Transcript Population - Eagan High School

Unit 3 Notes
Study of Culture,
Population and
Urbanization
What is Culture?
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______________________________________
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__________________________________
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Physical, technological aspects that can be seen or
touched
__________________________________
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________________________________________
Idea, beliefs and philosophies
Culture and Society
3 Components of a Society (largest form of
human group)
1. ___________________________________________
2. ___________________________________________
3. ___________________________________________
Elements of Culture
1.
2.
3.
4.
5.
____________________
____________________
____________________
____________________
____________________
Examining Culture
• Culture is ___________ rather than ___________
• ________________________________________
• ________________________________________
• Individual tool, act, or belief
• Example of football
• Pieces of equipment, individual positions, markings on field
• ________________________________________
• Cluster of interrelated traits
• Offense, defense, plays, etc.
• ________________________________________
• Combination of culture complexes
• Athletics across the board
____________________________
• _____________________________________
• Some needs so basic that all societies must develop
certain features
• _____________________________________________
_____________________________________________
• __________________________________________________
Segments Within A Culture
• ______________________________________
• Segment of society which shares a distinctive pattern of
mores, folkways, and values that differ from the larger
society
• Originally identified by Criminologist ___________________
• Trekkies, Circus people, Gamers
• _______________________
• Specialized language in a subculture; cannot be understood by
outsiders
• Text messages
• _____________________________________
• Subculture that rejects societal norms and values while
seeking alternative lifestyle and establishing new
cultural patterns
Responses to Cultural Variation
• ____________________________________
• Feelings of superiority of your culture over another
• ____________________________________
• Feelings of inferiority of your culture towards another
• ____________________________________
• View behavior from the perspective of their own culture
• Think “____________________”
• ____________________________________
• Feelings of uncertainty, fear, and disorientation in unfamiliar
culture
• ____________________________________
• Giving greater emphasis to the contributions of minorities
Ideas of Cultural Change
I. _______________________________
• Introducing an idea or object new to a culture
• Two Types of Innovation:
• ______________________________
• Sharing the existence of an aspect of reality
• ______________________________
• Combining of cultural elements into new form
II. ______________________________
• Cultural items spread from group to group
• Exploration, Tourism and Mass Media
• _________________________________
• Adapting borrowed traits to meet new culture
• _________________________________
• ________ Culture changes more rapidly than ____________ Culture
III. _____________________________
• Cultures around the world become more alike
• Examples of restaurants and sports teams hats
Read in your textbook
pages 32 and 33
Body Ritual Among
The
Nacirema
Who is the author describing with this article?
Language in Culture
• ________________________________________
• ________________________________________
________________________________________
• Includes: speech, written characters, numerals,
symbols, and gestures of nonverbal communication
• ____________________________________________
• Example: automobile (SUV, Ford, Jeep, Station Wagon)
• ________________________________________
________________________________________
• http://www.youtube.com/watch?v=_JmA2ClUvUY&feature=r
elmfu
Development of Language
• Sapir-Whorf Hypothesis
• _______________________________________________
• Language shapes the way people think
• “Paints a picture of reality”
• People who speak different languages perceive the world in
different ways
• Negative feelings expressed or promoted?
• ______________ or ___________ in the English language
• ____________________________________________________
• ____________________________________________________
Bubbles in Society
• Established for American culture by Edward
Hall
• ______________________________________
______________________________________
• _____________: (up to 18”) Not in public, except
in crowds; reserved for those closest to us
• _____________: (18” to 4’) Conversational;
friends and acquaintances
• _____________: (4’ to 7’) Impersonal business
• _____________: (7’ plus) Public occasions;
separate famous person from fans
Norms in Society
• ___________________________________________
___________________________________________
• _____________________________________________
• _____________________________________________
• _____________________________________________
• __________________________________________
• _____________________________________________
• _____________________________________________
• _____________________________________________
Types of Norms
• _________________ Norms
• Written down, strict rules of behavior
• _________________ Norms
• Generally understood, but not precisely recorded
• _________________
• Violation endangers society’s well-being and stability
• Highly necessary for welfare of society
• _________________
• Describe socially acceptable behavior but no moral
significance
• Violation raises little concern
Values in America
• What we view as being Good/bad,
right/wrong, desirable/undesirable
• Elements of culture that are subject to
change
• Can be both material or nonmaterial
• Change in which one is likely to occur more
quickly?
• What are traditional American values that you
see?
Sanctions
• ________________________________
• Norm becomes part of individual allowing them to
conform to society
• ________________________________
• Rewards and Punishments used to enforce norms
• _________________ and ________________
• Can be both something added or taken away
• _________________ and ________________
• ________________: carried out by formal organization
(school, business, government)
• ________________: public sentiment and feelings
(clapping, dirty looks, etc.)
Diagram of Norms and Sanctions
Scenario: Attendance Policy
Norm: 10 Absence Rule
FPS: Credit for course, letter grade, special
awards
FNS: “10” out, ISS, detention
IPS: Extra Credit?, benefit of doubt
INS: Dirty look, clean room?
Social Structure
NETWORK OF INTERRELATED
STATUSES AND ROLES THAT
GUIDE HUMAN INTERACTION
Status in Society
• ______________________
• Socially defined position in a group or society
• Each individual holds numerous status positions
• ______________________
• Assigned according to qualities beyond a person’s control;
not based on abilities
• Male/Female, age, family heritage
• ______________________
• Earned through individual efforts or skills
• High school senior, occupation, team
• ______________________
• Position in society that most determines our social identity
• Can be achieved or ascribed and is subject to change over
time
Roles
• ________________________________
________________________________
• ___________________________________
___________________________________
• _______: different roles attached to a single status
• What are the role sets of a student?
• _________________: corresponding roles that
define the patterns of interaction between related
statuses
• In order to perform your role, you need someone else
to perform their role
• Most roles are reciprocal role
• husband/wife, teacher/student, coach/athlete
Meeting our Roles in Society
• ____________________________
• Socially determined or expected roles of a person performing a
role
• ____________________________
• Their actual role behavior which may or may not match
expectations
• ________________ (___ or more status positions)
• Fulfilling the role expectations of one status makes it difficult to
meet the expectations of another status position
• ________________ (___ status position)
• Difficulty meeting the roles of a single status position
• ________________
• Trying to detach from a previous role (ex-convict)
Status Symbols
• ___________________________: An
object that is representative of a status.
• For example,
• A briefcase is a status symbol of being in
business
• A minivan is a status symbol of being a “soccer
mom”
• A white stand-up clerical collar is a status
symbol for Catholic priests.
____________________
• System of statuses, roles, values, and norms
that is organized to satisfy one or more
needs of society
• Examples: family, political, religion, education
___________________
• How people relate to one another and
influence each others behavior
• Stabilize or change behaviors
5 Types of Interaction
• ___________: interaction in hopes of a reward
• Reciprocity: doing something expecting something in return
• Exchange Theory: people are motivated by self interest in
their interactions
• _________: 2 or more groups oppose each other
• _______: emphasis on defeating the opponent
• _________: working together to achieve a
desired goal
• _________: state of balance between
cooperation and conflict
• Compromise, truce, mediation, arbitration
______________
• ___________________________
___________________________
___________________________
• Occurs in many different ways
Subsistence Strategies
• ______________________________
______________________________
______________________________
• 3 Broad Categories
• _______________________
• _______________________
• _______________________
Preindustrial
• ____________________________
____________________________
• Carried out by human and animal labor
• Hunting and Gathering (small amount of
people)
• Pastoral (herding animals)
• Division of Labor
• Horticultural (Fruits/Vegs)
• Agricultural (using animals to plow)
• Plant more->More food->More People
• Money generated for trading
Industrial
• ___________________________
___________________________
___________________________
• ___________________________________
_________________________________
• Reduced number of agricultural laborers
• Factories lead to urbanization (increased
productivity)
• __________________________ needed to
provide mass literacy
• Freedom to compete for social position
Postindustrial
• United States and most Western countries
• _________________________________
_________________________________
• ____% of workforce in U.S.
• Standard of living and quality of life tends to
improve
• _________________________________
_________________________________
• _______________________ takes on
added importance
Social Structures in
Societies
• _____________________________
• Preindustrial societies where people share
common tasks and therefore are united in a
common whole
• __________: Group Solidarity (Community)
• _____________________________
• Impersonal social relationships with increased
job specialization
• __________: Needs rather than emotion
(Society)
Further Defining Groups
• Groups based on size
• ________________
• Smallest group possible with only 2 members
• Each member has direct control over group’s existence
• ________________
• Group increases to 3 members
• Group takes on a life independent to individuals
• Groups based on organization
• ________________
• Structure, goals, and activities clearly defined
• ________________
• No official structure or established rules of conduct
Types of Groups
_________________________
_________________________________
_________________________________
Members share personal, enduring relationships
Family, friends, etc.
_________________________
_________________________________
_________________________________
Reaction and emotions only based upon individual’s
impact and connection
Members of this class, community, etc.
Population
• _____________________________________
_____________________________________
• Significant area of study for Sociologists
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Growth
Urbanization
Characteristics
Impact
• ____________________: area of Sociology
devoted to the study of human populations
Factors Affecting Population
• 3 Areas
• ____________________________________________
• _____________________: annual number of live
births per 1,000 members
• Calculate by dividing number of live births by the total
population then multiply by 1,000
• Called “_____________” because it involves total
population of women, men and children
• Difference between ___________ and _________
• ___________: actual number of births to women of childbearing age (15-44)
• ___________: biological capability to bear children
______________________
• Annual number of deaths per 1,000 members
• Deaths divided by total population multiplied by
1,000
• ________ Death Rate: does not take into account
variations among subgroups within a population
• ________________________: annual number
of deaths among infants under one year of age
per 1,000 live births in a population
• Deaths among infants divided by total live births
multiplied by 1,000
• Provides a general measure of overall health and
quality of life in a society
_______________________
• Average number of years that a person born in
a particular year can expect to live
• _________________________________________
_________________________________________
_________________________________________
• Even within a country though, may vary based on
sex, race, ethnicity, etc.
• Differs from _____________________
• Maximum length of life that is biologically
possible
______________________
• Movement of people from one specified area
to another—both into and out of
• Figured per 1,000 people
• Calculated as difference between in-migration and
out-migration
• Ordinarily not as significant as Birthrate or Death
Rate
• _______________________________
• What may be some of each?
1.
2.
3.
______________________
• ________________________________________________
________________________________________________
• Calculated by subtracting _________ from the __________
• Usually expressed as percentage
• Based once again on population per 1,000
• Growth rates in more-developed countries are typically
___________ than growth rates in less-developed nations
• Lower levels of technology usually have Birthrates that far
exceed Death Rate
• _______________________: number of years necessary for
the population to double in size, given its current rate
• Example:
•
•
•
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500,000,000 to 1,000,000,000 (1650-1850)
1,000,000,000 to 2,000,000,000 (1850-1930)
2,000,000,000 to 4,000,000,000 (1930-1975)
4,000,000,000 to 8,000,000,000 (estimated 2025)
_________________________
• ____________________________________________
____________________________________________
• Shaped like a pyramid with youngest at bottom on up to
oldest
• Two columns for men and women
• Gain a great deal of information
• Percentage needing care or support, childbearing-age
women, employment and potential for growth
• Comparison of pyramids from more-developed to lessdeveloped nations
• _______________________________________________
• Lower life expectancy, higher birth rate, possibility for large
population growth rate
Explaining Population Change
• _____________________________________
• Thomas Robert Malthus (English economist)
• Rapid rates of 1790’s would continue at faster rates
• ______________________ progression (multiplication)
• Identified problems such as food production
• Slow birth rate (preventive checks) and through war,
disease, and famine (positive checks)
• Did not predict agricultural advancements and effective
birth control
• Still possible though especially in areas of high population
growth
Additional Theory
• ____________________________________________
• Favored by most demographers
• Population patterns tied to a society’s level of
technological development
• Movement through 3 Stages
1.
2.
3.
__________________________ societies; Birthrate and death
rate high; children valued source of labor; relatively low standard
of living; fairly stable population
Improved medical techniques; increased food production; High
birthrates and low death rates combine for
____________________________________________________
____________________________________________________
Fully developed industrial economy; Birthrate falls through birth
control and less need for child labor; May even approach
____________________________________________________
(equal birth and death rates) or negative growth
The Evolution of the City
• Urbanization and movements to cities
• ____________________________________________
____________________________________________
____________________________________________
• Appear between 5,500 and 7,000 years ago
• 1800: only __% of world population lived in
cities
• 2001: ____% (growing by 60 million a year)
• Growth tied to Agricultural and Industrial
Revolutions
______________________ City
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•
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6,000 years ago along fertile banks of _________
Very small based upon today’s standards
________________________________________
________________________________________
________________________________________
• ________________________________________
________________________________________
• ________________________________________
___________________ City
• Result of the _____________________________
• Less people needed to work farms instead needed
factory workers
• Covered greater area with larger population
• Central business districts
• Travel to work led to less power of the family
• Urbanization may have also contributed to
increase in _______________________________
• Crime, overcrowding, and pollution
• Today, ___% of Americans live in urban areas
Urbanization Pros and Cons
• ________________________________________
• Increase rates of literacy, health care, and economic
opportunities
• Higher standard of living
• ________________________________________
________________________________________
• ____________________: situation where more
live in a city than can be supported with jobs and
facilities
• Higher rates of illness and death
___________________________
• _____________________________________
_____________________________________
• Human behavior determines layout of urban
environment
• Different areas develop for different, set
purposes
• People, building, activities in a city are
distributed in certain patterns
The Nature of Cities
3 Models
• ____________________________________________________
• Industrial cities spread out from center in series of circles or zones
(differ in land use)
• Central business district
• Series of increasingly expensive residential areas lay beyond transition
zone (poverty and crime)
• Most distant is commuters’ zone (most wealthy)
• Geographic features may interfere with perfect zones
• ____________________________________________________
• Grow outward from center and business district but more in shape of
sectors
• Based upon transportation
• Warehouses along railroads, poor live closer to transportation lines
leading to factories, wealthy live near fastest lines of transportation
• ____________________________________________________
• Addressed influence of automobile in modern growth
• Develop around several centers or “nuclei”
• Each devoted to specialized type of land use (clustering)
___________________________
• _____________________________________
_____________________________________
• Little thought for surrounding environment and
consumption of large amounts of land
• Examples though in recent years of reverse
migration from suburbs into central cities
• Influence of cultural factors and ethnic
neighborhoods may also alter developments
Nature of Life of Cities
• ___________________________________________
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•
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•
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City is anonymous and unfriendly place
Size and density discourages primary group relationships
Results in Anomie or normlessness
Most interactions are with strangers and leads to detachment
Diffusion of Responsibility and Kitty Genovese
• ___________________________________________
• More balanced view of life in the city
• Impacted by age, race, ethnicity, education, income, and
occupation
• Five identifiable lifestyles: Cosmopolites, Unmarried or
Childless, Ethnic Villagers, Deprived, and Trapped
• ___________________________________________
• Encourage rather than discourage formation of primary group
relationships
• Diversity leads to greater possibilities of similar interests
• Involved in rich and diverse social life with close relationships