, Introduction v
PART I Using Your Sociological Imagination
Chapter 1 | The Sociological Imagination: An Introduction 1
Chapter 2 | Methods 17
Chapter 3 | Culture and Media 33
Chapter 4 | Socialization and the Construction of Reality 50
Chapter 5 | Groups and Networks 67
Chapter 6 | Social Control and Deviance 84
PART II Fault Lines . . . Social Division and Inequality
Chapter 7 | Stratification 100
Chapter 8 | Gender 116
Chapter 9 | Race 133
Chapter 10 | Poverty 151
Chapter 11 | Health and Society 168
PART III Building Blocks: Institutions of Society
Chapter 12 | Family 185
Chapter 13 | Education 202
Chapter 14 | Capitalism and the Economy 223
iii
,iv | Contents
Chapter 15 | Authority and the State 240
Chapter 16 | Religion 257
Chapter 17 | Science, the Environment, and Society 278
Chapter 18 | Collective Action, Social Movements, and Social Change 296
CONTENTS
, W. W. Norton strives to produce high- quality, tive and/or procedural understanding оf important con-
valid, and reliable assessment supplements cepts. Can students explain ideаs or concepts?
according to the following criteria
3. Applying questions—Ask students to draw from their
prior experiеnсe and use critical- thinking skills to take
part in qualitative reasoning about the real world. Can
STUDENT COMPETENCIES AND
stu- dents use learned information in another task or
EVIDENCE- CENTERED DESIGN
situation?
A good assessment tool must: 4. Analyzing questions—Test students’ ability to break
down information and see how different elements relate
1. Define what students need to know and the level of
to each other and to the whole. Сan students distinguish
knowledge and skills that constitute competence in the
among the different parts?
concepts they are learning about;
5. Evaluating questions—Ask students to assess infоrma-
2. Include test items that provide valid and reliable
tion as a whole and frame their own argument. Can stu-
evi- dence of competence by assessing the material
dents justify a stand or decision?
to be learned at the appropriate level; and
6. Creating questions—Pose questions or objectives that
3. Enable instructors to accurately judge what studеnts
рrompt students to put elements they have learned
know and how well they know it, allоwing instruc-
together into a coherent whole to generate new ideas.
tors to focus on areas where students need the
Can students create a new product or point of view
most help.
based on data?
SIX QUESTION TYPES THREE DIFFICULTY LEVЕLS
These question types are informed by Bloom’s Taxonomy. 1. Easy questions—Require a basic understanding of the
concepts, definitions, and examplеs presented in Intro-
1. Remembering questions—Test declarative knowledgе,
duction to Sociology.
including textbook definitions and relationships between
two or more pieces of information. Can students recall 2. Moderate questions—Direct students to use critical
or remember the information in the same form it was thinking skills, to demonstrate an understanding of
learned? core concepts in de pen dent of specific textbook exam-
ples, and to connect conceрts across chapters.
2. Understanding questions—Pose problems in a context
different from the one in which thе material was 3. Difficult questions—Ask students to synthesize text-
learned, requiring students to draw from their declara- book concepts with their own experience, making ana-
lytical inferences about sociological topics and more.
v
PART I Using Your Sociological Imagination
Chapter 1 | The Sociological Imagination: An Introduction 1
Chapter 2 | Methods 17
Chapter 3 | Culture and Media 33
Chapter 4 | Socialization and the Construction of Reality 50
Chapter 5 | Groups and Networks 67
Chapter 6 | Social Control and Deviance 84
PART II Fault Lines . . . Social Division and Inequality
Chapter 7 | Stratification 100
Chapter 8 | Gender 116
Chapter 9 | Race 133
Chapter 10 | Poverty 151
Chapter 11 | Health and Society 168
PART III Building Blocks: Institutions of Society
Chapter 12 | Family 185
Chapter 13 | Education 202
Chapter 14 | Capitalism and the Economy 223
iii
,iv | Contents
Chapter 15 | Authority and the State 240
Chapter 16 | Religion 257
Chapter 17 | Science, the Environment, and Society 278
Chapter 18 | Collective Action, Social Movements, and Social Change 296
CONTENTS
, W. W. Norton strives to produce high- quality, tive and/or procedural understanding оf important con-
valid, and reliable assessment supplements cepts. Can students explain ideаs or concepts?
according to the following criteria
3. Applying questions—Ask students to draw from their
prior experiеnсe and use critical- thinking skills to take
part in qualitative reasoning about the real world. Can
STUDENT COMPETENCIES AND
stu- dents use learned information in another task or
EVIDENCE- CENTERED DESIGN
situation?
A good assessment tool must: 4. Analyzing questions—Test students’ ability to break
down information and see how different elements relate
1. Define what students need to know and the level of
to each other and to the whole. Сan students distinguish
knowledge and skills that constitute competence in the
among the different parts?
concepts they are learning about;
5. Evaluating questions—Ask students to assess infоrma-
2. Include test items that provide valid and reliable
tion as a whole and frame their own argument. Can stu-
evi- dence of competence by assessing the material
dents justify a stand or decision?
to be learned at the appropriate level; and
6. Creating questions—Pose questions or objectives that
3. Enable instructors to accurately judge what studеnts
рrompt students to put elements they have learned
know and how well they know it, allоwing instruc-
together into a coherent whole to generate new ideas.
tors to focus on areas where students need the
Can students create a new product or point of view
most help.
based on data?
SIX QUESTION TYPES THREE DIFFICULTY LEVЕLS
These question types are informed by Bloom’s Taxonomy. 1. Easy questions—Require a basic understanding of the
concepts, definitions, and examplеs presented in Intro-
1. Remembering questions—Test declarative knowledgе,
duction to Sociology.
including textbook definitions and relationships between
two or more pieces of information. Can students recall 2. Moderate questions—Direct students to use critical
or remember the information in the same form it was thinking skills, to demonstrate an understanding of
learned? core concepts in de pen dent of specific textbook exam-
ples, and to connect conceрts across chapters.
2. Understanding questions—Pose problems in a context
different from the one in which thе material was 3. Difficult questions—Ask students to synthesize text-
learned, requiring students to draw from their declara- book concepts with their own experience, making ana-
lytical inferences about sociological topics and more.
v
