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Soc 1: Swidler

Page history last edited by Liana Prescott 9 years, 4 months ago

Materials include 1) Lesson Plans by Author and Topic, 2) Writing Assignment Resources, and 3) Review Materials.

 

Lesson Plans

Lesson plans are organized alphabetically by author of the work under discussion, or alphabetically by topic if no specific author listed (e.g., social construction of gender).

 

Lesson Plans by Author 

  • Bellah et al. and Acemoglu and Robinson Discussion Questions: Questions for discussing institutions in the context of these two readings.   Incorporates clips from the Daily Show and analysis of events in the 2012 election (which are fun, but may be dated). 
  • Block - Outline: Outline of Block’s “The Ruling Class Does Not Rule” with blanks to guide and summarize students’ reading.
  • Davis and Moore vs. Tumin Worksheet:  Nice, detailed worksheet identifying central points of D & M’s piece as well as Tumin’s objections.  Personally I (Rachel Wetts) would use this worksheet first, then do the debate activity below in the following section.
  • Davis and Moore vs. Tumin Worksheet and Debate: Very nice worksheet asking students to identify D & M and Tumin’s main theses, and activity engaging them in the debate.
  • Durkheim – Elementary Forms Discussion Questions: Discussion questions (with answer guide) for close reading of Chapter 7, Sections 2-3.
  • Durkheim – Suicide Cartoons: Can use this as a section activity where students discuss which of Durkheim’s types of suicide these might represent.
  • Fischer et al. Reading Questions: Extensive set of questions designed to guide students through reading Chapters 6 & 8 of Inequality by Design. You might select from these questions a shorter list for students to focus on for the purposes of discussion (or give them this handout before they do the reading, then use discussion questions below in section).
  • Fischer et al. Discussion Questions: Worksheet covering Chapters 6 and 8 of Inequality by Design.
  • Goffman Asylums - Outline: Outline of first ~90 pages of Asylums, with blanks for students to fill in concepts and descriptions.  Quite detailed – may wish to edit to highlight key concepts for discussion.
  • Goffman Asylums - Study Questions: Asks students to identify definitions and key features of institutions and total institutions, with discussion questions focusing on relationship between the self and the institution. 
  • Goffman Asylums – Cuckoo’s Nest Activity: Fun activity to discuss Asylums as well as to help students prepare for participant observation project.  Asks students to take field notes on clips from One Flew Over the Cuckoo’s Nest.
  • Goffman Asylums – Mortification Definitions and Role Play Activity: Worksheet and activity asking students to define key features of total institutions, and then define and enact different types of mortifications that Goffman discusses.  I (Rachel Wetts) also did something like this when I taught Asylums, and it worked really well!
  • Goffman Asylums - Mortification, Secondary Adjustments and Moral Careers in the NOT-Total Institution:  Free-write and discussion activity asking students to reflect on how Berkeley is (and is not) like a total institution.  Includes list of key terms students might incorporate in their discussions.
  • Hacker and Pierson Discussion Questions: Questions for discussion of Winner-Take-All Politics.  May wish to break section into groups and have student groups focus on and present selected questions.
  • Hacker and Pierson Reading Questions: Questions to guide reading or discussion of chapters 4-5 of Winner-Take-All Politics. 
  • Harding Living the Drama – Multiple Choice: I had students write multiple choice questions and submit them via bSpace, and then turned them into a handout. (2 files)
  • Lareau Unequal Childhoods - Reading Questions: Questions to guide students’ readings of Unequal Childhoods.
  • Lareau Unequal Childhoods - Natural Growth vs. Concerted Cultivation comparison grids: Nice worksheet asking students to compare the two strategies on a few key dimensions (parental resources, parental approach, and consequences).
  • Lareau Unequal Childhoods - Role Play: Fun and useful activity asking student groups to role play how family/institutional interactions play out differently in families adopting a concerted cultivation vs an accomplishment of natural growth strategy. 
  • Marx and Engels Lecture Slides.  Amusing and detailed slides for lecture on Marx and Engels (as well as comparisons with Weber/Davis and Moore).
  • Marx and Engels – Communist Manifesto Discussion Questions: Worksheet addressing key points of the reading.
  • Marx German Ideology and Communist Manifesto – Study Questions: Study questions for “The Communist Manifesto” and “The German Ideology.” 
  • Marx German Ideology - Picture Book: Fun and useful drawing activity helping students to understand and remember “The German Ideology” by creating a class picture book. 
  • Pager – Mark of a Criminal Record Worksheet: Includes vocabulary helpful for understanding method of the article (e.g., spurious variable), and questions for discussion.
  • Star and Kirsch Worksheet: Questions for group-work and discussion.
  • Tobin – Preschool in 3 Cultures Revisited Questions: Questions for group-work and discussion.
  • Tobin – Preschool in 3 Cultures Chart: Very nice chart asking students to compare values, identities, and learning environments across the three countries.  Second file is GSI answer key.
  • Varshney – Background Reading: Handout to give students some background on the history of Indian politics.
  • Varshney – Chapters 1-3 Reading Questions: Questions to guide student reading for Chapters 1-3 of Varshney, Ethnic Conflict and Civic Life.
  • Varshney – Chapters 5-6 Worksheet: Table helping students compare and contrast civic life in Aligarh and Calicut for Chapters 5-6 of Varshney, Ethnic Conflict and Civic Life.
  • Varshney – Chapters 9-10 & Conclusions Worksheet: Compare and contrast table guiding students through comparison between Ahmedabad and Surat in Chapters 9 and 10 of Ethnic Conflict and Civic Life, as well as synthetic questions regarding Varshney’s conclusions.
  • Weber Bureaucracy - Outline: Outline of Bureaucracy with blanks to guide and summarize students’ reading. 
  • Weber Class, Status Party - Outline: Outline of Class, Status, and Party with blanks to guide students’ reading. 
  • Weber – Class Status Party – Grid Handout: Very nice charts describing economic, social, and legal order, as well as the relationships between them.
  • Weber – Class Status Party – Close Reading Exercise: Activity highlighting and asking students to interpret key portions of the text.
  • Weber – Class Status Party – Lecture Slides. Informative slide show with very nice illustrations for a section lecture on the text.
  • Whitt Outline: Outline of Chapter 1 of Urban Elites and Mass Transportation: The Dialectics of Power with blanks to guide and summarize students’ reading. 
  • Whitt and Block Discussion Questions. Discussion questions covering Block’s The Ruling Class Does not Rule and Whitt’s The Dialectics of Power.
  • Wilkinson Reading Questions: Questions to guide student reading for Chapters 5-7 & 9 of Wilkinson, Impact of Inequality.
  • Wilkinson – Film Activity: Class activity showing the film “A Class Divided” with worksheet to tie the film to Wilkinson’s book.
  • Willer et al. – Masculine Overcompensation Worksheet. Worksheet designed for students to summarize the findings of each of the studies presented in the paper.

 

 

Lesson Plans by Topic

  • Social Construction of Gender – Picture Book Analysis Activity: Fun and useful activity examining gendered representations of characters in picture books; also provides practice in content analysis.  Inspired by John Levi Martin’s “What do Animals do All Day?”  Designed for Soc 1/ Soc 5.

 

Writing Assignment Resources

 

Review Materials

  • Final Exam Powerpoint and Activity: Brief Powerpoint explaining how to create effective summaries of readings, and then asks students to break into groups to summarize and present class readings.

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