Week 16 · Lecture outline

Week 16 — Lecture Outline · Final Review & Exam

Introduction to Sociology · SOC 1 Fall 2026 · Prof. Adeyemi Fictional sample

Course: Introduction to Sociology (SOC 1) · Silver Oak University (fictional sample) · Prof. Adeyemi
Objectives covered: cumulative — Objectives 1–8 (Weeks 1–15). Obj 1 — the sociological imagination & the three perspectives; Obj 2 — research methods & reading social data; Obj 3 — culture & socialization; Obj 4 — social structure, groups, deviance & social control; Obj 5 — stratification, class & global inequality; Obj 6 — race, gender & the axes of inequality; Obj 7 — the major social institutions; Obj 8 — social change & social movements.
SLOs touched: A (apply sociological theory — the imagination + the three perspectives) · B (read & evaluate social data; correlation vs. causation)
Meeting pattern: 2 sessions × 75 min = 150 min. Segment minutes below total ~150; scale to your own pattern.

This is the final review-and-exam week — no new content. It is cumulative over the entire course (Weeks 1–15, Objectives 1–8). Each segment briskly re-teaches one or two objectives with its highest-yield ideas, one signature "think-like-a-sociologist" example, and the single misconception most likely to cost points (including a correlation-vs-causation beat); the final segment frames the comprehensive Final and how to prepare, with the term's recurring AI-critique habit one last time. Built to be taught from cold as a capstone review: an instructor (or a substitute) can run it without having taught the course, because every definition, example, and cure travels with the segment. This week's only graded item is the Final (25%) — there is no quiz, no discussion, no assignment, and no workshop this week; the Final stands in for all of them. The Final pairs with a Study Guide + Exam-Prep Tutorial + Practice Final, built separately and referenced here by name.

Week at a Glance


The week's big question	"Across the whole course — what sociology is, how it reads evidence, culture and the social self, structure and deviance, the axes of inequality, the major institutions, and how societies change — what is the one honest sociological move each topic asks of us, and where does everyone slip?"
By the end of the week, students can…	(1) re-run each objective's core move on demand — connect a trouble to an issue and run a phenomenon through three perspectives (Obj 1); name a study's design and whether it earns the word cause, and spot a third variable (Obj 2); tell folkways from mores and place Cooley/Mead (Obj 3); tell ascribed from achieved status and contrast the three views of deviance (Obj 4); tell income from wealth and weigh Davis-Moore vs. conflict and modernization vs. dependency (Obj 5); explain race as a social construction, tell prejudice from discrimination, tell sex from gender, and read the pay-gap data (Obj 6); apply functionalist vs. conflict to family and education and name Weber's three authority types (Obj 7); read the demographic transition and tell collective behavior from a social movement (Obj 8); (2) name and avoid the highest-cost misconception in each theme; (3) walk into the Final knowing its coverage, its weight (25%), and a concrete plan built around the Study Guide, the Exam-Prep Tutorial, and the Practice Final.
Key vocabulary (all review)	sociological imagination, personal troubles/public issues (Mills), the three perspectives (functionalism/conflict/interactionism), macro vs. micro, level of analysis; experiment/correlational/descriptive, independent/dependent variable, correlation ≠ causation, third (confounding) variable, sampling & representativeness, reliability vs. validity; material/nonmaterial culture, values/norms, folkways/mores/taboos, ethnocentrism/cultural relativism, subculture/counterculture, looking-glass self (Cooley), generalized other (Mead); ascribed/achieved/master status, role conflict/role strain, primary/secondary group, dramaturgy (Goffman), bureaucracy (Weber), McDonaldization; deviance (Durkheim — normal & functional; Merton's strain; Becker's labeling; Sutherland; Hirschi); caste/class, income/wealth, Davis-Moore vs. conflict, meritocracy as ideology, social mobility, modernization vs. dependency, world-systems (Wallerstein); race as social construction, ethnicity, prejudice/discrimination, individual/institutional racism, Du Bois (color line, double consciousness), sex vs. gender, "doing gender" (West & Zimmerman), gender socialization, the gender pay gap; the family (functionalist/conflict/interactionist), the hidden curriculum, cultural capital (Bourdieu), sacred/profane (Durkheim), Weber's three authority types, pluralist vs. power-elite (Mills); demography, the demographic transition, collective behavior, social movements, relative deprivation/resource mobilization/framing
Materials	slides (Deck 16 — the final-review deck), the Study Guide, the Exam-Prep Tutorial (AI), the Practice Final, one approved chatbot (Gemini / Claude / ChatGPT) for the audit-the-AI review moment
Timing note	8 segments, ~150 min total. Session 1 (Tue) = Segments 1–4 (~75): the map + Objectives 1–4 (the imagination & method → culture & socialization → structure, groups & deviance). Session 2 (Thu) = Segments 5–8 (~75): Objectives 5–8 (stratification & global inequality → race & gender → the institutions → change & movements) + the Final frame. Scale to your own pattern.

Segment 1 — Hook & the Map of the Whole Course (10 min) · Session 1 opens

Hook. Put one sentence on the board with no comment: "Anyone who works hard enough can get ahead." Ask: "True or false — and how would a sociologist decide?" Let the room react, then point out they're reaching for exactly the move the whole course taught: don't argue from your own story or from common sense; ask what the pattern looks like across millions of people, and what in the structure of society produces it. (We'll come back to this as "meritocracy as ideology" in Objective 5.)
- "That instinct — to connect your own biography to the larger social structure, and to test a claim against evidence — is the entire course, sixteen weeks and eight objectives. They line up into one story about social life. Today we walk the whole story once, fast, and find the exact spot in each chapter where points get lost. That's the Final."

The promise (write it on the board): "By Thursday you'll be able to take any of the eight big areas — the imagination & method, culture, socialization, structure & deviance, stratification & global inequality, race & gender, the institutions, and social change — and on demand state the one honest sociological move it requires and the one mistake that sinks it."

The map (one slide, say it out loud — this is the photograph slide of the week):

THE LENS & THE METHOD: Obj 1 the sociological IMAGINATION & the three PERSPECTIVES · Obj 2 reading social DATA (correlation ≠ causation).
THE BUILDING BLOCKS: Obj 3 CULTURE & SOCIALIZATION · Obj 4 STRUCTURE, GROUPS & DEVIANCE.
INEQUALITY: Obj 5 STRATIFICATION, CLASS & GLOBAL inequality · Obj 6 RACE & GENDER.
INSTITUTIONS & CHANGE: Obj 7 the major INSTITUTIONS (family, education, religion, economy, politics) · Obj 8 social CHANGE & MOVEMENTS.

Why it matters line (memory hook): "The whole course is one sentence — sociology connects biography to structure and respects evidence over anecdote: see the general in the particular, read any phenomenon through more than one lens, and never mistake a correlation for a cause."

Segment 2 — Objectives 1 & 2 Review: The Imagination, the Lenses & Reading Data (20 min)

Re-teach Obj 1 in plain language. Sociology is the systematic study of society, social behavior, and social structure — it zooms out to groups and structures, where psychology zooms in to the individual (a classic level-of-analysis trap). Its core skill is the sociological imagination (C. Wright Mills, 1959): connecting personal troubles (private, individual) to public issues (shared, structural). One person out of work is a trouble; a 10% unemployment rate is an issue. Working sociologists read any phenomenon through three complementary lenses: functionalism (macro — what function does this part serve to keep society stable? roots in Durkheim; Merton's manifest vs. latent functions), conflict theory (macro — who benefits, who loses, where's the power? roots in Marx), and symbolic interactionism (micro — what does this mean to the people involved? Mead, Cooley, Blumer, Goffman). Function = glue, Conflict = power, Interaction = meaning.

Re-teach Obj 2 in plain language. Sociology is empirical — claims rest on systematic evidence, not intuition. Three kinds of study, three different rights to the word cause: descriptive (watch and report); correlational (measure two things and see if they move together — a link); experiment (manipulate one variable, the IV, and measure another, the DV, while controlling the rest — the only design that earns cause). The most expensive mistake in social science lives here: correlation ≠ causation, usually because of a third (confounding) variable. Sampling: representativeness beats sheer size — a giant self-selected sample is biased; a smaller random/probability sample represents the population. Reliability (consistency) is not validity (accuracy).

One quick "think-like-a-sociologist" worked example (read it, reason it out):

Headline: "Neighborhoods with more coffee shops have higher rents — so coffee shops drive up rent."
- As observational data, this is a correlation, a link, not proof. A plausible third variable: a neighborhood's overall affluence raises both the number of coffee shops and the rents.
- To earn cause, you'd need an experiment — and you can't randomly assign coffee shops to neighborhoods, which is exactly why so many social questions stay correlational and demand caution. Honest report (SLO B): "They rise together, but affluence likely drives both; correlation is a clue, not a verdict."

Highest-cost misconception + cure:
- ❌ "The three perspectives are rivals — one wins," and "a strong correlation proves cause."
✅ Cure: the perspectives are complementary lenses — ask what each one reveals, not which is "right." And for causation, ask "could a third variable explain both? was anything randomly assigned?" — if not, it's a link, hunt the third variable. "Correlation is a clue, not a verdict."

Segment 3 — Objective 3 Review: Culture & the Social Self (22 min)

Re-teach culture in plain language. Material culture is the physical stuff (objects, technology); nonmaterial culture is the ideas (values, beliefs, norms, language, symbols). Norms come in strengths: folkways (everyday etiquette — minor when broken), mores (strong moral norms), and taboos (the most strongly prohibited); sanctions enforce them. Ethnocentrism is judging another culture by your own yardstick; cultural relativism tries to understand a culture on its own terms. A subculture has its own ways within the larger culture; a counterculture actively rejects dominant values. Three-lens tie-in: functionalists see culture as shared glue; conflict theorists ask whose values become "the" culture; interactionists focus on symbols and meaning.

Re-teach socialization in plain language. The self is social — it forms in interaction, and nature and nurture work together, not either/or. Agents of socialization: family, school, peers, media, religion, workplace. Charles Cooley's looking-glass self: we build a self-image from how we imagine others see and judge us. George Herbert Mead's stages of the self run imitation → play → game, ending in the generalized other (the internalized sense of the wider community's expectations); Mead also split the spontaneous "I" from the socialized "me." Goffman's total institutions (prisons, boot camps) resocialize people.

One quick worked example (run one phenomenon through the concepts):

Scenario: a first-year student arrives on campus and quickly "learns the ropes."
- Nonmaterial culture: she absorbs the campus's values and norms (which behaviors earn approval). Folkway vs. more: showing up late to a club meeting (folkway) vs. plagiarizing a paper (a more, even a near-taboo). Looking-glass self (Cooley): she reads classmates' reactions and adjusts her self-image. Generalized other (Mead): over time she internalizes "what's expected here" without needing a specific person to tell her.

Highest-cost misconception + cure:
- ❌ Confuses folkways with mores, and mixes up Cooley and Mead.
✅ Cure: folkways are everyday etiquette (mild reaction); mores carry moral weight (serious reaction). And the looking-glass self is Cooley; the generalized other is Mead. (Bonus: ethnocentrism judges by your own standard; cultural relativism understands on a culture's own terms.)

Segment 4 — Objective 4 Review: Structure, Groups & Deviance + Quick Drill (23 min) · Session 1 closes (~75)

Re-teach structure & groups in plain language. A status is a position; ascribed status is assigned (birth, involuntary), achieved status is earned, and a master status overrides the others. A role is the behavior expected of a status; role conflict is tension between two different roles (worker vs. parent), while role strain is tension within a single role. Groups: primary (small, intimate, enduring, valued for themselves) vs. secondary (large, impersonal, task-oriented). Goffman's dramaturgy treats social life like theater — a front stage performance and a back stage where we drop it. Weber's bureaucracy (hierarchy, written rules, impersonality, technical competence) and Ritzer's McDonaldization (efficiency, calculability, predictability, control) are the organizational ideas.

Re-teach deviance in plain language (a signature three-perspective topic). Deviance is relative (varies by time, place, culture) and is not the same as crime. Functionalist: Durkheim — deviance is normal and functional (clarifies norms, affirms solidarity, can drive change); Merton's strain theory — deviance is the gap between cultural goals and legitimate means (conformity / innovation / ritualism / retreatism / rebellion). Conflict: who has the power to define deviance; laws can serve the powerful. Interactionist: Becker's labeling theory (deviance is created by the social reaction and the label; primary vs. secondary deviance) and Sutherland's differential association (deviance is learned); Hirschi's control theory (weak bonds).

One quick worked example (run deviance through all three lenses):

Scenario: a teenager is caught shoplifting once.
- Functionalist (Durkheim/Merton): the community's reaction reaffirms the norm against theft; Merton might read it as innovation (chasing a valued goal by illegitimate means when legitimate means are blocked). Conflict: ask who has the power to label this "crime" and how enforcement falls unequally. Interactionist (Becker): if she's publicly labeled a "delinquent" and treated as one, the label can become a self-fulfilling identity (secondary deviance). No single lens is the whole story.

Interaction — rapid-fire "name the move" (think-pair-share, ~6 min): put four one-liners on a slide; students call it solo (30 s), neighbor (1 min), vote.

A nurse must be both warm and reassuring at the bedside and coldly efficient under time pressure — within one role. (role strain)

A server smiles at the table, then vents in the kitchen. (front stage / back stage — Goffman's dramaturgy)

A society that reacts to a scandal ends up reaffirming its shared values. (Durkheim — deviance is functional)

Two kids do the same thing; only the one publicly labeled "trouble" keeps offending. (labeling theory — Becker)

Highest-cost misconception + cure:
- ❌ Treats deviance as identical to crime, and confuses role conflict with role strain.
✅ Cure: not all deviance is illegal (and not all crime is socially deviant); deviance is relative. And role conflict is between roles; role strain is within one role. (Bonus: ascribed = assigned at birth; achieved = earned.)

Segment 5 — Objective 5 Review: Stratification, Class & Global Inequality (22 min) · Session 2 opens

Hook back in: "Session 1 we built the lens, the method, culture, and structure. Now the heart of sociology — inequality — first within a society, then across the globe."

Re-teach stratification in plain language. Systems: slavery, caste (closed — position fixed at birth) vs. class (open — mobility possible). The crucial distinction: income is a flow of earnings in a period; wealth is a stock of accumulated assets minus debts — and wealth is far more unequally distributed than income. Two class models: Marx (two classes — owners vs. workers) vs. Weber (multidimensional — class, status, party). Two theories of why stratification exists: the Davis-Moore thesis (functionalist — unequal rewards motivate talent into important roles) vs. the conflict view (stratification is exploitation that reproduces advantage). Meritocracy can function as a legitimating ideology — making inequality look fair and earned. Social mobility comes in intergenerational, intragenerational, and structural forms.

Re-teach global inequality in plain language (post-midterm — fair game). Global stratification: high-, middle-, and low-income nations (World Bank groups); development is measured by GNI/GDP per capita, life expectancy, and schooling (the HDI components). Two contested explanations: modernization theory (functionalist-leaning, Rostow) locates the cause of poverty inside poor nations (lacking modern technology/values), while dependency and world-systems theory (conflict-leaning) locate it in the global structure and colonial legacy — Wallerstein's core / semi-periphery / periphery.

One quick worked example (do it out loud — and catch a causation trap):

Across nations, richer countries tend to have longer life expectancies.
- Davis-Moore vs. conflict: a functionalist might stress that development rewards productive roles; a conflict/dependency theorist asks whether core nations grew rich partly by extracting from the periphery. Causation beat: wealth correlates with life expectancy, but that's an association shaped by health care, nutrition, and sanitation — not a clean "money → long life" cause. Present both theories evenhandedly and weigh the evidence.

Highest-cost misconception + cure:
- ❌ Confuses income with wealth, and treats modernization or dependency as the single obvious answer.
✅ Cure: income = flow (this year's earnings); wealth = stock (assets built and inherited over time) — wealth gaps dwarf income gaps. And on why nations are poor, present both theories fairly — modernization (internal factors) vs. dependency/world-systems (global structure & colonial legacy) — and weigh the data, rather than decreeing a verdict.

Segment 6 — Objective 6 Review: Race & Gender (22 min)

Re-teach race & ethnicity in plain language (documented facts stated plainly). Race is a social construction — not a biological category: there is more genetic variation within so-called races than between them, and the categories have shifted across time and place. But race is real in its consequences — it shapes opportunities and outcomes. Ethnicity (shared culture/ancestry) is distinct from race. Prejudice is a prejudged attitude; discrimination is unequal action (Merton showed all four combinations are possible). Racism operates at the individual level and the institutional/systemic level (built into policies and structures — can produce unequal outcomes even without personal prejudice). W. E. B. Du Bois gave us the color line and double consciousness.

Re-teach sex & gender in plain language. Sex is biological; gender is the social meaning a society attaches to it — a social construction accomplished in interaction ("doing gender," West & Zimmerman, 1987). Gender socialization teaches the scripts from birth. Perspectives on gender inequality: functionalist (complementary roles — widely critiqued), conflict/feminist (patriarchy and power), interactionist (doing gender). The gender pay gap is a documented measured gap; the explanations are debated and should be presented fairly (occupational segregation, hours, time out of the workforce, and discrimination), and the uncontrolled (raw) gap differs in size from a controlled estimate.

One quick worked example (read the data carefully):

A table shows women's median earnings are lower than men's.
- What it shows: a documented aggregate gap. What it does NOT show by itself: that every employer pays women less for the identical job, nor that the gap is "100% discrimination" or "fully explained by free choice." The honest move: report the documented gap plainly and lay out the competing explanations fairly — without "both-sidesing" the gap's existence. (SLO B: a number describes a pattern; it doesn't decree a single cause.)

Highest-cost misconception + cure:
- ❌ "Race is biological," confuses prejudice with discrimination, and collapses sex and gender.
✅ Cure: race is socially constructed (real in consequences, not in biology); prejudice = attitude, discrimination = action, and institutional racism can operate without personal prejudice; sex = biological, gender = social ("doing gender"). Report documented facts plainly; weigh competing interpretations evenhandedly.

Segment 7 — Objective 7 Review: The Major Institutions (24 min)

Re-teach the family & education in plain language. Three lenses on the family: functionalist (the family socializes children, regulates reproduction, provides emotional and economic support), conflict (the family can reproduce inequality and historically concentrated power along gender lines), interactionist (meaning and roles in family life). Definitions of family vary across cultures; the household is changing, not simply "in decline." Education: functionalists stress sorting and integration; conflict theorists stress how schooling reproduces inequality through the hidden curriculum (implicit lessons — punctuality, obedience, competition), tracking, credentialism (Collins), and social reproduction / cultural capital (Bourdieu).

Re-teach religion, economy & politics in plain language. Religion: Durkheim (the sacred vs. the profane; religion as social glue), Weber (The Protestant Ethic and the Spirit of Capitalism), Marx (religion as "the opium of the people" — a correctly attributed quote); church/sect/denomination; secularization. Economy: capitalism vs. socialism and mixed economies (present fairly); the changing nature of work (industrial → service → gig economy); Marx's alienation. Politics: power (Weber) vs. authority (legitimate power); Weber's three types of authority — traditional (custom/heredity), rational-legal (laws and offices), charismatic (personal appeal); models of power — pluralist (dispersed among competing groups) vs. power-elite (C. Wright Mills — concentrated atop the corporate, political, and military institutions).

One quick worked example (do it out loud):

Why do advantaged students tend to do better in school?
- Functionalist: schools sort and prepare students for needed roles and transmit shared values. Conflict: schooling can reproduce inequality — the hidden curriculum rewards the cultural capital (language, manners, know-how) that advantaged students bring from home (Bourdieu). Both lenses say something true; together they explain the pattern far better than either alone.

Highest-cost misconception + cure:
- ❌ Confuses manifest and latent functions, and jumbles Weber's three authority types.
✅ Cure: manifest functions are intended/obvious; latent functions are unintended/hidden. And Weber's authority types: traditional (the inherited throne), rational-legal (the elected, law-bound office), charismatic (the magnetic personal leader). (Bonus: power-elite [concentrated, Mills] vs. pluralist [dispersed].)

Segment 8 — Objective 8 + The Final Frame: Change, Movements & How to Prepare (15 min) · Session 2 closes (~75)

Re-teach Objective 8 in plain language (briskly). Demography studies fertility, mortality, and migration; the demographic transition model describes the shift from high birth/high death rates, through a stage of falling death but still-high birth rates (rapid growth), to low birth/low death rates. Urbanization: the Chicago School (Park & Burgess's concentric-zone model; Wirth's "urbanism as a way of life"). Social change & movements: the engines of change operate at the societal level — technology, conflict and movements, ideas, demography, the environment. Collective behavior (spontaneous, short-lived crowds/fads/panics) is not an organized social movement (sustained, organized, goal-directed). Theories of movements: relative deprivation (felt grievance), resource mobilization (access to money, people, organization, media — since grievances alone are common), political process, new social movements, and framing.

Audit-the-AI review moment (the course's recurring habit, one last time before the exam):

Paste to an approved chatbot: "Explain the three sociological perspectives, name who founded each, and give a statistic about income or wealth inequality."
Check it against what we taught. Chatbots routinely misattribute a perspective (e.g., crediting conflict theory to Durkheim instead of Marx), invent a plausible-sounding statistic or "study," or slide from a correlation to a cause. The tool drafts; you judge. Never repeat a figure you haven't seen at the source (Census, Pew, BLS, World Bank). Catch the slip and you're ready.

What's on the Final (state it plainly — put it on the closing slide):
- Coverage: cumulative over the whole course — Weeks 1–15, Objectives 1–8. The midterm already covered the first half (Objectives 1–5), so the early objectives are tools the later ones use — fair game — while the post-midterm material (global inequality, race & gender, the institutions, social change) is well represented.
- Format & weight: 25 items, 100 points (4 each) — all concept and scenario items (no arithmetic): connect a trouble to an issue, run a phenomenon through a perspective, spot a third variable, tell income from wealth, tell prejudice from discrimination, name an authority type, read the demographic transition. Auto-gradable types only (multiple-choice, matching, multiple-answer, true/false). The Final is 25% of the course grade — the single largest assessment — and replaces Quiz 16, Assignment 16, and Workshop 16. (There is no Quiz 16, no Discussion 16, no Assignment 16, and no Workshop 16 — the Final stands in for all of them.) No AI is permitted on the Final.
- Coverage weight (so you study proportionally): Obj 1 ≈ 3 · Obj 2 ≈ 3 · Obj 3 ≈ 3 · Obj 4 ≈ 3 · Obj 5 ≈ 4 · Obj 6 ≈ 4 · Obj 7 ≈ 3 · Obj 8 ≈ 2 — proportional to teaching time, with stratification/global inequality (Obj 5) and race/gender (Obj 6) the heaviest blocks.

The preparation plan (point at each artifact by name):
1. Study Guide — work it first; it's the checklist of every move across the eight objectives.
2. Exam-Prep Tutorial — run it with an approved chatbot (Gemini / Claude / ChatGPT) and submit the share link; it diagnoses and drills your weak spots adaptively across all eight objectives.
3. Practice Final — sit it timed, like the real thing, then review every miss against the Study Guide.

Callback + send-off:
- Callback: "Every item on the Final is a move you already made this term — Week 1 you learned the sociological imagination, connecting your biography to social structure, and that instinct runs through all eight objectives: read the data honestly, see culture and the social self, map structure and deviance, analyze inequality at home and across the globe, read race and gender with precision, understand the institutions, and explain how societies change."
- Send-off: "You don't need to cram everything — you need the eight honest moves and the mistake that sinks each one (and never mistake a correlation for a cause). Work the Study Guide, run the Exam-Prep Tutorial, take the Practice Final, then sit the Final. You've built every one of these skills across fifteen weeks. Go show them."

Hand-off (the week's work): review the Study Guide, run the Exam-Prep Tutorial (submit the share link), take the Practice Final, and sit the comprehensive Final (window opens Mon Dec 14; due Fri Dec 18, 11:59 p.m.). No quiz, discussion, assignment, or workshop this week — the Final is the whole grade for the module.

Instructor FAQ — Common Stumbles (Final-Review Week)

Student says / does	Quick cure
Treats the three perspectives as rivals where one "wins."	They're complementary lenses. Ask what each reveals (function = glue, conflict = power, interaction = meaning), not which is "correct."
Calls a strong correlation "proof" of cause.	Ask: could a third variable explain both? was anything randomly assigned? If not, it's a link. "Correlation is a clue, not a verdict."
Thinks a bigger sample is automatically better.	Representativeness > size. A huge self-selected poll is biased; a smaller random sample represents the population.
Confuses sociology with psychology.	Level of analysis: sociology zooms out to groups/structures; psychology zooms in to the individual.
Mixes up folkways and mores.	Folkways = everyday etiquette (mild reaction); mores = moral norms (serious reaction); taboos = strongest.
Swaps Cooley and Mead.	Looking-glass self = Cooley; generalized other = Mead (imitation → play → game).
Confuses role conflict and role strain.	Conflict = between two roles; strain = within one role.
Says all deviance is crime.	Deviance is relative and broader than crime — not all deviance is illegal, not all crime is socially deviant.
Confuses income and wealth.	Income = flow (this year's earnings); wealth = stock (accumulated assets) — wealth gaps are far larger.
Treats modernization or dependency as the obvious answer.	Present both fairly: internal factors (modernization) vs. global structure & colonial legacy (dependency/world-systems). Weigh the data.
Says race is biological.	Socially constructed — more variation within than between groups; categories shift; but real in its consequences.
Confuses prejudice and discrimination, or individual and institutional racism.	Prejudice = attitude, discrimination = action; institutional racism is built into policies/structures and can operate without personal prejudice.
Collapses sex and gender.	Sex = biological, gender = social ("doing gender").
"Both-sides" the documented pay gap, or claims it's "100% discrimination."	Report the documented gap plainly; present the competing explanations (segregation, hours, the motherhood penalty, discrimination) fairly.
Jumbles Weber's three authority types or power-elite vs. pluralist.	Traditional / rational-legal / charismatic. Power-elite (concentrated, Mills) vs. pluralist (dispersed).
Confuses collective behavior with a social movement.	Collective behavior = spontaneous, short-lived; a social movement = organized, sustained, goal-directed.
Panics that the Final is "literally everything."	It's the eight honest moves, not a thousand facts. Obj 5 and 6 lean heaviest; the early objectives are the tools the later ones use. Study Guide → Exam-Prep Tutorial → Practice Final, in that order.

Scope flag

This outline is pure review of Objectives 1–8 — no new material. The framing extras (the four-act "lens & method → building blocks → inequality → institutions & change" map, the recurring audit-the-AI habit, the carried-over three-lens move and mnemonics) are retained context from the term because they make the cures stick; cut them for a leaner 60-minute review. Real historical figures (Mills, Durkheim, Marx, Weber, Du Bois, Comte, Martineau, Cooley, Mead, Blumer, Goffman, Merton, Becker, Sutherland, Hirschi, Davis & Moore, Wallerstein, Rostow, Bourdieu, Collins, West & Zimmerman, Ritzer, Park & Burgess, Wirth) are referenced factually as the discipline's theorists; the instructor and institution remain fictional. The charged topics (race, class, gender, poverty, global inequality) are handled evenhandedly — documented facts reported plainly (race is socially, not biologically, constructed; measured gaps exist), competing interpretations presented fairly without strawmanning, and no correlation dressed up as causation. The Final and its bundle (Study Guide, Exam-Prep Tutorial, Practice Final) are built separately and only referenced here by name. No quiz, discussion, assignment, or workshop is built for Week 16 — by the course spine, discussions run every week except W16, and exam weeks replace the quiz, assignment, and workshop with the exam; the comprehensive Final is the module's only graded item.

~ Prof. Adeyemi's edition · Fall 2026 · built with thecoursemaker.com