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Chapter16.pdf

Sociology: The Essentials, 

10e Chapter 16: Environment,

Population, and Social Change

Andersen, Sociology: The Essentials, 10th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Andersen, Sociology: The Essentials, 10th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 2

Part Five Social Change

Icebreaker: Reducing Your Carbon Footprint (20 minutes) 

• Working in small groups, identify different things that you currently do or would like to start, to decrease your carbon footprint. For some ideas see the Colombia Climate School.

https://news.climate.columbia.edu/2018/12/27/35-ways-reduce-carbon-footprint/

Chapter Objectives By the end of this chapter, you should be able to: • Identify the social dimensions of environmental change. • Explain how inequality affects environmental quality for different groups. • Understand the basic processes of population change. • Explain theories of population growth. • Describe the different components and sources of social change. • Compare and contrast sociological theories of social change. • Analyze the social implications of globalization and modernization.

A Climate in Crisis: Environmental Sociology (1 of 2)

• Human beings, animals, and plants all depend on one another, as well as on the physical environment, for their survival. • Environmental sociology is the scientific study of the interdependencies that

exist between humans and the physical environment.

A Climate in Crisis: Environmental Sociology (2 of 2)

• A human ecosystem is a system of interdependent parts that involves human beings in interaction with one another and the physical environment.

• The examination of ecosystems has demonstrated two major things. −The supply of many natural resources is finite. − If one element of an ecosystem is disturbed, the entire system is affected.

Society at Risk: Air, Water, and Energy   (1 of 2)

• As the sun’s energy pours onto the Earth, some is reflected from the Earth’s surface to the Earth’s atmosphere—the so-called greenhouse effect. − If the amount of solar energy trapped by carbon dioxide rises, the

temperature increases—resulting in global warming.

Society at Risk: Air, Water, and Energy   (2 of 2)

• Climate change is the systematic increase in worldwide surface temperatures and the resulting ecological change. −Although some deny that climate change is the result of human behavior,

scientists have little doubt that climate change is happening and is largely the result of human activity.

Environmental Inequality and Environmental Justice

• Environmental racism is the pattern whereby toxic wastes and other pollutants are disproportionately found in minority and poor neighborhoods. −Wealthier communities are better able to resist dumping in their

neighborhoods. −People of color reside disproportionately closer to toxic sources than do

whites.

Counting People: Population Studies

Source: U.S. Census Bureau. 2010. “Overview of Race and Hispanic Origin: 2010.” Washington, DC: U.S. Department of Commerce. www.census.gov

• The scientific study of population is called demography. • A census is a head count of the entire

population of a country, usually done at regular intervals. −A census obtains information such as

gender, race, ethnicity, age, education, occupation, and other social factors.

Survey Activity   (15 minutes)

• To better understand data collection for the census, conduct a mini-census for your class. − Show students the kinds of questions that are asked on the actual U.S. Census

form. Remind them that the census does not collect political party affiliation, religion, resident status, or any bank information.

− Next, create a mini-census with primarily demographic information (age, race, ethnicity, marital status, year in college, …).

− Then have students draw population pyramids using the data collected. − Ask students what data stands out for them in the census data or in the population

pyramids.

Counting People: Demographic Processes   (1 of 2)

• The world population is currently seven billion people and is expected to grow to nine billion by 2050. • Population density is the number of people per unit of area, usually per square

mile. • Immigration is migration into a society from other countries. • Emigration is the departure of people from a society to another country.

Counting People: Demographic Processes   (2 of 2)

• The crude birth rate of a population is the number of babies born each year for every 1,000 members of the population. −Alternatively: the number of births divided by the total population, multiplied

by 1,000. • The crude death rate (or death rate) of a population is the number of deaths

each year per 1,000 people. −Alternatively: the number of deaths divided by the total population, times

1,000. • The infant mortality rate is measured by the number of deaths (per year) of

infants less than one year old for every 1,000 live births.

Diversity and Population Change (1 of 3)

• The composition of a society’s population can reveal a tremendous amount about the society’s past, present, and future. • The sex ratio is the number of males per 100 females.

−A sex ratio above 100 indicates there are more males than females in the population; below 100 indicates there are more females than males.

Diversity and Population Change (2 of 3)

• Population pyramids are graphic depictions of the age and sex distribution of a given population at a point in time.

Source: Rogers, Luke. 2016 (June 23). “America’s Age Profile Told through Population Pyramids.” Washington, DC: U.S. Census Bureau. www.census.gov/newsroom/blogs/random -samplings/2016/06/americas-age-profile-told-through-population-pyramids.html

Diversity and Population Change (3 of 3)

• A cohort consists of all the people born within a given period. −The baby boom cohort is one-third of the U.S. population. −A large cohort has a major impact on the practices, politics, habits,

preferences, and culture of our society.

Collaborative Activity   (20 minutes)

• Have students visit the Kasasa website and identify their cohort by generation. −Next, if possible, have students break up into groups according to their

cohorts. − If some cohorts are too large, you might consider having two groups for a

single cohort. −Ask students to share the highlights of their generation according to Kasasa

and see if they agree. What might they add that isn’t covered? How do they define themselves as a cohort?

https://www.kasasa.com/exchange/articles/generations/gen-x-gen-y-gen-z

Population Growth: Are There Too Many People?

• Malthusian theory: a population tends to grow faster than its necessary subsistence. • Theory argues that populations grow by exponential increase.

−Food production grows arithmetically (2, 4, 6, 8, 10, 12, 14…) −Populations grow geometrically (2, 4, 8, 16, 32, 64, 128…)

• Robert Malthus reasoned that the only checks on population growth were famine, disease, and war.

Demographic Transition Theory

• Demographic transition theory: Countries pass through a consistent sequence of population patterns linked to the degree of development in the society. − Pattern ends with low birth rates and

death rates. − The population level is predicted to

eventually stabilize.

Sources: Davis, Kingsley. 1945. “The World Demographic Transition.” Annals of the American Academy of Political and Social Sciences 237: 1-11; Coale, Ansley. 1976. “Population and the U.S. Population Policy: The Choice Ahead, edited by J. Menken. New York: W. W. Norton; Weeks, John R. 2012. Population: An Introduction to Concepts and Issues, 11th ed. Belmont, CA: Cengage.

Change: A Multidimensional Process   (1 of 3)

• Social change is the alteration of social interactions, institutions, stratification systems, and elements of culture over time. −Societies are in a constant state of flux. −Some changes are rapid, such as the accelerating technological changes

(e.g., the use of email, Facebook, and Twitter).

Change: A Multidimensional Process   (2 of 3)

• Microchanges are subtle alterations in the day-to-day interactions between people. −A fad “catching on”

• Macrochanges are gradual changes that occur on a broad scale and affect many aspects of society.

Change: A Multidimensional Process   (3 of 3)

• Large or small, fast or slow, social change generally has the following characteristics: −Social change is uneven. −The onset and consequences of social change are often unforeseen. −Social change often creates conflict. −The direction of social change is not random.

Sources of Social Change (1 of 2)

• Cultural diffusion is the transmission of cultural elements from one society or cultural group to another. • Technological innovation. • Social movements and collective behavior.

−A social movement is a group that acts with some continuity and organization to promote or resist social change in society.

Sources of Social Change (2 of 2)

• Collective behavior is behavior that occurs when the usual conventions that guide social behavior are disrupted and people establish new, usually sudden, norms in response to an emerging situation. • A revolution is the overthrow of the state or the total transformation of central

state institutions.

Discussion Activity   (20 minutes)

• Open the class for discussion on recent social movements. Some examples include #blm, #metoo, #fightfor15, #dreamers, and more. Let students come up with others. −Did any of your students participate in a social movement? When, where, and

how? −Do they feel they made a difference?

Theories of Social Change (1 of 3)

• Functionalism: societies, past and present, have basic elements and institutions that perform certain functions permitting a society to survive and persist. −Early theorists argued that as societies move through history, they become

more complex. • Durkheim argued that societies move from a state of:

−mechanical solidarity, a cohesiveness based on the similarity among its members, − to organic solidarity, a cohesiveness based on difference.

Theories of Social Change (2 of 3)

• Karl Marx argued that societies change and that social change has direction. −Societies can “advance,” or move from a class society toward a society with

no class structure. −Marx believed that, along the way, class conflict was inevitable.

Theories of Social Change (3 of 3)

• Symbolic interaction theory looks at change in terms of how people define social behaviors and how those definitions emerge. −Changes in public attitudes and how people think are signs of social change.

Discussion Activity   (15 minutes)

• Begin a class discussion by asking students to: −Describe some of the possible links between technology and innovation. −Describe some of the possible links between social movements and social

change. −Discuss how information and the way it is circulated affect social movements

and, in turn, social change.

Globalization and Modernization:   Shaping Our Lives

• Globalization is the increased interconnectedness and interdependence of numerous societies around the world. • Modernization is a process of social and cultural change initiated by

industrialization. − It is followed by increased social differentiation and division of labor. −Modernization is a specific type of social change that industrialization often

causes.

From Community to Society

• Tönnies argued that modernization is a progressive loss of: −Gemeinschaft (German for “community”) −Toward Gesellschaft (German for “society”)

• Powerlessness leads to the alienation of the individual from society. • This alienation is most likely to affect racial minorities, women, and the working

class.

Urbanization

• Urbanization is the process by which a community acquires the characteristics of city life and the “urban” end of the rural-urban continuum. • In the view of Marx and Habermas, the personal feelings of powerlessness that

accompany modernization are due to social inequalities related to race, ethnicity, class, and gender stratification.

Assessment 1

The three basic demographic processes are __________. A. Immigration, marriage, and birth B. Birth, death, and divorce C. Marriage, divorce, and migration D. Birth, death, and migration

Assessment 1 Answer

D. Birth, death, and migration

Assessment 2

The __________ is measured by the number of deaths per year of infants less than one year old for every 1,000 live births. A. Crude birth rate B. Crude death rate C. Infant mortality rate D. Zero growth rate

Assessment 2 Answer

C. Infant mortality rate

Assessment 3

__________ is the total number of people per unit of area, usually per square mile. A. Concentric zone B. Gentrification rate C. Population density D. Crowding ratio

Assessment 3 Answer

C. Population density

Summary

Click the link to review the objectives for this presentation. Link to Objectives

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