1
Course
HSP3M
Introduction to
Anthropology,
Psychology, and
Sociology
Level
Grade 11,
University/College
Preparation
Strand
Self and
Others
Unit/Topic
Socialization
Lesson
Agents of
Socialization
Date
Friday,
Oct. 30,
2009
Class Time
(75 minutes)
Lesson Title - What shapes us into who we are?
Rationale – It’s essential for students to understand that our surrounding social influences
shape us into who we are.
Enduring Understanding – The agents of socialization are extremely influential in
determining our interests, values, and behaviour.
Lesson Description – This lesson is designed to introduce students to what socializing
agents are and how they affect us. Students will learn what the primary and secondary
agents of socialization are and the influential ways in which they shape us into who we are.
Extending from this, students will analyze how the importance of different socializing
agents change over time, and reflect personally on which agent of socialization has had the
biggest impact on their life.
Ministry Expectations
Overall:
SOV.02 - demonstrate an understanding of the social forces that influence and shape
behaviour as described by anthropologists, psychologists, and sociologists
SOV.03 - analyze socialization patterns from the perspectives of anthropology, psychology,
and sociology
Specific:
SO3.01 - explain the role of socialization in the development of the individual
SO3.02 - identify the primary and secondary agents of socialization and evaluate their
influence
SO3.04 - evaluate the role of cultural influences in socialization
Essential Questions
Materials/Resources
1) How important are social influences in
shaping human behaviour?
2) How conscious are we of the ways in which
socializing agents affect us?
3) Which socializing agents play the biggest
roles in our lives?
4) How do socializing agents vary in
significance from birth to adulthood?
- Textbook: “Images of Society Introduction to Anthropology, Psychology,
and Sociology”
- Question sheet for reading activity
- Socialization line graph exercise sheet
- Approx. 10 large sheets of construction
paper and 5 different coloured markers
Evaluation
- Formative personal writing assignment
(described in more detail below)
- Observations and class participation
Accommodations/Modifications
- A handout could be made for the minilecture to help non-note takers
- A presentation could be substituted for
the personal writing evaluation
2
Learning Styles
- This lesson primarily caters
to interpersonal learners
with the many group
activities
- There are also aspects of
spatial-mechanical learning
(line graph exercise) and
intrapersonal learning
(personal writing assignment)
Extensions
- This lesson could lead into
a more focused look at how
media affects us, both
consciously and subliminally,
as an extremely powerful
and influential socializing
agent
- Moving into the bigger
picture, a nature vs. nurture
debate could extend from
this lesson
Context
- This is an introductory
lesson, so no specific prior
content knowledge is
required
- It would be advantageous
for students to have some
note taking experience and
reflective writing experience
- There’s lots of group work,
so students should be
familiar with each other.
Lesson Agenda (to be written on Blackboard for students)
What shapes us into who we are? (Guiding Question)
- 4 corners game
- Introduction to the agents of socialization
- Read/pair/share reading exercise
- Socialization line graph exercise
- Personal reflection assignment instructions
- Exit card
1. “4 Corners” activity (hook)
Ask the question: “What do you feel has had the most influential impact on
you?” and then, while pointing to each corner of the room, give the following 4
options: your friends, your family, your school, or the media.
Then have students justify their choices through discussion with other
students in their corner. Then ask volunteers from each group to
informally speak to the class about why people chose that corner.
Purpose: to engage in a quick, fun activity that is easy for the students,
while introducing 4 of the most important agents of socialization
Caution: Warn students about the ineffectiveness of the activity if
they’re just following their friends around to the “coolest” corner.
Time
10 mins
2. Introductory mini-lecture (teacher-directed input)
On the blackboard, define these three terms: “agents of socialization”,
“primary agent” and “secondary agent”. Then ask students to come up with
some other agents of socialization on top of the four big ones addressed in
the opening activity. Probe their responses to ensure you touch on all of the
important information that the students will read about in the following
activity, and write them on the board. Students should be copying down your
notes from the blackboard; give them enough time to listen to you while still
getting a chance to write down the notes.
15 mins
3
Purpose: to introduce students to the “meat and potatoes” of the lesson.
This section should outline the key definitions and content that the students
will eventually be assessed on, and provide a good transition into the reading
activity.
Caution: Some students may not bother to copy down the notes from the
blackboard. It’s important to keep students engaged through participation;
sometimes ask for input from students who appear “tuned out” to keep
everyone actively thinking (always allow students to “pass”, however, to
ensure a non-threatening learning environment).
3. “Read/Pair/Share” reading activity (student-directed input)
Allow students to organize themselves into groups of three, but tell them
they’re not allowed to be in the same group as someone born in the same
season as them. Now in threes, ask students to read pages 230-241 from
their “Images of Society” textbook, and have them answer the accompanying
question sheet. Tell students to split the reading up into three parts (the
family, secondary agents, and media) and have them only answer the questions
that apply to their section of the reading (the question sheet is included in
the appendix). Then have the trio report back to each other and exchange
their findings. Each student should have their own personal question/answer
sheet filled in by the end. Also let the students know that you will be taking
up the question sheet as a class afterwards, and that you will be calling on
groups at random to give their answers (again, always good to include a “pass”
option). It may also be a good idea to tell students that they’re handing in
their question sheets; this will help make students individually accountable
for their work. The teacher needs to be actively “working the room” during
this activity. It’s essential for the teacher to be actively moving around to
both assist students and keep them from getting off course.
Purpose: for students to gain a more in depth understanding of the agents of
socialization through a basic Q & A textbook exercise.
Caution: reading tasks like these are infamous for losing students’ attention.
Be sure to emphasize the individual accountability aspect, or else this would
be a great opportunity for a student to take a quick nap.
4. Socialization line graph exercise (guided practice)
Keeping students in the same groups, explain instructions for the
socialization line graph exercise (instructions and activity sheet are included
in the appendix). Hand each group a large piece of construction paper and 5
different coloured markers. Make sure students realize that they will be
posting their graph and justifying their choices with the class afterwards.
Kindly remind students that each group member’s opinion needs to be valued
and reflected on the graph. At the end of the activity, have students place
their graphs at the front of the class and have a teacher guided discussion
analyzing the similarities and differences. This represents the opportunity
for the teacher to summarize the important content learnt throughout the
class. The students will have discussed and focused on different things in
20 mins
15 mins
4
their groups, and it’s essential for the teacher to ensure that all students
have a grasp of the key ideas.
Purpose: Great guided practice activity where students can directly apply
what they’ve just learnt in the preceding input activities. Also illustrates the
changing importance of socializing agents over time.
Caution: Need to be wary of one student dominating the process. The whole
point is to compare/contrast collaboratively, and it would be problematic if
one student completely took over and neglected the other students’ input.
5. Personal writing assignment Instructions (independent practice)
Give clear instructions regarding the expectations of the independent
assignment. For this lesson, writing a personal reflection piece for formative
assessment would be a good way to evaluate what learning has taken place.
Students could be asked to write a one page (double-spaced) personal
response to the question: “Which agent of socialization has had the greatest
influence on you? Explain why?” To help students better understand what’s
expected of them, it would be beneficial to demonstrate an example for
them. As the teacher, you could pick someone who’s an important socializing
agent in your life and discuss why you picked them and how they’ve
significantly influenced your life.
Purpose: To have students personally relate to the content and demonstrate
their learning through reflective writing.
Caution: This may be a very sensitive subject for some students who are not
close with their families or have no friends.
6. Exit Card (closure)
Return to the lesson title/guiding question, “What shapes us into who we
are?” Ask students to thoughtfully respond to this question in only 2
sentences. Make them write on scrap paper. Students are free to leave
once you’ve read and approved their response.
Purpose: Brings the lesson full circle and students leave class thinking
about “the big idea”.
Caution: Because it’s their key to freedom, students may rush their exit
card and not take it seriously. If it’s obviously not thoughtful, make
them redo it.
Reflection (written after teaching the lesson)
10 mins
5 mins
5
Question Sheet
For pages 230-241 from the textbook “Images of Society”
-includes a variety of question types from Bloom’s Taxonomy
Family: The Primary Agent of Socialization
1) List three ways a parent or guardian tries to socialize his or her child.
- Knowledge
2) Discuss what is meant by Samayita being torn between cultures.
- Comprehension
3) Should family still be considered the primary agent of socialization for
teenagers?
- Evaluation
Secondary Agents of Socialization
1) Define the term Identity Crisis.
- Knowledge
2) Contrast the socializing influences of school and peers.
-Analysis
3) Suppose a child were educated at home and didn’t join any sports teams
or other groups. What essential socialization skills would the child miss out
on?
- Evaluation
The Media
1) How is television different as a socializing agent?
- Comprehension
2) Examine the results from the television and violence study. Which finding
do you find most significant?
-Analysis
3) What’s a stereotype? Critique a stereotype from one of your favorite
sitcoms.
-Evaluation