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Unit 1 Gender and Society Analytical listening Listening 1 A Lecture A | & B | OK, so today we’re going to continue on the topic of how children are socialized. We’ll be looking at gender socialization—in other words, how, how children learn their gender roles. Gender is something that we learn— first from our parents, then from our peers, from school, and from the culture we live in. OK, let’s start with our parents. Generally, our gender roles are pretty clear to us by the time we’re around three years old. So how do we, how do we learn these roles so quickly? Well, one way is simply by what our parents say to us. Parents give female children a lot of compliments on how they look—on their appearance, right? We say things like, “What a pretty girl!” or “That’s a nice dress you’re wearing.” Girls might get compliments on other things, too, but they, they soon learn that being feminine has something to do with being attractive or pretty, right? Boys, in contrast, are complimented on what they do. We say things like, “Look how fast little Timmy can run! Good for you, Timmy!” So over time, boys learn that being, being masculine has something to do with their behaviour and with being active. Our peers, when we’re children—girls and boys around the same age as we are—also teach us about gender roles, and sometimes they’re not very nice about this either. They make fun of children who aren’t following the rules. Can you remember kids from your childhood who didn’t follow the gender rules? Schools continue, schools continue the process of gender socialization. Some schools have separate classes for girls and boys, and, um, of course school uniforms are different— pants for boys, and skirts or dresses for girls. Finally, the culture we live in has a lot to teach us about gender roles. C | As you know, one of the first questions when a baby is born is, “Is it a boy or a girl?” We think it’s important to know this because when children grow up, their role in the world depends on their gender—at least to some degree. But nowadays, gender roles are changing, and besides, there have always been a few people who are not average, who do not follow the usual gender pattern. One person from history who did not follow her usual gender role was Hatshepsut. Around 150 years before Tutankhamen ruled ancient Egypt as pharaoh, or king, Hatshepsut ruled for 21 years as the female king of Egypt. That’s right—female king, because there was no such thing as a queen as leader. A few women had filled the role of leader when their sons were too young to rule, but Hatshepsut stayed in power even after her stepson, Tutmose III, was old enough to rule. And she accomplished a lot while she was king! Up and down the Nile River we can still see the monuments and buildings that were constructed or repaired while Hatshepsut was king. It seems that she did not want to be forgotten. Besides the buildings and monuments, we have a lot of art from the time of Hatshepsut. And what’s interesting is that at first, Hatshepsut is shown with female characteristics—she was clearly a woman, but with the clothing and symbols of a king. For example, in one statue, she is seated and has the body of a woman but is wearing the headdress of a king. In later years, we see the reverse. All of the later artwork shows her as a man, with male characteristics. We’re not sure why Hatshepsut had her artists do this, but it may have helped her to keep power. It might have been easier for Egyptians to accept a man as king—or at least someone who looked like a man. Listening 2 A Conversation Between Classmates A | Mia: Hey, Dylan! Long time, no see! Dylan: Yeah, it’s been ages! I was gone all summer. I had a job working for my uncle, so I stayed with him in Toronto for two months. What about you, Mia? How’ve you been? Mia: Great! I just spent the time right here because I was taking a course in summer school. I want to graduate early. Dylan: Wow, you’re really working hard! So,... What do you think about this class we’re in? Mia: Oh, I think it’s going to be great! It’s such an interesting topic—“Gender and Sociology”. Dylan: Hmmph. I suppose. I can see that Professor Henley is very knowledgeable on the subject. But I can also see that I disagree with her about a lot of things. Mia: Such as... ? B | Dylan: Well, I think some jobs just aren’t good for women like firefighters for instance. Mia: What? You think women aren’t brave enough or something? Dylan: Hey, I never said that! But, well, they aren’t as strong— physically, I mean. Do you think a woman could carry me out of a burning building? Come on, everyone knows men are stronger than women. Mia: Ha! So, you think you’re stronger than the female athletes in the Olympics, just because you’re a man? Dylan: Well, no, of course not ... Mia: Then you can’t say that all men are stronger than all women. Here, let me draw you a graph ... Dylan: What’s that? Mia: It’s from my summer school class. We had to do some research on gender differences, and similarities. OK ... now ... look at this ... This line here shows how it looks if you make a graph of how strong women are, by how much weight they can lift. Here. A small woman can’t lift more than 20 pounds. And a woman athlete can lift 200 pounds. Right? Dylan: I don’t know, I guess so. Mia: Now, what about men? Can all men lift 200 pounds? Dylan: Well, no, probably not. Mia: Can you lift 200 pounds? Hmmm? Dylan: (laughter) Mia: So, maybe a really small man can only lift, oh, 50 pounds. And a really big man can lift 200, so not all men are equal in terms of physical strength either ... There are different levels of strength within the genders, too ... So, the line for men looks like this ... Do you see what I mean? In fact, it’s true that most men are stronger than most women ... so there is a gender gap when it comes to physical strength. But you can’t conclude that all men are stronger than all women. And if you have to lift, say, 150 pounds to be a firefighter, then some women can do the job. Dylan: Well, I suppose so. Mia: Besides, most women are smaller than most men. So possibly they can go into smaller spaces to rescue people. C | Dylan: It sounds like you just want women to compete with men and take their jobs away. Mia: No, I don’t! There are lots of good jobs that only women used to do, and now men are hired for them, too. Dylan: Hmm. I can’t think of any! Mia: Well, look at flight attendants. For a long time people thought that only women had the ability to be helpful on planes. Dylan: Yeah, back when they still used to call them stewardesses, right? Mia: Yeah! My aunt was a flight attendant— or stewardess—when she was young, and she said it used to be just awful. They were required to be very thin, and they weren’t allowed to keep their jobs if they gained weight! Oh, and they were forbidden to get married, and they had to stop working when they were 32—can you imagine? But now that’s all changed, fortunately, and the airlines encourage men to become flight attendants, too. There are lots of men who are flight attendants now. Dylan: It sounds like a great job to me—traveling every day and meeting so many people. I can’t imagine why the airlines didn’t want men. Mia: Well, they thought that all women were more helpful than all men! Dylan: Now, that’s a stupid idea. And hey, men can lift heavier bags for the passengers! Remember? “Most men are stronger than most women.” Mia: Dylan, you’re impossible! Viewing the World Wodaabe Narrator: For 51 weeks of the year, the Wodaabe, a nomadic African tribe, eke out a living on a parched strip of land in West Africa. In the 52nd week, they dance. This is far more than an ordinary dance, though. Part beauty pageant and part mating ritual, this dance is part of a seven-day festival that gives the men in the tribe the opportunity to show off for the women. For Wodaabe men, this is the time to weave the web of enchantment. For psychologists, the Wodaabe festival provides insight into the impact of appearance on attraction and social behavior. All the Wodaabe—but especially the men—pride themselves on their physical beauty. Light skin, thin lips, a long nose and jawline. The Wodaabe consider these to be the ideal features, and they accentuate them with carefully applied makeup. Wodaabe Man: If a man puts black color on his lips, it makes his white teeth stand out, and this is very attractive to women. If a man puts yellow on his face, it brings out his charm and personality and makes him irresistible. Narrator: The first part of the dance, known as the yaake, begins in the late afternoon. The dancers face the setting sun so its golden rays will enhance their beauty. The object of the yaake is to make oneself as irresistible as possible to the group of eligible women who are monitoring every move and expression. Narrator: The three most beautiful women of the clan act as judges. They express their approval of certain dancers by a tap on the chest without making eye contact. It is taboo for them to look directly at those they find attractive. The yaake ends just before sunset. Slowly the dancers disperse to prepare for the night’s festivities. After a rest period, preparations for the second part of the dance begin—the sacred dance of physical beauty called the geerewol. Unlike the yaake, in which the men are evaluated on charm and personality as well as looks, the geerewol dancers will be judged on the basis of beauty alone. Only the most handsome men dare to compete. Narrator: Normally the geerewol would be danced throughout the night, but a drought has shortened the supply of drinking water, so the Wodaabe elders call a halt to the dancing shortly before midnight. By then, many of the members have paired up. The women have chosen the men they find most attractive and appealing. Shortly after sunrise on the final night, the Wodaabe prepare to leave the celebration site. After a week of dancing, they are once again nomads. Further Listening Listening 1 Kabuki is a traditional form of singing and dancing theater that is still popular in Japan. One unusual characteristic of kabuki is that all the roles of women are played by male actors called onnagata. These actors spend many years studying women’s behavior and activities, such as sewing. Some people say that the actors are more feminine than real women are! There are many examples of male actors who play roles of the opposite gender, but the reverse doesn’t happen very often. The Year of Living Dangerously is a famous movie from the 1980s. It’s about an Australian journalist who meets a news photographer during a time of terrible violence. Many people didn’t notice that the star who played the role of Billy Kwan, the photographer, was actually a woman. Linda Hunt won an Academy Award for her acting in the movie. She gave Billy Kwan many characteristics that people think are masculine, especially courage. In the time of William Shakespeare, women were generally not allowed to appear on a theater stage. In Shakespeare’s plays, female characters like Juliet (in Romeo and Juliet) were played by young boys. Some of them became very famous, like Nathan Field. When their voices changed and they grew older, these actors had to start playing men’s roles. Listening 2 Question: Timis County is located in the western part of which European Country? Eric Yang knew the answer. “Romania!” he said, and became the winner of the National Geographic Bee. Every year, thousands of young people compete in this international contest of geographical knowledge. Three winners from each country go on to the world championship. For years, however, the contest’s organizers have wondered about a question of their own: An equal number of girls and boys enter the contest at the school and regional levels. Why are so many of the national winners boys? In the United States, Eric’s home country, only two girls have won the top prize since 1989. Gender may also be a factor in success at the world championships, too. When the National Geographic World Championship was held in Mexico City, a team of three boys from Canada beat 16 other national teams. The second prize went to three boys from the U.S.A., and the third prize to three boys from Poland. As in the past, most contestants were male, and two scientists investigated the reasons for this. They concluded that there is in fact a small gender gap in geography, but they couldn’t find the cause. Possibly, boys are taught to be more assertive than girls, or they might feel more pressure from their parents. Maybe boys have a better ability to use maps. Or maybe teachers encourage boys more in geography classes. Listening 3 For most of the year, the Wodaabe are nomadic, moving from place to place to find grass for their cattle. For one week each year, however, it’s festival time for the Wodaabe. It’s called the geerewol, and it’s a chance for Wodaabe men to show off for the women. The geerewol is a kind of beauty pageant, and the men who participate wear makeup to emphasize the features that are considered beautiful by the Wodaabe: long noses, strong white teeth, and large eyes, among other characteristics. The geerewol is all about attraction—both physical beauty and charm. While the men dance, the women watch and carefully evaluate the men’s appearance. When an available woman finds a man who is irresistible to her, she lets him know with small gestures. With many women watching, the pageant has many winners. Unit 2 Human Migration Analytical Listening Listening 1 A PowerPoint Lecture A | Professor: OK, could someone please turn off the lights? Good, thanks. Now, can everyone see the slide? Good. Now, we’ve been talking about emigration from one country to another. But emigration isn’t always from a country. In this first slide, you see a map of the state of North Dakota—in the U.S. We’re going to focus on this part of the state—western North Dakota. One hundred years ago, North Dakota had something that many immigrants were looking for. What do you think it was? Student: Was it farmland? Professor: That’s right. North Dakota had land, and that land attracted many immigrants from Europe— especially from Norway and Germany. They left their native countries and moved abroad. In North Dakota, they planted wheat, and they built houses and new towns. Nowadays, however, more and more people are leaving North Dakota—especially the rural areas—and moving to other states in the U.S. But before we get to that, let’s look more closely at the reasons immigrants left their original countries and went to North Dakota in the first place. B | & C | Professor: OK, could someone please turn off the lights? Good, thanks. Now, can everyone see the slide? Good. Now, we’ve been talking about emigration from one country to another. But emigration isn’t always from a country. In this first slide, you see a map of the state of North Dakota—in the U.S. We’re going to focus on this part of the state—western North Dakota. One hundred years ago, North Dakota had something that many immigrants were looking for. What do you think it was? Student: Was it farmland? Professor: That’s right. North Dakota had land, and that land attracted many immigrants from Europe— especially from Norway and Germany. They left their native countries and moved abroad. In North Dakota, they planted wheat, and they built houses and new towns. Nowadays, however, more and more people are leaving North Dakota—especially the rural areas—and moving to other states in the U.S. But before we get to that, let’s look more closely at the reasons immigrants left their original countries and went to North Dakota in the first place. Professor: That’s right. North Dakota had land, and that land attracted many immigrants from Europe— especially from Norway and Germany. They left their native countries and moved abroad. In North Dakota, they planted wheat, and they built houses and new towns. Nowadays, however, more and more people are leaving North Dakota—especially the rural areas—and moving to other states in the U.S. But before we get to that, let’s look more closely at the reasons immigrants left their original countries and went to North Dakota in the first place. Professor: This second slide shows one important reason—trains. By the early part of the 20th century, trains had arrived in this part of the country, so travel was easier. And when the railroad companies finished building, they sold their extra land—and they sold it cheap. The U.S. government was also selling land at low prices, and there were even ways to get land for free! You just had to live on the land for five years, plant some trees, and do a little farming—easy, right? Well, as you’ll see in this next slide, life wasn’t easy. The family that used to live in this house left a long time ago. That’s because after the 1920s, North Dakota had several years of very dry, very windy weather. The economic crisis of the 1930s made things even more difficult, so many farmers had to sell their land and leave. Professor: This next slide is a picture of Corinth in the middle of winter—a town that once had 75 people living in it. One of the six people who still live in Corinth today is a farmer named Melvin Wisdahl. Melvin is 83 years old. And though his two sons are still farmers, Melvin’s grandchildren will probably emigrate. That’s the trend in North Dakota. There aren’t many jobs, and there aren’t many people. But that’s not the whole story. This picture was taken at the North Dakota State University in Fargo. And it looks like a nice place, doesn’t it? In fact, some people are moving to North Dakota, but they’re moving to the larger cities, not to the small towns. Professor: So, what is happening in the small towns? Well, some people are trying to fight the emigration trend and preserve the old communities. Here, you see the Mystic Theatre in Marmarth, North Dakota. Every year, they invite poets to come here for the Cowboy Poets Weekend. That’s right—a whole weekend of poetry from writers in the Western states—and it’s a big event! Sadly, though, experts think the changes in North Dakota aren’t just temporary, they are permanent. They don’t think these small towns will grow again. Are there any questions? Listening 2 A Small Group Discussion A | Professor Garcia: All right! Now we’re going to take our discussion of immigration and emigration to a more personal level. I’m going to have you divide into groups of four. Then I want you to tell your group about someone you know who has emigrated—gone to live in another country— temporarily, or permanently. Does everyone have the chart? In the boxes across the top of the chart, you can write the names of the people in your group … OK … here on the left is the information you’re going to need. First, you’re going to write down who emigrated—their name, or their relationship to your classmate. Next, where did they come from? And where did they go to? Then … why did they emigrate? And finally, you’re going to take notes about whether they assimilated … or not! B | & C | Emily: OK, let’s get started … Are we all here? Sunisa, Josh, Nasir … Sunisa: And what’s your name? Emily: Sorry! I’m Emily … So, Josh, has your family always lived here in Chicago? Josh: Well, always since, oh, the 1930s. My grandparents came here from Poland, my dad’s parents. Nasir: Really? Why’d they leave? Josh: Have you forgotten your history? Poland was a dangerous place then. Everyone knew a war was coming, and my grandparents were lucky enough to get out. They had relatives in Chicago, so they settled in a Polish neighborhood there. Polish church, Polish grocery store, Polish everything. My grandma never really learned English. Emily: So, they didn’t want to assimilate