Note: At the time this post was written, The Society Pages’ Discoveries were called The Reading List.

DISC clippedFindings about lifetime earnings, fertility, graduation rates, and gentrification are interesting all on their own, but how do sociologists go about studying these topics? To address this question for my Intro to Sociology class, I began with a 10-min. mini-lecture on “Methods” based on the info in Ch. 2 of Dalton Conley’s You May Ask Yourself textbook. (The students had SQ3Red this chapter for homework.) To kick it off, I reviewed how sociology was different from the other disciplines—our topic from the previous class, and then got into the new material about variables, samples, qualitative and quantitative, methods, etc.

So that the students could develop a fuller sense of the new concepts they learned, I created this methods sheet for the class to practice applying them. First, as an example, we answered the questions from the sheet about the first article in the Reading List Packet together as a class. Students were able to ask questions about the procedure and I could clarify the directions before they tried one on their own.

Then, students were instructed to get into small groups of 2 or 3. Each group was directed to work on answering the questions about a different Reading List article. When all groups had finished, each reported back to the class what the question, findings and methods were.

Why I like this activity:

  • it’s easy to differentiate if you have a heterogeneous class. The Reading List articles vary in difficulty, so you could assign easier articles to groups that struggle and more difficult ones to groups that need a challenge. Alternatively, you could differentiate by interest by letting each group claim which article to begin with.
  • if one group gets done way ahead of the others, they can move on to a different article, so nobody’s stuck waiting around for groups that need more time. If the whole class picks up the skills quickly, you could set a time limit and reward the group that finishes the most articles before time is up.
  • it’s social—at the beginning of the semester, students can get to know one another, and get comfortable working together and sharing answers with the class
  • having groups report back to the whole class provides a low-stakes way for the teacher to correct students’ misunderstandings in a way that benefits the whole class
  • students learn about the breadth of sociological inquiry while practicing their skills of identifying parts of a research article (and—perhaps more importantly—the parts of a research study)


The NonViolence Project takes its symbol from a sculpture inspired by the shooting death of John Lennon. Photo via
The NonViolence Project takes its symbol from a sculpture inspired by the shooting death of John Lennon. Photo via

Horrible events, such as mass shootings, typically gain a lot of media attention, with fear and political outrage not far behind. Social scientific knowledge about topics like violence, gun control, and mental illness, however, is often obscured or excluded from these reports and calls for action. This activity, which can be done as a group or individually, helps readers think about how social scientific evidence can influence policy:

  1. Browse the Internet to gather two or three news stories from the weeks following a recent mass shooting in the United States.
  2. What claims are made in these stories about the causes of mass shootings?
  3. What calls for change are made by victims’ families, politicians, experts, or others?
  4. What policies are suggested to address mass shootings?

Next, read “A Broader-Based Response to Shootings” by Chis Uggen and think about how social science evidence compares to media reports. What does the evidence suggest we should be doing to address these crimes?

A still from the Public Enemy video for "Fight the Power." Chuck D, holding the bullhorn, has since become an outspoken agitator and public figure working toward equality and political participation.
A still from the Public Enemy video for “Fight the Power.” Chuck D, holding the bullhorn, has since become an outspoken agitator and public figure working toward equality and political participation.

In our volume The Social Side of Politics, Vincent J. Roscigno’s article, “Power, Sociologically Speaking,” serves as the lead essay. In it, we learn that you can’t discuss politics without discussing power. This activity helps highlight the point for students and instructors alike.

Guidelines for the facilitator:

  1. Make four signs labeled “agree,” “strongly agree,” “disagree,” and “strongly disagree.” Hang one sign in each corner of the room.
  2. Tell participants that you will read a statement about power (listed below). After you read the first, participants should move to stand under the sign that most closely reflects their reaction to the statement.
  3. After participants have assembled under the signs, ask each group to discuss why they picked that position and choose a spokesperson to explain their rationale to the entire group.
  4. After each group presents its opinion, as participants to return to the center of the room, then disperse, again, to the sign that most closely represents their reaction to the same statement. If they choose, participants can change their position. Ask a few to explain whether and why they changed—or did not change—their position after hearing out the other groups.
  5. Repeat for each statement, adding or subtracting to alter the length of the exercise.

Statements about Power:

  • Power corrupts.
  • You can’t get anything done without power.
  • Power is connected to race (class/gender/etc.).
  • People or organizations that want to change things in their community should seek power.
A scene from "The Road from Crime"
A scene from “The Road from Crime”

In our volume Crime and the Punished, we featured our interview with sociologist-filmmakers Shadd Maruna and Fergus McNeill. This activity builds from their film:

How and why people stop committing crime is an important question. “Discovering Desistance,” by Sarah Lageson and Sarah Shannon describes how two social scientists “co-created” “The Road from Crime,” a film about desistance from the perspective of former prisoners and the practitioners who work with them. Watch the 50-minute film as you consider these discussion questions:

  1. In what ways might the criminal justice system promote reoffending?
  2. According to the filmmakers, desistance is both an “internal” and an “external” process. Where do you see internal and external processes in the film.
  3. What punishment policies might be changed, added, or abandoned to better promote desistance?
  4. Most people who work in the criminal justice system have never been convicted of serious crimes. How might the system be different if it incorporated more input from people who had been punished under it?

After watching the film, imagine that you are a social worker in a community to which many ex-prisoners return. What resources do you think you’d need to address community needs and help former inmates desist from crime? What community leaders or organizations would you need to enlist for support? Discuss your thoughts in a group and draw up a list of the “stakeholders” whose voices are critical for designing your policy.

“Hooking up” on college campuses has been the focus of a number of debates, both in the media and in sociology, over the past several years. Some argue that casual sexual encounters are detrimental to women’s self-esteem but that hookup culture “hurts boys too.” Others assert that hooking up, which has supposedly replaced dating on college campuses, is leaving both men and women “unhappy, sexually unfulfilled, and confused about intimacy.” Many sociologists, including Paula England and Lisa Wade, have been in the midst of these cultural debates about hooking up and its effects on young adults.

As hookup culture on college campuses seems relevant (or at least an interesting topic of discussion) to students in my classes, I spend a class during the weeks on gender and sexuality addressing the sociological debates about hooking up and casual sex. There is no shortage of readings that could be assigned on this topic, including many popular media articles. One of the readings that I always assign, “Is hooking up bad for young women?” from Contexts a few years ago by Elizabeth Armstrong, Laura Hamilton, and Paula England, does a great job of outlining the debates about hookup culture that continue to be relevant. (This article was also the focus of another Teaching TSP post several years ago). I also have them read Hanna Rosin’s article from The Atlantic and Lisa Wade’s response from Soc Images.

One of the points of discussion, the sexual double standard, is repeatedly brought up with frustration by female students in my classes. Why are women who have casual sex considered sluts while men are practically given a medal for hooking up? As I initially struggled to navigate these discussions, I turned to an unlikely place for guidance, the classic musical Grease. Who hasn’t belted out “Summer Lovin’” on the dance floor with friends?

As Sandra Dee (Olivia Newton John ) and Danny Zuko (John Travolta) trade off singing about their summer romance, they seem to be describing two different relationships. Sandra Dee tells her friends, “He was sweet, just turned eighteen,” as Danny dishes, “She was good, you know what I mean?” This song, it turns out, is a perfect illustration of different gender norms when it comes to sexuality.

For the class activity, I have students divide a sheet of paper into two columns with one side for Sandra Dee and the other for Danny Zuko. As they watch the Summer Lovin’ footage from Grease, I ask them to take notes in each column of quotes or themes from the song that reflect gender norms and the sexual double standard.  Afterwards, we make a list on the board of the stark differences in gender norms around sexuality.

I use this activity as a jumping off point from which to discuss the roots of the sexual double standard and some of the issues with hookup culture. Some questions that we consider in class discussion include:

1)     How could hooking up be considered bad for men or women or both? What could you argue are the benefits to hooking up?

2)     How do gender norms operate within hookup culture (Lisa Wade’s article does a particularly good job of outlining this issue)?

3)     Does hookup culture have the potential to disrupt the sexual double standard or to change gender norms?

Teaching about whiteness is a sensitive subject that requires tact, humility, and patience.  While learning about whiteness is critical for all students, regardless of race, the subjective connections many white students have to whiteness itself can stir up intense emotions we must be ready to wrestle with.  Learning about white privilege forces white students to grapple with the ubiquity of unquestioned worldviews and assumptions about their biographies.  It also forces white students to interrogate their experiences as beneficiaries of a set of social, economic and political advantages.  In short, confronting whiteness necessitates a self-imposed threat to one’s integrity and achievements attributed to individual will.

I.  You can begin your lecture by presenting students with a couple of scenarios.

Active learning exercises

  • Imagine a scenario in which a black woman and a white woman are both shopping in the same grocery store.  After collecting all of their items, both women enter the same checkout line.  The white woman is before the black woman in line.  When the white woman is checking out, she presents the cashier with a check.  The cashier accepts the check and completes the transaction.  When the black woman is checking out, she also presents the cashier with a check.  However, the cashier says “I’m going to have to see some identification.”   The cashier also makes clear that the ID must be a state/government-issued ID (e.g. Driver’s license, passport).  Student ID’s or employee badges are unacceptable.  How did whiteness function (or not) for each woman?
  • Kareem is a 23-year old African-American male.  He’s applied for several jobs without receiving a call back from prospective employers.  After several fruitless attempts to find work, Kareem decides to deliberately use his middle name, John, on all subsequent job applications.  Within two days of submitting an application, Kareem receives a call from a prospective employer asking him to come in for an interview.  How do you see Kareem’s interview unfolding?

II.   Here are some questions to orient class discussion.

  • How is a commitment to whiteness also a commitment to white supremacy, capitalism, imperialism, and heteropatriarchy?
  • Whose whiteness is accepted/declined?  What social contexts promote one outcome over the other?
  • How will your students become more responsible or achieve what some describe as “color consciousness”?

III.  Next, introduce the image below.

whiteness visa
It’s everywhere you want to be.

IV.   Ask students what they think this image implies.
V.   Here are four metaphorical meanings to consider.

    1. Visa as the credit card.  “It’s everywhere you want to be.”  The issue is that it’s also everywhere I (and other people of color) want to be too.
    2. Visa (as a travel authorization document).  I see whiteness operating as a sort of passport for some, as well as a pass-port for certain others (i.e. mixed-race or racially-ambiguous folk).
    3. Visa as a form of currency constantly being exchanged between all racial/ethnic groups within the interpersonal marketplaces of society.  This means that whiteness is not solely exercised by whites, but also appropriated by nonwhites.
    4. Similar to an actual Visa credit card, whiteness is a transnational form of currency accepted worldwide and often wielded as a means of legitimating imperialist aims.

To learn more about whiteness and other un-interrogated cognitive frames, feel free to check out the following literature:


Feagin, Joe R.  2010.  The White Racial Frame: Centuries of Racial Framing and Counter-Framing.  New York, NY: Routledge.

Lipsitz, George. 2006.  The Possessive Investment in Whiteness: How White People Profit from Identity Politics.  Philadelphia, PA: Temple             University Press.

Mills, Charles W. 1997.  The Racial Contract. New York, NY: Cornell University Press.

The following is a collection of films, both fiction and non-fiction, that have been recommended for use in a Sport and Society course.
We encourage you to recommend additional films, readings to be used alongside the films, or tell us about your experience.

*Special thanks to the NASSS community for providing so many suggestions.

Sport Films (Non-fiction):

  • Go Tigers! (2001)
  • Jump! (2007) – Awesome jump rope documentary
  • Rocks with Wings (2002) (dir: Rick Derby)
  • 100% Woman:  the Michelle Dumaresq Story (2004)
  • Golden Gloves (or the Real Million Dollar Babies) (2007)
  • A League of Their Own (the documentary film) (1993)
  • Training Rules (2009) – It concerns the scandal around former Penn State Women’s Basketball Coach, Rene Portland. Maybe available on Hulu.
  • When We Were Kings (1996)
  • Playing Unfair (2002)
  • Chasing October
  • Football Under Cover
  • Pink Ribbons, Inc. (2011) – Samantha King
  • A Hero for Daisy (1999) – a documentary about Title IX and rowing
  • PBS series “American Experience” has an episode on Jesse Owens – you can screen it online.
    Ahead of the Majority – It covers Patsy Mink’s political career and includes a section on her involvement in the politics of Title IX.
  • Bigger, Stronger, Faster (2008) – examples of hegemonic masculinity and how the media influences males’ self-images (not just females, as is so commonly discussed).
  • Hoop Dreams (1994) – [can be combined with the chapter by C.L. Cole and Samantha King, “The New Politics of Urban Consumption: Hoop Dreams, Clockers, and America,” in Ralph C. Wilcox, ed., Sporting Dystopias: The Making and Meaning of Urban Sport Cultures, pp. 14, 221-246.]
  • Viva Baseball
  • Unforgivable Blackness: The Rise and Fall of Jack Johnson (2004)
  • In Whose Honor
  • Not Just A Game (2010) – Dave Zirin provides a sociological analysis of how sport influences our society, particularly the parallels between the institution of sport and the military.
  • Pursuing the Perfect 10 – This was a CNN documentary that is available on YouTube in several parts. I used it as a review after lessons on youth sports and deviance in sports
  • An Enforcer’s Story – This is a documentary style video available in conjunction with a piece that ran in the NY Times about hockey enforcer Derek Boogaard’s death.
    Link: )
  • Murderball (2005) – documentary film about tetraplegic athletes who play wheelchair rugby. It centers on the rivalry between the Canadian and U.S. teams leading up to the 2004 Paralympic Games.
  • Junior –documentary that follows a Canadian Hockey League team from the Quebec Major Junior Hockey League called Baie-Comeau Drakker
  • Head Games (2012) – related to concussion and sport.
  • More Than a Game – Documents the early career of the heralded LeBron James’ high school experiences.
  • FIT: Episodes in the History of he Body (1991). This focuses on the history of the how we understand a ‘fit’ body, including analysis related to race, social class, gender, disability and age.
  • The Journey of the African American Athlete” (Parts 1 and 2)
  • Blood on the Flat Track – documentary on the rat city roller girls
  • Sonicsgate: Requiem for a Team
  • Joe Louis – America’s Hero Betrayed
  • Two Days In April – follows four NFL prospects through the process of preparing for and participating in the 2006 NFL Draft
  • 4th and Goal – Tale of six men trying to make it to the NFL
  • Undefeated – Oscar-winning 2011 documentary directed by Daniel Lindsay and T.J. Martin. The film documents the struggles of a high school football team, the Manassas Tigers of Memphis, as they attempt a winning season after years of losses.
  • Born and Bred – documentary following young latino boxers in LA
  • The Morgan Lacrosse Story (pbs) – This film tells the story of the nation’s first and only college lacrosse team at a historically black institution.
  • Gridiron & Steel – Western Pennsylvania and football
  • On the Shoulders of Giants – Story of the Harlem Rens
  • Bra Boys (2007) – A movie about a particularly hyper-masculine group of male surfers (the Bra Boys) in Sydney, Australia. A good example of a fratriarchal sporting group, and all the problematic aspects associated with such groupings. Can be used in conjunction with the critique from Clifton Evers in the Sydney Morning Herald:
  • Dogtown and Z Boys (2001) – The development of skateboarding in Southern California, great for revealing subcultural dynamics.
  • First Descent (2005) – A history of snowboarding and insight into the gender and age dynamics within core action sport groups.
  • This Ain’t California (2012) – In German with English subtitles, but offers a fascinating perspective on the development of skateboarding (and youth counter cultures) in East Berlin during the 1980s.
  • STRONG! – an awesome new documentary on Cheryl Hayworth, Olympic weightlifter. It deals well with questions of athleticism, gender, and normativity.
  • Offside (2006) – from Iran. Interesting to look at cross-cultural understandings and expressions of gender. It looks at how gender is used to define spaces of sport: specifically the soccer stadium.
  • Fearless (2012)  – about Sarah Burke and top athletes who risk their life for high performance sport
  • The Legacy of Brendan Burke (2010) – about Brendan Burke, homosexuality, hockey.
  • The Code (2010) – about hockey’s unwritten law of fighting and the men who live by it.
  • The Rise and Fall of Theo Flury – (Part 1, 2008) (Part 2, 2010), about sexual abuse, homosexuality, masculinity in Junior A hockey (and professional hockey)
  • The Other Final – Made by two Dutch filmmakers who were dismayed that the Dutch national team did not make the 2002 World Cup, they arranged to have the then two bottom-ranked (by FIFA), Bhutan and Montserrat,  to play a match.
  • A State of Mind (2004) – on the mass games in N. Korea.
  • Sumo East and West
  • The Game of Their Lives (2002) – by Daniel Gordon on the N. Korean 1966 World Cup Team.
  • Kokoyakyu: High School Baseball – On high school teams competing in Japan’s famous national “Koshien” tournament.
  • Tokyo Olympiad parts – great for considering how Japan sought to represent itself during the 1964 Games.
  • A Normal Life: Chronicle of a Sumo Wrestler (2009)
  • Gaea Girls (2000) – on female wrestlers in Japan.
  • Brighton Bandits (2007) – first ever in-depth documentary about a gay soccer team
  • Justin (2008) — about gay footballer Justin Fashanu and a campaign against homophobia
  • Algorithm (2012) – gorgeous film about blind chess players in India
  • River of Life –about the breast cancer survivor voyageur canoe team  “Paddlers Abreast” competing in the Yukon River Quest wilderness canoe race – 740 kms/460 miles in three days. Available for purchase (about $20 or so) through the NFB of Canada and free here:

30 for 30 (ESPN series) – many documentaries that could be useful for teaching. 

Sport Films (Fiction):

  • Friday Night Lights
  • North Dallas Forty
  • Girlfight
  • Eight Men Out
  • The Fighter
  • Invictus
  • Sugar – You can use this to talk about sports migrants, race, and ethnicity
  • Bingo Long Traveling All Stars and Motor Kings
  • Varsity Blues
  • Coach Carter
  • Hurricane Season
  • Bend it Like Beckham
  • Chariots of Fire – discuss sport and early 20th century nationalism



great expectations

A few years ago, I was a teaching assistant for an introduction to sociology course that structured every reading and lecture around exploring the idea that social class determines life chances. Reading the TSP special article Environmental Inequalities, by Hollie Nyseth Brehm and David Pellow, reminded me of what a powerful and simple framework that is to introduce new students to the discipline of sociology or discussions about social inequality in general.

In the article, Nyseth Brehm and Pellow tackle the issue of environmental injustice by looking at how low income people, immigrants, people of color, and indigenous communities are much more likely to live near a major environmental hazard. Dismissing the idea that this is an “environmental” problem, they explain that it is instead rooted in broader economic, political, and social inequalities that are imbedded in our social discourses, structures, and institutions. The people who live near these hazardous areas face profound risks: for example, pollution from two coal-fired power plants in Chicago is thought to be responsible for 42 premature deaths, 66 heart attacks, and 720 asthma attacks each year. Many more environmental hazards like this exist across the country and world.

This article would be a terrific way to introduce students to discussions on inequality, environmental policy, or climate change. But it would also be effective as part of a class that seeks to expand students’ understanding of the relationship between social class and “life chances”—or the odds that an individual will obtain the resources and opportunities necessary for a long and successful life.

There is tremendous evidence that the life chances of the poor in the US suffer in comparison to the wealthier strata of society. Wealthier individuals have increased educational opportunities, income earning potential, and employment prospects—all elements of living a successful life. But the evidence also suggests something more alarming: a host of studies have posited a relationship between class and mortality directly. Put simply, poor people in the US have lower life expectancies than their wealthier compatriots. There are a variety of mechanisms though which this inequality comes about: for instance, poor people may have less access to quality medical care and nutrition, in addition to a higher risk of occupational hazards (e.g. black lung or injuries from heavy machinery). Furthermore, as the article discusses, the poor disproportionately live in close proximity to environmental hazards that threaten their health.  Below are a few examples that you could draw upon to make these points in class.

Class and Life Chances in Disasters

The Titanic is the classic extreme example of the relationship between social inequality and mortality, and it could be used in a class setting to begin to illustrate how gender, race, and aspects of social class impact our lives. It is well known that a passenger’s chance of surviving the Titanic disaster was directly tied to gender and class. Because the ship was divided into 1st, 2nd, and 3rd class cabins, class stratification was exceptionally clear. 62 percent of 1st class passengers survived (97 percent of women and 32 percent of men), versus 43 percent of  2nd class passengers (86 percent of women and 8 percent of men) and 25 percent of 3rd class passengers (49 percent of women and 13 percent of men).  These percentages exclude children, and the source is found here.

Expanding this discussion to Hurricane Katrina and other more recent disasters would further the discussion, guided by the following questions:

  • Assess the statement: Nothing exposes social inequality like disasters. Do you agree? If so, why might this be the case? If not, why not? Can you think of examples of other natural disasters where this statement was accurate?
  • On the Titanic, what were some of the mechanisms that explain the relationship between ship class and mortality? (E.g. proximity of cabins to lifeboats, rumors of physical restraint of 3rd class passengers, social attitudes towards women and children, etc.)
  • During Hurricane Katrina, what mechanisms help explain the relationship between social class and chance of survival? (E.g. construction of houses, access to transportation, etc.)

There are untold other topics in this line of discussion—including on the relationship between social class and incarceration, illness, death in war, and crime (selected readings on these subjects are listed below). At this point it would be useful to bring in Nyseth Brehm and Pellow’s article to emphasize to students that even in a less “extreme” scenario, the relationship between social class and life chances is a defining feature of our social world that must be analyzed seriously.

The following discussion questions might be useful when discussing this article:

  • Assess the statement: Class determines place of residence. Do you agree? If so, why might this be the case? If not, why not?
  • How might a communities’ ability to demand better environmental protections also be mediated by race or class?
  • The article notes that climate change is another example of environmental inequality. How is this the case? What does this mean for certain populations around the world? What are some of the ways that climate change may disproportionately impact certain populations in the future? (e.g. destruction of crops, conflicts over water, desertification, etc.)
  • Can you think of other situations in which class, race, or gender may play a determining role in an individual’s life chances? Mortality? Chance of success in the future?

Supplemental Readings

To deepen the discussion about the relationship between social class and life chances, a variety of subjects and articles might be introduced. Below are several readings to get the discussion going:

On the link between social class and death in war:

Zeitlin, Maurice, Kenneth G Lutterman, and James W Russell. 1973. “Death in Vietnam: Class, Poverty, and the Risks of War.” Politics & Society 3(3):313-28.

Dunne, John Gregory. 1986. “The War that Won’t Go Away.” The New York Review of Books.

On the link between social class and health/life-expectancy:

Antonovsky, Aaron. 1967. “Social class, life expectancy and overall mortality.” The Milbank Memorial Fund Quarterly 45(2):31-73.

Donkin, Angela, Peter Goldblatt, and Kevin Lynch. 2002. “Inequalities in life expectancy by social class, 1972–1999.” Health Statistics Quarterly 15:5-15.

Deaton, Angus. 2003. “Health, inequality, and economic development.” Journal of Economic Literature 41(1):113-58.

Tavernise, Sabrina. 2012. “Life Spans Shrink for Least-Educated Whites in the US.” New York Times.

*Marie Berry is a graduate student in the Sociology Department at UCLA. Special thanks to Maurice Zeitlin for the inspiration for this post.

In keeping with the theme Hollie started about what to do on the first day of class, I’ll share two activities that worked well in my first class of Intro to Sociology:

1) I have a small class this summer (23 students), so I had the time this semester to do student introductions. I wanted to use these introductions as a way to get students to start thinking about their social location. After a short lecture on the basics of sociological framework and the importance of examining context, I had students first go around the room and introduce themselves by name. Then, I asked them to add a little “context” to their introductions. Who are they? What experiences have shaped how they see the world? Instructions to the students:

  • ›Introduce yourself!
  • First, tell us your name (what you would like to be called).
  • ›For all subsequent rounds, introduce yourself further by adding context. Tell us something about your context (what has shaped your view of the world):
  • Who you are, your background, your family, your interests, what you like to do, who and what you identify with, your heroes, activities you do or used to do, why you are in college, your goals, places you have worked, etc.

Go as many rounds as you’d like (I did two). If students start to simply name their interests, start asking them how that interest may influence how they see the world to direct their thinking back to their own social location.


2) Next, I reviewed the basics what sociologists study. Then, to get students to start working out their own sociological imaginations, I had them spend five minutes jotting down their own sociological questions and then had everyone share at least one of their questions with the class.

Activity: ›Sociologists attempt to answer questions we have about the social world. What are some questions you have about the social world?

In a Word Doc (hooked up to a projector so they could see it), I wrote down all of their questions so  that we could come back to them throughout the semester to see if they had gained the tools to know how to answer them. If they asked questions that weren’t particularly sociological (for example: one student posed a question about renewable energy), I asked them to think about the social dimensions of this problem (e.g., business interests, capitalism, funding for scientific discovery, etc.)


New Books in Sociology is an untapped resource for the classroom.  In these podcasts, the hosts spend about an hour talking with the author of a new sociological book.  While they are all interesting, a recent podcast caught my (aspiring genocide scholar) eye.  Evil Men, by James Dawes, draws on firsthand accounts of convicted war criminals.  This podcast would make a fantastic assignment in a course covering genocide, human rights, international law, or criminology.  Below are a few questions that could accompany the podcast.

  1. Who did Dawes choose to interview, and why?
  2. Why were interviews an appropriate research method for this project?
  3. Were people willing to talk with Dawes?  Why do you think this was the case?
  4. What did Dawes learn about why these “evil men” committed the crimes they did?
  5. What do his findings tell us about why people commit war crimes?  Based on what you have heard, do you find anything problematic about drawing scientific conclusions from his book?

This podcast could also be paired with several other activities on Teaching TSP, such as these activities about the Milgram experiment and this activity about power.