Stephanie

Rudnicki ED478 Cross-curricular Unit Plan Subject: Sociology Grade Level: 10th Grade Unit: Norms, Deviance, & Social Control Time: 48 minute class periods Affective Lesson: Students will begin to understand why humans persecute each other. Objectives: Students will be able to define the following vocabulary: norms, deviance, positive sanctions, negative sanctions, internalization, formal sanctions, informal sanctions, rules, laws, crime. In writings, discussion, and video, students will be able to accurately identify the following within cultures: norms, deviance, positive sanctions, negative sanctions, internalization, formal sanctions, informal sanctions, rules, laws, crime. Students will be able to identify Emile Durkheim and his theories. Students will be able to apply Emile Durkheims theories using evidence from various sources. E.12.3 Compare and describe similarities and differences in the ways various cultures define individual rights and responsibilities, including the use of rules, folkways, mores, and taboos Key Ideas and details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Text Types & Purposes 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Day Lesson 1 What Are Norms? The teacher defines and discusses norms. Students identify norms within their school, home, and community. Using reading materials, students identify the norms of 1692 Puritan Massachusetts. 2 Breaking Norms AKA Deviance Students will generate a list of norms and will be asked to consider if these rules are always followed. What happens they are not? The class will then participate in a discussion on deviance and sanctions.

Informal Sanctions & Internalization Using the previous assessment of breaking norms, students will briefly discuss how the positive & negative consequences (sanctions) of broken norms promote or discourage behavior. Who then enforces these sanctions? Students discuss what informal sanctions are

Objectives/Standards Students will define (knowledge) norms Students will identify (comprehension) norms E.12.3 Compare and describe similarities and differences in the ways various cultures define individual rights and responsibilities, including the use of rules, folkways, mores, and taboos Students will be able to define (knowledge) deviance, positive sanctions, and negative sanctions Students will be able to predict (comprehension) which broken norms lead to positive sanctions and which lead to negative. E.12.3 Compare and describe similarities and differences in the ways various cultures define individual rights and responsibilities, including the use of rules, folkways, mores, and taboos Students will define (knowledge) informal sanctions and internalization of norms. Students will identify (comprehension) informally sanctioned norms. Students will illustrate (application) how informal sanctions lead to the internalization of norms. E.12.3 Compare and describe similarities and differences in the ways various cultures define

Assessment Students will read a description of Puritan life in the 1600s and identify (comprehension) community and gender norms within a chart.

Students will create a list of teacher-approved, safe norms to brake and predict (comprehension) what type of sanctions will result. Students will then perform the acts and observe (knowledge) the results. Attached to their norms assessment, students will write in their own words a definition of informal sanctions (knowledge) and, with a blue highlighter, identify every broken norm that was informally sanctioned

and how they lead to the internalization of norms,

individual rights and responsibilities, including the use of rules, folkways, mores, and taboos

Formal Sanctions, Rules, & Laws Students will add to their understanding of how society enforces norms by considering the ways in which institutions enforce rules and laws.

Students will define (knowledge) formal sanctions, rules, & laws. Students will identify (comprehension) formal sanctions. Students will illustrate (application) how institutions enforce norms. E.12.3 Compare and describe similarities and differences in the ways various cultures define individual rights and responsibilities, including the use of rules, folkways, mores, and taboos Emile Durkheim on Students will be able to identify Crime & Punishment (knowledge) Emile Durkheim. Students will consider the purposes that crime Students will be able to serves in society. Is all summarize (comprehension) his crime bad? How do we theories. determine what crimes are punishable? E.12.3 Compare and describe Students will explore similarities and differences in the these topics through the ways various cultures define theories of Emile individual rights and Durkheim. responsibilities, including the use of rules, folkways, mores, and taboos Assignment of Students will be able to identify

(comprehension). Students will then illustrate (application) one of these sanctions in a comic that explains how this norm would be internalized. On their norms assessment and in their own words, students will define formal sanctions, rules, & laws. Students will then identify (comprehension) all formally sanctioned norms with yellow highlighter. Finally, students will again illustrate (application) one of these sanctions. Students will write a brief one-page biography in which they explain (comprehension) the theories of Emile Durkheim.

With different

Summative Assessment Students will receive criteria for the final, and summative, assessment of the unit. The criteria will be gone over in class and students will be shown examples. Students will read a chapter of The Devil on Trial: Witches, Anarchists, Atheists, Communists, and Terrorists in America's Courtrooms on the Salem Witch Trials.

(comprehension) norms, positive, negative, formal, and informal sanctions. E.12.3 Compare and describe similarities and differences in the ways various cultures define individual rights and responsibilities, including the use of rules, folkways, mores, and taboos

Video Notes Students will watch a documentary on the Salem Witch trials and engage in a note taking activity, looking for evidence of norms and sanctions.

Writing & Organization Students will spend the class discussing proper organization in writing. They will focus on how to organize their essays

colored highlighters, students will identify (comprehension) norms, positive, negative, formal, and informal sanctions. Students will begin work on their final Essay Assignment, generalizing from facts (synthesis) the normal and sanctions of Salem and judging (evaluating) how crime strengthened the community. Students will identify (knowledge) Students will fold facts from the video. their paper into 6 boxes. Within Students will generalize about the each box, meaning (synthesis) of these students will facts. categorize notes as they watch the E.12.3 Compare and describe video. Students similarities and differences in the will be informally ways various cultures define assessed on their individual rights and notes. responsibilities, including the use of rules, folkways, mores, and taboos Students will be able to group Students will be evidence gathered in previous informally classes into a well organized assessed on structure discussion and progress made on their papers in

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on norms. Advising Meeting Students will have individual appointments to meet with the teacher and discuss progress and concerns. Writing Workshop Students will spend the day finishing the rest of their papers and working on peer review. The paper will be due the following class day.

Students will be able to provide the teacher with (at minimal) an outline of his or her work.

class. Students will be informally assessed by the one-one discussion and current progress. Writing workshop activity will be informally assessed by participation. The final essay project will be assessed on the students ability to generalize from facts and identify the norms and sanctions of Salem as well as his or her ability to judge how crime benefitted the community. Additionally, papers will be assessed on organization, grammar, spelling, and punctuation.

Students will generalize from facts (synthesis) the normal and sanctions of Salem Students will judge (evaluate) how crime strengthened the community. Students will produce a well- organized paper that is free of grammatical and spelling errors. E.12.3 Compare and describe similarities and differences in the ways various cultures define individual rights and responsibilities, including the use of rules, folkways, mores, and taboos