip for Professor Tom Webb’s definition of capitalism (2:29; available at http://www.youtube.com/watch?v=PueE7o_uG3Q&feature=player_embedded, entitled “Michael Moore’s ‘Capitalism: A Love Story’ DVD Extra Preview—Worker-Owned Businesses”). Discuss. Do we work to live, or live to work? Start with a brief summary of Weber’s thesis about the Protestant Ethic as well as Zuboff’s study of office workers (p. 331). Then show “Welcome to the ‘Protestant Ethic & the Spirit of Capitalism’ run amok” (1:41; available at https://www.youtube.com/watch?v=XNFz10uUv3I). Is work a salvation, or a curse? Discuss. Mini quiz: (on the assigned chapter/reading for this class session) Begin with five multiple-choice questions for students to answer. These questions could be selected to provide the framework (overview) for the lecture. (If utilizing turning point clickers: When creating the slide, select the “responses only” option. This will then reveal percentages on each slide, which you can use to ascertain the problem areas in student understanding.) Throughout the class: Think/Pair/Share or Class discussion: “School–Job, An Analogy.” Have students create a list of the similarities between school and a job (e.g., “School”: professors want students to attend, be punctual, do the readings, and submit their work assignments; students want to be rewarded with good grades, etc. “Workplace”: employer wants workers to be present, punctual, and productive; employee expects to be rewarded with wages, paid vacations, etc.). Ask students to discuss/ volunteer any differences between school and a job. Ask students if they consider themselves to be “full-time” workers or “part-time” workers at school and the reason for their answer. [Understand/Apply/Analyze] Think/Pair/Share or Class discussion: “Job versus Career.” Have students create a list of five jobs, and then list five careers. Are they different? Why, and why not? Discuss. Follow up with a dictionary definition (Job: “anything a person is expected or obliged to do; duty; responsibility.” Career: “An occupation or profession, especially one requiring special training, followed as one’s lifework.”). Ask students to consider the possibility that what they might regard as being a job, someone else might deem to be a career. Discuss. [Understand/Apply/Analyze/Evaluate] Think/Pair/Share or Small group/Class discussion: Have students make a list of five jobs that they would consider to be “bad jobs,” then list five “good jobs.” Share and discuss the reasons for the categorization into bad and good. [Understand/Apply/Analyze] Demonstration: “Where did all the jobs go? Creative destruction and containerization.” Ask for 14 volunteers to come to the front of the room. They represent the 108 workers it took to unload a timber ship in 1970. The job took five days. Now describe, with images, containerized shipping and mechanized loading/unloading. As you are speaking, interrupt yourself every few seconds to beckon to the students, one by one, to move to the back of the room, until you are left with one student at the front of the room with you. He or she represents the eight people it now takes to complete the same task, except that now it can be done in one day. This represents a reduction in person-hours from 540 to 8, or a 98.5 percent reduction in labour.(Background available at http://content.time.com/time/world/article/0,8599,2053703,00.html). Ask students to discuss the winners and losers in this process. (Note: The term “creative destruction” was coined by economist Joseph Schumpeter to describe the “process of industrial mutation that incessantly revolutionizes the economic structure from within, incessantly destroying the old one, incessantly creating a new one.” (1942)) Video/Discussion: “Taylorism on ABC World Report” (4:48; available at https://www.youtube.com/watch?v=slfFJXVAepE). This short clip provides a cogent summary of Taylorism with archival footage. Show the clip, and ask students to discuss the pros and cons of Taylorism: whose interests does it serve, and who stands to lose from its principles? [Understand/Apply] Debate/Discussion: Which is the superior system, capitalism or socialism? See http://debatepedia.idebate.org/en/index.php/Debate:_Capitalism_vs_socialism and http://www.idebate.org/debatabase/topic_details.php?topicID=400 for points that can be made for both sides. Pull it together with a discussion of “democratic socialism—the third way” (pp. 348–351 of text). [Understand/Apply/Analyze/Evaluate] Documentary: Four Horsemen (2012, 97 min.) This award-winning independent film takes students behind the scenes of the international economic system, including the interrelationships between corporations and governments. (Available in full at https://www.youtube.com/watch?v=5fbvquHSPJU). [Analyze/Evaluate] Documentary: Capitalism: A Love Story (2009, 127 min. Available for purchase at http://www.michaelmoore.com). Michael Moore’s thesis: “We live in a democratic political system in which the people are supposed to decide their fate. But we also live under a capitalist economic system in which wealth decides people’s fates. In 21st century America, capitalism has crushed democracy.” (Also available at http://documentaryheaven.com/capitalism-a-love-story/). (Note: In reference to Scene 8, “Jail a Kid for Profit,” Ciavarella was convicted to 28 years (http://www.cbsnews.com/stories/2011/08/11/national/main20091371.shtml) and Conahan received a 17.5-year prison sentence (http://www.mainjustice.com/2011/09/26/second-cash-for-kids-judge-in-pennsylvania-gets-17-12-years/.) Preview and select appropriate scenes for showing and discussion. [Apply/Analyze/Evaluate] Documentary: Meltdown: The Secret History of the Global Financial Collapse (CBC, 4-part series, 45 min. each). “Meltdown is the story of the bankers who crashed the world, the leaders who struggled to save it and the ordinary families who got crushed”; a comprehensive documentary portrait of the worst economic crisis of a generation. See http://www.cbc.ca /doczone/meltdown/about.html for purchase information and a number of links to other resources (timeline, hard facts, synopsis of each episode) that could be utilized to facilitate discussion of chapter concepts. (Also available at http://topdocumentaryfilms.com/meltdown/.) [Understand/Analyze/Evaluate] Documentary: The Take. (2004). This documentary by Naomi Klein and Avi Lewis tells the story of Argentinian workers taking over and re-starting an abandoned auto parts factory. (1:27:04; available at https://www.youtube.com/watch?v=Sug7bWxTuSo). How does the documentary bring to life concepts such as worker resistance (pp. 340–343) or the impact of globalization on work (pp. 353–354)? Discuss. [Understand/Apply/ Analyze/Evaluate] Documentary: The High Cost of Low Price (2005, 97 min) This documentary is a critical examination of Wal-Mart’s business practices (available at https://www.youtube.com/watch?v=RXmnBbUjsPs). Ask students if they have friends or relatives who have worked at Wal-Mart. Discuss. [Understand/Apply/Analyze/Evaluate] 6. HOW WILL I KNOW THAT MY STUDENTS HAVE LEARNED THE LOs? Comment paper/Reflection paper: If a documentary was viewed in class, ask students to write a short paper and submit. Writing assignment: Ask students to research and write a paper on “presenteeism”—a growing workplace phenomenon (background on the concept is available at http://rhealth.ca/corporate/2012/11/05/presenteeism-in-canada/). Ask students (in pairs/small groups) to create and submit a question (with answer): The question should be one that they would like to be included on an upcoming exam. Some of these questions could be developed into a multiple-choice format and used at the start of the next class as a review of the material from this session. It allows students to engage with the exam creation, and if used as part of the next session’s opening questions, it enables them to self-assess their learning and engagement in the previous session. End the class with a mini quiz: Focus on multiple-choice questions that address the Learning Objectives of the chapter. Review and discuss the “correct” answers for each question. (The use of “clicker” technology and turning point slides is very effective for this exercise.) MindTap: Refer your students to http://www.nelson.com/student to access the MindTap for Sociology: Your Compass for a New World. MindTap is a personalized program of digital products and services that engages students with interactivity while offering students and instructors choice in content, platforms, devices, and learning tools. This resource includes quiz questions, videos, and articles that are accompanied by thought-provoking questions that challenge students to think critically about current issues and events. Ask students to utilize this learning tool, and bring to the next class any questions (difficulties) they may have in regards to information from this chapter. 7. HOW CAN I ASSESS MY OWN “PERFORMANCE”? A critical reflection on my own practice: insights and understandings: A. Did I get the attention of my students at the beginning of class? a. What did I do? Did it work? How? If not, why not? b. Did I get the right kind of attention, or the wrong kind? B. Did I allot enough time for student dialogue/participation/engagement in the learning process? a. If not, why not? b. Is there any material that can (or should) be minimized or removed in order to allow for student input and participation? c. Are there ways of transferring some of the content online to open up more time in class for participation and engagement? C. How could I incorporate more student input and participation? (e.g., clicker questions, think/pair/share, one-minute summaries) D. Were my students engaged and/or focused? If so: a. What tells me that they were? b. What concepts were we covering? c. What precisely were they engaged with and/or focused on? (i.e., video clip, documentary, debate, small group discussion, whole class discussion) d. Were there unexpected moments of engagement, i.e., in group discussion, that I recognized and incorporated? If not: a. When did I lose them? b. Why did they disengage/lose focus? E. Did I integrate formative assessment of student learning throughout the “lecture”? a. What did I do? b. Did these assessments suggest to me that they understood the key concepts? If not, was I prepared to alter my plan in response? F. Did I request feedback from students on their learning experience in this class? i.e.: a. Submission of an “aha” moment they had b. Informal summary (point form) addressing two or three concepts covered c. Five (ten) minutes for “debriefing” at the end (of class or topic)—“What” are your questions? (not “Are there any questions?”) d. Refer students to an online survey (e.g., Blackboard learning system, toofast.ca). G. Some things to consider for the next class (modifications to consider when teaching this chapter again): a. What worked really well, and why? b. What could/should/might I do differently next time to improve student engagement and learning? H. What did I learn about this topic? What insights did I gather from my students? Were any of those insights surprising to me? I. What did I learn about my teaching, and what can I do to modify my teaching as a result? 8. WHAT OTHER RESOURCES ARE AVAILABLE? [Supplementary Resources] Abbott, Andrew. 1993. “The Sociology of Work and Occupations.” Annual Review of Sociology, Vol. 19, pp. 187–209. Albert, Michael. 2004. Parecon: Life after Capitalism. New York: Verso (W.W. Norton & Company). Bakan, Joel. 2004. The Corporation: The Pathological Pursuit of Profit and Power. New York: FREE PRESS (Simon & Schuster Inc.). See also http://www.thecorporation.com and http://www.tvo.org/thecorporation/teachers.html (teaching ideas, resources, and links to websites that represent different points of view). Burawoy, Michael. 1982. Manufacturing Consent: Changes in the Labor Process under Monopoly Capitalism. Chicago: The University of Chicago Press. Ehrenreich, Barbara, and Arlie Russell Hochschild (eds). 2002. Global Woman: Nannies, Maids, and Sex Workers in the New Economy. New York: Henry Holt and Company, LLC. Hawken, Paul. 1993. The Ecology of Commerce: A Declaration of Sustainability. New York: HarperCollins Publishers Inc. Head, Simon. 2003. The New Ruthless Economy: Work and Power in the Digital Age. New York: Oxford University Press. Henrekson, Magnus, and Ulf Jakobsson. 2000. “Where Schumpeter Was Nearly Right—The Swedish Model and Capitalism, Socialism and Democracy.” Scandinavian Working Papers in Economics. Available online at http://swopec.hhs.se/iuiwop/papers/iuiwop0533.pdf. Milkman, Ruth. 1997. Farewell to the Factory: Autoworkers in the Late Twentieth Century. Berkeley, CA: University of California Press. Nozick, Robert. 1998. “Why Do Intellectuals Oppose Capitalism?” The CATO Institute. Available at http://www.cato.org/pubs/policy_report/cpr-20n1-1.html. Petras, James. 2004. “Capitalism versus Socialism: The Great Debate Revisited.” Centre for Research on Globalisation (CRG). Available at http://globalresearch.ca/articles/PET406B.html. Ritchey, Tom. 2011. Wicked Problems – Social Messes: Decision Support Modelling with Morphological Analysis. New York: Springer. Schumpeter, Joseph. 2006 [1942]. Capitalism, Socialism and Democracy. UK: Routledge (Taylor & Francis Group). 9. QUESTIONS TO CONSIDER WITH SUGGESTED ANSWERS 1. Women are entering the labour force at a faster rate than men are. Members of visible minority ethnic groups are entering the labour force at a faster rate than whites are. What policies must companies adopt if they hope to see women and members of ethnic and racial minority groups achieve workplace equality with white men? Answer: Companies should implement policies such as equal pay, anti-discrimination training, flexible work arrangements, and targeted recruitment to promote workplace equality for women and ethnic minorities. Inclusive leadership and mentorship programs can also support career advancement for these groups. 2. The computer is widely regarded as a labour-saving device and has been adopted on a wide scale. Yet, on average, many Canadians work more hours per week now than people in the same occupation did 20 or 30 years ago. How do you explain this paradox? Answer: Answers will vary; students may discuss consumerism (workers putting in more hours to make more money to buy more goods) and/or minimum wage versus living wage (pp. 344–345). The paradox may stem from increased job demands and expectations, as well as the blurring of work-life boundaries due to technology. The automation of tasks often leads to more complex and demanding roles, contributing to longer work hours. 3. Most of the less developed countries have been eager to see multinational corporations establish branch plants on their soil. What sorts of policies must less developed countries adopt to ensure maximum benefits for their populations from these branch plants? Would it be beneficial if the less developed countries worked out a common approach to this problem rather than competing against each other for branch plants? Answer: Student answers will vary; they may include reference to “Globalization in the Less Developed Countries” (pp. 353–354). Less developed countries should adopt policies that ensure fair wages, skills development, and environmental standards to maximize benefits from multinational corporations. A common approach could enhance bargaining power and attract more investment, but it requires coordination and compromise among countries. Chapter 13: Work and the Economy Application Questions 1. Attitudes toward Work and the Economy Generally, existing social arrangements are sustained through legitimation. It is very difficult to maintain a social pattern through coercion. Instead, it is much more effective to get participants to believe in and accept an existing social order. Legitimation is the social process by which participants come to judge existing social arrangements as acceptable. The application encourages you to see how norms and values create legitimacy for the existing economic system. Steps: 1. Here are six statements about the economic system: • It is natural for some people to have a great deal more money and resources than others in our society. • The poor could improve their situation if they made the needed effort. • Wealthy people will do everything they can get away with to stay wealthy. • Everyone in our society has the opportunity to have a good standard of living. • It’s not what you know but who you know that will help you get ahead in this world. • Talent and hard work usually pay off, no matter who you are. 2. Review each statement and decide whether agreeing with the statement legitimizes or questions a free market economic system. 3. On a 5-point scale (1: Strongly Disagree, 2: Disagree, 3: Neutral, 4: Agree, 5: Strongly Agree), rate your attitudes on each of the six items. 4. Think about the reasons why you hold each of these positions. 5. Write up a report that addresses the following issues: • How have you classified the free market legitimation of each statement? Why? • What is your attitude toward each statement and how do you justify it? • Do you think that someone from a less privileged social background would share your ratings? Why? Answer: Answers will vary. Key points may include the following: • All but the fifth statement can be interpreted as legitimizing the free market system. • Social class generally conditions orientations to the system. It is more likely that those from less privileged backgrounds will question existing arrangements. But this is far from a perfect correlation, since false consciousness plays an important role. Report: Statements like "It is natural for some people to have a great deal more money" and "Talent and hard work usually pay off" legitimize the free market system by reinforcing the idea of meritocracy and natural inequality. My ratings reflect a belief in individual effort and opportunities, though someone from a less privileged background might view these statements more critically, questioning their fairness and reflecting on systemic barriers. 2. Socialization for Work Inequalities Childhood socialization instills cultural scripts when children are at a very impressionable stage. Since the economy is a major social institution, it would not be surprising if childhood socialization began influencing children’s orientations toward work. This application gives you one window into the process. Steps: 1. Obtain a copy of a popular children’s book that includes animals and work. An excellent example is Richard Scarry’s What Do People Do All Day? 2. Review the book, paying careful attention to the occupations/jobs performed by particular animals. 3. Write up a report that addresses the following issues: • Is there a pattern to the assignment of particular kinds of animals to particular kinds of work? • What does the observed pattern tell children about the assignment of work in the economy? Answer: Answers will vary; however, the following observations are likely: • The typical pattern is that higher authority, prestigious jobs are held by “higher” ranked animals (which usually means predators). In Scarry’s book, for example, the position of physician is occupied by a lion (the “king of the jungle”). Overweight pigs are common occupants of subservient jobs. • This pattern tends to introduce and reinforce an attitude that there is a “natural” connection between people and jobs. Some types are meant to be professionals; others are destined to subservience. This cultural conditioning encourages acceptance of existing social hierarchies. Report: In Richard Scarry’s *What Do People Do All Day?*, different animals are assigned specific roles: lions are leaders, while mice are laborers. This pattern conveys a hierarchical view of work, suggesting that certain roles are suited to particular types, implicitly reinforcing societal norms and expectations about job roles and social status from an early age. Chapter 13: Work and the Economy Capitalism, Meritocracy, and Jobs The ideology of a capitalist economic system is linked to the idea of meritocracy. In a meritocracy, individual success depends primarily on merit (i.e., hard work, talent, ability, etc.). With merit as the primary driver of success, capitalism’s emphasis on competitive individualism is justified, since those most deserving will receive the most rewards. With these ideas in mind, examine the following chart (Wade, 2014): Now, read the following blog by a Canadian academic interested in public policy: http://milescorak.com/2012/05/17/a-little-secret-denmark-shares-with-canada-about-social-mobility-that-americans-and-brits-should-know/ Sources: Wade, Lisa. 2014. “Chart of the Week: Rich Kids More Likely to be Working for Dad,” Sociological Images. http://thesocietypages.org/socimages/2014/11/22/chart-of-the-week-rich-kids-more-likely-to-be-working-for-dad/ Accessed November 24, 2014. Application Questions 1. What does the evidence in the chart tell us about meritocracy and jobs? Answer: Meritocracy suggests that job acquisition will be based on talent and effort. Therefore, where your father works should have little or no bearing on your securing employment. The chart indicates that fathers’ place of employment is connected to where their sons work. Specifically, the chart reveals the percentages in a given year of sons who work, not just at the same place, but for their dad. In other words, the chart indicates nepotism, not meritocracy. Notice, moreover, that the amount of nepotism occurring among the richest 10 percent is almost double that occurring among the poorest 10 percent. Rich fathers are more likely to protect their privileged sons from the competition of the market in securing jobs. 2. Carefully examine the two graphs in the blog. What do they tell you about the prevalence of meritocracy in obtaining employment? Answer: The graphs report the evidence for Canada and Denmark. North America and Europe have very different labour markets, so one might expect social processes to work differently in these different situations. In fact, the patterns in the graphs are remarkably similar, which suggests that similar social processes are operating in these different market situations. 3. What social processes do the graphs depict? Answer: The first graph plots whether a son ever worked at the same firm as his father. The second graph plots whether a son’s “career employer” (i.e., the employer accounting for most of your adult earnings) is the same as their father’s. Both graphs show a similar pattern. The effects are roughly similar for most income levels but take a sharp turn upward among the richest group. In other words, sons from the most privileged families are the most likely to benefit from their father’s connections. Chapter 14 – Politics 1. LEARNING OUTCOMES (WITH BLOOM’S TAXONOMY) After completing this chapter, students should be able to: • Examine the power distribution within society and its impacts on political behaviour and public policies. • Analyze the ways in which social structure and state institutions influence politics. • Summarize the three waves of democratization that have occurred. • Identify why some societies become highly democratized. • Recall the ways in which social inequality functions as a limiting factor to democracy, regardless of a society’s overall wealth. • Recognize the connections between state structures and patterns of warfare. 2. WHY IS THIS CHAPTER IMPORTANT TO SOCIOLOGY STUDENTS? Even though “politics” might seem to students like an abstract topic that exists at some remove from their daily lives, they need to see that the social relations through which resources and opportunities are allocated have a determining impact on their current experience and life chances. Ironically, the very lack of engagement of our students’ age cohort from formal political processes is itself an artifact of our political system, and thus a valuable opening with which to pique the interest of students. A fully formed sociological perspective requires an understanding of the institutional mechanisms and social processes through which political power is constructed, distributed, and maintained. Additionally, political and economic domains and processes are interconnected, so a deep understanding of the political should result in students developing a deeper understanding of the economic situation of Canada and societies worldwide. 3. WHY SHOULD STUDENTS CARE? The old saying that “the personal is political” is still valid today: personal lives and experiences are in large part politically delimited and determined. For students to properly understand and address their personal realities, they must understand political relationships, structures, and the power that is distributed throughout and concentrated within the system. One of the primary mechanisms through which social actors realize their interests in contemporary society is through public policy. In addition, the extensive interlocking relationships between huge corporations, the wealthy class, trade organizations, and so on, wield massive influence on political decisions and policies. Students must appreciate the need to become more proactive and involved in the making of decisions that may/will impact them and their life experiences. 4. WHAT ARE COMMON STUDENT MISCONCEPTIONS & STUMBLING BLOCKS? For many students, politics is a very “dry” subject outside of their realm of personal experience and interest. As stated above, however, there is an opportunity to use their very lack of engagement with politics as a focus for critical thinking. Extra emphasis on engaging them—via discussions, exercises, and media clips (see below for suggestions)—may result in some lively dialogue, making the chapter material more relevant within the scope of their own personal experiences. Students may have internalized widely held defeatist beliefs that “you can’t fight city hall.” Utilizing demonstrations/examples of “how you can fight city hall” (e.g., see “how to topple a dictator” TEDTalk below) may lead to students challenging and critically analyzing their own belief and potentially feeling empowered to actively participate in civil society. Students (may) struggle with understanding the interactions between the State and civil society and the power and influence embedded within each institution. In-depth discussion of Figure 14.1 (p. 360) accompanied with concrete examples (e.g., the influence of MADD since its inception) may help in addressing this issue. 5. WHAT CAN I DO IN CLASS? At the start of class: Begin with a humourous analogy: “Cows and politics.” Start by telling a version of the political satire that begins with the phrase, “You have two cows,” and uses the analogy to summarize different political systems (a good version is available at http://www.extremelysmart.com/humor/cowsexplain.php). Then, ask students what types of fundamental differences there are between the different systems, i.e., not so much about milk as decisions involving power: who has it, and who gets it. Begin with a question: Either by a show of hands or a clicker poll, ask students if they plan to vote in the 2015 federal election. (If using clicker technology, this could be constructed as a demographic slide. Additionally, it provides a “percentage score” of the results). Compare the class results to the overall voter turnout of 61.1 percent and voter turnout among 18–24 year olds of 38.8 percent for the May 2011 election. Discuss their reasons for voting and for not voting. (For more data and information, see “Voter Turnout at Elections,” http://www.elections.ca/content.aspx?section =ele&dir=turn&document=index&lang=e; “Barriers and Influencers to Electoral Participation,” http://www.elections.ca/content.aspx?section=res&dir=rec/part/nysr&document=p4&lang=e; and “Youth will not vote in the Ontario election and here’s why,” http://www.theglobeandmail.com/news/national/education/youth-dont-vote-because-they-dont-like-what-they-see/article19114640/ Does the “system” make apathetic citizens? View this 4 min., 27 sec. clip “The Alternative Vote Explained,” available at http://www.youtube.com/watch?v=3Y3jE3B8HsE, and discuss if a change in our voting system would result in more citizens voting. “Ontario voter turnout in record low numbers”: View this news video (2 clips/approximately 2 min. each), available at http://www.ctv.ca/CTVNews/TopStories/20111007/ontario-election-turnout-111007/, and discuss this sociological phenomenon that is becoming an increasingly bigger problem in Canada at all levels of government. What are (may be) the consequences? Throughout the class: Small group/Class discussion: “Leader 2.0.” After summarizing the Weberian ideal types of authority (p. 362), split the class into groups of 4–6, and tell them that their task is to create an imaginary political leader that exemplifies the charismatic type. Equip each group with flip chart paper and markers, and instruct them to mock up a detailed “dossier” (words/images on chart paper) of this person’s age, qualities, looks, racial or ethnic background, gender, political persuasion, and other beliefs. Each group will then present its leader to the class in any way members see fit. [Understand/Apply/Analyze/Evaluate] Think/Pair/Share or Class debate/discussion: Ask students if they would support the passage of a law that made voting compulsory (mandatory electoral participation); a clicker slide would work well for this question. Why, or why not? Discuss. (See “Debate: Compulsory Voting,” http://debatepedia.idebate.org/en/index.php/Debate:_Compulsory_voting, and Frankal’s 2005 article, “Compulsory Voting around the World” at http://www.guardian.co.uk/politics/2005 /jul/04/voterapathy.uk, for additional information.) [Understand/Apply/Analyze/Evaluate] Class discussion: Figure 14.1 (p. 360 of the text) depicts the institutions of State and civil society. Utilizing this visual, discuss the statement, “the greater the degree to which civil society influences the operation of the state, the more democratic the political system.” Ask the students to imagine and discuss what would/could happen if the media was not allowed to report on government activities; if citizens were not allowed to express their opinions on social issues; what our society would be like if MADD (Mothers Against Drunk Driving) had never been established; and so on. (Note: See “Protests Barely Seen on Russian TV,” Dec. 7, 2011, available at http://www.bbc.co.uk/news/world-europe-16067899.) [Understand/Apply/ Analyze/Evaluate] Small group/Class discussion: “The Antidote to Apathy.” Recent Canadian elections have witnessed a significant fall in voter turnout, which is usually considered to be as a result of an “apathetic” citizenry (don’t care/too lazy/too selfish, etc.). Ask students to volunteer possible explanations for this phenomenon. View this 7-minute TEDTalk: “Dave Meslin: The Antidote to Apathy” (available at http://www.ted.com/talks/dave_meslin_the_antidote_to_apathy.html), and discuss his arguments and suggestions for addressing this situation. [Understand/Apply/ Analyze/Evaluate] Think/Pair/Share, Small group/Class discussion: Kony 2012: political movement or “slacktivism?” Ask students by show of hands how many heard of, or responded to, the viral video and social media campaign that was focussed on mobilizing against Joseph Kony, leader of the Lord’s Resistance Army in Uganda. Summarize the exponential speed with which it gained global momentum, and then imploded. Solicit student responses regarding the pros and cons of online political activism. (Background available at http://www.pewinternet.org/2012/03/15/the-viral-kony-2012-video/) [Understand/ Apply] Lecture enhancer: “The Newsroom” (2012). Play this short clip, which portrays a panel discussion in front of a university audience (3:27; available at https://www.youtube.com/watch?v=16K6m3Ua2nw). Ask students in what ways the monologue by the speaker politically subverts the question he is responding to. Discuss. [Understand/Apply/Analyze] Lecture enhancer: After addressing Figure 14.3 of text (p. 367), “Left versus Right, Canadian Federal Parties, 2008,” display this visual that addresses the 2011 Canadian election (available at http://www.politicalcompass.org/canada2011) and discuss. Lecture enhancer: March of Democracy (http://www.mapsofwar.com/ind/march-of-democracy.html): “Where has democracy dominated and where has it retreated? This map gives us a visual ballet of democracy’s march across history as the most popular form of government. From the first ancient republics to the rise of self-governing nations, see the history of democracy: 4,000 years in 90 seconds...!” (Note: There is a pause button in the top right corner.) TEDTalk: “How to Topple a Dictator” (2011, 12 min. presentation by Srdja Popovic, who led the nonviolent movement that took down Milosevic in Serbia in 2000; available at http://www.ted.com/talks/srdja_popovic_how_to_topple_a_dictator.html). View and discuss his argument. (Note: When a viewer asked, “How do you topple a system that has no clear dictator on the top but a shadow organization that cannot be associated with an individual person?” Popovic’s response was, “The same way as you do with individual—by focusing on main institutions supporting the building of Power, and trying to pull people out of these pillars. Relying on numbers and also building Unity, Planning, and maintaining nonviolent discipline.”) [Understand/Apply/Analyze] Documentary: Us Now (2009), 60 min. “Us Now takes a look at how the Internet could transform the way that countries are governed. It tells the stories of the online networks whose radical self-organizing structures threaten to change the fabric of government forever. In a world in which information is like air, what happens to power?”) Available in full at https://indieflix.com/indie-films/us-now-31958/). View from approximately 41 min., 30 sec., to 57 min., 30 sec., which discusses the possibility of revolutionizing the current political system from a one-way relationship (“broadcast model,” which Don Tapscott proposes is inappropriate for the twenty-first century) to utilizing technology and enabling citizens to become involved (participatory governance). Discuss: “Government 2.0—A Sign of Things to Come?” Why, and why not? [Understand/Apply/Analyze/Evaluate] 6. HOW WILL I KNOW THAT MY STUDENTS HAVE LEARNED THE LOs? Writing assignment: Ask students to research and submit a paper proposing a way to increase voter turnout for the next election (i.e., “compulsory voting”). See Lijphart’s (1997) article cited below. (Lijphart argues that the advantages of compulsory voting far outweigh the normative and practical objections to it.) Test and reflection paper: Have students take a “political orientation” test and submit a reflection paper/analysis of their experience and “test results.” See http://www.politicalcompass.org/. End the class with a mini quiz: Focus on multiple-choice questions that address the Learning Objectives of the chapter. Review and discuss the correct answers for each question. (The use of “clicker” technology and turning point slides is very effective for this exercise.) Three-minute essay/work in pairs: Ask students to brainstorm a list of the 3–5 main points from the session. Then, have each student pick one point from that list, and give them 3 minutes to summarize it. Students will then pair up and read one another’s summary and discuss. Ask students (in pairs/small groups) to create and submit a question (with answer): The question should be one that they would like to be included on an upcoming exam. Some of these questions could be developed into a multiple-choice format and used at the start of the next class as a review of the material from this session. It allows students to engage with the exam creation, and if used as part of the next session’s opening questions, it enables them to self-assess their learning and engagement in the previous session. Set up an online survey tool account: (i.e., www.toofast.ca) Ask/instruct students to answer one or two questions, such as What did I learn today that precipitated an “aha” moment? What did I not understand in today’s class? (This provides you with feedback on the teaching in addition to the student learning. The difficulties with understanding could then be addressed in the next class.) MindTap: Refer your students to http://www.nelson.com/student to access the MindTap for Sociology: Your Compass for a New World. MindTap is a personalized program of digital products and services that engages students with interactivity while offering students and instructors choice in content, platforms, devices, and learning tools. This resource includes quiz questions, videos, and articles that are accompanied by thought-provoking questions that challenge students to think critically about current issues and events. Ask students to utilize this learning tool, and bring to the next class any questions (difficulties) they may have in regards to information from this chapter. 7. HOW CAN I ASSESS MY OWN “PERFORMANCE”? A critical reflection on my own practice: insights and understandings: A. Did I get the attention of my students at the beginning of class? a. What did I do? Did it work? How? If not, why not? b. Did I get the right kind of attention, or the wrong kind? B. Did I allot enough time for student dialogue/participation/engagement in the learning process? a. If not, why not? b. Is there any material that can (or should) be minimized or removed in order to allow for student input and participation? c. Are there ways of transferring some of the content online to open up more time in class for participation and engagement? C. How could I incorporate more student input and participation? (e.g., clicker questions, think/pair/share, one-minute summaries) D. Were my students engaged and/or focused? If so: a. What tells me that they were? b. What concepts were we covering? c. What precisely were they engaged with and/or focused on? (i.e., video clip, documentary, debate, small group discussion, whole class discussion) d. Were there unexpected moments of engagement, i.e., in group discussion, that I recognized and incorporated? If not: a. When did I lose them? b. Why did they disengage/lose focus? E. Did I integrate formative assessment of student learning throughout the “lecture”? a. What did I do? b. Did these assessments suggest to me that they understood the key concepts? If not, was I prepared to alter my plan in response? F. Did I request feedback from the students on their learning experience in this class? i.e.: a. Submission of an “aha” moment they had b. Informal summary (point form) addressing two or three concepts covered c. Five (ten) minutes for “debriefing” at the end (of class or topic)—“What” are your questions? (not “Are there any questions?”) d. Refer students to an online survey (e.g., Blackboard learning system, toofast.ca). G. Some things to consider for the next class (modifications to consider when teaching this chapter again): a. What worked really well, and why? b. What could/should/might I do differently next time to improve student engagement and learning? H. What did I learn about this topic? What insights did I gather from my students? Were any of those insights surprising to me? I. What did I learn about my teaching, and what can I do to modify my teaching as a result? 8. WHAT OTHER RESOURCES ARE AVAILABLE? [Supplementary Resources] Chenoweth, Erica, and Maria J. Stephan. 2011. Why Civil Resistance Works: The Strategic Logic of Nonviolent Conflict. New York: Columbia University Press. Democracy Index 2010: Democracy in Retreat (prepared by ©The Economist Intelligence Unit Limited; PDF available at http://graphics.eiu.com/PDF/Democracy_Index_2010_web.pdf). The index evaluates 167 countries, “based on five categories: electoral process and pluralism; civil liberties; the functioning of the government; political participation; and political culture. Countries are placed within one of four types of regimes: full democracies; flawed democracies; hybrid regimes; and authoritarian regimes.” It reports there to be a “decline in democracy across the world since 2008.” Norway ranks 1st, Canada has the 9th position and the United States and United Kingdom are near the bottom of the “full democracy” category (placing 17th and 19th, respectively). Furthermore, the number of “full democracies” is low—at only 26 countries. This 46-page document contains numerous tables that could be introduced to/interrogated by the students, and it addresses a number of concepts and ideas found in this chapter. Domhoff, G. William. 2009. Who Rules America? Challenges to Corporate and Class Dominance. New York: McGraw-Hill. Eberly, Don. 2008. The Rise of Global Civil Society: Building Communities and Nations from the Bottom Up. New York: Encounter Books. Election Almanac. “Voter Turnout” Statistics in Federal Elections from 1867 to 2011. Available at http://www.electionalmanac.com/canada/voterturnout.php. Elections Canada. 2011. “National Youth Survey Report.” Available at http://www.elections.ca/content.aspx?section=res&dir=rec/part/nysr&document=index&lang=e Inglehart, Ronald, and Christian Welzel. 2005. Modernization, Cultural Change, and Democracy: The Human Development Sequence. New York: Cambridge University Press. Karatnycky, Adrian, and Peter Ackerman. 2005. “How Freedom Is Won: From Civic Resistance to Durable Democracy.” Washington, DC: Freedom House. This 56-page report is available at http://old.freedomhouse.org/uploads/special_report/29.pdf. Lijphart, Arend. 1997. “Unequal Participation: Democracy’s Unresolved Dilemma.” The American Political Science Review, Vol. 91, No. 1 (March, 1997), pp. 1–14; available at http://csallen.myweb.uga.edu/lijphart_unequal_apsr_1997.pdf. Mastracci, Davide. 2014. “Youth will not vote in the Ontario election and here’s why.” The Globe and Mail. Available at http://www.theglobeandmail.com/news/national/education/youth-dont-vote-because-they-dont-like-what-they-see/article19114640/ Milner, Henry. 2005. “Are Young Canadians Becoming Political Dropouts?” IRPP Choices, Vol. 11, no. 3 (June 2005), ISSN 0711-0677; available at http://www.irpp.org/choices/archive/vol11no3.pdf. Milner, Henry. 2007. “Political Knowledge and Participation among Young Canadians and Americans.” IRPP Working Paper Series no. 2007-01. (November, 2007). Available at http://www.irpp.org/wp/archive/wp2007-01.pdf. Nepstad, Sharon Erickson. 2011. Nonviolent Revolutions: Civil Resistance in the Late 20th Century. New York: Oxford University Press. Polanyi, Karl. 1944 [2001]. The Great Transformation: The Political and Economic Origins of Our Time. Boston: Beacon Press. Rainie, Lee et al. 2012. “The Viral Kony 2012 Video.” Pew Internet Research Project. Available at http://www.pewinternet.org/2012/03/15/the-viral-kony-2012-video/ Smith, Bruce L. 2003. “Public Policy and Public Participation: Engaging Citizens and Community in the Development of Public Policy.” Produced for the Population and Public Health Branch, Atlantic Regional Office, Health Canada. PDF found at http://www.phac-aspc.gc.ca/canada/regions/atlantic/pdf/pub_policy_partic_e.pdf. Stephan, Maria J., and Erica Chenoweth. “Why Civil Resistance Works: The Strategic Logic of Nonviolent Conflict.” International Security. Vol. 33, No. 1 (Summer 2008), pp. 7–44; available at http://belfercenter.ksg.harvard.edu/files/IS3301_pp007-044_Stephan_Chenoweth.pdf (examined 323 conflicts from 1900–2006: nonviolent struggle is twice more likely to succeed compared to violent [53 percent against 26 percent success rate]). 9. QUESTIONS TO CONSIDER WITH SUGGESTED ANSWERS 1. Does declining voter turnout in Canada indicate that formal electoral processes are irrelevant, or is it telling us something else? Answer: Declining voter turnout in Canada suggests that electoral processes might feel disconnected from citizens’ concerns or that systemic issues are not being addressed, rather than indicating irrelevance. 2. Younger people are less likely to vote than older people are. How would power resource theory explain this? Answer: Answers will vary by student. Power resource theory and discussion is addressed on pp. 366–368 of the text. Power resource theory would explain lower voter turnout among younger people by suggesting they have less political power and fewer resources compared to older individuals, who may have more established interests and stability. 3. Do you think Canada will become a more democratic country in the next 25 years? Will a larger percentage of the population vote? Will class inequalities in political participation decline? Will public policy more accurately reflect the interests of the entire population? Why, or why not? Answer: It’s uncertain if Canada will become more democratic in the next 25 years. While efforts to increase voter engagement and address class inequalities could improve participation and policy representation, progress depends on addressing systemic barriers and fostering inclusive practices. Chapter 14: Politics Application Questions 1. Democracy in Historical Perspective The text refers to the three waves of democratization and graphs the impressive expansion of this form of power distribution in recent decades. There is a tendency to extrapolate from this pattern and conclude that democratic governance is inevitable. This application allows you to look at the longer view and think about the credibility of such extrapolations. Steps: 1. Go to the following website and view the video clip, “March of Democracy.” http://www.mapsofwar.com/ind/march-of-democracy.html 2. Pay careful attention to when and where democracies have emerged. Note what events preceded their appearance. 3. Write up a report that addresses the following issue: • What does this historical summary tell you about the inevitability of democracy? Answer: Answers will vary. Key points may include the following: • There has certainly been a strong recent trend toward democratic expansion. • However, the expansion of democracy is not guaranteed. There are plenty of historical examples where democracy expanded and then contracted. The conclusion is that expansion and persistence of democracy, like all political systems, is contingent, not inevitable. Report: The video March of Democracy illustrates that while there has been significant expansion in democratic governance, its emergence has often followed periods of conflict, revolution, or colonial decolonization. This suggests that democracy is not inevitable but rather contingent on specific historical conditions and struggles. 2. Political Power and the Use of Force Various means exist for getting people to follow the rules. The text discusses several of these means in terms of different types of authority (traditional, legal–rational, charismatic). Authority rests on legitimate, institutionalized power. Sometimes, however, persons or groups are uncooperative and persist in not following the rules. Their conduct clearly displays that they do not feel existing norms are legitimate. If this orientation becomes widespread, social instability soon follows. Since social order is paramount for any political system, authorities have another tool at their disposal—force. When force is employed, people are treated by the laws of physics, not the laws of sociality. Enforcers do not feel any obligation to take into account the viewpoint of deviants. Since force is a crude, “rock-bottom” way of gaining conformity, nation states reserve the right to use it for themselves. This application is intended to help you appreciate this point. Steps: 1. Examine the following cartoon : 2. Write up a report that addresses the following issues: • What actual difference is there between the two forms of violence portrayed in this cartoon? • How does the distinction between terrorism and militarism connect with the authoritative use of force? Answer: • There is no actual difference. Both forms of violence result in dead bodies. • Whether these dead bodies engender support or outrage depends on whether the violence is defined as legitimate. Modern nation states legitimate the use of violence by the military against enemies of the state. By contrast, they define the use of force directed against the state as terrorism. Report: The cartoon likely contrasts terrorism, which involves non-state actors using violence to instill fear and achieve political aims, with militarism, where state actors use organized military force for national objectives. The distinction lies in the legitimacy and scale of the violence; terrorism is often perceived as illegitimate and indiscriminate, while militarism is sanctioned by state authority and typically follows formal rules of engagement. Chapter 14: Politics Democratic Engagement The health of a democracy is not simply about elections, although electoral participation is one important indicator. A half-century ago, about 80 percent of Canadians voted in federal elections. Current federal election turnouts are around 60 percent. Voter participation is even lower in provincial and civic elections. In Canada, as elsewhere, there is plenty of social commentary about youth participation, suggesting that democratic engagement is lower among young people. Go to the following website and review the results of a recent public opinion survey of Canadians’ participation in a wide-range of political activities: http://www.samaracanada.com/research/current-research/lightweights/political-participation-results Now, go to the following website and review the results of those surveyed between ages 18 and 34 who were asked the same questions: http://www.samaracanada.com/docs/default-source/Reports/youth-participation-chart-final.pdf?sfvrsn=0 Application Questions 1. Summarize the results of the general public opinion poll. What do these findings tell you about the vibrancy of Canadian democracy? Answer: The web site summarizes the general findings as follows: Canadians, on average, are involved in only 5 out of the possible 20 activities, and a full 10% of us do not do even one political activity. Canadians reported the lowest overall activity in the Formal Engagement category, which measures their direct interaction with formal politics. On the other hand, about half of us participate in activities such as petitioning, boycotting, and joining a group. These findings suggest considerable room for public engagement in the democratic process. 2. Comparing the youth (18–34) results to those of the general population, is the hypothesis supported that youth are apathetic? Answer: The web site summarizes the youth findings as follows: Despite the perennial characterization of young people as apathetic, their reported levels of participation are the same or higher when compared to the older cohort, with the notable exception of Formal Engagement. In fact, youth (defined as those between the ages of 18 and 34), on average, perform 6 out of 20 activities, compared to Canadians age 35 and over who average 5 out of 20 activities. Rates of Civic Engagement activities for youth closely mirror those of the older cohort, although they are slightly more likely to have volunteered. In terms of Activism, rates of petition signing and boycotting are also similar, although youth are more likely to have protested. In other areas, they are even more active. Younger Canadians use online technologies to discuss politics in much greater numbers—about 15 to 20 percentage points more. This is not unexpected, given that this cohort has come of age with the Internet and social networking platforms like Facebook and Twitter. Notably, such activity does not drop off when this group goes off-line: youth report higher levels of facto-face and public discussion about issues, too. However, even more so than the older cohort, youth avoid the Formal Engagement category of political activity. They appear less likely to contact an elected official (25% compared to 33%). Youth are also less likely (by two to three percentage points) to report volunteering for a campaign, or joining or donating to a political party. These results do not support the idea that youth are strikingly different from other Canadians in terms of democratic engagement. Solution Manual for Sociology My Compass for a New World Robert J. Brym, Lance W. Roberts, Lisa Strohschein, John Lie 9780176532031, 9780495763963