G671

Learning Objectives Identify and explain the following key concepts:  Values  Norms  Status  Roles  Identity

Values are general principles by which we lead our life, and that govern our behaviour. Justice! The sanctity of human life: Never kills! Revenge! Protecting those who can’t protect themselves The power of fear!

Values Individually (mini-whiteboards): Write down at least three values that you live your life by.

What is a Value?  Many sociologists believe that everyone in society shares the same key values: These enable societies to function.  Values develop over time and, although generally stable, they are able to change.  Values provide themes which underlie social norms. Discuss: What are three values held by UK society as a whole?

How do Values work? 1. You go to the post office to collect a parcel. There are 15 other people approaching the counter at the same time. Do you: a) Form an orderly queue b) Begin a huge fight; the last person standing gets to go to the counter

How do Values work? 2. You are with your friends when they start to shout abuse at a lady for being overweight. Do you: a) Join in: She looks a state b) Stand back quietly; even though you don’t agree, you don’t want to correct your friends c) Reprimand your friends for their disgraceful behaviour

How do Values work? 3. You are driving your car and are in a hurry to get to the shops before it closes, as you need some milk. You reach a pedestrian crossing, with three old people crossing very slowly. Do you: a) Run them down b) Stop, but beep your horn at them impatiently and shout at them out the window c) Wait patiently for them to cross

How do Values work? In these examples, our actions are dictated by our values – both individual values, and those of our society e.g.  Fairness  Respect for life  Respect for the elderly  Dislike of cruelty  Popularity etc.

Norms  A norm is a common form of behaviour which most people in a society follow... ...Essentially, norms are what we agree to be ‘normal’ behaviour. What are some of the norms of this classroom?

Norms  Norms are a social glue that bind individuals into groups/societies.  Any behaviour that goes against social norms is considered deviant.  Long held, traditional norms are called customs. What would be considered ‘deviant’ behaviour in this classroom? What are examples of deviance in wider society?

Learning Norms & Values  Where do norms and values come from?  How do we learn them?  How are norms and values reinforced?

Reinforcing Norms  Norms can be reinforced formally (e.g. through Laws) which in turn are upheld by formal agents of social control.  They are also reinforced informally, through informal agents of social control.  Both types of reinforcement use sanctions. These can be positive (e.g. rewarding good behaviour) or negative (e.g. punishing deviance).

Sanctions  What type of sanctions (positive and/or negative) are used to reinforce norms: a) Formally? b) Informally? List at least five for each.

Northampton College  What are the norms and values of Northampton College?  How are the college norms reinforced?

Around the world…  Different cultures and different societies have different norms and values.  How are the norms and values of US society different from those in the UK?

Status  Held by an individual or by a group.  Associated with prestige and social standing; based on an evaluation of social difference.  Can be high or low... ...or both at the same time e.g. Nick Griffin holds high status within the BNP, but low status in other areas of society.

Status  Can also be ascribed or achieved.  Ascribed status is given, fixed and difficult to change (e.g. inherited)  Achieved status is earned; based on merit, talent or action (e.g. through employment or chance).

Ascribed or Achieved?

Individually: What statuses do you hold that are: a) Ascribed? b) Achieved?

Weber on Status  Max Weber ( ) believed that status was an important way in which society was stratified.  If you think someone has a higher status than you, that person then has power over you.  Weber also developed the idea of status groups.

Roles  Patterns of behaviour – routines or responses – acted out in everyday life.  We all take on different roles at different times in our life e.g. friend, student, sibling, employee, girlfriend/boyfriend, son/daughter etc.  Every role has certain expectations and places expectations on others.

Copy and Complete the table for each of the roles you play in life... Role:Expectations on you: Expectations of others: StudentWork hard; attend class; be attentive Teachers: deliver the course

Roles  Roles can also be ascribed (born into) or achieved (earned and either accepted or rejected).  Often, the different roles we play conflict with one another e.g. Role of student conflicts with role of employee.  Role conflict is an inevitable part of contemporary life.

Identity  Identity is a contested concept.  Some define it as the way we feel about ourselves, part-based on how others regard us.  Identity can be created through sameness or difference.  Identity can also be active (chosen) or passive (given). Check your workbooks for more detail on identity!

Discuss  Give three examples of an active identity and three of a passive identity.  Discuss how and why people make their identities visible to others.

Written Activity  Choose two of the key concepts and write a paragraph for each one as follows: Describe the concept of ________. Illustrate your answer with examples. [8]

Basic Peer Mark Scheme  Has the person defined the concept correctly? + 2 marks  Has the person expanded on their definition? + 1 or 2 marks (depending on how well)  Has the person provided appropriate examples to illustrate their point? + 1 marks for one example, +2 marks for multiple examples.  Is the response well written and well structured (spelling, grammar, length, style) +1 or 2 marks (depending on how well)