SystemsofStratification
Introduction:
Systemsofstratificationreferstothesystembywhichasocietyrankscategoriesofpeoplein
ahierarchy.Thesesystemsdirectlyaffectthemembersinsociety,andtheirabilityobtaina
higherstatus.
Objectives:
Content/Knowledge:
1. Visualizetheharmfuleffectsthatcomefromsocialinequalityonourhealthandfuture
2. Examinedifferenttheoriesforinequalityinourcountryandworld
3. Recognizetheknowledgeneededfromallsocialclassesinordertosurviveandthrive
insociety
Process/Skills:
1. Developrulestolivebythatwillcreateapositivesocialchangeforequality
2. Verbalizeinwritinghowprivilegeaffectsallmembersofasociety
3. Comparedifferentsystemsofstratification
Values/Dispositions:
1. Discoverhowprivilegeaffectsthemselves
2. Relatetheproblemofinequalitytothemselves
3. Identifythewaysinwhichtheyareperceivedbysociety
Standards:
StateIllinoisLearningStandards
1.
18.A.4Analyzetheinfluenceofculturalfactorsincludingcustoms,traditions,language,media,art
andarchitectureindevelopingpluralisticsocieties.
2.
18.B.2aDescribeinteractionsofindividuals,groupsandinstitutionsinsituationsdrawnfromthe
localcommunity.
3.
18.B.5Usemethodsofsocialscienceinquiry(posequestions,collectandanalyzedata,makeand
supportconclusionswithevidence,reportfindings)tostudythedevelopmentandfunctionsofsocial
systemsandreportconclusionstoalargeraudience.
NationalNationalCouncilfortheSocialStudiesStandards
1.
Standard3:People,Places,&Environments:
g.describehowpeoplecreateplacesthatreflectideas,personality,culture,andwantsandneedsasthey
designhomes,playgrounds,classrooms,andthelike
2. Standard5:Individuals,Groups,andInstitutions:
c.identifyexamplesofinstitutionsanddescribetheinteractionsofpeoplewithinstitutions
3. Standard5:Individuals,Groups,andInstitutions:
f.giveexamplesoftheroleofinstitutionsinfurtheringbothcontinuityandchange
4. Standard7:Production,Distribution,andConsumption:
f.describetheinfluenceofincentives,values,traditions,andhabitsoneconomicdecisions
NationalNationalStandardsforHistory
1.
Standard3:HistoricalAnalysisandInterpretation:
a.Compareandcontrastdifferingsetsofideas.
b.Considermultipleperspectives.
c.Analyzecauseandeffectrelationshipsandmultiplecausation,includingtheimportanceoftheindividual,
theinfluenceofideas
SyntaxProcedures
*Inanyorder
1. .
Creative:
a.
TeacherInstructions
1. Giveeachstudentascrappieceofpaper
2. Haveeachstudentcrumbleuppaper
3. Moverecyclingbintothefrontoftheclassinthecenterofroom
4. Imagineyouallrepresentthecountryspopulation.Andeveryoneinthecountryhasa
chancetobecomewealthyandmoveintotheupperclass.
5. Tomoveintotheupperclass,allyoumustdoisthrowyourwaddeduppaperintothe
binwhilesittinginyourseat.
6. Allowstudentstothrowpaperwhenevertheywouldlike
7. Onceallstudentshavethrowtheirpapersay:Thecloseryouweretotherecycling
bin,thebetteryourodds.Thisiswhatprivilegelookslike.
8. Contrastthestudentsdeemedprivilegedbybeingseatedinthefrontoftheclassroom
andhowtheywerelesslikelytobeawareoftheprivilegetheywereborninto.Allthey
candoissee10feetbetweenthemandtheirgoal.
9. Instructclassthatyourjobasstudentswhoarereceivinganeducationistobe
awareofyourprivilege.Andusethisparticularprivilegecallededucationtodoyour
besttoachievegreatthings,allthewhileadvocatingforthoseintherowsbehindyou.
10. GivetostudentstheMainPurposeofSocialMobilityandInequalityDemonstration
sheet[D6]
11. Havestudentslookbackonthisactivitybyfreewritinginthespacegivenonthe
StudentReflectionofPrivilegeandSocialMobilityDemonstration[D1]
12. Passout[D2]KnowledgeoftheHiddenRulesofSocialClass:AQuestionnaireand
havestudentsreadthedirectionsandfillitoutasnecessary.
13. Besuretoletstudentsknowthatthisisfortheirownuseandthatnooneelsewillsee
it.(andtheirnamewillnotevenbeonit)
b.
Resource
1. [D1]StudentReflectionofPrivilegeandSocialMobilityDemonstration
2. [D2]KnowledgeoftheHiddenRulesofSocialClass:AQuestionnaire
3. [D6]MainPurposeofSocialMobilityandInequalityDemonstration
c.
StudentActivity
1. Crumbleupscratchpieceofpaper
2. Recognizestudentsinthefrontoftheroomaremoreprivilegedbybeingclosertothe
recyclingbin
3. Discoverhowprivilegecontrolssocialmobility
4. Rightreflectionoftheexperimentin[D1]
5. Readdirectionsandcompletethequestionnaire[D2]
1.
Analytical:
a.
TeacherInstructions
1. PassoutarticlesonsystemofstratificationtheoristsKarlMarxandMaxWeberand
havestudentssilentlyread[D4][D5]
2. Instructstudentsthatitmayhelptohighlightorunderlineinformationtheyfindof
importance.
3. Passoutthecompareandcontrastworksheetforstudentstocompleteusingthe
informationfoundinthereadings[D3]
4. Passoutthe5SystemsofStratificationsheet[D8]
5. Passoutthe3DominantTheoriesofGlobalInequalitysheetandhavestudentslook
overandanswerthequestionthatfollowstheinformation.[D9]
6. PassouttheSystemsofStratificationDefinitionssheettosupplementthelesson
[D10]
7. WatchTedTalksvideoonhowincomeinequalityharmssocieties[V1]
b.
Resource
1. [D3]CompareandContrastWorksheetonMarxandWeber
2. [D8]5SystemsofStratification
3. [D9]3DominantTheoriesforGlobalInequality
4. [D10]SystemsofStratificationDefinitions
5. [D4]KarlMarxSystemsofStratificationArticle
6. [D5]MaxWeberSystemsofStratificationArticle
7. [V1]HowIncomeInequalityHarmsSocieties
c.
StudentActivity
1. ReadtheKarlMarxArticle[D4]
2. ReadtheMaxWeberArticle[D5]
3. Completethecompareandcontrastworksheet[D3]
4. Analyzethe5SystemsofStratification[D8]
5. Analyzeandmakeadecisionoverwhichtheorytheybelievetofavoronthe3
DominantTheoriesforGlobalInequalitysheet[D9]
6. ReadandlookovertheSystemsofStratificationDefinitions[D10]
7. WatchHowIncomeInequalityHarmsSocietiesvideo[V1]
2.
a.
1.
2.
3.
4.
b.
1.
c.
1.
Practical:
TeacherInstructions
PassouttostudentstheBecomingPartoftheSolutionworksheet[D7]
Instructstudentsthattheywillbecreatingsocialchangestartingwiththemselvesby
formingnewrulestoliveby.
Allowstudentstobeginworkingduringclassandinstructthatitwillbeduefor
homeworkiftheydonotcompleteitinclass.
Warnstudentsthatinthenextclasstheywillbecompilingalistofthebestresponses
toserveasareminderofthestandardstobeupheldinthisclassandoutsideofthis
class.
Resource
[D7]BecomingPartoftheSolutionWorksheet
StudentActivity
WorkindividuallyontheBecomingPartoftheSolutionworksheetandfinishfor
homeworkifnotcompletedduringclasstime.[D7]
Resources(SourceCitations&Bookmark)
Name:___________________________
[D1]
StudentReflectionofPrivilegeandSocialMobility
Directions:Reflectonthedemonstrationyouhavejustencountered.Belowihavepresented
questionstosparkyourthinking.Yourreflectionisnotlimitedtowhatever
questions/statements/opinionsmayarisefromthesequestions,butratheryouare
encouragedtofreelythinkonthetopic.Ifyourunoutofspace,youmayflipthisoveranduse
theback.
Whatwasyourinitialthoughtonceyourealizedyourpositionrelativetotherecycling
binafterbeingtoldthatthosethatwereabletomakethepaperinthebasketcould
reachtheprivilegedstatus?
Whatotherprivilegesdoyouhavethatyouwouldnotnormallyrecognizeasa
privilege?
Aswehaveseeninourchapterondeviance,MalalaYousafzaiisyoung17yearold
teenagerwhowasshotbyTalibanforpursuinganeducation.NowaleaderandNobel
PeacePrizewinnersheisbringingawarenesstotheproblemalloftheworld.
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[D2]
KnowledgeoftheHiddenRulesofSocialClass:AQuestionnaire
Purpose:Tohelpyougaininsightintothetakenforgrantedknowledgeneededtosurvivein
varioussocialclasses.
Example:Whileanindividualmayassumeadoctorismoreimportantthanatrashman,who's
tosayapersonwhosejobistotakecareofwasteinanenvironmentallyfriendlywayisnot
asequallyimportantforthefuturesafetyofusandourEarth.
Assignment:Foreachofthethreequestionnairesbelow,placeacheckmarkinfrontofeach
itemthatyoudefinitelyknowhowtodorightnow,today,atthisveryminute.Noonewillsee
youranswerssopleasebehonest.Ifyouaretheleastbitunsure,donotchecktheitem.
Whichsectionhasthemostcheckmarks?Calculateyourtotalatthebottom.
SurvivinginPoverty
_____1.Iknowwhichchurchesandsectionsoftownhavethebestrummagesales.
_____2.Iknowwherethenearestfoodbankisandwhenitisopen.
_____3.Iknowwhichgrocerystoresgarbagebinscanbeaccessedforthrownawayfood.
_____4.Iknowhowtogetsomeoneoutofjail.
_____5.Iknowhowtophysicallyfightandcandefendmyselfifnecessary.
_____6.Iknowhowapersoncangetaguneveniftheyhaveapolicerecord.
_____7.IknowhowtokeepmyclothesfrombeingstolenattheLaundromat.
_____8.Iknowwhatproblemstolookforinausedcar.
_____9.Iknowhowtolivewithoutacheckingaccount.
_____10.Iknowhowtogetbywithoutelectricityandwithoutaphone.
_____11.Iknowhowtouseaknifeasscissors.
_____12.Icanentertainagroupoffriendswithmypersonalityandmystories.
_____13.IknowwhattodowhenIdonthavethemoneytopaymybills.
_____14.Iknowhowtomovemyresidenceinlessthanaday.
_____15.Iknowhowtofeed8peoplefor5dayson$100.
_____16.Iknowhowtogetandusefoodstamps.
_____17.Iknowwherethefreemedicalclinicsareandwhentheyareopen.
_____18.Iamverygoodattradingandbartering.
_____19.Iknowhowtogetaroundwithoutacar.
_____20.Iknowwhatdayofthemonthwelfareandsocialsecuritychecksarrive.
TotalCheckmarks:______
FunctioningintheMiddleClass
_____1.IknowhowtosignupforLittleLeague,soccer,pianolessons,etc.
_____2.Iknowhowtoproperlysetatable.
_____3.Iknowwhichstoresaremostlikelytocarrytheclothingbrandsmyfamilywears.
_____4.I/mysiblingsknowthebestnamebrandsinclothing.
_____5.Iknowhowtoorderinanicerestaurant.
_____6.Iknowhowtouseacreditcard,checkingaccount,andsavingsaccount.
_____7.IknowhowtouseanATMcard,andIknowwherethenearestATMmachinesare.
_____8.Thechildreninmyfamilyexpecttogotocollege.
_____9.Iunderstandtermslifeinsurance,disabilityinsurance,houseandfloodinsurance.
_____10.Iknowhowtogetthebestinterestratesonamortgageornewcarloan.
_____11.Iunderstandwhatapensionannuityisandhowitworks.
_____12.Iunderstandthedifferenceamongtheprincipal,interest,andescrowstatements
onmyhousepayment.
_____13.Iknowhowtohelpmysiblings/friends/classmateswiththeirhomework.
_____14.Ifmysiblings/friendshaveaproblematschool,Idonothesitatetocontactthe
teacherorprincipal.
_____15.Iknowhowtodecoratethehousefordifferentholidays.
_____16.Iknowhowtogetalibrarycardandhowtocheckoutbooksatthepublic
library.
_____17.Iknowwheretogoandregistertovoteandwheremylocalpollingplaceis.
_____18.IrepairitemsinmyhouseimmediatelywhentheybreakorIknowarepair
serviceandcallit.
_____19.Iuseatleasttwoofthefollowingonaregularbasis:laptop,cellphone,DVD
player,mp3player,digitalcamera,socialnetworkingsite(s).
____20.Iknowhowtousevarioustoolsinthegarageorbasement.
TotalCheckmarks:_____
FunctioningintheUpperClass
_____1.IcanreadamenuinFrench,English,andanotherlanguage.
_____2.Ihaveseveralfavoriterestaurantsindifferentpartsofthecountryorindifferent
countries.
_____3.Iknowhowandwheretohireaninteriordecoratortoidentifytheappropriatethemes
anditemswithwhichtodecoratemyresidence.
_____4.Iknowhowandwheretohiredomestichelp,includingmaids,caterers,and
gardeners.
_____5.Icannamemyregularfinancialadvisor,lawyer,andbarberorhairstylist.
_____6.Ihaveatleasttworesidenceswhicharestaffedandmaintained.
_____7.Iknowhowtoensureconfidentialityandloyaltyfrommydomesticstaff.
_____8.IhaveatleasttwoscreensthatkeeppeoplefrommewhomIdonotwishtosee.
_____9.Ifrequentlyvacationinforeigncountries.
_____10.Iflyinmyownplane,thecompanyplane,jettimeshare,orfirstclass.
_____11.Ibelongtoatleasttwoexclusive,membersonlyprivateclubs.
_____12.Iknowhowtoenrollinthepreferredprivateschools.
_____13.Iknowhowtohostpartiesthatkeypeopleattend.
_____14.Iamontheboardsofatleasttwocharities.
_____15.IknowthehiddenrulesoftheJuniorLeague,thecountryclub,andotherprivate
organizations.
_____16.Mypersonalphonebookcontainstheunlistednumbersofatleastadozen
wellknownpeople.
_____17.Iamfamiliarwithpersonalsecuritysystemsanddevices.
_____18.IhaveafavoriteartistwhomIsupportbybuyinghisorherwork(originals,not
prints).
_____19.Iknowhowtoreadacorporatefinancialstatementandthestockreportsinthe
dailypaper.
_____20.Icaneasilyconverseaboutthebestwines,art,designers,resorts,etc.My
clothing,personalitems,andresidentialfurnishingwerecreatedbythemostexclusive
designers.
TotalCheckmarks:________
Name:__________________
[D3]
CompareandContrastKarlMarxandMaxWeber
Directions:Readthetwoarticlesonthesystemofstratificationastoldthroughthetheoriesof
KarlMarxandMaxWeber.Inthechartbelow,writekeydetailsabouteachthatyouhaveput
inyourchartandexplorethesimilaritiesanddifferencesofeachtheoristsapproach.
KarlMarx
Waystheyarealike:
MaxWeber
Waystheyaredifferent:
[D4]
Marx'sViewofClassDifferentiation
IntheMarxistperspective,socialstratificationiscreatedbyunequalpropertyrelations,
orunequalaccesstothemeansofproduction.
InMarx'sview,socialstratificationiscreatedbypeople'sdifferingrelationshiptothe
meansofproduction:eithertheyownproductivepropertyortheylaborforothers.
InMarxisttheory,thecapitalistmodeofproductionconsistsoftwomaineconomicparts:the
substructureandtheSuperstructure.Inacapitalistsociety,therulingclass,orthe
bourgeoisie,ownsthemeansofproduction,suchasmachinesortoolsthatcanbeusedto
producevaluableobjects.Theworkingclass,ortheproletariat,onlypossesstheirownlabor
power,whichtheyselltotherulingclassintheformofwagelabortosurvive.Theserelations
ofproductionemployeremployeerelations,thetechnicaldivisionoflabor,andproperty
relationsformthebaseofsocietyor,inMarxistterms,thesubstructure.Fromthismaterial
substructure,thesuperstructureemerges.Thesuperstructureincludestheideas,
philosophiesandcultureofasociety.Inacapitalistsociety,therulingclasspromotesitsown
ideologiesandvaluesasthenormfortheentiresociety,andtheseideasandvaluesare
acceptedbytheworkingclass.
Atemporarystatusquocouldbeachievedbyemployingvariousmethodsofsocial
controlconsciouslyorunconsciouslybythebourgeoisieinvariousaspectsofsociallife.
Eventually,however,Marxbelievedthecapitalisteconomicorderwoulderode,throughits
owninternalconflictthiswouldleadtorevolutionaryconsciousnessandthedevelopmentof
egalitariancommunistsociety.Inthiscommunistsociety,thestatewouldownthemeansof
production,anditwouldequallydistributeresourcestoallcitizens.Themeansofproduction
wouldbesharedbyallmembersofsociety,andsocialstratificationwouldbeabolished.
Source:Boundless.Marx'sViewofClassDifferentiation.BoundlessSociology.Boundless,27Jun.2014.
Retrieved03Dec.2014from
https://www.boundless.com/sociology/textbooks/boundlesssociologytextbook/globalstratificationandineq
uality8/sociologicaltheoriesandglobalinequality72/marxsviewofclassdifferentiation425496
[D5]
Weber'sViewofStratification
MaxWeberformedathreecomponenttheoryofstratificationinwhichsocialdifference
isdeterminedbyclass,status,andpower.
ClassicsociologistMaxWeberwasstronglyinfluencedbyMarx'sideas,butrejectedthe
possibilityofeffectivecommunism,arguingthatitwouldrequireanevengreaterlevelof
detrimentalsocialcontrolandbureaucratizationthancapitalistsociety.Webercriticizedthe
dialecticalpresumptionofproletariatrevolt,believingittobeunlikely.Instead,hedeveloped
thethreecomponenttheoryofstratificationandtheconceptoflifechances.Webersupposed
thereweremoreclassdivisionsthanMarxsuggested,takingdifferentconceptsfromboth
functionalistandMarxisttheoriestocreatehisownsystem.Weberclaimedtherearefour
mainclasses:theupperclass,thewhitecollarworkers,thepetitebourgeoisie,andthe
manualworkingclass.Weber'stheorymorecloselyresemblestheoriesofmodernWestern
classstructuresembracedbysociologists,althougheconomicstatusdoesnotseemto
dependstrictlyonearningsinthewayWeberenvisioned.
WorkinghalfacenturylaterthanMarx,Weberderivedmanyofhiskeyconceptsonsocial
stratificationbyexaminingthesocialstructureofGermany.Weberexaminedhowmany
membersofthearistocracylackedeconomicwealth,yethadstrongpoliticalpower.Henoted
that,contrarytoMarx'stheories,stratificationwasbasedonmorethanownershipofcapital.
Manywealthyfamilieslackedprestigeandpower,forexample,becausetheywereJewish.
Weberintroducedthreeindependentfactorsthatformhistheoryofstratificationhierarchy:
class,status,andpower.Hetreatedtheseasseparatebutrelatedsourcesofpower,each
withdifferenteffectsonsocialaction.
ThreeSourcesofPower
Classisaperson'seconomicpositioninasociety,basedonbirthandindividualachievement.
WeberdiffersfromMarxinthathedidnotseethisasthesupremefactorinstratification.
WebernotedthatmanagersofcorporationsorindustriescontrolfirmstheydonotownMarx
wouldhaveplacedsuchapersonintheproletariat.
Statusreferstoaperson'sprestige,socialhonor,orpopularityinasociety.Webernotedthat
politicalpowerwasnotrootedsolelyincapitalvalue,butalsoinone'sindividualstatus.Poets
orsaints,forexample,canpossessimmenseinfluenceonsociety,oftenwithlittleeconomic
worth.
Powerreferstoaperson'sabilitytogettheirwaydespitetheresistanceofothers.For
example,individualsinstatejobs,suchasanemployeeoftheFederalBureauof
Investigation,oramemberoftheUnitedStatesCongress,mayholdlittlepropertyorstatus,
buttheystillholdimmensepower.
Source:Boundless.Weber'sViewofStratification.BoundlessSociology.Boundless,27Jun.2014.
Retrieved03Dec.2014from
https://www.boundless.com/sociology/textbooks/boundlesssociologytextbook/globalstratificationandineq
uality8/sociologicaltheoriesandglobalinequality72/webersviewofstratification4268944/
Name_________________________
[D6]
MainPurposeofSocialMobilityandInequality
Demonstration
1. Whileallaregiventhefairabilitytoobtainsocialmobility,thosethat
areprivilegedareabletomorefreelyandeasilyobtainsocial
mobility.
2. Whilethoseintheback(theunderprivileged)aremorelikelytovoice
theunfairness,thoseinthefront(theprivileged)donot(usually)
speakofit.
3. Incontrast,thosethatareprivilegedarelesslikelytobeawareof
theprivilegetheywereborninto.Alltheyseeis10feetbetween
themandtheirgoal.
4. Acknowledgeyourprivilegeinobtaininganeducationanduseitto
yourbestabilitytoachievegreatthingswhilealsoadvocatingfor
thoseintherowsbehindyou.
[V1]
RichardWilkinson:Howeconomicinequalityharmssocieties
http://www.ted.com/talks/richard_wilkinson/transcript?language=en#t238972
Name:________________5SystemsofStratification[D8]
1. WhatisGlobalStratification?
Hierarchicalarrangementofindividualsandgroupsinsocietiesaroundtheworld
2.
Howissocietystratifiedglobally?
socialclass
socioeconomicstatus
gender
race
3. Whendoesstratificationresultininequality?
whenresources,opportunity,andprivileges,aredistributedbasedonindividuals
positionsinthesocialhierarchy
4. Whatarethe3dominanttheoriesthatconsiderwhyinequalityexistsonaglobal
scale?
DevelopmentandModernizationTheory
DependencyTheory
WorldSystemsTheory
[D9]
Name:________________________
3DominantTheoriesforGlobalInequality
DevelopmentandModernizationTheory
poornationsremainpoorbecausetheyhold
ontotraditionalattitudesandbeliefs,
technologiesandinstitutions
DependencyTheory
blamescolonialismandneocolonialism
(continuingeconomicdependenceonformer
colonialcountries)forglobalstratification
WorldSystemsTheory
allcountriesaredividedintoathreetier
hierarchybasedontheirrelationshiptothe
globaleconomy,andacountry'spositionin
thishierarchydeterminesitsowneconomic
development
Reflection:Whichdoyoubelievetobethecorrecttheory?Why?Provideexamplesfrom
experienceandhistoricalknowledge.
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[D10]
SystemsofStratificationDefinitions
Slavery
Systeminwhichpeopleareboughtand
soldasproperty,forcedtowork,orheld
incaptivityagainsttheirwill.
HumanTrafficking:
Theillegaltradeofhumans
Primaryuseofhumantraffickingtoday:
Forcingwomenandchildrenintosex
industries
CasteSystem
Closedsocialstratificationsystemsin
whichpeopleinherittheirpositionand
experiencelittlemobility.
Castesaremostoftenstratifiedby:
Race/Ethnicity
EconomicStatis
ReligiousStatus
SocialClass
Groupingofindividualsinastratified
socialhierarchy,usuallybasedon
wealth,education,andoccupation
Gender
Womenoftenholdlowersocialpositions
thanmen.Thisalsogoesalongwith
economicclassandrace.
Name:___________________
[D7]
BecomingPartoftheSolution:DoSomething!ApplyThisToYourLife!
Directions:Answerthefollowingquestionsinthespaceprovided.Bespecificandconcise.We
willbecombiningourbestanswersasaclasstocreatenewrulestolivebytocreateasocial
changeinoursociety.