Lesson 6:
Onslaught of Theory: The Social Function of Deviance &
The Power of Labels / The power to Label (75 Minutes)
Enduring Understandings:
2.
The definition of social deviance is constructed and changes over time.
3.
Deviance can lead to social change.
4.
The construction of deviance and conformity depends largely on the
distribution of power amongst differing groups.
6.
Many forms of conformity are naturalized to the extent that they become
invisible.
Essential Questions:
A. What are some of the factors that help change the perception of deviance?
B. What are some of the social functions of deviance?
C. To what extent do power hierarchies (racist, classist, gendered, ageist,
ableist, or otherwise) factor into the construction of deviance?
D. What psychological and sociological forces compel us to label others as
deviant? What function do these tendencies serve?
E. How does the construction of deviance serve to reinforce the invisibility of
conformity?
Link to Culminating:
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Information regarding a deviant group whose deviant image is under
scrutiny
An example of a group that may be indirectly or directly involved in creating
positive social change
Key Learning Activities/Strategies:
Hook:

Students write a short response to this prompt: Consider your peer group. In
what ways do you benefit by belonging to this group? In what ways do you
not benefit (or even suffer) by belonging to this group?
Gangs

Consider the issue of gangs – organized crime, delinquency, property crime,
violent crime
o Give background information on gangs. Discuss history, examples of
gangs, gang contributing societal factors, violence, community, familial
role,
o Students quickly complete a worksheet or recreate the chart below on
chart paper
Gangs: Positive and Negative Attributes
Positive Attributes of Gangs

Negative Attributes of Gangs
Portrayal of gangs in popular culture / mass-media (TV, news programs,
films, popular music, magazines, newspapers) – address power hierarchies
based on these representations
o 7 Min Movie Clip: Rize – details the rise of Crumpin and Clownin in
direct response to the Socio-economic situation and threat of gangs in
South Central L.A.
Theory:


PowerPoint outlining psychological and sociological processes at work
Validity effect – what is seen most often becomes perceived as the most true –
ie. Repeated exposure to negative portrayals of racialized gang members in
popular media
Stereotype threat & self-fulfilling prophecy – label becomes internalized,
negative self-concept influences performance on tasks like standardized tests
etc.
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Defining the self or one’s own group against another as a means of clarifying
social boundaries which reinforce an imbalance of power. Setting one group
apart from dominant group based on class and race.
Students complete accompanying notes or graphic organizer
Distribute Culminating, explain steps as listed on sheet, and brainstorm:

Using a webbing template as reference, students brainstorm this prompt:
Consider which kind of project you would like to create (ie. magazine article,
news program, documentary film, interview, or dramatization, etc.)
Key Resources:
Graphic organizers for brainstorm, theory handout, chart paper and markers,
Gangs: Positive and Negative Attributes Chart handout, PowerPoint presentation,
projector and screen, ‘Rize’ clip.
Assessment Options:
Assess: Written responses, completion of activity sheets, oral responses and
participation in discussion, give students the option of creating project folders to
keep in classroom to assess progress.
Lesson 7:
Hip Hop as a Subculture and Agent of Social Change (75 Minutes)
Enduring Understandings:
2.
The definition of social deviance is constructed and changes over time.
3.
Deviance can lead to social change.
5.
The construction/perception of deviance and conformity depend largely on context.
Essential Questions:
A. What are some of the factors that help change the perception of deviance?
B. What are some of the social functions of deviance?
C. What are some examples of deviant individuals/groups who have contributed to social
change?
D. How have these deviant groups contributed to positive social change?
E. In which contexts could deviance be considered positive?
Link to Culminating:
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
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Hip Hop culture began as a deviation or counterculture as a result of socioeconomic conditions. It continues to serve an important social function by
creating contexts for non-violent for conflict resolution and communities
around the world.
Hip Hop continues to merge with, influence, and enrich popular culture. More
people consider it a legitimate culture and art-form which helps us reconsider
our assumptions about the value of deviance.
Intro to Planet B-Boy is an exemplar for culminating product
Key Learning Activities/Strategies:
Back in the Day – The History of Hip Hop


Read through history of Hip Hop and explain the functions of B-Boying,
MCing, DJing and Graffiti writing.
Students complete comprehension questions to ensure understanding of
historical facts.

Discussion questions will address critical reading and analysis while
ensuring students can apply their knowledge of psych and soc theory to this
reading.
Planet B-Boy film Clips:


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Documentary about the international B-Boying Dance crew competition,
“Battle of the Year”
o Introduce film, give context and background info, introduce dance
crews from Japan, Korea, France and the USA.
Intro Clip 15 min
o Discussion: Addresses history of Hip Hop culture, 4 elements (MCs,
DJs, B-Boys, Graffiti artists), and the socio-economic situation
surrounding the birth of Hip Hop.
o How it created a venue for warring gangs to express themselves,
release anger, and do battle with each other in a non-violent way.
o Unites different groups and creates communities on a local and global
scale
o Creates a unique opportunity to express their difference and create
agency for themselves.
Final Battle! Clip: The Final four crews do battle! 35 Min
HMWK: Consider which deviant group you wish to research in preparation for our
library day tomorrow.
Key Resources:
Worksheets for comprehension and discussion questions, “Back in the Day” reading
handouts, Planet B-Boy clip, DVD player, TV, Chart paper and markers to
introduce and track competitors
Assessment Options:
Assess: Written responses, completion of activity sheets, oral responses and
participation in discussion
Lesson 8:
Research Day! (75 Minutes)
Enduring Understandings:
2.
The definition of social deviance is constructed and changes over time.
3.
Deviance can lead to social change.
Essential Questions:
A. What are some examples of deviant individuals/groups who have contributed to social
change?
B. How have these deviant groups contributed to positive social change?
Link to Culminating:
Step 2 of Culminating Project
Key Learning Activities/Strategies:
Intro by Teacher Librarian: Descirption of facilities, where and how to access
information, research tips etc.
Distribute checklists and worksheets to track research for info, images,
1st conference: Meet with each student/makeshift group to assess their idea and
provide feedback.
If students finish research they can brainstorm to focus their idea and consider
which evidence would be best to use to support their arguments
HMWK: Consider Step 2 for next day:
Key Resources:
Teacher librarian, computers, reference books, research worksheets, culminating
package with student checklist, teacher checklists, brainstorm checklist
Assessment Options:
Assess: Written responses, completion of activity sheets, oral responses and
participation in conference, organization and use of planners
Lesson 9:
Brainstorms and Outlines and Storyboards, oh my! (75 Minutes)
Enduring Understandings:
2.
The definition of social deviance is constructed and changes over time.
3.
Deviance can lead to social change.
Essential Questions:
A. What are some examples of deviant individuals/groups who have contributed to social
change?
B. How have these deviant groups contributed to positive social change?
Link to Culminating:
Step 2 and 3 of Culminating Project
Key Learning Activities/Strategies:
Students brainstorm research and roles/accommodations. Catch up as needed
Begin to structure and plan article or script.
Go over specifics of outlining and argument to create well supported statements.
Consider nature of arguments and the best order to convey thesis.
Talk about camera angles, stage direction etc with scriptwriters
Key Resources:
Templates for Brainstorm, outline and storyboard sheets, paper, camera angles
handout, worksheets, and info sheets
Assessment Options:
Assess: Written responses, completion of activity sheets, oral responses and
participation
Lesson 10:
Draft, Plan, Edit! (75 Minutes)
Enduring Understandings:
2.
The definition of social deviance is constructed and changes over time.
3.
Deviance can lead to social change.
Essential Questions:
A. What are some examples of deviant individuals/groups who have contributed to social
change?
B. How have these deviant groups contributed to positive social change?
Link to Culminating:
Steps 3 and 4 of Culminating Project
Key Learning Activities/Strategies:
Students plan, draft and edit alone or in groups
Reminder: Peer edit on Tuesday
2nd Conference: Discuss roles and accommodations and materials


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Ensure progress self eval checklists are complete
Use teacher checklist to assess progress.
Provide feedback using rubrics and comment sheets
Key Resources:
Checklists, rubrics, worksheets, fun markers and chart paper, any requests
materials
Assessment Options:
Assess: Written responses, completion of activity sheets, oral responses and
participation in conference