Trautner-Borland--Academic_Integrity.pdf Mayme A.Clayton Library & Museum - Educational Tours Sign-up your class to experience the Mayme A. Clayton Library & Museum's (MCLM) newest school program, the Clayton Collection Alive. Each of these interactive, onsite living history programs brings to life primary sources and stories associated with items found within MCLM's collection of African-American history and culture. Aligned with California Social Studies standards, each program is designed to inspire achievement and to enhance learning. To book your Clayton Collection Alive experience, contact Cara Adams at 310-202-1647 or caramarieadams@claytonmuseum.org. Ain't Gonna Let Nobody Turn Me Round: Songs of the Civil Rights Movement Learn about the struggle for civil rights in the United States through the student movement of the 1960's. A Conversation with Phillis Wheatley
You Need Sociology to Understand Ferguson | SociologyInFocus Students often wonder why sociology 101 is a required course. In this piece, Nathan Palmer argues that without sociology we cannot fully understand events like the tragic killing of Mike Brown by officer Darren Wilson. Over the next few weeks thousands of students across the country will start a sociology 101 class. Most will not be sociology majors and many will walk into class wondering, “why on earth am I required to take this class?” The answer is, at least in part, so you can understand the world around you instead of merely making sense of it. All of us make sense of the world around us, but that doesn’t mean that we understand why people behave the way they do or why things happen day-to-day. One year ago yesterday Mike Brown, an unarmed African American teenager, was shot and killed by Darren Wilson, a white police officer, in Ferguson Missouri. Expanding U.S. The boom ended and starting around 1978 economic inequality began to rise. The Expanding Role of Police in Society
Re-examining the Rhetoric of the "Cultural Border" Re-examining the Rhetoric of the "Cultural Border" by Heewon Chang Eastern College This article was originally published in the Electronic Magazine of Multicultural Education. This essay examines the territory-based rhetoric of the cultural border, boundaries and borderlands. Critiquing the essentialist view that presumes fixed boundaries for a culture, the author suggests the constructivist view that assumes individuals power of defining and redefining their cultural identities in a multicultural society. The author illustrates different multicultural make-ups that a multiracial, an adoptee, a U.S. border: the extreme part or surrounding line; the confine or exterior limit of a country, or any region or track of land boundary: a limit, a bound, anything marking a limit borderland: land on the frontiers of adjoining countries; land constituting a border (Websters New Universal Unabridged Dictionary,1979) Constructing a topology of a multicultural society is never simple. Conclusion 1.
AVID Sociology Instruction Poverty Games, Part 5: Inequality Monopoly | Active Learning in Political Science © Some of my sociologist friends turned me onto a common game they use in their field to teach about social class and inequality: Inequality Monopoly (also called Modified Monopoly, Development Monopoly, or Stratified Monopoly). The basic idea is to have students play a classic game of Monopoly (8 students to a board, multiple boards as needed) but with a twist: starting resources, salary, jail, and other effects of the game change based on which ‘social class’ you are randomly assigned at the beginning. So the upper class player may start with $2500 and a couple of hotels they can place on the first property they land on, while the middle class starts with $1500 and a house, the working class $1000 and lower class $500. You can also speed up the game by simply distributing property in advance; some of the rule sets below have ideas on ways to do this. Resources to Play the Game: The best resource available is this cite: Fisher, E.M. See earlier entries in the Poverty Games series:
Sociology In Focus | A Sociology Micro-Reader Sociology Source When a student is angry pull them closer to you. Embrace their critique and thank them for it. Show them that you really hear what they are saying and ask them to keep talking. To understand why this approach works, first we have to examine how teachers commonly frame a student’s vehement challenge. Student “Attacks” & “Defending” Our Selves When a student challenges you, how do you respond? Most of the time we are protecting our identities as teachers. You might be tempted to think that this is an issue for only new teachers or sub-par teachers. The point I’m making here is that it is perilous to conceptualize a student as your adversary. How to Handle Student Challenges Imagine a student has come up to you after class with a red face and explains all the ways that you, your class, and sociology in general have “got it all wrong” in a tone of voice teetering on the edge of incivility. “Thank you for sharing this with me. This is a classic deescalation technique. References:
Rethinking Cinco de Mayo | The Zinn Education Project By Sudie Hofmann I recently came across a flier in an old backpack of my daughter's: Wanted: Committee Chairs for this Spring's Cinco de Mayo All School Celebration. The flier was replete with cultural props including a sombrero, cactus tree, donkey, taco, maracas, and chili peppers. Seeing this again brought back the moment when, years earlier, my daughter had handed the flier to me, and I'd thought, "Oh, no." After making some inquiries, I was told the school wanted to celebrate Cinco de Mayo because it was Mexico's Independence Day. Cinco de Mayo Cinco de Mayo has been celebrated in the United States more than in Mexico. During the 1960s Civil Rights Movement, activists incorporated Chicana/o interests by strengthening cultural ties between Mexico and the United States. Unfortunately, the holiday has been commercialized by the food and liquor industry and in the United States, Cinco de Mayo (similar to St. The week before the event, I received a phone call from the PTSA coordinator.
The Missing 43: Mexico's Disappeared Students (2014) What happened to the 43 students who went missing in Southern Mexico in September of this year? The Vice News produced documentary examines the mass disappearance of the young men who were all training to teach the youth of their country, as well as the tragedy and controversy surrounding their disappearance. As sure as the news coverage, people's movements, and conspiracy theories have caused many questions to continue to be asked about the case throughout Mexico and abroad, you'll have many questions of your own once you reach the end of this documentary. The Missing 43 is shot in a news footage style and without any attempt at sensationalism; the documentary captures raw and shocking imagery, or at least imagery that would have shocked audiences across America before we were, as a whole, less desensitized than we are in modern times. Outright displays of what the documentary's narrator and host, refers to as "narco-political violence" unfolds almost immediately, and expectedly.
SocAtMovies.html Sociology at the Movies These 55 movie reviews first appeared in various editions of Robert J. Brym and John Lie, Sociology: Your Compass for a New World (Belmont, CA: Wadsworth and Toronto, ON: Nelson, 2003-2013). Introducing Sociology Shake Hands with the Devil (2004) Minority Report (2002) Forrest Gump (1994) Research Methods Kinsey (2004) The Blair Witch Project (1999) Culture Borat: Cultural Learnings of America for Make Benefit Glorious Nation of Kazakhstan (2006) Paradise Now (2005) Austin Powers: International Man of Mystery (1997); The Spy Who Shagged Me (1999); Goldmember (2002) The Joy Luck Club (1993) Socialization The Wedding Crashers (2005) Monster (2003) Affliction (1997) Social Interaction Avatar (2009) Miss Congeniality (2000) Bureaucracy Shake Hands with the Devil (2004) Ikiru (1952) Crime and Deviance Bowling for Columbine (2002) Traffic (2000) A Civil Action (1998) Social Stratification Sweet Home Alabama (2002) Titanic (1997) Disability Shallow Hal (2001) 1. 2.
sociologythroughdocumentaryfilm / FrontPage Sociology is Rarely About You | SociologyInFocus Sociology classes are often conversations about the scientific data surrounding controversial subjects. It’s really easy for students to feel challenged or even leave class upset. In this essay Nathan Palmer explains how something called the ecological fallacy can lead students to misinterpret sociological data and get their feelings hurt. Sociology is great because it challenges us to rethink what we know and learn about things we never knew existed. You should expect to occasionally leave class frustrated or maybe even a little angry. I Bet You Think This Stat Is About You Sociology is about the social. However, that doesn’t stop students from taking things personally. For instance, look at the chart above. First, a rate of incarceration for a racial ethnic subgroup cannot tell us anything about every member of that subgroup. Conclusion When we personalize sociological findings, we are misinterpreting them. Dig Deeper: References: Alexander, Michelle 2010.
In Class Activities » Sociology Source It all started with such a simple question. “What are the rules parents follow when they pick a name for their child,” I asked a sea of students with my hands on my hips at the front of the movie theater I teach my Soc 101 class in. “Start by writing down your thoughts and in a moment we’ll share them with each other.” When most of the class was pens down, I asked them to discuss in pairs the rules they’d written down. “Okay, so tell me what you think parents think about when naming their kiddos.” “Michael, Peter, Chris, Bob, John, Gary, Tony, Nathan, Tom, Adam, Paul, Steve, Jason, Nick” Hands in the air I cut them off, “Hold on a second. “So if employable names all sound like ‘white people names’, then what does this tell us? Instead of asking my students this simple question, I could have shown them the research on name discrimination in hiring by Bertrand and Mullainthan (2004). References: Bertrand, Marianne and Sendhil Mullainthan. 2004.