UNIT 1 – Introduction to the Social Sciences
Overall Concept:
This series of lessons is based on outcomes based delivery and assessment. Also it was designed with the concept of building active citizens of their community. Using this information as a foundation or theoretical basis students will eventually explore options for doing sociology in their community as a possible part of their final evaluation.
(If you are a teacher and plan to use this series of plans please remember to adapt them to your needs and the needs of your students.)
Materials Needed:
F Overhead Projector
F Overhead Transparencies and Markers
F Computer Access For Students to the Internet (High Speed Access preferred)
F Student Handouts as listed in the lesson plans
Outcomes:
Upon completion of this unit, students should be able to:
1.1 describe the discipline of sociology as a social science through the examination of selected social Issues
• Define social science.
• Define sociology.
• Differentiate sociology from other social sciences, including anthropology and psychology.
• Describe the ways in which sociologists examine the world.
1.2 demonstrate an understanding of major sociological perspectives
• Identify key figures in the development of the discipline of sociology.
• Explore multiple theoretical perspectives and viewpoints used in sociological analyzes (e.g.,
functionalism, conflict, symbolic interactionism, feminism, post-modern).
• Recognize examples of major perspectives.
• Differentiate sociological perspectives from the perspectives of other social sciences.
1.3 analyze a variety of appropriate sociological research methods
• Describe common sociological research methods.
• Assess the strengths and weaknesses of each method studied.
• Select the research methods most appropriate to given scenarios.
1.4 design and conduct a sociological research project, independently or collaboratively, using methods appropriate to sociology
• Identify stages in the research process.
• Formulate an appropriate research question.
• Construct an appropriate research plan.
• Implement their research plan.
• Communicate the results of their research.
• Evaluate their research process.
Lesson 1: Welcome to the Social Sciences
Outcomes:
1.1 describe the discipline of sociology as a social science through the examination of selected social Issues
• Define social science.
• Define sociology.
• Differentiate sociology from other social sciences, including anthropology and psychology.
• Describe the ways in which sociologists examine the world.
1.2 demonstrate an understanding of major sociological perspectives
• Identify key figures in the development of the discipline of sociology.
Materials:
Overhead machine and sheet
Marker for overhead
Lap top Lab
Lesson:
Ask students about their understanding of social sciences. Ask why they may be called sciences.
Brainstorm list of sub topics in social sciences.
Distribute lap top computers. Ask students to work in pairs.
Direct students to Webercise 1 on SOC 12 site.
Review in class before the end of class.
Assessment:
End class 5-10 min early. Have students put their work in the pass in folder. Questions in the Webercise include definitions of key social scientists, prominent people working in the field and their theories.
Have students put their work in the pass in folder and print a copy for themselves. Give back with comments for students. Treat as formative assessment.
Lesson 2: Applying the Lessons of the Masters
Outcomes:
1.1 describe the discipline of sociology as a social science through the examination of selected social Issues
• Define social science.
• Define sociology.
• Differentiate sociology from other social sciences, including anthropology and psychology.
• Describe the ways in which sociologists examine the world.
Materials:
Appendix A: Mission to Mars (Handout)
Appendix B: Mission to Mars Assessment
Lesson:
Quick Write – Ask students if they know about quick writes. Remind them that quick writes are meant to be timed at 5 min or less and that their pens are not to leave the paper. If they don’t know what to say they must state that. Tell students they can have a five minute conversation with any of the people we discussed last class. Who would they talk to? What would they talk about? Once completed ask students to pair up with someone and share their writing.
Break students into groups of 5 and assign each person a role. Based on what they learned they must assume their role and make decisions concerning a colonization of Mars. For each decision yes or no they must defend their opinion with a sentence or two – keeping the spirit of their philosophies.
Results will be reviewed as a class.
Assessment:
Keeping their roles students are to decide if their groups ultimately made the right decision. They are to use material from their research yesterday to verify their opinions.
Collect and treat as summative assessment. Review formative and summative assessment with students. Review outcomes covered and derive indicators of mastery with students.
Group Roles:
Social Worker, Psychologist, Sociologist, Linguist, Economist, Educator
Appendix A:
NASA has brought you here today because you are the best of the best. You are the brightest minds in your fields and your brain power is needed.
We have provided description of each of the people selected to create a human colony on Mars. The success of this colony is vital. If this colony fails the governments of Earth have voted to never colonize another planet again.
Below you have the information required to make a decision on each perspective settler. Also you have the space provided to explain why you have chosen or eliminated people. Remember to provide this information and to stay true to your discipline of study.
Role / NamePsychologist
Social Worker
Educator
Economist
Linguist
Flight Crew: There are three people required to operate the shuttle and payload system. You must have a pilot, a co-pilot, and a computer payload analyst. (The payload analyst examines the computers on board and keeps an eye on the supplies and cargo making sure they are stored properly. Their responsibilities also include shuttle maintenance and computer programming/diagnostics and operation.
The crew will not come back to Earth. Once they complete their flight mission they are to join the colony to help maintain communications and computer equipment.
Settlers: You may take 12 settlers. As with the flight crew all information you need to make your decision is included. Choose wisely as you need to make sure you have a colony that will be self-sustaining and last indefinitely without support from Earth.
More information may be provided on a need to know basis or on request if required.
Name and Information forPossible Flight Crew / Yes or No / Why?
Mark Anderson, 35 Military Code Name: Starscream, top combat pilot in British Airforce, enjoys the “hunt”, flown several different kinds of military aircraft, previous observer of NASA missions, no flight experience in space, speaks English and German
Fatima Al’Alarey, 42, Flown as pilot in 4 previous NASA missions, suffers from Bi-Polar disorder, medicated, expressed strong desire to be part of this mission, degree in Computer Science, speaks Arabic, English and a little French
Mario Androtini, 17, computer “wiz kid” graduated from several universities with degrees in robotics, math, computer science, and even in world religions, speaks only Italian and a little English
Monique LeBlanc, 25, degree in math and physics, proven glider pilot, speaks English and French, political radical in University for Quebec separatism, arrested three times for her political actions
Yuesto Kamaseki, 40, proven pilot in several complicated space flights, spent three years in the International Space Station, last assessment shows possible personality disorder caused by isolation, speaks Japanese, English, Spanish, Arabic
Constance O’Flarety, 44, flight experience in several different kinds of aircraft, spent one year on the International Space Station, enjoys learning uncommon languages and math problems, speaks English, German, Japanese, Gaelic, Aramaic, Swahili, Wolof, and Icelandic, previous substance abuse treatment
Name & Information for Possible Settlers / Yes or No / Why?
Jeffe Hernandez, 17, high school student, has an unusual talent for languages – if he hears a language long enough he can learn it, currently speaks Spanish, English, Arabic, German, French, and Russian fluently, likes to play jokes on people
Jennifer Kubrick, 65, previous Prime Minister of Botswana, successful administration of social reform, known to exhibit flatulence when she is nervous
Stann Mhann, 28, Hindu religious figure, speaks Hindi, Arabic, and English, known for giving and writing excellent speeches
Brianna Wercher, 35, one child to stay on Earth, Martial Arts Instructor and Expert, qualified to teach Math, Science, and English, speaks “Newfinese”, English, Japanese, Wolof, Menende and Spanish, learning Arabic, and Mandarine Chinese, previous training in Economic Development/International Studies, degrees in Math, Psychology, and advanced knowledge of human anatomy
Yhobe Yhankuba, 40, European trained veterinarian, works for the government of Gambia as a veterinarian on a reserve for injured endangered species, speaks Wolof, English, Arabic, and French, lengthy juvenile criminal record including theft and shoplifting
Yinh Wah, 29, advanced training in child psychology and early child development, speaks several dialects of Chinese, learning English
Eric Olafjvsten, 50, leading orthopedic surgeon, has previous complaints on his professional record regarding sexual harassment, speaks Danish, English and German
Name & Information for Possible Settlers / Yes or No / Why?
Jane Smith, 20, Beauty queen from California, known for perfectly coloured blonde hair and her answer regarding how
Korey “Heat” Yuroki, 45, about 20 years ago he had several chart topping hits, previous domestic violence charges, classically trained pianist, speaks Japanese and some English
Juri Jumpalin, 80, catholic nun, worked with mother Theresa in slums in Calcutta, groundbreaking work in social justice issues with the poor in India, speaks Hindi and some English
Paul Rising Sun, 77, Mi’Kmaq elder and story holder, residential school survivor
Juanita Vasquez, 10, first ever graduate of University of Brazil under 13, specializes in ancient languages, prone to temper tantrums, speaks too many languages to list
Samid Ali Mohammad, 40, Imam (Holy and community Leader) for a Muslim Community in England, known for establishing a popular Madrasah Islamiyyah (Islamic Public School) in central London, published in several educational journals about education and minority populations, speaks English and Arabic
Keven Mossman, 13, accomplished opera signer in Australia, performed in the Sydney Opera House, also performed with several world known opera companies, conditions for acceptance include provisions to continue musical as well as traditional schooling
Kim Tse Hun, 50, expert on the Hong Kong stock exchange, works to coordinate Chinese markets with those in London, Tokyo, New York, and Toronto, speaks English, Japanese and French
Appendix B: Summative Assessment and Reflection
• Define social science.
• Define sociology.
• Differentiate sociology from other social sciences, including anthropology and psychology.
• Describe the ways in which sociologists examine the world.
After reviewing your choices and the exercise answer the following questions.
1. Was it difficult to keep your pre-assigned role in mind when selecting candidates to your mission? Why? What constraints did it place on you?
2. What was your role? What is the primary responsibility of someone in that role to consider?
3. Did you keep in mind any of the major researchers in your discipline? If yes who and what ideas? If no why?
4. How did you find working with the other disciplines? Was it easy to come to consensus or difficult? Why?
5. Which selections do you remember most? Why do they stick in your head?
6. Think of one prominent researcher in your discipline. Would this person agree or disagree with your selection? Why?
7. Given our discussion and your reflections would you confirm or change your decisions. Why?
Lesson 3 : Bow Tie
Outcomes:
1.2 demonstrate an understanding of major sociological perspectives
• Identify key figures in the development of the discipline of sociology.
• Explore multiple theoretical perspectives and viewpoints used in sociological analyzes (e.g.,
functionalism, conflict, symbolic interactionism, feminism, post-modern).
• Recognize examples of major perspectives.
• Differentiate sociological perspectives from the perspectives of other social sciences.
Materials:
- Overhead markers 2 different colours.
- Overhead & Transparencies (Blank and of Bow Tie)
- Bow Tie example 1 & 2
- Bow Tie Blank
- Student Information Sheet
Lesson:
On the overhead in the centre of a page draw a square. Explain that you can put any social issue on the inside. Pick one as an example such as drinking or smoking tobacco. Draw three lines coming in from the left. Pick a line and label it psychology. Label another one sociology and label a third one anthropology. Under Psychology write why, under sociology write how and under anthropology write who. Draw lines coming from the other side of the square. Leave them blank and tell them we will look at the right side as a group later.
Under each of the lines on the left leave room to write the explanation of each of the perspectives. Explain that behavior can be explained from any of the perspectives. Psychologists are looking at motivations – why did something happen, why did someone do X… Sociologists are concerned with how something happened – how did society let X occur, was person Y sick or poor or happy… Anthropologists are concerned with who is involved and how they are organized – who is person Y, did the action impact other people, what happened as a result of the action to affect other behavior?
Practice the concept with a different social issue as a large group.
Practice the concept individually – pick a concept to examine as a group and have students complete a bow tie on their own while circulating. Accumulate the results from the group.
Give students the student information sheet. Show students the first three explinations and discuss. Explain that we have already reviewed these but read over quickly with the class. The bottom ones are the ones that will allow us to complete the right side of the bow tie.
Create another bow tie with a social issue in the middle. On the left have labeled psychology, sociology and anthropology. Explain that although there are different social sciences there are perspectives within the social sciences that are used to explain the views of people examining issues. On the right side of the square draw 5 lines coming out from the bow tie. Label each one as follows: feminist, symbolic interactionalist, functionalist, post modern and conflict theorist. Under each one write a line about how they view the world. Feminists are looking for how women are affected or effected in the past, present or future. Symbolic interactionalists examine how people work with eachother, functionalists are looking for the purpose we have in an action. Post modernists are concerned with information and how we perceive the world. Conflict theorists are concerned with power relationships – who has power and who does not. Leave space beneath each to write. Complete the tie on both sides with a social issue. Get feedback from the class to complete.