The Model Unit Lesson Plan is designed for a 11th-12th grade Sociology class. There are twenty students in the third period class which takes place from 10:20AM-11:15AM. Due to Sociology being an academic elective, there are students from a variety of academic levels and learning styles. Student test scores do vary, however, the class average is at 86%. Most students score around 80-95% on the exams, with very few scoring below a 60% on an exam for the course. The Sociology class also is a semester-long course. The classroom is set up is traditional; desks are put into rows and the desk in the front of the classroom. For the Model Unit, it is the third unit out of six that the students are taught. Before this unit, students are taught concepts
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This particular model unit focuses on two key experiments, Stanley Milgram’s experiment and the Stanford Prison Experiment, which have greatly impacted the way in which sociologists and psychologists research and analyze social control and deviance. The NCSS theme that corresponds with this unit is “IV. Individuals Development and Identity”. For this theme, learners will be able to, “use methods of inquiry of the complexity of individual identity and development.” Students will be using higher-level thinking skills to analyze and evaluate the interactions and behaviors between individuals and institutions in both Milgram’s Experiment and the Stanford Prison Experiment. The corresponding Georgia Performance Standard for this unit is, “SSSocSC3: Students will analyze the impact of social control on deviance in society -B. Explain conformity in relationship to deviance and social control.” Both Milgram’s and The Stanford Prison Experiment focus directly on social control and obedience between figures of authority and individuals. The Unit Essential Questions asks the students, “what influence do figures of authority have on using methods of social control to enforce conforming, obedient behaviors?” and “how can Milgram’s Experiment and the Stanford …show more content…
To ensure that the students are meeting the lesson objectives, I will be checking for understanding throughout the lessons as well as encouraging students to use higher-level thinking skills during group discussions. During the lecture, I will ask the class as a whole a variety of questions which require them to compare and evaluate the concepts learned in class to the results and information found in the experiments. My role during the first two days is to primarily guide the students in preparation for the third day of the unit in which that class will be using higher-level thinking skills to evaluate, compare, and analyze primary and secondary sources related to Stanley Milgram’s Experiment and the Stanford Prison
This particular model unit focuses on two key experiments, Stanley Milgram’s experiment and the Stanford Prison Experiment, which have greatly impacted the way in which sociologists and psychologists research and analyze social control and deviance. The NCSS theme that corresponds with this unit is “IV. Individuals Development and Identity”. For this theme, learners will be able to, “use methods of inquiry of the complexity of individual identity and development.” Students will be using higher-level thinking skills to analyze and evaluate the interactions and behaviors between individuals and institutions in both Milgram’s Experiment and the Stanford Prison Experiment. The corresponding Georgia Performance Standard for this unit is, “SSSocSC3: Students will analyze the impact of social control on deviance in society -B. Explain conformity in relationship to deviance and social control.” Both Milgram’s and The Stanford Prison Experiment focus directly on social control and obedience between figures of authority and individuals. The Unit Essential Questions asks the students, “what influence do figures of authority have on using methods of social control to enforce conforming, obedient behaviors?” and “how can Milgram’s Experiment and the Stanford …show more content…
To ensure that the students are meeting the lesson objectives, I will be checking for understanding throughout the lessons as well as encouraging students to use higher-level thinking skills during group discussions. During the lecture, I will ask the class as a whole a variety of questions which require them to compare and evaluate the concepts learned in class to the results and information found in the experiments. My role during the first two days is to primarily guide the students in preparation for the third day of the unit in which that class will be using higher-level thinking skills to evaluate, compare, and analyze primary and secondary sources related to Stanley Milgram’s Experiment and the Stanford Prison