HSB Exam Review Topics PDF 2025

Challenge and Change Exam Review Topics Exam Date: Friday, January 24, 2025 - 9AM in Room 239. Arrive 10 minutes early. Exam Structure and Breakdown Teacher Note: ** Below is a guideline of study topics for your Part A: Multiple Choice (25 Question...

Challenge and Change Exam Review Topics Exam Date: Friday, January 24, 2025 - 9AM in Room 239. Arrive 10 minutes early. Exam Structure and Breakdown Teacher Note: ** Below is a guideline of study topics for your Part A: Multiple Choice (25 Questions - 25 Marks) final exam. A final exam is a cumulation of all course learnings Part B: Matching (15 Marks) from the semester. There is alway a risk of human error on a review sheet provided by a teacher, meaning there could be Part C: Case Study (10 Min Reading, 4 Questions - 10 Marks) content on the exam that is not outlined below, which would not Part D: Short Answer (4 Questions [no choices] - 10 Marks) be intentional. You are responsible for reviewing and compiling Total exam: 60 Marks key concepts from each unit to study for your final exam, however, to lighten the load I have helped you out the best I can. Sitting Time: 1.5 Hours (double time = 3 hours) Good luck with your review, please use class time to seek * Students cannot leave before the 1 hour mark. This means even clarification of content. I cannot provide further information if you finish early you must stay until 10 AM. regarding exam content or structure. Unit 1: Social Change 🗣️🔁 Unit 2: Social Patterns & Trends 👥📈 ➔​ Lesson 1 - Intro to Social Sciences ➔​ ◆​ Meaning of Psychology, Sociology, ➔​ Lesson 1 - Demography Anthropology ◆​ Natural increase/decrease ➔​ What is Social Change? ​ Characteristics of each and how ◆​ Description to calculate it ◆​ Examples from the course ➔​ Lesson 8 - Population Mobility ◆​ Apply the meaning of social change to ◆​ Description & reasons new context ◆​ Real life examples including learning ➔​ Unit Theories & Concepts from the articles ◆​ Each of the theories and their principles ➔​ Lesson 10 - Social Deviance ◆​ Be able to describe and identify theories ◆​ Criminal vs Deviant behaviour ➔​ Lesson 4 - Psychology and Social Change ◆​ How deviance = social change ◆​ Learning theories ◆​ Theories, descriptions, categorization ​ Basics of each theory by perspective ➔​ Lesson 5 - Anthropology & Social Change ◆​ Social Norms ◆​ What does anthropology focus on? ​ Description & characteristics ◆​ Cultural change ​ Specific terms ​ Internal & external factors ◆​ Conformity ​ What does the factor mean? ➔​ Lesson 11 - School-to-Prison Pipeline (real examples) ◆​ What is it? Characteristics ​ Acculturation ➔​ Lesson 12 - Crime and Restorative Justice ◆​ Anthropology schools of thought ◆​ Methods of deterrence ​ Functionalism & Materialism ◆​ Categories of crime ​ Rites of Passage ​ Types of crime (names) ​ Key words and characteristics of ◆​ Restorative justice each school of thought ​ Meaning and origins ​ Apply to new contexts ➔​ Generations - Overall ➔​ Lesson 6 - Micro/Macro-Sociology ◆​ Years of each ◆​ Terms and definitions ◆​ Changes & norms for each  ◆​ Social paradigm shift ◆​ Changes due to different generations ​ Real world examples ​ How Boomers impact future ◆​ Apply to new contexts ​ Aging population, description ➔​ Lesson 9 - Factors & Barriers of Change and impacts on society. How do ◆​ Know both forces and barriers and their we prepare? descriptions ◆​ Identify and apply forces in a new context ➔​ Lesson 11 - Technological Change ◆​ Key terms Unit 3: Global Social Challenges 🌎⚖️ ➔​ Lesson 1 - Globalization ◆​ Description ➔​ Lesson 2 - Discrimination, Prejudice, & Rights ◆​ Levels of racism (focus on the specific terms used in OUR course) ​ Descriptions ➔​ Lesson 3 - Globalization Theories ◆​ Key terms learned in this lesson how we describe different nations) ◆​ Main principle of each theory ◆​ Comparison of theories (activity) ➔​ Lesson 5 - Literacy & Socio-Economic Conditions ◆​ How is education/literacy related to poverty ◆​ Paradox of Poverty Unit 1: Social Change ➔​Lesson 1 - Intro to Social Sciences 🗣️🔁 ◆​ Meaning of Psychology, Sociology, Anthropology ​ Psychology: The study of the human brain and individual behaviours, emotions, cognitive processes and personality. ​ Sociology: The study of society and social behaviour. ​ Anthropology: The study of the human species and its origins and the development of its language and culture. ➔​What is Social Change? ◆​ Description ​ Changes in the way society is organized or changes in beliefs or practices of people who live in that society  ​ Social change can be alterations in: ○​ basic structures of a social group or society ○​ social institutions ○​ rules of accepted behavior ○​ value systems ○​ social relations between members of a society ◆​ Examples from the course ​ Things that can spur change: ○​ Crimes ○​ Natural Disasters ○​ Social movements (BLM, MeToo) ○​ Tech (social media) ◆​ Apply the meaning of social change to new context ➔​Unit Theories & Concepts ◆​ Each of the theories and their principles ​ https://docs.google.com/document/d/1onOoR6Nf1QN9Cp9PZgTaY6JfnW hyP5lNV5rDvkE6XYU/edit?tab=t.0 ◆​ Be able to describe and identify theories ➔​Lesson 4 - Psychology and Social Change ◆​ Learning theories ​ Basics of each theory ○​ Cognitive Dissonance Theory: Leon Festinger ◆​ when your actions/behaviour conflict with your attitude/opinion, you feel dissonance/discontent ○​ Classical Conditioning: Ivan Pavlov ◆​ when you pair one stimulus with another you can condition someone to learn to associate one stimulus with another therefore changing their behaviour ○​ Operant Conditioning: B.F. Skinner ◆​ If the subject is correctly rewarded it will give the appropriate response (positive reinforcement results in encouraging behaviour) ○​ Observational Learning: Albert Bandura ◆​ When humans observe behaviour – either acceptable or unacceptable – they are more likely to practice it ➔​Lesson 5 - Anthropology & Social Change ◆​ What does anthropology focus on? ​ *Anthropologists recognize that cultures are constantly changing ​ *Anthropologists contribute to the understanding of social change by examining the past and present cultures around the world. ​ *They study how change comes about in groups – what factors have affected change …external or internal, accidental or intentional, good or bad ◆​ Cultural change ​ Internal & external factors & what they mean? (real examples) ○​ Internal: ◆​ Invention- can be a new product, idea or social pattern that affects the way cultures function ○​ External: ◆​ Diffusion: The spread of a cultural trait from one society to another through social contact ​ When cultural groups come into contact with one another, whether through trade, migration, or war, traits of one group will spread to another ​ Example: the widespread adoption of the use of a cell phone across many different countries and cultures. ◆​ Direct Changes: One culture defeats or controls another and forces it to change aspects of it’s culture ​ It can often involve racist policies ​ Example: South African law that required all schools to teach children Afrikaans ◆​ Cultural evolution: Cultures evolve according to common patterns ​ Yet, many sociologist argue the process of adaptation is too complicated to be reduced to patterns ​ Example: Moving from hunter-gatherers to more industrialized stages in predictable patterns ◆​ Interaction: Social Change that comes from contact with other cultures ​ Example: Introduction of cattle ranches and fences resulted in the end of nomadic lifestyle of the San of South Africa  ◆​ Acculturation : Results from prolonged contact between two cultures in which they exchange symbols, beliefs and customs which can cause change for both groups ​ Example: Canadian-American relations ◆​ Incorporation: The free borrowing between cultures (a part of acculturation) ​ Example: Canadians borrowing canoes from First Nations and incorporating it into our culture ◆​ Anthropology schools of thought ​ Functionalism & Materialism ○​ Cultural Functionalism: Bronislaw Malinowski ◆​ A theoretical perspective that emphasizes how cultural practices and institutions serve specific functions in a society. ◆​ This perspective can be applied to the study of how cultural elements, such as family structures or religious practices, fulfill particular functions within a society, contributing to social cohesion, adaptation, and stability. ◆​ Cultural elements, needs, majority, institutions, stability. ○​ Cultural Materialism: Marvin Harris ◆​ Emphasizes the role of material conditions, such as resources and the environment, in shaping cultural practices and institutions ◆​ Cultural materialism can be applied to the study of how economic and ecological factors influence cultural behaviors, norms, and social structures ​ Rites of Passage ○​ Anthropologists study rites of passage as a way of understanding a culture’s beliefs and values. Rites of passage are elaborate ceremonies that signal an individual’s progress from one status to another, typically from child to adult. ○​ Most rites of passage allow the initiate to gain access to the knowledge and practices of adults within their culture. In many traditional cultures, rites of passage are performed by elders and the ceremonies may involve elaborate marks on the body to represent the transformation into adulthood.  ○​ Body modification and body art (i.e., tattoos, piercings, and decorative scarring) have a long history in human cultures. Anthropologists have found evidence that humans have adorned themselves with tattoos for thousands of years. ​ Key words and characteristics of each school of thought ​ Apply to new contexts ➔​Lesson 6 - Micro/Macro-Sociology ◆​ Terms and definitions ​ Microsociology ○​ Emphasizes how change occurs in an individual’s life depending on the social and environmental circumstances ​ Macrosociology ○​ A sociological approach that analyzes social systems on a large scale ◆​ Social paradigm shift ​ Real world examples ○​ Social Paradigm Shift: When a new set of ideas, beliefs, and values become strong enough to affect and change the way individuals perceive reality ○​ Eg. Earthrise: a photo of the earth taken from space. Earth appears fragile for the first time to many people. This dawned a more responsible era for environmentalism ○​ Eg. Gay Rights movement ○​ Eg. Introduction of Iphone ○​ Paradigm Paralysis:The inability/refusal to see beyond the current systems of thought. ◆​ Apply to new contexts ➔​Lesson 9 - Factors & Barriers of Change ◆​ Know both forces and barriers and their descriptions Forces FOR Description Real Life Example Change geography: Geographical factor Skin cancer rates in Australia are -​ Environment has effect on other things/we have the highest in the world partly physical effect on pollution due to the damage to the environme -​ Global warming ozone layer. nt -​ Negative effects on us, infrastructure, animals, resources. -​ Climate, weather, vegetation  -​ How close one culture group is to another & how This contact usually occurred that causes change through wars, exploration, and -​ Societies that are closer to each other change trade geography: rapidly compared to rural ones Something a diff country wouldn't proximity -​ Changes to other countries affects us too be able to do or own otherwise. -​ Intercultural contact -​ As population changes through immigration & People immigrating after COVID emigration because they thought since I -​ Immigrants can create diverse cities and can work remotely, why population challenge the social system should I stay in Canada? changes -​ Is there enough infrastructure for new people? -​ Meet unique needs (dietary, cultural, social) -​ We need population growth to stay stable. -​ The public have to agree with social change Indigenous water crisis protest. -​ If the public doesn’t want it, the change is unlikely to happen Boycott for a bus because of population -​ Population needs to be ready with the change, if Rosa Parks and ended with readiness it matches their moral values the US government changing -​ Methods of change like protest happen when the laws. People decided change people are ready for a change even if the was needed & so the policy structure might not be changed because of their protest. -​ Things in society change because something American Civil War - abolished larger is changing slavery -​ Large scale global impact WW2 - forced women into the external -​ Significant and immediate impact on social workforce events change 9/11 - stricter travel guidelines -​ Technology affects the way we interact with Ancient roman roads built to environment speed up soldiers arrival led technology -​ Farming advances means surplus of food that to trade and spread of can affect social change information -​ Population growth & urbanization -​ Where can people go that is close to the main Advances in medical technology city. Growth and urbanization to other places. like IVF and fertility drugs change families and procreation. Indirectly lead to potential increase in population.  -​ Charisma. Know how to appeal to people's needs Adolf Hitler gained the support of and emotions and create change. the public with emotional appeal -​ Leader needs to place demand on the population and well-spokenness. Doesn’t but promise rewards for their support matter if a cause is good, a -​ Leader can be good or bad but leadership skills leader needs to display their leadership are more influential. leadership skills for the group to -​ Magnetic style, having a strong popular support & support them. aspects of extraordinary, superhuman character. -​ Modernizing elites. Large groups that make a change. More common to see social change through the role of elites through influential charismatic leaders. Collectivistic societies: emphasize the group rather Civil rights movement. Started than individual. What's better for the group. Changes from looking at the responsibility need to benefit the group. Societies are more likely to be of the group and who would traditional benefit. Will this benefit the whole group? Civil unrest can be an social Individualistic societies: emphasis on individuals. opportunity to display change and Survival and doing well is measured personally. feel more positive about the environme Behaviour is guided by privileges and freedoms. country. nt Theoretically more tolerant of differences. Can cause conflict. Barriers AGAINST Change Description (resist change and stop it from happening. when things deviate too far from the norm) religion -​ Traditional institutions don't change very often, unlike society. -​ When it does change, it changes very slowly -​ Sometimes religion is main basis for law and culture in a society -​ Religion provides stability in times of change -​ Provides a sense of unity and identity. -​ What is morals when looking at issues from a religious perspective the expense of -​ Dollars or time -​ Price of change can be so high that society will choose not to change change -​ Poverty levels play a significant role in how change is adopted. traditions and culture -​ Social norms & change -​ The way it has always been done -​ Clash of worldviews ◆​ Identify and apply forces in a new context ➔​ Lesson 11 - Technological Change  ◆​ Key terms Force for Change Example from the Documentary Explanation Geography: Northernmost part of Europe, mobile phones surged. This example relates to how the Physical Communicate even up on the mountains, sea, car to physical environment of a location has a Environment car. significant impact on how technology is used and the characteristics that it Geography: Dating apps because you can see who is around you Proximity & near your area. Population As population grows, people moving Changes emigration, meeting friends online. Population People realized that mobility had to be everywhere. Growing up with it changing with it. Readiness Before, only businesspeople were using it but then teenagers used to because they valued private communication. First time teenagers could have unmonitored conversation with others, no noise. Unit 2: Social Patterns & Trends 👥📈 ➔​Lesson 1 - Demography ◆​ Natural increase/decrease ​ Characteristics of each and how to calculate it ○​ Natural Increase (NI) = more births than deaths ○​ Natural Decrease (ND) = more deaths than births ○​ Population change = (B + I) - (D + E) ◆​ B - number of births. ◆​ I - number of immigrants (people who have moved into the area) ◆​ D - number of deaths ◆​ E - number of emigrants (people who have moved out of the area) ➔​Lesson 8 - Population Mobility ◆​ Description & reasons ​ Definition: Population mobility is the movement of people within or between geographic areas. It includes: ○​ Internal Migration: Movement within a country. ○​ International Migration (Immigration): Movement from one country to another. ​ Pull factors: ○​ Economic: jobs, living standards ○​ Social: family, cultural freedom ○​ Environmental: safer conditions, more resources ​ Push Factors: ○​ Economic: lack of jobs, poverty ○​ Social: political or religious persecution ○​ Environmental: Natural disasters, climate change. ◆​ Real life examples including learning from the articles ​ https://docs.google.com/document/d/1q7Lhna53TN_G-BolSxHVi3cJ7xW fUC7uj7i7wwE6sGU/edit?tab=t.0 ​ https://classroom.google.com/u/3/w/NzA1NDYwNDI4Njgy/t/all ➔​Lesson 10 - Social Deviance ◆​ Criminal vs Deviant behaviour ​ In short, deviant doesn’t equal criminal. ​ However, generally speaking, if a behaviour or act is criminal, it is also deviant. There may be a few exceptions to the rule. ◆​ How deviance = social change ​ Deviant behaviour influences society and can reinforce or change norms. ​ Challenges traditional norms/values ​ Can be constructive or destructive ◆​ Theories, descriptions, categorization by perspective ​ Symbolic Interactionist Perspective ○​ Labeling Theory ◆​ Using language and symbols. People in power assigning labels and deming behaviour inappropriate can create crime and bring those labeled individuals closer to crime. ○​ Differential Association Theory ◆​ Criminal or deviant behaviour is learned through interaction and discussion with others in a small group.  ◆​ This is not influenced by mass media, instead a personal impact. Criminal behaviour can be learned but also unlearned, encouraging rehabilitation. ​ Functionalist Perspective ○​ Social Control Theory ◆​ The more conventional activities, praise, and achievement that the child feels, the less likely they are to show deviant behaviour. ◆​ If children do not have this socialization, they aim to achieve short-term gratification. ○​ Strain Theory ◆​ ○​ Structural Functionalism Theory ◆​ ​ Conflict Theory ○​ ​ Cultural Deviance Theory ○​ Socioeconomic, race, and ethnicity disparities led to different cultural values and ideas of deviance, leading to a small society with altered morals that are passed down from generation to generation. ◆​ Social Norms ​ Description & characteristics ○​ 1. Folkways ◆​ Minor customs of behaviour ◆​ Violation might turn heads but little more ◆​ Example of violating a folkway: Eating bread with a knife and fork ◆​ Your example: Wearing sunglasses indoors, not introducing yourself when someone introduces themself to you. ○​ 2. Mores ◆​ Established practices of a society ◆​ Could also be laws ◆​ Breaking mores have a harsher societal consequence. ◆​ Example of violating a more: Sleeping with your spouse’s sibling ◆​ Your example: Punching a coworker, breaking a tv or computer out of anger, stepping on a dog’s tail on purpose  ○​ 3. Taboos ◆​ So strongly held that violation of them brings revulsion to society ◆​ Punishment is quite severe ◆​ Example of violating a taboo would be committing incest or cannibalism ◆​ Your example: Killing someone, raping someone, assaulting a child ◆​ Conformity ​ Conformity = to follow or adhere to social norms ​ Subjective validity= believing your ideas/attitudes are “right” based on your judgment and similarity to the ideas/attitudes of others which leads to conformity ➔​ Lesson 11 - School-to-Prison Pipeline ◆​ What is it? Characteristics ​ Definition: Trend of pushing students, often from marginalized communities, out of education into the criminal justice system. ​ Characteristics: ○​ Policies and practices in schools disproportionately target certain groups. ○​ Increased likelihood of affected students entering the criminal justice system. ➔​Lesson 12 - Crime and Restorative Justice ◆​ Methods of deterrence ​ Capital Punishment ○​ Includes hanging, firing squad, electrocution and lethal injection. ○​ Abolished in Canada in 1976 ○​ Still used in some areas around the world ​ Sentencing to a Facility ○​ Many become involved with the correctional system ○​ Prison, juvie. ○​ Costs a lot of money to taxpayers ​ Fines and Community service ○​ Monetary fines, community service hours or both are options ○​ This is the most common sentencing option in Canada for lesser crimes ​ Restorative Justice  ○​ This approach focuses on the needs of the victim, the offender, and the community ○​ It may allow the victim to have a role in the process. ○​ Originally based on the traditional practices of Indigenous cultures and their belief that deviant behaviour is generally a result of being alienation ○​ Based on understanding of compassion. ○​ Addiction counseling, community service work, curfew ◆​ Categories of crime ​ Types of crime (names) ○​ Against a Person ◆​ Examples: assault, kidnapping, sexual assault, homocide ○​ Victimless ◆​ Examples: gambling, fraud, drug abuse ○​ Against Property ◆​ Examples: arson, theft, burglary ○​ Discrimination ◆​ Examples: disability, nationality or ethnic origin, religion, age, race, marital status, sex, sexual orientation, family status, previous convictions, color ◆​ Restorative justice ​ Meaning and origins ○​ “Although it is the responsibility of every individual to make positive choices for their life, regardless of personal circumstances, Restorative Justice principles are based on the understanding of compassion, that no one is an island, and that everyone is an equal member of society and has a contribution to make to the greater good” (source). ○​ As a result, it is up to everyone in that society to help bring that person back into harmony with him/herself and the community ○​ Originally based on the traditional practices of Indigenous cultures and their belief that deviant behaviour is generally a result of being alienation ➔​Generations - Overall ◆​ Years of each ​ Baby Boomers - 1946-1965 ​ Gen X - 1966-1980 ​ Gen Y - 1981-1996 ​ Gen Z - 1997-2012  ​ Gen Alpha - 2012-2024 ◆​ Changes & norms for each ​ Boomers ○​ Traditional gender norms ○​ Lots of disposable income ○​ Moon landing - quick tech advances ○​ Stagflation - Stagnant economic growth & rising inflation ○​ Sexual revolution in 1965 - contraception, sexual freedom, counterculture, women's liberation ○​ Honesty, morality, respect ​ Gen X ○​ Music subcultures ○​ Spirituality crisis ○​ Cautious about spending money ○​ Latchkey kids bc of single parent families or dual income households ○​ Work-life balance is stronger ○​ Bleak environment due to jonestown massacre, oklahoma city bombing & challenger explosion ○​ AIDS & homophobia ○​ Slacker stereotype when ppl couldn’t get jobs ​ Gen Y ○​ Social media ○​ Tech savviness ○​ Text communication ○​ Travel often since they can’t buy a home or start family ○​ Prioritize health & wellbeing ○​ Social justice & activism ○​ Cyberbullying ​ Gen Z ○​ Reliance on phones ○​ Remote working ○​ Social media use is high ○​ Digital era, climate concerns, covid-19 ○​ Equity & inclusion ​ Gen Alpha ○​ Everything available online ○​ Screen addiction ○​ Body image issues ○​ Mental health issues  ○​ Diverse cultures ◆​ Changes due to different generations ​ How Boomers impact future? ○​ Over the last several decades, there have been apocalyptic forecasts regarding the impact of aging boomers on society. Boomers are “a train wreck about to happen” due to a pandemic of chronic disease, mass dementia, in adequate pensions and pressures on a deteriorating health care system. ○​ There would also appear to be a significant overuse of hospital stays for elder Canadians. ​ Aging population, description and impacts on society. How do we prepare? ○​ These trends suggest the need for a more flexible healthcare system that can respond to significant shifts in population health as the boomers age over the coming decades. While the boomer generation may be demanding, it is also adaptable, technologically savvy and open to innovation. ◆​ 1. increase population health efforts, especially those targeting eating habits, obesity, and physical activity levels ◆​ 2. develop dementia treatment and care efforts ◆​ 3. find cost-effective ways to prevent and manage chronic conditions ◆​ 4. better understand health utilization among ‘healthy aged’ ◆​ 5. improve evaluation and coverage of prescription drugs ◆​ 6. use new technologies, such as telehealth and electronic medical records for tracking and research ◆​ 7. examine the private-public funding mix of the health care system Unit 3: Global Social Challenges 🌎⚖️ ➔​Lesson 1 - Globalization ◆​ Description ​ Globalization has provided jobs, allowed more travel, and introduced new products and technologies that make our lives easier and more productive – we accomplish more in less time, but the pace at which we live has also increased.  ​ The world has become increasingly interconnected ​ You can now connect with most people around the globe within a couple of seconds. ➔​Lesson 2 - Discrimination, Prejudice, & Rights ◆​ Levels of racism (focus on the specific terms used in OUR course) ​ Descriptions ○​ Personal Level: Personal racism manifests through people's individual beliefs about certain races or cultures. ◆​ Example: People believing that Muslims are terrorists ○​ Interpersonal Level: Interpersonal racism occurs when people's individual beliefs toward certain races or cultures affect how they treat the people of those races or cultures. ◆​ Example: People treating Muslims badly and attacking them (hate crime). ​ ○​ Institutional Level: Institutional racism occurs when racism and discrimination become embedded in the culture of our social institutions. ◆​ Example: People with Muslim last names not being allowed on a plane because of 9/11. ○​ Cultural Level: Cultural racism occurs when racism and discrimination become part of the dominant culture or ethnicity in a country. ◆​ Example: Muslim people are persecuted by the government (Ughyur Muslims in China) ➔​Lesson 3 - Globalization Theories ◆​ Key terms learned in this lesson how we describe different nations) Core Nation Semi-Periphery Nation Periphery Nation ​ Most economically advanced ​ More developed than Poorest and least developed nations peripheral, but less nations ​ Benefit most from the global market developed than core Little to no industrialization, ​ High levels of urbanization and nation uneven urbanization, little industrialization ​ Semi-industrialized or economic power ​ Wealthy with a wide variety of industrializing countries Rely on core nations to support resources, powerful militaries, and (countries that take country global alliances. natural resources are Easy to exploit for natural ​ Dominate the world system and turn them into goods for resources exploits the other nations core nations) Eg. countries in Africa, South ​ Eg. Canada, Germany, USA, Japan. ​ Eg. India, Brazil, Mexico America, and the Caribbean. ◆​ Main principle of each theory ​ Modernization Theory ○​ Definition: how societies develop and become modern ○​ Core nations built themselves up. ○​ Example: early societies relied on farming and agriculture with limited technology. Over time, the demand for food led to advancements in agriculture and led to more jobs. ​ Dependency Theory ○​ Definition: rich nations benefit from the resources that they take from underdeveloped countries ○​ Wealth is taken from poor countries to rich countries & that's why they're rich. Core nations should help underdeveloped countries. ○​ Example: britain and europe colonized other nations using their better military technology and naval strength ◆​ Comparison of theories (activity) ➔​Lesson 5 - Literacy & Socio-Economic Conditions ◆​ How is education/literacy related to poverty ​ Being able to read and write allows you to accomplish basic daily tasks, such as going to the grocery store, accessing bank accounts, or taking the subway. ​ You have to be literate in order to work in most jobs. ​ Literacy is need to participate in society. ​ Illiteracy can lead to poverty: being illiterate means that avenues of employment are limited, and so are opportunities to learn more, or to develop more skills. Being illiterate also means that you can’t teach your children how to read and that the transmission of knowledge is very restricted. ◆​ Paradox of Poverty ​ https://youtu.be/D9N7QaIOkG8?si=hhdW17lYptyWFUsL