Sociology 1Zimbardo 4, Check True and False on DyerSoc 001 Exam 3 Review- Zimbardo Readings-1. “Individual Behavior is behavior is largely under the control of social forces” Social Structure- The “prison”Statuses- Warden, Guard, Prisoner, Chaplin, AdvisorRole Guards- Be Domineering, firm, in control2. Describe the setup – who was a “real” prisoner/guard and who was “fake”?Under the real prisoner/ guard the prisoner was beaten, sprayed with Chemical Mace, blackjacked, and held in solidary confinement. The fake guards were Zimbardo men and they were chose by the flip of the coin. 3. How did Zimbardo assign people to be “guard” or “prisoner”? Why does this matter when we try to make sense of the results? Zimbardo assigned people to be guard by flipping a coin, this was all relevant because all of these men came from the same background and transformed their beliefs to fulfill there social titles. 4. According to Zimbardo, we tend to underestimate the power of “situational controls.” Why is this, according to him?We tend to underestimate the power of “situational factors” becausea. They are often non- obvious and subtle b. We can often avoid entering situations where we might be so controlledc. We label as weak or deviant people in those situations who do behave differently from how we believe we would4. What are “role expectations” and how did they affect behavior?Dyer-1. True of False Questions2. a. Basic training isn’t about changing people; it’s about teaching them the skills that soldiers need.False: Basic training is about teaching people the skills needed for survival. b. For most young men, an important aspect of being a marine is learning how to be a real man.True or False: There are very few eighteen-year-old boys who do not have highly romanticized ideas of what it means to be a man, so the Marine Corps has plenty of buttons to push. And it starts pushing them on the first day of real training: the officer in charge of the formation appears before them for the first time, in full dress uniform with medals, and tells them how to become men.C. Close order drill is taught because today’s soldiers must be able to march into battle without flinching.True: Every army in the world still drills its troops, especially during basic training, because marching in formation, with every man moving his body in the same way at the same moment, is a direct physical way of learning two things a soldier must believe: that orders have to be obeyed automatically and instantly, and that you are no longer an individual, but part of a group.D. Basic training is designed to be very difficult in order to weed out all but the superior recruits.False: Basic Training wants to keep the recurits1. True or false: ReSocialization occurs when an individual does not fit into society and must be retaught even the most basic norms and values. Cite evidence from the Dyer article.Sociology 12. How do you convince someone to kill? The method for turning young men into soldiers-people who kill other people and exposethemselves to death-is basic training…Human beings are fairly malleable, especially when they areyoung, and in every young man there are attitudes for any army to work with: the inherited values andpostures, more or less dimly recalled, of the tribal warriors who were once the model for every youngboy to emulate.3. Total Institution: Discuss the ways in which the Marines boot camp on Parris Island satisfies the definition of “Total Institution.”Provided it can have total control over their bodies and their environment for approximatelythree months, it can practically guarantee converts. Parris Island provides that controlled environment,and the recruits do not set foot outside it again until they graduate as Marine privates eleven weeks laterBrint Readings-1.a. Classroom Interaction- Ex: When a teacher tells a student somethingGoal: Classroom Interaction:Identify behavior that is permissible, and distinguish it from behavior that isimpermissibleb. The Subject Matter Curriculum:Ex: Messages are embedded, Stories may give information about interesting and unusualoccupations. Overt and Explicit InstructionGoal: Value- Related messages are incorporated into the language arts and social studiescurricula. It is here that both traditional virtues, such as persistence and responsibility,and modern values, and appreciating cultural diversity, come most explicitly into play. C. Routine Classroom Practices:***The Hidden CurriculumExample: Directed through Invisible Means, Must be inferred… Three Routine Featuresof Schooling: Token Economies, Group Projects, and Rotations…Goal: Embedded practices of classroom life that shape children’s orientation in ways thatare consent with adult life. D. School wide Programs:Example: Encourage a sense of inclusiveness through identification with the behavioralideas of the school. Giving Rewards….Goal: A management philosophy that encourages every student to feel a sense ofidentification with the school and at the same time attempts to maintain order andminimize conflict among students. E. Use of public space in the school:Sociology 1Example: Encourage Authority, Post Classroom rules, few walls were adorned withimages and messages that concerned values. Goal: Oral and Verbal Rituals, low use of public space is used to reflect the desire ofschools to avoid public displays of value commitments that may offend parents ortaxpayers who are interested in academics. 2. How Did Brint, Contreras, and Matthews Gather his Data? Brint gathered his data through interviews with teachers, study of curricular materials, classroomobservations, and interviews with parents. 1. Table 1 lists topics of classroom interactions. In percentage terms, what was the most common topicof classroom interactions? What was the percentage of interactions that had to do with “respect forgroup differences?” What does “respect for group differences” mean? What does “orderliness” mean?Orderliness and effort was the most common topic of classroom interaction at 71%. .3% had to deal with “Respect for group differences?” Respect for group differences include the values of individual uniqueness, and special talent, cultural diversity, choice, and variety. Orderliness are messages that reflect the