Through the Global Lens An

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 Chapter Ten
Sociology and Human Social Activity

Core Objective:

To demonstrate how society and culture represent the structure and content of human social
activity.

Thematic Questions:

• What relationships exist between societies and cultures?

• How can we contrast various kinds of societies?
• Which forms of social stratification are most influential?
• What social institutions are pivotal and why?
• What do we know of cultural universals and cultural variation?
• How and why do societies and cultures change?

Chapter Outline:
1) Sociology and Human Social Activity
i) Sociology’s Main Topics
ii) Contrasting Anthropology and Sociology
a) The Sociological Perspective
i) European Origins of Sociology
ii) Sociology’s Americanization
iii) Sociological Methods
b) Organizing Social Life
i) What Is Culture?
c) Socialization
i) Isolated Children and Identical Twins
ii) Sociobiology
d) Social Structure
i) Status and Social Structure
ii) Roles and Social Structure
iii) Groups and Social Structure
iv) Classifying Societies
v) Institutions and Social Structure
e) Pivotal Social Institutions
f) Marriage and the Family
i) Variable Family Forms
ii) Industrialization Produces Changes
iii) Arranged versus Choice Mating
iv) Family Variation: Preindustrial to Industrial
v) Marital Ceremonies
vi) Problems in Married Life
(1) Divorce

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 (2) Family Violence
(3) Single-parent Families
g) Religion as a Social Institution
i) Basic Concepts
ii) Ritual Practices
iii) Religion in History
iv) Functionalism versus Conflict Theory
v) Religious Organization
(1) Churches
(2) Sects
(3) Cults
vi) The Great World Religions
(1) Hinduism
(2) Buddhism
(3) Judaism
(4) Christianity
(5) Islam
vii) Winds of Religious Change
h) Education as a Pivotal Social Institution
i) Functions of Education
ii) Conflict Theory and Education
iii) Comparative Education
i) The Economy as a Social Institution
i) Competing Global Economic Systems
ii) Evolution of Capitalism and Socialism
iii) Economic Globalization
j) Government as a Pivotal Social Institution
i) Legitimate and Illegitimate Power
ii) Functions of Government
iii) Types of Government
iv) U.S. Politics: Pluralism or Power Elite?
k) Social Inequality
i) Social Stratification
ii) Race and Inequality
iii) Gender and Inequality
iv) Global Stratification and Poverty
v) Stratification and Poverty in America
vi) Occupational Prestige Globally
vii) U.S. Social Classes
l) Chapter Synopsis

Chapter Synopsis:

In this chapter, we look at how society and culture represent the structure and content of
human social activity. The section on the “sociological perspective” includes the discipline’s
vision of its mission (for example, “seeing the general in the particular”), its intellectual origins

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in Europe and America, the tenets of two of its prime theories (functionalism and conflict
theory), and its chief research methods (experiment, survey research, participant observation,
case study, and secondary analysis).
Under “organizing social life,” the crucial concept of culture is dissected. Distinctions are
made between material and nonmaterial culture, ideal and real culture, in addition to subculture
and counterculture. The contributions of norms, mores, folkways, and values to culture are
specified, and the complex relationship between culture and society is discussed. Vital to the
perpetuation of a culture within a society is the process of socialization, or the social experience
whereby individuals learn the attitudes and behaviors necessary to function in a given culture.
Socialization produces social structure that expresses itself in the form of statuses, roles, groups,
and institutions.
Social structure results in “pivotal institutions” meeting basic human needs. The pivotal
institutions feature the bedrock institution of the family, which meets our considerable child-
bearing and child-rearing needs. Religion is a second pivotal institution, and it provides an image
of a supreme spiritual being, ideas about an afterlife, ethical codes of conduct, and a sacred place
for rituals. The third pivotal institution is education. In preindustrial societies, education often
occurs informally, but industrial societies rely on formal schooling that greatly affects an
individual’s life chances. The fourth pivotal institution studied is the economy, which enables
people to satisfy their wants in a world of scarcity, as societies institute the production,
distribution, and consumption of goods and services. The final pivotal institution is government.
As humans moved from nomadic to settled milieus, we set up authoritative structures to make
decisions on behalf of society. This is the stuff of government, including the competitive political
process that affects society’s winners and losers.
Social inequality at the micro- macro- and mega levels comprises the last part of Chapter
10. “Social stratification” is defined as well as its relationship to social mobility. Then important
dimensions of inequality—race, ethnicity, and gender—are analyzed. Stratification’s
consequences at the global level are also detailed. Finally, the nature of stratification and poverty
in America is placed under the comparative microscope.

Relevant Documentaries on Video:

Birth of a New Religion: Christianity in the 1st and 2nd Centuries, (Films for the Humanities and
Sciences, 2001), 48 minutes.
The life of Jesus is examined against the backdrop of first-century Judea, inhabited by
Jews and occupied by the Roman Empire. The spread of the Christian faith occurs rapidly
and its persecution by the Romans is portrayed while the new religion establishes roots
and produces the New Testament.

The Five Pillars of Islam, (Films for the Humanities and Sciences, 1997), 30 minutes. Part 1 of
The World of Islam.
Few religions can be as succinctly capsulized as Islam’s five pillars. Each is analyzed in
its historical context.

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Four Families, (CRM/McGraw-Hill, 1978), 61 minutes.Society's most fundamental institution,
the family, is described and compared in rural India, France, Japan, and Canada. Anthropologist
Margaret Mead discusses how child rearing contributes to a distinctive national character.

Hinduism and Buddhism, (Films for the Humanities and Sciences, 1996), 58 minutes. Part 1 of
The Wisdom of Faith.
Journalist Bill Moyers taps the deep reservoir of Professor Huston Smith, the religious
pilgrim who experiences every religion that he studies. Smith believes that all “wisdom
traditions” share fundamental truths. Here, these two great religions which emerged from
India are featured.

Hinduism: An Introduction, (Films for the Humanities and Sciences, 2000), 29 minutes.
Eighty percent of Indians follow Hinduism, an ancient but vibrant religion. India’s
people, architecture, and distinctive rituals are presented. Key spiritual ideas such as
karma, dharma, and God as both one and many are described.

A History of Education, (Films for the Humanities and Sciences, 1997), 52 minutes.
Plato’s academy was the first formal arena for education. Since then the transmission of
knowledge from one generation to the next has assumed varied permutations. Long
considered the province of a privileged few, universal education is now viewed as a basic
human right and as a necessity for any country hoping to compete in the global
marketplace. Education’s evolution over many centuries is chronicled.

Hunters, (Films, Inc., 1983), 71 minutes.

Four !Kung hunters undertake a 13-day odyssey to obtain meat for their village. The
ancient rumblings of African tribal culture come through loud and clear.

Islam: Empire of Faith, (PBS Video, 2000), 180 minutes.

The emergence of Islam in 570 A.D. coincided with the era known as Europe’s Dark
Ages. But while Europe was falling asleep intellectually for the next millennium, a highly
enlightened culture was thriving in the Muslim world. The sometimes misunderstood
Islamic religion is humanized here as one of the world’s great religions.

Mexico: The Rise and Fall of the Aztecs, (Tig Productions/RCS Video, 1995), 49 minutes.
Tenochtitlan, fourteenth-century capital city of the Aztec empire so great that the Spanish
conquistador Cortez was so taken with ambitions of capturing it that he was willing to
sink his ships to prevent his men from being able to return home.

Singapore: The Price of Prosperity, (Films for the Humanities and Sciences, 1997), 30 minutes.
Three decades after Britain emancipated the poor, tiny city-state of Singapore, something
of an economic miracle has occurred. Some see Singapore as the prototype for a new east
Asian model of development: high economic growth rates at the expense of draconian
restrictions on personal liberties taken for granted in the West. Lee Kwan Yew,
Singapore’s dynamic leader, is interviewed extensively as he defends banning things like
ugly satellite dishes and chewing gum.

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Struggle and Success: The Afro-American Experience in Japan, (PBS Video, 1992), 60 minutes.
Black-American documentary filmmaker Regge Liffe’s first-hand account of the
difficulties inherent in the outsider’s attempt to penetrate a culture as homogeneous as
Japan’s.

The Vanishing Father, (DeWitt Sage, PBS Video, 1995), 60 minutes.

Single parent families in the U.S. often include fathers who shirk their responsibilities.
For the 40 percent of U.S. children who grow up fatherless, this modern phenomenon
constitutes a serious social problem. Statistics pinpoint these children as more likely to
leave high school, become teen mothers, and spend time in jail.

What Is Family? Defining the Tie that Binds, (Films for the Humanities and Sciences, 2000),45
minutes.
Is biological lineage required for the existence of a viable family? Journalist Ted Koppel
travels to Michigan in an effort to answer this question in the Van Dries household. Doug
and Jan have three biological offspring plus 11 adopted kids from around the world.
Language barriers, poverty-stricken personal histories, and cases of abusive backgrounds
present the Van Dries’ with major challenges. However, a strong sense of “reciprocal
loyalty” binds these 16 individuals into a powerfully cohesive group that works well

Analytical Essay Questions:

1. So profoundly is group living ingrained in the human experience that two disciplines
devote themselves to studying this part of the human drama. Trace the intellectual roots
of these disciplines back through the European and American soil which nurtured their
evolution.
2. The work facing any society consists partly of creating structures and institutions to meet
human needs more effectively than was possible in the chaotic state of nature. What are
humanity’s basic needs, and what kinds of institutions are set up to meet them?
3. A society of institutions constructed to meet human needs is crucial to the concrete side
of living in groups. However, living in groups also necessitates a subjective dimension
based on a script that gives content, direction, and meaning to our lives. How does the
concept of culture operate to fill this role?
4. What are the great world religions, what do they have in common, and what separates
them. How have recent global transformations wrought change in the respective roles of
these religions?
5. What is the relative condition of education as a pivotal social institution in Japan,
Pakistan, Russia, and the United States?
6. Government represents another of the pivotal social institutions discussed in chapter ten.
What do the basic functions of government, how do we distinguish between legitimate
and illegitimate use of power, what is the meaning of each of the four different types of
government, and how do sociological conflict theorists differ from sociological
functionalists in assessing the way American politics operates?

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Descriptive Essay Questions:

7. Identify the key elements in each of the Lenskis’ six stages of societal evolution.
8. What are the most important things that you learned in chapter ten concerning the social
institution of the family?
9. Explain some of the contrasts in family type found in different parts of the world.
10. As a cultural universal, religion meets some human need. What are some of the common
elements characteristic of religion regardless of the cultures in which they may be found?
11. Weigh some of the pluses and minuses associated with the successful fourteenth-century
empire known as the Aztecs.
12. Describe some of the forces often contributing to societal and cultural change.
13. What are some of the influences which divorce has exercised over the social institution of
the family in more complex, technetronic societies in recent decades?
14. What is meant by the Americanization of sociology, when did it occur, and have those
tendencies demonstrated significant staying power?
15. Sketch some of the dimensions of culture by explaining the distinctions between: material
and non-material culture; ideal culture and real culture; subculture and counterculture.
16. What do the concept of socialization, the examples of identical twins discussed in this
chapter, and the film Nell all have in common?
17. As clearly and simply as you can explain in your own words, how do conflict theory and
functionalism differ as sociological theories?
18. Describe the basic facts of what happened in the case study about Heaven’s Gate.
19. The case study about Russian education was rather long and complex, because it deals
with a complicated era of Russian society. In your view, is the education currently being
received by young people in Russia better or worse than that which existed under
communism?
20. As rival economic “isms” of the 20th century, capitalism and socialism stood in sharp
relief to one another. Cite the fundamental philosophical differences that separated them.
21. The question is posed in chapter ten as to whether U.S. politics consists more of
pluralism or more of a power elite. How do the conflict theorists and functionalists differ
in their views on this issue?
22. The term “ethnic cleansing” was used prominently in the case about Bosnia. Identify the
main ethnic groups involved in this case, what the term ethnic cleansing means, and
which group(s) the United Nations found primarily responsible for abusive behavior.
23. Explain how U.S. social stratification is measured largely in terms of the variables of
wealth, power, and prestige.
24. What does this chapter have to say about the issue of race as a good one to illustrate how
anthropologists and sociologists can approach a topic through different perceptual lenses.
25 Name and discuss some of the key educational problems facing Americans today which
are covered in this chapter.

Multiple-Choice Questions:

___ 26. Who developed the idea of the “Protestant ethic”?

A. Emile Durkheim
B. Peter Berger

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 C. C. Wright Mills
D. Max Weber
E. Auguste Comte

___ 27. No culture can exist without:

A. schools
B. churches
C. socialization
D. strong group loyalty
E. warfare

___ 28. Which order of progression concerning the relationship between religion and society is
historically accurate?
A. polytheism, monotheism, animism
B. monotheism, polytheism, animism
C. monotheism, animism, polytheism
D. animism, polytheism, monotheism
E. none of the above

____ 29. The American Sociological Association’s Code of Ethics does NOT include which of
the following?
A. acknowledging collaboration and assistance
B. maintaining integrity in research
C. disclosing sources of financial support
D. reporting violations by other sociologists
E. respecting subject’s right to privacy

___ 30. Codes of social behavior that influence us in both formal and informal contexts are
called:
A. norms
B. mores
C. folkways
D. socialization
E. material culture

___ 31. You would be most likely to encounter extended families in which types of societies?
A. pre-literate
B. post-literate
C. socialized
D. unsocialized
E. none of the above

___ 32. Primary groups are more likely than secondary groups to:
A. remain for a long time
B. involve close personal relationships
C. entail broad sets of relationships

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 D. all of the above
E. none of the above

___ 33. Which revolution was most responsible for producing what are called economies of
scale?
A. Agricultural revolution
B. Industrial revolution
C. French revolution
D. American revolution

___ 34. What marital anomaly characterizes the Khasi sub-culture of northeastern India?
A. the youngest daughter inherits the family’s property
B. brides are expected to entertain surrogate sexual partners
C. ritual insults are exchanged between the two families at the marriage
D. marriage does not become official until a child is produced

___ 35. Identify the elements commonly found in religions all around the world:
A. codes of conduct
B. belief in an afterlife
C. a sacred place for rituals
D. all of the above
E. none of the above

___ 36. Jews constitute about what percentage of world population?

A. .2%
B. 2%
C. 20%
D. 25%
E. 30%

___ 37. Boris Yeltsin’s sophisticated and reform-oriented Secretary of Education was:
A. Edward Dneprov
B. Ben Eklof
C. Mikhail Gorbachev
D. Vladimir Putin
E. none of the above

___ 38. A marital form allowing someone to have more than one spouse at the same time is
called:
A. monogamy
B. serial monogamy
C. polygamy
D. bilateral descent
E. patriarchal power

___ 39. What are the world’s two largest religions today?

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 A. Buddhism and Christianity
B. Buddhism and Islam
C. Islam and Judaism
D. Christianity and Islam
E. Judaism and Christianity

___ 40. Hinduism is the majority religion today in:

A. Indonesia
B. Pakistan
C. India
D. Japan
E. China

True-False Questions:

___ 41. Culture has to be completely redefined from scratch by each new generation of people.

___ 42. Marshall Singer’s story about “fried caterpillars” suggests that people the world over
tend to see things pretty much the same, regardless of culture.

___ 43. Churches, sects, and cults are all different names for the very same phenomena.

___ 44. When sociologists speak of a person’s status and a person’s role, they are referring to
exactly the same thing.

___ 45. Japanese students generally take high school work more seriously than do their
counterparts in the U.S.

___ 46. Among social scientists, it was anthropologists that pioneered in the use of participant
observation as a research design.

___ 47. Studies of kindergartens in the U.S. and in China suggest that there are good, logical,
sociological reasons why U.S. kids tend toward individualist behaviors and Chinese
children tend toward collectivist behaviors.

___ 48. Brazil and Russia are both classified as middle-income countries.

___ 49. When we talk about society we are generally referring to more subjective phenomena,
whereas when we discuss culture we usually refer to more objective phenomena.

___ 50. Technetronic societies can be best characterized as societies that are post-literate but not
yet part of the borderless world of free-flowing information.

___ 51. Polygamy is legal in only a handful of societies in today’s modern world.

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___ 52. The theory of functionalism suggests that the resiliency of the family as an institution is
attributable essentially to the fact that it works by meeting basic human needs.

___ 53. While sensationalist Western media accounts like to exaggerate the significance of the
role of human ritual sacrifice in the Aztec civilization which once thrived in what is now
Mexico, in reality only a handful of persons suffered this ignominious fate annually at
the hands of the Aztecs.

___ 54. Social and cultural change almost always derive from external sources rather than
internal sources.

___ 55. Considerable evidence attests to the resilience of gender stratification both in the U.S.
and globally.

Matching Names:

___ Slobodan Milosevic 56. Founder of U.S. sociology

___ Margaret Mead 57. Early European sociological thinker
___ Lester Ward 58. Chronicled 19th century Indian caste known as the
Nayar
___ Joan Ferrante 59. Convinced group to commit mass suicide
___ Max Weber 60. Regarded by followers as the last prophet
___ Marshall Applewhite 61. Led first great anthropological field research in Samoa
___ Muhammad 62. Advocate of practical learning
___ Gerhard and Jean Lenski 63. Indicted for crimes against humanity
___ Carol and Melvin Ember 64. Religion springs from need for community
___ Emile Durkheim 65. Religion springs from need to know what life is about
___ Edward Tylor 66. Religion helps us cope with death anxieties
___ Bronislaw Malinowski 67. Critic of sociology’s emphasis on studying the U.S.
___ John Dewey 68. Used means of subsistence to classify societies
___ Daniel Patrick Moynihan 69. Says child poverty is the U.S.’s shame
___ Marshall Singer 70. Fried caterpillars story and cultural lenses

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Another random document with
no related content on Scribd:
Legates, papal, 91, 310.
Leo III deprives Lichfield, ch. vi;
charges against, 188-90;
crowns Charlemagne as Emperor, 190.
Libraries, at the Cathedral Church of Tours, 220;
Marmoutier, 221;
St. Martin’s, 222;
Tours and the neighbourhood, 219, 222;
York, 84, 85.
Libri Carolini, 183.
Lichfield, made an Archbishopric, ch. v.
Lindisfarne, 125-7, 132.
Liturgies, 260.
Louis, son of Karl, 31.
Lucia, see Gisla.
Luitgard, 245.

M
Malmesbury, William of, 51, 92, 113, 224, 272;
property restored, 106.
Maluin, 317.
Manuscripts, Alcuin sends to York for, 203;
of Coronation Forms, 261-3.
Marmoutier, 212.
Martin, see St.
Martinensian Bishops, 217, 228.
Mayo of the Saxons, 153-6.
Mercia, Archbishopric of, ch. v.
Missions, 285.
Monasteries, suppression of, 59-61;
hereditary descent, 62;
bad state of, 65.

N
Nathanael, see Fredegisus.
Nicephorus, 323.
Ninian, 301.
Northumbria, list of kings, 122-4.

O
Oeren, 6.
Offa, ch. v; Appendix B.
Orleans, 206, 232.
Osbald, 141.
Osred, 123.
Osulf, 23, 25.
Oswulf, 122.

P
Pallium, for York, 76, 77;
for Lichfield, ch. v.
Pandect, 258.
Pastoral Care, the, 169-71.
Paul, see Peter and.
Pepin, son of Karl, 31, 252.
Peter and Paul, Saints, 187, 197, 320-3.
Peter, St., his long letter to the Franks, 199.
Pettau, 303.
Pilgrimages, evils of, 65.
Popes, gifts to, 92, 111;
charges against, 188-190;
adoration by, 191.
Purton, 106.
Pyttel, 317.

R
Raganard, 27-9.
Remedius (Remigius), 269.
Ripon, 8.
Rotruda (Columba), 193, 253, 256;
letter to Alcuin, 254.
Runes, 9, 296, 297.
Rustica, Romana, 293.

S
Sanctuary, right of, ch. xiv.
Saxon, early, 295.
Scriptures, revision of, 253-9.
Sigha, 16.
Sigulf, 1, 20, 27, 49.
Silk robes, 290, 302.
Singing, 260.
Spurn Point, 4.
St. Martin, scenes in his life, 38-41, 44;
at Tours, 212, 214, 221.
St. Martin’s, Tours, fire at, 36;
status of, 216;
bishops of, 217, 228.
Sulpicius Severus, 38, 44, 221.
Synod, Mercian, 92, 317;
Northumbrian, 311.

T
Tetbury, 106.
Theodulf of Orleans, 206, ch. xiv, 245;
describes Karl, 245;
describes Alcuin, 45 n., 235.
Theophylact, legate, 310.
Theotisc (Deutsch), 294.
Tithes, 287.
Tours, Alcuin settles at, 202;
character of the brethren, 204, ch. xiv;
its amenity defended by Alcuin, 209;
fees at the School, 209;
the Church of St. Martin, 210-13;
the Cathedral Church, 213, 214;
Public Library, 214-16, 219-23;
Secularisation of St. Martin’s, 216-18;
two sets of bishops, 217, 228.
Transubstantiation, 179, 184.
Trèves, 6.

U
Uulfhard, 22, 205.
Uilhaed (Willehad), 285.

V
Vetulus, 1.
Violence in Northumbria, 123.

W
Waldramn, 27, 44.
Wearmouth, 127, 135.
Westbury on Trym, 114.
Whithorn, 301.
Wido, 239.
Wighod, 311.
Wilgils, 4, 5.
Willibrord, 2-9.
Wine, 45 n., 205-8, 267, 277.
Withso (variously spelled), 27.

Y
York, Bishops and Saints of, ch. iv;
Cathedral Church of, 80-4;
Library of, 84, 85;
School of, 53, 68-70.

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