Title VI-A Year One: The Senegal Project
Final Proposal (dated April 14, 2008)
1. NAME: dorether M. Welch, Ph. D.
dorether.welch@mcckc.edu
2. MY COLLEGE: Penn Valley Community College (PVCC) Suite 301B
3201 SW Trfwy
Kansas City, MO 64111
3. COURSE TITLE AND NUMBER: Soci160 – Introduction of Sociology
4. a. Semester/s Course will be offered: Fall, 2008; Spring, 2009; Fall, 2009
b. Delivery methods: Lecture, multimedia sources, interactive student participation
c. Anticipated enrollments: 200 Total
5. COURSE OUTCOMES with the specific outcomes affected by the module are italicized
a. Learning Outcomes/Assessments:
Upon completion of the material from this Senegal Project, the student will be able to:
1. Apply basic sociological concepts and theories.
2. Draw sociological inferences from observations.
3. Demonstrate an informed appreciation of Senegalese/West African cultures.
4. Demonstrate the ability to critically analyze social issues specific to West
African/Senegalese culture and socialization.
6. NARRATIVE DESCRIPTION of the project. This part should have three elements:
a. the portion of the course before the module was inserted
“Sociology” is the scientific study of human group interaction. This survey course considers
theories, concepts, and critical thinking about human group behavior in relation to such
sociological issues as – for example -- deviance, race, social class, gender, marriage, education,
religion, health, population, and other social issues/problems. There is minor general discussion of
global issues in connection with health and population since the majority of the course material
focuses on life in the United States/western world.
b. a description of the module itself
This module considers culture and socialization in a primarily Islamic environment. It concentrates
on behavioral theories, concepts, and critical thinking about Senegalese gender issues related to
culture and socialization, education, the marriage process and sexual relationships. Data from the
module will comprise no less than 12% of the course material.
The focus is on culture and socialization as they influence social relationships within the United
States/western society v. West Africa/Senegalese society. The module provides four (4) sets of
instructor Lecture Notes (“LectureNotes”) analyzing the U.S./western world: Culture,
Socialization, Health, and Population and Demography/Global Stratification. Each set of Notes
includes a student research assignment focusing on the same areas in West African/Senegalese
society. The intent of these four (4) assignments is the facilitation of a final project which each
student will present to the class. This final project will be a PowerPoint (PPT) presentation. It will
include a detailed outline, cites (APA style), a bibliography, and printouts of (1) detailed speaker
notes + (2) multi-slides pages (5-6 slides to a page) to be presented to the instructor at START of
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each student’s presentation. Each student will download their PPT presentation to the instructor’s
computer desktop/disk at the END of the presentation.
All assignments are valued at 100 pts.
Module Supplement (An Example)
This sample module offers the following PVCC instructor and student created PowerPoint (PPT)
presentations, lectures and other ancillary materials suitable for a “quick start.” These materials –
which focus on West Africa, generally, as well as Senegal, specifically -- may be used to
supplement an existing course OR for the creation of a new course OR as added lecture material
OR as an impetus for students researching topic matter. The source of these materials is trial
presentations by the author’s Soci160 – Introduction to Sociology and Soci101 – Sex Roles and
Sexuality classes during the Fall, 2007 semester. Both a DVD of the all day November 20, 2007
event entitled “Day Trip to Senegal” as well as the initial 2007 student PowerPoint presentations
are available at no charge upon e-mail request to dorether.welch@mcckc.edu (see Section A – D
below). Admittedly the DVD’s quality will threaten no one in Hollywood (for example, the sound
quality is not always superb + fast forward through the first 10 minutes or so where we struggle to
get the equipment to work ). On the other hand, the DVD offers some idea of how the PPTs
came to exist and how they fit together. CAUTION: Please be aware that these PPTS are
rudimentary, undergraduate efforts that admittedly require some “tweaking,”
.
These 2007 pilot PowerPoint Senegal presentations will – ideally – receive additional
augmentation during the course of the Title VI-A Project, that is, during Fall, 2008; Spring, 2008;
and Fall, 2009. At the end of the Project, Lisa Spaulding (Lisa.Spaulding@mcckc.edu) will receive
the final PPTs.
This Module Supplement also includes “Lecture Notes” (see “Attachments”) for the following:
Culture Lecture Notes (Attachment #1)
Socialization Lecture Notes (Attachment #2)
Health Lecture Notes (Attachment #3)
Population + Global Stratification Lecture Notes (Attachment #4)
Sociological Terms & Concepts – TRANSLATED (Attachment #5)
.
It is hoped that there are materials here that will prove helpful in some way.
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“Day Trip to Senegal”
November 20, 2007
MCC – Penn Valley
Section A. CULTURE
A.1. AGENDA
A.2. VIDEO: “Culture” (an overview) on Wadsworth’s “Sociology: Core Concepts DVDROM/Video”
ISBN-13: 978-0-534-61935-0
ISBN-10: 0-534-61935-5
Price: $100 (approx). [Contact: Russ.Boersma@cengage.com]
A.3. PPT: Culture and Sociology Concepts
A.4. Overview of West Africa/Senegal – PPT by Peter Samoei (International Student)
A.5. YOUtube pictorial
Section B. SOCIALIZATION
B.1. AGENDA
B.2. VIDEO: Socialization (an overview) on Wadsworth’s “Sociology: Core Concepts DVDROM/Video”
B.3. PPT: Gender (Instructor Lecture): Are Men and Women Really Equal?
B.4. PPT: Religion/Gender in Senegal - by Saratou Balde (International Student)
B.5. PPT: “Fashion in Senegal” - by Alberta Forbes (U.S. Student)
B.6. PPT: Politics/Religion/Social Life in Senegal (Instructor Lecture)
B.7.. DVD: “My Fulbright GPA to Senegal” – by Lyle Gibson, Historian [to order contact
lyle.gibson@mcckc.edu]
Section C: A SLICE OF SENEGAL
C.1. AGENDA
C.2. VIDEO: Deviance (an overview) on Wadsworth’s “Sociology: Core Concepts DVDROM/Video”
C.3. PPT: “Courtship in Senegal” – by Porcia Hall (U.S. Student)
C.4. PPT: “Proposal of Marriage in Senegal” - by Joseph Burnett (U.S. Student)
C.5. PPT: “Dominance of Sex Roles in Senegal” – by Robert Davis (U.S. Student)
C.6 PPT: “Polygamy in West Africa/Senegal” – by Ashlee Parks (U.S. Student)
C.7. PPT: “Birth Control/Birth in Senegal” – by Kaitlin Hogue (U.S. Student)
C.8. PPT: “Human Trafficking in Senegal” – by Tiffani Harding (U.S. Student)
C.9. PPT: “Rape in Senegal” – by Tinisha Johnson (U.S. Student)
C.10. PPT: “Prostitution in Senegal” - by Raechel Hitchye (U.S. Student)
C.11. PPT: “Homosexuality in Senegal” – by Vincent Matthews (U.S. Student)
C.12. PPT: “HIV/Aids in Senegal” – by Danielle Kelley (U.S. Student)
C.13. VIDEO: “You Wake Me Up: HIV/AIDS in Africa” (30 min). AIDS in Africa DVD: Four
Documentaries. Thomson Wadsworth Publishers. ISBN0-495-17183-2. Cost: $25.
[Contact: Russ.Boersma@cengage.com]
Section D: A SLICE OF U.S. LIFE/GLOBAL SOCIAL PROBLEMS
(compare/contrast to Senegal)
D.1. PPT: “Contraceptives in the U.S.” – by Kaitlin Hogue (U.S. Student)
D.2. PPT: “Receiving Knowledge: …Sexuality in Hip Hop Music” – by Raechel Hitchye
(U.S. Student)
D.3. PPT: “Polygamy in Utah” – by Ashlee Parks (U.S. Student)
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D.4. PPT: “Prostitution (Overview)” – by Robert Davis (U.S. Student)
D.5. PPT “Homosexuality in America” – by Vincent Matthews (U.S. Student)
D.6. Website: http://www.pbs.org/frontlineworld/stories/ (Global Social Problems) [“I” could not
get any volume on my computer. Better luck to you.]
c. the changes the students will experience as a result of the module
The manifest intent of this module will be to provide students with the opportunity to observe a
particular culture, that of West Africa/Senegal, from the vantage point of the generalized material
about the affects of culture and socialization that are at the core of this introductory sociology
course. The latent intent of this module is to encourage student academic research and to
encourage the personal experiencing of other cultures through written materials, actual social
relations, particularly, travel.
7. BASIC OUTLINE of the learning unit
A. Detailed outline of any lectures
1. Culture Lecture Notes (Attachment #1)
2. Socialization Lecture Notes (Attachment #2)
3. Health Lecture Notes (Attachment #3)
4. Population + Global Stratification Lecture Notes (Attachment #4)
B. Supporting materials used in the class (books, websites, etc.)
1. Google.com
2. YouTube.com
3. Tischler, Henry L. 2007. Introduction to Sociology, 9th Edition. Chs 3, 4, 9, 11, 16, 17. CA:
Thomson Wadsworth Publishers.
4. Wadsworth’s “Sociology: Core Concepts” DVD-Rom/Video
C. In-class learning activities, including student assessments
1. In-Class Learning Activities
a. Concepts/Vocabulary
b. Instructor Lectures (See Attachments #1 - #5)
c. Student Research/Presentations
d. International/African Student Consultations
e. Multimedia: Videos/DVDs/Music
f. Internet Research
2. Planned Assessments:
Expected student outcomes will be assessed using the following measures.
a. Exams will assess the learning of basic concepts and theories.
b. In-class exercises will assess the learning of concepts, theories, and the development of
informed appreciation of other cultures.
c. Written assignments will assess the ability to draw sociological inferences about other
cultures from observations, and development of an informed appreciation of the culture.
d. Class presentations will assess students’ ability to critically analyze social issues and to
draw sociological inferences about other cultures.
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1. Copies of the student assignments
One (1) – 2-Part Research Project …………………………..……………..… 200 pts TOTAL
General Information: Instructor lectures will consider aspects of life in the United States/western
as well as in West Africa/Senegalese society. Specifically, the lectures will focus on culture and,
socialization related to sex/gender roles. Your assignment for this project will be in two (2) parts.
PART I ………………………………………………….…………100 pts
Research some similar aspect of West African/Senegalese society and to complete a typed,
comprehensive detailed outline not to exceed 8-10 pages using the standard outline format based
on at least 2 academic journal articles, 1 academic book, 3 internet websites (40 pts). Cites
(APA-style) will be used throughout the outline (20 pts). The final page of your outline will
display a 1/2–page summary of what your research revealed (20 pts). A complete bibliography
(not part of your outline page count) will be placed at the end of your outline (20 pts). Students
who fail to successfully complete Part I may not move on to Part II
PART II…………………………………………………………….100 pts
A 5 – 10 minute PowerPoint (PPT) presentation of Part I will be supported by:
1. A “topical” PPT presentation (on EACH slide on 3 lines in lower right corner size 08Font
include in following order: YOUR name, CRN (Soci___), and semester (i.e. Fa09 etc)
2. Comprehensive, detailed Speaker Notes on each slide
3. Complete bibliography (next to last slide)
4. Instructor RELEASE slide (final slide)
5. Proper APA cites throughout the PPT presentation
6. Download copy of PPT to instructor’s desktop folder at end of presentation
7. Hard copies to instructor in following order
a. PPT presentation – Speaker “Notes Pages” View (select from “Print” menu)
b. PPT presentation - “Handouts” View (select from “Print” menu)
c. PART I Outline etc. (see PART I instructions- above)
8. Your presentation will be graded based on methodology [33pts], oral presentation [33pts], and
PPT appearance [34pts] (Note: more specific detail will be provided later in the course)
ANCILLARY INFORMATION:
(1) These projects permit students to experience delivering of a 5-10 minute lecture to a group
(the class or a wider audience). A strongly interactive delivery which gets the entire audience
involved is strongly encouraged. This is not an opportunity to read large amounts of material
to the class directly from printed text. Statistics are interesting and are encouraged --, but
don’t overdo it. Although you may want to include some, unless there is something
particularly unique, pertinent to the discussion, or revealing, keep direct quotes and statistics
to a minimum; discuss the material they are used to explain instead. Students who simply
read their information, who are disorganized, or whose presentations are not completed
within the time permitted will be graded accordingly. The student is particularly expected to
be present and on time for their presentation; presentations will not be held over because a
member is unavailable. The material is to be covered according to the presentation agenda
(2) Ancillary Information
a. One goal of this project is to facilitate student development of ancillary materials.
b. Class members will negotiate presentation topics to avoid duplication. Each student will
have their own separate PPT w/.
c. Each presentation will be supported by PowerPoint.
d.. PowerPoint slides w/speakerNotes, research materials,
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bibliography, and multi-slides/page printout will be organized into one folder and given
to instructor at START of presentation.
e. PPT job will be downloaded to instructor’s desktop/disk at END of presentation. Save
ONLY as .ppt endings; NO “zip” “ppt.pptx” endings;
f. Class time will be provided for project development. Please do not ask members to meet
outside class time.
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9. Student evaluations (rubrics) of these assignments
ATTENDANCE
A
NO absences,
tardies, or
early leaves
100 pts
STUDENT “METHOD OF EVALUATION” RUBRIC
Attachment #6
2 Research
SENEGAL
Assignments
STUDENT
100 pts @
PROJECT
200 pts
TOTAL
Evaluation Scale
PART I (Outline)
90% – 100%
[180-200 pts]
Typed, comprehensive detailed outline;
8-10 pps; standard outline format [40 pts]
Cites (APA-style) throughout [20 pts]
Final page w/ 1/2–page summary of research [20 pts]
Complete bib at the end of your outline [20 pts]
Methodology:
33 pts MAX
SENEGAL
STUDENT
PROJECT
100 pts @
Evaluation Pts
90-100%
[90-100 pts]
PART II (PowerPoint Presentation)
At least 2 Journal Sources [8pts]
At least 1 Academic Book [5 pts]
At least 3 Internet websites [10 pts]
APA Cites throughout PPT [5 pts]
APA Bibliography
[5 pts]
Oral Presntatn:
33 pts MAX
Interactive (involved us) [5pts]
Familiarity w/material [5pts]
Able to answer/respond to questions [5pts]
Discusses material/DOES NOT READ [5pts]
Eye Contact w/class & instructor [5pts]
We Can Hear YOU well consistently [5pts]
Other:_______________ [3pts]
PPT:
34 pts MAX
Detailed Speaker Notes on @ slide [10 pts]
Ordering of Presentation Material [2 pts]
Organization of Slides [2 pts]
Print2Template Color Contrast [2 pts]
Font size, font choice, color [2 pts]
Bibliography slide (next to last slide) [5 pts]
APA- style Bibliography [5 pts]
RELEASE slide (last slide) [4 pts]
Other:____________________ [2pts]
Total Pts: 100
B
C
1-2 absences,
tardies, early
leaves
1= 85pts
2 = 80pts
3-6 absences,
tardies, early
leaves
3=75 pts
4=70 pts
5=65 pts
6=60 pts
80-89%
[160-178 pts]
80-89%
[80-89 pts]
70-79%
[140-158pts]
70-79%
[70-79 pts]
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D
F
7 absences,
tardies, early
leaves
50 pts
8+ absences,
tardies, early
leaves
45 pts
60-69%
[60-69 pts]
60-69%
[120-138 pts]
59%-Below
[59-0 pts]
59%-Below
[118 pts or
less]
10.
Overall assessments by the Instructor of this module
Module is doable, as demonstrated by the sample module “Day Trip to Senegal.” Clear
instructions, a high level of coordination by the instructor are necessary. Since a major purpose
of the module is to encourage student research and participation, instructor flexibility in
permitting students a wide range of creative input is highly germane ultimately to success—for
students and instructor.
11.
The use of technology necessary/ideal for the implementation for this module
a. Suggested technology:
DVD/VHS player
CamCorder *
Computer
PowerPoint (or other presentation
software)
Ceiling Projector
Internet Access
SmartBoard
* I find students benefit greatly from seeing THEIR presentation on DVD/tape
12.
Bibliography of the resources used by students for this module
1. Fontaine, Peter. “Gay Life in Africa.” Blacklight Vol. 1, No. 5
2. Hall, Edward T. and Mildred Reed Hall. 1990. Hidden Differences. New York: Anchor Books.
3. Link, Matthew. 2004. “Surprising Senegal.” The Advocate. August 17.
4. Tran, Phuong. 2006 “Senegalese Debate S. Africa’s Same-Sex Marriage Bill.” November 29.
Dakar. http://www.voanews.com/Senegal/archive/2007-02/2007-02-15voa14.cfm?CFID=240488851&CFTOKEN=69073105
5. Tran, Phuong.2007. “Hidden Homosexuality in Senegal Presents Challenge to HIV Prevention.”
February 15. Dakar. http://www.voanews.com/Senegal/archive/2007-02/2007-02-15voa14.cfm?CFID=176913206&CFTOKEN=68856341
6. Watson, James L., ed. Golden Arches East: McDonald’s in East Asia. 1997. Berkeley:
University of California Press.
7. www.midwives2008.org/images/img_midwives_3.jpg
8. www.african-geopolitics.org/show.aspx?
9. www.afrol.com/Categories/Women/backgr_health_at_risk.htm
10. www.afrol.com/Categories/Women/profiles/ enegal_women.htm
11. www.geocities.com/ enega_2480/missw01postwin.html
12. http://voanews.com, November 29, 2006
13. http://www.state.gov/g/drl/rls/hrrpt/2005/61589.htm
14. www.afrol.com/articles/10645
15. www.law.umaryland.edu/marshall/crsreports/crsdocuments/IB10050_08282003.pdf
16. www.lib.utexas.edu/maps/Senega/Senegal_rel89.jpg
17. http://www.anth.ucsb.edu/projects/axfight/
18. http://www.crystalinks.com/yanomami.html
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13. Bibliography of the resources instructor used in the development of this module
1. YouTube.com
2. Google.com
3. Tischler, Henry L. 2007. Introduction to Sociology, 9th Edition. Chs 3, 4, 9, 11, 16, 17. CA:
Thomson Wadsworth Publishers.
4. AIDS in Africa DVD: Four Documentaries. Thomson Wadsworth Publishers. ISBN0-49517183-2. Cost: $25. [Contact: Russ.Boersma@cengage.com]
5. Wadsworth’s Sociology: Core Concepts DVD-Rom/Video (For Instructor’s Only}.
2005.Thomson Wadsworth Publishers ISBN-13: 978-0-534-61935-0; ISBN-10: 0-534-61935-5
[Contact: Russ.Boersma@cengage.com]
6. Callaway, Barbara; Creevey, Lucy. 1994. The Heritage of Islam : Women, Religion, and
Politics in West Africa. Boulder: Lynne Rienner
7. Geller, Sheldon. 1995. Senegal: An African Nation Between Islam and the West. Boulder:
Westview Press. ISBN 0813310202
8. Oyewumi, Oyeronke (ed.). 2005. African Gender Studies: A Reader. New York: Palgrave
MacMillan. ISBN 1403962820 (cloth) OR 1403962839 (paper)
9. Stringer, Susan. 1996. The Senegalese Novel by Women: Through Their Own Eyes. New
York: Lang. ISBN 0820426644
10. Senegal DHS Preliminary Report. 2005. Senegal FGM/C /Country Profile: Overview of
Female Genital Mutilation/Cutting. UNICEF
http://www.childinfo.org/areas/fgmc/profiles/Senegal/Senegal%20FGC%20profile%20English
.pdf
11. Martin, Guy. 2007. Democracy in Senegal: Tocquevillian Analytics in Africa. African Studies
Review (September) 50.2 (pp.240-242).
http://findarticles.com/p/articles/mi_qa4106/is_200709/ai_n21186185/pg_1
12. Mackie, Gerry. 2003. A Way to End Female Genital Cutting. Tampa: The FGC Education and
Networking Project.
http://www.fgmnetwork.org/articles/mackie1998.html
13. Lightfoot-Klein, Hanny. 2003. Similarities in Attitudes and Misconceptions toward Infant
Male Circumcision in North America and Ritual Female Genital Mutilation in Africa. Tampa:
The FGC Education and Networking Project.
http://www.fgmnetwork.org/intro/mgmfgm.html
14. FGC (Female Genital Cutting) Comprehensive Bibliography. 2003. Tampa: The FGC
Education and Networking Project (40 pages).
http://www.fgmnetwork.org/reference/biblio.html
.
*For new courses, also include the resultant Course Outline/Information Form
** All reporting should be in Word or Word accessible format. 12 point font please
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ATTACHMENTS
Culture Lecture Notes (Attachment #1)
Socialization Lecture Notes (Attachment #2)
Health Lecture Notes (Attachment #3)
Population + Global Stratification Lecture Notes (Attachment #4)
Sociological Terms & Concepts – TRANSLATED (Attachment #5)
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Attachment #1
Culture Lecture Notes
Objectives/Goals:
#3. To learn to explain and appropriately apply basic sociological concepts
#4. To identify and explain basic human needs and the social situations that inhibit as
well as those that contribute to the satisfaction of these basic needs.
Readings
Tischler, Henry. 2007. Introduction to Sociology. Thomson Wadsworth. Belmont, CA.
Assignment
The following lecture considers culture in the United States/western society. Your
assignment is to research some aspect of culture in West African/Senegalese society and
complete a typed, detailed outline not to exceed 8-10 pages using the standard outline
format. Cites (APA-style) will be used throughout the outline. (60 pts). The final page of
your outline will display a 1/2 –page summary of what your research revealed. Be
specific. (20 pts). A complete bibliography (not part of your outline page count) will be
the last of your outline(20 pts).
AGENDA:
3 Ways to Describe Culture
The Concepts of Culture
The Yanomamo
The Components of Culture
The Universals of Culture (aka: the Cultural Universals)
LectureNotes
I am not pleased with the way Tischler has organized this chapter. I believe it is difficult for students to
come away with a REAL idea of "What is Culture? What are the Components of Culture? Why do we
need Culture?" In the following, all the same pieces of culture are present as are in Tischler's Chapter 3 "Culture;" they are simply organized more logically (I believe).
Three Ways to Describe Culture
1. Culture as a Learned Behavior: Children are born asocial. As they grow up others in the culture
teach them the ways their culture thinks, behaves, and feels. Over time, the child is expected to
"internalize" these aspects of their culture. What does "internalize" mean? It means to make something
so much a part of your life and behavior that you do it AUTOMATICALLY without any conscious
thought. Culture accounts for the observable differences among human groups.
2. Culture as a Social Heritage: Social heritage occurs by reason of social location = social status =
social class. You are BORN into your social class OR social location OR social status. It is an
ASCRIBED STATUS. You did not get to choose, although you may change it later. In such a case,
social class/status/location becomes an ACHIEVED STATUS. Nevertheless, every culture still
experiences change. Consider, for example, the "generation gap" (which, by the way, Tischler DOES
NOT mention). The tensions between generations is due to changes in how one generation regards
certain social matters over against another generation. For example, women having sex without benefit
of marriage used to be strictly taboo (that is not to say that it did not happen; but it was VERY hushhush !!). Today, you you can turn to any TV show and hear first hand accounts. Oprah recently had a
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show about oral sex in which several teens (12 years and up) appeared and openly discussed their
participation !!!
3. Culture as a Way of Life: Each culture represents a unique combination of values, roles, rules, and
relationships which act as guides for appropriate behavior. It is because of culture that people in China
behave differently than those in Yugoslavia who act differently than those in Aruba (isn't Aruba a
magnificent place??).
The Concepts of Culture
Here is a summary. Remember to think globally as you become familiar with these concepts. Do not
forget:
EVERY SOCIETY HAS A CULTURE.
CONVERSELY,
CULTURE VARIES FROM SOCIETY TO SOCIETY !!!
1. Ethnocentrism: Making judgements about other cultures based on the customs and values of our
own culture. The in-crowd philosophy. This attitude is discouraged.
2. Cultural Relativism: The recognition that social groups and cultures must be studied and
understood on their own terms before valid comparisons can be made. I'm OK;
You're OK. This IS the attitude to have.
3. Culture Shock: The difficulty people have adjusting to a new culture that differs markedly from their
own. O-h-h-h-!! Your culture is so DIFFERENT from mine!!
4. Cultural Lag: The phenomenon through which new patterns of behavior may emerge, even though
they conflict with traditional values.A have/have not thing. Some groups/people are
continually setting social standards. Others are constantly trying to keep up with what
is current. Having trouble trying to understand?
EXAMPLES: This is the case with fashion. How about those hip colloquial expressions or sayings? ("I
know that's right" "What's up, Dude?" "I thought so!" "Hommies" "What's hap'nin?") How about those
who understand and know how to use technology vs. those who do not even know how to turn on a
computer? Technology, as a matter of fact, is one of the best present day examples of cultural lag. How
about having a college degree? There was a day when a high school diploma was MORE than enough.
Today, those without A FOUR (4) -- not a two (2) -- year degree, may find they are lagging behind
when they go out to search for some of the "better" jobs. A group which fails to meet the CURRENT
standard is considered to be lagging behind culturally.
5. Ethical Absolutism: A concept NOT discussed in Tischler, but an important one none the less. (def*)
The belief that some things are ALWAYS right and some things are ALWAYS WRONG
no matter what society they occur in. Martin Luther King was reportedly an Ethical
Absolutist. He believed that citizens are obliged to do whatever is necessary to redress
social wrongs. I believe Ethical Absolutists, for example, would argue that taking a life
is ALWAYS wrong, whether it is a street crime, abortion or capital punishment.
Coversely, I believe they would argue saving a life is ALWAYS right.
6. Hegemony: The predominance of one group over another
7. Pluralism: The development and coexistence of separate racial and ethnic group identities within a
society
8. Assimilation: The process whereby groups with different cultures come to have a common culture
9. Diffusion of Culture: Movement of cultural traits from one culture to another.
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The Yanomamo
This reading exemplifies all the "Concepts of Culture" as discussed above. Additionally, while it
introduces us to another culture, it also speaks to research methodology, that is, it demonstrates
replication of a study and how NOT to be objective. Can you provide examples of each of these
concepts and discuss why your example is applicable. Feel free to discuss the Yanomamo and this
exercise with your class mates.
Also be aware that there are several websites dedicated to this primitive South American tribe (But they
are modernizing. Watch the movie “Dragonfly,” they are the tribe shown at the end of the movie.). Here
are some websites dedicated to the Yanomamo. Investigate them; find some others on your own to learn
more about the Yanomamo.
http://www.crystalinks.com/yanomami.html
http://indian-cultures.com/Cultures/yanomamo.html
The Components of Culture
Culture has two MAIN and EQUALLY IMPORTANT components: (see the definitions in the book)
1. Material Culture: Most students have little trouble understanding what is "material culture."
(Definition) Human technology - all the things human beings make and use from small hand-held
tools to skyscrapers. Material culture consists of objects which can be seen, touched etc.
2. Non-Material Culture: Conversely, a complete understanding of “non-material culture” -- which is
equally as important -- seems to elude most. (Definition) The totality of knowledge,
beliefs, values, and rules for appropriate behavior. Non-material culture is the stuff you
cannot touch.
NOTE: there are six (6) components of non-material culture.
The SIX main components of NON-MATERIAL CULTURE are:
1. Ideology: Culturally shared ideas, beliefs, values
2. Social Organization: A network of rules, roles, relationships that create a patterned, regulated social
order based on each person’s ability and willingness to cooperate with others
3. Symbols: Anything carrying a meaning recognized by all members of the culture – sounds, images,
objects, human action [“THE finger”] (There is a difference between "symbols" and "signs" ).
4. Language: Systems of sumbols with standardized meanings that allow society members to
communicate
5. Values: (def*) Standards or evaluations by which members of a culture define what is desirable or
undesirable, good or bad, beautiful or ugly, and/or judgments about what ought to be
5.a. Few cultural values are shared by everyone, but most people have similar values most of the time
5.b. Ten of the most important values Americans hold are
5.b.1. Equal opportunity
5.b.2. Science
5.b.3. Achievement & success
5.b.4. Material comfort
5.b.5. Activity & Work
5.b.6. Democracy
5.b.7. Efficiency & practicality
5.b.8. Freedom
5.b.9. Progress
5.b.10. Racism & group superiority (ethnocentrism)
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6. Normative Culture is composed of norms. Norms are society's expectations for normal behavior
by its society members (Personally, I call them "The Normals.")
6.a. There are two types of norms
6.a.1. Mores (pronounced "more rays"): that is, norms with a MORAL emphasis.
6.a.2. Folkways: that is, norms which permit a wide degree of individual interpretation as long as certain
limits are not overstepped. Don't understand? The norm in society is to drive the speed limit or
LESS. Have you ever gone OVER the speed limit? Then you been involved in a folkway. Ever
taken pencils, pens, staples, staplers etc. from work (because you have office work to do at home,
of course!!). Folkway (if you don't get caught; more if you do??)
6.b.There are two levels of norms
6.b.1. Level 1 (The Ideal): What people are expected to do under PERFECT
CONDITIONS. These are the rules we give our children for living in society.
6.b.2. Level 2 (The Real Deal): The ideal behavior dictated in Level 1 and mediated by
allowances for personal differences. Real Norms are how people REALLY act.
Types of Subcultures
Remember the subcultures have the SAME components as the overall culture, that is, material and nonmaterial culture (with its six (6) components). For example, ethnic groups have their own artifacts (flags,
certain manner of dress, food etc.) as well as language, things the group believes, social networks,
standards of behavior etc.
1. ETHNIC
2. OCCUPATIONAL
3. RELIGIOUS
4. POLITICAL
5. REGIONAL or GEOGRAPHICAL
6. SOCIAL CLASS
7. CONTRA-CULTURE OR DEVIANT
8. AGE (not mentioned in some textbooks, but many sociologists believe one exists)
Question: Can you apply the material/non-material example to the other subcultures?
The Universals of Culture
Cultures vary from society to society as we have seen above. However, there are three universal features
all cultures have in common.
1. The Division of Labor between women and men; sometimes with children (Test question: Arlie
Hochschild in The Second Shift found that with industrialization both men and women work more -rather than less -- hours per month. How many more hours a month do men work? Nine (9). How many
more hours per month do women work? GET READY !! A whopping TWENTY-FOUR (24). Out of
what other life activities do people take this time? That is, what things do people do less so they can
work more, because industrialization freed us up not to rest more but to work more?
2. The Incest Taboo, Marriage, and the Family. All human societies regulate sexual behavior, though
standards of behavior vary across societies Read this one VERY CAREFULLY. Most students gloss
over this discussion. The book is not saying the incest taboo is intended to prevent birth abnormalities
due to incestuous relations (what is incest? How does the author define the term?). The purpose of the
incest taboo was to encourage networking between tribes. Sound stupid? Let's say your son married a
woman from a tribe that your tribe traditionally is at war with (the Hatfields and the McCoys). They had
five children in four and a half years. They choose to live with your daughter-in-law's family. How
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likely is it that you will support a vote by your tribe to attack the daughter-in-law's tribe (remember you
are mortal enemies), kill everyone there, and annex their land (it is VERY valuable)? Why did you
answer as you did?
3. Rites of Passage: While they are not necessarily the same from society-to-society, every society has
Rites of Passage.
3.a. Question: Name some of our society's "Rites of Passage."
3.b. Some Answers: Birthdays, anniversaries, Bar/Bas Mizvah, marriage, death. Can you identify
additional “Rites of Passage?”
ADDITIONAL INFORMATION (FYI)
http://www.anth.ucsb.edu/projects/axfight/
http://www.crystalinks.com/yanomami.html
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Attachment #2
Socialization Lecture Notes
Objectives/ Goals:


#3. To learn to explain and appropriately apply basic sociological concepts.
#4. To learn to identify and explain basic human needs and the social situations that inhibit as well
as those
that contribute to the satisfaction of these basic needs.
Readings Tischler, Henry. 2007. Introduction to Sociology. Thomson Wadsworth. Belmont, CA.
Assignment The following lecture considers socialization in the United States/western society. Your
assignment is to research some aspect of socialization in West African/Senegalese society
and complete a typed, detailed outline not to exceed 8-10 pages using the standard
outline format. Cites (APA-style) will be used throughout the outline. (60 pts). The final
page of your outline will display a 1/2 –page summary of what your research revealed.
Be specific. (20 pts). A complete bibliography (not part of your outline page count) will
be the last of your outline(20 pts).
AGENDA
The Aims of Socialization
Becoming a Person: Biology v. Culture
The Concept of Self
Theories of Development
Early Socialization in American Society
Adult Socialization
Lecture Notes
Question: Define the term "socialization."
Answer: The process of social interaction that teaches THE CHILD the intellectual, physical, and
social skills
needed to function SUCCESSFULLY as a member of society
Question: Why does society wish to socialize ALL its members?
Answer:
 To help members "do their thing" ACCEPTABLY
 To encourage successful interaction, esp. with authority figures
 To show members rules exist wherever they go
Question: What is the aim of socialization?
Answer:
a. To teach basic social discipline, i.e., what to eat, when and where to eliminate body waste, how
sexuality should be experienced, use of eating utensils, physical and emotional control.
b. To create appropriate goals and ambitions, i.e., what goals, ambitions, tasks are worth achieving
to garner respect from others and from oneself. May include religious highly technological cultures
have unique goals and ambitions.
3. To teach special skills to show people how to reach their goals/ambitions through
learning and use of special skills. Special skills are taught differently in rural v. urban
societies. Special skills are taught by rote in rural, developing societies. Where are
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special skills taught in urban, developed societies?
4. To define social roles since all human interaction involves playing social roles.
Remember: "The whole world is a stage, and everyone is playing a part."
Question: What are the preconditions of successful socialization?
Answer: There are two preconditions of successful socialization Adequate biological inheritance, i.e. no physical or mental damage that would preclude the person
from understanding society's expectations
 An ongoing society to learn from, i.e., there must be people and a society to interact with and from
which to learn.
Question: Define "sociobiology?"
Answer: Sociobiology uses biological principles to explain the behavior of human beings
.
Question: In one word, what is "nature?" Answer: Genetics
Question: In one word, what is "nurture?" Answer: Environment
Question: Which has the greater influence on society members' development: nature or nurture?
Answer: Most agree they are equally influential.
Question: What can we learn from the Harlow Monkey Studies?
Answer: That people need to be touched and cared about. Deprivation at early age has lifelong
consequences on proper socialization and development.
Here is some additional information about the monkeys in the Harlow Monkey Studies.
"When an infant attempted to make contact with its mother, she would
literally scrape it from her body and abuse it by various sadistic devices.
The mother would push the baby's face against the floor and rub it back
and forth. Not infrequently, the mother would encircle the infant's head
with her jaws, and in one case an infant's skull was crushed in this
manner." (Science News, 1972)
Question: What effect does childhood deprivation have on the development of social attachments and
feelings of affiliation with others.
Question: What can be concluded about the relationship between body contact and development
(physical, emotional and intellectual)?
[NOTE: When you have extra time, you might want to read A Boy Called It by David Peltzer. It is a
graphic true life depiction of one person's experience with abuse, lack of social attachment and
affiliation.]
Also: Women Who Love Too Much and Letters from Women Who Love Too Much by Robin Norwood
address problems of co-dependence. [Co-dependence seems to be rooted in poor social attachments due
to chaotic childhood familial experiences.]
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Dimensions of Human Development
Cognitive Development = Mental Development
Moral Development = Development of a sense of right and wrong shared with other
members of one's society
Gender Development = Development of gender roles based on society's view of how
men and women should act
Theories of Development:
Review the theories of Charles H. Cooley, George Herbert Mead, Erik Erikson, and Daniel Levinson.
Remember" Sociology is about Theory !!! Be able to compare and contrast the above theories. For
example, what is the difference between Freud's theory of the Id, Ego, and Superego vs. Mead's theory
of the "I" and "Me."
.HINT on Freud:
 The ID = the child in us which wants everything rat-now!!
 The EGO = the mature person who can plan long range
 The SUPEREGO = all the stuff your mother, pastor, father, teacher
etc. told you was/were the RIGHT thing(s) to do
Question: What are society's main socializing agents? What do they contribute to our socialization?
Answer: Family, school, peers, mass media, public opinion
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Attachment #3
Health and Aging
Objectives/Goals




#1 To identify and explain major perspectives on contemporary social issues in the United
States
#3 To explain and appropriately apply basic sociological concepts
#4 To identify and explain basic human needs and the social situations that inhibit as well as
those that contribute to the satisfaction of these basic needs
#5 To describe and explain the basic dimensions of social inequality in contemporary society and
the current trajectories of change
Readings
Tischler, Henry. 2007. Introduction to Sociology. Thomson Wadsworth. Belmont, CA.
Assignment The following lecture considers health and aging in the United States/western society.
Your assignment is to research some aspect of health and aging in West
African/Senegalese society. Complete a typed, detailed outline of your research not to
exceed 8-10 pages using the standard outline format. Cites (APA-style) will be used
throughout the outline. (60 pts). The final page of your outline will display a 1/2 –page
summary of what your research revealed. Be specific. (20 pts). A complete bibliography
(not part of your outline page count) will be the last of your outline(20 pts).
AGENDA
The Experience of Illness
Contemporary Health-Care Issues
LectureNotes
The Experience of Illness



Being ill has consequences, known as the "sick role," that may possibly be disruptive to social
interactions, self-esteem and behavior. These consequences may be in addition to psychological
effects of illness.
Sick Role (def*): A shared set of cultural norms that legitimates deviant behavior caused by the
illness and channels the individual into the health-care system. This concept presumes that doctorcentered health care will be able to resolve the illness.
Medicalization (def*): The process by which non-medical problems become defined and treated as
medical problems, usually in terms of illness or disorder
Question: What are the components of the sick role?
Answer: The four (4) Components of the Sick Role indicate that the sick person -1. is excused from normal activities
2. is excused from responsibility for the illness
3. must want to recover
4. is obliged to obtain and follow legitimate medical advice.
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Question: What are some examples of modern day disorders or illnesses which have come to be viewed
as medical, rather than social problems.
Answer: Alcoholism, drug abuse, battering, gender confusion, obesity, anorexia & bulimia, many
reproductive issues from infertility to menopause (Tischler, 2007:454)
Health Care in the United States
Question: Some believe the U.S. has the most advanced health care system in the world. What do YOU
think? Have you seen Michael Moore’s movie, “Sicko”?
Question: What do the terms "acute," "curative," and "hospital based" mean in terms of describing the
U.S. health care system?
Answer: “This statement implies that the [U.S.] approach to medicine is organized around the cure or
control of serious diseases and repairing physical injuries rather than caring for the sick or
preventing disease” (p.454).
Class Exercise
It is alleged that U.S. medical care workers are among the highest paid in the world. Which medical
professions would that include by race, social class and gender? Draw a triangle. Place the point at the
top and the broad base at the bottom. First, which medical professions tend to be at the top, bottom, in
the middle of the triangle. Then, alternately consider race, social class, then gender as YOU look at the
professions you have listed at the top; bottom; middle. Based on the outcome of your drawing, who is
making the most money by race, social class, gender? Who is making the least?
Question: According to Tischler (2007:454), "There is potentially no movement of workers from one
category to another…" Do you agree or not? Why?
Question: If the U.S. health care system is so great, are people in the U.S. the healthiest in the world?
Why?
Question Why ISN'T life expectancy in the U.S. higher?
Gender and Health
Question: Which gender has the highest death rate? Why?
Answer: Men live two years less than women. Improvements in prenatal and obstetric care has decreased
pregnancy risks, while men are 3X more likely to die from unintentional injuries, homicide, or suicide
than are women. (p.455)
Question: By gender, whose illnesses tend to be more life threatening?
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Answer: Men’s (p.455)
Question: Which gender appears to be sick more often?
Answer: “Women suffer from illness and disability more frequently than men, but their health
problems are usually not as life threatening as those encountered by men” (p.455).
Question: Name some biological and sociological factors which affect men's life expectancy more than
they do women's (at least currently).
Answer:
(Biological factors) Men are at a biological disadvantage to women from the prenatal (12% greater
chance of dying than female) and neonatal (newborn) stages onward. In neonatal stage, common male
disorders include respiratory diseases, digestive diseases, certain circulatory disosrders of the aorta and
pulmonary artery, and bacterial infections.
(Sociological factors) Male more likely to be in dangerous situations at work (i.e. steel workers, loggers,
bank guards, coal miners, police) and during leisure activities, including drinking alcohol, high speed
driving, sports.
Question: Per Tischler, men and women handle psychiatric problems differently. Explain the difference.
Answer: “[M]en, when emotionally disturbed, are likely to act out through drugs, liquor, and antisocial
acts, whereas women display behaviors that show an internalization of their problems, i.e. degression or
phobias” (p.456).
Social Class and Health
There appears to be a direct relationship between poverty and poor health by race.
Question: How does poverty affect disease and longevity.
Answer: Poverty increases the chance of illness and – ultimately – death (p.458)
Question: What are some of the most common challenging living conditions connected with poverty?
Answer: Inadequate housing, malnutrition, stress, and violence death (p.458)
Age and Health
Question: Has the U.S. health profile improved or gotten worse? Why?
Answer: Improved due to advances in medical science, although medical care problems for the elderly
have greatly increased.
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Women in Medicine
Question: Have women been as well received as doctors as have men? Explain.
Answer: Has improved over time. “…in 2005, nearly 48.5% of new entrants into medical scjool were
women” (p.461).
Male doctors earn more than female doctors.
Question: Why? What contribution does "structural discrimination" make to this disparity? Which
specific differences are attributable to expectations by gender?
Answer: They earn about 86% of male doctors’ earnings due to structural discrimination, their youth
and inexperience, works fewer hours meaning they see fewer patients.
Question: In YOUR opinion, will female and male doctors ever enjoy equitable positions in the medical
profession? Why?
Contemporary Health-Care Issues
Acquired Immunodeficiency Syndrome (AIDS)
Question: How does one get AIDS?
Answer: HIV is transmitted through sexual contact, piercing the skin with HIV-contaminated
instruments, transfusion of contaminated blood products, and transplantation of contaminated
tissue. No evidence HIC is transmitted through casual contact (p.462).
Question: Can AIDS be transmitted through (a) breast feeding, (b) "french" kissing? Explain what you
THINK. Nursing majors in my classes usually are quite patient as they explain that one
would have to drink 98 gallons of the saliva of a person with AIDS to get it. HOWEVER, a
few years ago two people kissed (true story). One had sores in their mouth; the other had
HIV/Aids? Did the one with sores in their mouth get AIDS? YES-S-S-S-S S-I-R-R-R-E-E-EE!!! HOW MANY PEOPLE, do you estimate, ASK TO LOOK IN THE OTHER PERSON'S
MOUTH before they kiss them -- uh, FRENCH kiss them? If you do not know the answer,
ASK SOMEBODY (call your City Health Department and FIND OUT !!)
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Preventing Illness
There are three levels of medical prevention of illness.
Question: What are they? Explain each in one sentence.
Answer: Medical, behavioral, and structural. Medical works to prevent illness in the body; behavioral
prevention seeks to change the way people act or do certain things; structural prevention
seeks to change the social environment within which people work and exist (p465-6).
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Attachment #4
Chapter 16
Population, the Environment and Urban Society
Objectives or Goals
Identify and explain basic human needs and the social situations that inhibit as well as those that
contribute to the satisfaction of these basic needs.
Readings
Tischler, Henry. 2007. Introduction to Sociology. Thomson Wadsworth. Belmont, CA.
Assignment The following lecture considers population and global diversity. Your assignment is to
research these topics in relation to West African/Senegalese society and to complete a
typed, detailed outline not to exceed 8-10 pages using the standard outline format. Cites
(APA-style) will be used throughout the outline. (60 pts). The final page of your
outline will display a 1/2 –page summary of what your research revealed. Be specific.
(20 pts). A complete bibliography (not part of your outline page count) will be the last
of your outline(20 pts).
NOTE: Unlike previous discussions which have focused primarily on the United States, these two
portions of separate chapters compare and contrast global phenomenon
Demography (definition): the study of the size and composition of human populations, as well as the
causes and consequences of changes in these factors (2007:421).
.Consider the difference between arithmetic vs. exponential growth.
.Remember: Food increases arithmetically (1,2,3 etc.); people increase exponentially (1,2,4,6,8 etc.)
."A stable population requires two (2) individuals to produce no more than 2.1 children: 2 to reproduce
themselves and 0.1 to make up for people who remain childless."
. The following concepts influence demographics (2007:420-424)
a. Fecundity: The physical ability to have children. Measures potential births.
IDEAL:
Age 15-45:30 children (unfettered production)
REAL DEAL: Age 15-45:15 children (unfettered production)
b. Fertility: Actual number of births within a population. Fertility rate is influenced by industrialization.
Fertility and infant mortality decline with modernization.
1. Crude Birthrate: Number of annual live births per 1000 people in a given population
2. Fertility Rate: Annual births per 1000 women of childbearing age (that is, age 15-44)
c. Mortality: The frequency of deaths within a population. Mortality is also influenced by
industrialization
d. Migration: People moving from one geographical area to another
1. Emigration: When a population leaves an area
2. Immigration: When a population enters an area
3. Internal Migration: Movements within a nation’s boundary lines.
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Question: In developing countries, what environmental conditions are primarily responsible for high
mortality rates?
Answer: 1. Impure water
2. Unsanitary conditions
3. Inadequate maternal diets
4. Disease
5. Lack of immunizations against common childhood diseases
6. Low parental income
Theories of Population
The first three (3) theories of population concern themselves with overpopulation
Malthus' Theory of Population Growth (2007:424-425)
1. Question: What was his theory?
Answer: Believed population growth is linked with certain natural laws. Contended that the core of
population problems is that population will always grow faster than the available food
supply.
Question: Was he correct?
Answer: No
Question: If he was, why didn't everyone in the world eventually starve to death?
Answer: Technological innovations and breakthroughs
2. Malthus had two theories about forces that limit population growth.
a. Preventive Checks: Preventive checks are practices which limit reproduction.
Examples: Contraception within marriage, extramarital sexual relations, prostitution (if the latter
two are linked with abortion and contraception.
b. Positive Checks (I call the positive checks "disaster checks"): Events that limit births either by
causing extraordinarily large numbers of deaths before people reach reproductive age OR by
causing the deaths of large numbers of the population generally.
Examples: Famines, wars, epidemics
Marx' Theory of Population Growth (2007:425)
Karl Marx rejected Malthus' theory.
Question: What was Marx' theory?
Answer: Believed it is not the sheer numbers of people in a population that creates the problem. It is
industrialization, particularly capitalism, that creates the social and economic problems
associated with population growth. Industrialists require large populations to keep the labor
force adequate, available, flexible, and inexpensive. Also, capitalists require the ever
expanding markets that result from ever-increasing populations (p425)
Question: Why is his perspective counter to Malthus'?
Answer: Marxists contend the norms and values of a society that encourages population growth are
rooted in a society’s economic and political systems (p425).
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Demographic Transition Theory (/The Four Stages)
The theory, according to developer Warren Thompson: “societies pass through four states of population
change from high fertility and high mortality to relaltively low fertility and low mortality” (p425)
Stage 1: Lack of population controls lead to unfettered births and deaths
Stage 2: Technology and modernity are introduced
Stage 3: Technology and modernity help control population rates
Stage 4: Population controls hamper unfettered births and deaths
While many countries are concerned about overpopulation -- as the above three (3) theories show, other
countries are worried about underpopulation. The Second Demographic Transition Theory addresses this
concern.
Question: Why would UNDERpopulation be of concern to a country?
Question: What would happen if there were only 25 people in each of the United States?
A Second Demographic Transition
The suggestion has been made that Europe entered a second demographic transition about 1965. “The
principle feature of this transistion is the decline in fertility to a level well below replacement” (p428)
due to a prevalent desire for individual advancement and improvement.
a. Pronatalist Policies (definition): Government policies designed to encourage people to have children
Question: What kinds of policies do some countries use to encourage people to have children?
Answer: Tax credits, fully paid extended maternal leave, guaranteed employment upon return to work,
free childcare
Question: Do such policies work? Would they be sufficient to convince YOU to have more children IF
you had decided to have no more? (Note: Italy is a Catholic country. Is Italy concerned about
over- or underpopulation?)
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Attachment #4 (cont’d)
Chapter 9
Global Stratification
Question: What does Dependency Theory propose?
Answer: It “proposes that the economic position of rich and poor nations are linked and cannot be
understood in isolation from each other. Global inequity is due to the exploitation of poor
societies by the rich ones” (p222).
Global Diversity (p222-225)
Health of Infants and Children in Developing Countries
Death among is a great problem among children in developing countries in Africa, Asia and Latin
America. Some primary causes are –
1. Child Killers
a. Preventable diseases, i.e., diarrheal dehydration, acute respiratory infection, measles, malaria, poor
nutrition, lack of vaccinations,
2. Poor Maternal Health/Low Birth Weight Babies
a. Due, got example, to malnutrition, excessive heavy work, malaria infection, severe anemia/iron
deficiency, hookworm infection
3. Maternal Age
a. “An infant is at higher health risk if the mother is in jer teens or older than 40, if she has given birth
more than seven times, or if the interval between births is less than two (2) years. Discouraging
early child birth reduces infant & child mortality by preventing births to high-risk mothers (p225).
4. Maternal Education
a. Children’s chances of surviving improve with mothers’ increased education (p225).
HIV/Aids
Population Trends
Some economic, social, and psychological issues to be addressed in limiting population growth
1. Average Age of Marriage: Early marriage permits more years of contraception, while it limits parents’
education and earning potential.
2. Breast-feeding: ALLEGEDLY, according to Tischler, delays menstruation thereby offering limited
protection against conception. I tell students to PLEASE ignore that suggestion.
Before resuming sexual relations after child birth, consult with your doctor first. One
of my students suggested some societies consider sex to be taboo for women who are
nursing. In that case, breastfeeding would offer birth control benefits.
3. Infant/child mortality: High infant mortality leads to high fertility. “Education and child health go
hand in hand” (p229)
4. Gender Preferences: Strong world-wide preference for male children.
a. Three (3) factors influence this preference
1. Economic factors, i.e., value assigned women’s work; women’s ability to contribute to the
family’s income
2. Social factors, i.e., kinship, marriage patterns, religion
3. Psychological factors, i.e., parents’ decision re: size and composition of family
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5. Benefits and Costs of Having Children
a. Pay particular attention to the discussion about the first, second, third etc. child. Having children
too close together (less than two years apart) is detrimental to both the child(ren)'s and to the
mother's health. This is an important concept.).
6. Fertility Control:
a. Contraception
1.Factors influencing fertility decisions
1.a. Income level
1.b. Education of women
1.c. Urban vs. rural residence
Question: What is the most widely used form of birth control?
Answer: Abortion, even where it is illegal.
Remember: There is a direct and strong relationship between income, education of women and the
number of children a woman has. This is an important message for women.
Question: Why do educated women/couples have fewer children?
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ATTACHMENT #5
Sociological Terms and Concepts
TRANSLATED
For The Senegal Project
ENGLISH
Term/Concept/Definition
Sociology: The scientific study of
human society and social interaction.
Culture: All that human beings learn to
do, to use, to produce, to know, and to
believe as they grow to maturity and
live out their lives in the social groups
to which they belong
Ethnocentrism: Making judgements
about other cultures based on the
customs and values of our own culture
Cultural Relativism: The recognition
that social groups and cultures must be
studied and understood on their own
terms before valid comparisons can be
made
Diffusion of Culture: Movement of
cultural traits from one culture to
another
Culture Shock: The difficulty people
have adjusting to a new culture that
differs markedly from their own
Cultural Lag: The phenomenon
through which new patterns of
behavior may emerge, even though
they conflict with traditional values
FRENCH
Term/Concept/Definition
La sociologie: l’étude scientifique de la
sociéte humaine et de l’intéraction sociale
La Culture: Tout ce que l’Ětre humain
apprend ă faire, ă utiliser, ă, produire, ă
connaitre, et ă croire pendant qu’il grandit et
murit et mène sa vie parmi d’autres groupes
sociaux auxquels il appartient
Ethnocentrisme: Avoir des préjugés envers
d’autes culures basés sur nos propres
traditions et valeurs
Relativisme Culturel: Reconnaitre que
différents groupes sociax et différentes
cultures doivent etre étudiés et compris sur
leurs propres termes avant qu’aucune
comparaison valide ne puisse être faite
Diffusion Culturelle: Le movement des
charactéristiques culturelles d’une culture ă
une autre
Choc Culturel: Les difficultés qu’on a pour
s’adapter ă une nouvelle culture totalement
opposéé ă notre propre culture
Décalage Culturel: Un phénomenon a travers
lequel on a tendance ă developer de nouveaux
comportements mĕme si ils sont en conflit
avec nos valeurs traditionellles
Ethical Absolutism: The belief that
some behaviors are ALWAYS
right and that others are ALWAYS
wrong
Absolutisme Culturel: le fait de croire que
certains comportements sont TOUJOURS
bons et que d’autres sont TOUJOURS
mauvais
Socialization: The process of social
interaction that teaches THE CHILD
the intellectual, physical, and social
skills needed to function
SUCCESSFULLY as a member of
society
Assimilation: The process whereby
groups with different cultures come to
have a common culture
Pluralism: The development and
coexistence of separate racial and
ethnic group identities within a society
Hegemony: The predominance of one
group over another
Apartheid: Afrikaans words meaning
“separation” or literally “apartness.” In
English, any legally sanctioned system
of racial separation
La Socialization: Le processus d’intéraction
sociale qui enseigne ă l’enfant les
compétences intellectuelles, physiques, et
sociales dont il a besoin pour fonctionner de
manière adéquate dans sa société
L’Assimilation: Le processus ă travers
laquelle une minorité adopte progressivement
la culture d’une majorité
Le pluralisme: Le développement et la coexistence de groupes d’identités raciales et
ethniques différentes dans une société
L’Hégémonie: La domination dun groupe sur
un autre
Apartheid: Term Afrikaan signifiant la
“separation” ou litéralement “mise ă l’ecart.”
Un system de ségrégation raciale sanctionnéé
par la loi
29 - WELCH
WOLOF
Term/Concept/Definition
Xam-xamu xeetu nit: Njangum xeetu nit ag ni nit
di jokkalanteeg moroomu nitam
Aada: Lepp lu nit di janga def, jeffandikko, sukhali,
xam, ag gëm ci bi muy ndaw ma jëm mag, ci biir
dundam ag ci jefflanteem ag ñeneen moroomu nitam
Gënalante ay xeet: Foog ne sa xeet ag say aada ñoo gën
yeneen xeet ag yeneen aada
Yemale aada yi: Xam ne bepp xeet ag bepp aada yeloo
na nu jang ko te xam dëgg-dëgg balaa nu leen di yemale walla
yeeneen aada
Jaxasoo ci biir aada yi: Weccoo bi am ci diggante aada
yi
Jafe-jafe dugg beneen aada: Jafe-jafe yi nit di am ngir
mëna dugg ag miin beneen aada bu wuute lool ag
boossam
Rëkk-rëkk ag sunu aada: Jël ay jikko yu béés yu andul
ag sunu aada
Gëm gu jèègi dayo ci sa aada: Yaakar ne yen jikko ag
defin yi duñu MESA bonn, te yeneen jikko ag defin
duñu MESA baax
Yarr: Jangal xale aduna, xam-xam ag ni muy
jeffandikkoo dooleem ndax mu mena jeriñ askanam
Gènn xeet: bayyi sa aada ag li nga doon ngir dem ci
beneen aada: wacc sa annd
Emb xeet yépp: Boole xeet yepp, amaana wuute nañu,
ba ñoom ñepp ñu and ci jamm ag salaam
Noñental: Doole ag kilifteef gu ab xeet am ci kaw
beneen
Nooteel: Ci laaku Afrikaan mu ngi tekki nooteel bu ab
xeet teg beneen xeet ci fanaa yepp, te yoon nangu ko
Colonization: Process of expanding
economic markets by invading and
establishing control over a weaker
country or people
Material Culture: Human technology
- all the things human beings make
and use from small hand-held tools
to skyscrapers. Material culture
consists of objects which can be
seen, touched etc.
Colonisation: Processus d’expansion de
Nooteel: Doole mu am rèèw ci meneen reew ag ay
marchés économiques en envahissant et en
nitam, te di ko nooteel ci fanna Kom-kom ba moom ko
établissant un control sur un pays et peuple
beaucoup plus faible
Culture Materielle: La technologie humaine.
Aada jumtukaay: Lepp lu doomu adama defar ci
Tout ce l’etre humain fabrique et utilize, de
juumtukaay yu tuuti ba ci ay taax yu kawe te nu mën
petits outils aux grattes-ciel. La culture
leena gis walla nu mën leena laal
matérielle c’est l’ensemble d’objets qui
peuvent etres vus ou touchés
NonMaterial Culture: The totality of
knowledge, beliefs, values, and rules
for appropriate behavior. There are six
(6) components of nonmaterial culture
Culture non-matérielle: L’ensemble des
connaissances, croyances, valeurs et lois pour
un comportement approprié. Il y’a six (6)
éléments de culture non-materielle
A. Ideology: Culturally shared ideas,
beliefs, values
B. Social Organization: A network of
rules, roles, relationships that create a
patterned, regulated social order based
on each person’s ability and
willingness to cooperate with others
C. Symbols: Anything carrying a
meaning recognized by all members of
the culture – sounds, images, objects,
human action [“THE finger”]
D. Language: Systems of symbols with
standardized meanings that allow
society members to communicate
E. Values: Standards or evaluations by
which members judge what ought to
be, i.e., what is beautiful/ugly,
desirable/not, good/bad
F. Normative Culture: Rules people
follow for doing things in their society.
Norms are central element of
normative culture. (Norms = society’s
expectations for “normal” behavior
A.
L’idéologie: L’ensemble des idéés,
croyances et valeurs culturelles
partagéés par une société
B.
L’Organisation Sociale: un
ensemble de lois, fonctions et de
relations qui créé un ordre social
bien organisé et regularisé base sur
la capabilité et la volonté de tout un
individu de coopérer avec d’autres
individus
Symboles: Tout ce qui a une
signification reconnue par tous les
members d’une société—les sons,
images, objets, l’action humaine
[montrer le doigt dans le sens
d’insulter)
La Langue: Un system de symboles
avec des significations standards
qui permet aux membres d’une
société de communiquer
Les Valeurs: Les normes que les
membres d’une société utilise pour
juger ci qui est, par example,
beau/villain, désirable/non
désirable, bon/mauvais
La Culture Normative: Les lois
suivis par des individus d’une
société donnéé pour faire les
choses. Les normes représentent un
aspect significatif de la culture.
(normes: tout ce qu’une société
comprend et entend par
comportement normal)
C.
D.
E.
F.
Aada bu dul aada jumtukaay: Lepp lu bokk ci walla
xam-xam, ay aada ag cosaan, ag yoon yu nu tëral
ngir am jikko yu baax. Juroom benni (6) mbir ci biir
aada bu dul aada jumtukaay ñoo am
A.
Mbooleem lu askan wi gëm: xalaat yi,
aada yi ag cosaani askan wi
B.
Doxalinu askan wi: Mboolem yoon yi, li
nit ku nekk di jeriñ askanam (ligeey), ag
buum yiy jokkale diggante yi, manaam
yoon wu nit ku nekk wara jaar ngir jamm
ag deego am ci diggante nit ag moromam
Ay Xaamekaay : lepp lu askan wi am te
ñepp xam lu muy tekki –muy lepp lu nuy
deeg, gis, laal ne xam lu muy tekki ci sunu
askan, jëfflinu nit (manaam, am na nooy
joxoñee nit ci Amerik, mel na danga ko
saga)
Lakk : Mbooleem baat yu askan wu nekk
am, baat bi nekk am lu mu tekki, te askan
wi di leen sukkandikoo ngir wax te
deegoo
Li nu gëm te mu sax ci sunu cosaan: Lepp
li nu xam, gëm ko, te mu sax ci sunu aada.
Maanaam fi nuy sukkandikoo ngir wuutele
li rafet/li ñaw, li nu sopp/li nu soppul, li
baax/li bonn
C.
D.
E.
F. Yooni aada yu nu tëral te askan wi war cee
F. jaar:
Yooni
yu nu wi
tëral
te askan
wi war
cee
yoonaada
yu askan
tëral
te nit ñepp
war
jaar:topp.
yoonYoon
yu askan
wiam
tëral
te nit
ñepp
leena
yooyu
nañu
solo
loolwar
ci
leena
topp.
Yoonaada:
yooyuLepp
am nañu
bepp
aada.
( Yooni
lu absolo
aadalool
ci bepp
aada. (luYooni
aada:
xalaat
ne mooy
baax te
jaarLepp
yoon,luteabñepp
aada
xalaat ne mooy lu baax te jaar yoon,
war
ko topp)
te ñepp
Note: The original of Attachment #5 is in 12 pt font. Unable to accomplish inserting into this Final Proposal
without going to 9 pt font, however. Am including original as a attachment to Title VI-A and/or will
furnish to any who request it at dorether.Welch@mcckc.edu
30 - WELCH
At the end of the grant, the MCCA-MCGE may publish electronically summaries of the modules and courses
globalized via the Title VI-A Grant. In order to remain consistent, below find an outline for publication purposes.
Most of the information will be already found in your complete proposal but we would appreciate it if you would
read over the outline and fill in the information. For information that the Editor of the publication process can
readily “cut and paste” from your full project, please just say - see Final Project section XX -. For other
information, please add or reword sections of your project appropriately. Thank you so very much.
This form can be found on the Title VIA Grant website at www.jeffco.edu
Title VIA Grant 2007-2010– MCCA-MCGE
INTERNATIONAL MODULE
NAME: dorether M. Welch, Ph. D.
COURSE TITLE AND NUMBER: Soci160 – Introduction to Sociology
MODULE TITLE: Senegal Research Project
DESCRIPTION OF MODULE:
This module considers culture and socialization in a primarily Islamic environment. It concentrates
on behavioral theories, concepts, and critical thinking about Senegalese gender issues related to
culture and socialization, education, the marriage process and sexual relationships. Data from the
module will comprise no less than 12% of the course material.
The focus is on culture and socialization as they influence social relationships within the United
States/western society v. West Africa/Senegalese society
.
OBJECTIVES OF MODULE IN CLASS:
The manifest intent of this module will be to provide students with the opportunity to observe a
particular culture, that of West Africa/Senegal, from the vantage point of the generalized material
about the affects of culture and socialization that are at the core of this introductory sociology
course. The latent intent of this module is to encourage student academic research and to
encourage the personal experiencing of other cultures through written materials, actual social
relations, particularly, travel
.
METHODOLOGY:
Classroom activities
Lecture and interactive student participation
Audio Visual activities
. Internet, incl. YouTube.com and Google.com
. AIDS in Africa DVD: Four Documentaries. Thomson Wadsworth Publishers. ISBN0-49517183-2. Cost: $25. [Contact: Russ.Boersma@cengage.com]
. Wadsworth’s Sociology: Core Concepts DVD-Rom/Video (For Instructor’s Only}.
2005.Thomson Wadsworth Publishers ISBN-13: 978-0-534-61935-0; ISBN-10: 0-534-61935-5
[Contact: Russ.Boersma@cengage.com]
Readings
Tischler, Henry L. 2007. Introduction to Sociology, 9th Edition. Chapters 3, 4, 9, 11, 16, 17.
CA: Thomson Wadsworth Publishers.
STUDENT OUTCOMES:
Student Assessment in Class: Pre- and Post-Surveys (see Attachment A - below)
Module Assessment by Students: Pre- and Post-Surveys
31 - WELCH
Summary of Assessments and student comments: Pre- & Post-Surveys + Final overall course evaluation
Instructor Comments in general
Module is doable, as demonstrated by the sample module “Day Trip to Senegal.” Clear
instructions and a high level of coordination/guidance by the instructor are necessary. Since a
major purpose of the module is to encourage student research and participation, instructor
flexibility in permitting students a wide range of creative input is highly germane ultimately to
success—for students and instructor.
Specific way the global area/content and language was used in the course
The global area/content and language information will be uploaded to the internet Blackboard site.
Additionally, an effort will be made to arrange for students to listen to the spoken version.
What changes from semester to semester might be made to enhance the global experience for students
and the Instructor in this class?
This module is heavily dependent on student participation. The uniqueness of individual students
along with alterations in the material presented in the lectures and assignments and an anticipated
growth in the material/PPTs created by the students and instructor are expected to significantly
alter and expand the course materials during the Project period.
LIST OF RESOURCES:
Include audio visual, textual, web etc.
Internet, incl. YouTube.com and Google.com
AIDS in Africa DVD: Four Documentaries. Thomson Wadsworth Publishers. ISBN0-49517183-2. Cost: $25. [Contact: Russ.Boersma@cengage.com]
Wadsworth’s Sociology: Core Concepts DVD-Rom/Video (For Instructor’s Only}.
2005.Thomson Wadsworth Publishers ISBN-13: 978-0-534-61935-0; ISBN-10: 0-534-61935-5
[Contact: Russ.Boersma@cengage.com]
Tischler, Henry L. 2007. Introduction to Sociology, 9th Edition. Chs 3, 4, 9, 11, 16, 17. CA:
Thomson Wadsworth Publishers.
32 - WELCH
PARTICIPANT SURVEYS (3)
Survey w/ Answers [2 pages] (Attachment A)
Initial Participant Survey (Attachment B)
Post Participant Survey (Attachment C)
‘
‘
33 - WELCH
THE SENEGAL PROJECT
Pre- Post- Survey w/ Answer Sheet (2 pages)
1. Senegal is a - (circle one)
a. City __
b. State __
c. Country __
d. Continent __
2. Senegal is located on what continent? (Write your answer)
e. Planet __
____________________________
3. The main language(s) of Senegal are (check all applicable)
a. English __
b. French __
c. Wolof __
d. Russian __
4. The primary religion of Senegal is
e. German __
__________________
5. In Senegal, most of the population is (check one) -
a. Urban __
b. Rural __
Senegal is primarily an agricultural country with about 70% of the population living in rural areas.
6. Senegal’s mainly produces (check all applicable)
a. Cereals __
b. Fruits __ c. Vegetables __ d. Cotton __
f. Fish __ g. Limestone __ h. High-grade ore ___ i. Gold
j. All the foregoing __
k. None of the foregoing __
e. Groundnuts __
The main crops are cereals, fruits, vegetables, sugar, cotton, and above all groundnuts which are largely exported. Fishing is an
important activity. The principal minerals extracted are phosphate rock (import source of export revenue), limestone, high-grade iron
ore, and gold.
7. Senegal’s main exports are (check all applicable)
a. Sea products __ b. Inorganic chemicals __ c. Salt & sulphur __
g. All the foregoing __ h. None of the foregoing __
The commodities mainly exported are mineral fuels & oils, sea products, inorganic chemicals, salt & sulphur, and
vehicles.
8. Senegal’s main imports are (check all applicable)
a. Oils __ b. Machinery __ c. Mineral fuels __
d. All the foregoing __
e. None of the foregoing __
Senegal mainly imports mineral fuels & oils, cereals, machinery, and vehicles .
9. Senegal’s industrial sector is (check one)
a. Booming __
b. Less developed __
c. Non-existent __
Industrial sector is less developed
10. Senegal’s service industries are (check one)
a. Booming __
b. Less developed __
c. Non-existent
Service sector is in full boom and contributes 65% to GDP, thanks particularly to sectors like telecommunications,
information technology and tourism.
11. AIDS/HIV is raging in Senegal (check one)
a. Yes __
b. No –
12. What is “female circumcision?” (check one)
a. Removal of the fallopian tubes __
b. Removal of the uterus __
c. Female fallopian cutting (FTC) __
d. Female genital cutting (FGC) __
From: Federation of International Trade Associations as of January, 2008
http://fita.org/countries/senegal.html?ma_rubrique=panorama
34 - WELCH
Rev0 (04/20/08)
http://fita.org/countries/senegal.html?ma_rubrique=panorama
Economic trends
Senegal’s economy depends heavily on foreign assistance. IMF, World Bank, and other multilateral creditors have
been supporting the government’s structural reforms program, which is broadly focused on reducing the role of
government in management of country’s economy, improving public sector management, encouraging private
sector, and reducing poverty. As result economic growth has stabilized for several years now. The GDP growth rate
was 2.1% in 2006, 5.1% in 2007, and 5.7% in 2008 according to the IMF. Poverty is decreasing.
Main branches of industry
Senegal is primarily an agricultural country with about 70% of the population living in rural areas.The sector
contributes around 17% to the GDP.The main crops are cereals, fruits, vegetables, sugar, cotton, and above all
groundnuts which are largely exported. Fishing is an important activity. The principal minerals extracted are
phosphate rock (import source of export revenue), limestone, high-grade iron ore, and gold. Offshore petroleum
deposits are being explored. Industrial sector is less developed; includes peanut and fish processing, petroleum
refining, and the manufacture of fertilizer, textiles, construction material, and basic consumer goods. Industry &
mining together contribute nearly 20% to GDP. Service sector is in full boom and contributes 65% to GDP, thanks
particularly to sectors like telecommunications, information technology and tourism.
International trade
Senegal is a member of Western African Economic and Monetary Union (WAEMU) and also a member of the Franc
Zone. The share of foreign trade in countries GDP is around 70%. Senegal's top three export partners are: Mali,
India and Bunkers. The commodities mainly exported are mineral fuels & oils, sea products, inorganic chemicals,
salt & sulphur, and vehicles. Its top three import partners are: France, Nigeria and the United Kingdom. Senegal
mainly imports mineral fuels & oils, cereals, machinery, and vehicles.
Last modified in January 2008
Next update in January 2009
35 - WELCH
THE SENEGAL PROJECT
Initial Participant Survey
1. Senegal is a - (circle one)
a. City __
b. State __
c. Country __
d. Continent __
2. Senegal is located on what continent? (Write your answer)
e. Planet __
____________________________
3. The main language(s) of Senegal are (check all applicable)
a. English __
b. French __
c. Wolof __
d. Russian __
4. The primary religion of Senegal is
e. German __
__________________
5. In Senegal, most of the population is (check one) -
a. Urban __
6. Senegal’s mainly produces (check all applicable)
a. Cereals __
b. Fruits __ c. Vegetables __ d. Cotton __
f. Fish __ g. Limestone __ h. High-grade ore ___ i. Gold
j. All the foregoing __
k. None of the foregoing __
b. Rural __
e. Groundnuts __
7. Senegal’s main exports are (check all applicable)
a. Sea products __ b. Inorganic chemicals __ c. Salt & sulphur __
g. All the foregoing __ h. None of the foregoing __ .
8. Senegal’s main imports are (check all applicable)
a. Oils __ b. Machinery __ c. Mineral fuels __
d. All the foregoing __
e. None of the foregoing __
9. Senegal’s industrial sector is (check one)
a. Booming __
b. Less developed __
c. Non-existent __
10. Senegal’s service industries are (check one)
a. Booming __
b. Less developed __
c. Non-existent
11. AIDS/HIV is raging in Senegal (check one)
a. Yes __
b. No –
12. What is “female circumcision?” (check one)
a. Removal of the fallopian tubes __
b. Removal of the uterus __
c. Female fallopian cutting (FTC) __
d. Female genital cutting (FGC) __
From: Federation of International Trade Associations as of January, 2008
http://fita.org/countries/senegal.html?ma_rubrique=
36 - WELCH
THE SENEGAL PROJECT
Participant Post Survey
1. Senegal is a - (circle one)
a. City __
b. State __
c. Country __
d. Continent __
2. Senegal is located on what continent? (Write your answer)
e. Planet __
____________________________
3. The main language(s) of Senegal are (check all applicable)
a. English __
b. French __
c. Wolof __
d. Russian __
4. The primary religion of Senegal is
e. German __
__________________
5. In Senegal, most of the population is (check one) -
a. Urban __
6. Senegal’s mainly produces (check all applicable)
a. Cereals __
b. Fruits __ c. Vegetables __ d. Cotton __
f. Fish __ g. Limestone __ h. High-grade ore ___ i. Gold
j. All the foregoing __
k. None of the foregoing __
b. Rural __
e. Groundnuts __
7. Senegal’s main exports are (check all applicable)
a. Sea products __ b. Inorganic chemicals __ c. Salt & sulphur __
g. All the foregoing __ h. None of the foregoing __ .
8. Senegal’s main imports are (check all applicable)
a. Oils __ b. Machinery __ c. Mineral fuels __
d. All the foregoing __
e. None of the foregoing __
9. Senegal’s industrial sector is (check one)
a. Booming __
b. Less developed __
c. Non-existent __
10. Senegal’s service industries are (check one)
a. Booming __
b. Less developed __
c. Non-existent
11. AIDS/HIV is raging in Senegal (check one)
a. Yes __
b. No –
12. What is “female circumcision?” (check one)
a. Removal of the fallopian tubes __
b. Removal of the uterus __
c. Female fallopian cutting (FTC) __
d. Female genital cutting (FGC) __
From: Federation of International Trade Associations as of January, 2008
http://fita.org/countries/senegal.html?ma_rubrique=
37 - WELCH
Sociological Terms and Concepts
for Translation
ENGLISH
Term/Concept/
Definition
Sociology: The scientific study of
human society and social interaction.
FRENCH
Term/Concept/
Definition
Culture: All that human beings learn to
do, to use, to produce, to know, and to
believe as they grow to maturity and
live out their lives in the social groups
to which they belong
Ethnocentrism: Making judgements
about other cultures based on the
customs and values of our own culture
Cultural Relativism: The recognition
that social groups and cultures must be
studied and understood on their own
terms before valid comparisons can be
made
Diffusion of Culture: Movement of
cultural traits from one culture to
another
Culture Shock: The difficulty people
have adjusting to a new culture that
differs markedly from their own
Cultural Lag: The phenomenon
through which new patterns of behavior
may emerge, even though they conflict
with traditional values
Ethical Absolutism: The belief that
some behaviors are ALWAYS right
and that others are ALWAYS wrong
Socialization: The process of social
interaction that teaches THE CHILD
the intellectual, physical, and social
skills needed to function
SUCCESSFULLY as a member of
society
Assimilation: The process whereby
38 - WELCH
W
Term
De
groups with different cultures come to
have a common culture
Pluralism: The development and
coexistence of separate racial and
ethnic group identities within a society
Hegemony: The predominance of one
group over another
Apartheid: Afrikaans words meaning
“separation” or literally “apartness.” In
English, any legally sanctioned system
of racial separation
Colonization: Process of expanding
economic markets by invading and
establishing control over a weaker
country or people
Material Culture: Human technology
- all the things human beings make
and use from small hand-held tools
to skyscrapers. Material culture
consists of objects which can be
seen, touched etc.
NonMaterial Culture: The totality of
knowledge, beliefs, values, and rules
for appropriate behavior. There are six
(6) components of nonmaterial culture
A. Ideology: Culturally shared
ideas, beliefs, values
B. Social Organization: A
network of rules, roles,
relationships that create a
patterned, regulated social
order based on each person’s
ability and willingness to
cooperate with others
C. Symbols: Anything carrying a
meaning recognized by all
members of the culture –
sounds, images, objects,
human action [“THE finger”]
D. Language: Systems of
symbols with standardized
meanings that allow society
members to communicate
E. Values: Standards or
39 - WELCH
evaluations by which
members judge what ought to
be, i.e., what is beautiful/ugly,
desirable/not, good/bad
F. Normative Culture: Rules
people follow for doing things
in their society. Norms are
central element of normative
culture. (Norms = society’s
expectations for “normal”
behavior
40 - WELCH