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Нажимая кнопку "Продолжить", я принимаю политику конфиденциальности

PARA 1

Social movements often have unlikely begin­nings. Hardly anyone could have guessed, for example, that a few followers of a Jewish here­tic in a remote corner of the Roman Empire would start a religious movement that would eventually convert the entire Western world. Nor was there any way of knowing that a hand­ful of Russian conspirators, inspired by the ideas of an obscure German economist, would become the vanguard for political revolutions all over the globe. However, several theories explain the reasons social movements such as Christianity and communism get started, how they attract followers, and why they eventually succeed or fail.

The Chicago school of sociology, led by Robert E. Park and his students, developed a natural history, or "stages," approach to the study of social movements. According to this classical model, social movements arise out of three conditions: (1) deep and widespread dis­content, (2) a generalized belief in some cause of or solution to the problem, and (3) grass­roots support for a collective effort to do some­thing about it. Popular grievances may be due to either absolute deprivation, such as poverty or oppression, or relative deprivation, the sense of being poor or oppressed in comparison to other times or other people Fluctuations in the level of popular discontent are thought to affect the rise and fall of social movements.

PARA 2

All social movements have three character­istics in common:

Social movements seek specific goals. Neil Smelser has distinguished between norm- oriented social movements, which at­tempt to protect or change social norms, and value-oriented social movements, which seek to protect or change social val­ues. The labor union movement, for exam­ple, was norm-oriented: it sought to change the norms affecting workers by advocating such reforms as higher wage scales and bet­ter working conditions. The value-oriented abolitionist movement, on the other hand, was largely a moral and religious crusade against slavery.

A third type of social movement is the revolutionary movement. Revolutionary movements seek to bring about fundamental changes in an entire social structure. Successful revolu­tions, such as the Protestant Reformation and the French Revolution, transformed existing institutions and ushered in new eras in social relationships.

Social movements are cohesive organizations. Participants in social movements share a sense of purpose that helps the organization survive for a relatively long time. It is this feeling of commitment to long-term goals that distinguishes social movements from collective behaviour.

3. Social movements have a unifying ideology. All social movements have a set of ideas, or an ideology, that justifies protest and change.

The members may not all have exactly the same beliefs, but they share basic values and convictions.

PARA 3

"It was the best of times, it was the worst of times," Charles Dickens said of the French Revolution. It was the best of times, he thought, because a heartless and foolish regime had been overthrown and basic human rights declared. It was also the worst of times because it unleashed the destructive forces of hatred and anger that led to the guillotine and the Reign of Terror. These are two of the many aspects of revolution that fascinate social histo­rians. The causes of revolution are often de­bated: Why do people rebel? At what point do formerly peaceful citizens stop putting up with a corrupt or inefficient system? Or, to reverse the question, why don't people rebel more of­ten? Considering all the cases of tyranny and injustice in the history of the world, why are revolutions so rare?

Revolutions can be partly explained by the mechanisms of social change and social conflict that were just discussed. In many ways, how­ever, revolutions are unique

PARA 4

Revolutions are special cases of fundamental social change combined with violent social con­flict. The word "revolution" is often used loosely to describe any far-reaching change in social patterns, as in the Industrial Revolution or the sexual revolution. To the sociologist, a true revolution must be a basic change of sys­tem. Revolutions with a capital R – the French, Russian, and Chinese Revolutions, for exam­ple – are great upheavals that tear societies apart and rebuild them on a new basis.

By this definition, a revolution is "a sweep­ing, fundamental change in political organiza­tion, social structure, economic property con­trol and the predominant myth of a social order", thus indicating a major break in the con­tinuity of development. Although they may have underlying causes that date back for cen­turies, revolutions take place rather suddenly. They are also characterized by the use of vio­lance – both by the revolutionaries to force change and by the ruling elite to prevent it.

Revolutions, then, are special cases of both social change and social conflict. There are a number of special theories to explain them.

PARA 5

Psychological theories of revolution hold that political stability or instability depends on the generalized mental state of a society. "It is the dissatisfied state of mind rather than the tangi­ble provision of 'adequate' or 'inadequate' sup­plies of food, equality, or liberty which pro­duces the revolution." According to this view revolutions are most likely to occur when there has been a long period of economic growth and social progress followed by a short period of reversal. The experience of hard times when people expect more good times causes frustra­tion, anger, and a burning desire to change the system.

In order to feel this dissatisfaction, people have to think that they lack more of the good things of life than other people. They have to feel deprived in comparison to what they had in the past or in comparison to what others had. Modern theorists call this discrepancy relative deprivation. For this reason peasants living in abject poverty in isolated areas of the world are not likely to revolt. They have no way of know­ing what is obtainable and little means of com­paring their lot with that of others. A social group that is better off by absolute standards is more likely to revolt if its members are able to see how much more others have or if they re­member the better life they once had.

PARA 6

Conflict theorists do not deny that discontent and unrest lead to rebellion and disorder, but they argue that the motivation for violence is not enough to start a revolution. To them, rev­olutions are not simply explosions of anger and frustration but long, complex struggles among different groups with different motives, ending in new political and social arrangements.

According to Theda Skocpol's model there are two necessary and sufficient condi­tions for a social revolution: the breakdown of a partially bureaucratic state and widespread peasant insurrections. The breakdown of the state can be caused by overwhelming military pressure (as in the case of the Russian state during World War I) or the presence of a politi­cally entrenched and landed upper class that prevents reform (as in the case of France on the eve of revolution). In both Russia and France the breakdown of the state permitted peasant rebellions that the ruling group could not effec­tively suppress.

PHARA 7

System dysfunction theory relates the causes of revolution to the causes of social change. From this perspective society is a functionally inte­grated system of interrelated parts. If one of its components is not operating as it should to maintain equilibrium, it can throw the whole system off balance. Social changes result from attempts to restore order by altering the social structure. If there are many serious problems that go uncorrected, there may be a breakdown and a revolution. In some cases the system fails to adjust because the ruling group resists any change in the status quo. If the elite is less in­transigent, reform rather than revolution gen­erally occurs.

A system may also fail to adjust because severe dysfunctions cannot be corrected in time to prevent a breakdown. There may be an "ac­celerator" that acts to multiply and intensify the system's dysfunctions to a revolutionary level. The loss of a war, for example, often precedes a revolution. If the armed forces are crippled by a crushing defeat or lose faith in the government, they will not function in support of the system. Because the elite cannot depend on an incapaci­tated army to fight the revolutionaries, the loss of a war is a double accelerator in a revolution­ary situation. If Imperial Russia had not en­tered World War I, for example, there might not have been a Russian Revolution.

The trouble with system dysfunction the­ory is that it fails to identify the point at which imbalance is severe enough to lead to a revolu­tion. Nearly every system has structural defects that are not corrected and perhaps cannot be corrected, by the action of the ruling elite. Sometimes measures that are taken to restore order themselves precipitate change. Half­hearted reforms by the French king and the Russian czar to regain stability provoked actions that led to revolutions. The resistance of the elite to change, however, may be effec­tive in preventing a revolution. The history of Latin America has proved again and again that ruthless, efficient repression can crush a revolu­tionary movement entirely.

V VOCABULARY

 

Task 5. Chose the best headline A-J ащк each paragraph 1-7 (All the headlines will be used).

A	System Dysfunction Theory	PARA 1
B	Political Conflict Theory	PARA 2
C	Psychological Theories	PARA 3
D	Special case for revolution	PARA 4
E	Social change and social conflict	PARA 5
F	Main characteristics	PARA 6
J	How Do Social Movements Start?	PARA 7

 

Task 6. Match the column A with column B.

	A		В
	dis­content	A	спалах (гніву);
	Struggle	B	непримиренний, непохитний;
	Deprivation	C	невідповідність, незгода;
	crusade	D	боротьба, зусилля;
	Revolt	E	позбавлення;
	Peasant	F	невдоволення;
	Alter	G	селянин;
	Discrepancy	H	повставати, бунтувати;
	Explosion	I	боротися (за що-небудь або проти чого-небудь);
	in­transigent	J	змінювати, переробляти.

Task 7. Fill in the correct words from the previous exercise into the gaps below (not all words are needed).

1. In contrast to Tocqueville's interpretation, Marx believed that worsening economic and so­cial conditions would finally cause the working class to ____________.

2. Psycho­logical theories find the cause of revolutions in feelings of relative _____________.

3. Skocpol traces their causes to the breakdown of the state and to _________ rebellions.

4. According to the classical, or "stages," ap­proach, social movements arise out of deep and widespread ___________, a generalized belief in some cause or solution to the problem, and grass-roots support.

5. Political conflict theory emphasizes that revolutions are complex ____________ among different groups that end in new political and social arrangements.

Task 8. Fill in the correct word from the box into the gaps below.

withdrawal abnormal breakdown violent movements contend coalition existence evidence conventional

1. The best empirical ____________ indicates that social movements do not derive from the vague discontents of frustrated groups.

2. Although discontent and ideology are mo­tivating factors, they clearly do not fully explain the ____________ of social movements.

3. It is strange but true that even _______________that represent deprived and alienated groups are not joined primarily by the people for whom they speak.

4. Collective behaviour often appears strange and unpredictable, but people in casual crowds, _____________ crowds, and expres­sive crowds generally behave in expected ways.

5. Sociologists argue that collective behaviour is the predictable response of normal peo­ple in ______________ situations.

6. Revolution also comes when a period of concessions and reforms is followed by a period of ______________ of privileges and repression.

7. James Rule and Charles Tilly have pro­posed the theory that revolution results from the ___________ of a political system into sepa­rate power centers.

8. There are likely to be ___________ confrontations between the contending groups.

9. In the early stages the revolutionaries were a _________ of discontented groups with different objectives.

10. Of course, governments and revolution­aries rarely ___________ for power on an equal ba­sis.

Task 9. Are the following statements about the text true (T) or false (F)?

1.	According to Theda Skocpol's model there are two necessary and sufficient condi­tions for a social revolution.	T / F
2.	Revolutions are not unique; they are all explained by the mechanisms of social change and social conflict.	T / F
3.	Social movements have nothing in common	T / F
4.	Conflict theorists argue that the motivation for violence is enough to start a revolution.	T / F
5.	All social movements have a set of ideas, or an ideology, that justifies protest and change.	T / F

Task 10. Now look again at the paragraphs 1-7 and find the continuation of the following sentences.

1.For this reason peasants living in abject poverty ………………….	A was largely a moral and religious crusade against slavery.
2.A revolution is "a sweep­ing, fundamental change in political organiza­tion, social structure, economic property con­troll"……	B there may be a breakdown and a revolution.
3.The value-oriented abolitionist movement, on the other hand	C and the predominant myth of a social order, thus indicating a major break in the con­tinuity of development.
4.In order to feel this dissatisfaction…….	D as in the Industrial Revolution or the sexual revolution.
5.If there are many serious problems that go uncorrected,…..	E people have to think that they lack more of the good things of life than other people.
6.Fluctuations in the level of popular discontent are thought	F to affect the rise and fall of social movement.
7.The word "revolution" is often used loosely to describe any far-reaching change in social patterns, ……..	Gin isolated areas of the world are not likely to revolt.

Task 11. Rearrange the letters to form a word used in the text, then match the word to its definition.

	esioropnsp		a unfair and cruel treatment by a powerful person or government
	tvoerpy		b a situation in which someone does not have enough money to pay for their basic needs
	eiardpiovtn		c a situation in which people do not have basic things that they need to live a comfortable life
	rtcehie		dsomeone who does or believes things that oppose the official principles of a religion
	vulaeelynt		e at the end of a process or period of time in which many things happen
	efbeli		f a strong feeling that something is true or real
	wovhorret		g to force a leader or government out of their position of power
	faentcias		hto attract and interest you very strongly
	oulngitlie		ia machine used in the past for cutting off someone's head. It consisted of a heavy blade that slid down a tall wooden structure, cutting through their neck
	reeshtlas		j feeling or showing no sympathy or kindness

 

Task 12. Choose the best option to complete the sentences.

1. "It was the best of times, it was the worst of times," ____________

a) Lawrence said of the French Revolution

b) Charles Dickens said of the Russian Revolution

c) Charles Dickens said of the French Revolution

2. According to conflict theorists revolutions are ____________

a) complex struggles among different groups with different motives

b) simply explosions of anger and frustration

c) political and social arrangements

3. Revolutions are characterised by ____________

a) the use of violence

b) by the use of power

c) social change and social conflict

4. According to psychological theories revolutions are most likely to occur when ____________

 

a) there has been a long period of political growth

b) there has been a long period of economic growth and social progress

c) there has been a long period of economic upswing

5. Modern theorists call this discrepancy relative deprivation ____________

a) disorder

b) revolt

c) deprivation

 

Task 13. Use the words from the right side to make the expressions with the words from the left side. Then translate them into Ukrainian and make up the sentences. with them.

collective	Provision
unifying	Defeat
inefficient	Ideology
tangi­ble	Behavior
crushing	System

v GRAMMAR

In this unit we make review of Reference words, for more information see Appendix 6

Task 14. Read the sentences. Analyse the highlighted words. Define what these words refer to.

1. Violence is usually used as a last resort. Itcan be a successful tactic, es­pecially when a movement is viewed as a legitimate protest.

2. Other social movements have sought profound and long-lasting social change, and some of them have been spectacu­larly successful.

3. The members may not all have exactly the same beliefs, but theyshare basic values and convictions.

4. Internal conflict can restore group unity in open societies with multiple associations among members. They are likely to continue in rigid societies, where few com­mon bonds and little basis for compromise exist.

5. Conflict theorists do not deny that discontent and unrest lead to the rebellion and disorder, but theyargue that the motivation for violence is not enough to start a revolution.

Task 15. Replace each word/phrase in bold with a suitable expression from the box.

 

broke away dissatisfied with fire up bring in look up

 

 

1. He had been feeling very (disappoint with) his life in recent months.

_______________________________________________________________

2. They (leave) this party to start their own business.

________________________________________________________________

3.The government intends to (inculcate) a new law about wearing safety belts in cars.

________________________________________________________________

4. She’s (inspire) about this revolution she’s participating in.

_______________________________________________________________

5. At last, after the revolution, things are (improved).

_______________________________________________________________

 

Task 16. Study the table then underline the correct prepositions in the sentences below.

to fight against	боротися проти когось;
to fight back	сопротивляться;
to fight down	стримувати, перемагати супротив;
to fight for	боротися за щось;
to fight off	предотвратить;
to fight on	продовжувати боротися;
to fight out	довести битву до кінця.

 

1. The French had desire to fight against/on the British.

2. We believed we were fighting for/off freedom and democracy.

3. The government managed to fight off/on their attack.

4. I prefer to fight for/out this matter once and for all.

5. You are going to have to fight on/back at them.

 

Task 17. There is an extra word in each of the sentences below. Check your knowledge of Reference words.

1. All three theories of revolution which are useful in explaining the underlying causes of social change and social conflict.

2. Changes in moral values and cultural patterns are often very strongly resisted.

3. Conflicts are likely to continue in rigid societies, where few are com­mon bonds and little basis for compromise exist.

4. Revolutions combine fundamental social change this with violent social conflict.

5. Changes are likely to be accepted when there is an adequate cultural basis and when they meet that a conscious social need.

6. Social conflict refers to the antag­onism of groups with opposing interests or values.

Task 18. Complete the asterisked gaps in the chart below with words from the paragraphs indicated. Then fill the other gaps.

PARAGRAPH	NOUN	ADJECTIVE	VERB
§ 1	supporter		*
explanation		*
§ 2	specific	*
protection		*
	*	succeed
§ 3	*	revolutionary
§ 4	*		control
§ 5	*		desire
§ 6	*	angry
§ 7	adjustment		*

Task 19. Read and identify the reference words in the following text.

When Le Bon described the submersion of the individual personality in the crowd, he began a tradition of social criticism that emphasizes the harmful effects of modern mass society. In­stead of the close primary-group ties of tradi­tion?' societies, the mass society is dominated by secondary-group relationships. According to this view people in industrial soci­eties re uprooted from community life and iso­lated from each other in impersonal bureaucra­cies. Their loneliness and sense of alienation makes them susceptible to the appeal of social movements that promise to reintegrate them into a meaningful community. This theory ap­peared to be borne out in the 1930s and 1940s, when fascism was sweeping Germany and Italy. Mass movements then seemed to be symptoms of a sick society, an expression of irrational fears and hatreds released by a rent in the social fabric.

Task 20. Rearrange these words to form sentences, and translate them into Ukrainian.

1. There / reasons / purely / movements / also / little / for / the / assumption / is / that / join / social / for / ideological / support / people /

2. Behaviour / of / behavior / focus / on / the / unrestrained / collective / theories /of / acting / crowds /

3. Nonviolent/ powerful / must / mobilize / tactics / parties / to / third / effective/ be/

4. French / this / historical / sequence / fits / the/ of/ events / in / model / the / Revolution/

5. Social / refers / conflict / of / the / groups / with / to / antag­onism / or / opposing / values / interests /

 

v TRANSLATION

Task 21. Translate the following paragraph into Ukrainian, pay attention to the use of reference words.

Task 22. Choose the best option to translate the sentences.

1. Conflict can cause change within a system as well as a change of the system itself.

A. Конфлікт може спричинити зміни у системі так само, як і змінити саму систему.

В.Зміни у системі можуть бути спричинені конфліктом.

С. Конфлікт може змінитися сам і спричинити зміни у системі.

2. Social movements seek specific goals.

A.Суспільні рухи прагнутьпевних цілей.

В. Соціальні рухи шукаютьпевної мети.

С. Соціальні рухи стурбованіпевною метою.

3. Theories of revolution are useful in explaining the underlying causes of social change and social conflict.

A. Теорії революції корисні при поясненні соціальних змін і соціальних конфліктів.

В. Причини соціальних змін і соціальних конфліктів корисні при поясненні теорії революції .

C. Теорії революції корисні для пояснення основних причин соціальних змін і соціальних конфліктів.

4. Переконування, примушування та спонукання – стратегії соціальних рухів.

А. Persua­sion, inducement, and constraint are used for social movement strategies.

В. Social movement strategies include persuasion, inducement, and constraint.

С.Social movement strategy include persuasion, inducement, and constraint.

5. Зазвичай, насильство використовується як останнє звернення.

A. Violence is usually used as a last resort.

B.Force is usually used as a last resort.

C. Violence is inevitably used as a last resort.

6. Відповідь на питання «Хто приєднується до суспільних рухів?” є зрозумілою.

A. The answer to the question "Who is join social movements?" is clear.

B. The answer to the question "Who joins social movements?" clear.

C. The answer to the question "Who joins social movements?" is clear.

v WRITING

Task 23. Think about examples of social movements and social conflicts in your own country. What were the reasons for them? Write five to ten sentences. Then find out about your partner.

Task 24. Read the text about the Iranian revolution and analyze it.

 

 

 

1. Underline the topic sentence. Is it the first or second sentence?

______________________________________________________

2. Is the first sentence indented?

______________________________________________________

3. How many supporting sentences are there? Which are they?

_______________________________________________________

4. Circle the concluding sentence or clause.

__________________________________________________________

Task 25. Write a small summary of the text Social movements and social conflicts for about 10 sentences.

Begin with

Have you used any interesting expressions from the text in your summary? written 10 sentences? checked your spelling? checked punctuation and grammar?

CHECK YOUR WORK

 

STUDY SKILLS ANSWERS

Calculate your emotional freedom score, total the numbers corresponding to your responses.

• A score of 30-40 suggests that you’re experiencing a considerable level of emotional freedom in your life.
• A score of 15-29 suggests a moderate level.
• A score of 14 or below suggests a beginning level.
• A zero score (and it takes courage to admit that) indicates you haven’t found emotional freedom yet, but the good news is that you can start discovering it now!

UNIT 7

EDUCATION

v SPEAKING

Task 1 Discuss these questions with a partner.

Ø How do you understand the statement “culturally disadvantaged”?

Ø What do you think is the connection between education and equality?

Ø How can you explain Sonia Sotomayor's statement that “Until we get an equality in education, we won't have an equal society?” Do you agree with this statement or no? Explain why.

 

v STUDY SKILLS

Task 2 Look through these study tips for finals. Discuss these tips with your partner. Choose those tips, which you think are the most important.

Make a plan:

ü know when your test dates and due dates are;

ü give yourself at minimum a week for preparation;

ü take more time for difficult classes or projects;

ü start with what’s most difficult.

Set goals:

ü write down your goals and post them in a place you see them multiple times a day, tell people about your goals;

ü make specific goals: what grade will you get on your paper? What cumulative GPA will you achieve this semester? What day will you finish your paper?

ü have in mind rewards to give yourself for when you achieve your goals.

Prioritize your actions:

ü use an ABC To-Do List to designate what items are the most urgent and important;

ü break major studying and assignments down into smaller portions that you can check off (consider–it’s not helpful to put on a to-do list “write paper” ... it is helpful to put “research sources,” “draft an outline,” “write introduction,” “write 1^st draft,” “take 1^st draft to a Writing Tutor,” “write 2^nd draft,” etc);

ü review past performance – correct any patterns of error and duplicate any patterns of success.

Stay healthy:

ü take breaks from studying or working – for every hour at work, take 5 minutes away;

ü positivity and anxiety are both contagious - surround yourself with people who promote success;

ü communicate with your roommate(s) about sleep, noise, relaxation, etc.;

ü find the best work environment for you by eliminating distractions;

ü SLEEP! Eat (healthily)! Control caffeine intake!

How to Prepare for In -Class Exams:

ü use study tools:

* flash cards – portable, easy to test and mix ideas;

* mind maps – shows relationships;

* summary Sheets – include the most important and most difficult concepts;

* essay questions;

* old exams.

ü understand the difference between understanding something and reciting it in your own words – get to the point of recitation – you know material when you could teach it to someone else;

ü don’t cram until the last possible second – give yourself at least 10 minutes before starting the exam to breathe and relax;

ü try a “brain dump” at the beginning of the exam – on a piece of scratch paper, write down everything you can remember.

How to Prepare Take Home Essays and Exams:

ü understand the assignment in great detail – recite it back to yourself in your own words;

ü set yourself time limits and achievement goals – “I will finish my first draft of 4 pages in 3 hours” then reward yourself;

ü prepare ahead of time – read your sources, take notes, have conversations;

ü make an outline or mind map to organize your ideas;

ü use multiple drafts;

ü use Writing Tutors.

v READING

Task 3. Read the text about the main concepts of education and equality. Write down two interesting things you remember. Compare your notes with other students.

EDUCATION AND EQUALITY

PARA 1

In spite of the family's dwindling role in the education of the young, family background is still the most important factor in educational achievement today. As the authors of the Cole­man report discovered, the variation in test scores among children in the same school is far greater than the range between average chil­dren at different schools. Numerous studies have documented the rule that the higher the family's social standing, the higher a child's level of education. Compared with the influ­ence of different family backgrounds, the school itself appears to have little effect on how well students perform and how long they stay in school. The Coleman report found three as­pects of family background to be especially im­portant: the educational level of the parents, the family's income, and the interest the par­ents take in their children's education. By in­vestigating these clues, perhaps we can discover why social class is of such overwhelming impor­tance in education.

PARA 2

There is much evidence to show that the atti­tudes and values children bring to school out­weigh those they learn in school. In Class and Conformity, for example, Melvin Kohn con­cluded that middle-class families tend to reward self-reliance and creativity, while most working- class families are more interested in obedience and respect . These middle-class values at home give strong support to academic achievement in school. Of course, success in school is not entirely limited to middle-class children. Everyone knows at least one child from a poor family who studied hard and became a doctor or law­yer. Joseph Kahl wondered whether or not these "achievers" had parents who had given them special encouragement. In a study of working- class parents whose sons were good students, Kahl discovered that these parents tended to be dissatisfied with their own jobs and anxious to have their sons do better than they had. They were more likely than other working-class par­ents to stress education as the means of getting ahead, and they took a strong interest in their sons' progress in school and rewarded them when they did well.

Clearly, working-class parents can do much to motivate their children to study and encour­age them to strive for advanced degrees. Mid­dle-class children, however, already live in an environment that encourages reading and other school-related activities; they use correct gram­mar and develop proper manners; and they play with children who share the same values and interests. Children who come from working- class backgrounds or who live in slum neigh­borhoods grow up in an environment that does not usually encourage getting good grades and going to college. Their parents must therefore expend much more effort, enforce much stricter discipline, and have much greater moti­vation themselves to give them the same kind of support for educational goals as a middle-class family in a middle-class neighborhood.

PARA 3

Al­though the number of students attending col­lege has risen spectacularly, the opportunity to get a college education is not more evenly dis­tributed than in the past. Wealthier families still send their children to better schools, and for longer periods, than poorer families. A study that followed the careers of 9000 Wisconsin high-school students established that high-school graduates who come from less affluent backgrounds are (1) less likely to enter college immediately after high school, (2) much less likely to go to prestigious colleges, (3) more likely to drop out of college, and (4) less likely to return to college if they do drop out. On average, upper-middle-class children receive four more years of schooling than lower-class children.

Obviously, wealthy families can afford to send their children to private schools and to support them while they go through college. In spite of the ideal of educa­tional equality, children's social origins deeply affect the amount and the quality of the educa­tion they receive. Class variations in the envi­ronment at home, the parents' attitude toward learning, and the amount of money invested in education all make it considerably more likely that children from privileged backgrounds will do well in school and acquire the credentials they need to get a good job. Besides these eco­nomic resources, well-to-do parents provide their children with "symbolic capital," which can also bring them financial dividends. They introduce their sons and daughters to such cul­tural experiences as classical music, art muse­ums, and the theater – all socializing institu­tions that can give them social advantages over the children of working-class parents. In short, the influence of social background is so strong that most children start adult life at about the same class level as their parents. However, the family is not entirely responsible for the per­petuation of class differences. The educational system itself also tends to give children unequal treatment.

PARA 4

Education is not a "great equalizer," the Cole­man report paradoxically suggests, because the schools are homogeneous: they treat their students uniformly, or too equally. Future musi­cians are required to undergo the same training as future engineers; talented artists must study math in the same class as talented mathemati­cians. In other words, when unequal individuals are treated alike, people with special' interests and special disabilities are bound to be over­looked.

In recent years the school system has made a number of adjustments based on the principle that the equal treatment of unequals is unjust. The Head Start program, which trained pre­school children in the skills they would need to do first-grade work, was perhaps the broadest effort to eliminate the handicap of being black, Hispanic, poor, or in other ways "culturally disadvantaged."

Changed Lives, the landmark study of Head Start programs, proved that early childhood ed­ucation can have a lasting effect on students' achievement. The researchers followed two groups of black children from low-income fami­lies in Michigan, for nearly 20 years. They found that the group with preschool edu­cation had significantly higher rates of high-school graduation and employment and lower rates of arrest and teenage pregnancy than the group that had not participated in such pro­grams. Even so, a report from the public schools in Montgomery County, Maryland, in­dicates that Head Start programs alone cannot solve the problems that many poor minority-group children have in school. In comparison with middle-class white students, children from preschool educational programs still tend to have more academic difficulties and to score lower on standard achievement tests. The educational system also tries to adjust to individual differences by providing bilingual instruction and by making special arrangements for deaf and crippled children. These efforts to deal with "exceptional" students treat only the more visible – and more publicized – tip of the iceberg of individual differences in ability and temperament. Because every child is excep­tional in some way, the school's attempts to deal with unique individuals have so far been rather crude and ineffective.

V VOCABULARY

 

Task 4. Chose the best headline A-Е for each paragraph 1-4 (All the headlines will be used).

A	Influence of home and neighbourhood	Paragraph 1
B	The equal treatment of unequals	Paragraph 2
C	School and social class	Paragraph 3
D	"The best education money can buy"	Paragraph 4

 

Task 5. Match the column A with column B.

	A		В
	undergo	A	корективи;
	over­looked	B	ефектно;
	adjustments	C	збереження;
	per­petuation	D	проходити, підаватися;
	spectacularly	E	послаблення ролі, втрачати значення;
	anxious	F	величезні;
	encouragement	G	підготовка;
	dwindling role	H	заохочувати;
	background	I	не помічати чогось;
	overwhelming	J	стурбований.

Task 6. Fill in the correct words from the previous exercise into the gaps below (not all words are needed).

1. Poor are also less likely to have families who can support them while they ________outpatient treatment.

2. The cultural and structural lessons of the hidden curriculum are that children should accept the norms of their peers and make _________in their behaviour to fit a bureaucratic world.

3. The school experience thus tends to institutionalize and justify inequalities of family ________that might otherwise have been overcome.

4. Has the number of students visiting college risen ________________?

5. The history of American education illus­trates the changes which education ______________ in modern societies.

Task 7. Fill in the correct word from the box into the gaps below.

passion aim willingness undervalued effi­ciency curriculum achieve­ment peer evaluate to obey

1. The primary __________ of education remains the transmission of culture.

2. In schools the most influential primary group for students is their fellow students, or ________ group.

3. They also ……. much in­formation to each other directly: information about sex, about drugs, and about the latest fad in clothes and music.

4. In all the schools students admired academic ______less than other attributes, especially being a star athlete for boys and being "good looking" for girls.

5. More important than their in­tellectual ability was their _______ to work hard at a relatively unrewarded activity.

6. From the sociological perspective it is not surprising that academic accomplishments are ______ and that star students are often ridiculed as "grinds."

7. Teachers and administrators also teach students values and attitudes that are not in the school's formal __________.

8. The children in this classroom are also learning to _______themselves according to their teachers' standards.

9. To meet the requirements of organizational_____, the school day is divided into class peri­ods, lunch hours, and recess..

10. The most successful students have usually learned not only ________the rules but to please their supe­riors by anticipating their demands, or "giving teachers what they want".

Task 8. Are the following statements about the text true (T) or false (F)?

1.	Numerous studies have documented the rule that the lower the family's social standing, the higher a child's level of education	T / F
2.	Kahl discovered that working-class parents tended to be dissatisfied with their own jobs and anxious to have their sons do better than they had.	T / F
3.	Family back­ground is still the most important factor in educational achievement. Middle- and upper-class parents give their children the benefit of economic and social resources that working-class parents do not have.	T / F
4.	In spite of the ideal of educa­tional equality, children's social origins have nothing to do with the amount and the quality of the educa­tion they receive.	T / F
5.	The Head Start program was perhaps the broadest effort to eliminate the handicap of being "culturally disadvantaged."	T / F

Task 9. Now look again at the text and find words in the paragraphs 1-5, which mean the same as:

1) earnings (para 1)

2) successful (para 3)

3) broaden (para 2)

4) come out (para 1)

5) defect (para 4 )

6) supply (para 3)

7) extraordinary (para 4)

8) stimulate (para 2)

9) effort (para 4)

10) to take part (para 4)

 

Task 10. Rearrange the letters to form a word used in the text, then match the word to its definition.

	ympolenemte		a to think carefully about something before making a judgement about its value, importance, or quality;
	nteuecoenarmg		bable to speak two languages extremely well;
	cagdbnuork		c the state of being equal, especially in having the same rights, status, and opportunities;
	tveualea		d wanting something very much, especially when this makes you nervous, excited, or impatient;
	eulqtyai		e work that you are paid regularly to do for a person or company;
	xaunois		f the amount, level, standard, etc. that is typical of a group of people or things;
	raevega		g the type of family, social position, or culture that someone comes from;
	ubilgnali		hwords or actions that give someone confidence or hope.

 

Task 11. Choose the best option to complete the sentences.

1. The Coleman report found three as­pects of family background to be especially im­portant: ____________

a) professions of the parents, the amount of children in the family, parents income

b) educational level of the parents, the family's income, and the interest the par­ents take in their children's education

c) the origin , income, status

2. Working class parents must therefore expend much more effort __________

a) to give them the same kind of support for educational goals as a middle-class family in a middle-class neighbourhood

b) and spend more money for education than middle-class families

c) to force their children to study

3. Education is not a "great equalizer," the Cole­man report paradoxically suggests, because the schools are __________

a) heterogeneous

b) homogeneous

c) identical

4. According to Melvin Kohl middle-class families tend to reward _____

a) self reliance and creativity

b) obedience and creativity

c) self reliance and respect

5. In paragraph 3 the statement “symbolic capital” means that ____________

a) middle-class parents provide their children with cul­tural experiences as classical music, art muse­ums, and the theater, etc

b) working class parents provide their children with cul­tural experience as classical music, art muse­ums, and the theater, etc

c) middle-class parents spend more money on the education of their children

 

Task 12. Use the words from the right side to make the expressions with the words from the left side. Then translate them into Ukrainian.

social	Average
overwhelming	Ahead
get	Class
on	support
educational	life
adult	equality

In this unit we make review of adjective, for more information see Appendix 7

GRAMMAR

Task 13. Fill in each gap with an adjective in the correct form. Pay attention to the rules of the comparison of the adjectives.

1. Learning to be punctual has nothing to do with learning to add and subtract, but it has a lot to do with learning to meet the strong demand for precise timing in the ______ (large) social structure.

2. In every school the "leading crowd," or _________(high) status group, had twice as many athletes and many more popular boys than it had brilliant students.

3. Family back­ground is still____________(important) factor in educational achievement.

4. Kahl discovered that these parents tended to be dissatisfied with their own jobs and anxious to have their sons do ______(good) than they had.

5. ________ ( successful) students have usually learned not only to obey the rules but to please their supe­riors by anticipating their demands, or "giving teachers what they want."

 

Task 14. Fill in the gaps with the correct preposition from the box.

 

in about with of for

 

 

1. Working-class students are sometimes jealous _____ middle-class students.

2. While mastering the subject is certainly most important, grades can also be improved by being on time, obeying the rules, and acting interested ­­­­­_________what the teacher is saying.

3. The family and orga­nized religion were responsible _______ educa­tion in pre-industrial times.

4. Working-class parents tended to be dissatisfied_____ their own jobs and anxious to have their sons do better than they had.

5. People who are worried_______ their background have fewer chances than those who do not think about it.

 

Task 15. Match each word on the left to the word on the right with an opposite meaning. Make up sentences using these adjectives.

 

1. easygoing 2. prudent 3. diligent 4. stubborn 5. eager 6. ruthless 7. cooperative 8. versatile

A. lazy; B. uptight, strict; C. unhelpful; D. caring, sympathetic; E. flexible, open-minded; F. foolish; G. limited; H. apathetic.

 

Task 16. There is an extra word in each of the sentences below. Find an adjective in each sentence.

1. However, most on children know the second les­son of the hidden curriculum: Do as you're told!

2. Mid­dle-class children use more correct gram­mar and develop proper manners.

3. Compared these with the influ­ence of different family backgrounds, the school itself appears to have little effect on how well students perform in school.

4. The increas­ing demand for educated workers in an in­dustrial society, the growth of bureaucracy, democratic idealism, except all these cultural and social factors intertwined the educational system with other institu­tions in society.

5. In 1964 the Office of Education commis­sioned a very famous research report on educational opportunity by the sociologist James Cole­man.

Task 17 Complete the asterisked gaps in the chart below with words from the paragraphs indicated. Then fill the other gaps.

PARAGRAPH	NOUN	ADJECTIVE	VERB
§ 1	*	influential
§ 2	*		encourage
education	*
	*	valuable
§ 3	*		equal
*		perpetuate
§ 4	need		*
*	educational

 

Task 18. Write the correct person’s name under the adjective that best describes him or her.

There’s no point in arguing with Bruce. He won’t listen to the opinions of others, even if they prove him wrong.   As the headmaster of the school, Carol has to be able to do many different things. In addition to her regular duties, she’s also the accountant and hiring manager.   Victor takes care when making decisions in order to avoid unnecessary risk.   Students love Randy because he’s relaxed. He doesn’t mind if his students are late and he gives them a lot of freedom.   Robert, the new headmaster, fired four teachers in his first week. He’ll do whatever he has to reduce costs.   Patricia works hard and she makes an effort to do her tasks well.   Fresh out of university, Tanya, was excited about getting started with her job and learning new things.   Mike is very helpful. He’s always willing to be of assistance to the other members of the class.

easygoing ____________   prudent ____________   diligent ____________   stubborn ____________   eager ____________   ruthless ____________   cooperative ____________   versatile ____________

Task 19. Rearrange these words to form sentences, and translate them into Ukrainian.

1. and / values / their / peer / the /group / learn / of important / students / attitudes/ more/

2. works / how / the / people / curriculum / the / system / how / demands / the / and / school / deal / other / formal / of / young / each / teach / with to /

3. all / from / textbooks / not / learn / just / situation / their / from / the / of / lessons / aspects / school / these / students /

4. were / adolescent / the / these / of success / deterrent / the / Coleman / that / values / results / suggested / to / a subculture / to academic /

5. and / values / not / also / are / teach / in / and / curriculum / formal / that / students / administrators / the attitudes / school's / teachers/

Task 20. Find at least 10 adjectives in the text you have read.

 

v TRANSLATION

Task 21 Translate the following paragraph into Ukrainian, pay attention to use of adjectives.

Task 22. Choose the best option to translate the sentences.

1. Education is the formal transfer of knowledge, skills, and values from one person or group to another.

A.Освіта – це набуті знання, навички та цінності.

В.Освіта – це формальна передача знань, навичок і цінностей від однієї людини або групи людей, до іншої.

С. Освіта – передача знань, навичок і цінностей від однієї людини до групи людей.

2. Most parents want the schools to teach their children the skills and knowledge they need to get ahead.

A.Більшість батьків хоче, щоб школа навчила їх дітей знанням та навичкам, які необхідні для того, щоб досягти успіху.

В. Більшість батьків вчить своїх дітей навичкам та умінням, які знадобляться їм у школі.

С. Більшість батьків хоче, щоб школа навчила їх дітей знанням та навичкам, які їм не потрібні для того щоб досягти успіху.

3. More important than their intelligence was their willingness to work hard.

A. Набагато важливіше, аніж їх розумова здібність, було їх бажання старанно працювати.

В. Набагато важливіше за їх бажання працювати старанно, була їх розумова здібність.

C. Найважливішим були їх розумові здібності та бажання старанно працювати.

4. Одна з найперших речей, яку дитина вивчає в школі це приходити вчасно на заняття.

А. One of the first things a child learn in school is to on time.

В. One of the first things a child learns in school is to be on time.

С. One of the first things a child learns in school is be on time.

5. Як би ти хотів запам’ятатися у школі: як блискучий учень або як найбільш популярний учень?

A. How do you most like to be remembered in school: as a brilliant student or as most popular one?

B. How would you most like to be remembered in school: as a brilliant student or as most popular one?

C. Would you most like to be remembered in school: as a brilliant student or as most popular one?

6. Заможні сім'ї відправляли своїх дітей у кращі школи та на довший період, ніж бідні.

A. Wealthier families send their children to better schools, and for longer periods, than poorer families.

B. Wealthier families sent their children to better schools, and for longer periods, than poorer families.

C. Wealthier families used to send their children to better schools, and for longer periods, than poorer families.

v WRIT