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Social Stratification since the Renaissance

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Since the Renaissance, have the economic forces, social forces and social stratification shaped western nations? In what ways did this happen?

Also, how does the process of legitimization of social stratification work in western nations?

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https://brainmass.com/history/renaissance/social-stratification-since-the-renaissance-389032

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Dear Student,
Hello and thank you for using Brainmass. The solution below should get you started. It is a very broad topic but I have centered on a few key ideas to provide you with a starting point. You can also use the listed references for expansion, Good luck with your studies.

Sincerely,
OTA 105878/Xenia Jones

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Social Stratification

What is social stratification? Sociologically speaking, this refers to the division of society according to the economic capacity and social standing of people and individuals determined by factors that are ideological, cultural, political and most of all, financial. Social stratification is all about relational inequalities within society. This does not mean that one is permanently placed within a particular strata or stereotype, it only means that people 'fit' into it according to the kind of economic and social power (or lack of it) in the social group they move in. In the Western world, there is mobility within the social strata which means that people move up and down depending on varied elements (i.e. a poor person may be considered powerful and rich in the future if he/she gains wealth and power through education, politics and business activities). Now, the 3 main layers we refer to in the social strata are the following - upper class (comprising of the most wealthy and powerful), middle class (neither extremely powerful and wealthy but neither poor - this strata is economically the most powerful as they are the consumer strata and their demands and preferences dictate the economy and society) and the lower class (with less access to wealth and power, many dependent on the state and those in the lowest tier live in poverty). Now, it is important I believe to take note of the Weberian notation here. While social strata which dictates one's social class of mostly economic considerations, particular societies divest power on individuals due to varied other capacities and elements of identity. Among them for example cultural and religious elements. Clans that belong to a particular caste in India for example (i.e. the Dalit) will always be looked at differently because of ...

Solution Summary

The solution is a 1,256-word narrative that provides a discussion of the development of social stratification and the forces that influenced it since the period of the Renaissance. It takes on key elements from history as well as contemporary times to explore the legitimization of social stratification as it is today. References are listed for further studies.

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Renaissance & the Humanities in the Cinema

Hello Brainmass OTAs,
I need to do the paper below. I would really appreciate it if you can help me. I write the full assignment below -
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INTERNET ACTIVITY
Each theme of the unit features several Internet sites, selected for their completeness and relevance. For this theme we have selected:

1) http://www.monalisamania.com/ All about Mona Lisa, by the Friends of Mona Lisa.
2) http://www.michelangelo.com/buonarroti.html We can't do da Vinci and leave out Michelangelo. This site has just about everything you could want to know about him with dozens of links to his art.
3. http://www.angelfire.com/oh/Pretzel/dogsummary.html How would you teach Shakespeare's Hamlet to school children? Through cartoons, of course. Check it out (it would be nice to see Mel Gibson's movie Hamlet first).

HISTORY IN THE MOVIES

Yes, you can see movies for your grade! Send me a short report . Here are some suggestions:

RENAISSANCE

SHAKESPEAR IN LOVE= Shakespeare has writer's block but love overcomes all. Learn a lot about Renaissance theater, gender roles, petty politics, etc.

DANGEROUS BEAUTY= Life (and how!) in Renaissance Venice -- I quote from the DVD jacket: "Passion, seduction, betrayal ... a scandalous love story"

THE GIRL WITH A PEARL EARRING= The movie tries to imagine the story behind Vermeer's (Dutch painter) moving portrait. Haunting scenes of 16th century Netherlands.

THE AGONY AND THE ECSTACY= Charlton Heston plays Michelangelo as he tries to get the Sistine Chapel finished on time and struggles with the Pope all the way. An oldie but a goodie.

BOCCACCIO'S DECAMERON= The famous Italian director, Pier Paolo Pasolini, tells it just like Boccaccio. Warning: strictly X-rated.

THE CANTERBURY TALES= Same director, same rating (this guy is going to end up in jail)

NEITHER DR. ANDERSON OR INTERAMERICAN UNIVERSITY TAKE ANY RESPONSIBILITY FOR THE CONTENT (but it is a great window into popular culture). Make your own and get extra credit

http://hk.youtube.com/watch?v=zJ5p0E7cKwI a short video on da Vinci's machines and inventions using computer graphics

http://www.youtube.com/watch?v=8XxQdtiPDfQ Gutenberg! The Musical! No kidding it's on Broadway!

http://www.youtube.com/watch?v=N2VJ3O14iW4 Newton High School AP history class interprets Niccolo Machiavelli (some nice quotes). But he even comes off bad in the AP class

http://www.youtube.com/watch?v=BlLylnpxb9A a tourist shoots the Sistine Chapel with his cell phone (believe it or not it's just like this - noisy, crowded and hurried - but spectacular)

Then you are ready for the other learning activities (all those icons that clutter up the menu) - INTERNET ACTIVITIES, MOVIES, PLACES TO GO, MUSEUMS TO VISIT, YOU TUBE, HISTORICAL CONTROVERSIES, PRIMARY RESOURCES, WHAT IF? - not all appear on all the themes. You pick and choose what you want to do. Then you write a short report on what you have learned and post send it on your student journal (click Discussions, then click on My Journal and post your report there where I will give you feedback. You can also send me a copy by email and you should save yourself a copy on your personal computer).

Now, how do you get a grade? Your grade depends on the amount of work you are willing to do on the unit:

a report on what you learned (that would be 4-6 more reports for the unit or a grand total of 8-12 reports for an A on the unit)

A report should be about 75-100 words ( a line of print has about 10 words so 75 words is a long paragraph)

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