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Posts Tagged ‘age’

Sociology and You: A Free Textbook

Monday, April 30th, 2018

This American High School textbook just scrapes into the “published in the 21st century” criterion I set myself for finding free, out-of-print sociology texts, but I’ve included it because although it’s obviously a little dated – at least in terms of content if not necessarily design – Sociology and You (2001) was probably one of the first to push at the boundaries of textbook design for “Grades 9 – 12”. This, by my calculations, means 15-18 year olds and if you’re wondering, as we probably all are, how this fits into the UK grading system I’d say the text equates to “high GCSE” / AS-level. But this is only a rough guess – there are bits that could fit into A2 – so if you want to use it with your students it’s probably a case of suck-it-and-see before you let them have copies.

The book itself exhibits most of the features we now take for granted in contemporary textbooks: short bursts of text, lots of big colourful pictures, key terms identified and defined, tables, boxouts, short readings, simple assessments and white space.

Lots and lots of white space.

In other words, anyone familiar with UK A-level texts over the past few years will see this as very familiar territory.

Except, of course, most of the examples and illustrations are drawn from North America. Which is okay if you’re North American (or are really into comparative sociology / North Americana) but not quite so brilliant if you live and study elsewhere.

Keeping this in mind, if you decide to have a look at the text I’ve made it available it as either a complete textbook or by chapter. I’ve provided the latter option because there are some chapters, such as those on “Sport” or “Political and Economic Institutions”, you may not need or want: put bluntly, you’re probably not going to teach stuff that’s not on the A-level Spec.

You can also use the chapter option to see if or how the text might fit with your teaching because, as I’ve noted, judging the level is a little problematic given differences in both the US and UK grade system and the skill levels each requires of its students at different ages.

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Sociology Revision Booklets: 6. Culture and Identity

Saturday, April 14th, 2018

Somewhat surprisingly, at least to me, there seems to be a positive dearth of Culture and Identity related revision material, at least of the Word / Pdf variety (PowerPoint users seem much better served). Why that should be I don’t know but I have managed to find a few resources you and your students might find helpful:

1. Revision Checklist (K.Birch): I’ve included this because it’s one of the few revision resources I’ve been able to find for the OCR Board and while it’s not particularly exhaustive it does provide a list of key concepts, some simple practice questions and some sample exam-type questions for each topic in the Culture and Identity module.

2. Sociological Perspectives: Some quite extensive notes dedicated to different types of sociological perspective.

3. Culture and Identity: This is another set of paged Notes by Mark Gill that I’ve collated into a single document for the convenience of everyone involved. I’ve kept it as a Word document so that you can easily separate-out sections if you want to give your students Notes on a specific topic. As ever with these Notes there’s quite extensive coverage of a range of areas: socialisation, perspectives, identities and globalisation.

4. Culture, Socialisation and Identity: This combines short Notes focuses on the concept of culture with simple student exercises

5. Culture, Identity and Agents of Socialisation: Short Notes mainly aimed at illustrating the relationship between different identities (gender, age, ethnicity, etc.) and different agencies of socialisation.

6. Facebook and the Presentation of Self: This is an article originally published in Sociology Review (2017) that uses the example of Facebook to illustrate arguments about structure and action. While it’s not exactly a revision piece it might help students clarify this relationship if they need it. It also looks at how personal and social identities relate to structure and action.

Sociology Revision PowerPoints: Crime and Deviance

Saturday, March 24th, 2018

The second part of the Crime and Deviance Revision series (the first, if you missed it,  involves revision booklets) is devoted to a range of PowerPoint Presentations that I’ve collected from various places. Just have a look at the document properties if you want to know who created them.

The quality of the Presentations is “variable” at times so it’s probably a case of having a look at any that take your fancy to see if they’re something you can use. You also need to keep in mind the date when some of these were created (again, just check the document properties).

Although most of the Presentations are just a relatively simple mix of text and graphics, some include links to YouTube videos (which you can, of course, edit accordingly if you want) and some are a little more interactive in terms of their content (posing questions, setting short exercises and the like).

Although I’ve signposted the Presentations as a revision resource there’s no reason why you couldn’t incorporate some of these into your everyday teaching if you like to use PowerPoint. They can, of course, be edited to your particular requirements.

The Presentations (all 25 of them…) are as follows:

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Beat The Bourgeoisie: A Simulation

Tuesday, March 6th, 2018

Long-time readers of this blog may recall that around 18 months ago I posted a series of sociology simulations, under the general title “7 Sims in 7 Days”, one of which, Cards, Cakes and Class, focused on giving students a physical taste of social inequality. However, while I like the basic ideas underpinning the sim, it suffers from two major problems:

1. It takes a lot of time, effort and space to set-up and run.

2. It mainly focuses on economic inequality to the detriment of other dimensions of class inequality – specifically, cultural and social capital. While the former is, of course, an important dimension of inequality, students need to understand, discuss and, in this instance, experience other dimensions of inequality.

If you liked the basic idea behind “Cakes and Class” (and who doesn’t like to see their students suffer in the name of Education?) but were prevented from running the sim because you couldn’t commit to everything involved in setting it up, you might be interested in this variation by Dawn Norris (Beat The Bourgeoisie: A Social Class Inequality and Mobility Simulation Game). While it covers much the same area as Cakes and Class it does so in a way that’s:

1. Easier to set-up and run: you just need two groups of students and some questions.

2. Quicker to carry-out: Norris suggests the simulation itself should run for around 30 minutes, (with as much time as you like after for a discussion of content and outcomes).

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Knowledge Organisers: Media and Methods and Education

Tuesday, February 20th, 2018

Back by popular demand and with a brand-spanking new set of Tables covering media, methods and education. Each Unit is by a different author and the quality is, at times, variable.

Media

These are pdf files so unless you’ve got a programme that will edit them you’re stuck with the information they have to offer. That said, they’re fairly recent (2015) and so are probably reasonably up-to-date and in line with the latest Specifications. There is, unfortunately, no indication of authorship…

Ownership of the mass media
New media, globalisation and popular culture
Selection and presentation of news and moral panics
Mass media and audiences
Representations of the body
Representations of ethnicity age and class

Methods

These are a little older (2009) and again authorship is a little hazy. On the plus side they’re in Word format so they can be easily edited if necessary.

Experiments and Questionnaires
Interviews
Observation and Secondary Sources

Previous Tables you might find useful:

Table 1.

Table 2.

Table 3.

Education

Again, not sure who created these or indeed when they were created. However, they are in Word format if you want to edit them.

Functionalism and Marxism
Feminism, New Right, Interactionism
Cultural and Material Factors

Previous Tables you might find useful:

Table 1.

Table 2.

 

18 | Religion: Part 3

Wednesday, October 18th, 2017

The third chapter in our trawl through the murky waters of organised (and disorganised, come to that) religion looks at the relationship between religion and social position in two broad ways:

Firstly terms of the so-called (by me at least) “CAGE” variables: class, age, gender and ethnicity. This section both outlines the relationship between each of these variables and religious beliefs / practices and evaluates a range of possible explanations for the relationships uncovered.

Secondly, the chapter looks at the appeal of modern religious movements to different social groups, with the focus here on two types:

a. New religious movements, based on Daschke and Ashcraft’s (2005) idea of ‘interrelated pathways’ that examines a broad typology of five different groupings (Perception, Identity, Community or ‘Family’, Society and Earth).

b. New Age movements, based on a typology of Explicitly religious, Human potential and Mystical movements.

Those of you who like your religion with pictures will be saddened to learn that there’s only one (and since this is the “pre-permission” version of the chapter, the spiritual purity of a group of Transcendental Meditation practitioners is somewhat sullied by a dirty great watermark that takes up most of the frame). The disappointment both of these facts might engender may be dispelled by the inclusion of a few tables and a lot of mnemonics.

Or possibly not.

14 | Youth: Part 3

Sunday, October 1st, 2017

One area of social life in which the relationship between youth and specific types of behaviour is particularly clear is that of offending behaviour. Young people – principally young, working class, men – are hugely over-represented in the crime statistics and since this series of chapters is linked by ideas about Youth Culture and Subculture it would be useful to explore the relationship between Youth and Deviance in more detail.

In order to do this the chapter is divided into three main sections:

Firstly, an outline of a range of key concepts – the distinction between crime and deviance, how we define youth, how we measure crime, moral panics, deviancy amplification and the like – that can be applied to this area of social life.

Secondly, a section that outlines the evidence, in terms of patterns and trends, about the nature and extent of youth deviance. This section is further subdivided according to social class, gender and ethnicity.

Finally, it looks at how different sociological approaches – in this instance Functionalist, Marxist and Interactionist – explain the patterns and trends in youth deviance outlined in part 2.

While the chapter is specifically aimed at the OCR Youth Culture Unit it’s one that should have general application for any Specification that looks at the nature of crime and deviance in terms of patterns and trends in offending behaviour and how these might be sociologically explained.

6 | Families and Households: Part 3

Monday, September 11th, 2017

After the raw, enervating, excitement of Family Trends and the Role of Family in Society, the rollercoaster ride that is Family Life continues with the unalloyed joy that is Family Diversity.

While some commentators (who shall remain nameless because I haven’t named them) have described family diversity as a “thrill-a-minute fun-fest filled with fantastic fripperies”, more controversially, other, equally nameless, commentators have described it as being as dull as the rest of the family stuff. But I couldn’t possibly comment on this.

What I do know is that the chapter is filled with a range of diversity-related stuff (hence its name. Probably). This includes:

• Organisational diversity
• Class diversity
• Cultural diversity (age, gender, ethnicity)
• Sexual diversity (don’t get your hopes up, nothing to see here).

Things start to get a little more interesting (a term I use advisedly) when the chapter turns to look at two opposing views on contemporary family diversity (Postmodernist and New Right if you’re still reading this) but then things take a turn for the worse when the chapter ends with social policy.

Still, it’s free. So you can’t complain.

No, really.

Just Enjoy!

Patterns of Crime and the Social Characteristics of Offenders: Gender and Ethnicity

Monday, July 3rd, 2017

After a brief hiatus, we’re back to business with a fifth example of Jill Swale’s ATSS work, this one focusing on patterns of offending and how differences based on gender and ethnicity (you can easily add further variables, such as age, to the exercise if you want) can be identified and explained.

The exercise itself is a simple one to organise and run, although you’ll need to update the “Websites and Other Sources” section of the instructions because the suggested web data no-longer works and you’ll need to use texts that reference more contemporary crime statistics. That aside, the exercise is generally straightforward and is designed to encourage students to apply a range of skills to sociological data and research in terms of: 

  • Researching patterns of offending.
  • Identifying major trends.
  • Developing explanations / hypotheses for gender, ethnic and age differences in offending.
  • Testing explanations against sociological research and data.
  • Evaluating sociological research.
  • The Manifest and Latent Functions of CAGE

    Monday, January 30th, 2017

    While mnemonics are not everyone’s favourite hot beverage I’ve always found them a very useful memory device – and I’m particularly fond of CAGE (Class, Age, Gender, Ethnicity) and its less-exulted compatriots CAGES (…Sexuality) and CAGED (…Disability)* for a couple of reasons:

    Firstly, it has a simple manifest function for students. If you’re ever stuck for evaluation ideas in an exam it’s always possible to say something useful about class, age, gender or ethnic differences. Use it as a kind of “Get Out of Jail Free” card you can play whenever you need a quick prompt to get an answer flowing.

    Secondly a latent function of CAGE for teachers is that you can use it to illustrate the concepts of structure and action in a simple and memorable way using the distinction between social and personal identities.

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