Ch. 3 Culture: Supplemental Slides
Ch. 5 Socialization: Supplemental Review Slides
Module 2: Culture and Socialization
Overview
Textbook, slides, and class activities related to culture and socialization. Primary text: OpenStax Introduction to Sociology.
Culture and Socialization: Learning Objectives
Explain what culture is and why it is important
Distinguish between material and nonmaterial culture
Compare and contrast ethnocentrism and cultural relativism
Describe elements and uses of nonmaterial culture—gestures, language, norms, sanctions, folkways, mores, and taboos
Compare and contrast subcultures and countercultures, high and low culture
Outline the role of technology in cultural change
Evaluate the role of “nurture” (socialization) in the “nature versus nurture” debate
Compare and contrast psychological and sociological theories of self-development
Analyze and describe the process of socialization
Compare and contrast agents of socialization (including total institutions) and assess their influence in self-development throughout the life course
Culture and Socialization: Readings
Culture and Socialization: Supplemental Review Slides
The attached slides provide a useful review of concepts from chapters 3 and 5 in your textbook.
Culture and Socialization: Class Activities
Activity 4: Elements of Culture Scavenger Hunt—Norms and Sanctions
LO: Identify norms and sanctions, both positive and negative, operating within Eastfield College
CSSS: Critical Thinking, Collaboration, Communication
Instructions: Spend ___ minutes observing people on campus (hallways, The Pit, Subway, etc.).
- Identify and list at least five (5) norms (folkways and mores) that you see people following or breaking.
- Describe any sanctions you observe people receiving as a result of breaking or following these norms. Indicate whether the sanction is positive or negative. (Note: if you don’t observe people receiving a sanction, answer with the kind of sanction you think they would/should receive.)
| Norm: | Sanction: |
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Ex: | Waiting your turn in line (folkway) | Negative |
Guy cut in line at Subway | Everyone yelled at him | |
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Activity 5: Connecting Material and Non-Material Culture
LO: Describe the relationship between elements of non-material and material culture. Think critically about how material and non-material culture work together to emphasize the overall cultural values of a society.
Instructions: Work with your group to create a list of at least 5 values and beliefs that are important in U.S. culture. Next, list at least two norms and behaviors that support that value. Finally, identify at least two material goods that related to that value.
Value/Belief | Norms and Behaviors | Material Goods |
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Ex: Hygiene is important |
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Activity 6: Naciremans
LO: Recognize examples of ethnocentrism and cultural relativism, identify elements of material and nonmaterial culture
CSSS: Critical Thinking, Communication, Collaboration, Self-Assessment
Instructions: Use the article “Body Ritual Among the Nacirema” to respond to each of the following items:
- Identify and describe, at minimum, five (5) elements of the material culture of the Naciremans—what kinds of tools, buildings, etc. do they possess?
- Identify and describe, at minimum, five (5) elements of the nonmaterial culture of the Naciremans—what kinds of norms, values, beliefs, and practices do you observe?
- Identify examples of ethnocentrism in the author’s description of the Naciremans.
| Material | Nonmaterial | Ethnocentrism |
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Activity 7: Agents of Socialization
Learning Objective: Recognize the role of various agents of socialization in shaping identity, compare and contrast differences in socialization based on social location.
CSSS: Critical Thinking, Self -Assessment, Communication
Instructions: With your group, discuss how your assigned agent of socialization has influenced you. Make sure you hear from each member of your group! Choose a group leader to present your answers to the class.
- Identify and discuss, at minimum, two (2) ways this agent of socialization influenced you (lessons taught, messages, behaviors, etc.). How?
- Identify and discuss, at minimum, two (2) differences in socialization experiences among members of your group.
- How would you explain these differences in socialization-- why were you socialized differently? How do these differences influence your perspectives or behaviors?
Agents: Family, School, Peer Groups, Media, Neighborhood, Religion, Workplace, Government
Activity 8: Gender in the Toy Aisle
LO: Think critically about how children are socialized to adhere to gender norms.
CSSS: Critical Thinking, Communication, Collaboration
Instructions: With your group, visit a toy store, the toy section of a local store (Target, WalMart, etc.) or visit the website of one of these stores and select two (2) toys that are marketed specifically to boys and two (2) toys marketed specifically to girls. List and briefly describe each item, then answer the Critical Thinking questions on the back of the page:
Girls | Boys |
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Item #1: | Item #2: |
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Critical Thinking Questions:
- How did you know which toys were intended for girls and which were intended for boys?
- How are boys’ and girls’ toys packaged or displayed differently (colors, pictures, words, fonts, etc.)? Why do you think this is?
- What messages are the toys are trying to send in terms of what is appropriate for boys and girls or what behaviors are encouraged? What roles are these toys socializing children into? How?