Westside High School Lesson Plan
Teacher Name:
Essie Washington
Unit Name and #:
Course:
Sociology
Dates:
Deviant/Social
Control
4/13/15/17/15
What are we learning?
Daily Objective: Identify the principal types of crime in the United States.
.
TEKS/AP/Standards:
Individual and society. The student will explain the nature and
social function of deviance. The student is expected to:
(A) compare theories of deviance such as the
functionalist, conflict, and interactionist perspectives;
Monday
(B) interpret differences in crime and arrest rates by
social categories such as ethnicity, gender,
socioeconomic status, and age, including cross-reference
with the National Crime Victimization Survey; and
(C) analyze the criminal justice system in the United
States in relation to deviant behavior.
How will we learn it?
Learning Activities
1. Deviant project discussion.
2. Complete why you think people break the rules worksheet.
3. Class discussion
How will we tell if we’re learning it correctly?
Assessment Methods:
Test
Graphic organizer
Deviant project
What do I need to be successful?
Materials:
What do I need to before next class?
Follow Up/HW:
What are we learning? Unit Summary
Deviance and crime are everyday events in modern society. This unit examines how high
levels of
deviance and crime can disrupt society and how low levels can serve positive functions.
Students will
understand that societies usually work to control or minimize deviance and crime.
Daily Objective:
.Explain the characteristics of the American criminal-justice system.
TEKS/AP/Standards:
Individual and society. The student will explain the nature and social
function of deviance. The student is expected to:
(A) compare theories of deviance such as the functionalist, conflict,
and interactionist perspectives;
Tuesday
(B) interpret differences in crime and arrest rates by social categories
such as ethnicity, gender, socioeconomic status, and age, including
cross-reference with the National Crime Victimization Survey; and
(C) analyze the criminal justice system in the United States in relation
to deviant behavior.
How will we learn it?
Learning Activities:
1. Read pages 176-185
2. Who do you think decides what or who is deviant?
3. What behavior was decided deviant when your parents were in high school?
4. Do using conflict resolution skills.
5. Why is it difficult to define deviance
Work on Vocabulary words.
How will we tell if we’re learning it correctly?
Assessment Methods:
Assessment: Test
Graphic organizer
Deviant project
Checks for Understanding:
What do I need to be successful?
Materials:
What do I need to before next class?
Follow Up/HW:
What are we learning?
Daily Objective:
.Explain the characteristics of the American criminal-justice system.
TEKS/AP/Standards:
) Individual and society. The student will explain the nature
and social function of deviance. The student is expected to:
(A) compare theories of deviance such as the
functionalist, conflict, and interactionist perspectives;
(B) interpret differences in crime and arrest rates by
social categories such as ethnicity, gender,
socioeconomic status, and age, including cross-reference
with the National Crime Victimization Survey; and
Wed/Thur
(C) analyze the criminal justice system in the United
States in relation to deviant behavior.
How will we learn it?
Learning Activities:
Activities:
Warm-up: Name some things that people become obsessed with or addicted to
doing.
Would people consider people with these addictions to be deviant in their behavior?
Why do you feel this way?
Activities:
1. What is positive defiance?
2. What is negative deviance?
3. What is internalization?
4. Think of an activity that you do habitually. Write a paragraph explaining why
you do these things. How would you feel if you didn’t do these things? How do
they think their peers or society would view them if they didn’t do these things?
5. Read pages 189-194 and do questions on pages 195-196.
How will we tell if we’re learning it correctly?
Assessment Methods:
Quiz
Graphic organizer
Checks for Understanding:
What do I need to be successful?
Materials:
What do I need to before next class?
Follow Up/HW:
What are we learning?
Daily Objective:
Outline the role of the American criminal-justice system
TEKS/AP/Standards:
) Individual and society. The student will explain the nature
and social function of deviance. The student is expected to:
(A) compare theories of deviance such as the
functionalist, conflict, and interactionist perspectives;
(B) interpret differences in crime and arrest rates by
social categories such as ethnicity, gender,
socioeconomic status, and age, including cross-reference
with the National Crime Victimization Survey; and
Friday
(C) analyze the criminal justice system in the United
States in relation to deviant behavior.
How will we learn it?
Learning Activities:
Warm-up: According to the Functionalist perspective, deviance creates jobs. Explain
this.
Activities:
1. Write a role-play about deviant behavior that you have participated or considered
participating in. It cannot be criminal in nature. The behavior should be acted out
and so should the reaction of others in society.
2. What is Emile Durkheim’s anomie?
3. How do people respond to strain:
Innovation
Retreatism
Rebellion
Ritualism
4. What is Merton’s structural Strain Theory?
Accepts goal of success conformity
Accept goal of success innovation
Rejects goal of success ritualism
Rejects goal of success retreatism
Rejects goal of success rebellion
5. What is Travis Hirschi’s Control theory? It depends on presence of strong bonds
between individuals and society
6. The two types of functionalist theory of deviance are structural strain and conflict
How will we tell if we’re learning it correctly?
Assessment Methods:
Quiz
Graphic organizer
Group project
What do I need to be successful?
Materials:
What do I need to before next class?
Follow Up/HW: