Sociology unit plan: ONE FULL YEAR

Sociology unit plan: ONE FULL YEAR
Sociology unit plan: ONE FULL YEAR
Sociology unit plan: ONE FULL YEAR
Sociology unit plan: ONE FULL YEAR
Sociology unit plan: ONE FULL YEAR
Sociology unit plan: ONE FULL YEAR
Sociology unit plan: ONE FULL YEAR
Sociology unit plan: ONE FULL YEAR
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36 MB|170 pages
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TEXTBOOK: Sociology Copyright 2008. The McGraw-Hill Companies, Inc.

I hope this can be the INSPIRATION for teachers to create a YEAR addressing topics in Sociology and building a classroom community that is able to discuss tough issues. I have provided supplemental material, articles, and activities that line up nicely with the McGraw-Hill Sociology textbook.

With this purchase, you will also get access to the daily skeleton and 20 lecture powerpoints that align with the textbook. The link to all materials will be on the first page of this packet. Thank you!


Day 1:
Lifeboat: 40-minute class. Students will get into groups of 4-5 and decide who to kick off the boat. The purpose is for students to one analyze why they deem someone unworthy of saving and to make sure they question everything. They should ask if they have to kick anyone off the boat as opposed to doing what I tell them without thinking beyond that. Things to think about
Did you have an active or passive role
What were your snap judgments (i.e. did you assume a prostitute had every STD)
How did you logically convince yourself to do something you know is wrong (i.e. murder)
This is SOCIOLOGY! Question everything. I am the teacher and we have a textbook but we will work together as a collaborative unit to problem solve and discuss issues. The goal is that as you get more information you will be able to expand your viewpoint.
**Schedule time to pick up textbooks

Day 2:
Pick up textbooks
Would you rather: (rotating partners introduce yourself and come up with handshake. come up with the best handshake on the last question. each partner will show handshake and say names) Why: we need to be comfortable and create a community
Syllabus: go over syllabus/sign-up for twitter (not required, extra credit reminders, help via dm with questions, etc.) + have students look through units and decide what they are most interested in and explain why with partners. Go over cell/bathroom/eating in class (new carpet!) rules
Four corners: start 4 corners...this is really to talk about some hot button issues and gauge where the class stands and why early in the year. It will also show which students are vocal, listen, quiet, etc.
Cheerleading is a sport.
Religion should be taught in school.
Corporations only responsibility is to make profit not environmental safety of protecting your money.
No person has the right to force other people not to smoke.
A woman three months pregnant should not be allowed to get an abortion.
Hunting animals (lions, whales, dolphins, etc) should be off limits.
Men should be the leaders of their families.
Racism in the USA is not longer a huge problem.
Gay and lesbian couples should be allowed to adopt.
People on food stamps should not be able to buy any “pleasure” items (tv, family vacay, etc).
Most cops are basically good (the police system in America is perfectly fine...there are only a few bad apples).
Television and music should not be censored.
You are more comfortable letting your 8-year-old niece watch violent movies than explicit sex scenes.
Violence is necessary sometimes.
Women should be able to go topless in public #freethenipple
Guns aren’t the problem people are.
We should get rid of the death penalty.
HOMEWORK: BRING SIGNED SYLLABUS and read why sociology matters xxvii- chapter 1 SKIP STANDARDIZED TEST TAKING STRATEGIES SECTION (we can go over some highlights in class)

Day 3:
Turn in Homework: Collect syllabus.
Picture: Class picture and add class twitter.
Bonding: Find a partner. one person will be A the other B. Partner B hugs A for ten seconds on my count. Then do a walk/talk + share why you wanted to take Sociology and what you hope to gain from the class.
Four corners: Finish 4 corners (TAKES A LARGE CHUNK OF CLASS). Utilize sticky notes or journal so everyone has an opinion prepared.
HOMEWORK: Read chapter 1 (quiz in one week)

Day 4:
Do now: What or who has shaped the way you see the world the most (parents, twitter, books, teachers, friends)? Explain.
Musical Bingo:(students list their favorite artists or bands).First bingo gets HW/BR pass
Musical subcultures: create an iMovie that will play the music with appropriate correlating images. Plays 45-50 30-second clips of music that illustrate different genres Students will fill out worksheet as they listen to 30 min of music.
Stop halfway to check in what they are noticing about their likes and dislikes
What type of music is universally accepted, what isn’t and why?
How does our experience and upbringing shape what we like/dislike?
What impact does your environment and what you’re exposed to impact your musical taste/knowledge
Did you dislike music that you never really grew up with or weren’t exposed to?
Get with a partner and discuss why you liked/dislike certain genres.
How music also helps create connections and divisions (the shortest distance between me and you is a song that we both love)
Chat Soup: These “Girls” Ain’t Loyal
HOMEWORK: read chapter one and complete the practice section assessment questions.

Day 5:
Do now: After watching this video write down your reaction and create a hypothesis explaining the behavior of the onlookers in both scenarios.
PowerPoint: start ppt (sociological imagination → theoretical perspectives)
Chat Soup: These “Girls” Ain’t Loyal
HOMEWORK: Study for a QUIZ on chapter 1 (if you study chapter review, you should be fine)

Day 6:
Do Now: How hard is it to defy the “norm” in a high school setting? Explain.
PowerPoint: start ppt (sociological imagination → theoretical perspectives)
Powerpoint→ Social Institutions: should include what makes an institution and the different theories on institutions.
Cultural dig: Students should work in groups to itemized the artifacts. They need to complete the two-page social institutions worksheet.
Items needed: artifacts- for the economy: coins, paper money, checkbook, etc. For religion: small cross, star of David, bible, the book of Mormon, etc. For sports: jersey, cards, ball, shoe, etc. For science/technology: mouse, diskette, cd, test tube, etc. For Education: text, notebook, pen, calculator, chalk, picture of teacher, etc. For family: pictures, house figure, picnic artifact, grill, etc. For government: gavel, speeding ticket, tax bill constitution, park sticker, flags of various countries, etc. (Modify materials as appropriate to reflect other social institutions including Health Care)
Discussion: as a class what institutions are important to your generation
Breaking a Social Norm: Due in two weeks. Handout worksheet for breaking a social norm. Go over expectations and due date. (Caution: please do not wear anything illegal dangerous, or extremely disruptive. Do not tell your boyfriend you are pregnant (Paris story) Do not do anything that will make you interact with the police (Ondray getting handcuffed after wearing a bra to the mall). Walk backwards all day. Turn your desk around in class and stay that way.
Social norm examples:
Four Corners: finish four corners if necessary
HOMEWORK: Read chapter 2 (quiz in one week)
Start brainstorming what norm you will violate

Day 7:
Test: Chapter 1 assessment test
Social Norm: Examples and brainstorm ideas
Four Corners: finish four corners if necessary
FOCUS GROUP BRAINSTORM: WORKSHEET Give students time in class to begin this idea. Brainstorm possible questions that you will be interested in researching for the rest of the semester. They should complete “topic brainstorm” by next class.
What are you trying to accomplish and learn via the hypothesis and focus group and what questions will help you understand?
Essentially you will try to prove or disprove the hypothesis. i.e. Students in relationships have lower GPA’s or Students who identify drug users have high social ties...options are plenty: colorism, gender, party culture, gossip, etc.
Show students audio examples of focus groups. Each step should be monitored on google drive. Students will create and share on google drive with me...this is where they will put the questions, list of participants, incentives, audio, transcriptions, and final write up. Final product is an analytical group essay.
HOMEWORK Read: continue reading chapter 2
Breaking a social norm (Give students the weekend to brainstorm different norms they can break)

Day 8:
Do Now: After watching Lupe Fiasco’s "Bb" answer the following questions Is it possible to reappropriate a word that once had a negative connotation? Explain.
Activity: Bad impressions
Activity: “YOU LOOK LIKE”. Put the pictures up around the classroom and give students 7 sticky notes. Students write down who they think that person is and what they are about just based on looks. (page 17 + 18)
Each student will have several sticky notes to write the description of each person posted around the classroom.
I will go around the classroom to read some of the sticky notes describing each person.
Then I will ask which one is a prostitute, PHd, Molester, Druggie, Masters, Pimp, etc.
Then share what is actually true for each person and get class to talk about why the perception was the way it was.
Focus Group Brainstorming: Should have target group and hypothesis by end of class. Show some more examples of audio and analysis. Students should think of a group on campus that they would like to study. They need a hypothesis about that certain group i.e. football players have better grades than non-athletes because they have to focus and balance their schedule and perform well academically to play football. They need to write and have participating students sign the waiver.
Focus group reminders: The topic has to be approved by me. Open and close ended questions are needed. Be clear about the shared or varied characteristics of your focus group.
Powerpoint: chapter 2 nature vs nurture→ culture (ray rice v. Colin kap in terms of reaction by the world. domestic violence having both formal and informal sanctions and being viewed as worst but Colin getting the majority of the negative flack)
HOMEWORK: Finish reading ch. 2 (quiz next class)
Social Norm: complete social norm experiment and begin working on write up.

Day 9:
Do Now: Do programs like “Beyond Scared Straight” really work? Why or why not? Should we as a country invest in rehabilitation programs for young people? All people? Why or why not?
Lead into can kids be born bad?
Social Norm check in: reminder→ social norm essay due next week (Monday)
PowerPoint: finish going over chapter 2 if necessary.
Chat Soup: Have students get into groups and discuss “vicarious trauma”
Activity: theoretical lens. students will find ads in magazines and then apply each theory to three different ads.
Fun Friday: practice round
Focus group: Work on open/closed ended questions
Finish reading chapter 2 quiz, next class

Day 10:
TURN IN: SOCIAL NORM WRITE UP (subject to change)
Do Now: Write your reaction to “Joe” (the 26-year-old homeless man who lives in NY).
Breaking a social norm: Share out social norm finding (i.e. best reaction, most interesting thing, results, etc.)
Focus group: Finish close/open ended questions (I will check off worksheet today)
Powerpoint: Go over research methods ppt. Let students know there is an extra credit field study assignment (no in class observations).
Powerpoint: go over first part of chapter 3
HOMEWORK: Focus Group Need to have a complete list of possible participants and start thinking about a date and location for the focus group.
READ CHAPTER 3 and practice the assessment at the end of each section

Day 11:
Do now: You just turned in your social norm assignment. What are some social norms that we still have that are out of date? (i.e. men should hold the door open for women). walk and talk not do now
Test: quiz on chapter 2 Open Note
4 corners
Powerpoint: start going over chapter 3 (status and values)
Activity: STATUS What is your status, ascribed, achieved? What is your achieved status and why? (i.e. being Black for me may have a bigger impact than me being a teacher). To understand role strain and ascribed status
Nature v. Nurture debate setup (all kids with converse and vans or whatever combo gets half the class will be the nature side) The group that is nature will have the task of being agitators during the debate. Talk to them outside. Shut people down, be close minded etc. the point is to see how kids react (social control, folkways, mores, etc.) do they stand up or follow the group. Are they afraid to speak or okay going at it alone. Do they talk on the side or step to the agitator?
Brainstorm: each side will have a chance to brainstorm and prepare for the debate
HOMEWORK: Read chapter 3
Finish four corner reflection

Day 12:
Do Now: in your own words what is American culture and where do you learn cultural values, customs, beliefs, etcs. Think about how different countries teach the elderly or how teens leave or stay home after school. CHECK 4 CORNER REFLECTION STAMP
Powerpoint: finish going over chapter 3 (status and values)
Activity: STATUS What is your status, ascribed, achieved? What is your achieved status and why? (i.e. being Black for me may have a bigger impact than me being a teacher). To understand role strain and ascribed status
Nature vs. Nurture Debate: (could be some students go overboard...groupthink...conformity...stand up against the grain. Teacher should take notes) Each side will argue nature or nurture. Part of this is the debate but the bigger point is to see how kids react (social control, folkways, mores, etc.) do they stand up or follow the group? Are they afraid to speak or okay going at it alone? Do they talk on the side or step to the agitator? I take notes of body language and behavior.
Discussion: Debrief the experiment and see how students felt about the agitators and the people who responded.
Activity: Cultural Shifts students will work with a partner to fill this WORKSHEET out
Film: NOVA: Wild Child if time
HOMEWORK: Focus group! Need to have a set date and location uploaded to google. Interviews should be done before Halloween. That way they have time to transcribe and analyze information before Christmas!
Finish reading chapter 3 (no quiz Beyonce style)

Day 13:
Do now: Using what you know thus far about society, why do you believe the abused stay with their abusers? Is it safe or taboo to talk about domestic violence? Explain. (Imagine how different things would be if the video of Chris Brown’s savage beating of Rihanna existed).
Quiz: Beyonce dance out of quiz
Nature v. Nurture worksheet: Self-assessment
Film: NOVA: Wild Child Remind students of our discussion on nature v. nurture. Think about who we are without society.
Worksheet: Wild Child
The film provides good material for a discussion of the nature vs. nurture question. It is also a good complement to George Herbert Mead’s work on the “Looking Glass Self,” which talks about how we become who we believe others think we are. We define and build ourselves through our perceptions of others’ assessments of us, he says. The case of Genie demonstrates that without those assessments it is difficult to build a self or become appropriately socialized.
Ask students to identify conditions that, though not as extreme as complete isolation, nonetheless have a similar effect (prisoners of war, extremist cults, isolated communities, etc.) Ask them to compare and contrast the effects of such conditions of relative isolation with the experience of extreme isolation that Genie experienced
Sociology Assessment Options: go over handout in reader that they can choose from for all future chapter assessments.
HOMEWORK: Read chapter 4 (types of interaction)
Parental conversation worksheet (norms and sanctions)

Day 14:
TURN IN wild child if they didn’t last class
Do Now: 2-minute eye contact with a partner. Reflect on how you felt looking into your partner's eyes for two minutes. were you uncomfortable? did you feel safe? etc.
Chat soup: Vicarious Trauma
Powerpoint: Notes on Ch. 4 (types of interaction)
Film: watch the “bystander effect” homemade video: in my multimedia folder
Worksheet: Conformity, groupthink, bystander effect
HOMEWORK: read ch 4 (assessment due next class)

Total Pages
170 pages
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