Download Mar 31 Lesson Plans Sociology

“Teaching for IMPACT” Template
Week of (March 27 – March 31)
Use this page to guide your lesson planning as you apply the “Teaching for
IMPACT” model.
Identification of Goals: Standards/Objectives
Mon Mar 27
Tues Mar 28
Wed Mar 29
Thurs Mar 30
Fri Mar 31
Standards –
Standards –
Standards –
Standards –
Standards –
SocSC2, SocSC3
Objective –
1. TSWBAT
Analyze the causes
of deviant
behavior
2. TSWBAT
explain the impact
of deviance on
behavior
3. TSWBAT
explain the
theories of social
control
4. TSWBAT
explain the
relationship
between social
control and power
SocSC2, SocSC3
Objective –
1. TSWBAT
Analyze the causes of
deviant behavior
2. TSWBAT explain
the impact of
deviance on behavior
3. TSWBAT explain
the theories of social
control
4. TSWBAT explain
the relationship
between social
control and power
SocSC2, SocSC3
Objective –
1. TSWBAT
Analyze the causes of
deviant behavior
2. TSWBAT explain
the impact of
deviance on behavior
3. TSWBAT explain
the theories of social
control
4. TSWBAT explain
the relationship
between social
control and power
SocSC2, SocSC3
Objective –
1. TSWBAT
Analyze the causes of
deviant behavior
2. TSWBAT explain
the impact of
deviance on behavior
3. TSWBAT explain
the theories of social
control
4. TSWBAT explain
the relationship
between social
control and power
SocSC2, SocSC3
Objective –
1. TSWBAT
Analyze the causes of
deviant behavior
2. TSWBAT explain
the impact of
deviance on behavior
3. TSWBAT explain
the theories of social
control
4. TSWBAT explain
the relationship
between social
control and power
Mapping the Essentials: How do I establish curricular PRIORITIES?
The GA state standards will be
used to establish curricular priorities for Sociology.
Enduring Understanding: The field of sociology has the potential to enrich the lives of humans through the
introduction of useful insight into culture and social change in today’s society. Essential Questions
Mon Mar 27
Tues Mar 28
Wed Mar 29
Thurs Mar 30
Fri Mar 31
What is
groupthink?
Why is
organizational
memory important
in bureaucracies?
What does it
take to be
labelled a deviant
in dress today?
What is the purpose
of a social sanction?
What are the
advantages and
disadvantages of
bureaucracies?
What conditions
used to be
considered
normal that are
no longer
acceptable?
Why are ideas
about what
deviant behavior is
not the same
everywhere and at
all times?
What is the
bystander effect?
How do internal and
external social
control differ?
What do
sociologists mean
by deviance?
___________________________________________________________________________________________
©S. C. Simmons, 2005 (revised 2014)
Please do not duplicate without permission. ([email protected])
Planning for Assessment: What is the EVIDENCE of understanding?
Types of Evidence (e.g., diagnostic, formative, and summative assessments such as performanc
e tasks, academic prompts, quizzes/tests, informal checks for understanding, student self-assessments and reflections)
Mon Mar 27
Tues Mar 28
Wed Mar 29
Thurs Mar 30
Fri Mar 31
Students work on
filling out graphic
organizer on formal
organizations.
Students will take
quiz 2 chapter 6.
Students write one
page essay on
banishment of a
family member.
Students debate
prison for punishment
or rehabilitation.
Students debate
death penalty.
Mon Mar 27
Tues Mar 28
Wed Mar 29
Thurs Mar 30
Fri Mar 31
Bell ringer exercise –
What would you do if
you were looking out
your window in a big
city and saw a woman
being stabbed?
Bell ringer exercise –
Organizational memory
is kept by written
records – why is
organizational memory
important in
bureaucracies?
Bell ringer exercise –
How would you
describe a deviant in
dress today?
Bell ringer exercise
–Why are ideas
about what deviant
behavior is not the
same everywhere
and at all times?
Bell ringer exercise –
What is the purpose of a
social sanction?
Teacher will provide
direct instruction on
chapter 6, lesson 3.
Activities:
1a review HDI results
1. Conformity online
slide – groupthink and
bystander effect.
2. Groupthink
discussion – Youtube
video Kitty Genovese
case – discuss
3. Read group
pressure experiment
and discuss.
4. Online lesson 3,
close and reflect,
types of social
interaction.
5. Handout graphic
organizer from lesson
4 for students to fill
out as per 170.
6. Online 4 –
preindustrial society
or formal org
7. Graded reading
activity – copy and
handout – have
students complete
and turn in for a
grade.
Teacher will provide
direct instruction on
chapter 6, lesson 4
Activities:
1. online slide – nature
of formal org.
2. Public school org
chart – student
interactive
3. Major char. Of
bureaucracy slide
4. characteristics of
bureaucracy online
interactive
5. Online slide on Max
Weber and
bureaucracies –
discuss concepts.
6. online slide on
informal org. discuss
7. Read p 174 iron law
of oligarchy and show
online slide
8. Lesson 4 online
check quiz
9. Chapter 6 review
and quiz 2.
Teacher will provide
direct instruction on
chapter 6 and start
chapter 7, intro and
lesson 1, deviance and
social control.
Activities:
1. Review chapter 6 nd
give test chpt 6.
2. Introduction, chapt
7 group project p. 177
making generalizations
and identifying, and
speculating. 3 groups
3. as a class – make
list of ways computer
crime has impacted p
178. Read high tech
crime and discuss.
4. Read “The nature
of deviance” p 180-1
5. Read murder in
Cheyenne Society –
answer questions – one
page essay – how
students would feel
with family member
banished.
6. P. 181 positive
deviance (identifying
perspectives)
©S. C. Simmons, 2005 (revised 2014)
Please do not duplicate without permission. ([email protected])
Teacher will provide
direct instruction on
chapter7, intro and
lesson 1.
Activities:
1. Group activity, p
182, answer 3
questions at top of
page – 4 groups –
US, South America,
Africa and Europe
(compare)
2. Read social
control – internal
and external 182-3.
3. Debate – prison
for punishment or
rehabilitation (2
groups)
4. Detecting bias
(intro) work in class
and discuss
5. Reading 10
(Intro) Corporal
punishment in
schools. (homework
grade)
.
Teacher will provide
direct instruction on
chapter7, lesson 2.
Activities:
1. Reading 8 individually –
make notes for or
against death penalty –
debate.
2. lesson 2, “is this
beneficial deviance?”
interaction
3. review costs and
benefits of deviance
slide online
4. read pages 184-185,
5. review strain theory
slide and then two types
of youth deviance slide
online
6. finish reading 186 and
create survey regarding
deviant behaviors and
also the death penalty.
Organize when to collect
data and how to analyze
it.
Activities for Learning: HOW do I teach for understanding?
[See below to consider strategies for differentiation and monitoring for understanding as you plan.]
Sequence of Learning Experiences and Methods of Instruction
Mon Mar 27
Tues Mar 28
Wed Mar 29
Thurs Mar 30
Fri Mar 31
Lesson Set:
Students will
respond to questions
regarding the
bystander effect.
Lesson Set:
Students will
respond to questions
regarding
organizational
memory and why it is
important.
Lesson Set:
Students will
respond to questions
regarding how a
deviant would dress
today.
Lesson Set:
Students will
respond to questions
regarding how
deviant behavior
changes over time.
Lesson Set:
Students will
respond to questions
regarding the
purpose of social
sanctions.
Skill Development:
Students will develop
critical thinking, by
evaluating the
characteristics of
bureaucracies.
Skill Development:
Students will develop
critical thinking, by
comparing how
deviants are
recognized in
society.
Skill Development:
Students will develop
critical thinking, by
evaluating whether
prison should be for
punishment or
rehabilitation.
Skill Development:
Students will develop
critical thinking, by
comparing the pros
and cons of the
death penalty.
Guided practice:
Students will discuss
informal
organizations.
Guided practice:
Students will how
deviance is dealt
with.
Independent
practice:
Students will work
independently to
complete quiz 2 for
Chapter 6.
Independent
practice:
Students will work
independently to
write a one page
essay on banishment.
Guided practice:
Students will discuss
the pros and cons of
corporal punishment
in schools.
Closure:
Teacher will provide
a summary and a
question and answer
session to provide
students closure
before progressing
to a new topic.
Closure:
Teacher will provide
a summary and a
question and answer
session to provide
students closure
before progressing
to a new topic.
Skill Development:
Students will develop
critical thinking, by
comparing actions
not taken in
Genovese story.
Guided practice:
Students will discuss
types of social
interaction.
Independent
practice:
Students will work
independently to
complete a graphic
organizer on social
interaction.
Closure:
Teacher will provide
a summary and a
question and answer
session to provide
students closure
before progressing
to a new topic.
©S. C. Simmons, 2005 (revised 2014)
Please do not duplicate without permission. ([email protected])
Independent
practice:
Students will work
independently to
complete reading 10
and answer the
questions for a
homework grade.
Closure:
Teacher will provide
a summary and a
question and answer
session to provide
students closure
before progressing
to a new topic.
Guided practice:
Students will discuss
the costs and
benefits of deviance.
Independent
practice:
Students will work
independently to
create a survey
regarding deviant
behaviors and the
death penalty.
Closure:
Teacher will provide
a summary and a
question and answer
session to provide
students closure
before progressing
to a new topic.
Resources and Materials (for students and teacher)
 Text: Sociology and You, by Jon M. Shepherd and Robert W. Greene.
 Computer
 Projector and smartboard
 Powerpoint slides from textbook website if available.
 CD exam bank Sociology and You.
_____________________________________________________________________________________
Consideration of Diversity: How do I address LEARNER DIFFERENCES?
Strategies for Differentiation to be Implemented
• Information delivered by lecture and student taking notes
• Guided discussion on key points covered in lecture
• Group projects and presentation on related situational material
• Students will view subject matter videos and discuss.
• Direct instruction using power point presentation
• Direct instruction using news events from CNN regarding sociology topics
• Notes
• Field trips/guest speaker
• Film clips
_____________________________________________________________________________________
Teaching for Understanding: How do I ensure that students REALLY understand?
Test given at end of each chapter.
Critical thinking presentations will demonstrate knowledge of key terms and the application of these
terms to law enforcement issues.
One page essays will demonstrate an understanding of the issues discussed and demonstrate an ability to
debate an issue.
Two page paper assignments will demonstrate an understanding of the basic concepts and a capability to
research into the subject matter area and then compose ideas into a coherent well written document
with correct citations.
https://www.youtube.com/watch?v=zbpcIbB6ZA8 kitty Genovese story (Wed)
https://www.youtube.com/watch?v=TRYfJAnUkHM immigration and customs enforcement
©S. C. Simmons, 2005 (revised 2014)
Please do not duplicate without permission. ([email protected])