1. The “big three”

2.  Functionalism  Conflict Theory  Symbolic Interactionism

4. Emile Durkheim Talcott ParsonsRobert Merton

5.  Just as a human body has many parts which function together, so does the society have many parts  These institutions work together to promote the stability of the society

6. Religion FamilyEducation Economy

7.  Each Institution has FUNCTIONS: the consequences of people’s actions which have benefits to the system  Manifest function: the action is intended  Latent function: the action is unintended  DYSFUNCTIONS: consequences of people’s actions with hurt the system  Latent dysfunction

8. MANIFEST FUNCTIONSLATENT FUNCTIONS  Socialization  Primary schooling  Basic language and mathematical skills  Secondary schooling  Expansion of basic skills to include the transmission of cultural values and norms  Cultural innovation  Educational systems create as well as transmit culture  Social integration  Brings a diverse nation together  Social placement  The enhancement of meritocracy  Schools as child-care providers  Schools consume considerable time & energy- activity thus fostering conformity  Engages young people at a time in their lives when jobs are not plentiful  Sets the stage for establishing relationships & networks  Link between particular schools and career opportunities

10. Karl MarxMax WeberGeorg Simmel

11. Conflict can be viewed as a continuum War on the one side Indifference on the other

12.  Institutions in conflict over power and resources  Conflict between institutions as well as within institutions  Main question is “who benefits?”  Determine the dominant and subordinate groups and the ways in which the dominant group maintains their dominance

15. George Herbert MeadHerbert Blumer

16.  Focuses on how people use “symbols”  Establish meaning  Develop their views of the world  Communicate with one another

17. Berger and Luckman

19. Symbolic interactionism speaks to how we construct our daily lives: the interactions with others that form our very existence and give it meaning.

20. Using the perspectives

22. Functionalism is looking for the purpose of the object, both the obvious purpose and the less obvious.

23. The obvious, or manifest function of the car

24. Latent function of the car—determining social class

25.  What inequalities are present when we look at the car?  Which would be the dominant group? The subordinate group? Does any dominant group use the car to keep the subordinate group in its place?

26. What are your options if you have no car?

27. Americans spend nearly 20 percent of their income on transportation – second only to housing as an overall portion of income – and are punished heavily by volatile swings in the oil market. For many working households, the goal of affordable living is becoming less attainable as fuel prices and trip lengths increase due to a lack of transportation options and worsening sprawl. Data courtesy of Transportation for America

28.  What do we do with our cars?  What do our cars say about us?

34. Making Reading Connections Based upon your readings, what was the cultural mindset of the 1950s that set the stage for the tremendous changes that were to come during the 1960s? Discuss the “seeds of discontent” that were taking root during the 50s. What were some of the elements that contributed to the 50s being labeled “The Wonder Years”?

35. Please remember to: 1) Complete all the readings and any activities for the week. 2) Complete the quiz 3) Make responses in the discussion board (Make an initial response and to at least two others….remember it is going to be graded.) 4) Attend a seminar so it can reinforce what you have learned. 5) Any questions or concerns…send me an email!