LessonPlan#_4__

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.

How Will You Choose and Model Alternative Paths?

How Will You Actively Promote Change in Systems

That are Organized Around Privilege?

How Will You Ensure That You Do Not Allow Others

to Set The Standard For You?