Amanda Lawson Sociology Day 4 Lesson Plan: Social Stratification Readiness I. Goal(s)/Objective(s)/Standard(s) A. Goal(s)- Students will learn what social stratification is, and they will learn how to distinguish one social class from another. B. Objective(s)- Students will learn what social stratification is and how to distinguish one class from another by looking at PowerPoint slides and by answering questions about each slide. C. Standards: SS.S.3 2007; NCSS: III. People, Places, and Environments II. Anticipatory Set: “We separate ourselves from those who do not reflect us.” What does that quote mean? Allow about 5 minutes for the class to discuss this. Let the students answer the question and think about that quote. I will just mediate the conversation. III. Purpose: I want my students to know what social stratification is, how to distinguish one class from another, what the 3 desirables are, and what conspicuous consumption is. IV: Management: Walk around the room during my lesson to make sure nobody is trying to copy off each other’s answers. V. Materials Needed: computer, paper, and pencil VI. The PowerPoint is from this website: http://sociology.mrdonn.org/social-stratification.html Instruction I. II. III. IV. V. Lesson Many people think there are only 3 social classes: upper class, middle class, and lower class. Some sociologists break the classes down even further into 5 categories: upper class, upper middle class, lower middle class, working class, and lower class. People usually separate themselves from different classes. For instance, most people spend most of their time with those in the same class as them. Get out a sheet of paper and number it 1 to 13. Each slide on my PowerPoint has a picture on it. Write down which class you think each person belongs to. Don’t talk to each other. This isn’t a quiz. When you’re done, we’re going to talk about each picture. The PowerPoint only has 4 different social classes, but you can also include upper middle class as one of more of your answers. Provide a brief answer that states why each person is in that social class, and what his/her occupation probably is. I’m going to base my entire lesson off this PowerPoint. I’m going to act as a guide on the side. I want the students to mainly talk about why they knew how to group each picture into the class that they chose. I’m going to continue talking about social stratification in my next lesson. Show each slide for about a minute so the students have time to analyze it and to write down why they grouped it into a particular social class. After I show all the slides, go through all of them and listen to my students’ answers. Spend a few minutes discussing each photo. A. What class does this man belong to and why? Listen to the students’ responses. Answer: He’s a plumber, and he probably belongs to the working class. Amanda Lawson B. What social class do these ladies belong to, and why do you think they belong to that class? Listen to my students’ responses. Answer: They most likely belong to the upper class because of the expensive jewelry they are wearing. They may be housewives, business owners, or heiresses. C. This one might be a little tough. What class does he belong to and why? Listen to their answers. Answer: He could belong to the working class, middle class, or upper middle class. We don’t exactly know his occupation, but we know he’s working in a cubicle at an office. Some people working in cubicles don’t make much money, while others do. Have any of you seen the TV show Malcolm in the Middle? Well, Hal worked in an office cubicle, but he didn’t make much money. Some people who work as assistants at universities work at cubicles, but they belong to the middle class or upper middle class. D. What class does this gentleman belong to and why? Listen to their responses. Answer: He’s from the lower class, and it looks like he works at a fast food restaurant. E. What class does this man belong to and why? Listen to their responses. Answer: He is probably from the working class or lower class because of the way he is dressed. We are not quite sure what his occupation is. F. What class is he in and why? Listen to their answers. Answer: the upper class because of how he is dressed. He could be a business owner, lawyer, CEO, etc. G. What class does this woman belong to? Listen to their answers. Answer: lower class because of how she is dressed and the furniture in the background. We don’t know her occupation, but it looks like she is probably from a village in Africa. She may be a housewife or a farmer. H. What class does this man belong to and why? Listen to their responses. Answer: working class or lower class because the way he is dressed. He might be a garbage man, but most garbage men wear one-piece uniforms, so we aren’t sure about his occupation. I. What class does this man belong to and why? Listen to their answers. Answer: upper class because of his outfit and the car. He could be a lawyer, doctor, CEO, etc. J. What class does he belong to and why? Listen to their answers. It looks like he’s homeless, so he’s from the lower class. He is probably looking for a job. K. What class does he belong to and why? Listen to their answers. He is from the working class because he is performing manual labor, so he would be considered “the working poor.” We don’t exactly know his occupation, but it looks like he’s working part of a machine. L. What does social class does this gentleman belong to and why? Listen to their answers. Answer: upper class because of the background. It looks like he lives in an expensive home. He looks really young, so he is probably still in high school or in college. His parents could be business owners or own a company. M. What class do these children belong to and why? Listen to their answers. Answer: lower class because they are collecting food and other items from a dump. They may be orphans, so they probably don’t have jobs. Their parents might be unemployed, or they may have jobs but don’t make a lot of money. Amanda Lawson VI. VII. What we just did is called social stratification. Based on what we did, what is the definition of social stratification? It’s a structured ranking of entire groups of people or categories based on access to desirables. A. The desirables are power, wealth, and prestige. 1. Power- the ability to control or influence 2. Wealth- All economic assets of an individual. Most of us it’s in the form of a paycheck. When you get into the upper middle class, wealth is more measured by assets. 3. Prestige- honor, respect, status, a position most people value. a. What’s a job someone can have that has a lot of prestige but makes little money? Answer: Pastor. Why? b. What’s a job someone has that has a lot of prestige and wealth? Answer: Doctor. Why? B. How do we know a person’s social status? How did you know the social statuses of the people on the slides? Listen to their responses. 1. Answer: Adornment, such as jewelry, clothing, type of glasses, watch, etc. 2. Social symbols- give us clues to ones social position. Patterns help to identify true statuses. Does someone travel all over the world, what kind of car does he/she drive, where does the person live, etc? 3. Conspicuous consumption- some people blatantly display their wealth because they want everyone to know how much money he/she makes. Here’s a video to watch: http://www.youtube.com/watch?v=rxaWIRlEFWU I’ll email you this link. While watching this video, think to yourself, “Is it possible to fake wealth?” We will discuss the video tomorrow in class. Take notes over the video whichever note taking way works best for you. Just make sure you have at least 7 lines of college ruled paper of notes. Activity- PowerPoint Responses and the discussion about the slides Closure I. II. III. IV. V. Although a lot of people think there are only 3 social classes: upper, middle, and lower, some sociologists break it down even further into 5 social classes. There are many ways we can tell what someone’s social class is, such as clothing and jewelry. How else can we distinguish one class from another? What are the 3 desirables of social stratification? Please hand in your papers that you numbered 1-13. Remember to watch the video. It’s about 5 minutes long. Adaptations/Accommodations Remediation- Ask them at the end of class if they would also like me to print off each slide for them. They should also have a general idea of which social class every slide represents. Enrichment- They should know which social class every slide represents. Amanda Lawson Intervention- Print off each slide so they can write what class each photo represents, why they think those people are in that class, and what his/her occupation may be. Encourage them to contribute in the class discussion, but don’t make it obvious, and don’t embarrass them. Formative Assessment- Discussion we had about the slides. Summative Assessment- What the students wrote down about each slide (notes). Evaluation Student learning: 1. 2. 3. 4. 5. 6. What were the strengths of my lesson? How can I improve my lesson? What did the students struggle to comprehend? Were all of the students engaged? Did I incorporate more than one multiple intelligence and Bloom’s taxonomy? Did I appeal a different kind of learning style that I didn’t appeal to during the previous lesson: visual, tactile, and auditory?