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HSB 4U: Challenge and Change

 

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Wednesday September 8th

1. Sign up for course messaging (through your smartphone):

HOW TO RECEIVE TEXT REMINDERS: SEND A TEXT TO 647-933-8521 WITH THE MESSAGE @vautour

2. Download the Socrative - Student app onto your mobile device. If using a laptop or tablet internet browser, go to b.socrative.com. Our room name is VAUTOUR.

3. Download a QR scanner on to your mobile device - ie. QR Code Reader by Scan or QR Code Scanner

4. Download the Google Drive, Google Docs and Google Slides, and Google Classroom apps onto your devices.

5. Complete student survey - http://bit.ly/BAstudent.

 

PLEASE NOTE, IF YOU ARE A LATE REGISTER TO THE CLASS, YOU CAN DOWNLOAD DOCUMENTS BELOW AND SAVE TO YOUR FILES. EVERYTHING WE DO IN CLASS IS OUTLINED HERE.

  • GOOGLE CLASSROOM IS HOW WE WILL HAVE ONLINE DISCUSSIONS AND HOW ASSIGNMENTS WILL BE SUBMITTED.

  • D2L IS THE TCDSB ONLINE LEARNING ENVIRONMENT - EVENTUALLY CONTENT FROM THE COURSE WILL BE POSTED HERE FOR YOU TO READ AND USE FOR ACTIVITIES. 

  • THE REMIND SERVICE IS HOW I SEND YOU QUICK REMINDERS FOR CLASS PURPOSES.

 

Thursday September 10th 
1. Introduction to the virtual learning environment. 

  • Go to tcdsb.elearningontario.ca (follow link by clicking on the D2L icon on top right of this page)

2. Check that you can log in. Follow this protocol: 

  • Username: OEN (Ontario Education Number)

  • Password: student123

  • Email me (diane.vautour@tcdsb.org) if this does not work. Identify your full name as registered with the TCDSB in your email. 

3, Review course expectations and breakdown. 

4. ACTIVITY: We're not gonna take it and social change.

Friday September 11th

1. Continue Twisted Sister analysis. 

2. Introduction to Social Science - powerpoint. 

Handouts: Tipping Point analysis, Einstein and Qualitative Research

 

Monday September 14th

1. Review key points from last week

2. Introduction to Social Science continued - powerpoint. 

3. Review Google Drive and Google Docs.

 

Tuesday September 15th

MASS
 

Wednesday September 16th

1. Continue introduction to social science and research methods.

2. In class work: Handout: Tipping Point analysis

 

Thursday September 17th

1. Tipping Points Group Work

2. Einstein and Qualitative Research reading for homework.

 

Friday September 18th

1. Finish Social Science Intro powerpoint.

2. Sponge Bob Square Pants task for homework. 

a. Click here to read the study, The Immediate Impacts of Different Types of Television and the article, "Does Sponge Bob Ruin Kids?"

b. Review the Inquiry Model for Social Scientists posted in the online course and sent through Google Classroom; complete the organizer handed out in class(and sent through Google Classroom) after reading the Sponge Bob study and article.

PLEASE NOTE: THIS NEEDS TO BE SUBMITTED BY WEDNESDAY. 

 

Monday September 21st

1.  Review Tech Tools (sent over Google Classroom)

2.  Qualitative vs Quantitative and questioning techniques.

3. Homework: complete Sponge Bob task by Wednesday and submit electronially (preferred) or on paper

 

Tuesday Sept 22nd

1. Finish Quantitative vs Qualitative (assessment)

2. Introduction to Critical Thinking Framework and practice -

Tuskegee Syphilis Experiment (video below)

  • Analyze the Tuskegee Experiment using the critical thinking

framework. Instructions can be found here. Click here for the

reading.

 

Wednesday Sept 23rd

1. Discuss Tuskegee. Make connections to each of the 6 thinking

concepts.

Watch video.

2. Read this reading on Anthropology and complete the 

following: 

a. define diffusion and acculturation, provide an example for

each

b. define cultural materialism and functionalism

c. answer question 3 from tattoos section

 

Thursday Sept 24

1. Review Tuskegee Critical Thinking answer key. Compare your analysis to the master.  

​2. What is culture? Group effort. 

3. Introduction to anthropology. 

 

Friday Sept 25

1. Anthropology: what is culture; diffusion; acculturation; functionalism, structural functionalism. Click here for the lesson. 

 

Monday Sept 28 - Tuesday Sept 29

1. Finish anthro overview

Introduction to Critical Discussions task. Reading and discussion on social science research exemplar for future discussions.

Click here for the assignment.

Click here for the sample set of discussion questions that go with these sample case studies/readings.

 

Wednesday Sept 30

1. Review difference between diffusion and acculturation using this documetary: Neutral Zone 

 

Thursday Oct 1st

1. Functionalism and cultural materialism.

2. Babies documentary> you can also view it on Vimeo. Analysis and reflection to be completed as an evaluation. Copy sent out in Google Classroom and you can view it here.

3. For tomorrow: read first group reading and be prepared to discuss in small groups.

 

Friday Oct 2nd

1. Group discussion Model. These are your critical discussion groups: 

  • Group 1: Venessa, Peter, Tristen, Olta, Logan

  • Group 2: Matteo, Vanessa, Lera, Sam, Olavo

  • Group 3: Julieta, Ally, Eric, Kseniya, John

  • Group 4: Michal, Daniel, Warren, Lauren, Austin 

  • Group 5: Andrzej, Nathaniel, Thomas, Mykola

  • Group 6: Alexander, Victoria, Dmytro, Teodora, Hanna

  • Group 7: Kayla, Masha, Matthew, Steven, Julia 

Where to find articles?

a. Go to our eLearning site (click on D2L orange link in top right of this page). Login using OEN or your TCDSB username (try both) as username and password as “student123”. Go to the course dropdown menu and click on HSB 4U. On the course homepage, you will see a number of links to databases and journals on which you can locate articles.

b. The New York Times produces excellent articles on topics related to this course. Follow them on Twitter.

c. The The New York Times also has several blogs connected to the disciplines of this course:

These are the Wednesdays for critical discussions:

October 21, October 28, Nov 4, Nov 18, Nov 25 (see online course for calendar with discussion leaders)

2. Documentary analysis due by end of class Tuesday Oct 6 (11:59pm) after which the deduction policy will take effect.

 

Monday Oct 5th

1. Reminder: you need to sign up for a critical discussion date if you have not already done so 

Reminder #2: Go to our eLearning site (click on D2L orange link in top right of this page). Login using OEN or your TCDSB username (try both) as username and password as “student123”. Go to the course dropdown menu and click on HSB 4U.

2. Complete “Babies” documentary. Click here for additional information on Cultural Materialism to help you answer Part B.

3. For tomorrow:

a. read this brief overview on psychology.

  • Create a note in your binder and take notes under the following headings: 

    • PSYCHOLOGY - DEFINITION

    • RELATIONSHIP BETWEEN PERSONAL CHANGE AND GROUP DEVELOPMENT

    • SCHOOLS OF THOUGHT: PSYCHOANALYTIC THEORY VS LEARNING THEORY

b. Read "School of Thoughts - Psychology"

  • define anomie; organic specialization; Eros and Thanatos; id; superego; ego; ego defence mechanisms

  • answer the three questions in the Reflect and Respond section at the end of the reading. (okay to have this done by Wednesday)

 

Tuesday Oct 6th

1. Overview of psychology – see lesson in elearning course

2. Class time to review and take notes on psychology readings (see above)

UPCOMING: PSYCHOLOGY QUIZ (FRIDAY)

 

Wednesday Oct 7th

PLEASE NOTE, WE SIGNED UP FOR THE ONLINE TEXTBOOK TODAY. MAKE SURE YOU CAN ACCESS THE SITE – GO TO THIS WEBSITE: https://www.connectschool.ca/my

  • enter your username and password as you set it up in class

  • see me if you have no idea what this is about

1. Socrative – Check for Understanding

2. Self-Assessment: Commonly Held Opinions about Psychology

3. Continue overview. View slideshow in the onlince course.

Consolidation: Do you think humans are rationally in control of their behaviour?  Do you think humans are more the product of nurture or nature? Explain your thoughts using learning from this lesson.

 

Thursday Oct 8th

1. Continue overview of psychology – learning theory

2. Research Methods – experiments and psychology’s big questions (see lesson in online course)

3. Obedience and Authority – Milgram’s Obedience Study, Stanford Prison Experiment

4. Tomorrow: quiz on psychology [key terms, nature vs nurture, schools of thought (theories)]

 

Thursday Oct 8th

1. Psychology Quiz

2. Research Methods

  • Using pages 26-29, take notes on the following concepts:

    • Advantages and Disadvantages of case studies, surveys and naturalistic observation as research methods

    • Importance of wording effects and random sampling

HOMEWORK

 

For Tuesday:

Read and answer questions on the Stanford Prison Experiment (handed out in class, available in D2L online course)

Preview the Stanford Prison Experiment Website and familiarize yourself with the whole experiment and researcher’s thoughts on the process and results.

 

UPCOMING:

Read the following from your digital text, Challenge and Change

  • Social Science and Change (starting on pg 15 “Sociology and Social Change”)

    • Identify the major schools of thought in sociology

    • Define microsociology and the behavioural processes associated with it

    • Define macrosociology and paradigm shift – identify and explain one paradigm shift that has occurred in your lifetime and in your parent’s lifetime.

 

Tuesday Oct 13th - Wed 14th

  • Review psych assessment answers and quiz. Mark update coming soon.

  • Take up notes on research methods.

  • Experiments – overview (Milgram Obedience)

  • Stanford Prison Experiment – Case Study. Answer the questions provided on the brief overview handed out in class. 

  • Next, conduct a more intensive examination of this experiment using the Stanford Prison Experiment Website and answer the following questions:

     

    • Identify as much as you can about the stages of the inquiry process used in the Standard Prison study/experiment (we have already studied this but you can refer to page 4 of textbook): identify the research question, the hypothesis, data collection methods (reference new terms like random sampling), conclusion

    • Are people more willing to hurt others in an effort to obey as opposed to be hurt or fear for their own lives? 

    • Was this experiment ethical? Explain points that were not ethical? Why?

    • Do the results of the experiment and what it teaches us about human behaviour outweigh the ethical issues it presents? Defend your answer.

    • Personal Response: What is the big conclusion we can take away from this experiment about human behaviour?

 

Thursday October 15th

1. Tri-Council Policy Statement on Ethical Conduct for Research Involving Humans – excerpt (Core Principles) p8-11 (read in groups, determine most important points)

  • Summarize this document in pairs – create mind map showing the major rules around ethical research conduct

2. Use the Tri-Council Policy to answer the question regarding ethics around the Stanford Prison Experiment: Was this experiment ethical? Explain points that were not ethical. Why?

​

Friday October 16th

1. SOCIOLOGY AND SOCIAL CHANGE (starts next week!) 

Make sure notes completed and then read pages 20-21 - complete this organizer

Reminder: Critical Discussion leaders need articles and discussion questions by Monday!! (Peter (Group 1), Matteo (Group 2), Kseniya (Group 3), Victoria (Group 6), Masha (Group 7), Austin (Group 4))

2. Discuss Tri Council policy - create mind map of key points. See the one we created as a class here. 

3. Identify steps of the Stanford Prison Experiment inquiry process. 

 

Monday October 19th

Critical Discussion leaders need to sumbit articles/discussion questions/activities

  1. Milgram and obedience – findings

  2. Inquiry Process – SPE

  3. Review RAN organizer – think, pair, share then compose response to the TWO MAJOR QUESTIONS:

  • Was this experiment ethical? Do the results of the experiment and what it teaches us about human behaviour outweigh the ethical issues it presents? Defend your answer. (must apply Tri-Council Policy)

  • What is the big conclusion we can take away from this experiment about human behaviour?

  • Post response in Google Classroom – reply to one other person in the class if they affirmed or extended your understanding

4. Begin: Sociology overview

5. Need to have these notes complete: Social Science and Change (starting on pg 15 “Sociology and

Social Change")

Homework: complete organizer on reverse side of RAN organizer

Tuesday October 20th-Wednesday Oct 21st

  1. Sociology overview - focus on schools of thought

  2. Microsociology vs Macrosociology: video/text rendering activity

  3. Cognitive dissonance and paradigm shift - final choice 

  4. Placemat activity - external factors influencing change 

  5. Homework: review and take note of "Theories of Change" (pg 23-25)

 

Wednesday October 21st

CRITICAL DISCUSSIONS ROUND 1: (Peter (Group 1), Matteo (Group 2), Kseniya (Group 3), Victoria (Group 6), Masha (Group 7), Austin (Group 4)

FEEDBACK/ASSESSMENT FORM: bit.ly/discuss2015

 

Thursday October 22nd - Friday October 23rd

1. Schools of Thought/Theories of Change

2. Article Analysis - evaluation for sociology (due next week). View the assignment here.

Choices:

Monday October 26th

1. Paradigms and Paradigm Shift - examples

2. Schools of Thought/Theories of Change - see slideshow in elearning online course

3. Tomorrow: bring own device to work on article analysis or move ahead to next chapter (Chapter 1)

 

Tuesday October 27th 

1. Work on article analysis, next chapter, critical discussions

 

Wednesday October 28th

1. Critical Discussions - move to Thursday? 

2. Unit One summary

  • Venn Diagram – complete a chart/diagram that compares/contrasts the three disciplines

  • Page 19 question 3: work in groups to generate questions

  • Generate list of unit one key terms related to the disciplines and social science research methods

3. Article analysis due today

 

Thursday October 29th

1. Critical Discussions - Tristen (Group 1), Lera (Group 2), Julieta (Group 3), Lauren (Group 4), Mykola (Group 5), Alexander (Group 6), Steve K (Group 7)
2. Introduction to Unit Two - Social Change (Close to Home - Adolescence)
  • go to our online course and read chapter one (preread) and also download so you can access when you are offline.
  • see the Unit Two culminating task here.
  • read pages 34-35 of textbook. By Monday, have results from your survey ready in response to the 5th task in the Skills Practice section on page 35. Replicate Bibby's survey about enjoyment in school, gathering as much responses as you can. You may do this in pairs or alone. 
  • learn how to create a google forms survey. Demo Poll Everywhere. 
  • quick write: respond to the chapter big question in your notes on page 29. 
 
Friday October 30th
1. Halloween-themed documentary: The Psychopath Next Door. Use this thinking strategy, I Used to Think...I Now Think.  
2. Use literacy strategy/visible thinking strategy "I used to think, I now think" to capture thinking.
3. View the psychopath test 

  • The Hare Psychopathy Checklist-Revised (PCL-R) is a diagnostic tool used to rate a person's psychopathic or antisocial tendencies.  It was developed in the 1970’s by Dr. Robert Hare, a Canadian professor and researcher renowned in criminal psychology, who has spent three decades studying the concept known as the psychopath and based partly on Hare’s work with prison inmates in Vancouver.

  • Note: the online test is not a real diagnosis and is intended for personal use only.

FOR MONDAY:
  • make sure to read pages 36-39 and take detailed notes. Start using this organizer to keep track of your thinking.
  • Over this past week, you should have replicated Bibby’s survey about school enjoyment in your own school community by using a survey with questions based on the survey results on page 35
  • Compare the results from your survey with the results from Bibby’s national survey.

Monday November 2nd UNIT TWO STARTS NOW

Reminder about critical discussions! (process)

1. Go over list of key terms from Unit One. Click here for a complete list. 

2. Complete charts on powerpoint - sociological schools of thought

3. Review learning on psychopaths - especially section on connecting to course content

4. Assessment: What 'ology is it?

5. Time permitting: review questions you came up with to replicate school enjoyment survey. Results due tomorrow. Share them with me: vautoud@tcdsb.ca

FOR TOMORROW: you should have pages 36-39 read, started entering information onto tracker of theories of adolescence. Be familiar with storm and stress theory. 

 

Tuesday November 3rd

1. Begin Unit Two: Adolescence

2. preview unit opener (posted in elearning course and emailed to your TCDSB gmail account)

  • replicate survey on teen relationships (model Kahoot) from page 28

  • page 29: stats on teens and education/work: is this micro or macro view of teen life?

  • Answer BIG QUESTION from page 29 in a quick write - keep in your binder

 

Wednesday November 4th

1. Critical Discussions: Logan (Group 1), Olavo (Group 2), Ally (Group 3), Daniel (Group 4), Andrzej (Group 5), Hanna (Group 6), Kayla (Group 7)

  • Adolescence and Storm/Stress Theory

  • nature vs nature (Hall vs Mead) 

  • Mead: Coming of Age (study of Samoan teens)

2. Quick Write: “To what extent do cultural factors affect a teenager’s personality and behavioural choices?” Submit as exit ticket - either on paper or digitally through Google Classroom.

NOTE: THE UNIT TWO CULMINATING WILL BE HANDED OUT AND DISCUSSED TODAY. 

Ongoing work: continue reading chapter one and adding to theories of adolescence tracker.

 

Thursday November 5th

1. Elkind's Theory of Egocentrism

2. Testing his theory - class creation of viable survey, plan for distribution and data analysis - I need to know what class you'd like to/be able to survey

3. Peer review of survey questions 

 

Friday November 6th - end of Term I, early dismissal

1. David Suzuki’s The Nature of Things: Surviving the Teenage Brain

2. Use this organizer while watching the movie - hand in for completion check.

Monday November 9th

1. In class work- Peer review of survey questions - what are the best 15? Click here to view the chart. 

SURVEYS:

  • FOR TEENS: BIT.LY/HSB2015

  • FOR ADULTS: BIT.LY/HSBadult

2. In class work = read the rest of chapter one, making note of the theories. Your theories tracking sheet should be complete at the end of this period. You will recognize some of theories but just need to make note of how they now apply to adolescent development. Read to page 53.

 

Tuesday November 10th

1. Documentary - Surviving the Teenage Brain. Use this organizer. 

3. Midterm mark check-in.

 

Wednesday November 11th

1. Big question for today: How do we learn behaviours?

2. Activity on socialization. Who or what influences children that causes them to behave a specific way?

Group Task: using your assigned agent of socialization, make an argument as to why that agent is the most influential. 

 

Thursday November 12th

1. Adolescent Theories of Development assessment - content check using socrative. Use your notes and try to get a level 4. Only go into this assessment once to submit. 

2. Answer questions 1,2,3 from page 41. Include as much detail as possible. 

 

Friday November 13th

1. Quick write: Which of the theories of Adolescent Development applies to your own personal development as a teenager? [you should have read and taken notes on all the theories from chapter one] Choose from any of the theories mentioned in this chapter - refer to notes on tracking sheet. If uncomfortable discussing yourself, analyze a peer or sibling in your response.

2. Submit through Google Classroom if you want feedback this weekend. Submit on paper if you can wait til Tuesday. 

This weekend and in class if you have time: start research for your Unit 2 culmininating. Select a theory to focus on. Begin to complete steps of the assignment. Please note, the option to create a presentation means a digital presentation using software such as emaze, powtoon slides, prezi, powerpoint. Here is a list of tools you can check out. If you choose this option, it must help you communicate your findings (ie you use links and visuals effectively, maybe incorporate video; don't just copy and paste text - it has to be something above and beyond what simply writing on paper allows you to communicate)

 

Monday November 16th

1. Adolescent Brain review - view this image. 

2. Socrative Assessment review.

3. Review major theories - Allison&Socialized Anxiety; Piaget; Erikson's Psycho Social Development. View lesson here.

4. Watch this video: Crash Course on Erikson's Theory (psychosocial development theory)

5. Competition: Kahoot Quiz.

Move ahead: complete these questions on Chapter 2, which is the rest of Unit 2 content.

CRITICAL DISCUSSIONS THIS WEEK: Olta (Group 1), Vanessa (Group 2), John (Group 3), Warren (Group 4), Thomas (Group 5), Teodora (Group 6), Julia (Group 7)

 

Tuesday November 17th

1.Finish up socrative review. 

2. FYI - this course is everywhere! Consider this NBA commercial and this article on collective movements for social change on college campuses in the USA.

3. Review major theories - lesson here. This covers Allison, Erikson in detail - we will check out resources in online textbook for Neil Howe Generational Theory and this clip for Kohlberg's Moral Development (it's interactive!)

4. Wrap up with a competitive Kahoot - and check the interactive activity in the textbook.

 

Wednesday November 18th

1. Critical Discussions Olta (Group 1), Vanessa (Group 2), John (Group 3), Warren (Group 4), Thomas (Group 5), Teodora (Group 6), Julia (Group 7)

2. Group work on theories - WORDS AND SENTENCES PLUS 2As

  • With a partner, complete the Google Form (bit.ly/HSBtheory) on the following theories you are assigned in class. 

    • 1: Allison Davies and Socialized Anxiety (p41)

    • 2: Spranger and Dominant Values (p42)

    • 3: Karl Mannheim and Fresh Contacts  (p44)

    • 4: Strauss Howe and Generational Theory (p45-6)

    • 5: Havinghurst Development Tasks for Adolescents (p48-49)

    • 6: Kohlberg Moral Development (p52)

3. Reminder: you should be reading next chapter! (Chapter 2) It has been emailed to you and is loaded into the online course as well. Complete these questions!

 

Thursday November 19th

1. Review major theories - lesson here. This covers Allison, Erikson in detail - we will check out resources in online textbook for Neil Howe Generational Theory and this clip for Kohlberg's Moral Development (it's interactive!)

2. Wrap up with a competitive Kahoot - and check the interactive activity in the textbook.

 

Friday November 20th

1. Review class responses to Theories activity - click here to view!

2. Review Elkind survey replication - did our findings support or refute his theory???? Click here to view results of the survey for teens and here for the results of the survey for adults.

3. Watch this video: Crash Course on Erikson's Theory (psychosocial development theory)

4. Make sure all of chapter 2 is read for Monday. Unit 2 culminating due November 26th. 

 

Monday November 23rd

1. You can review the class' findings about Elkind's theory of egocentrism from our primary research by clicking here.

2. Mini-intro to Stats Can - click here to view search by subject.

3. Begin Chapter 2 - group/individual work using padlet. Watch intro video from Statistics Canada about the changing Canadian family.

4. Make sure you have all of Chapter 2 read and notes taken. 

 

Tuesday November 24th-Wednesday Nov 25th

1. Family Trends: Tweens and Fledgling Adults. View lesson here.

2. Where is this going? By the end of the lesson, you will submit a QUICK write on the following question:“Tweens seem in a rush to grow up, yet young adults are in no hurry to leave the parental home today. Explain the social forces at work in both cases.” (you may also submit a graphic organizer as a response)

 

Thursday Nov 26th

1. Submit Unit Two culminating. 

2. Answer these questions on the Documentary: Generation Boomerang  

Monday Nov 30-Tues Dec 1

1. Continue lesson on TWEENS - move on to Boomerang/Fledgling adults

Where is this going? By the end of the lesson, you will submit a QUICK write on the following question:“Tweens seem in a rush to grow up, yet young adults are in no hurry to leave the parental home today. Explain the social forces at work in both cases.” (you may also submit a graphic organizer as a response)

Poll: Are YOU going to be a fledgling adult? Watch documentary.

 

Wednesday Dec 2-Thursday Dec 3

HAND OUT COURSE CULMINATING TASK (ISP)

1. Kahoot competition on Boomerang Generation documentary. Hand in quick write by Friday.

2. Helicopter Parenting - Inquiry Question: is it possible to over-parent? Is over-parenting harmful to children? View trailer: Hyper Parents & Coddled Kids

3. Read this article, Kids of Helicopter Parents Are Sputtering Out, published on Slate, a daily Web magazine.

  • complete SOURCE analysis for this article (handout)

  • would you use this article as credible evidence to answer our inquiry question? 

4. Read "Helicopter Parents Harm Their Kids...or Do They?"

  • answer questions at end of article - connect to course culminating - using credible sources

Enrichment: watch documentary online, Hyper Parents and Coddled Kids

 

Friday Dec 4 - BYOD that can edit in Google Docs BRING EARPHONES!

1. Small group work (three people max). Complete organizer on Theories on conformity and write reponse collectively using Google Docs (collaboration!): “Which theory of social belonging do you feel most accurately reflects the behaviours of adolescents?”

Supplementary resources: 

Monday Dec 7 - Tues Dec 8 OVER THE COURSE OF THIS WEEK, COMPLETE STEPS ONE AND TWO FOR YOUR COURSE CULMINATING TASK. 

1. Padlets for your review have been posted as a list in the HSB - Student Copy Unit 2 folder.

2. A Mark update has been posted on the Marks page.  Please note, this mark reflects your numeric achievement from products/evaluations. Assessments can adjust the mark upward as was the case for midterm. You can easily see the levels achieved on your Unit 2 assessments which can help improve your Unit 2 final mark. 

3. Discuss Helicopter Parents article answers

b. Finish theories of social belonging - paragraph collaboration. Submit final product to group discussion on Google Classrom (only one person in the group).

4. Deviance (view lesson here) - make sure to read pgs 74-78 for lesson on deviance. Upcoming: partners will work on this activity, then join small groups to play "Where do these deviants belong?"

5. Unit Two Key Terms - create list

 

Wednesday Dec 9

CHAPTER FIVE QUESTIONS - GET STARTED ON THEM BY CLICKING HERE!

1. Use the Unit 3 opener to complete the Thinking Strategy on social justice. 

2. Class discussion: what is social inequality? Jot notes down and then add to this class master.

3. Read pgs 160-161, how does Rachel's definition compare to ours? What factors might contribute to an individual's definition, or idea, of social inequality?

4. Work on chapter questions. 

 

Thursday Dec 10

ALL CHRISTMAS BASKET ITEMS MUST BE IN BY TODAY!

1. What is social stratification? Discuss historical originas - please make sure to have questions 1 and 2 complete from Chapter 5 questions 

2. Group work on systems of social classification (slavery, caste system, class system). [p163-165]

3. Continue to work on chapter questions OR course culminating task.

 

Friday Dec 11 

1. Discussion: "What do social scientists develop theoretical explanations (theories)? Why do you think social scientists examine social inequality?"

2. Complete Venn Diagram on Conflict Theory, Symbolic Interactionism and Functionalism and their views on social inequality. Make sure to have completed background work on Chapter 5 questions complete to be ready for this activity. 

3. Class activity on class structure in Canada.. 

BY MONDAY, PLEASE SUBMIT YOUR INQUIRY QUESTIONS (STEP THREE) FOR YOUR CCT/ISP.

Monday Dec 14 - Tues Dec 15

PLEASE SUBMIT YOUR INQUIRY QUESTIONS (STEP THREE) FOR YOUR CCT/ISP.

1. Class discussion: what is social inequality? Use images on pg 159 as starting point for your thoughts. Jot notes down and then add to this class master.(bit.ly/unequal14)

2. Read pgs 160-161, how does Rachel's definition compare to ours? What factors might contribute to an individual's definition, or idea, of social inequality?

3. What is social stratification? (view lesson here) How do social scientists help us understand stratification and inequality?

  • Complete Venn Diagram on Conflict Theory, Symbolic Interactionism and Functionalism and their views on social inequality. Make sure to have completed background work on Chapter 5 questions complete to be ready for this activity. 

4. Class activity on class structure in Canada.. 

 

Wednesday Dec 16 - Thurs Dec 17

1. Social Inequality and economic inequality (view lesson here) - wealth vs income

  • IS THERE A CORRELATION BETWEEN WEALTH AND INCOME? Identify trends 

2. Poor No More - documentary. Use these questions. 

3. Debate: Is economic inequality inevitable? Use point/counterpoint strategy.

4. Poverty: LICO Chart Income Inequality

5. Establish key terms (Absolute poverty, relative poverty, low income cut-offs) and play Make the Month

OVER THE BREAK: WORK ON COURSE CULMINATING (ISP) AND MAKE NOTES ON REST OF CHAPTER 5, READ CHAPTER 6.

Monday Jan 4 

1. Continue Poor No More - documentary. Use these questions. 

2. Debate: Is economic inequality inevitable? Use point/counterpoint strategy.

3. Poverty: LICO Chart Income Inequality

  • Establish key terms (Absolute poverty, relative poverty, low income cut-offs) and play Make the Month

  • Video enrichment: How does Income Inequality Harm Society?

  • Barriers to Success? This will be assessed to determine your understanding of social inequality. Complete your anatomy of inequality diagram using pgs 176-181 (using ThingLink)

 

Tuesday Jan 5

1. Video review: How is poverty measured? and  Overview of Social Inequality

2. Ascription and Inequality- Barriers to Success Activity

 

Wednesday Jan 6

Ascription and Inequality- Barriers to Success Activity.

 

Thursday Jan 7

1. Ascription and Inequality  - Focus on First Nations (tip, this case study will appear on the test)

2. Complete organizer - Barriers to Success (use textbook  case study and Thunder Bay case study)

3. Complete Barriers to Success activity from yesterday.

4. Read and take notes on Chapter 6. 

5. Add to visible thinking charts to consolidate understanding

 

Friday Jan 8

Review: What is Privilege?

1. Privilege Survey

2. Do you think the survey and video adequately explain privilege?

3. Complete Ascription and Inequality activity. 

Key question: Is inequality inevitable?

Monday Jan 11

1. Types of Deviance - what do you consider deviant?

2. Review definition of deviance from Merton lesson – add to it

3. Standards of Deviance

4. View lesson here.

 

Tuesday Jan 12 - PLEASE BRING EARPHONES!

1. External and Internal Control of deviance – define and examples; sanctions

  • Socrative as review

2. Biq question: Is public shaming an effective form of social control? Click here to view a CBC National brief report on online shaming.

3. Theoretical Explanations of Deviance - learning stations on each theory

  • each case study contains a short explanation of the theory and then a video or article that you can examine to which to apply that theory 

 

Wednesday Jan 13 - PLEASE BRING EARPHONES!

1. Theoretical Explanations of Deviance continued - learning stations on each theory

2. Get worksheet here.

 

Thursday Jan 14

1. Unit 3 test

 

Friday Jan 15

1. Crime and the LAW as informal/formal social control 

  • see lesson here

  • review internal/external control and sanctions Socrative

Enrichment

Over the weekend, go through all Unit One, Two and Three lessons, make note of key terms/theories and research methods (just like we did for Unit One) and write down all the major questions that lessons were framed around (ie is inequalitably inevitable?). 

 

Come prepared to review on Tuesday.

 

Monday Jan 18

Last Topic of the unit/semester - movements for social justice!

 

Tuesday Jan 19

Wrap up Unit 3

Course Review

 

Wednesday Jan 20

ISP work period

 

Thursday Jan 21

ISP small group stations - have your final product ready to explain your topic and findings to your peers.

 

Friday Jan 22

1. Course Review

 

EXAM FORMAT

PART A: KEY TERMS (select 5 of 10) --> all from unit one

PART B: MULTIPLE CHOICE (what 'ology is it?)

PARTC C: STANFORD PRISON EXPERIMENT ANALYSIS (identify stages of inquiry process, ethical critique, big understandings)

PART D: SHORT ANSWERS (select 2 of 6) ---> from Unit 2 and 3 only (review quick write questions, big questions framing lessons)

PART E: ESSAY RESPONSE (Do you think humans are rationally in control of their own behaviour? Essentially, are humans more the product of nurture or nature?)

 

RELEVANT TEXTBOOK CHAPTERS

UNIT ONE - prologue, Durkheim and Freud (p108-111); Feminist Theory (pg115); Bandura (p136-137)

UNIT TWO - CHAPTER 1/2

UNIT THREE - Chapter 5/6 (stop at p201)

 

 

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