Ten Lessons In Introductory Sociology 2nd Edition Kenneth A. Gould ,Tammy L. Lewis - Solutions

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Identify the major aspects of the 1960s “due process revolution.”
Trace the development of the application of the Bill of Rights to criminal procedure from colonial times to the present.
Describe how the expansion of the Bill of Rights to state proceedings changed the due process and equal protection of law clauses.
Explain the significance of the phrase, “It doesn’t pay a law much of a compliment to declare it constitutional.”
Identify and describe two limits imposed on the U.S. Supreme Court’s powers.
Identify the five amendments to the U.S. Constitution that contain the criminal procedure amendments, and list the specific rights guaranteed in each amendment.
Identify six characteristics of constitutionalism.
Describe the differences between constitutions and laws.
Explain the importance of empirical and social scientific research in balancing the values at the core of criminal procedure.
Describe “good” evidence and “bad” methods in the law of criminal procedure.
What is meant by the phrase, “Hunches are never enough”?
Identify and describe two types of decision making in criminal procedure.
Explain the significance of racial discrimination in the history of U.S. criminal procedure since the Civil War.
Identify and describe two emergencies that have tested the balance between community security and individual autonomy.
Describe the pendulum swings in the U.S. history of criminal procedure from the 1960s to the present.
How does balancing ends and means create an uncomfortable tension for those trying to enforce the law? Summarize the positions of Judge Learned Hand and Professor Joseph Goldstein to illustrate this tension.
To whom do the rules we make to control crime apply? Why is it important to remind yourself of the answer to this question?
Why is it said that “Criminal law’s ultimate ends are dual and conflicting”?
Describe the two elements of balancing ends and means in criminal procedure.Give an example of each.
Explain the significance of the quote, “During wartime the Bill of Rights is put to sleep.”
Describe the two elements of balancing community security and individual autonomy in a constitutional democracy. Give an example of each element.
Who makes most constitutional law in the United States?
What does it mean to say that judge-made law leaves plenty of “play in the joints”?
What does it mean to say the Bill of Rights is “a code of criminal procedure”? Identify and define the two clauses in the Fourteenth Amendment from which all criminal procedure stems.
Identify the stages of the day-to-day operations of criminal procedure, which crime control agencies and officials control these operations, and the kind of law that controls their monopoly.
Identify and describe the difference between crime control for a police state, a pure democracy, and a constitutional democracy.
• What public sociology project could you imagined pursuing?
• What are the relations among public sociology and critical, policy, and professional sociologies? Give an example of each.
• What is public sociology, and does it differ from political activism?
• How can you, working with others, have an impact on one or more of the global social issues examined in this chapter? What technologies might you use in these efforts?
• How do the dynamics of a global society impact the kinds of jobs that you anticipate having over the course of your life? How do you think these might change over time?
• How does the breakfast you ate this morning reflect the globalization of the economy? What labor and environmental issues can you connect to the food you ate?
• How do you view social change? Do you agree with the evolutionary model, the dialectical model, or both? Who do you see as influencing social change the most: the state, corporations, social movements, or experts? Why?
• Why are so many young American adults not politically active or involved in social movements? What is necessary to get more people involved in social issues and social change?
• Think about your life. Consider your social location: class, race, eth- nicity, religion, gender, and sexuality. Think about the things you use: technology, clothes, food, and transportation. Ask yourself: How much control over these do you have? If you wanted to make changes in who you are and
• Why do feminist and queer sociologists argue for an intersectional ap- proach to understanding gender and sexuality?
• What is the difference between a biologically determinist approach to gender and sexual differences and a social constructionist approach? What is the difference between a social learning approach and a cogni- tive developmental approach to gender and sexuality?
• What are some of the messages given to boys and girls that contribute to gender differences? How do these messages contribute to compul- sory heterosexuality?
• Should we be concerned about the rising levels of inequality in the United States? If so, why should we care, and what should be done about it?
• In what ways do your tastes and habits reflect your class status? Do you think that your preferences in music and food, your hobbies, and other aspects of your lifestyle result from your economic position?
• What are the most important factors in determining whether people will be wealthy or poor? Are opportunities for upward social mobility equally available to all? If not, what policies could provide for more equal opportunity?
• What does the chapter suggest about the burden of race in American society? Are we all held accountable and do we all suffer-albeit in drastically different ways-from this burden? Since the concept of race is group-based and its effects are social, how can we, as individuals, make positive
• Think about when, if at any point, you have attempted to transcend or reject your racial socialization. What did you do? If you have never done it, then reflect on why you never have. Be sure to consider the rewards and costs entailed even if you have not attempted to openly oppose your
• Briefly describe and recount how and when you began noticing or realizing your race or ethnicity. In other words, what were the mes- sages you received about your "place" in society as compared to other racial/ethnic groups-for example, as an African American male, a white Jewish female, or a
• Legal definitions of the family in the United States don't recognize many of the relationships that increasingly sustain our lives as tra- ditional family forms decline. Think about the people intimately in- volved in your life. How many of them are related by marriage, birth, or adoption
• This chapter has given a few examples of ways that corporations are becoming increasingly involved in areas that used to be the respon- sibility of government. Do you think profit is a valuable motive in all areas of society? Are there certain aspects of a society where the profit motive might
• Describe the physical characteristics of the neighborhood you live in: Are there grocery stores? Parks? Usable sidewalks? Does it feel safe or dangerous to walk (and for whom)? How do the physical characteris- tics of your neighborhood affect your day-to-day life and the lives of the people you
• List the different seating arrangements you have seen in classrooms and describe how your expectations for classroom interaction varied with each. What other things do you look for or pay attention to in the first one or two class meetings to guide your understandings about what the class will
• Describe advertising that uses health claims as a marketing tool and discuss how you responded to those ads. Think about the interaction between fitness and attractiveness and health as both marketing de- vices and personal motivation.
• To what extent do you experience the benefits of the liquid or mutable self in a globalized society? To what extent do you experience the nega- tive side of such a self?
• What are some examples of major resocialization experiences in your life?
• Do you remember experiencing Mead's play phase as a child? If so, who or what did you pretend to be? Why?
• How might you gather data to address your questions? What patterns do you think you'd find? What causal relationships? Can you anticipate any ethical issues?
• Building on the research questions you raised in question 1, consider hypothetical responses based on what you know about the founders.
• Think about some of the social issues that affect your life: for instance, student debt, globalization of the economy, and the role of technology in relationships. Use your sociological imagination to think about why these issues speak to you. What types of research questions might you ask
• List a few personal troubles that you or people close to you have had. Can you connect those personal troubles to public issues? Are there ways in which public policies affected the way people close to you re- solved those troubles?
• Wright Mills argues that the life of an individual can only be under- stood in relation to the history of a society. In what ways has the history of your society shaped you as an individual? What historical events or processes seem particularly important to your life course now?
• In what ways have social structures and social institutions shaped the choices that you have made? How have they shaped the big choices, such as your decision to attend college? How have they shaped the little choices, such as what you had for breakfast this morning?

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Ten Lessons In Introductory Sociology 2nd Edition Kenneth A. Gould ,Tammy L. Lewis - Solutions

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