ebook download (Original PDF) Sociology, 9th Canadian Edition all chapter

(Original PDF) Sociology, 9th Canadian
Edition
Go to download the full and correct content document:
https://ebooksecure.com/product/original-pdf-sociology-9th-canadian-edition/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
(eBook PDF) Sociology Unlocked, Canadian Edition
http://ebooksecure.com/product/ebook-pdf-sociology-unlocked-
canadian-edition/
(eBook PDF) Principles of Sociology Canadian

Perspectives 4th Canadian Edition
http://ebooksecure.com/product/ebook-pdf-principles-of-sociology-
canadian-perspectives-4th-canadian-edition/
(eBook PDF) Sociology, Tenth Canadian Edition, 10th

Edition
http://ebooksecure.com/product/ebook-pdf-sociology-tenth-
canadian-edition-10th-edition/
(Original PDF) Sociology in Action 3rd Canadian Edition
http://ebooksecure.com/product/original-pdf-sociology-in-
action-3rd-canadian-edition/
(eBook PDF) Elements of Sociology 5th Canadian Edition
http://ebooksecure.com/product/ebook-pdf-elements-of-
sociology-5th-canadian-edition-2/
(eBook PDF) Elements of Sociology 5th Canadian Edition
http://ebooksecure.com/product/ebook-pdf-elements-of-
sociology-5th-canadian-edition/
(eBook PDF) Readings for Sociology 9th Edition
http://ebooksecure.com/product/ebook-pdf-readings-for-
sociology-9th-edition/
(Original PDF) Sociology in Our Times 7th Canadian

Edition
http://ebooksecure.com/product/original-pdf-sociology-in-our-
times-7th-canadian-edition/
(eBook PDF) Sociology: A Global Perspective 9th Edition
http://ebooksecure.com/product/ebook-pdf-sociology-a-global-
perspective-9th-edition/
JOHN J. MACIONIS LINDA M. GERBER NINTH CANADIAN EDITION
SOCIOLOGY
Contents vii
5.4 Discuss how our society organizes human

experience into distinctive stages of life.
7 Groups and Organizations 166
CHILDHOOD 134 The Power of Society to link people into groups 167
ADOLESCENCE 134
Social Groups 168
ADULTHOOD 134
7.1 Explain the importance of various types
OLD AGE 135
of groups to social life.
DEATH AND DYING 135
PRIMARY AND SECONDARY GROUPS 169
THE LIFE COURSE: PATTERNS AND VARIATIONS 136
GROUP LEADERSHIP 170
Resocialization: Total Institutions 136 GROUP CONFORMITY 170
5.5 Characterize the operation of total institutions. REFERENCE GROUPS 173
Seeing Sociology in Everyday Life 138 IN-GROUPS AND OUT-GROUPS 173
Seeing Sociology in Your Everyday Life 139 GROUP SIZE 174
Making the Grade 140 SOCIAL DIVERSITY: RACE, CLASS, AND GENDER 175
NETWORKS 177
6 Social Interaction in Everyday Life 142 Formal Organizations 178
The Power of Society to guide the way we do 7.2 Describe the operation of large, formal
organizations.
social networking 143
TYPES OF FORMAL ORGANIZATIONS 179
Social Structure: A Guide to Everyday Living 144
ORIGINS OF FORMAL ORGANIZATIONS 180
6.1 Explain how social structure helps us to CHARACTERISTICS OF BUREAUCRACY 181
make sense of everyday situations.
ORGANIZATIONAL ENVIRONMENT 182
Status 145 THE INFORMAL SIDE OF BUREAUCRACY 182
6.2 State the importance of status to social PROBLEMS OF BUREAUCRACY 183
organization. OLIGARCHY 183
STATUS SET 145
The Evolution of Formal Organizations 184
ASCRIBED AND ACHIEVED STATUS 145
7.3 Summarize the changes to formal
MASTER STATUS 146
organizations over the course of the
Role 146 past century.
6.3 State the importance of role to social SCIENTIFIC MANAGEMENT 184
organization. THE FIRST CHALLENGE: RACE AND GENDER 184
ROLE SET 146 THE SECOND CHALLENGE: THE JAPANESE WORK
ROLE CONFLICT AND ROLE STRAIN 146 ORGANIZATION 185
ROLE EXIT 148 THE THIRD CHALLENGE: THE CHANGING
NATURE OF WORK 185
The Social Construction of Reality 148
THE “MCDONALDIZATION” OF SOCIETY 186
6.4 Describe how we socially construct reality.
THE FUTURE OF ORGANIZATIONS:
THE THOMAS THEOREM 149
OPPOSING TRENDS 188
ETHNOMETHODOLOGY 149
Seeing Sociology in Everyday Life 190
REALITY BUILDING: CLASS AND CULTURE 150
Seeing Sociology in Your Everyday Life 191
Dramaturgical Analysis: The “Presentation of Self” 150
Making the Grade 192
6.5 Apply Goffman’s analysis to several
familiar situations.
PERFORMANCES 150 8 Sexuality and Society 194
NON-VERBAL COMMUNICATION 152
The Power of Society to shape our attitudes on
GENDER AND PERFORMANCES 153
social issues involving sexuality 195
IDEALIZATION 154
EMBARRASSMENT AND TACT 155
Understanding Sexuality 196
8.1 Describe how sexuality is both a biological
Interaction in Everyday Life: Three Applications 156
and a cultural issue.
6.6 Construct a sociological analysis of three
SEX: A BIOLOGICAL ISSUE 197
aspects of everyday life: emotions, language,
SEX: A CULTURAL ISSUE 199
and humour.
EMOTIONS: THE SOCIAL CONSTRUCTION OF FEELING 156 Sexual Attitudes 200
LANGUAGE: THE SOCIAL CONSTRUCTION OF GENDER 157 8.2 Explain changes in sexual attitudes in
REALITY PLAY: THE SOCIAL CONSTRUCTION OF Canada and elsewhere.
HUMOUR 158 THE SEXUAL REVOLUTION 201
Seeing Sociology in Everyday Life 162 THE SEXUAL COUNTER-REVOLUTION 203
Seeing Sociology in Your Everyday Life 163 PREMARITAL SEX 204
Making the Grade 164 SEX BETWEEN ADULTS 205
A01_MACI8043_09_SE_FM.indd 7 1/24/17 5:52 PM

viii Contents
Sexual Orientation 205 Deviance, Race, and Gender: Race-Conflict

8.3 Analyze factors that shape sexual orientation. and Feminist Theories 236
WHAT GIVES US A SEXUAL ORIENTATION? 206 9.5 Apply race-conflict and feminist
HOW MANY GAY PEOPLE ARE THERE? 207 theories to the topic of deviance.
THE GAY RIGHTS MOVEMENT 208 HATE CRIMES 236
Sexual Issues and Controversies 210 THE FEMINIST PERSPECTIVE: DEVIANCE

AND GENDER 237
8.4 Discuss several current controversies
involving sexuality. Crime 239
TEEN PREGNANCY 210 9.6 Identify patterns of crime in Canada
PORNOGRAPHY 212 and around the world.
PROSTITUTION 213 TYPES OF CRIME 239
SEXUAL ASSAULT 214 CRIMINAL STATISTICS 239

THE STREET CRIMINAL: A PROFILE 241
Theories of Sexuality 214
CRIME: CANADIAN, AMERICAN, AND
8.5 Apply sociology’s major theories to GLOBAL PERSPECTIVES 243
the topic of sexuality.
The Criminal Justice System 245
STRUCTURAL-FUNCTIONAL ANALYSIS 214
SYMBOLIC-INTERACTION ANALYSIS 216
9.7 Analyze the operation of the criminal
justice system.
SOCIAL-CONFLICT AND FEMINIST ANALYSIS 216
POLICE 245
COURTS 246
PUNISHMENT 246
COMMUNITY-BASED CORRECTIONS 250
9 Deviance 222 Seeing Sociology in Everyday Life 251

The Power of Society to affect the odds of Making the Grade 253
being incarcerated 223
What Is Deviance? 224 Part III Social Inequality
9.1 Explain how sociology addresses the
limitations of a biological or psychological 10 Social Stratification 255
approach to deviance.
SOCIAL CONTROL 224 The Power of Society to affect life expectancy 256
THE BIOLOGICAL CONTEXT 225 What Is Social Stratification? 257
PERSONALITY FACTORS 225 10.1 Identify four principles that underlie
THE SOCIAL FOUNDATIONS OF DEVIANCE 226 social stratification.
The Functions of Deviance: Structural-Functional Caste and Class Systems 259
Theories 227 10.2 Apply the concepts of caste, class, and
9.2 Apply structural-functional theories to meritocracy to societies around the world.
the topic of deviance. THE CASTE SYSTEM 259
DURKHEIM’S BASIC INSIGHT 227 THE CLASS SYSTEM 260
MERTON’S STRAIN THEORY 227 MERITOCRACY 260
DEVIANT SUBCULTURES 229 STATUS CONSISTENCY 261
Labelling Deviance: Symbolic-Interaction CASTE AND CLASS: THE UNITED KINGDOM 261
Theories 230 ANOTHER EXAMPLE: JAPAN 263
9.3 Apply symbolic-interaction theories CLASSLESS SOCIETIES? THE FORMER SOVIET UNION 263
to the topic of deviance. CHINA: EMERGING SOCIAL CLASSES 264
LABELLING THEORY 230 Ideology: Supporting Stratification 265

THE MEDICALIZATION OF DEVIANCE 231 10.3 Explain how cultural beliefs justify
SUTHERLAND’S DIFFERENTIAL ASSOCIATION THEORY 232 social inequality.
HIRSCHI’S CONTROL THEORY 232 PLATO AND MARX ON IDEOLOGY 265
Deviance and Inequality: Social-Conflict Analysis 233 HISTORICAL PATTERNS OF IDEOLOGY 266
9.4 Apply social-conflict theories to the topic Theories of Social Inequality 266
of deviance. 10.4 Apply sociology’s major theories to the
DEVIANCE AND POWER 233 topic of social inequality.
DEVIANCE AND CAPITALISM 233 STRUCTURAL-FUNCTIONAL THEORY: THE
WHITE-COLLAR CRIME 233 DAVIS-MOORE THESIS 266
CORPORATE CRIME 234 SOCIAL CONFLICT THEORIES: KARL MARX
ORGANIZED CRIME 234 AND MAX WEBER 268

Contents ix
SYMBOLIC-INTERACTION THEORY: STRATIFICATION

IN EVERYDAY LIFE 271 12 Global Stratification 307
Social Stratification and Technology: The Power of Society to determine a child’s
A Global Perspective 272 chance of survival to age five 308
10.5 Analyze the link between a society’s Global Stratification: An Overview 310
technology and its social stratification.
12.1 Describe the division of the world into high-,
THE KUZNETS CURVE 272
middle-, and low-income countries.
A WORD ABOUT TERMINOLOGY 310
Seeing Sociology in Your Everyday Life 275 HIGH-INCOME COUNTRIES 311
Making the Grade 276 MIDDLE-INCOME COUNTRIES 313
11
LOW-INCOME COUNTRIES 313
Social Class in Canada 278 Global Wealth and Poverty 314
The Power of Society to shape our chances 12.2 Discuss patterns and explanations
of living in poverty 279 of poverty around the world.
THE SEVERITY OF POVERTY 314
Dimensions of Social Inequality 280
THE EXTENT OF POVERTY 315
11.1 Describe the distribution of income and
POVERTY AND CHILDREN 316
wealth in Canada.
POVERTY AND WOMEN 317
INCOME 281
SLAVERY 317
WEALTH 282
EXPLANATIONS OF GLOBAL POVERTY 319
POWER 283
OCCUPATIONAL PRESTIGE 284 Theories of Global Stratification 319
SCHOOLING 285 12.3 Apply sociological theories to the
topic of global inequality.
Canadian Stratification: Merit and Caste 286
MODERNIZATION THEORY 319
11.2 Explain how one’s position at birth
DEPENDENCY THEORY 323
affects social standing later in life.
THE FUTURE OF GLOBAL STRATIFICATION 328
ANCESTRY 286
RACE AND ETHNICITY 287
GENDER 287
Social Classes in Canada 289
11.3 Describe the various social class
positions in Canadian society. 13 Gender Stratification 334
THE UPPER CLASS 290
THE MIDDLE CLASS 291 The Power of Society to guide our life choices 335
THE WORKING CLASS 292 Gender and Inequality 337
THE LOWER CLASS 292 13.1 Describe the ways in which society
The Difference Class Makes 293 creates gender stratification.
11.4 Analyze the impacts of social class MALE/FEMALE DIFFERENCES 337
position on health, values, and family life. GENDER IN GLOBAL PERSPECTIVE 337
HEALTH 293 PATRIARCHY AND SEXISM 339
VALUES AND ATTITUDES 294 Gender and Socialization 340
FAMILY AND GENDER 294 13.2 Explain the importance of gender
Social Mobility 294 to socialization.
11.5 Assess the extent of social mobility GENDER AND THE FAMILY 340
in Canada. GENDER AND THE PEER GROUP 341
SOCIAL MOBILITY IN CANADA 295 GENDER AND SCHOOLING 341
Poverty in Canada 295 GENDER AND THE MASS MEDIA 341
11.6 Discuss patterns and explanations of Gender and Social Stratification 342
poverty in the Canadian population. 13.3 Analyze the extent of gender
THE EXTENT OF CANADIAN POVERTY 296 inequality in various social
WHO ARE THE POOR? 296 institutions.
EXPLAINING POVERTY 299 WORKING WOMEN AND MEN 342
THE WORKING POOR 301 GENDER, OCCUPATIONS, AND INCOME 343
HOMELESSNESS 301 HOUSEWORK: WOMEN’S “SECOND SHIFT” 343
Seeing Sociology in Everyday Life 303 GENDER AND EDUCATION 343
Seeing Sociology in Your Everyday Life 304 GENDER AND POLITICS 349
Making the Grade 305 ARE WOMEN A MINORITY? 350

x Contents
VIOLENCE AGAINST WOMEN

SEXUAL HARASSMENT
351
355
15 Aging and the Elderly 399
PORNOGRAPHY 355 The Power of Society to shape emotional support for
Theories of Gender 356 elderly people 400
13.4 Apply sociology’s major theories The Greying of Canada 401
to gender stratification. 15.1 Explain the increasing share of elderly
STRUCTURAL-FUNCTIONAL THEORY 356 people in modern societies.
SYMBOLIC-INTERACTION THEORY 357 BIRTH RATE: GOING DOWN 402
SOCIAL-CONFLICT THEORY 358 LIFE EXPECTANCY: GOING UP 402
INTERSECTION THEORY 359 THE CONSEQUENCES OF POPULATION AGING
Feminism 359 FOR CANADA 403
13.5 Contrast liberal, radical and socialist AN AGING SOCIETY: CULTURAL CHANGE 404
feminism. THE “YOUNG” OLD AND THE “OLD” OLD 405
BASIC FEMINIST IDEAS 359 Growing Old: Biology and Culture 405
TYPES OF FEMINISM 361 15.2 Describe age stratification in global context.
PUBLIC REACTION TO FEMINISM 361 BIOLOGICAL CHANGES 405
GENDER: LOOKING AHEAD 362 PSYCHOLOGICAL CHANGES 405
Seeing Sociology in Everyday Life 365 AGING AND CULTURE 406
Seeing Sociology in Your Everyday Life 366 AGE STRATIFICATION: A GLOBAL SURVEY 407
Making the Grade 367 Transitions and Challenges of Aging 410
15.3 Discuss problems related to aging.
14 Race and Ethnicity 369 FINDING MEANING 410
SOCIAL ISOLATION 410
The Power of Society to determine the choice between RETIREMENT 411
marriage and common-law union 370 AGING AND INCOME 413
The Social Meaning of Race and Ethnicity 371 CAREGIVING 414
14.1 Explain the social construction of race and AGEISM 415
ethnicity. THE ELDERLY: A MINORITY? 416
RACE 371 Theories of Aging 416
ETHNICITY 374 15.4 Apply sociology’s major theories to the
MINORITIES 375 topic of aging.
Prejudice and Stereotypes 376 STRUCTURAL-FUNCTIONAL ANALYSIS: AGING AND
14.2 Describe the extent and causes of prejudice. DISENGAGEMENT 416
THEORIES OF PREJUDICE 377 SYMBOLIC-INTERACTION ANALYSIS: AGING AND ACTIVITY 417

SOCIAL-CONFLICT ANALYSIS: AGING AND INEQUALITY 417
Discrimination 378
14.3 Distinguish discrimination from prejudice. Death and Dying 418
INSTITUTIONAL PREJUDICE AND DISCRIMINATION 378 15.5 Analyze changing attitudes about the end of life.
PREJUDICE AND DISCRIMINATION: HISTORICAL PATTERNS OF DEATH 418
THE VICIOUS CIRCLE 378 THE MODERN SEPARATION OF LIFE AND DEATH 418
Majority and Minority: Patterns of Interaction 379 ETHICAL ISSUES: CONFRONTING DEATH 419
BEREAVEMENT 420
14.4 Identify examples of pluralism, assimilation,
segregation, and genocide. AGING: LOOKING AHEAD 420
PLURALISM AND MULTICULTURALISM 379 Seeing Sociology in Everyday Life 422

ASSIMILATION 380 Seeing Sociology in Your Everyday Life 423
SEGREGATION 380 Making the Grade 424
GENOCIDE 382
Race and Ethnicity in Canada

14.5 Assess the social standing of racial and ethnic
382
Part IV Social Institutions
categories in Canadian society.
SOCIAL STANDING 385
16 The Economy and Work 426
SPECIAL STATUS SOCIETIES 386 The Power of Society to shape your choices in jobs 427
IMMIGRATION TO CANADA: A HUNDRED-YEAR The Economy: Historical Overview 428
PERSPECTIVE 392
16.1 Summarize historical changes to the economy.
RACE AND ETHNICITY: LOOKING AHEAD 393
THE AGRICULTURAL REVOLUTION 428
THE INDUSTRIAL REVOLUTION 429
Seeing Sociology in Your Everyday Life 396 THE INFORMATION REVOLUTION AND
Making the Grade 397 POST-INDUSTRIAL SOCIETY 429

Contents xi
SECTORS OF THE ECONOMY 430 POLITICAL SOCIALIZATION 479

THE GLOBAL ECONOMY 433 THE PARTICIPATION OF WOMEN IN CANADIAN POLITICS 482
Economic Systems: Paths to Justice 435 Theories of Power in Society 483

16.2 Assess the operation of capitalist 17.4 Apply the pluralist, power-elite, and Marxist
and socialist economies. models to the Canadian political system.
CAPITALISM 435 THE PLURALIST MODEL: THE PEOPLE RULE 483
SOCIALISM 435 THE POWER ELITE MODEL: A FEW PEOPLE RULE 483
SOCIALISM AND COMMUNISM 436 THE MARXIST MODEL: THE SYSTEM IS BIASED 484
WELFARE CAPITALISM AND STATE CAPITALISM 436 Power beyond the Rules 485
RELATIVE ADVANTAGES OF CAPITALISM 17.5 Describe causes of both revolution
AND SOCIALISM 437
and terrorism.
CHANGES IN SOCIALIST COUNTRIES 438
REVOLUTION 485
Work in Canada’s Post-Industrial Economy 439 TERRORISM 486
16.3 Analyze patterns of employment and War and Peace 487
unemployment in Canada.
17.6 Identify factors encouraging war or peace.
THE DECLINE OF AGRICULTURAL WORK 439
THE CAUSES OF WAR 487
FROM FACTORY WORK TO SERVICE WORK 441
IS TERRORISM A NEW KIND OF WAR? 488
THE DUAL LABOUR MARKET 441
THE COSTS AND CAUSES OF MILITARISM 488
LABOUR UNIONS 442
NUCLEAR WEAPONS 489
PROFESSIONS 442
MASS MEDIA AND WAR 489
SELF-EMPLOYMENT 444
PURSUING PEACE 489
UNDEREMPLOYMENT 446
POLITICS: LOOKING AHEAD 490
THE UNDERGROUND ECONOMY 449
NEW INFORMATION TECHNOLOGY AND WORK 449
Corporations 451
16.4 Discuss the importance of corporations
to the Canadian economy.
ECONOMIC CONCENTRATION 452
18 Family 497
CONGLOMERATES AND CORPORATE LINKAGES 452 The Power of Society to affect the odds of a
CORPORATIONS AND THE GLOBAL ECONOMY 453 couple having children 498
THE ECONOMY: LOOKING AHEAD 454 Family: Basic Concepts and Global Variations 499
Seeing Sociology in Everyday Life 457 18.1 Describe families and how they differ
Seeing Sociology in Your Everyday Life 458 around the world.
Making the Grade 459 MARRIAGE PATTERNS 500
RESIDENTIAL PATTERNS 500
17 Politics and Government 461 PATTERNS OF DESCENT 501
PATTERNS OF AUTHORITY 502
The Power of Society to shape voting behaviour 462
Theories of the Family 502
Power and Authority 463
18.2 Apply sociology’s major theories to family life.
17.1 Distinguish traditional, rational-legal, STRUCTURAL-FUNCTOINAL THEORIES: FUNCTIONS
and charismatic authority. OF THE FAMILY 502
TRADITIONAL AUTHORITY 464 SOCIAL-CONFLICT AND FEMINIST THEORIES :
RATIONAL-LEGAL AUTHORITY 464 INEQUALITY AND THE FAMILY 504
CHARISMATIC AUTHORITY 464 MICRO-LEVEL THEORIES: CONSTRUCTING FAMILY LIFE 504
Politics in Global Perspective 465 Stages of Family Life 505
17.2 Compare monarchy and democracy as well as 18.3 Analyze changes in the family over
authoritarian and totalitarian political systems. the life course.
MONARCHY 465 COURTSHIP 505
DEMOCRACY 466 SETTLING IN: IDEAL AND REAL MARRIAGE 507
AUTHORITARIANISM 468 CHILD REARING 507
TOTALITARIANISM 468 THE FAMILY IN LATER LIFE 508
A GLOBAL POLITICAL SYSTEM? 468 Canadian Families: Class, Race, and Gender 511
Politics in Canada 469 18.4 Explain how class, race, and gender
17.3 Analyze economic and social issues shape family life.
using the political spectrum. SOCIAL CLASS 511
CULTURE, ECONOMICS, AND POLITICS 470 ETHNICITY AND RACE 511
POLITICAL PARTIES 472 MIXED MARRIAGE 513
VOTER APATHY 474 GENDER 513

xii Contents
Transitions and Problems in Family Life 514 19.5 Analyze patterns of religiosity in Canada.
18.5 Analyze the effects of divorce, remarriage, RELIGIOUS AFFILIATION 545
and violence on family life. RELIGIOSITY 548
DIVORCE 514 RELIGIOUS DIVERSITY: CLASS, ETHNICITY, AND RACE 548
REMARRIAGE AND BLENDED FAMILIES 517 RELIGION IN A CHANGING SOCIETY 550
FAMILY VIOLENCE 517 SECULARIZATION 550
ELDER ABUSE 519 “NEW AGE” SEEKERS: SPIRITUALITY WITHOUT
FORMAL RELIGION 551
Alternative Family Forms 519
RELIGIOUS REVIVAL: “GOOD OLD-TIME RELIGION” 552
18.6 Describe the diversity of family life
RELIGIOUS FUNDAMENTALISM 552
in Canada.
THE ELECTRONIC CHURCH 554
LONE-PARENT FAMILIES 520
RELIGION: LOOKING AHEAD 555
COHABITATION 520
GAY AND LESBIAN COUPLES 520
SINGLEHOOD 522 Seeing Sociology in Your Everyday Life 557
NEW REPRODUCTIVE TECHNOLOGIES AND FAMILIES 523 Making the Grade 558
FAMILIES: LOOKING AHEAD 523
Seeing Sociology in Everyday Life
Seeing Sociology in Your Everyday Life
525
526
20 Education 560
Making the Grade 527 The Power of Society to open the door to
higher education 561
19 Religion 529 Education: A Global Survey 562
20.1 Compare schooling in high-, middle-,
The Power of Society to shape our values and choices 530
and low-income countries.
Religion: Concepts and Theories 531 SCHOOLING AND ECONOMIC DEVELOPMENT 562
19.1 Apply sociology’s major theories SCHOOLING IN INDIA 563
to religion. SCHOOLING IN JAPAN 563
RELIGION AND SOCIOLOGY 532
SCHOOLING IN GREAT BRITAIN 564
STRUCTURAL-FUNCTIONAL THEORY: FUNCTIONS
SCHOOLING IN CANADA 565
OF RELIGION 532
SYMBOLIC-INTERACTION THEORY: CONSTRUCTING
The Functions of Schooling 566
THE SACRED 533 20.2 Apply structural-functional theory
SOCIAL-CONFLICT THEORY: INEQUALITY to schooling.
AND RELIGION 533 SOCIALIZATION 568
FEMINIST THEORY: GENDER AND RELIGION 533 CULTURAL INNOVATION 568
Religion and Social Change 534 SOCIAL INTEGRATION 568
19.2 Discuss the links between religion SOCIAL PLACEMENT 569
and social change. LATENT FUNCTIONS OF SCHOOLING 569
MAX WEBER: PROTESTANTISM AND CAPITALISM 534 Schooling and Social Interaction 569
LIBERATION THEOLOGY 535 20.3 Apply symbolic-interaction theory
Types of Religious Organizations 535 to schooling.
19.3 Distinguish among church, sect, and cult. THE SELF-FULFILLING PROPHECY 569
CHURCH 535 Schooling and Social Inequality 570

SECT 536 20.4 Apply social-conflict theory to schooling.
CULT 537 SOCIAL CONTROL 571
Religion in History and around the World 537 STANDARDIZED TESTING 572
19.4 Contrast religious patterns around STREAMING OR TRACKING 572

the world. ACCESS TO HIGHER EDUCATION 572
RELIGION IN PRE-INDUSTRIAL SOCIETIES 537 EDUCATION AND THE WORLD OF WORK 574
RELIGION IN INDUSTRIAL SOCIETIES 537 PRIVILEGE AND PERSONAL MERIT 579
WORLD RELIGIONS 538 Problems in the Schools 580

CHRISTIANITY 538 20.5 Discuss violence, dropping out, and other
ISLAM 539 problems facing today’s schools.
JUDAISM 540 SCHOOL DISCIPLINE AND VIOLENCE 580
HINDUISM 541 DROPPING OUT 581
BUDDHISM 543 ACADEMIC STANDARDS 581
CONFUCIANISM 544 Current Issues in Canadian Education 582
RELIGION: EAST AND WEST 544 20.6 Discuss home schooling and the
Religious Trends in Canada 544 impact of gender on educational outcomes.

Contents xiii
HOME SCHOOLING 582 Demography: The Study of Population 622

GENDER IN HIGHER EDUCATION 583 22.1 Explain the concepts of fertility,
EDUCATION: LOOKING AHEAD 585 mortality, and migration, and their
Seeing Sociology in Everyday Life 586 effects on population.
Seeing Sociology in Your Everyday Life 587 FERTILITY 622
Making the Grade 588 MORTALITY 623
MIGRATION 624
21 Health and Medicine 590 POPULATION GROWTH 625
POPULATION COMPOSITION 625
The Power of Society to shape patterns of health 591
History and Theory of Population Growth 626
What Is Health? 592 22.2 Analyze population trends using
21.1 Explain how patterns of health are Malthusian theory and demographic
shaped by society. transition theory.
HEALTH AND SOCIETY 592 MALTHUSIAN THEORY 627
Health: A Global Survey 593 DEMOGRAPHIC TRANSITION THEORY 628
21.2 Contrast patterns of health in low- GLOBAL POPULATION TODAY: A BRIEF SURVEY 629
and high-income countries. Urbanization: The Growth of Cities 630
HEALTH IN LOW-INCOME COUNTRIES 593 22.3 Summarize patterns of urbanization
HEALTH IN HIGH-INCOME COUNTRIES 593 in Canada and around the world.
Health in Canada 593 THE EVOLUTION OF CITIES 630
21.3 Analyze how race, class, gender, and THE GROWTH OF NORTH AMERICAN CITIES 631
age are linked to health. SUBURBS AND CENTRAL CITIES 632
AGE AND GENDER 595 Urbanism as a Way of Life 633
SOCIAL CLASS AND RACE 595 22.4 Identify the contributions of Tönnies,
MENTAL HEALTH 596 Durkheim, Simmel, Park, Wirth,
CIGARETTE SMOKING 596 and Marx to our understanding of
EATING DISORDERS 598 urban life.
OBESITY 598 FERDINAND TÖNNIES: GEMEINSCHAFT AND
SEXUALLY TRANSMITTED DISEASES 599 GESELLSCHAFT 633
ETHICAL ISSUES SURROUNDING DEATH 602 ÉMILE DURKHEIM: MECHANICAL AND ORGANIC
SOLIDARITY 634
The Medical Establishment 604
GEORG SIMMEL: THE BLASÉ URBANITE 634
21.4 Compare the medical systems in
THE CHICAGO SCHOOL: ROBERT PARK
nations around the world. AND LOUIS WIRTH 634
THE RISE OF SCIENTIFIC MEDICINE 605
URBAN ECOLOGY 637
HOLISTIC MEDICINE 605
URBAN POLITICAL ECONOMY 637
PAYING FOR MEDICAL CARE: A GLOBAL SURVEY 606
Urbanization in Poor Nations 639
THE SHORTAGE OF NURSES 610
22.5 Describe the third urban revolution
CANADIAN WOMEN IN MEDICINE 611
now under way in poor societies.
Theories of Health and Medicine 611
Environment and Society 639
21.5 Apply sociology’s major theories to
22.6 Analyze current environmental
health and medicine.
problems such as pollution and global
STRUCTURAL-FUNCTIONAL THEORY: ROLES 611
warming or climate change.
SYMBOLIC-INTERACTION THEORY: THE MEANING
THE GLOBAL DIMENSION 640
OF HEALTH 612
TECHNOLOGY AND THE ENVIRONMENTAL
SOCIAL-CONFLICT AND FEMINIST THEORIES:
DEFICIT 640
INEQUALITY AND HEALTH 613
CULTURE: GROWTH AND LIMITS 640
HEALTH AND MEDICINE: LOOKING AHEAD 614
SOLID WASTE: THE DISPOSABLE SOCIETY 641
WATER AND AIR 642
RAINFORESTS 646
GLOBAL CLIMATE CHANGE 646
Part V Social Change

DECLINING BIODIVERSITY 647
ENVIRONMENTAL RACISM 647
22 Population, Urbanization,
LOOKING AHEAD: TOWARD A SUSTAINABLE
SOCIETY AND WORLD 648
and Environment 620 Seeing Sociology in Everyday Life 650
The Power of Society to shape our view of
global warming 621

xiv Contents
23 Collective Behaviour and Social 24.1 State four defining characteristics of

social change.
Movements 655 Causes of Social Change 684
The Power of Society to encourage or discourage 24.2 Explain how culture, conflict, ideas, and
participation in social movements 656 population patterns direct social change.
CULTURE AND CHANGE 684
Studying Collective Behaviour 657
CONFLICT AND CHANGE 685
23.1 Distinguish various types of collective
IDEAS AND CHANGE 685
behaviour.
DEMOGRAPHIC CHANGE 685
Localized Collectivities: Crowds 658
Visions of Modernity 686
23.2 Identify five types of crowds and three
explanations of crowd behaviour. 24.3 Apply the ideas of Tönnies, Durkheim, Weber,
MOBS AND RIOTS 659
and Marx to our understanding of modernity.
FOUR DIMENSIONS OF MODERNIZATION 686
CROWDS, MOBS, AND SOCIAL CHANGE 660
FERDINAND TÖNNIES: THE LOSS OF COMMUNITY 687
THEORIES OF CROWD BEHAVIOUR 660
ÉMILE DURKHEIM: THE DIVISION OF LABOUR 689
Dispersed Collectivities: Mass Behaviour 662
MAX WEBER: RATIONALIZATION 690
23.3 Describe rumour, disasters, and
KARL MARX: CAPITALISM 691
other types of mass behaviour.
RUMOUR AND GOSSIP 662
Theories of Modernity 691
PUBLIC OPINION AND PROPAGANDA 662 24.4 Contrast analysis of modernity as
FASHIONS AND FADS 663
mass society and a class society.
STRUCTURAL-FUNCTIONAL THEORY: MODERNITY
PANIC AND MASS HYSTERIA 664
AS MASS SOCIETY 691
DISASTERS 665
SOCIAL-CONFLICT THEORY: MODERNITY
Social Movements 666 AS CLASS SOCIETY 694
23.4 Analyze the causes and consequences MODERNITY AND THE INDIVIDUAL 695
of social movements. MODERNITY AND PROGRESS 698
TYPES OF SOCIAL MOVEMENTS 667 MODERNITY: GLOBAL VARIATION 699
CLAIMS MAKING 668
Postmodernity 699
EXPLAINING SOCIAL MOVEMENTS 668
24.5 Discuss postmodernism as one type
GENDER AND SOCIAL MOVEMENTS 673
of social criticism.
STAGES IN SOCIAL MOVEMENTS 674
Modernization and Our Global Future 701
SOCIAL MOVEMENTS AND SOCIAL CHANGE 675
24.6 Evaluate possible directions of future change.
SOCIAL MOVEMENTS: LOOKING AHEAD 675
24 Social Change: Traditional, Glossary 708

Modern, and Postmodern References 715
Societies 681
Author Index 737
The Power of Society to shape our view of science 682
Subject Index 747
What Is Social Change? 684

Boxes
THINKING GLOBALLY
The Global Village: A Social Snapshot of Our World 10 Uprisings Across the Middle East: An End to the Islamic
Canadians and Americans: What Makes Us Different? 73 “Democracy Gap”? 490
“God Made Me to Be a Slave” 318 The Weakest Families on Earth? A Report from
Canadian Contributions to Livelihood and Food Security Sweden 506
in Isolated Communities of Latin America and India 322 A Never-Ending Disaster 666
Taxes and Tax Freedom Day 437 Indonesian Democracy and Development: Welcome but
Unexpected! 692
THINKING ABOUT DIVERSITY: RACE, CLASS, AND GENDER

Early Contributions of Women to the Social Sciences 22 Visible Minorities: Toronto, Vancouver, and Mon-
Conducting Research with Aboriginal Peoples 45 treal 384
Aboriginal Languages in Danger of Extinction 67 Aboriginal Elders: Cultural Custodians 409
Ethnic and Racial Identities: Evidence of Renewal and The French Canadians of Manchester, New Hamp-
Dilution 127 shire 430
Same-Sex Marriage in Canada 209 Aboriginal Self-Government 470
Suicide among Aboriginal People 228 School Attendance among Youth across Canada: Where
Titanic: Personal and Canadian Connections 258 You Live Makes a Difference 575
Social Class and Aboriginal Peoples 288 Aboriginal Education: From Residential School to Col-
Powerful Canadian Women 352 lege and University 577
Black Citizens of Canada: A History Ignored 381 NHS 2011: Minorities a Major Presence in Canada’s Larg-
est Metropolitan Areas 636
CONTROVERSY & DEBATE

Ontario’s First Boot Camp as a Total Institution: The Child-Care Debate 509
1997–2003 137 Does Science Threaten Religion? 553
The Abortion Controversy 211 Waiting for a Kidney Transplant: Canadian Patients and
Homicide in Toronto by Method and Region: Surprising the International Organ Trade 615
Findings 244 Apocalypse: Will People Overwhelm the Planet? 649
Setting Limits: Must We “Pull the Plug” on Old Age? 421 Are You Willing to Take a Stand? 676
International Adoption 503 We’re Different, Eh? 702
SOCIOLOGY AND THE MEDIA

Marshall McLuhan: Media Theorist 15 Crime in High Places 235
From Card Punching to Cyberspace: Evolution in the Computers and Social Class 289
Media of Research 55 Counting the Homeless in Toronto 302
The Information Revolution: What Would Durkheim, The Aboriginal Peoples Television Network 388
Weber, and Marx Have Thought? 110 Aging Boomers: Will They Develop a “Culture of
How Do the Media Portray Minorities? 131 Aging”? 404
Disease and Disability in Hollywood Film: 20 Years of Brain Drain: Brain Gain 444
Change 151 Working through Cyberspace 450
Virtual Community: Building Networks through Cyber- Who Decides? The Impacts of Modern Communica-
space 178 tions 480
The Boy Who Was Raised as a Girl 198 Check the Media: Religion Is Hot! 554
xv

xvi Boxes
Welcome to Cyber-School 584 The Canadian Revolution through the Information Revo-
Two-Tiered Health Care: Threat, Fact, or Fiction? 609 lution: The Point of No Return 700
Environmentally Friendly Canada, Eh! 644
SOCIOLOGY IN FOCUS
Feminist Research: Critical and Interpretive Exam- Understanding the Gender Gap in Occupation and
ples 43 Income and All the Fuss about Women as Breadwin-
New Symbols in the World of Instant Messaging 69 ners 344
What Makes Quebec a “Distinct Society” within Can- Distinct Societies and National Unity 391
ada? 101 Aging in Retirement Residences and Nursing Homes
The Social Construction of Reality: Reflections on Cana- with a Little Sex on the Side 412
dian Humour 160 Migrant Workers: Exploitation in Canadian Agricul-
The Club DJ: Local Musician, Global Ties 171 ture 440
The Tattoo and Social Organization 176 Spousal Violence in Canada 518
Rape and Date Rape: Exposing Dangerous Myths 215 Cohabitation among Canadians 521
Dangerous Masculinity: Violence and Crime in Religion in Canada: Decline or Renaissance? 546
Hockey 238 Explaining Educational Attainment 580
Cops Are People, Too! Reconciling Role Constructs with SARS, West Nile, One Mad Cow, and Bird and Swine
the Reality of Police Work and Explaining Police Devi- Flu 594
ance 247 Tradition and Modernity: The History of Jeans 688
Salaries: Are the Rich Worth What They Earn? 267 The True North LGBT: We’re “Post-Gay” 697
THINKING CRITICALLY
The Sociological Imagination: Turning Personal Prob- Computer Technology, Large Organizations, and the
lems into Public Issues 8 Assault on Privacy 188
Reading Tables: Aboriginal Employment and Income in The Welfare Dilemma: Canadian Perspectives 300
Canada 53 Regional Economic Disparities 432
Social Interaction: Life, Work, and Leisure in Cyber- The Free Market or Government Intervention? 455
space 154 Functional Illiteracy: Must We Rethink Education? 567

Maps
Cindy Rucker, 29 years old, recently Although she is only 28 years old,
took time off from her job in the Baktnizar Kahn has six children,
Brandon, Manitoba, public school a common pattern in Afghanistan.
Greenland
system to have her first child. (Den.) Area of inset
U.S.
RUSSIA
CANADA
GEORGIA KAZAKHSTAN
MONGOLIA
UNITED UZBEKISTAN
NORTH
ARMENIA KYRGYZSTAN
STATES AZERBAIJAN TURKMENISTAN TAJIKISTAN
KOREA
TUNISIA LEBANON SYRIA CHINA SOUTH

IRAN AFGHANISTAN KOREA JAPAN
ISRAEL IRAQ
MOROCCO West Bank KUWAIT BHUTAN
30° JORDAN
PAKISTAN NEPAL 30°
ALGERIA LIBYA BAHRAIN Hong
BAHAMAS QATAR
DOM. REP.
Western Sahara EGYPT SAUDI Kong
U.S. BELIZE Puerto Rico (U.S.) (Mor.) ARABIA
U.A.E. INDIA MYANMAR Taiwan
MEXICO CUBA ST. KITTS & NEVIS OMAN
(BURMA) Macao
ANTIGUA & BARBUDA MAURITANIA MALI LAOS
BANGLADESH
JAMAICA HAITI DOMINICA
CAPE NIGER ERITREA YEMEN
ST. LUCIA
VERDE
SENEGAL THAILAND PHILIPPINES
GUATEMALA BARBADOS CHAD VIETNAM
GRENADA
ST. VINCENT & THE GRENADINES GAMBIA
BURKINA SUDAN
EL SALVADOR FASO NIGERIA DJIBOUTI MARSHALL
TRINIDAD & TOBAGO GUINEA-BISSAU CAMBODIA
HONDURAS VENEZUELA GHANA ETHIOPIA ISLANDS
GUYANA GUINEA CENT. PALAU
NICARAGUA French Guiana SIERRA LEONE BENIN
AFR. REP. BRUNEI FEDERATED STATES
SRI OF MICRONESIA
COSTA RICA COLOMBIA (Fr.) LIBERIA TOGO CAM. SOMALIA LANKA MALAYSIA
UGANDA MALDIVES
PANAMA CÔTE D’IVOIRE EQ. GUINEA RWANDA Singapore
0° KENYA 0°
ECUADOR SURINAME SAO TOME & PRINCIPE GABON NAURU
DEM. REP. KIRIBATI
OF THE BURUNDI
REP. OF THE CONGO
CONGO TANZANIA COMOROS
I N D O N E S I A PAPUA SOLOMON
PERU
BRAZIL TIMOR-LESTE
NEW GUINEA ISLANDS TUVALU
SEYCHELLES
SAMOA ANGOLA MALAWI
ZAMBIA VANUATU FIJI
BOLIVIA MADAGASCAR
ZIMBABWE
NAMIBIA MAURITIUS
TONGA BOTSWANA New
PARAGUAY Caledonia
150° 120° CHILE MOZAMBIQUE AUSTRALIA (Fr.)
SWAZILAND
30° SOUTH 30°
LESOTHO
AFRICA
URUGUAY
20° 0° 20° 40° ARGENTINA NEW
0 500 Km ZEALAND
EUROPE
ICELAND SWEDEN
NORWAY FINLAND
90° 60° 30° 0° 30° 60° 90° 120° 150°
60° ESTONIA
Average Number of
LATVIA
RUSSIA Births per Woman
DENMARK
UNITED LITHUANIA
KINGDOM BELARUS 6.0 to 6.9
IRELAND NETH.
BEL. GERMANY
POLAND AN TARCTICA
CZECH UKRAINE
5.0 to 5.9
LUX. REP. SLVK.
SWITZ.
AUS.
HUNG. MOLDOVA 4.0 to 4.9
ROMANIA
FRANCE SLO.
CROATIA
BOS. & HERZ.
SERBIA 3.0 to 3.9
MONT. BULGARIA
ITALY
KOS. MAC.
ALB. 2.0 to 2.9
40° SPAIN GREECE
PORTUGAL TURKEY 1.0 to 1.9
MALTA CYPRUS
GLOBAL MAPS: Window on the World

1–1 Women’s Child-bearing in Global Perspective 6 15–1 Life Expectancy in Global Perspective 408
3–1 Language in Global Perspective 70 16–1 Agricultural Employment in Global Perspective
4–1 High Technology in Global Perspective 105 433
5–1 Child Labour in Global Perspective 133 16–2 Service-Sector Employment in Global Perspective
6–1 Housework in Global Perspective 147 434
7–1 Internet Users in Global Perspective 179 17–1 Political Freedom in Global Perspective 467
8–1 Contraceptive Use in Global Perspective 203 18–1 Marital Form in Global Perspective 501
8–2 Women’s Access to Abortion in Global Perspective 19–1 Christianity in Global Perspective 538
212 19–2 Islam in Global Perspective 540
9–1 Capital Punishment in Global Perspective 248 19–3 Hinduism in Global Perspective 542
10–1 Income Inequality in Global Perspective 273 19–4 Buddhism in Global Perspective 543
12–1 Economic Development in Global Perspective 312 20–1 Illiteracy in Global Perspective 564
12–2 The Odds of Surviving to the Age of 65 in Global 21–1 HIV/AIDS Infection of Adults in Global
Perspective 316 Perspective 603
13–1 Women’s Power in Global Perspective 339 22–1 Population Growth in Global Perspective 626
13–2 Female Genital Mutilation in Global Perspective
354
xvii

xviii Maps
Michael Agloolik of Nunavut may have For Anne Chandler of

a personal connection to someone who Prince Edward Island,
was murdered. homicide is something
that happens elsewhere.
Homicide Rates (per 100 000)

3 and over
2 to 2.9
1 to 1.9
Less than 1
National Average: 1.6/

100 000 population
Yukon
Territory
2.2 Northwest Nunavut
Territories 15.0
6.4
Atla
Pacific
ntic
Oc
ea
n
British Hudson Bay
Columbia Alberta
1.8 2.4
an
Newfoundland
Manitoba
ew
and Labrador
Ocean
3.9 0.8
ch
at
Quebec
sk
2.9 1.1
Sa
Ontario
1.2 Prince
Edward
Island
0.7
Nova Scotia
New 1.7
Brunswick
1.0
CANADA MAPS: Seeing Ourselves

7–1 Employment in Government Service for Canada, 16–1 Unemployment Rates for Canada, the Provinces,
the Provinces, and Territories, 2011 180 and Territories, 2011 448
9–1 Homicide Rates for Canada, Provinces, and Terri- 18–1 Percentage of Population that is Married by Prov-
tories, 2010 to 2014 (Five-Year Averages, Rates per ince and Territory, 2011 516
100 000 People) 241 19–1 Canadians Claiming “No Religion” by Province
11–1 Average Family Income for Canada, the Provinces and Territory, 2011 547
and Territories (2010) 283 20–1 Population Aged 25 to 64 with Bachelor’s Degree
14–1 Percentage of Foreign-Born Population for Canada, or Higher by Province and Territory, 2011 571
the Provinces, and Territories, 2011 394 21–1 Percentage of Population 12 Years and Over Who
15–1 Percentage of the Population Aged 65 and Older are Current Smokers (2014) 597
for Canada, 2011 403 22–1 Crude Birth Rates (births per 1000 population) by
Province and Territory, 2011 624

Preface
T
he world today challenges us as never before. The ask students to compare and contrast theories and apply
economy is uncertain, not only here at home but them to specific topics. In addition, questions throughout
around the world. Technological disasters of our the text provide students with opportunities to engage
own making threaten the natural environment. There is in discovery, analysis, and evaluation. The Sociology
much anger about how—and whether—our leaders are in Focus blog, to which readers can link to at the end of
doing their jobs. Perhaps no one should be surprised each chapter, gives readers the chance to evaluate many
to read polls that tell us most people are anxious about of the most current debates and controversies as they
their economic future, unhappy with government, and read frequent postings by a team of young and engaging
worried about the state of the planet. Many of us simply sociologists.
feel overwhelmed, as if we are up against forces we can We also strive to get students writing. First, students
barely grasp. will consistently encounter Journal Prompts through-
That’s where sociology comes in. For more than out each chapter, where they’re encouraged to write
150 years, sociologists have been working to better under- a response to a short-answer question applying what
stand how society operates. Sociologists may not have all they’ve just learned. A Shared Writing question at the end
the answers, but we have learned quite a lot. A beginning of each chapter asks students to respond to a question
course in sociology is your introduction to the fascinating and see responses from their peers on the same question.
and very useful study of the world around you. After all, These discussions—which include moderation tools and
we all have a stake in understanding our world and, as must first be enabled by the instructor—offer students an
best we can, improving it. opportunity to interact with each other in the context of
Sociology, Ninth Canadian Edition, provides a com- their reading. Finally, at the end of each chapter there is a
prehensive view of how the world works. You will find more comprehensive Seeing Sociology in Your Everyday
this book informative and even entertaining. Before you Life interactive essay.
have even finished the first chapter, you will discover Finally, another key part of the REVEL content is our
that sociology is not only useful—it’s also fun. Sociology video program—the Core Concept Video Series. This is a
is a field of study that can change the way you see the world series of short videos that fall into six categories.
and open the door to many new opportunities. What could be
• In The Big Picture videos, sociologist Jodie Lawston
more exciting than that?
provides an introductory overview of the text chapter.
• The Basics videos present a review of the most impor-
Sociology in REVEL: A Powerful and tant concepts for each core topic in the course, using
Interactive Learning Program an animated whiteboard format.
Sociology, Ninth Canadian Edition, places a thorough revi- • Sociology on the Job videos, created by Professor Tracy
sion of the discipline’s leading textbook at the centre of Xavia Karner, connect the content of each chapter to
an interactive learning program. Our outstanding learn- the world of work and careers.
ing program has been constructed with care and directed • Sociology in Focus videos feature a sociological per-
toward both high-quality content and easy and effective spective on today’s popular culture.
operation. Each major section of every chapter has a pur- • Social Inequalities videos, featuring Lester Andrist,
pose, which is stated simply in the form of a Learning introduce notable sociologists who highlight their
Objective. All the learning objectives are listed on the first own research, emphasizing the importance of inequal-
page of each chapter; they guide students through their ity based on race, class, and gender.
reading of the chapter, and they appear again as the orga-
• Thinking Like a Sociologist videos introduce students
nizing structure of the Making the Grade summary at the
to examples and issues using data. These friendly vid-
chapter’s end. These learning objectives also involve a
eos help build students’ quantitative analysis skills.
range of cognitive abilities.
Some sections of the text focus on more basic cogni- Videos from this series are placed within the narra-
tive skills—such as remembering the definitions of key tive where they are most relevant, ensuring that students
concepts and understanding ideas to the point of being encounter the videos at the most appropriate moment in
able to explain them in one’s own words—while others their reading.
xix

xx Preface
What’s New in This Edition? they think, and they are able to assess their own atti-
tudes against those of various populations.
Here’s a quick summary of the new features found
• Sociology in the Media. The author suggests short,
throughout Sociology, Ninth Canadian Edition.
high-quality videos that are readily available on the
• Learning Objectives. Each major section of every Internet and current articles on sociological topics
chapter begins with a specific Learning Objective. from respected publications.
These Learning Objectives have been reorganized and • Readings. Short, primary-source readings by notable
streamlined for this new edition. All Learning Objec- sociologists are provided to allow students to engage
tives are listed at the beginning of each chapter and directly with analysts and researchers.
they organize the summary at the end of each chapter.
• In Review. Engaging “drag and drop” interactives
• New Power of Society figures. If you could teach your offer a quick review of the insights gained by apply-
students only one thing in the introductory course, ing sociological theories to the issue at hand.
what would it be? Probably, most instructors would
answer, “to understand the power of society to shape
people’s lives.” Each chapter begins with a Power Chapter-by-Chapter Highlights
of Society figure that does exactly that—forcing stu-
dents to give up some of their cultural common sense Chapter 1 The Sociological Perspective
that points to the importance of “personal choice” by
• Power of Society figure: Couples Living Common-
showing them evidence of how society shapes our
Law by Province, 1981 to 2006 (new figure based on
major life decisions.
Canadian data)
• A new design makes this edition of the text the cleanest
• Chapter opener: male-female hand-holding as pat-
and easiest ever to read. Also, the photo and art pro-
terned behaviour
grams have been thoroughly reviewed and updated.
• Figure 1–1: Suicide Rates for Canada by Sex: 1951–2011
• Canadian references and examples appear through-
(updated figure)
out the Ninth Canadian Edition of Sociology, and for
some chapters—especially Chapter 11: Social Class • Figure 1–2: Suicide Rates for Canada by Age and Sex,
in Canada, Chapter 14: Race and Ethnicity, and 2011
Chapter 17: Politics and Government—substantial • Sociology and Canadian public policy
parts are entirely Canadian. In addition to Canadian • Canadian Sociology: Distinctive Touches—Harold
content throughout the body of the text, most of the Innis, John Porter, Marshall McLuhan, Erving Goff-
chapter openers, boxes, figures, and tables are unique man, Dorothy Smith, and Raymond Breton
to the Canadian edition. This edition includes numer-
• Sociology and the Media: Marshall McLuhan: Media
ous updated boxes dealing with Canadian issues or
Theorist (box)
research by Canadian scholars—as well as 100 tables,
figures, and Canada maps that have been updated • Thinking About Diversity: Early Contributions of
on the basis of Census 2011, the National Household Women to the Social Sciences (box based on Canadian
Survey (NHS 2011), and other Statistics Canada data. research)
• Table 1–1: Women and Men as Early Founders of the
Finally, the REVEL electronic version of Sociology is
Social Sciences (table combining data from multiple
now available with a full package of interactive learning
sources)
material that expands key themes of the text. These inter-
active elements include the following types: • Feminist and postmodernist theories included in the
Applying Theory table
• A Global Perspective. These items provide interna-
• Sociological perspectives on Canadian sports
tional contrasts. In some cases, they highlight differ-
ences between high-income and low-income nations. Chapter 2 Sociological Investigation
In other cases, they highlight differences between
Canada and other high-income countries. • Power of Society figure: Education and poverty
among Aboriginal peoples (new figure based on
• Diversity. These items expand the focus on race, class,
Canadian data)
gender, and other dimensions of difference within the
Canadian population. • Chapter opener: student research into election results
• Surveys. These items ask students timely questions • Table 2–1: Correlates of Piercings and Tattoos
about policy and politics. Students are asked what • Women as methodologists (based on Canadian sources)

Preface xxi
• Sociology in Focus: Feminist Research: Critical and Inter Chapter 6 Social Interaction in Everyday Life
pretive Examples (box based on the work of Canadian
sociologists) • Figure 6–2: The Prevalence of Common-Law Unions
in Canada, Quebec, and the Rest of Canada (updated
• Thinking About Diversity: Conducting Research with
figure)
Aboriginal Peoples (box)
• Sociology and the Media: Disease and Disability in
• Illustration of Survey Research: The Case of Anti- Hollywood Film—20 Years of Change (box)
Semitism in Quebec
• Thinking Critically: Social Interaction: Life, Work, and
• Thinking Critically: Reading Tables: Aboriginal Leisure in Cyberspace (box based on the Canadian
Employment and Income in Canada (box) scene)
• Table 2–2: Labour Force Participation and Income of • Sociology in Focus: The Social Construction of Reality:
Aboriginal Men and Women (revised table) Reflections on Canadian Humour (box)
• Sociology and the Media: From Card Punching to
Cyberspace: Evolution in the Media of Research (box Chapter 7 Groups and Organizations
based on personal experience)
• Chapter opener: McDonald’s and McDonald’s Canada
• Sociology in Focus: The Club DJ—Local Musician,
Chapter 3 Culture
Global Ties (box based on Canadian research)
• Chapter opener: excerpt from Kiss of the Fur Queen • Canadian illustrations of “groupthink”
(Tomson Highway)
• Sociology in Focus: The Tattoo and Social Organiza-
• Thinking About Diversity: Aboriginal Languages in tion (based on Canadian research)
Danger of Extinction (box)
• Sociology and the Media: Virtual Community—
• Thinking Globally: Canadians and Americans—What Building Networks through Cyberspace (box based
Makes Us Different? (box) on Canadian network research)
• Cultural Diversity in Canada (updated section) • Canada map 7–1: Employment in Government Ser-
• Figure 3–2: Immigrant Population by Place of Birth vice for Canada, the Provinces, and Territories, 2011
and Period of Immigration (updated figure) (updated map)
• Table 3–1: Mother Tongues in Canada, 1996, 2001, • Japanese organizational principles applied in Canada
2006, and 2011 (updated table) • Thinking Critically: Computer Technology, Large
Organizations and the Assault on Privacy (box based
Chapter 4 Society on Canadian policy)
• Power of Society figure: Education and internet access,

Chapter 8 Sexuality and Society
United States and Canada (new figure)
• Power of Society figure: attitudes towards same-sex
• Chapter opener: What is it about Canadian society
relations (new figure)
that is so intriguing?
• Chapter opener: sex reassignment—the experience of
• Sociology in Focus: What Makes Quebec a “Distinct
Canadians Sylvia Durand and Cynthia Cousens
Society” within Canada? (box)
• Sociology and the Media: The Boy Who Was Raised as
a Girl (box based on a Canadian story)
Chapter 5 Socialization
• Sexual Attitudes in Canada (updated sections)
• Power of Society figure: television viewing by age • Table 8–1: Canadian Attitudes toward Non-marital
among Canadians (new figure) Sex, Extramarital Sex, and Homosexuality
• Thinking About Diversity: Ethnic and Racial Identi- • Table 8–2: How Canadians and Americans View Pre-
ties: Evidence of Renewal and Dilution (box) marital Sex (updated table)
• Table 5–1: Ethnic and Racial Identities: Immigration • Thinking About Diversity: Same-Sex Marriage in Can-
and Intermarriage (table based on Canadian data) ada (updated box)
• Sociology and the Media: How Do the Media Portray • Teen pregnancy (updated), pornography, prostitution,
Minorities? (box) and sexual assault as Canadian issues
• Controversy and Debate: Ontario’s First Boot Camp as • Controversy and Debate: The Abortion Controversy
a Total Institution (box) (updated box based on Canadian policy)

xxii Preface
• Sociology in Focus: Rape and Date Rape—Exposing • Sociology in Focus: Salaries—Are the Rich Worth What
Dangerous Myths (box based on Canadian research) They Earn? (updated box based on Canadian data)
Chapter 9 Deviance Chapter 11 Social Class in Canada

• Power of Society figure: imprisonment of Aboriginals • Power of Society figure: ethnic origins and poverty
(new figure) (new figure based on Canadian data)
• Thinking About Diversity: Suicide among Aboriginal • Chapter opener: Winnipeg’s homeless hero, Faron
People (box) Hall
• Rocco Perri: Canada’s link to Al Capone (under Mer- • Figure 11–1: Pre- and After-Tax Income by Family
ton’s Strain Theory) Structure in Canada, 1985 to 2010 (new figure)
• Figure 9–2: Graphic representation of labelling theory, • Table 11–1: Distribution of Income by Quintile in
linking primary and secondary deviance (created by Canada: 1961 to 2011 (updated table)
L.M. Gerber)
• Table 11–2: Average Family Income (in after-tax
• Sociology and the Media: Crime in High Places (box – dollars) by Quintile for Canada (2011) (new table)
Adscam, Conrad Black)
• Canada Map 11–1: Average Family Income for Canada,
• Figure 9–3: Incidence of Hate Crimes Motivated by the Provinces and Territories (2010) (updated map)
Race, Ethnicity, Religion, and Sexual Orientation,
• Occupational prestige in Canada (Creese/Goyder)
Canada, 2013 (new figure)
• Sociology in Focus: Dangerous Masculinity—Violence • Figure 11–2: Distribution of Occupational Prestige,
and Crime in Hockey (box based on Canadian research) 1975 and 2000 (based on Canadian research)
• Canadian criminal statistics (including homicide by • Table 11–3: Income by Highest Level of Educational
women) Attainment (in 2010 dollars) (new table based on
Canadian data)
• Figure 9–4: Violent and Property Crime Rates in
Canada, 1962–2012 (updated figure) • Figure 11–3: Average Employment Income in Canada
• Canada Map 9–1: Homicide Rates for Canada, Prov- for Selected Categories, 2010 (updated figure based on
inces, and Territories, 2010 to 2014 (updated map) Canadian data)
• Crime and punishment in Canada, by social class, race, • Figure 11–4: Percentage with Income of $80 000 or
ethnicity, Aboriginal identity, and gender (updated More for Selected Categories: Canada, 2010 (new
sections) figure based on Canadian data)
• Table 9–1: Homicide by Method for Canada, 2000– • Thinking About Diversity: Social Class and Aboriginal
2014 (updated) Peoples (updated box)
• Controversy and Debate: Homicide in Toronto by • Social classes in Canada (updated sections)
Method and Region: Surprising Findings (analysis by • Sociology and the Media: Computers and Social Class
LM Gerber) (updated box based on Canadian research)
• Table 9–2: Homicide by Method and Non-Fatal Shoot- • Table 11–4: You Are Richer Than You Think (Canada/
ings in Toronto, January to June 2012 (created by LM US comparison)
Gerber)
• Social mobility in Canada
• Sociology in Focus: Cops are People Too! Reconciling
• Poverty in Canada (updated)
Role Constructs with the Reality of Police Work and
Explaining Police Deviance (box based on Canadian • Figure 11–5: Average Income of Immigrants by Period
research) of Immigration and Educational Achievement
• Punishment from a Canadian perspective • Figure 11–6: Average Family Income by Family Struc-
• The criminal justice system, including Aboriginal sen- ture (2000, 2005, and 2010 in Constant 2010 dollars)
tencing circles (new figure based on Canadian data)
• Figure 11–7: Prevalence of Low Income by Family
Chapter 10 Social Stratification Structure, 2010 (new figure based on Canadian data)
• Power of Society figure: life expectancy in selected • Thinking Critically: The Welfare Dilemma: Canadian
countries (new figure) Perspectives (box)
• Thinking About Diversity: Titanic—Personal and • Sociology and the Media: Counting the Homeless
Canadian Connections (box) in Toronto (box)

Preface xxiii
Chapter 12 Global Stratification • Ethnic and racial mixing or intermarriage in Canada

(updated section)
• Canada and Low-Income Countries (updated sections)
• Table 14–1: The Top 30 Ethnic Origins in Canada:
• Thinking Globally: Canadian Contributions to Live- Single- and Multiple-Origin Responses, 2011 (new
lihood and Food Security in Isolated Communities table compiled by LM Gerber))
of Latin America and India (box based on Canadian
• Prejudice and racism in Canada
research)
• Profiles of Lincoln Alexander and Michaëlle Jean
Chapter 13 Gender Stratification • Prejudice and stereotypes in Canadian perspective
• Chapter opener: the fight for personhood (1927) and • Pluralism, multiculturalism, institutional complete-
sexual equality in the Charter of Rights and Freedoms ness in Canada
(1982) • Assimilation and segregation in Canada and the United
• Working Women and Men in Canada (updated section) States
• Gender, occupation, and income in Canada (updated • Race and Ethnicity in Canada (updated section)
section) • Thinking About Diversity: Black Citizens of Canada—
• Figure 13–2: Employment Rates of Men and Women A History Ignored (box)
(15 Years of Age and Over) in Canada, 1971 to 2011 • Figure 14–2: Visible Minority Population of Canada,
(updated figure) Provinces, and Territories, 2011 (new figure)
• Figure 13–3: Employment Rates of Men and Women (35 • Social Standing (revised and updated section)
to 44 Years of Age) in Canada, 1971 to 2011 (updated
• Thinking About Diversity: Visible Minorities—Toronto,
figure) Women’s “Second Shift” (updated section)
Vancouver, and Montreal (revised box)
• Table 13–1: Average Income for Full-time Work, the
• Table 14–2: Visible Minority Population of Montreal,
Gender Gap, and Percentage Female in Selected Occu-
Toronto, and Vancouver, 2011 (new table)
pations (table compiled by LM Gerber)
• Table 14–3: Education, Employment, and Income
• Table 13–2: Educational Certification by Sex and Age
among Selected Ethnic Categories, 2011 (new table)
(Populations 15 and Over, and 35 to 44 Years of Age)
in Canada, 2006 and 2011 (updated table) • Special Status Societies: Aboriginal peoples (updated
section)
• Table 13–3: Benchmarks for Women in Canadian Poli-
tics and Public Life (table) • Special Status Societies: the Québécois
• Gender and politics in Canada • Sociology and the Media: The Aboriginal Peoples Tele-
vision Network (box based on Canadian research)
• Minority women/intersection theory/Aboriginal
women • Immigration to Canada: a hundred-year perspective
• Violence against and by women in Canada (updated • Figure 14–3: Immigration to Canada, 1885–2009
section) (updated figure)
• Sociology in Focus: Understanding the Gender Gap in • Sociology in Focus: Distinct Societies and National
Occupation and Income and All the Fuss about Women Unity (box)
as Breadwinners (box based on Canadian research) • Table 14–4: The Top 25 Places of Birth for Immi-
• Thinking About Diversity: Powerful Canadian Women grants Arriving from 2006 to 2011 (new table based
(updated box) on Canadian data)
• Sexual Harassment (updated section) • Canada Map 14–1: Percentage of Foreign-Born Popu-
• Intersection Theory (new section) lation for Canada, the Provinces, and Territories, 2011
(updated map)
• Thinking About Diversity: Canadian Women in
Hockey—Going for Gold (box) Chapter 15 Aging and the Elderly
Chapter 14 Race and Ethnicity • Power of Society figure: emotional support for the
elderly (new figure based on Canadian data)
• Power of Society figure: ethnic origins and the choice
between marriage and common-law union (new • Chapter opener: Gladys Powers—WWI veteran—who
figure based on Canadian data) died at age 109 in BC
• Chapter opener: Stuart McLean on racism and dis- • Population aging in Canada
crimination against Blacks • Consequences for Canada

xxiv Preface
• Figure 15–1: Age Pyramids of Canada for 1951, 1981, • Sociology in Focus: Migrant Workers—Exploitation in
and 2011 Canadian Agriculture (box based on Canadian research)
• Canada Map 15–1: Percentage of the Population Aged • Labour unions in Canada
65 and Older for Canada, 2011 (updated map) • Professions (including Canada’s 36 distinct regulated
• Sociology and the Media: Aging Boomers—Will they professions)
Develop a “Culture of Aging”? (box based on Canadian • Sociology and the Media: Brain Drain: Brain Gain (box
materials) dealing with the Canadian story)
• Thinking About Diversity: Aboriginal Elders—Cultural
• Self-employment, underemployment, and unemploy-
Custodians (box including the profile of Sarah Abel,
ment (updated sections)
who died at age 102 in Yukon)
• Table 16–2: Employment among Canadians 25 to
• Table 15–1: Happiness Reported by Senior Men and
64 Years of Age by Sex and Educational Attainment,
Women by Health of Self and Spouse (table based on
2011 (new table)
Canadian research))
• Canada Map 16-1: Unemployment Rates in Canada,
• Social isolation of the elderly
the Provinces, and Territories, 2011 (updated map)
• Table 15–2: Living Arrangements of Seniors in
• Sociology and the Media: Working Through Cyber-
Canada, 2011 (new table)
space (box based on Canada)
• Sociology in Focus: Aging in Retirement Residences
• Corporations, economic concentration, and “the new
and Nursing Homes with a Little Sex on the Side (box)
Canadian establishment”
• Table 15–3: Low Income After Tax by Age and Family
• Canadian multinational corporations (updated section)
Status, 2012 (new table)
• Table 15–4: Income among Canadian Seniors by Sex, • Thinking Critically: The Free Market or Government
2011 (new table) Intervention? (box focused on Canada)
• Caregiving and Elder Abuse in Canada • Looking Ahead – the fate of the Trans-Pacific Partnership
• The right-to-die debate (updated section) Chapter 17 Politics and Government

Chapter 16 The Economy and Work • Power of Society figure: voter turnout by age, 2011 and
2015 (new figure based on Canadian data)
• Power of Society figure: ethnicity and career choices
(new figure based on Canadian data) • Politics in Canada—numerous updated sections
• Chapter opener: The most powerful woman in Cana- • Table 17–1: Dates of Entry into Confederation (table)
dian banking, Julie Dickson • Thinking About Diversity: Aboriginal Self-
• Thinking About Diversity: The French Canadians of Government (updated box)
Manchester, New Hampshire (box) • Political parties and election results (updated section)
• Figure 16–2: The Canadian Economic Structure, 1871– • Figure 17–3: Support for Canada’s Federal Political
2011 (updated figure) Parties, 1988, 1993, 1997, 2000, 2004, 2006, 2008, 2011,
• Thinking Critically: Regional Economic Disparities and 2015 (Percentage of the Popular Vote) (updated
(updated box) figure)
• Figure 16–3: Percentage of Labour Force Employed • Table 17–2: Seats Won in the Elections of 2008, 2011,
in Manufacturing Industries (the Secondary Sector) and 2015, by Party (updated table)
in Canada, 2011 (new figure based on Canadian data) • Figure 17–4: Support for Canada’s Political Parties
• Canada’s economic system: capitalism with socialist by Province and Territory: in the Elections of 1988,
leanings 1993, 2011, and 2015 (Percentage of the Popular Vote)
• Thinking Globally: Taxes and Tax Freedom Day (revised and updated figure)
(updated box) • Sociology and the Media: Who Decides? The Impacts
• Table 16–1: Tax Freedom Days in Canada and the of Modern Communications (box)
United States, 2000–2016 (updated table) • Political participation in Canada (including participa-
• Work in Canada’s Post-industrial Society (updated tion by women)
chapter section)
Chapter 18 Family
• Figure 16–4: Employment Status of Populations
15 Years of Age and Over for Selected Categories, 2011 • Power of Society figure: the odds of a couple having
(new figure based on Canadian data) children (new figure)

Another random document with
no related content on Scribd:
[6] Herodotus, I.
[7] Herodotus, I.
[8] Ibid.
CHAPTER VIII
THE BEGINNING OF THE PERSIAN WARS[1]
I. DARIUS AND THE IONIAN REVOLT
The rule of the Lydian Kings over the Ionian cities in Asia Minor had not
been a hard one, but that of the Persians was different, for they established
tyrants in all the Greek cities, and required the assistance of their soldiers
and sailors in their wars, things which were very bitter to the freedom-loving
Greeks.
When Darius had become King, he determined, like the Great Kings
before him, to add yet more lands to his empire, and so made ready an army
which was to invade Scythia, the region north of the Black Sea. As the
Persians themselves were not naturally sailors, the Greeks in the Ionian cities
were forced to send a large number of ships to the help of this expedition.
Darius and his army set out, and, arriving at the River Ister (now known
as the Danube), were joined by the Ionian ships. Here Darius commanded
that a bridge of boats should be built, and then taking a cord in which he tied
sixty knots, he called the Ionian leaders together and said to them:
Men of Ionia, do ye now keep this rope and do as I shall say:—So
soon as ye shall have seen me go forward against the Scythians, from that
time begin, and untie a knot on each day: and if within this time I am not
here, and ye find that the days marked by the knots have passed by, then
sail away to your own lands. Till then, guard the floating bridge, showing
all diligence to keep it safe and to guard it. And thus acting, ye will do for
me a very acceptable service.
Having said this Darius hastened forward on his march.
Scythia was a land totally unknown to the Persians, and strange tales
were told in after years of the adventures of the King and his army. The
Scythians were a nomad people, and they believed themselves to be
invincible. When they heard that Darius was in their land with the intention
of conquering it, they "planned not to fight a pitched battle openly, but to
retire before the Persians and to drive away their cattle from before them,
choking up with earth the wells and the springs of water by which they
passed and destroying the grass from off the ground." For some time Darius
pursued this mysterious people, but he could never come up with them.
Now as this went on for a long time and did not cease, Darius sent a
horseman to the King of the Scythians and said as follows: "Thou most
wondrous man, why dost thou fly for ever, when thou mightest do of
these two things one?—if thou thinkest thyself able to make opposition to
my power, stand thou still and cease from wandering abroad, and fight;
but if thou dost acknowledge thyself too weak, cease then in that case
also from thy course, and come to speech with thy master, bringing to
him gifts of earth and of water." To this the King of the Scythians made
reply: "My case, O Persian, stands thus: Never yet did I fly because I was
afraid, either before this time from any other man, or now from thee; nor
have I done anything different now from that which I was wont to do also
in time of peace: and as to the cause why I do not fight with thee at once,
this also I will declare unto thee. We have neither cities nor land sown
with crops, about which we should fear lest they be captured or laid
waste, and so join battle more speedily with you; but know this that we
have sepulchres in which our fathers are buried; therefore come now, find
out these and attempt to destroy them, and ye shall know then whether we
shall fight with you for the sepulchres or whether we shall not fight.
Before that, however, we shall not join battle with thee. About fighting let
so much as has been said suffice; but as to masters, I acknowledge none
over me but Zeus my ancestor and Hestia the Queen of the Scythians. To
thee then in place of gifts of earth and water I shall send such things as it
is fitting that thou shouldest receive; and in return for thy saying that thou
art my master, for that I say, woe betide thee."
The King of Scythia sent gifts to Darius as he had promised, strange and
mysterious gifts. He sent him a bird, a mouse, a frog and five arrows. At first
the Persian could not imagine what these gifts might mean, but one of his
wise men interpreted them as meaning that "unless ye become birds and fly
up to the heaven, or become mice and sink down under the earth, or become
frogs and leap into the lakes, ye shall not return back home, but shall be
smitten by these arrows."
The Scythians continued to lead the Persians from place to place in this
strange campaign, until at last they brought them back again to the Ister
where the Ionians were guarding the bridge of boats. The Scythians arrived
first, and they tried to persuade the Ionians to break up the bridge, so that
Darius would find no means of escape and would then fall into their hands.
Some of the Greeks were in favour of doing this, but the Tyrant of Miletus,
who wanted to keep on good terms with Darius, advised against such
treachery and his word prevailed. In order to get the Scythians away, they
pretended, by moving a few of the boats,, that they were going to destroy the
bridge, but when Darius came, after a moment's fear that he had been
deserted, he found the bridge still there, and he crossed safely and returned
to his own land.
When Darius learned that it was owing to the advice of the Tyrant of
Miletus that the bridge had been saved, he sent for him and praised him
highly for what he had done, telling him he knew him to be a man of
understanding and well-disposed towards him, and that in consequence he
wished him to go with him to Susa, to eat at his table and to be his
counsellor. Darius did this because in reality he distrusted him and preferred
that he should be near him in Susa, where his movements could be watched.
In the meanwhile a kinsman of this Tyrant had been left in his place at
Miletus, and when a rebellion broke out in Naxos, he undertook to put it
down, hoping that this would bring him favour from the King. Unfortunately
for him, he was unsuccessful, and as he very much feared the wrath of the
King, he decided that as he could not put down the rebellion, he would
himself join it. The Greeks in Miletus were more than willing to revolt from
the Persian yoke and they were joined by other Ionian cities. But they did
not feel strong enough to stand alone against Persia, so they sent
ambassadors to Greece asking for help from their kinsmen there. Sparta was
asked first. The ambassador appealed to the King and told him that the
Ionians felt it was a disgrace not only to themselves but also to the Spartans,
who were looked upon as the leaders of all men of Greek birth, that they
should be slaves instead of freemen. "Now therefore," he said, "I entreat you
by the gods of Hellas to rescue from slavery the Ionians who are your own
kinsmen." He then went on to describe the Persians whom he might conquer,
the wealth of their land and all the benefits that would come to him if he
would help the Ionians to become free. The King told him he would think it
over and give him an answer on a day following. When the day came, the
King asked the ambassador from Miletus how many days' journey it was
from the sea of the Ionians to the residence of the King. Now it must be
remembered that no part of Greece was far from the coast, and that no
Greek, not even a Spartan who was a soldier rather than a sailor, was happy
if he felt out of reach of the sea. So the feelings of the Spartan King can be
understood, when he was told that to reach the city of the King of Persia was
a journey of three months from the sea. His mind was quickly made up.
"Guest-friend from Miletus," he said, "get thee away from Sparta before the
sun has set; for thou speakest a word which sounds not well in the ears of the
Lacedaemonians, desiring to take them a journey of three months away from
the sea."
The ambassador then went to Athens, where he was more successful. The
Athenians sent twenty ships to help the Ionians, and the Eretrians, out of
gratitude for help once received from Miletus when they were in need, added
five. With this assistance, the Greeks marched to Sardis and seized it. But a
house accidentally caught fire, and the fire began to spread over the whole
town. This gave the Persians time to rally from the surprise of the attack and
they drove out the Greeks, who scattered in dismay. Some were overtaken
and slain, and the rest retreated to their ships.
Darius was in Susa at this time, and the news of the burning of Sardis was
taken to him there. He did not take much account of the Ionians who had
taken part,
because he knew that they at all events would not escape unpunished for
their revolt, but he enquired who the Athenians were; and when he had
been informed, he asked for his bow, and having received it and placed an
arrow upon the string, he discharged it upwards towards heaven, and as
he shot into the air he said: "Zeus, that it may be granted me to take
vengeance upon the Athenians!" Having so said he charged one of his
attendants, that when dinner was set before the King he should say
always three times: "Master, remember the Athenians."
Darius remembered the Athenians, but he had first to punish the Ionian
cities for their share in the revolt. One by one he attacked them, and they fell
before him, until at last only Miletus was left. Her only hope of safety lay in
her sea-defences, and all the ships the Ionians could collect were gathered at
Lade, an island just outside the harbour of Miletus. Now the Ionians had
copied many of the customs of their Lydian neighbours, and they were more
luxurious and led softer lives than their kinsmen on the mainland. Efforts
were made by one of the Greek leaders to make the Ionians drill and exercise
themselves every day, that they might all be in good condition when the day
of battle should come. For a time they submitted, but they were lazy and
unaccustomed to such toil, and the hard work and exercise so exhausted
them, that they declared they would prefer slavery to such hard work as was
being forced upon them. So they refused to drill any more, and "they pitched
their tents in the island like an army, and kept in the shade, and would not go
on board their ships or practise any exercises."
There could only be one result to this. The Persians gave battle and the
Ionians were defeated, some of them even disgraced themselves by sailing
away without fighting at all. The men of Chios refused to play the coward
and fought to the end, but there were too few of them to turn the tide of
battle and the Persians overcame them completely. Miletus was taken by
storm, the city was destroyed by fire, the men were all put to death, and the
women and children sent as slaves to Susa.
The news of the fall of Miletus was a terrible blow to the Greek world.
Up to that time she had been the greatest of the Greek cities. She was rich,
not only in material wealth, but in all that concerned the intellectual life, and
now she had fallen! It was, above all, a blow to the Athenians, for Athens
and Miletus were closely bound by ties of kinship, and when an Athenian
dramatist
composed a drama called the "Capture of Miletus," and put it on the
stage, the body of spectators fell to weeping, and the Athenians moreover
fined the poet heavily on the ground that he had reminded them of their
own calamities; and they ordered also that no one in future should
represent this drama.
Thus it came about that again the Ionians became the subjects of the
Persian King. They had been punished to the utmost for daring to revolt
from his power, and there was no fear that they would do it again. Darius
was now free to remember the Athenians.
II. MARATHON
In 492 B.C. Darius sent Mardonius, a general who was high in his favour,
across the Hellespont with orders to march through Thrace and Macedonia,
and having firmly secured their allegiance, to march on to Greece, where
Athens and Eretria were to be severely punished for their share in the
burning of Sardis. Darius had several reasons for this expedition: the
punishment of Athens and Eretria was the one about which most was said,
but as it never entered his mind that he could be defeated, Darius probably
intended so to destroy the cities on the mainland that the Greeks in Ionia
would see that it would be useless to rely on the help of their kinsmen should
they ever think of another revolt, and so to punish the European Greeks that
they would never dare to interfere again in the affairs of the Persian Empire.
But underneath all these reasons were dreams of conquest. The Great King
had visions of subduing the whole of Greece and of extending his empire
into Europe.
Preparations were made and Mardonius set out. A fleet was to sail close
to the coast and to keep in constant touch with the army. All went well until
Mount Athos was reached and here a great storm arose.
The north wind handled them very roughly, casting away very many of
their ships. It is said that the number of ships destroyed was three
hundred, and more than twenty thousand men; for as this sea which is
about Athos is very full of sea monsters, some were seized by these and
so perished, while others were dashed against the rocks; and some of
them did not know how to swim and perished for that cause, others again
by reason of cold.
The army fared little better, for it was attacked by some Thracian
tribesmen, and though Mardonius forced them to submit to him, he suffered
so much loss in the fighting, that as his fleet also had been almost entirely
destroyed, he was obliged to depart back to Asia having gained no honour in
this undertaking.
Two years went by, and then another expedition was planned. Before it
started, Darius sent messengers to Athens and Sparta and other Greek states
demanding of them earth and water, the symbols of submission to the Great
King. Some states agreed to the demand, either because they were struck
dumb with terror at the mere thought that the Great King might invade their
land, or because they thought that he was certain to conquer and that by
submitting at once they would secure themselves and their land from
destruction. Athens and Sparta, however, refused uncompromisingly. The
messengers were thrown by the Athenians into a pit, and by the Spartans into
a well, and told that if they wanted earth and water they could get them for
themselves. On hearing what had happened to his messengers, Darius gave
orders to the generals to set out at once for Greece, and to punish every state
which had refused submission by enslaving all the inhabitants and bringing
them bound to Susa. In particular, Athens and Eretria, for their other
misdeeds, were to receive the severest treatment. So the expedition started.
Remembering the disaster at Mount Athos, the fleet sailed this time
across the Aegean, touching at Naxos, the first of the Ionian cities that had
revolted, and which now received its punishment by being burnt and its
people enslaved. Then the Persians went on to Delos, where they offered
sacrifices to Apollo, and from there they sailed to Eretria which they
immediately attacked. The city held out for six days and then traitors within
the walls opened the gates to the Persians who entered and took the city.
They burnt it to the ground and carried off all the inhabitants into slavery.
And so Eretria was punished for her share in daring to burn a city of the
Great King.
News of these movements of the Persians had, of course, reached Athens,

but up to this time the Athenians had not considered them as having any
dangerous consequences to themselves. But Eretria was not very far from
Athens, and when the news of the utter destruction of this city arrived, the
Athenians realized the full extent of their peril. Now Hippias, the exiled
Tyrant, had taken refuge with the Persians, but he had never given up hope
of one day returning to Athens. He was at this very time plotting with friends
in the city, and the Persians, knowing this, hoped for their aid in taking
Athens. So the Athenians were threatened with dangers both from within and
without.
It is easy to imagine the dismay of the Athenians when they heard that
Eretria had been destroyed, and that the Persians, the conquerors of the
world, were even then on their way to Athens. How could they hope, with
their small army, to stand against the great empire? Help must be had, and
that quickly. To whom should they turn, if not to Sparta, the foremost
military state in Greece, and which, should Athens fall, would be the next
state attacked? Self-defence, if no other reason, would surely bring them
with speed to Athens. So the Athenians sent Pheidippides, a swift runner,
with a message imploring help. The distance from Athens to Sparta is a
hundred and fifty miles, and the hours must have seemed very long to the
Athenians as they waited for his return with the answer. But so swiftly did he
run that he was back before they had dared expect him. How had he done it?
For two days and nights he had raced "over the hills, under the dales, down
pits and up peaks," and in less than forty-eight hours he had reached Sparta.
He rushed into the midst of their Assembly with but scant ceremony, and
passionately entreated them to come to the help of Athens.
But to this cry for help the Spartans gave but a cool answer. They would
come, certainly, but must wait five days until the moon was full when it was
their custom to sacrifice to Apollo, and to break this custom would be to
slight the god. When the full moon had come, then they would send help to
the Athenians. Pheidippides only waited long enough to receive the answer,
and then with despair in his heart, he started back to Athens. Over the hills
and the plains, through woods and across streams he raced, appealing in his
heart to the gods to whom Athens had ever shown honour, yet who seemed
to have deserted her in her utmost need. Was there no help? Suddenly he
stopped; whom did he see, sitting in a cleft of a rock? It was Pan, the Goat-
God.
"Stop, Pheidippides," he cried, and stop he did. Graciously and kindly did
the god then speak to him, asking him why it was that Athens alone in
Greece had built him no temple, yet he had always been and would forever
be her friend. And now in her peril, he would come to her aid. He bade
Pheidippides go home and tell Athens to take heart, for Pan was on her side.
If Pheidippides had run swiftly before, now he ran as if wings had been
given to him. He hardly touched the earth but seemed to race through the air,
and burst upon the waiting Athenians who had not dared expect him so soon,
with the news that Sparta indeed had failed them, but that Pan, mighty to
save, would fight for them!
But now grave news was brought: the Persians were landing in Attica. It
was September of the year 490 B.C., and the hot summer days had not yet
passed away. The Athenians could not wait for the Spartans, they must go
out alone and meet the foe. They marched twenty-four miles in the heat over
a rough and rugged road, until they reached the plain of Marathon. There
they found the Persians.
Now the Persians had probably never intended to fight at Marathon. They
hoped that the friends of Hippias in Athens would in the end betray the city
to them, and their plan in landing where they did was to bring the Athenian
army away from the city, and if possible to keep it away, until they should
have received the expected signal from the traitors. The plain of Marathon is
surrounded by hills except where it slopes down to the sea. The Athenians
occupied the stronger and higher positions, the Persians were encamped near
the sea, and their ships were anchored close to the coast. For several days the
armies watched each other and waited. The Athenians counted the days until
the moon should be full, when there was hope that the Spartans might come;
the Persians knew that every added day gave the conspirators more time to
do their treacherous work in the city. And so both sides waited.
Suddenly help came to the Athenians from an unexpected quarter, help

which cheered and inspirited them. Through a cloud of dust on one of the
roads leading down into the plain, they saw the gleam of spears and helmets.
It could not be the Spartans, for they would not come from that direction. As
the men drew nearer, they were found to be an army from Plataea, a little
city in Boeotia, to which, when some years before Thebes had threatened her
independence, Athens had sent succour. Now, though not thought of by the
Athenians as an ally, because she was small and not powerful, she had
remembered those who had befriended her in the hour of need, and had
come down with all her fighting men to help Athens in her peril.
Miltiades was the Athenian general at Marathon. He knew why the

Persians were waiting, and when messengers brought him word that they
were embarking some of their men, knowing that this meant their intention
to sail round to Athens, because the conspirators in the city were ready to
act, he gave the signal to attack. There were probably two Persians to every
Greek, so the Greek army had been arranged in the best way to face these
odds. The centre line was thin, but the wings were very strong. On the first
onslaught from the Persians this centre gave way, but the wings immediately
wheeled round and attacked the Persians with such force that these gave way
before them and fled down to the shore. The Greeks pursued, and there was
terrific fighting and slaughter. Seven of the Persian ships were destroyed by
fire, but the others escaped. The Persians fled to these remaining ships,
leaving over six thousand dead on the plain and quantities of rich plunder.
They set sail for Athens, and knowing that the Athenian army was still on
the plain of Marathon, they hoped to find the city undefended and that the
traitors would open the gates to them. But the Athenians who had won at
Marathon were not going to let their city fall into the hands of the enemy, so
when they saw the Persian ships setting sail, wearied as they were with the
strain of battle, they marched over the twenty-four miles of rough road to the
defence of their beloved city, leaving only a small force behind to guard the
bodies of the slain and to prevent thieves from carrying off the plunder.
On his return from Sparta, Pheidippides had been asked what reward
should be given him for the race he had run. All he asked was to be allowed
to fight for Athens, and when the Persians had been driven away, then to
wed the maid he loved and to dwell in his own home. It was given him as he
asked. He fought in the fight at Marathon, but when the victory had been
gained, one more race was asked of him. Over the rough road he ran to
Athens to shout in the ears of the waiting Athenians: "Athens is saved!" But
his heart could not contain such great joy, and having delivered his message,
he died.
The Athenian army reached Athens before the enemy, and when in the
moonlight the Persian ships sailed into the bay near Athens, there, ready to
meet them, were the same men who had defeated them at Marathon earlier in
the day. The Persians were not willing to meet them again so soon; they
realized that they had indeed suffered grievous defeat, and commands were
given for the broken army and crippled fleet to set sail for Asia.
The Spartans came as they had promised, but too late to take any part in
the battle.
There came to Athens two thousand of them after the full moon,
making great haste to be in time, so that they arrived in Athens on the
third day after leaving Sparta: and though they had come too late for the
battle, yet they desired to behold the Medes; and accordingly they went
on to Marathon and looked at the bodies of the slain; and afterwards they
departed home, commending the Athenians and the work which they had
done.
But no part of the honour of Marathon belonged to Sparta.
The Athenians lost about two hundred men in the battle. They were
buried where they had fallen, a great mound was erected over their graves,
and their names were inscribed on tall pillars near by. Much rich plunder was
left by the Persians on the plain, some of which was offered to Apollo as a
thank-offering for the victory. The Athenians built a beautiful little temple,
known as the Treasury of the Athenians, at Delphi, and Pan was not
forgotten. A grotto on the side of the Acropolis was dedicated to him, where
sacrifices were offered in memory of his help and encouragement when both
had been sorely needed.
The Greeks who had fought at Marathon had many tales to tell of the
battle, and many a wondrous deed was said to have been performed. It was
thought that the gods themselves and the ancient heroes of Athens had taken
part. Pan, they said, had struck such fear into the hearts of the Persians that
they had fled in disorder and terror, a terror ever after known as a panic.
Some even said that Theseus and other heroes had been seen, and for a long
time the spirits of those who had been slain were thought to haunt the
battlefield.
The battle of Marathon was one of the great events in history. For the first
time the East and the West had met in conflict, and the West had prevailed.
The Athenians were the "first of all the Hellenes who endured to face the
Median garments and the men who wore them, whereas up to this time the
very name of the Medes was to the Hellenes a terror to hear." Never before
had a little state faced the world empire of the Persians and conquered. The
Greek soldiers had shown themselves capable of facing the Persians, long
looked upon as the conquerors of the world, and of prevailing against them.
The civilization of the East had met with a check on the very threshold of
Europe, and Athens had saved Greece. But the Great Kings of Persia were
not accustomed to defeat; would they accept this, and was Greece and,
through Greece, Europe, safe, or would the Persians come again?
[1] Chapter VIII is taken chiefly from the History of Herodotus.
CHAPTER IX
THE GREAT PERSIAN INVASION UNDER
XERXES[1]
I. THE PREPARATIONS
(a) The Persians
The Persians came again. When the report came to Darius of the battle
which was fought at Marathon, the King, who even before this had been
greatly exasperated with the Athenians on account of the attack made upon
Sardis, then far more than before displayed indignation, and was still more
determined to make a campaign against Hellas. He at once sent messengers
to the various cities of the Empire and ordered that they should get ready
their forces. Each city or community was called upon to send more men than
at the former time, and to send also ships of war, and horses, provisions and
transport vessels. When these commands had been carried all round, all Asia
was moved for three years, for all the best men were being enlisted for the
expedition against Hellas, and were making preparations. But before the
expedition was ready, a rebellion broke out in Egypt, and soon after Darius
died, and "thus he did not succeed in taking vengeance upon the Athenians."
Darius was succeeded by his son Xerxes. The first thing he did was to
crush Egypt, and then he turned his attention to Greece. Mardonius, the
general who had been forced to retire from Thrace after the wreck of the
fleet off Mount Athos, was anxious to persuade the King to undertake
another invasion. He probably wanted to retrieve the reputation he had lost
on the former occasion, and hoped that if Greece became a Persian province,
he would be made governor. "Master," he would say to the King, "it is not
fitting that the Athenians, after having done to the Persians very great evil,
should not pay the penalty for that which they have done," and he would add
that Greece was "a very fair land and bore all kinds of trees that are
cultivated for fruit and that the King alone of all mortals was worthy to
possess it."
Xerxes did not need much persuasion. He came of a race of kings whose
word was the law of the Medes and Persians that changeth not, and his wrath
was great against the states that had not only refused to submit to the Persian
King, but had actually defeated his army in battle. He would wreak his
vengeance upon them for what they had done, and he declared that he would
march an army through Europe against Greece, in order, as he said, "that I
may take vengeance on the Athenians for all the things which they have
done both to the Persians and to my father. I will not cease until I have
conquered Athens and burnt it with fire."
Our knowledge of the preparations made for this invasion by Xerxes

comes from Herodotus.[2] He may have exaggerated some things in his
account, but his history was written for the Greeks of his own time and he
wanted to make clear to them how great was the difference between the East
and the West; how much better their freedom and independence were than
the slavery endured by states which were ruled by the Great King. For these
states had no voice in the affairs of the Empire; if the King went to war, they
had to follow him and lay down their lives for causes in which they had no
concern, and which generally only ministered to the greed and avarice of
their rulers.
Having decided on the invasion of Greece, Xerxes sent heralds

throughout the Empire proclaiming the war and bidding all fighting men
make ready and join the King at Sardis. There the troops were mustered, and
in the spring of 480 B.C. ten years after the battle of Marathon, Xerxes and
his army were ready to set out. They were to march to the Hellespont, and
then, by way of Thrace and Macedonia, to descend into Greece. The fleet
was to join the army at the Hellespont, and by sailing close to the shore, to
keep in constant touch with the army on land.
At last all was ready and the day came for the army to leave Sardis. First
the baggage-bearers led the way together with their horses, and after these,
half the infantry of all the nations who followed the Great King. Then a
space was left, after which came the King himself. Before him went first a
thousand horsemen, chosen from amongst the noblest Persians, and then a
thousand spearmen; these were followed by ten sacred horses with rich
trappings, and behind the horses came the sacred chariot of the great Persian
god, drawn by eight horses, with the reins held by a charioteer on foot, for
no human creature might mount upon the seat of that chariot. Then followed
Xerxes himself, attended by spearmen chosen from the best and most noble
of all the Persians. They were in turn followed by a body of men known as
the Immortals, of which there were always ten thousand. They bore this
name, because if any one of them made the number incomplete, either by
death or illness, another man filled his place, and there were never either
more or fewer than ten thousand. These were the very flower of the Persian
army; nine thousand of them carried spears ending with silver pomegranates,
and the spears of the thousand who guarded the front and rear were
ornamented with pomegranates of gold.
Now of all the nations, the Persians showed the greatest splendour of
ornament and were themselves the best men, and they were conspicuous for
the great quantity of gold they used. The Medes and Persians wore tunics
and trousers, for which the Greeks always felt the greatest contempt because
they were worn by the Barbarian and not the Greek, and soft felt caps on
their heads. They carried wicker shields and had short spears and daggers
and bows and arrows. Besides these a host of nations followed the Great
King: there were Assyrians, famous throughout all ancient history as a great
fighting race, with bronze helmets, linen breastplates, and wooden clubs
studded with iron; there were Bactrians with bows of reed and short spears;
Scythians with their pointed sheepskin caps, and their battle axes; there were
Caspians dressed in skins and wielding short swords; there were men of
strange and savage appearance, some wearing dyed garments, with high
boots, others dressed in skins, and all bearing bows and arrows, daggers and
short spears. Arabians came too, with their loose robes caught up ready for
action and long bows in their hands; and dark Ethiopians, fearful to look
upon in their garments made of the skins of the leopard and the lion; these
fought with long bows with sharp pointed arrows, and with spears and clubs,
and when they went in to battle, each man painted half his body white and
half of it red. And other Ethiopians there were, who wore upon their heads
horses' scalps with the ears and manes still attached. Many more nations and
tribes were represented in this mighty army. Some carried small shields and
small spears and daggers, others wore bronze helmets to which the ears and
horns of an ox were attached.
All these and many more made up the army of the Great King; they came
from North and South, from East and West, and from the islands of the sea,
and they marched in magnificent array from Sardis to the shores of the
Hellespont, where the fleet was to meet them. When Xerxes reached the
strait, he had a throne of white marble built for him and there he took his
seat and gazed upon his army and his ships. Now Xerxes had given orders
that a bridge should be built across the Hellespont over which his army
should pass into Europe. But when the strait had been bridged over, a great
storm arose which destroyed the bridge. When Xerxes heard of it, he was
exceedingly enraged and bade his soldiers scourge the Hellespont with three
hundred strokes of the lash, and he let down into the sea a pair of fetters.
Whilst this was being done, the sea was thus addressed:
Thou bitter water, thy master lays on thee this penalty, because thou
didst wrong him, though never having suffered any wrong from him; and
Xerxes the King will pass over thee, whether thou be willing or no.
The sea was punished in this way, and command was given to cut off the
heads of those who had had charge of building the bridge. Not with impunity
was the Great King disobeyed. A new bridge was then built, stronger and
more secure than the first, and over this the army passed in safety.
In order that no accidents might happen, honour was paid to the gods, and
incense and fragrant perfumes were burnt upon the bridge and the road was
strewn with branches of myrtle. The crossing was to take place early in the
morning, and all were ready before the dawn broke. As the sun was rising,
Xerxes poured a libation from a golden cup into the sea, and prayed to the
Sun that no accident might befall him till he had conquered Europe, even to
its furthest limits. Having prayed, he cast the cup into the Hellespont and
with it a golden mixing bowl and a Persian sword, as gifts to the powers of
the sea. When Xerxes had done this, the great army passed over the bridge in
brilliant array. It took seven days and seven nights without any pause for the
whole army to pass over and it is said that at the end, a man who dwelt on
that coast and who had watched the crossing, exclaimed:
Why, O Zeus, in the likeness of a Persian man and taking for thyself
the name of Xerxes instead of Zeus, hast thou brought all the nations of
men to subdue Hellas? Was it not possible for thee to do it without the
help of these?"
When the whole army had crossed over safely, Xerxes inspected it. He
drove through all the ranks in his chariot, and scribes who accompanied him
wrote down for him the names of all the nations who were represented.
When he had done this, the ships were drawn down into the sea, and Xerxes,
changing from his chariot to a ship of Sidon, sat down under a golden
canopy and sailed along by the prows of the ships and inspected his fleet.
The ships then set sail, and were to go along the coast to Therma where the
land army was to meet them again.
Xerxes and the army then proceeded on their march through Thrace and
Macedonia. Messengers had been sent on ahead some time before to make
arrangements for provisioning this great host. All the towns through which
the Persians passed were compelled to provide food and drink for the men
and the animals with them. It was a tremendous undertaking, and scarcity
and want were left behind as the invaders passed on. The inhabitants had to
provide great quantities of wheat and barley, they were made to give up the
best of the fatted cattle, their birds and fowls, and to provide everything in
the way of gold and silver needed for the service of the table. All this was a
great hardship to the people of the land, and in one place they went in a body
to their temple and entreated the gods that for the future they would keep
them from such evil. Nevertheless they offered up a thanksgiving to the gods
for all the mercies they had shown to them in the past, and especially for
having granted that Xerxes, whilst in their city had only thought good to take
food once in each day, for it would have been altogether impossible for them
to have provided him with breakfast in the same manner as dinner.
The fleet sailed safely to Therma and was joined there by the army as had
been arranged. So far all had gone well for the Persians. They had succeeded
in a great achievement, for apparently without any serious mishaps, this
tremendous army had been transported from Sardis right round the Aegean
and had been fed and cared for on the way. The difficulties must have been
very great, and only splendid organization could have done it successfully.
But it had been done, and now Xerxes, in order to wreak his vengeance on
one Greek city, stood with his army composed of the fighting men of forty-
six nations on the very threshold of Greece. From Therma he could look
across to the mountains of Thessaly, he could see snow-topped Olympus, the
home of the gods who watched over the fortunes of the freedom-loving
Greeks. The Athenians had withstood the Persians at Marathon, but now the
whole of the eastern world was marching against them. Could they withstand
that mighty host, or would they be forced to submit?
(b) The Greeks
Ten years had passed between the battle of Marathon and the arrival of
Xerxes on the borders of Greece. In the years preceding 490 B.C. the Persian
power had been a terror to the Greek. Not content with subduing Asia even
to the dim borders of India, the Great Kings had pushed their way to the
Aegean and had even conquered the Greeks who dwelt along its eastern
coasts. Then, like an ominous war-cloud, this mighty power had crossed the
sea to Greece itself. But there the unexpected had happened. At Marathon
the Persians had sustained at the hands of a small state, till then
comparatively unknown, the first great defeat they had ever met with. The
Plataeans had helped, it is true, but their numbers had been small and it was
the Athenians who had really defeated the Persians. Since then the Athenians
had enjoyed a great reputation for their military power. Myths and legends
had woven themselves round the name of Marathon with the result that the
power of the Athenians was reputed greater than perhaps it actually was, and
that of Persia was certainly depreciated. If she had been as formidable as had
always been supposed, how could the Athenians have defeated her almost
unaided? So for a number of years the Greeks had felt less terror at the name
of Persia, and they had been enjoying a certain feeling of security little
realizing how false it was.
But suddenly they were shaken out of their calm. Rumours of the Persian
preparations for an invasion of Greece reached them, rumours which were
doubtless exaggerated, but which nevertheless had much truth in them. It is
amazing how in spite of slow and difficult communication news was swiftly
carried in those days from place to place. So the Greeks were fairly well-
informed as to what the Persians were doing. At this crisis the Athenians
took the lead, and
if anyone should say that the Athenians proved to be the saviours of
Hellas, he would not fail to hit the truth; these were they who, preferring
that Hellas should continue to exist in freedom, roused up all of Hellas.
Nor did fearful oracles which came from Delphi and cast them into dread,
induce them to leave Hellas.
The first thing the Greeks did was to hold a conference at Corinth, which
was attended by envoys from all the leading states except Argos and Thebes,
which stood aloof. At this conference the Greeks made three important
decisions. They resolved that they would reconcile all their own differences
and bring to an end the wars they had with one another; as Hellenes they
would unite against the common foe. Then they determined to send spies to
Asia, who should bring back accurate reports of the preparations and power
of Xerxes. And lastly, they would send messengers to the colonies in Sicily,
Corcyra and Crete asking for assistance.
Three spies set out, but they were captured in Sardis and condemned to
death. When Xerxes, however, heard what had happened, he sent for the
spies, who were brought into his presence. To their surprise, instead of being
led out to immediate execution, Xerxes commanded that they should be led
round and shown the whole army, both foot and horse, and when they had
seen everything, they were to be set free to return home. He did this, because
he said that
if the spies had been put to death, the Hellenes would not have been
informed of his power, how far beyond any description it was; while on
the other hand by putting to death three men, they would not very greatly
damage the enemy; but when these returned back to Hellas, he thought it
likely that the Hellenes, hearing of his power, would deliver up their
freedom to him themselves, before the expedition took place, and thus
there would be no need for them to have the labour of marching an army
against them.
Little did Xerxes know the kind of freedom-loving people with whom he had
to deal. So the spies looked at everything and then returned to Greece.
Meanwhile the messengers to the colonies returned. The answers to the
appeal for support were very disappointing. Neither Sicily, Corcyra nor
Crete would help. They either refused outright or made uncertain answers.
They seem to have thought more of their own preservation than of the safety
of Greece as a whole; they thought the Persian would probably win, and they
preferred either to be on the winning side, or to be in such a position that
they could make good terms with the Persian, did he conquer.
The Greeks now made ready to go out with their armies to meet the
Persian foe. The chief command was given to Sparta, the greatest military
state in Greece, and they marched to the Vale of Tempe in the north of
Thessaly, where they hoped to meet Xerxes and prevent him from coming
into Greece. When they got there, however, they found that it would not be
possible to hold the pass against the enemy, for it was so situated that the
Persians could attack them by sea as well as by land, and there was another
path over the mountains by which the Persians could attack them in the rear.
So the Greeks withdrew to Corinth, in order to deliberate further where they
would meet the enemy. This retreat from Thessaly took place while Xerxes
and his army were crossing the Hellespont, and it had important
consequences for the Persians, for the Thessalians, hitherto never very loyal
to Greece, seeing the other Greeks leave their land, "took the side of the
Medes with a good will and no longer half-heartedly, so that in the course of
events they proved very serviceable to the King."
The Greeks now decided on making a stand much further south at

Thermopylae. This was a narrow pass and easier to defend, so they resolved
to guard it and not permit the Barbarian to go by into Hellas, and they
resolved that the fleet should sail to Artemisium, for these points are near
to one another, so that each division of their forces could have
information of what was happening to the other.
At Thermopylae the Greeks awaited the Persians.

ebook download (Original PDF) Sociology, 9th Canadian Edition all chapter

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

ebook download (Original PDF) Sociology, 9th Canadian Edition all chapter

Uploaded by

Copyright:

Available Formats

(Original PDF) Sociology, 9th Canadian

(eBook PDF) Sociology Unlocked, Canadian Edition

(eBook PDF) Principles of Sociology Canadian

(eBook PDF) Sociology, Tenth Canadian Edition, 10th

(Original PDF) Sociology in Action 3rd Canadian Edition

(eBook PDF) Elements of Sociology 5th Canadian Edition

(eBook PDF) Readings for Sociology 9th Edition

(Original PDF) Sociology in Our Times 7th Canadian

(eBook PDF) Sociology: A Global Perspective 9th Edition

5.4 Discuss how our society organizes human

Seeing Sociology in Your Everyday Life  163 PREMARITAL SEX 204

Making the Grade  164 SEX BETWEEN ADULTS 205

A01_MACI8043_09_SE_FM.indd 7 1/24/17 5:52 PM

Sexual Orientation  205 Deviance, Race, and Gender: Race-Conflict

Sexual Issues and Controversies  210 THE FEMINIST PERSPECTIVE: DEVIANCE

SEXUAL ASSAULT 214 CRIMINAL STATISTICS 239

9 Deviance 222 Seeing Sociology in Everyday Life  251

Theories  230 ANOTHER EXAMPLE: JAPAN 263

to the topic of deviance. CHINA: EMERGING SOCIAL CLASSES 264

LABELLING THEORY 230 Ideology: Supporting Stratification  265

A01_MACI8043_09_SE_FM.indd 8 1/24/17 5:52 PM

SYMBOLIC-INTERACTION THEORY: STRATIFICATION

Making the Grade  305 ARE WOMEN A MINORITY? 350

A01_MACI8043_09_SE_FM.indd 9 1/24/17 5:52 PM

VIOLENCE AGAINST WOMEN

THEORIES OF PREJUDICE 377 SYMBOLIC-INTERACTION ANALYSIS: AGING AND ACTIVITY 417

PLURALISM AND MULTICULTURALISM 379 Seeing Sociology in Everyday Life  422

Race and Ethnicity in Canada 

A01_MACI8043_09_SE_FM.indd 10 1/24/17 5:52 PM

SECTORS OF THE ECONOMY 430 POLITICAL SOCIALIZATION 479

Economic Systems: Paths to Justice  435 Theories of Power in Society  483

A01_MACI8043_09_SE_FM.indd 11 1/24/17 5:52 PM

Religion and Social Change  534 SOCIAL INTEGRATION 568

19.2 Discuss the links between religion SOCIAL PLACEMENT 569

and social change. LATENT FUNCTIONS OF SCHOOLING 569

CHURCH 535 Schooling and Social Inequality  570

19.4 Contrast religious patterns around STREAMING OR TRACKING 572

RELIGION IN INDUSTRIAL SOCIETIES 537 PRIVILEGE AND PERSONAL MERIT 579

WORLD RELIGIONS 538 Problems in the Schools  580

A01_MACI8043_09_SE_FM.indd 12 1/24/17 5:52 PM

HOME SCHOOLING 582 Demography: The Study of Population  622

Part V Social Change

A01_MACI8043_09_SE_FM.indd 13 1/24/17 5:52 PM

23 Collective Behaviour and Social 24.1 State four defining characteristics of

24 Social Change: Traditional, Glossary  708

A01_MACI8043_09_SE_FM.indd 14 1/24/17 5:52 PM

THINKING ABOUT DIVERSITY: RACE, CLASS, AND GENDER

CONTROVERSY & DEBATE

SOCIOLOGY AND THE MEDIA

A01_MACI8043_09_SE_FM.indd 15 1/24/17 5:52 PM

A01_MACI8043_09_SE_FM.indd 16 1/24/17 5:52 PM

TUNISIA LEBANON SYRIA CHINA SOUTH

GLOBAL MAPS: Window on the World

A01_MACI8043_09_SE_FM.indd 17 1/24/17 5:52 PM

Michael Agloolik of Nunavut may have For Anne Chandler of

Homicide Rates (per 100 000)

National Average: 1.6/

CANADA MAPS: Seeing Ourselves

A01_MACI8043_09_SE_FM.indd 18 1/24/17 5:52 PM

A01_MACI8043_09_SE_FM.indd 19 1/24/17 5:52 PM

A01_MACI8043_09_SE_FM.indd 20 1/24/17 5:52 PM

• Power of Society figure: Education and internet access,

A01_MACI8043_09_SE_FM.indd 21 1/24/17 5:52 PM

Chapter 9 Deviance Chapter 11 Social Class in Canada

Seeing Sociology in Your Everyday Life 163 PREMARITAL SEX 204

Making the Grade 164 SEX BETWEEN ADULTS 205

Sexual Orientation 205 Deviance, Race, and Gender: Race-Conflict

Sexual Issues and Controversies 210 THE FEMINIST PERSPECTIVE: DEVIANCE

9 Deviance 222 Seeing Sociology in Everyday Life 251

Theories 230 ANOTHER EXAMPLE: JAPAN 263

LABELLING THEORY 230 Ideology: Supporting Stratification 265

Making the Grade 305 ARE WOMEN A MINORITY? 350

PLURALISM AND MULTICULTURALISM 379 Seeing Sociology in Everyday Life 422

Race and Ethnicity in Canada

Economic Systems: Paths to Justice 435 Theories of Power in Society 483

Religion and Social Change 534 SOCIAL INTEGRATION 568

CHURCH 535 Schooling and Social Inequality 570

WORLD RELIGIONS 538 Problems in the Schools 580

HOME SCHOOLING 582 Demography: The Study of Population 622

24 Social Change: Traditional, Glossary 708