DeBonosThinkingHats

LessonPlan#_2__
Deviance

Introduction:
Deviance,whichisbehaviorthatviolatessocialnorms,servesapurposeinsociety.
Sociologistshavemanytheoriestoexplaindeviantbehaviors.

Objectives:
Content/Knowledge:
1. Analyzehowsociologistsidentifythenatureofdeviancebyreadingdifferenttheories
andperspectives.
2. Examinescenariosofindividualsbehavingdeviantly
3. Questiontheperceptionofdevianceinoursociety

Process/Skills:
1. Categorizedifferenttheoriesandperspectivesfordeviance
2. Constructachartthatlistswaystocreateasocialchangethroughdeviantacts

Values/Dispositions:
1. Identifywithhowothershavedifferentperspectivesonwhatisconsidereddeviant
behavior
2. Visualizethemselvesindeviantrolesandfeelthestigmathatcomesfromtakingthat
role
3. Reflectonhowdeviancehaschangedoveranextendedtime

Standards:
StateIllinoisLearningStandards

1.
2.

3.

18.A.4Analyzetheinfluenceofculturalfactorsincludingcustoms,traditions,language,media,art
andarchitectureindevelopingpluralisticsocieties.
18.B.5Usemethodsofsocialscienceinquiry(posequestions,collectandanalyzedata,makeand
supportconclusionswithevidence,reportfindings)tostudythedevelopmentandfunctionsofsocial
systemsandreportconclusionstoalargeraudience.
18.C.5Analyzehowsocialscientistsinterpretationsofsocieties,culturesandinstitutionschange
overtime.

NationalNationalCouncilfortheSocialStudiesStandards

1.

II.Time,Continuity,&Change:a.demonstrateanunderstandingthatdifferentpeoplemaydescribe
thesameeventorsituationindiverseways,citingreasonsforthedifferencesinviews

NationalNationalStandardsforHistory
1.

#1ChronologicalThinkingStandardReconstructpatternsofhistoricalsuccessionanddurationin
whichhistoricaldevelopmentshaveunfolded,andapplythemtoexplainhistoricalcontinuityand
change.

SyntaxProcedures

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WhiteHatObjective:
a.
TeacherInstructions
Countstudentsoff13sothattherewillbe10groupsof3
Passouttheguidelinesforthe3perspectivesofdevianceactivity[D5]
Gooverguidelineswiththestudentstoensuretheyunderstandtheactivitytheyaretobedoingand
answeranyquestionstheymighthave
Passoutthe3readingsonthe3perspectivesofdeviance[D1][D2][D3]
Instructstudentstohighlight,underline,ortakenoteofanythinginthereadingthattheyfeeltobe
important
Oncemostofthestudentsaredonereading,passouttheassociatedchartforstudentstofillin
[D4]
Afterthestudentscompletethechart,passouttheconceptmapforstudentstofillin[D6]
Remindstudentstofollowtheguidelinesastheyhavebeentold
Afterstudentsfinishthemindmap,havestudentsgoaroundtheroom(byreading)andhaveeach
persongivetheirsummaryandgiveclarificationwhereneeded
b.
Resource

1. [D1]FunctionalistPerspective:StrainTheory
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[D2]ConflictPerspective:ExchangeTheory
[D3]InteractionistPerspective:ControlTheory/LabelingTheory/CulturalTransmissionTheory
[D4]ThreePerspectivesofDevianceChart
[D4T]ThreePerspectivesofDevianceChartCompletedforTeacherreferences
c.StudentActivity
Splitintogroupsof3
Readtheguidelinesfortheactivitybeingdone.[D5]
Readindividuallytheassigneddocument[D1][D2][D3]
Fillinchartontheperspectives[D4]
Fillinmindmapandcopydownpartnersinterpretation[D6]
Shareanddiscusstheirfindings/summarieswiththeclass
RedHatIntuitive:
a.
TeacherInstructions
PassoutstudenthandoutonPeerGuidanceGroupNoteSheet[D7]
Informstudentsthatyouwillbereadingscenariosandtheywillbetakingnotesofthesescenarios
ontheirPeerGuidanceGroupNoteSheet[D7]
ReadeachscenariothatcanbefoundontheStudentConflictScenesdocument[D8],andrepeat
yourselfifneededforstudentcomprehension
Askstudentsdiscussionquestions[D9]andhavethemshareoutloudtheirresponse
HandouttothestudentsthePeerGuidanceDisciplineRecommendationsworksheet[D10]
b.
Resource
[D7]PeerGuidanceGroupNoteSheet
[D8]StudentConflictScenes
[D9]DiscussionQuestions
[D10]PeerGuidanceDisciplineRecommendationsWorksheet
c.
StudentActivity
ListenandtakenotesontheirPeerGuidanceGroupSheet[D7]whileyoureadofftheStudent
ConflictScenes[D8]
RespondanddiscusstheiranswerstotheDiscussionQuestions[D9]thatwillbereadbythe
teacher
FilloutthePeerGuidanceDisciplineRecommendationsWorksheet[D10]
BlackHatNegative:
a.TeacherInstructions
PulluptheJudgmentsofDevianceandBenefitsofDeviancePowerPoint[P1]
Startadiscussionwithstudentsbyaskingquestionsontheslides.
b.
Resource
[P1]JudgmentsofDevianceandBenefitsofDeviancePowerpoint
c.
StudentActivity
DiscussanswerstothequestionsposedonthePowerPoint
YellowHatPositive:
a.
TeacherInstructions
ContinuewithJudgmentsofDevianceandBenefitsofDeviancePowerPoint
StartdiscussionandstudentthinkingbyposingquestionsonthePowerPoint
b.
Resource
[P1]JudgmentsofDevianceandBenefitsofDeviancePowerPoint
c.
StudentActivity

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Discussanswerstothequestionsaskedoneachslide
GreenHatCreative:
a.
TeacherInstructions
PullupDevianceExperimentPowerPoint[P2]thatincludestherulesandguidelines
Instructstudentsthatbeforethebellringsforlunchtheyaretoperformanexperiment.
Tellstudentsthat2minutespriortothe10minutepassingperiod,studentswillsimplystandinthe
halldoingnothing.
Informstudentstudentsthat
a. nofacialexpressioncanbemade
b. theirhandsmustbeatyoursideorinpockets
c. theonlythingtheymayreplytoanyoneisIamdoingnothing.
d. theymustbefacingstraightahead
e. theymustbestandingupstraight
f. theycantleanagainstanything
g. theywillbewatched,andthosethatdonotcomplywiththeruleswillbededucted
participationpoints
Afterthe10minuteshavepassed,havestudentsreturntotheclassroomtofollowupontheactivity.
Teacherwillhavehavestudentstakeoutapieceofpaperandanswerthequestionsonthe
PowerPoint[P2]
b.
Resource

1. [P2]PowerPointforDevianceExperiment
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c.
StudentActivity
Readandunderstandtherulesandguidelinesforthedevianceexperientthatarepresentedonthe
PowerPoint[P2]
Followtheinstructionsfortheactivityactuallyastheywerewritten
Comebackintotheroomafter10minutesisoverandanswerandreflectontheremaining
questions/statementsonthePowerPoint[P2]
BlueHatProcess:
a.
TeacherInstructions
PassouttheCreatingSocialChange:MediaSexismExample[D13]
Gooverexampleandbesurestudentsunderstandhowtheprocessbringsaboutchange
PassoutMakingSocialChangeworksheet[D12]andguidelines[D11]
Instructstudentsthattheywillbemakingtheirownchartforasocialchangeliketheoneshownin
theexample[D13]
b.
Resource
[D11]MakingSocialChangeGuidelines
[D12]MakingSocialChangeWorksheet
[D13]MakingSocialChange:MediaSexismExample
c.
StudentActivity
ExamineanddiscusstheCreatingSocialChange:MediaSexismExample[D13]toseehowthe
processbringsaboutasocialchangeintheworld.
Askquestionsoverinformationthatisnotfullyunderstoodontheexample
ReadtheMakingSocialChangeGuidelines[D11]tounderstandwhattheirnexttaskwillbe
CreatetheirownMakingSocialChangeoptionsbypickingatopicandfillinginthecorresponding
MakingSocialChangeworksheet[D12]
Ifnotenoughtimeispermittedinclass,studentswillfinishforhomework.

Resources(SourceCitations&Bookmarks)

[D1]Reading1:
FunctionalistPerspective
RobertMerton:Anomie/StrainTheory

Inoneofthemostfamousarticlesinsociology,itsfirstversionwritteninthe1940s,
RobertMertonbeginsbyaddressingbiologicalexplanationsofdevianceandconcludesthat
biologycannotaccountforvariationsfromonesocietytothenextinthenatureandextentof
deviance.Hisprimaryinterestisnotsomuchwhyaparticularindividualdeviates,butwhythe
ratesofdeviancediffersodramaticallyindifferentsocietiesandfordifferentsubgroupswithin
asinglesociety.Mertonworkswithintheoverallfunctionalistperspectivethatwehavealready
addressed,whichputsagreatdealofemphasisontheroleofculture,particularlyitsunifying
aspects,butnowMertonadaptsaconceptheborrowsfromDurkheimtoanalyzesituationsin
whichculturecreatesdevianceanddisunity.InDurkheim'susage,anomiereferredtoa
situationinwhichculturalnormsbreakdownbecauseofrapidchange.Anomicsuicide,for
example,canoccurduringamajoreconomicdepression,whenpeoplearen'tabletoachieve
thegoalsthattheyhavelearnedtopursue,butitcanalsooccurwhentheeconomy
experiencesaboomandsuddenlythesky'sthelimitpeopledon'tknowhowtolimittheir
goalsandbesatisfiedwiththeirachievements.
Mertonchangestheconceptslightly,torefertoasituationinwhichthereisan
apparentlackoffitbetweentheculture'snormsaboutwhatconstitutessuccessinlife(goals)
andtheculture'snormsabouttheappropriatewaystoachievethosegoals(means).
InMerton'sformulation,anomiebecomestheexplanationforhighratesofdeviantbehaviorin
theU.S.comparedwithothersocieties,andalsoanexplanationforthedistributionofdeviant
behavioracrossgroupsdefinedbyclass,race,ethnicity,andthelike.TheU.S.,infact,
Mertonseesasapolarexampleofasocietyinwhichsuccessgoals(oftendefinedprimarilyin
monetaryterms)areemphasizedforeveryoneintheculture,andpeoplearecriticizedas
beingquittersiftheyscalebacktheirgoals.Ontheotherhand,thecultureisatbest
ambivalentinitsnormsabouttheappropriatemeansofbeingsuccessful.Certainlyhardwork
andambition,inschoolandthenintheeconomicmarketplace,aretheculturallyapproved
meansofsuccess,butthere'salsoanelementofadmirationfortherobberbaronandthe
roguewhobreakstherulesaboutappropriatemeansbutachievessuccessgoalsbydeviant
means.InAmerica,inotherwords,successisprobablyratedalotmorehighlythanvirtue.
Inaddition,theU.S.hasminoritygroupswhoseaccesstosuccessbyconventional
meansisclearlylimited.IntheperiodinwhichMertonwaswriting,ourswasaclearlyracist
society.BlackAmericans,forexample,wereseverelylimitedintheiraccesstoeducation,but
iftheyovercamethoseobstaclesandobtainedagoodeducation,thateducationwouldnot
"buy"themasgoodajobasitwouldforawhiteperson.Insomesocietiesthatemphasize
ascriptivecriteriainallocatingpowerandprivilege,theculturesetsaverydifferentstandardof
success.SomeonewhowasbornanuntouchableintheIndiancastesystem,forexample,
wouldlearnnottoaspiretothekindofsuccessthatmightbeavailabletoanuppercaste
individual.ButintheU.S.thesamekindsofsuccessgoalsareheldouttoall.Thusourvery
highratesofdevianceandcrime,comparedwithothersocieties,inMerton'sanalysiscanbe
understood,firstasaresultofouremphasizingsuccessgoalsmorethanweemphasize
approvedmeansofachievingthosegoals,andsecond,ouremphasizingthesamekindof

successforeveryoneevenwhiletherace,ethnic,andclassstratificationofthesocietylimits
theopportunitiesforsuccessbythoseinthelessprivilegedgroups.
Howdopeoplerespondtothisdisjunctionofgoalsandmeans?Mertoncreatesatypologyof
adaptations.Thefirstsymboldesignatespeople'srelationshiptonormsaboutgoalsthe
secondsymboldesignatestheirrelationshiptonormsaboutthemeansofachievingthose
goals.

Modeofadaptation
I.Conformity++
II.Innovation+
III.Ritualism+
IV.Retreatism
V.Rebellionxx

Inthisdiagram,a"+"meansacceptance,a""signifiesrejection,andan"x"means
rejectionofprevailingvaluesandsubstitutionofnewones.
AlthoughMertonspendssometimediscussingeachofthesemodesofadaptation,it's
probablythesecondone,"innovation,"whichmostlogicallyfollowsfromhisearlierdiscussion
oftherelationshipbetweencultureanddevianceingeneralandthedevianceproducing
featuresofAmericansocietyinparticular.Innovatorsarepeoplewhobreaktherules(and
oftenthelaws)inordertoachievethesuccessgoalsthataresoheavilypromotedinthe
society.Attheupperlevels,Mertonpointsout,"thepressuretowardinnovationnot
infrequentlyerasesthedistinctionbetweenbusinesslikestrivingsthissideoftheapproved
normsandsharppracticesbeyondthenorms."MertonquotesThorsteinVeblen:"Itisnot
easyinanygivencaseindeeditisattimesimpossibleuntilthecourtshavespokentosay
whetheritisaninstanceofpraiseworthysalesmanshiporapenitentiaryoffense."
Butheseesthegreatestpressurestoward"innovation"operatingatthelowerlevelsof
thestratificationsystem."Here"incentivesforsuccessareprovidedbytheestablishedvalues
ofthecultureandsecond,theavenuesavailableformovingtowardthisgoalarelargely
limitedbytheclassstructuretothoseofdeviantbehavior.Itisthecombinationofthecultural
emphasisandthesocialstructurewhichproducesintensepressurefordeviation.""Despite
ourpersistingopenclassideology,advancetowardthesuccessgoalisrelativelyrareand
notablydifficultforthosearmedwithlittleformaleducationandfeweconomicresources."
"Withinthiscontext,AlCaponerepresentsthetriumphofamoralintelligenceovermorally
prescribed"failure,"whenthechannelsofverticalmobilityareclosedornarrowedinasociety
whichplacesahighpremiumoneconomicaffluenceandsocialascentforallitsmembers."
NoticethatMerton'sanalysisisnotultimatelyaimedattheindividuallevelwhydoes
thisindividualdeviateandthisonenotbutatthelevelofgroupsandsocietiesasreflectedin
differingratesofdeviance.Mertonisn'tsayingthateveryindividualexposedtothesecultural
conflictsreactsthesamewayonthecontrary,histypologyisdesignedtoallowforvariation
attheindividuallevel.Inhisconcludingremarks,Mertonhimselfhighlightsthemajor
weaknessesofhisanalysis."Thisessayonthestructuralsourcesofdeviantbehavior
remainsbutaprelude.Ithasnotincludedadetailedtreatmentofthestructuralelements
whichpredisposetowardoneratherthananotherofthealternativeresponsesopento
individualslivinginanillbalancedsocialstructure.Ithaslargelyneglectedbutnotdeniedthe
socialpsychologicalprocessesdeterminingthespecificincidenceoftheseresponsesithas
onlybrieflyconsideredthesocialfunctionsperformedbydeviantbehavior...ithasonly
toucheduponrebelliousbehaviorwhichseekstorefashionthesocialframework."

Unfortunately,asissooftenthecasewithpeopledoingwhattheylabelaspreliminaryor
exploratorywork,Mertonneverwentontoattempttheadditionalworkthathehimself
recognizedascrucialtoafullunderstandingofthedynamichedescribesinthisessay.
http://www.d.umn.edu/~bmork/2306/Theories/BAManomie.htm
[D2]Reading2:
ConflictPerspective
GeorgeC.Homans:ExchangeTheory

Theconflictperspectiveviewsthesocialworldasriddledwithtensionandstrife.While
stabilityandorderremainrecognizedfactsofthesocialworld,theconflictperspectiveseeks
todiscoverthetensionsthatexistbehindthefacadeoforder.Becausesomesegmentsof
humansystemsholdmorepower,money,prestige,andothervaluablesthandoother
segments,thereisinevitablyaconflictofinterestsbetweenthe"haves"andthe"havenots."
Thosewhopossessvaluableresourcesnaturallywishtoretainthem.Thosewithout
resourceswanttosecurethem.
conflicttheoristsexaminethechangesthatensuefromtensionandconflict.Rather
thanstudytheneedsmetbytheeconomyofasociety,forexample,conflictsociologists
wouldstudyhowthosewhoownandcontroltheeconomyseektodenyresources,suchas
powerandmoney,tothosewhomerelyworkinfactoriesandcorporatebureaucracies.They
wouldanalyzehowsuchopposedinterestsproducetension,overtconflict,andeventual
changeintherelationsbetweenownersandworkersintheeconomy.
Likefunctionalists,conflictsociologistsanalyzemacrostructures.Conflictsociologists
emphasizetheconflictprocessesinherentinthesestructures,however.Examinationof
tensionsbetweennationstates,socialclasses,employersandemployees,communities,
ethnicandracialpopulations,andotheraggregatesofpeopleismoretypicalthanthestudyof
familytension,interpersonaldisputes,andsimilarfacetofaceconflicts.Likethefunctionalist,
theconflictsociologistismostconcernedwiththebigeventsthatshapeentirecommunities,
organizations,societies,andevenworldsystems.Commontoallconflictapproachesarethe
followingpointsofemphasis:

Allsocialrelationsinallsocialsystemsrevealinequalitiesinthedistributionofvaluable
resources.
Tensionbetweenthosewithandthosewithoutresourcesisinevitablebecausethose
withresourceshaveaninterestinkeepingthemandthosewithoutresourceshavean
interestinsecuringmoreresources.
Suchtensionswill,inthelongrun,eruptintoconflict.
Withconflictwillcomeachangeinsocialrelationsandinthestructureofasocial
system.
Humanorganizationisthusinastateofconstanttension,withinequalitiesinsocial
relationshipscreatingconditionsofconflictandchange.

Suchanalysisexplorestherelationsamongindividualpeopleinconcretesituations.It
assumesthatindividualsinanysocialrelationshiphavedifferentlevelsofresources,suchas

knowledge,prestige,power,attractiveness,oranythingelsethatpeoplevalue.Thosewith
moreresourcesthanothersusetheirmeanstogainadvantage,whichcreatesthepotential
forcompetitionandconflictamongindividuals.Fromthiscloseperspective,anyinteraction
amongpeoplecaninvolveaconflictofinterestsbetweenthosewithmoreandthosewith
fewerresources.Inessence,individualsnegotiateoverresourcesinordertoachievesome
degreeofbalanceandaccommodationtoeachother.
Exchangetheoryis,initsessentialdetails,avariationofconflicttheory.Likeallconflict
theories,theexchangeapproachisconcernedwiththedistributionofvaluableresources,
suchasmoney,power,andprestige.Humanaffairsareviewedasexchangesofprecious
resources.Whetheramongindividuals,corporations,communities,ornations,socialrelations
alwaysinvolveoneparty'sseekingtogainvaluableresourcesfromanother.Inordertogain
thesevaluables,otherdesirablesmustbegivenup.Thus,socialrelationshipsinvolveefforts
byindividualsandcollectiveunitstoextractaprofitintheexchangeofresources.Whenone
individuallendsassistancetoanother,forexample,somethingisexpectedinreturntypically
approval,esteem,orwillingnesstoreturnthefavorlater.Unionandmanagementbargainfor
agreementsoverhowmuchlaboristobeexchangedformoney,power,andfringebenefits.
Whencorporationscompeteinthemarket,eachseekstorealizemonetaryprofit.Thekey
elementsoftheexchangeperspective:

Allsocialunitsentersocialrelationswithresourcestooffer,suchasmoney,power,
prestige,andapproval.
Socialrelationsfrequentlyinvolvetheeffortsofoneunittoexchangesomeofits
resourceswithotherunitsformorevaluableresources.
Allexchangerelationsinvolve,tosomedegree,competitionbetweenunitsinorderto
extractthemostprofitfromtheexchange.
Patternsofhumanorganizationarethuscomposedofcomplexnetworksofexchange
relationsamongindividualandcollectiveunits,allseekingaprofitintheresourcesthat
theyobtain.

Wehavedeliberatelyusedthetermunitstoemphasizethateitherindividualsor
groupsofindividualscanbethepartiesinexchangerelations.Centraltotheexchange
perspectiveistheviewthatallsocialrelationshipswhetherbetweenloversornationsarea
processinwhicheachpartyseekstomakeanetprofitfromwhatitmustgiveuptoobtain
valuablegoodsfromtheotherparty.Liketheconflictperspective,theexchangeanalysis
holdsthatwhenunitsreceivelessthantheygiveup,tensionandconflictarelikelytooccur.
Whentheexchangeofresourcesisconsideredequitable,somedegreeofstabilityinrelations
islikely.

http://www.csudh.edu/dearhabermas/turnerbk01.htm

[D3]Reading3
InteractionistPerspective
ControlTheory/LabelingTheory/CulturalTransmissionTheory

Controltheoryasksadifferentquestionthanmostoftheothersitdoesnotask"why
doessomeonecommitdeviance?"butrathercontroltheoryasks"whydomostofusnot
commitdeviance?"Inotherwords,whydomostofus,mostofthetime,act"correctly?"The
theoryanswersthatquestionthiswaythat"normalbehavior"isshapedbythepowerof
socialcontrolmechanismsinourculture.Putdifferently,thesocialbondsthatconnectpeople
helptokeepusfromcommittingdeviance.

Sowhatarethebasicsocialfactors/componentsofasocialbondbetweenindividuals?
1. Attachmentameasureoftheconnectednessbetweenindividuals
2. Commitmentameasureofthestakeapersonhasinthecommunity
3. Involvementameasureofthetime/energyapersonisspendingonactivitiesthatare
helpfultothecommunity
4. Beliefameasureoftheperson'ssupportforthemoralsandbeliefsofthecommunity

Thetheoryarguesthattheretendstobeaninversecorrelationbetweenthesefactorsand
deviantbehavior.Thistheoryhasbothstrengthsandweaknesses.

Beaware,thetitleof"labelingtheory"canbeabitmisleading,sobecarefulhere.
Labelingtheoristsdonotlikelabels,buttheysaythatlabelingisasocialfact,especiallywhen
wetalkaboutsocialinstitutionslikelawenforcement,socialserviceagencies,andmental
healthfacilities.Sothereforetheystudythepoweroflabelsinoursociety.
Thetheoryexplainsdevianceasasocialprocesswherebysomepeopleareableto
defineothersasdeviant.Itemphasizesthatthedevianceisrelativeitisnotuntilalabelis
giventosomeonebysomeoneelseinapositionofsocialpowerthatthepersonactually
"becomes"adeviant.

Importanttermslinkedtothetheory:
PrimaryDeviancebehaviorthatdoesnotconformtothesocialnorms,butthebehavior
mightbetemporary,fleeting,exploratory,trivial,orespecially,concealedfrommostothers.
Thepersonwhocommitsthedeviantactdoesnotseehim/herselfasdeviantputdifferently,it
isnotinternalizedasapartoftheperson'sselfconcept
SecondaryDeviancebehaviorthatdoesnotconformtothesocialnorms,but1)the
behaviortendstobemoresustainedovertime.Thepersoncontinuestodothedeviant

behaviorevenafterbeingcaughtandlabeledbyasocialinstitution.Thepersonacceptsthe
deviantlabel,incorporatingitintotheperson'sselfconcept.
DeviantCareercontinuedsecondarydeviance,thatbecomesone's"job"andbecomes
one'sprimaryeconomicactivity.Personacceptsthedeviantlabel.
RadicalNonIntervention:labelingtheory'ssolution,atleasttojuveniledeviance.Has
twoparts:1)preferablydonotlabelanyone,butespeciallynotajuvenile.Sociologyknows
thatmanyadolescentsreduceorstoptheirdevianceastheybecomeadultsandacceptadult
statusesandroles.Solabelingthemmightinfactpreventthat"becominggood"transitionas
theybecomeadults,and2)ifanyonehastobelabeled,labelfairlydon't"peak"andnotice
socialclass,race,sex,etc.,andthereforelabelsomeindividualsdifferentlythanothers.

Theculturaltransmissiontheoryexplainsthewayagroupofpeopleoranimals
withinasocietyorculturetendtolearnandpassonnewinformation.Learningstylesare
greatlyinfluencedbyhowaculturesocializeswithitschildrenandyoungpeople.Thekey
aspectofcultureisthatitisnotpassedonbiologicallyfromtheparentstotheoffspring,but
ratherlearnedthroughexperienceandparticipation.Theprocessbywhichachildacquires
hisorherowncultureisreferredtoas"enculturation."Culturallearningallowsindividualsto
acquireskillsthattheywouldbeunabletoindependentlyoverthecourseoftheirlifetimes.
Culturallearningisbelievedtobeparticularlyimportantforhumans.Humansare
weanedatanearlyagecomparedtotheemergenceofadultdentition.Theimmaturityof
dentitionandthedigestivesystem,thetimerequiredforgrowthofthebrain,therapidskeletal
growthneededfortheyoungtoreachadultheightandstrengthmeansthatchildrenhave
specialdigestiveneedsandaredependentonadultsforalongperiodoftime.Thistimeof
dependencealsoallowstimeforculturallearningtooccurbeforepassageintoadulthood.
Onthebasisofculturallearning,peoplecreate,remember,anddealwithideas.They
understandandapplyspecificsystemsofsymbolicmeaning.Cultureshavebeencompared
tosetsofcontrolmechanisms,plans,recipes,rules,orinstructions.Culturaldifferenceshave
beenfoundinacademicmotivation,achievement,learningstyle,conformity,andcompliance.
Culturallearningisdependentoninnovationortheabilitytocreatenewresponsestothe
environmentandtheabilitytocommunicateorimitatethebehaviorofothers.Amemeis"an
idea,behaviororstylethatspreadsfrompersontopersonwithinaculture."Amemeactsas
aunitforcarryingculturalideas,symbolsorpractices,whichcanbetransmittedfromone
mindtoanotherthroughwriting,speech,gestures,rituals,orotherimitablephenomena.

Sources:

Boundless.CulturalTransmission.BoundlessSociology.Boundless,14Nov.2014.
Retrieved26Nov.2014from
https://www.boundless.com/sociology/textbooks/boundlesssociologytextbook/education13/t
hefunctionalistperspective100/culturaltransmission5629625/

http://ww2.valdosta.edu/~klowney/devtheories.htm

Name:_________________________
[D4]
ThreePerspectivesonDeviance

PerspectivesonDeviance

InformationonPerspectives

FunctionalistPerspective

ConflictPerspective

InteractionistPerspective

Name:_________________________
[D4T]
ThreePerspectivesonDeviance(answersforteacher)

PerspectivesonDeviance

FunctionalistPerspective

InformationonPerspectives

Devianceisanaturalpartofsociety.It
servespositivefunctions,suchas
clarifyingsocialnorms,aswellas
negativeones.Devianceresultsfromthe
strainofgoalsincompatiblewiththe
availablemeansofachievingthem.

ConflictPerspective

InteractionistPerspective

Devianceisaresultofcompetitionand
socialinequality.Peoplewithpower
commitdeviantactstoholdontopower.
Theyalsolabelasdeviantbehaviorthat
threatensthem.Thosewithoutpower
commitdeviantactstoobtaineconomic
rewardstorelievetheirfeelingsof
powerlessness.

Interactionamongindividualsinfluences
deviance.Controltheorysuggeststhat
strongsocialbondsmakepeopleconform
tonormsandrefrainfromdeviance.
Culturaltransmissiontheoryproposes
thatdevianceisalearnedbehavior.
Labelingtheoryexamineshowindividuals
areidentifiedasdeviant.

[D5]
GuidelinesforPerspectivesonDevianceActivity

Directions:

1. Inagroupsofthreeyouandyourpartnerswillallindividuallyread
thethreeassignedreadingsontheFunctionalist,Conflict,and
Interactionistperspectivesondeviance.

2. Uponcompletionofthereading,youwillthenindividuallycreatea
conceptmapthatillustrateswhatyoufoundofMOSTimportancein
theassignedreading.

3. Aftercompletingtheconceptmap,eachstudentwillthenindividually
summarizethearticleusingonlythematerialthatwaspresentedin
theconceptmapthatyouhavemade.Thissummaryshouldbeno
morethan5sentencestoensurethemainfocusesispresented.

4. Onceasummaryhasbeenformed,eachstudentwilltaketurns
readingtheirsummariesoutloudtotheirgroupandfillinthe
correspondingchartthatwillbegiventoyou.

5. Aftercompletingthechartwewillasaclassdiscussourfindings.

[D6]ConceptMapName:________________

StudentHandout:PeerGuidanceGroupNoteSheet[D7]


Directions:Thisisforyoutotakenotesabouttheevents,details,andpertinent
informationpresentedinthesescenarios.Keepinmindthateventually,youwillbe
makingdisciplinaryrecommendationsbasedonwhatyouseeandwhatyounote.

1. PlagiarismTurninginsomeoneelsespaper
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. StealingMoneystolenfromalocker
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. LoiteringInhallswithoutapass
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. AlcoholAbuseHungoveratpractise
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. DressCodeViolationInappropriateShirt
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
6. VandalismWritingonanotherstudentslocker
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
7. FightingStudentinstigatedfight
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
8. InappropriateLanguageSwearing
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

TeacherHandout:StudentConflictScenes[D8]


1. PlagiarismTurninginsomeoneelsespaper
Johnhadapaperdueinhissocialstudiesclassbutwasunabletogetitdoneontime.
Hewasinvolvedinsportsandhadspendtimeonthelasttwoweekendshuntingwith
hisfather.Heknewhecouldn'taffordtogetazero,soheturnedinacopyofhissisters
oldpaper.Shehadthesameassignmentfromthesameteacherteachertwoyearsago.
WhenconfrontedbytheteacherJohndeniedcopyingthepaperuntiltheteacher
producedhissisterspaperfromherfiles.
2. StealingMoneystolenfromalocker
Jessicacomesfromaverypoorfamilyandwhenshesawanopenlockerwithapurse
inside,shecouldresisttakingthe$20.00thatwasinthefrontpocket.Jessicafigured
thatmostkidshavesomuchmorethanshedid,theywouldn'tmisstwentybucks.She
didn'tusuallyeatlunchbecauseshedidn'thavemoneyforit,justthisonce,shewanted
togoeatliketherestofthekids.
3. LoiteringInhallwithoutapass
Duringstudyhall,Lukehadtogobacktohislockertogetabookheforgot.Heknewhe
couldntgetapass,sohesnuckout.Athislocker,henoticedanothergirl,Jessica,
takingmoneyfromhisfriendMollyslocker.Lukewenttotheprincipletoturnherin.
Whenaskedwhathewasdoingathislocker,Lukehadtoconfesstosneakingoutof
studyhall.
4. AlcoholAbuseHungoveratpractice
Kellyisoneofthestarsoftballplayers,butsheisalsoknownforherdrinkinghabits.On
asaturdaymorningpractice,sherunstotherestroomandgetssick.Whenconfronted
byhercoach,shesaysshehastheflu,buthereyeswerebloodshot,herwordswere
slurred,andtherewasafaintsmellofalcohol.Afterquestioning,herteammatesadmit
knowledgeofapartykellyhadattendedthenightbefore.
5. DressCodeViolationInappropriateshirt
Jerryknowinglyworseaninappropriateshirttoschool,simplyforattention.Duringhis
firstclass,histeacheraskedhimtochangeortoturntheshirtinsideout.Jerrylaughed
andcompliednobigdealheexpectedasmuch.Laterafterlunch,thesameteacher
sawhimwearingtheshirtagain.
6. VandalismWritingonanotherstudentslocker
JuliawasangryatBeckyfornotincludingherinasocialeventovertheweekend.To
getbackather,JuliawrotereligiousslursonBeckyslocker,hopingtoembarrassher.
7. FightingStudentinstigatedafight
Marcusisnotusuallyaviolentperson,buttheconstantharassmentfroman
upperclassmangotthebestofhimashetookaswingatRon.Ronwasnotinjuredand
thefightwasbrokenupasRonwasgettingreadytothrowhisownpunch.
8. InappropriateLanguageSwearing
BeckyhadgottenbackfromatestfromherScienceclass,andwasupsetatthefailing
grade.Whileatherlockershelookeddownandsawreligiousslurswrittenalloverin
blackmarker.Shepoundedafistonherlockerinangerandsworeloudly.Ateacher
waspassinginthehallwhilethisoccurredandoverheardBeckysfoullanguage.

TeacherDiscussionQuestions[D9]

1. PlagiarismTurninginsomeoneelsespaper
Wouldithavemadeadifferenceifthepaperwasnothissisters,buta
classmates?
Wouldithavemadeadifferenceifhissistersaidhecoulduseit?
Wouldithavemadeadifferenceifheimmediatelyadmitteditwasnothis?

2.

StealingMoneystolenfromalocker
Shouldreasonsforstealingbeconsideredwhendeterminingpunishment.
Shouldtheamountoritemstolenbeconsideredwhendeterminingpunishment?
Woulditmatteristhetheftwasdoneoutofneedorsimplewantormischief?

3. LoiteringInhallwithoutapass
Whatroledidhisreasonforgoingtotheprincipleplayindeterminingpunishment
Doesitmatterwhyapersonisinthehallwithoutapass,orshouldthe
punishmentbethesameregardless?

4.

AlcoholAbuseHungoveratpractice
Shouldtryingtocoverupaproblemimpactdiscipline?
Shouldacademicandsportsissuesbeconsideredseparately?
Shouldbeingdrunkandbeinghungoverbetreatedseparately?Whichisworse?

5. DressCodeViolationInappropriateshirt
Howmanyissues(dress,insubordination)didyouconsiderwhendetermining
punishment?
Howmanywarnings/chancesshouldapersonbegiven?

6.

VandalismWritingonanotherstudentslocker
Shouldreasonsforvandalismbeconsideredwhendeterminingpunishment?
Doesattackingreligionorracemakevandalismworsethanpersonalattacks?
DoesVandalizingschoolPropertyratherthanpersonalpropertyimpact
punishment?

7.

FightingStudentinstigatedfight
Shouldreasonsforfightingbeconsideredwhendeterminingpunishment?
Shouldbothstudentreceivethesamepunishment?
Shouldextentofinjuriesplayaroleindeterminingpunishment?

8.

InappropriateLanguageSwearing
Shouldreasonsforswearingbeconsideredwhendeterminingpunishment?
Arecertainswearwordsworsethanothersordoesitdependonthecontext?
Shouldswearinginfrustratingbetreateddifferentlythanswearingataperson?

Name:_______________________


PeerGuidanceDisciplineRecommendationsWorksheet[D10]

Directions:AsthePeerGuidanceGroup,youmustassesseachbehavior
infractionandrecommenddisciplinaryaction.Assumethatthisisthefirsttime
eachstudenthascomeinfrontofthePeerGuidanceGroup.Anyrecommended
disciplineshouldfallwithinyourschoolspolicies.

1. PlagiarismTurninginsomeoneelsespaper
RecommendedDiscipline:
___________________________________________
Reasons/Justification:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

2. StealingMoneystolenfromalocker
RecommendedDiscipline:
___________________________________________
Reasons/Justification:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

3. LoiteringInhallwithoutapass
RecommendedDiscipline:
___________________________________________
Reasons/Justification:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

4. AlcoholAbuseHungoveratpractice
RecommendedDiscipline:
___________________________________________
Reasons/Justification:
____________________________________________________________

____________________________________________________________
____________________________________________________________
____________________________________________________________

5. DressCodeViolationInappropriateShirt
RecommendedDiscipline:
___________________________________________
Reasons/Justification:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

6. VandalismWritingonanotherstudentslocker
RecommendedDiscipline:
___________________________________________
Reasons/Justification:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

7. FightingStudentinstigatedafight
RecommendedDiscipline:
___________________________________________
Reasons/Justification:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

8. InappropriateLanguageSwearing
RecommendedDiscipline:
___________________________________________
Reasons/Justification:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
JudgmentsofDevianceandBenefitsofDeviancePowerPoint[P1]

https://docs.google.com/a/mail.bradley.edu/presentation/d/1jxecbHxXZXdlf0KgUrl
mX9ltInBdu1ltpk6ENFNpMg0/edit?usp=sharing

MakingSocialChange[D11]

Directions:Itisourrightsascitizenstomakeachangeinoursociety.Asyouhaveseen,the
actionswetaketodothismaybeseenasdeviantbyothermembersofsociety.Forthis
activity,fillinthecorrespondingworksheetwiththeinformationshowninthepicturebelow.
Youmayuseanytopicofyourchoosingthatyouwouldliketoinitiateasocialchangefor
(exceptthetopicusedintheexample:MediaSexism).Bespecificandrealistic!Letthisbe
yourchancetostanduptosomethingyoufeelpassionateabout.Onthebackofyourchart,
pickthetop10actionsthatyoubelievewouldbemostdeviant.Let1=mostdeviantand10=
leastdeviant

[D12]
MakingSocialChange:________________(topic)

Name:___________________
OnePerson

Everyone

CreatingSocialChange:MediaSexismExample[D13]

DevianceExperiment[P2]

http://prezi.com/urdgfq0kgmt/?utm_campaign=share&utm_medium=copy