Write a 700- to 1,050-word essay explaining the content of the video based on your assigned sociological theoretical approach. Prepare an introduction that identifies the major social institutions in society and why they are important. Describe each video and the social institutions they address. Explain the functionalist, conflict, and interactionist perspectives on the family, religion and education. Which perspective does each film use to discuss the institution? Explain specific examples from the videos from the viewpoint of the designated theoretical approach.

Access University of Phoenix Material Films on Demand: Sociology collection: Social Institutions for Instructions.

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Write a 700- to 1,050-word essay explaining the content of the video based on your assigned sociological theoretical approach.

Prepare an introduction that identifies the major social institutions in society and why they are important.
Describe each video and the social institutions they address.
Explain the functionalist, conflict, and interactionist perspectives on the family, religion and education. Which perspective does each film use to discuss the institution? Explain specific examples from the videos from the viewpoint of the designated theoretical approach.
Provide a conclusion that summarizes the main ideas of the essay and describes how these institutions have influenced you.

Format your essay consistent with APA guidelines.

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The post Write a 700- to 1,050-word essay explaining the content of the video based on your assigned sociological theoretical approach. Prepare an introduction that identifies the major social institutions in society and why they are important. Describe each video and the social institutions they address. Explain the functionalist, conflict, and interactionist perspectives on the family, religion and education. Which perspective does each film use to discuss the institution? Explain specific examples from the videos from the viewpoint of the designated theoretical approach. appeared first on Speed Essays.

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