Introduction to Anthropology, Psychology and Sociology HSP3M Grade 11

Unit #2: Social Groups

Authors: Shalan Bishop, James Desjardins & Michael Foundos July 22, 2009

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TableofContents

SummativeAssessmentPlan(SAP) 3Unitoverview 10InstructionalOrganizer 11SummaryofLearningActivities:Lesson#1–IntroductiontoSocialization 12Lesson#2–Socializationcontinued 13Lesson#3–Socialgroups 14Lesson#4–Subculture&Cliques 15Lesson#5–Gangs 18Lesson#6–GuestSpeaker 19Lesson#7–Cults 20Lesson#8,9–Cults:Jonestown 21 Lesson#10–Conformityexperiments 22Lesson#11–Conformitycontinued 24Lesson#12–Conflict&Cohesion 25 Lesson#13‐Conflict&Cohesion:DisciplinePerspectives 27Lesson#14,15,16,17–Discrimination&Exclusion 30Lesson#18,19,20‐CulminatingActivity:Workperiods 33Lesson#21,22–CulminatingActivity:GalleryWalk 34CulminatingActivity 35StatementofDesignProcess 40

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SummativeAssessmentPlan(SAP)COURSETITLE&CODE:IntroductiontoAnthropology,Psychology,andSociology:HSP3MGRADE:Grade11DESTINATION:University/CollegePreparation

ENDURINGUNDERSTANDINGS

1. Groupsareanaturalconditionofhumanexistenceandplayanessentialroleforfulfillingtheindividual’spsychological,sociologicalandanthropologicalneeds.

2. Individualscanhaveprofoundeffectsongroupsandviceversa.

3. Membershipinorexclusionfromdifferentgroupshaveanimportantpsychological,anthropologicalandsociological

impactonsocietiesandindividuals.

4. Modernformsofexclusion/racism/discriminationhavepsychological,sociological,andanthropologicalrootsinpastpractices.

5. Effectivelycommunicatingresultsofsociological,psychologicaloranthropologicalinquiryrequirestheemploymentof

manydifferentmethodsandforms,andmustbebasedonsoundprimaryresearch.EXPECTATIONSStrand:SelfandOthersOverallExpectationsSOV.01·describesomedifferencesandsimilaritiesintheapproachestakenbyanthropology,psychology,andsociologytotheconceptofselfinrelationtoothers;SOV.03·analysesocializationpatternsfromtheperspectivesofanthropology,psychology,andsociology.SpecificExpectationsSO1.01–demonstrateanunderstandingofthemajorquestionsrelatedto“selfandothers”thatareposedbyanthropologists(e.g.,

Whataretheculturalpatternsthathelptodefinetheself?),psychologists(e.g.,Howdodefencemechanismsenableustocopewithothers?),andsociologists(e.g.,Whatistherelationshipbetweentheindividualandsociety?);

4 SO2.01–identifyandassessthemajorinfluencesthatcontributetoanindividual’spersonalandsocialdevelopment(e.g.,heredity,

environment,race,gender);SO3.01–explaintheroleofsocializationinthedevelopmentoftheindividual;SO3.02–identifytheprimaryandsecondaryagentsofsocialization(e.g.,family,school,peers,media,work)andevaluatetheir

influence;SO3.03–demonstrateanunderstandingofanthropological,psychological,andsociologicaltheoriesthatdealwithsocialization(e.g.,

enculturation,natureversusnurture,socialisolation);SO3.04–evaluatetheroleofculturalinfluencesinsocialization(e.g.,astheyaffectgenderexpectations).

SocialOrganization

OverallExpectationsORV.01·demonstrateanunderstandingofthecharacteristicsofgroupsinCanadiansocietyasidentifiedbyanthropology,psychology,

andsociology;ORV.02·analysethepsychologicalimpactofgroupcohesionandgroupconflictonindividuals,groups,andcommunities;

SpecificExpectationsOR1.01–demonstrateanunderstandingofthevariousreasonsanddifferentwaysinwhichindividualsformgroups,andcategorize

varioustypesofgroupsinCanadiansociety(e.g.,socialgroups;dyads;primaryandsecondarygroupssuchasclubs,communitygroups,andathleticteams);

OR1.02–describethedifferenttypesofgroupsthatformtoservecollectiveneeds(e.g.,studygroups,self‐helpgroups,politicalgroups,cults,youthsubcultures);

OR1.03–explain,fromtheperspectivesofanthropology,psychology,andsociology,howmembershipindifferentgroups(e.g.,cliques,gangs,cults,clubs)influencestheindividual,thefamily,andthecommunity.

OR2.01–identifyandcompareanthropological,psychological,andsociologicalperspectivesonconflictamongindividuals,groups,andcommunities;

OR2.02–analyseanthropological,psychological,andsociologicalperspectivesongroupcohesion;OR2.03–demonstrateanunderstandingofdiscriminationandexclusioninsocialrelationships,fromtheperspectivesof

anthropology,psychology,andsociology;OR2.04–analyseexamplesofsocialorinstitutionalpracticesinearlierhistoricalperiodsthatformedthebasisforsocialrelationships

involvingdiscriminationorexclusionincontemporarysociety(e.g.,apartheid,segregation,ghettoization,ostracism,genderdiscrimination).

5 Research and Inquiry Skills

OverallExpectationsISV.01·useappropriatesocialscienceresearchmethodseffectivelyandethically;ISV.02·conductresearchtodeterminethecriticaldifferencesandsimilaritiesamongtheapproachesandconceptsofanthropology,

psychology,andsociology,andsummarizetheirfindings;ISV.03·effectivelycommunicatetheresultsoftheirinquiries.

SpecificExpectationsIS1.03–demonstrateanunderstandingofthefactorsthatexplainhumanbehaviourfromtheperspectiveofanthropology(e.g.,myth,

kinship),psychology(e.g.,conditioning,subconscious),andsociology(e.g.,socialization,socialinteraction);IS2.04–demonstrateanabilitytolocateandselectrelevantinformationfromavarietyofprintandelectronicsources(e.g.,books,

periodicals,television,Internetsites,CD‐ROMs);IS2.06–demonstrateanabilitytoorganize,interpret,andanalyseinformationgatheredfromavarietyofsources.IS3.01–recordinformationandkeyideasfromtheirresearch,anddocumentsourcesaccurately,usingcorrectformsofcitation(e.g.,

thoserecommendedbytheAmericanPsychologicalAssociation);IS3.02–effectivelycommunicatetheresultsoftheirinquiries,usingavarietyofmethodsandforms(e.g.,graphs,charts,diagrams,lab

reports,oralpresentations,writtenreports,essays,newspaper‐stylearticles,videopresentations). Unit#&Title Name/titleoftask Briefdescriptionoftask(what

type?ind.vsgroup?content?)

EnduringUnderstanding

BeingAddressed

ListTypesofFormativeAssessmentsor

ScaffoldingRequired

Lesson#1IntroductiontoSocialization

Whatissocialization?Socialization(primary/secondary)Agentsofsocialization(primary/secondary).

IndividualmindmapofsocializationNotestodefinekeyterms.Pairscategorizetheirmindmaps.Groupdiscussionaboutsocialization.

1,2

Anecdotalnotes(FA)Journal(FA)

6 Lesson#2Socializationcontinued

Naturevs.nurtureEnculturationHarryHarlow(isolation)Socialisolation

Writtenaresponseaboutnaturevs.nurture.Naturevs.nurtureminidebateandnotes.Notesonenculturationandisolation.Harlowvideoandnarrative.

1,2,3,5

Anecdotalnotes(FA)Isolationnotes(SA)

Lesson#3Socialgroups

Socialgroups(primary/secondary)AggregategroupsPurposeofgroups(affiliate,comparison,support,power)Anthropologistviewofwhyvarioussocietiesformgroups.

Popcorntocompilealistofallthegroupstheyareinvolvedin.Discussthecharacteristicsofgroups.

Notestodefineterms.Jigsawtoexploretheanthropologicalview.

1,2,3

Verbalfeedback(FA)

Lesson#4Subculture&Cliques

Cliques(pros/cons)Subculture

Discussanddefinethetermclique.Surveytheclassaboutwhatdifferentcliquesexist,whichonesarepresentatthisschool.

OpinionContinuumLineactivityaboutstudentviewsoncliques

Notesoncliquesandsubculture.Subcultureassignment

2,3,5

Subcultureassignment(FA/SA)

7 Lesson#5Gangs

Gangs Brainstormalistofgangsthatweknowexist(HellsAngelsetc.)Discussthereasonsforjoiningagang.Notesonwhypeoplejoingangs.

Prepareforguestspeaker.

1,2,3

Guestspeakerquestions(FA)

Lesson#6GuestSpeaker

Gangs Speaker

1,2,3

Reflection(FA/SA)

Lesson#7Cults

Cults Readaloudaboutcultsasaclass

Discussionquestionsaboutcults,conformityandnon‐conformity.Groupcasestudy/jigsawtoexplorerealcults

1,2,3,

Levelofengagement(FA)

Lesson#8Cults:Jonestown

Destructivecults Videoentitled“Jonestown:ParadiseLost”

1,2,3,4

Levelofengagement(FA)

Lesson#9Cults:Jonestowncontinued

Destructivecults Videoentitled“Jonestown:ParadiseLost”Discussreactionstothefilm

1,2,3,4

Levelofengagement(FA)

8 Lesson#10Conformityexperiments

Conformity ConformityexperimentGroupdiscussionofexperiments.Notestodefineconformity.Graphicorganizerofconformityconcepts.

1,2,3,5

Graphicorganizer(FA)

Lesson#11Conformitycontinued

Conformityinaction Video“TheWave”.Pairedresponsestothevideo.

2,3,4

Reflection(FA)

Lesson#12Conflict&Cohesion

Conflictandcohesion.Conflict solutions (consensus, compromise, concession, accommodation)

Discussion to define conflict and cohesion. Think/Pair/Share views about the concepts. Notes on conflict solutions. Performance Activity (role play) of conflict scenarios.

1,2,3

Skit(FA)Anecdotalnotes(FA)

Lesson#13Conflict&Cohesion:DisciplinePerspectives

Anthropological,Psychological,Sociologicalviewpointsofconflictandcohesion.

Jigsawofdisciplineviewpoints.Wholeclassdebriefaboutthedisciplineperspectives.

1,2,3

Anecdotalobservations(FA)Jigsawnotes(FA)

9 Lesson#14,15,16,17

Discriminationandexclusion.ResearchPresentations

GroupresearchGrouppresentationsGroupPowerpoint

3,4,5

Powerpointdocuments(citations)(FA)Presentationskills(FA)Knowledgeofconcepts(FA)

Lesson#18,19,20CulminatingActivity:Workperiods

Culminatingactivity

Individualresearch

1,2,3,4,5

Verbalfeedback(FA)Anecdotalnotes(FA)

Lesson#21,22CulminatingActivity:GalleryWalk

Culminatingactivity

IndividualpresentationsPhotoessaydisplays

1,2,3,4,5

Gallerywalkpresentations(SA)Photoessays(SA)

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UnitOverview

Thisunit,entitledSocialGroups,isthesecondunitinthecourseandissituatedtowardtheendofthefirsthalfofthecourse.Itactsasabridgebetweentwostrandsofstudy,“SelfandOthers”and“SocialOrganization”.Bythetimestudentsarriveatthisunit,theyshouldhaveagoodtheoreticalbaseinsociology,anthropologyandpsychologytodrawupon.Uptothispointinthecourse,studentshavegainedabasicunderstandingofeachofthethreedisciplinesandhaveexploredthedifferencesbetweeneachdiscipline’sapproachtotheindividual.Thisfourweekunitnowshiftsstudentfocusfromtheindividualtogroups,bybeginningwiththeexplorationoftheimpactofdifferentsocializingagentsontheindividual,butthenseamlesslytransitioningtotherolethatindividuals(associalagents)playingroups.Thisunitispartofanexpandingcontinuuminthiscoursethatleadsthestudentsfirsttoexplorethemselvesasindividualsinasociety,thenaspartsofsmallergroupswithinthatsociety,andfinallyasagentswhooperateasapartoflargerstructuresandinstitutionsthatmakeuptheirsociety.

TheSocialGroupsunitprovidesstudentswithanunderstandingaboutwhyandhowgroupsindifferentsocietiesareformed,howthosegroupsimpacttheindividualandviceversa,andhowtheactionsofearliersocialandinstitutionalpracticesformthebasisforlatersocialrelationshipsingroupsandsocieties.Studentswillunderstandthefunctionandimpactofconformityongroupdynamics.Itexploresthefunctionofconflictandcohesionindifferentgroupsandcommunities,suchascults,gangs,andcliques.Studentswillalsoresearchavarietyofcontemporaryandhistoricalexamplesofdiscriminationandexclusionfromsocialgroupsinanefforttounderstandthepsychological,sociologicalandanthropologicalimpetusforsuchpractices.Finally,thisunitaffordsstudentsadditionalpracticeapplyingthedifferinglenses(psychological,sociologicalandanthropological)totheimportantaspectsofsocietalgroupsandhelpsthemtosituatethemselveswithinvariousgroupsinsociety.Thisisaccomplishedthroughongoingformativeassignmentsthroughouttheunitandduringtheculminatingtaskfortheunititself.Thesetasksemphasizetheimportanceofwell‐developedresearchskillsandcriticalthinkingastheypertaintothesocialsciences.Theassessmenttasksinthisunitaredesignedtoprovidestudentswithmultipleopportunitiestopracticeanddemonstratetheirknowledgeoftheimportantunitconceptsaswellasprovidetheteacherwithmultipleopportunitiestoofferdescriptivefeedbackonstudents’progress.

Thisunitiscrucialtothedevelopmentofstudents’understandingofkeycurriculumexpectationsandtodeepentheunderstandingoftheirplaceasproductive,responsiblecitizensinlocal,nationalandglobalsocieties.Itisnecessarythatadolescentslearnaboutthefunctions,processes,andagentsofsocialization,andhowthedynamicinteractionsofeachinfluencetheirbehaviours.Gainingdeeperinsightintohumanactionswillassiststudentstounderstandhowagentssuchasfamily,peers,school,andthemediashapeindividualpersonalbeliefsandvaluesystems,includingtheirown.

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InstructionalOrganizer

UnitCalendarMonday Tuesday Wednesday Thursday Friday

1IntroductiontoSocializationAnecdotalnotes(FA)Journal(FA)

2Socializationcont.

Anecdotalnotes(FA)Isolationnotes(SA)

3SocialgroupsVerbalfeedback(FA)

4Subculture&CliquesSubcultureassignment(FA/SA)

5GangsGuestspeakerquestions(FA)

8GuestSpeaker

Reflection(FA/SA)

9CultsLevelofengagement(FA)

10Cults:JonestownLevelofengagement(FA)

11Cults:JonestowncontinuedDiscussioninvolvement(FA)

12ConformityexperimentsGraphicorganizer(FA)

15Conformitycontinued

Reflection(FA)

16Conflict&CohesionSkit(FA)Anecdotalnotes(FA)

17Conflict&Cohesion:DisciplinesAnecdotalobservations(FA)Jigsawnotes(FA)

18DiscriminationandExclusionVerbalfeedback(FA)

19Discrimination&Exclusion:LabVerbalfeedback(FA)

22Discrimination&Exclusion:LabVerbalfeedback(FA)

Discrimination&Exclusion:PresentationsPowerpoint(FA)Presentationskills(FA)Knowledgeofconcepts(FA)

24CA:WorkperiodVerbalfeedback(FA)Anecdotalnotesonlearningskills(FA)

25CA:WorkperiodVerbalfeedback(FA)Anecdotalnotesonlearningskills(FA)

26CA:WorkperiodVerbalfeedback(FA)Anecdotalnotesonlearningskills(FA)

29CA:GalleryWalkPresentation(SA)

PhotoEssay(SA)

30CA:GalleryWalkPresentation(SA)

PhotoEssay(SA)

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SummaryofLearningActivitiesLesson1:IntroductiontoSocializationTimerequired:75minuteperiodExpectations:SO2.01,SO3.01,SO3.02,E/U#1,#2OverviewoftheActivity/Strategy:• Theteacherwillprovideabriefoverviewoftheunitdetailingthetopicstobecoveredandtheculminatingactivity.

• Studentswillcreateamindmapthatincludesallthepeopletheyinteractwithonadailybasis.Studentswillsharetheirmapswiththeclassastheteachercreatesalistontheboard.

• Studentswilltakenotestodefinesocialization(primary/secondary),agentsofsocialization(primary/secondary).Inpairsstudentswillplacetheitemsfromtheboardintothesecategories.

• Studentswillcomparetheirlistwithtwootherpairsanddiscussthesimilarities/differences.

• Asaclass,addtothelistanyinfluencesthatweremissed(media)andhowtheyaffectus.

• Forhomeworkstudentswillwriteajournalentryaboutwhothemostinfluentialsocializationagent(s)isintheirlife.

PossibleResources:• CourseTextbook• Culminatingassignment• Mindmaphandout

DescriptionofAssessmentOptions:• Anecdotalnotesmaybeusedtotrackparticipation,groupinvolvementandlearningskills.

• Journalentrieswillbecollectedthenextdayfortheformativeassessmentofunderstandingandliteracy.

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Lesson2:SocializationcontinuedTimerequired:75minuteperiodExpectations:SO1.01,SO2.01,SO3.01,SO3.03,SO3.04,ISV.02,IS1.03,IS2.06,EU#1,#2,#3,#5 OverviewoftheActivity/Strategy:• Studentswillprovideabriefoverviewofthetopics/termsdiscussedlastday.

• Theteacherwillprovideabriefoverviewoftheconceptsnatureandnurture.Studentswillbeaskedtowritearesponsetothequestion“Whichdoyoufeelplaysagreaterroleinyourdevelopment,natureornurture”.Basedontheseresponsesstudentswillbeplacedingroupsof4‐5.

• Groupswillhaveaminidebateaboutwhichismoreimportantandwhy.

• Studentswilltakenotesonthepsychologicalconceptofnaturevs.nurtureandhowtheyimpactonoursocialization.

• Theteacherwillaskquestionstogetstudentsthinkingabouttheconceptofenculturation(whatoccursatfamilyweddings?Howwasthisdifferentfromafriend’swedding?)Studentswilltakenotesontheanthropologicalconceptofenculturation.

• StudentswillbetoldaboutHarryHarlow’sattachmentexperimentwithrhesusmonkeys(videooptional).(seebelowforlinks)Discusstheirreactionsandthegoaloftheexperiment.Studentswilltakenotesontheconceptofsocialisolation.

• H.W.Studentswilltakepartinanisolationexperimentwheretheyaretoavoidallphysicalcontactfor24hours.Theyaretorecordtheirthoughts,feelings,observationsinanotebook.

PossibleResources:• http://encyclopedia.stateuniversity.com/pages/9536/Harry­Frederick­Harlow.html#ixzz0LZPdGJSM

• http://www.youtube.com/watch?v=hsA5Sec6dAI• Coursetextbook• Overheadprojector

DescriptionofAssessmentOptions:• Anecdotalnotesmaybeusedtotrackparticipation,groupinvolvementandlearningskills.

• Experimentnotebookswillbecollectedforsummativeassessment.Lesson3:SocialGroups

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Timerequired:75minuteperiodExpectations:OR1.01,OR1.02,0R1.03,IS1.03,IS2.06,E/U#1,#2,#3OverviewoftheActivity/Strategy:• Studentswillprovideabriefoverviewofthetopics/termsdiscussedlastday.• Usingthepopcornstrategytheclasswillcompilealistofallthegroupstheyareinvolvedin.Classwillthendiscussthecharacteristicsofthesegroups.

• Teacherasksthequestion“arepeoplewaitingforthebusasocialgroup?”Discussresponsesandhowthissituationisdifferentthanthoseontheboard.

• Copynotesfromtheoverheadtodefinesocialgroupsandaggregategroups.Copynotesonthesociological(primary/secondary)&psychological(affiliate,comparison,support,power)perspectiveofgroups.

• Havestudentsdivideapageintofourparts(primates/hunting&gatheringsocieties/agriculturalsocieties/industrialsocieties).Toexploretheanthropologicalview,dividetheclassinto4(or8)groups.Usingthetextbook,groupswithcompleteonepartofthepageandthenjigsawuntiltheirpageiscomplete.

PossibleResources:• Coursetextbook• OverheadprojectorDescriptionofAssessmentOptions:• Verbalfeedbackwillbegiventothestudentsduringthejigsawactivity.Lesson4:Subculture&CliquesTimerequired:75minuteperiod

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Expectations:OR1.02,OR1.03,OR2.01,ISV0.2,IS1.03,IS3.02,E/U#2,#3,#5OverviewoftheStrategy/Activity:• Definethetermcliquethroughdiscussionorteacherdirected• Surveytheclassaboutwhatdifferentcliquesexist,whichonesarepresentatthisschool.(Think/Pair/Shareorwholeclassdiscussion)arealsooptions.

• OpinionContinuumLine–Putmaskingtapeontheground,“IStronglyAgree”atoneend,“IStronglyDisagree”attheother.Askstudentstoarrangethemselvesonthelineaccordingtothefollowing:

• Ibelongtoaclique.• Idon’tbelongtoacliquebutotherswouldsayIdo.• FittinginwiththepeopleIhangoutwithisimportanttome.

Aftereacharrangement,askforvolunteerstoexplainwhytheypositionedthemselveswheretheydid.

• Usingtheteacher‐preparedPowerpoint,studentstakenotesontheprosvs.consofcliquesandthedefinitionofsubculture.

• Teacherassignsandexplains“TeenageSubculturesinSchools”assignment

• H.W.SubcultureassignmentPossibleResources:• ComputerandLCD• PowerpointonCliquesandSubculture• Maskingtape• Assignment:TeenageSubculturesinSchools(attached)DescriptionofAssessmentOptions• “TeenageSubculturesinSchools”assignmentcouldbeformativelyassessedtoensureunderstandingofconcepts,toassessthinkinginthisareaandtoascertaintheabilitytocommunicateresultsclearly.

• “TeenageSubculturesinSchools”assignmentcouldbesummativelyassessthestudent’sresearchskills

TeenageSubcultureinSchools

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Due:___________________

Interactionsbetweenteenagersinschoolarejustassignificantfortheirsocializationasthecoursestheytake.Friendshipscaninfluencecoursesstudentsregisterinandwhichclubsorteamstheyjoin.Highschoolisaplacewherestudentsexperimentwithfashion,exploremusicaltastesandtesttheirvalues.Friendshangingaroundtogetheractasatight‐knitgroup,orclique.Thosewhobelongfeelsecurewhileoutsidersmayfeelisolated,orintimidated;therefore,thereisnosuchthingasasingleteenageculture;rathermanysubculturesexistinhighschool.Theseuniquecharacteristicsmaybebasedonage,gender,ethnicity,attitudesandvalues,behavioursorroles.Manysubculturestendtogravitatetowardsacertainareaoftheschool,whichmaybecometheirterritory.TheAssignment:Youwillbeanalyzingyourschool’shighschoolsubcultures.Thisisafieldstudythatisbasedonsilentobservation;youarenottoquestionanystudentsorengagetheminanyway.Muchliketheresearchersyouhavestudiedpreviouslyinthiscourse,youmustremaintheimpartialobserver,andnotalterorinfluencethebehaviourofyoursubjectsinanyway.Yourassignmentmustinclude:amap,aprofileoftwodifferentsubcultures,andahalfpageconclusion,whichinvolvessynthesizingyourresearchand“fieldstudy”observationswiththetheoriesandmaterialwehavediscussedinclass.WhatToDo:

1. Map:Usingthemapoftheschoolprovided,identifyazoneoftheschoolthateachofyourtwosubculturesclaims.Includelandsurroundingtheschoolasmanysubculturesclaimterritoriesoutsideofthebuilding.Yourmapshouldincludelabelsforeachzonewithasymbolthatisexplainedinalegend.Includepicturesand/orobjectsthatrepresentthetwosubculturesidentified.

2. Profile/Observations:Onaseparatepieceofpaper,injot‐noteform,writea

profilethatdescribeseachofthetwosubculturesidentifiedforyourfieldstudy.Eachprofilemustbebasedonyourownsilentobservationsandaddressthefollowingissues:

a. Individuals’statuswithinthesubculture:Istherealeaderorleadersand

ifso,howdidyouidentifythem?Howdidyouidentifywhothefollowersareinthegroup?Howdoesthisgroupdynamicimpacttheirindividualbehaviours?Aretherepossibleconflicts/powerstruggleswithinthisgroup?Arethereanyoutwardsignsofcohesion/togetherness?Ifso,whatarethey?

b. Subculture’sstatuswiththeschool:Howisthisgroupperceivedbyothersintheschool?Whydoyouthinktheyareperceivedthisway?Arethereanyconclusionsthatcanbedrawnregardingterritoryandstatusofthesubculture?Aretherepossibleconflictswithothersubcultures?

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c. Values:Whatdomembersofthesubculturethinkisright,goodand

important,basedonyourobservations?Whatmusic,fashionandsymbols(includinglanguage)dotheyprefer?Howdotheyacttowardsothersubculturesorindividualsoutsidetheirowngroup?

3. Conclusion:Whatconclusionscanyoudrawaboutteenagesubculturesatyour

school?Linkyourobservationstosomeofthetheorieswehavediscussedinclass(ie.Piaget,Kohlberg,agentsofsocialization,groups,etc.).

Yourconclusionshouldaddressthedistinguishablecharacteristicsthatwillserveascomparativefactorsforthetwosubculturesincludedinyourfieldstudy.Yourconclusionshouldemphasizetheindividualandsubculturestatus,andtheirvalues.Also,discussthebehavioursandinteractionsyouobservedwithinandbetweensubculturesthatyouobservedandofferanexplanation/hypothesisforthemfromeachofthethreelensesforthecourse(anthropological,psychological,sociological).Thisistobe¾ofapageinlength.

Lesson5:GangsTimerequired:75minuteperiodExpectations:OR1.01,OR1.02,OR1.03,E/U#1,#2,#3

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OverviewoftheActivity/Strategy:• Asaclass,brainstormalistofgangsthatweknowexist(HellsAngelsetc.)Discussthereasonsforjoiningagang.

• ShowthefirsttwoslidesofthePowerpointcontainingrealquotesanddiscuss.

• ShowtherestofthePowerpointdetailingwhypeoplejoingangsasstudentstakenotes.

• Notifytheclassthatwewillbehavingaguestspeakertomorrow.• Inpreparation,eachstudentmustprepare2‐3relevantquestionstoaskthepoliceofficerthatfallsinlinewithwhatwehavelearnedaboutgangs.

PossibleResources:• ComputerandLCD• PowerpointonGangsgangs.pptDescriptionofAssessmentOptions• Studentswillbeformativelyassessedonthecompletionofthetaskaswellastherelevance,complexity,andthoughtputintothequestions.

Lesson6:GuestSpeakerTimerequired:75minuteperiodExpectations:OR1.01,OR1.02,OR1.O3,OR2.O1,E/U#1,#2,#3

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OverviewoftheActivity/Strategy: • GuestSpeaker.Invitealocalpoliceofficertocomeinandspeaktotheclassaboutgangs.Policeofficershavefirsthandknowledgeandcanprovidefrontlineexperiencewhichwillprovideaveryrealisticperspectivetotheinformationwefindaboutgangsinthetextbook.

• Eachschoolusuallyhasapartnershipprogramwiththelocalpolice.Thereareusually1or2policeofficersassignedtoaspecificschoolwhoparticipateinvariousprogramsincooperationwiththeschool.

• H.W.Studentswillwritea½to1pagereflectionaboutwhattheythoughtwasmostinterestingaboutthepresentationand/organgsingeneral.

DescriptionofAssessmentOptions:• Studentswillalsobeformativelyassessedthroughtheirlevelofengagement,participation,andbehaviourduringthepresentationandclassdiscussions.

• StudentreflectionscanbeformativelyORsummativelyassessedfortheirlinkstocoursecontent.

Lesson7:CultsTimerequired:75minuteperiodExpectations:OR1.01,OR1.02,OR1.03,OR2.02,OR2.04,IS1.03,IS2.04,E/U#1,#2,#3

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OverviewoftheActivity/Strategy:• Throughareadaloud(textpg.276–277)theclasswillexaminethecharacteristicsandfunctionsofcultstheirimplicationsonindividuals,groups,andsociety.

• Asaclassyouwillanswerthefourdiscussionquestionsthatfollowthefocusoncultswithinthetext.Studentswillsimultaneouslybeaskedtothinkabouttheanthropological,psychological,sociologicalexplanationsandconnectionstocultsanditseffectsonindividualsandsociety.

• Theteacherwillcallattentiontohowcults,similartogangs,alsofunctionasformsofconformityandnon‐conformityinabriefclassdiscussionfacilitatedbytheteacher.

• Dividetheclassinto6groups.Eachgroupwillreceiveaninformationpackageaboutoneofthecultsmentionedwithinthetextthathasbeenpreassembledbytheteacher(webresourcesforthesepackagesarelistedbelow)Eachgroupwillbeassignedacasestudytoexamine.Becausethereare6groupsandonly3casestudies,twogroupswillgetthesamecasestudybuteachindividualgroupwillworkalone.

• Studentswillthengetintogroupsofthreewithoneexpertfromeachofthecultcasestudiesandjigsaw.

PossibleResources:• Coursetextbook• TheJonestownMassacre:http://www.crimelibrary.com/serial4/jonestown/:• TheSolarTempleCult:http://www.culteducation.com/solartemp.html:• Heaven’sGateCult:http://www.crimelibrary.com/notorious_murders/mass/heavens_gate/1.html:

DescriptionofAssessmentOptions:• Studentswillbeformativelyassessedontheirlevelofengagement,involvement,participation,andbehaviourduringthetextbookwork,readaloud,andjigsawactivity.

Lesson8&9:Cults:JonestownTimerequired:Two75minuteperiodsExpectations:SOV.03,OR1.01,0R1.02,0R1.03,OR2.01,OR2.02,OR2.04,IS1.03,E/U#1,#2,#3,#4OverviewoftheActivity/Strategy:

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• Showthevideoentitled“Jonestown:ParadiseLost”

• Discusstheirthoughts/feelingsaboutthevideoandhowitrelatestowhatwehavelearnedtothispointinthecourse.(isolation,enculturation,etc.)

PossibleResources:• Video“Jonestown:ParadiseLost”• TelevisionandDVDplayerDescriptionofAssessmentOptions:• Studentswillbeformativelyassessedontheirlevelofengagement,involvementandparticipation.

Lesson10:ConformityexperimentsTimerequired:75minuteperiodExpectations:OR1.03,OR2.02,ISV0.2,IS1.03,E/U#1,#2,#3,#5OverviewoftheActivity/Strategy:

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• Conformityexperiment(seebelow)• TheteachertellsthestudentsabouttheworkofSolomonAschandhisactualresults.Overallthesubjectsconformedtotheincorrectmajorityinaboutthirty‐fivepercentofthetrials.

• Theresultsofthetrialswillthenbediscussedbytheclass.Ingroupsof4,studentswilldiscussthefollowingquestions:

1) Whatbehavioursdidthestudentobserversnotewhenthesubjectwasconfronted

withthedecisiontochoosethecorrectlineorconformtotheconfederateswhohadobviouslychosentheincorrectline?

2) DidthesubjectinourclassexperimentconformasmuchasthesubjectsintheAschexperiment?

3) WhatisthesignificanceofAsch’sfindings?Doyouthinkmostpeopleareapttoconforminreallifesituations?

Afterthegroupshadtimetodiscussthesequestions,eachgroupwilltaketurnspresentingtheirthoughtsandobservationstotheclass.

• Teacherwillprovidestudentswiththedefinitionofconformity.• Studentswillcompletea“FishboneGraphicOrganizer”towriteintheirownwordswhattheylearnedaboutconformityandthisexperiment.Teacherwillcollectthesegraphicorganizersandprovideformativefeedbacktostudentsthefollowingclass.

PossibleResources:• Conformityexperimentinstructions

• SolomonAschexperiment(1958).Astudyofconformityhttp://www.age­of­the­sage.org/psychology/social/asch_conformity.html

DescriptionofAssessmentOptions:• Thegraphicorganizerscanbeformativelyassessedforconfirmationofunderstanding.StudentreflectionscanbeformativelyORsummativelyassessedfortheirlinkstocoursecontent.

ConformityExperiment• Haveonestudenttakedowntheattendancesheettotheoffice.Thatstudentwillbethesubject.

• Selectnineotherstudentstobetheconfederates.Theconfederateswillbebriefedontheactualnatureoftheexperiment.

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• Thesubjectistoldastheyentertheclassroomtheyareparticipatinginaperceptionexperiment.Hisorhertaskwillbetojudgethecomparativelengthoflines.

• Theconfederatesandthesubjectwillbeaskedtochoosewhichofthethreelinesonacomparisoncardisthesamelengthasthestandardlineonanothercard.

• Onthefirstandsecondtrialstheconfederatesareaskedtochoosethelineonthecomparisoncardthatactuallymatchesthelengthofthestandardline.

• Onthethirdtrialtheconfederateswillbeaskedtochoosealinethatdoesnotmatchthelengthofthestandardline.Alltheconfederateswillchoosethesameincorrectlinechosenbythefirstconfederatetochoosealine.

• Selectastudentfromtheclasstobetherecorderandnotetheresultofthetrials.• Asktheremainingstudentstoobservethesubject’sbehaviourwhenheorsheisconfrontedwiththedecisiontochoosethecorrectlineorconformwiththeconfederateswhohaveobviouslychosentheincorrecttrials.

ConductingtheExperiment• Havetheconfederatesandthesubjectsitinalineofdesksfacingthetrialcards.• Havethesubjectsitinthesixthpositionintherowofdesks.Therestofthestudentsshouldstandinapositiontoviewthetrials.

• Teacherbeginsfirsttrialwithverbalcue:“Tellmewhichoneofthethreelinesonthecomparisoncardmatchesthelengthofthelineonthestandardcard.IsitlineA,B,C.”

• Beginwiththefirstconfederateinorderuntileachparticipanthasgiventheiranswer.Makesuretherecorderrecordseveryanswer.Usethesameprocedurefortheremainingeleventrials.

• Ontrials3,5,6,7,9,11and12theconfederateswillbechoosingthesameincorrectline.• Asktheclassroomobserverstonoteanyreactionsofthesubjectwhenheorshehastodecidewhethertoconformtotheincorrectchoiceorchoosethelinetheybelieveiscorrect.

• Asktherecordertotallythepercentageoftimesthesubjectconformedbymakingtheincorrectchoiceoflinesintrials3,5,6,7,9,11and12.

Lesson11:ConformitycontinuedTimerequired:75minuteperiodExpectations: OR1.03, OR2.01, OR2.02, OR2.03, OR2.04, IS1.03, E/U #2, #3, #4OverviewoftheActivity/Strategy:• Playthevideoentitled“TheWave”.

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• Inpairs,studentswillanswerthefollowingquestions:

1) Whatperiodofhistorywastheclassstudyingandwhatdidthestudentsfindshocking?

2) WhydoesMr.Ross(teacher)decidetotryanexperimentonhisclass?3) Whateffectdidthisexperimenthaveonhisclass?4) Howandwhydoesthe“TheWave”spreadtostudentsoutsideMr.Ross’History

class?5) WhywerestudentsproudtobepartoftheWave?Give3reasons.6) DoyouthinktheexperimentMr.Rossdidtohisstudentswasethical?7) WhatwasthemainlessonforthestudentsinMr.Ross’Historyclass?8) Whatdidthisfilmteachusaboutconformityandsociety?

• H.W.Studentswillindividuallywriteaonetotwopagereflectiononhowtheyfeltwatching‘TheWave”,andprovidereasonswhytheythoughtthiswasagreatexampleofhowpeoplecanbemadetoconform?

PossibleResources:• “TheWave”video

DescriptionofAssessmentOptions:• Studentswillbeformativelyassessedontheirwritingskillsandunderstandingofconformity.

Lesson12:ConflictandCohesion TimeRequired:75minuteperiodExpectations:OR2.01,OR2.02,IS1.03,E/U#1,#2&#3Overviewoftheactivity/strategy:

• Teacher will lead a whole group discussion to define conflict and cohesion

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• Students will take part in a Think/Pair/Share to answer the following:

-In the past 24 hours, what conflicts have you experienced or witnessed? (personal,

media/television, sports, etc.) -How did you feel? -What role did you play (if any)? -Should you have played a role?

• Students will take notes on conflict solutions (consensus, compromise, concession, accommodation) (see below for overhead)

• Conflict Resolution Scenarios (Small Group/Performance Activity) a. Students break into groups of 3 or 4; each group is assigned a different conflict

scenario and must act out one of the above solutions b. Conflict Scenarios: a fight at school, a disagreement during a business meeting, an

argument in a town hall council, a couple arguing, friends playing a sport disagree about a call, friends arguing about which movie to see, a family arguing over where to go to dinner, siblings fighting over a toy, a raging debate at the United Nations, two neighbours argue over lawn/tree maintenance.

c. Class is to guess which solution group is presenting d. A short whole class debrief can be employed after each skit:

i. How did you know which conflict resolution it was? ii. What other (better?) solutions could have been employed?

iii. What would have prevented this conflict in the first place? PossibleResources:

• Overhead notes on conflict solutions • Overhead projector • Conflict Resolution Scenarios (see above)

DescriptionofAssessmentOptions:• Students can be formatively assessed on their ability to create and clearly present a cohesive

“skit” that correctly identifies one of the learned conflict resolutions. • Anecdotal observation can be noted as to student participation during the skit design process,

the execution of the skit itself, and participation during whole class performance debriefs.

CONFLICT & COHESION What Unifies and Divides Us??

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Conflict -- a prolonged fight/struggle/disagreement/ between opposing

forces that may cause unrest, discontent, hostility or violence

Cohesion – the union of individual parts into a whole. The tendency to

“stick together”, be united, close knit.

CONFLICT SOLUTIONS

Consensus – seek out other member’s viewpoint and agree that there are several solutions

- gives everyone involved a sense of control Compromise – acknowledge the other person’s point of view

- partners meet half way Concession – one person gives into the partner’s suggestions and agrees

to the idea Accommodation – each person holds their own view and they cannot

agree - they agree to disagree Lesson13:Conflict&Cohesion:DisciplinePerspectivesTimeRequired:75minuteperiodExpectations:OR2.01,OR2.02,IS1.03,IS2.06,E/U#1,#2,#3Overviewoftheactivity/strategy

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• Teacherdirectsareviewoftheconceptsconflictandcohesion.

• Jigsaw‐Splitstudentsinto“HomeGroups”of3;HomeGroupssplitinto“ExpertGroups”(theanthropologyexpertsfromallgroupsmeetinonelocation,etc.);Provideinformationcards/questions/casestudiestoeachexpertgroup

‐Eachgroupcopiesdownimportantinformationoninfocard,readscasestudy,answersquestionstogether,etc.‐StudentsreforminHomeGroupsandteachinformation/discipline

perspectivetoHomeGroup.Otherstudentstakenotesonthe“ConflictandCohesionJigsawOrganizer”(attached).

• Wholeclassdebriefaboutthedisciplineperspectives

a. Whichperspectivedoyoumostidentifywithwhenitcomestothistopic?Why?

b. Isourculturebasedonconflictorcohesiveness?c. Canconflictbegood?How?d. Inwhatwayscanwepromotecohesivenessatthisschool?Inoursociety?In

theworld?PossibleResources:

• InformationCards:explainConflictandCohesionfromeachofthethreedisciplineperspectives(anthropology,psychology,sociology)

o Forexample:Sociologyperspectiveincludesinformationpertainingto:dehumanization,livingconditions,classandpower,diffusionofresponsibility,conflictperspectivevs.functionalistperspective,etc.

• CaseStudyCards:Ashortparagraphorarticleforeachofthe3disciplineso Forexample:MurderofKittyGenovese:

http://www.newsday.com/community/guide/lihistory/ny‐history‐hs818a,0,7944135.story

• QuestionCards:AsksquestionsaboutConflict/Cohesionforexpertgroupstoanswer

o Forexample: Why,inyouropinion,didthepeopleintheGenovesecase,notact? Haveyoueverexperiencedaversionof“GenoveseSyndrome”in

whichyoudidn’tactwhenyouknewyoushouldhaveactedbecausenooneelsewasacting?

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Doyoufeelsaferinalargecrowd?Whyorwhynot?• ConflictandCohesionGraphicJigsawOrganizerChart(below)

DescriptionofAssessmentOptions:• TeachermayformativelyassessbyperforminganecdotalobservationofstudentparticipationinExpertGroups,HomeGroups,andduringwholeclassdebrief.StudentscouldalsoberequiredtosubmitcompletedJigsaworganizercharttoascertainlevelofacquiredsufficient/accurateknowledgeondifferentperspectives.

Conflict and Cohesion Jigsaw:Anthropological, Psychological, Sociological Approaches

Component Anthropological Sociological Psychological Key Terms / Definitions

e.g. dehumanization

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Reason for Conflict

Reason for Cohesion

Key Points from Case

Study Example

Benefits / Drawback of

Conflict

Benefits / Drawbacks of

Cohesion

Lesson14,15,16,17:DiscriminationandExclusionTimeRequired:Four75minuteperiods(1lesson,2lab,1presentations)Expectations:OR2.03,OR2.04,IS1.03,IS2.04,IS2.06,IS3.01,IS3.02,E/U#3,#4,#5Overviewoftheactivity/strategy:Day1:

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• Handoutandgoover“AHistoryofDiscrimination”Assignment,aresearch‐basedassignmentthathasstudentsinvestigateahistoricalexampleofdiscriminationandexclusion(NazipersecutionofJews,strugglefortherightsofwomen,Rwandancivilwar,etc.),andthenlinkittoexistingsocialrelationshipsinvolvingexclusiontoday

• Allowstudentstochoosetheirgroups,butremindthemthatfriendsaren’talwaysthebestchoice.

• Groupsdecideonatopic.Day2&3:• Groupsworkinthecomputerlabresearchingtheirchosenhistoricalexample.Day4:• GroupsdelivertheirPowerpointandoralpresentationstotherestoftheclass.• Wholeclassdebriefafterpresentationsconclude:

a. Whichmodernissueconcernsyouthemost?b. WhatcanwedoasaCLASS/GROUPofpeopletofixsomeoftheseissues?c. WhatONETHINGcanwe,asINDIVIDUALS,dotoaddressoneoftheseissues

inasmall,littleway,TODAY?d. AskstudentstopickONETHINGtodotodaytocreatecohesion

PossibleResources:• ComputerlabwithaccesstointernetandMSPowerpoint• AssignmentHandout:“AHistoryofDiscrimination”(below)• “AHistoryofDiscriminationPresentation”Checklist(assessment/feedbacktool)• ComputerandProjectorforMSPowerpointpresentationsDescriptionofAssessmentOptions:• StudentsmaybeformativelyassessedontheirgroupPowerpointdocuments(citations).• Studentsmaybeformativelyassessedontheirpresentationskills,knowledgeofconceptscentraltoconflictandcohesion,inquiryprocessesusedbyansweringthequestionsdetailedintheassignment,clarityandorganizationoftheduringthecommunicationoftheirfindings,andtheabilitytoapplytheirfindingstothepresentationformat. A History of Discrimination

Human history across multiple societies and time periods has been riddled with forms of discrimination,

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purposeful isolation and exclusion, sometimes resulting in some of the most tragic and horrific crimes ever committed. These historical examples of discrimination and exclusion have lasting effects. Even today, there are lingering social relationships that are direct descendants of these historical. In groups of FOUR, you will research one of these historical examples and relate it to contemporary forms of discrimination and exclusion. Task:

1. Form a group of 4. 2. Pick a topic from the list provided.

3. Research your topic with particular attention paid to the ASSIGNMENT

COMPONENTS (see below)

4. Prepare a PowerPoint document and BRIEF (5-7 minute maximum) oral presentation of your findings that you will present to the class.

5. You will be assessed on your ability to:

a. Summarize the topic in a concise and accurate manner

b. Apply one of the psychological/sociological/anthropological lenses to

your topic

c. Use key terms we’ve studied recently (dehumanization, modeling theory, selective perception, ethnocentrism, etc.) accurately

d. Create effective, well-thought out solutions and avenues for cohesion

e. Provide properly cited sources for all of your information

Assignment Components:

1. Briefly provide an overview/summary of the historical context of your topic: Who? What? Where? When? Why? How?

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2. From the perspective of ONE of the 3 discipline lenses, what was the reason behind the

conflict?

3. Could this conflict have been averted? If so, how? (Think about our discussion of conflict resolution)

4. Are there lasting effects/extensions/examples of your conflict today in one form or

another? What are they?

5. What can we do today as a society to build cohesion so that something like this a) doesn’t occur again or b) stops occurring?

6. Create three (3) brief questions to ask the audience their opinions about your topic.

7. Include properly cited (APA style) bibliographic information for all your sources.

Possible Research Topics:

• Nazi persecution of Jews during • The struggle for equal rights of

women in Canada

• Islamophobia in “The West”

• Genocide during the Rwandan Civil War

• The Indian Act of 1876

• American Race Riots of the 1960s

• The Rodney King Incident

• Harvey Milk and Homosexual rights

• Indian Residential Schools Issue • Historical examples of “Ageism”

• Historical examples of “Ableism”

• Croatian/Bosnian/Serbian

Conflict/Genocide

• Sri Lankan Conflicts (Sinhalese and Tamils)

• Conflicts between Israel and

Palestine

• Any other topic your group would like to focus on as approved by teacher

33 Lesson18,19,20:CulminatingActivityWorkperiodsTimeRequired:Three75minuteperiodsExpectations:#1,#2,#3,#4,#5Overviewoftheactivity/strategy:Day1:• TeacherwillreviewtheCulminatingAssignmentbydistributingtheassignmentoutlineandtherubric.

• Studentswillhaveanopportunitytoreviewexemplarsoftheassignmentandaskquestions.

• Studentswillhavetheremainderoftheperiodtoworkinthelibrarytoresearchandsearchforimages.

Day2:• Studentswillworkinthelibraryontheirassignments.

• Studentswillhavetheopportunitytoconferencewiththeteachertoaskquestionsorreceivefeedbackontheirideas.

Day3:• Studentswillworkinthelibraryontheirassignments.

• Reminderthatthegallerywalkswillbegintomorrow.PossibleResources:• Culminatingassignmentandrubric(seebelow)

DescriptionofAssessmentOptions:• Studentswillbeformativelyassessedwithverbalfeedbackandanecdotalnotes.Lesson21,22:CulminatingGalleryWalk

34 TimeRequired:Two75minuteperiodsExpectations:E/U#1,#2,#3,#4,#5Overviewoftheactivity/strategy:Day1:• Remindstudentsofthecriteriabeingevaluatedforthegallerywalksandhowtheywork.• Gallerywalkstakeplace.Day2:• Gallerywalksarecompleted.PossibleResources:• Culminatingassignmentandrubric(seebelow)

DescriptionofAssessmentOptions:• Studentswillbesummativelyassessedontheirgallerywalkpresentationsandphotoessays.

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My Socialization Process Your assignment for this unit will require you to think outside the box! Instead of writing a traditional paper, let’s communicate our ideas with a photo essay, a story board, a pop-up! Let’s make it fun to read and look at! A photo essay is a set or series of photographs that are intended to tell a story or evoke a series of emotions in the viewer. Photo essays range from purely photographic works to photographs with captions or small notes to full text essays with a few or many accompanying photographs. Photo essays can be sequential in nature, intended to be viewed in a particular order, or they may consist of non-ordered photographs which may be viewed all at once or in an order chosen by the viewer. All photo essays are collections of photographs, but not all collections of photographs are photo essays. Your Task

On a piece of Bristol board, you will be required to mount no fewer than 10 visual images that tell me about your “Socialization Process”. This may include pictures, drawings, internet images or photocopies.

Each image will be accompanied by TWO PARAGRAPHS that explains with SUFFICIENT DETAIL and RESEARCH (citations required) what the picture is about and why it is important.

This is a visual essay, which means that the visuals should provide an adequate amount of information. You must be able to look at the poster and gain insight into at least 10 facts pertaining to your “Socialization Process”. Your visual essay should be filled with information, no less than a written essay would have.

The poster will illustrate your “Socialization Process”. You MUST incorporate as many of the topics covered in the unit as possible. (see checklist)

No two posters should be alike, nor should they have exactly the same information. Each will be as unique as a conventional essay. Don’t forget to include a title for the display.

All visual essays will be displayed in the library. Students will walk around and view each essay (like you are GALLERY WALKING a museum). During this time, each student will give a brief PRESENTATION to the teacher explaining their essay (why you chose these topics and how you researched them).

Please refer to the mark breakdown and the checklist that go with this assignment. This must be handed in with your poster.

The photo essay with be worth 70% of your total mark. The gallery walk presentation will be worth 30%.

36 Visual Essay Rubric

CATEGORY CRITERIA LEVEL 1 (0-7) LEVEL 2 (8-9) LEVEL 3 (10-12) LEVEL 4 (13-15) K/U Information /15

Includes and clearly conveys the information. Required information

Limited information and details Does not contain all of the required information

Some information and details Contains half of the required information

Sufficient information and details Contains more than half of the required information

Thorough information and details Contains all of the required information

TIPS Research /15

Information and visuals relate to the topic. Each paragraphs contains relevant research. Research has been cited and formatted correctly.

Visuals do not relate to the topic. Paragraphs do not contain relevant research. Research has not been cited and formatted correctly.

Less than half the visuals relate to the topic. Half of the paragraphs contain relevant research. Half of the research has been cited and formatted correctly.

More than half the visuals relate to the topic. More than half the paragraphs contain relevant research. Half the research has been cited and formatted correctly.

All visuals relate to the topic. All paragraphs contain relevant research. All research has been cited and formatted correctly.

APPS Visuals need to be extremely detailed. One should look at the poster and see an array of information, both visual and read. /15

Visuals are detailed and informative. Colorful, vast array of information pasted neatly, title, pictures etc. Effective use of space utilized.

Minimal detail and information. Minimal color, neatness. No title. Minimally effective use of space.

Some detail and information. Some color, photos, neatness. Somewhat effective use of space.

Sufficient detail and information. Sufficient color, photos, neatness. Sufficiently effective use of space.

Extremely detailed and informative. Excellent use of color, photos, neatness. Extremely effective use of space.

COMM Written work /15

Spelling/grammar Writing style Effective language to connect the research to course content.

Numerous spelling/grammar errors are extremely distracting Poor writing style makes understanding difficult Language does not connect the research to course content.

Many spelling/grammar errors are minimally distracting Poor writing style makes understanding difficult Language makes connections less than half of the time.

Few spelling/grammar errors are not distracting Poor writing style makes understanding difficult Language makes connections more than half of the time.

No spelling/grammar Proficient writing style Very effective and clear language connects the research to course content.

TOTAL /60

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Visual Essay Checklist Your visual essay MUST include each of the following:

AT LEAST one photo that discusses each of the following: Socialization (primary/secondary) Groups (sports teams, student clubs, etc.) Subculture, Cliques, Cults, Gangs Conflict, Cohesion Discrimination, Exclusion

The rest of the photos are your choice. Example: you may include three additional photos of your groups and another on socialization.

Research for each photo.

Example: If you include a sports team photo, your paragraphs may discuss how it has affected your socialization process. You will then find existing research/studies that support/refute your experience. Example: You may discuss a conflict you have overcome/witnessed. You will find research to support your experience. Example: You may discuss how your groups promote conflict/cohesion with research to support your opinion.

Citations (APA format).

Each piece of research evidence must be properly referenced. NO reference list required. A title for your display.

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Gallery Walk Presentation The gallery walk will give you a chance to see the ways in which your classmates view their own socialization processes, and will give you a chance to explain the way you see yours. This assignment is a part of your summative evaluation for this unit, so take it seriously. You will be evaluated on your ability to explain your choice of photos, how well you demonstrate an understanding of the key concepts of the “Social Groups” unit, and your ability to clearly communicate orally with your audience. Assignment Expectations

1. Think of this like a short verbal essay or formal “spoken” paragraph that should be no longer than 5 minutes in length. Your presentation should have a beginning (introduction), in which you outline briefly your main points and illustrate your thesis (see below), a middle (body), in which you present your facts, and an end (conclusion), in which you recap your main points and offer your final thoughts. Structure your presentation accordingly.

2. Your presentation should have a thesis or topic sentence. Your thesis should be your own completion to the following statement:

While completing this assignment, the main thing I learned about myself and my place in society is… 3. You should defend/explain your thesis in at least THREE (3) ways by referring to your photo

essay display itself as a visual aid. Provide concrete evidence (the photos themselves) to back up your arguments.

4. Use the attached rubric to see how you will be graded.

Hints and tips: Some things you may wish to discuss in your presentation (depending on exactly what you have included in your Photo Essay) could be, but are not limited to:

a. What is the most important group that I belong to?

b. What primary or secondary sources of socialization have had the greatest impact on me?

c. What have been the sources of some of my greatest conflicts? What groups of people am I most similar to (cohesion/conformity)?

d. What kind of injustice in the world have I discovered I’d like to help stamp out?

39 Gallery Walk Presentation Rubric

CATEGORY CRITERIA LEVEL 1 (0-7) LEVEL 2 (8-9) LEVEL 3 (10-12) LEVEL 4 (13-15) K/U Information /15

Includes information and ideas from photo essay to support arguments

Limited information and details Ideas are vague; Evidence is not concrete

Some information and details Contains some Information from Essay; thesis Somewhat proven

Sufficient information and details Ideas are concrete and help prove thesis

Thorough information and details Ideas are advanced, Well-thought out and Prove thesis conclusively

TIPS Thinking /15

Development of thesis. Depth of arguments

Thesis is poorly developed Arguments do little to prove/support thesis Arguments are poorly linked to essay and to thesis

Thesis is somewhat developed Arguments do prove/support thesis, but are vague or shallow Arguments are somewhat linked to essay and to thesis

Thesis is well- developed Arguments prove and support thesis considerably Arguments are well- linked to essay and to thesis

Thesis is very well- developed and shows real insight Arguments prove and support thesis in highly- advanced manner Arguments are advanced, argumentative and link to essay and to thesis very clearly

APPS Application of research to presentation format & connections made /15

Presentation format is appropriate, prepared and convincing Connections are made between studied material and student’s life Timing/length

Minimal effort or preparation is evident; way too long or short Information is not appropriately conveyed through verbal presentation little or no evidence of connections made between studied material and student’s life

Some effort or preparation is evident; timing is a bit long/short Information is somewhat appropriately conveyed through verbal presentation some evidence of connections made between studied material and student’s life

Considerable effort or preparation is evident; timing is acceptable Information is appropriately conveyed through verbal presentation Considerable evidence of connections made between studied material and student’s life

Extensive effort or preparation is evident; timing is perfect Information is very appropriately conveyed through verbal presentation Connections made between studied material and student’s life are thorough and well- developed

COMM Communication / Presentation Skills /15

Flow/Organization Appropriate language Speaking skills (volume, “verbal ticks”, etc.) Presentation skills (eye contact, body Language, etc.)

Flow is inappropriate, disorganized, or disjointed; arguments are confusing Language is inappropriate / un- professional; several “verbal ticks” Body language, speaking volume, eye contact are inappropriate / un- professional

Flow is somewhat appropriate, and contains some organization; arguments are understandable, but not logically presented Language is somewhat appropriate / professional; some “verbal ticks” Body language, speaking volume, eye contact are somewhat appropriate / professional

Flow is appropriate, and contains considerable organization; arguments are understandable, and logically presented Language is considerably appropriate / professional; very few “verbal ticks” Body language, speaking volume, eye contact are all appropriate / professional

Flow is very appropriate, and contains thorough organization; arguments are clear, understandable, and very logically presented Language is exemplary and extremely professional; no “verbal ticks” Body language, speaking volume, eye contact all demonstrate advanced / professional presentation skills

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StatementoftheDesignProcess

Thoughtfulunitdesignisakeyplanningstrategythatensuresteachersfollowcurriculumexpectationsandmeettheneedofavarietyoflearners.Inthisunitweworkedtogetheronthe‘designdown’approachtounitplanning,currentlyregardedasoneofthemoreeffectiveapproachestocurriculumdesign.Bycollaboratingascolleagues,weexperiencedcreativewaystoefficientlyintegrateplanningstyles,curriculumexpertiseandresources.

Ourteam’smissionwastocreateanauthenticandmotivatingculminatingactivitytodrivethefocusofourunit.Theunitwasdesignedwithmultipleintelligencesinmindandeveryeffortwasmadetoofferawidearrayofteachingstrategiesandtechniquesthatappealtoavarietyoflearningstyles.Weimplementedadesigndownprocessanddefinedthemostenduringandfundamentalexpectationsforthisactivityandunit.Thiswasachievedthroughmuchdiscussionandplanning.Throughcooperativeonlinegroupdiscussionswebrainstormedwaystoofferavarietyofperspectives,examples,andthenecessaryskillsforstudentstosuccessfullycompletetheunit.Everythingwasplanned,decided,reviewedandexecutedasateam.Therewasmucheditingandfeedbackthathelpedlendsupporttoallmembers.

Weareespeciallyproudofourculminatingactivity.Theinherentvalueofourculminatingactivityishowitempowersstudentstothinkcriticallyaboutsocialgroupsandgaininsightintothevariousperspectivesofagentsofsocialization.Itisalsoahighlypersonalculminatingactivitythataffordsthestudentstheopportunitytoreflectonwhattheyhavelearnedaboutthemselvesassocialagents,andtocommunicatewhattheyseeastherolestheyplayinsocietalgroups.

Eachmemberofourteamfullycontributedtothesuccessofthisunit.Shalan’sdependabilityandorganizationsettheoverallpace.James’logicalfocusandattentiontodetailkeptusontask.Mike’senthusiasmanddiplomaticmannerkeptussane.Ourswasanamazingteamtobeapartof!Wehopeyouenjoythisunitasmuchasweenjoyedcreatingit!