Lesson Objectives: · Web viewExplain how childhood and adulthood differs and what it means to say it is a social construction (Level2) Some more able pupils:

AS Sociology Unit 1: Families and households 2012-13AS Sociology Scheme of Work 2012-13 (AQA)Unit 1 (SCLY1): Families and Households Exam: Monday 13th May 2013, pm (1 hour)1 double lesson (100 mins) per week, 1 teacher

Content: The relationship of the family to the social structure and social change, with particular reference to the economy and to state policies Changing patterns of marriage, cohabitation, separation, divorce, child-bearing and the lifecourse The diversity of contemporary family and household structures The nature and extent of changes within the family, with reference to gender roles, domestic labour and power relationships The nature of childhood, and changes in the status of children in the family and society Demographic trends in the UK since 1900 Reasons for changes in birth rates, death rates and family size

Assessment:

AO1: knowledge and understanding 50% AO2: application, analysis, interpretation and evaluation 50%Level 1 (Grade E)

basic knowledge and understanding of sociological theories, methods and concepts with limited evidence

writing doesn’t always make sense and there will be errors of grammar, punctuation and spelling.

limited ability to select, apply and interpret different types of sociological evidence

make a limited analysis and evaluation of relevant evidence and arguments

Level 2 (Grade C)

reasonable knowledge and understanding of sociological theories, methods and concepts, with some supporting evidence

writing uses sociological material in a mainly accurate way that makes sense, with only a few errors of grammar, punctuation and spelling

reasonable ability to select, apply and interpret different types of sociological evidence

offer some analysis and evaluation of relevant evidence and arguments

Level 3 (Grade A)

accurate knowledge and understanding of a range of sociological theories, methods and concepts, supported by evidence

writing uses appropriate sociological material, is logical, accurate and makes sense, with excellent grammar, punctuation and spelling

demonstrate an ability to select, apply and interpret, accurately and appropriately, different types of sociological evidence from a range of sources

make some analysis and evaluation of relevant evidence and arguments

Unit 1 exam Monday 13th May pmUnit 2 exam Wednesday 22nd May am

AS Sociology Unit 1: Families and households 2012-131: What is a family?

Lesson Objectives:

Suggested Learning Activities Differentiated Learning Outcomes:

Compare and contrast families and households

Identify and define diverse examples of families and households

‘Do Now’: organise folders and run through handbook

Starter: brainstorm in pairs – what makes a family?AfL: differentiated Q&A, examples to test and highlight a) difference to household, b) diversity of family typesUse clip from ‘modern family’ to illustrate? http://www.youtube.com/watch?v=aogZUDx51vQ

Main: Introduce Murdock’s definition then identify different types of family - identify and describe using playing cards / textbooks.Extension/Challenge: make cross-cultural comparisons, research unusual examples, e.g. kibbutzAfL: key term quiz

Exam skills: Explain the difference between a family and a household (Item 2A). (4 marks) (June 2009)

Main: explore key terms in relation to families (norms, values, socialisation) and ideas about nature / nurture. Watch feral children clip / play the socialisation game / Complete nature / nurture sheetExtension/Challenge: Anthony Giddens quoteAfL: notes made, completed worksheet, discussionExam skills: Suggest two reasons why lone-parent families are more likely to be headed by a female. (4 marks) (June 2009)

Plenary: is there an ideal family type?

Some less able pupils:Give simple definitions and examples of families and households (Level1)Most pupils:Explain the difference between a family and a household and give examples of diverse types (Level2)Some more able pupils:Distinguish between families and households with examples and explain some of the difficulties with definition (Level3)

Homework: read Sociology Review article and answer questions

Resources: SociologyReview_sept2010_families_households,

Cover: Sociology in Focus, p.61-6; read sociology review article

Specific case studies: Murdock, Giddens

Literacy objectives: making notes Numeracy objectives: n/a

PSHCE objective: family diversity – adv / disadv, cultural differences ICT objectives: n/a

Learning styles: verbal, kinaesthetic Thinking skills:

Keywords: family, household, nuclear, diverse, primary socialisation, norms and values, lone-parent, polyandry, monogamy, polygamy, polygyny, reconstituted

http://www.youtube.com/watch?v=aogZUDx51vQ

AS Sociology Unit 1: Families and households 2012-132: How has the family changed?

Lesson Objectives:


Explain the relationship of the family to industrialisation and urbanisation

Evaluate the extent to which there has been a trend towards nuclear families

‘Do Now’: key words check

Starter: the ‘cereal packet family’ - picture stimulus for discussion of what term means. Compare with other pictures (e.g. Victorian families) and discuss how it has changed over timeExtension / challenge: how typical is this image?AfL: differentiated Q&A

Main 1: Class draws picture of pre-industrial family and modern family, highlighting changes (emphasise key terms) based on Talcott Parson’s ideas. Small groups then use information p.79 to highlight criticisms of Parsons from Laslett and Anderson.Extension/Challenge: use Oakley (p.80) to further critique Parson’s etc.AfL: ‘line’ vote for extent of change, each student to justify place.

Main 2: Draw own version of modern family then look at Young & Willmott (p.81-84) and a) use key terms to label b) critique ideasExtension/Challenge: develop critique and compare with other studiesAfL: peer review of pictures of modern family with questioning as to reasons / evidence for choice made

Plenary: cross-cultural comparison using Indian and British women statistics

Some less able pupils:define the nuclear family and offer simple explanation of change (Level1)Most pupils:explain how the family has changed and make simple judgement about the extent (Level2)Some more able pupils:Evaluate the extent to which the family has changed over time (Level3)

Homework: Research marriage rates and ages – present as a paper with illustrations

Resources: ppt, plain paper and pens

Cover: Sociology in Focus, p.74-85

Specific case studies: Talcott Parsons, Laslett, Anderson, Oakley, Young and Willmott

Literacy objectives: Numeracy objectives: data analysis

PSHCE objective: ICT objectives: n/a

Learning styles: Thinking skills:

Keywords: family, household, nuclear, diverse, extended family, industrialisation, unit of production, urbanisation, ascribed status, achieved status, cereal packet

AS Sociology Unit 1: Families and households 2012-133: Why do people marry?

Lesson Objectives:


Identify and explain changes in patterns of marriage

Analyse and evaluate changing attitudes towards marriage and cohabitation

‘Do Now’: vote for most accurate statement on marriage rates / data questions

Starter: why do people marry? List as many reasons as you can think of.Extension / challenge: categorise reasons, e.g. religious, economic…AfL: group prioritisation task

Main 1: pairs / small groups - for each reason, explain how attitudes have changed and what effect this may have had on marriage rates (positive or negative)Extension/Challenge: Activity 18 p.86AfL: each group reports back on one reason

Main 2: make notes on cohabitation from p.87-8, summarise in 5 bullet points then complete table of adv/disadvExtension/Challenge: how far are the reasons for changes in marriage and cohabitation rates the same?AfL: mixed pair peer review of notes / table

Main 3: complete source exercise in handoutExtension/Challenge: consider data reliability using information on handoutAfL: differentiated Q&A

Plenary: Exam skills: suggest two reasons why there has been an increase in cohabitation (Item 2A). (4 marks) (June 2010)Use bullet points with 2 clear, separate reasons.AfL: self-assessment

Some less able pupils:Outline basic pattern, suggest at least 3 reasons for changing patterns (Level1)Most pupils:Analyse patterns, suggest reasons for changing patterns and offer simple evaluation of attitudes with some evidence (Level2)Some more able pupils:Analyse patterns and evaluate changing attitudes using appropriate sociological evidence (Level3)

Homework: find 3 contrasting examples of contemporary presentations of marriage, e.g. articles / television programmes – positive, negative, alternativeResources:

Cover: Sociology in Focus, p.85-8; activities 18 and 19

Specific case studies:

Literacy objectives: Numeracy objectives: data

PSHCE objective: ICT objectives:


Keywords: marriage, secularisation, cohabitation, serial monogamy, first marriage, re-marriage, social pressure, state support, legislation, civil partnership

AS Sociology Unit 1: Families and households 2012-134: Essay writing

Lesson Objectives:


Develop writing techniques for sociology essays

Plan an answer for the first assessment

‘Do Now’: quick quiz on key terms and marriage / cohabitation

Starter: what are the components of a good essay?AfL: build through questioning

Main 1: review mark scheme and then use to mark a model essay. Highlight knowledge in one colour and analysis / evaluation in another.Extension/Challenge: suggest ways in which the essay could be improvedAfL: awarded marks and WWW/EBI

Use model answer to outline how to plan, focusing on use of Item B provided.

Exam skills: Using material from Item 2B and elsewhere, assess the view that the nuclear family is no longer the norm. (24 marks) (January 2009)Main 2: consider set question and parameters (e.g. time, content) then individually plan an answer, researching evidence to useExtension/Challenge: through awareness of levelsAfL: peer review plans

Plenary: target setting and trouble shooting

Some less able pupils:Understand mark scheme and plan a simple essay (Level1)Most pupils:Understand and recognise level 2 requirements and plan level 2 answer (Level2)Some more able pupils:Understand and recognise level 3 requirements and plan a level 3 answer (Level3)

Homework: Assessment essay Using material from Item 2B and elsewhere, assess the view that the nuclear family is no longer the norm. (24 marks) (January 2009)

Resources: model answer, mark scheme, essay sheet

Cover: set essay question


Literacy objectives: extended writing / essay planning Numeracy objectives: data



Keywords: family, household, nuclear, diverse, lone-parent, serial monogamy, polygamy, reconstituted, cereal packet, stereotypical, norm

AS Sociology Unit 1: Families and households 2012-135: Why do families fail?

Lesson Objectives:


Explain the changing divorce rate

Evaluate different sociological perspectives on marital breakdown

‘Do Now’: Exam skills: Suggest two reasons why there has been an increase in cohabitation. (4 marks) (June 2010)

Starter: Wars of the Roses clip http://www.youtube.com/watch?v=5ebv3i_9LtcDiscuss reasons for divorce (link back to reasons for marriage)Extension / challenge: are some marriages at higher risk of divorce? (distance, age)AfL: differentiated Q&A

Main 1: study graph of divorce trends and suggest reasons. Test hypotheses by creating a timeline of divorce law changes, p.88-9 and link to graph.Extension/Challenge: analyse Giddens’ idea of ‘confluent love’AfL: completed timelines

Main 2: group teaching – outlining different sociological perspectives (marketplace)Extension/Challenge: evaluate the perspectivesAfL: marketplace presentations

Main 3: consequences of divorce – mini-role plays / note taking (p.92-3)Extension/Challenge: who might be concerned about rising divorce rates and why?AfL: role-plays / notes

Plenary: Exam skills: Suggest three reasons for the increase in the divorce rate since 1969. (6 marks) (specimen paper)AfL: traffic lights

Some less able pupils:Give at least 3 reasons for the changing divorce rate and 2 consequences (Level1)Most pupils:Explain the changing divorce rate and consequences, explain different sociological theories (Level2)Some more able pupils:Explain the changing divorce rate and consequences, evaluate different sociological perspectives (Level3)

Homework: reading

Resources:

Cover: Sociology in Focus, p.88-93; Activities 20 and 21





Keywords: empty-shell, individualisation, secularisation, confluent love, divorce rate, separation, adultery, irretrievable breakdown, petition, decree nisi, decree absolute

http://www.youtube.com/watch?v=5ebv3i_9Ltc

AS Sociology Unit 1: Families and households 2012-136: Is there a right time to have children?

Lesson Objectives:


Explore and explain changing fertility rates

Investigate teenage pregnancy and lone-parenting

‘Do Now’: key words

Starter: analyse statistics and summarise changes in fertility; average age of first child; births outside marriageExtension/Challenge: explain the difference between birth numbers and rates and why it’s importantAfL: differentiated Q&A

Main 1: read Sue Sharpe’s study findings and suggest reasons for changing fertility rates.Extension/Challenge: evaluate her methodologyAfL: Exam skills: Suggest two reasons why women might delay having children (Item 2A). (4 marks) (January 2010)

Main 2: teen pregnancy – watch clip Underage and Pregnant http://www.bbc.co.uk/programmes/p006f7trOr look at Kizzy http://news.bbc.co.uk/1/hi/7136196.stm. Identify stereotypes, issues etc. Look at research case study.Extension/Challenge: compare with general fertility trends.AfL: debate – is there a ‘right’ time to have children?

Main 3: Explore new role of grandparents as carers (compare UK and Africa?) through a diagram that shows the change over the last 60years and suggests reasons (life expectancy, average age of having children, career, re-marriage / divorce, age of retirement, state support)Extension/Challenge: cross-cultural comparison with LDCs and impact of HIV/AIDSAfL: completed diagrams

Plenary: consider life course options

Some less able pupils:Understand basic fertility trend (down) and suggest reasons; outline issues relating to teen pregnancy and single parenting (Level1)Most pupils:Analyse fertility trends and explain reasons; analyse teen pregnancy and single parenting trends and issues (Level2)Some more able pupils:Analyse fertility trends and reasons (Level3)

Homework: life-course diagram and review work so far

Resources:

Cover:

Specific case studies: Sharpe




Keywords: fertility rates, total Fertility Rate, infant mortality, live births, childless / childfree, infertility, illegitimacy

http://news.bbc.co.uk/1/hi/7136196.stm

http://www.bbc.co.uk/programmes/p006f7tr

AS Sociology Unit 1: Families and households 2012-137: How is the population changing?

Lesson Objectives:


identify and explain demographic trends

develop writing skills

‘Do Now’: quiz on info so far / key words

Starter: brainstorm demographic measures (births, deaths, life expectancy, population size and structure, migration)AfL: differentiated Q&A

Main 1: Use House of Commons Research paper or www.statistics.gov.uk to answer questions and explain each trendExtension/Challenge: develop evaluationAfL: ask individuals to report back on each trend and DIFF by asking for evaluation

Main 2: plan and write essay Exam skills: Examine the reasons for changes in birth rates and family size since 1900. (24 marks) (June 2009)Extension/Challenge: level 3 skillsAfL: peer review

Plenary:

Some less able pupils:Outline some demographic trends and suggest some reasons; develop use of evidence in writing (Level1)Most pupils:Identify and explain demographic trends; analyse evidence (Level2)Some more able pupils:Identify and explain demographic trends; develop evaluation skills (Level3)

Homework: redraft and improve essay Examine the reasons for changes in birth rates and family size since 1900. (24 marks) (June 2009)

Resources: parl statistics



Literacy objectives: Numeracy objectives: interpreting data



Keywords: demographics, fertility rates, birth rates, mortality, life expectancy, migration

http://www.statistics.gov.uk/

AS Sociology Unit 1: Families and households 2012-138: What is the function of the family?

Lesson Objectives:


Assess the function of the family from different theoretical perspectives

‘Do Now’: posy Simmonds cartoon – traditional view of the family? Use of key words…

Starter:AfL: differentiated Q&A

Main 1: Introduce key Functionalist theory of role of family. Students discuss in groups how many ‘functions’ they can come up with that the family has (reproduction, regulating sexual activity, social control etc.) then evaluate Murdock / Parsons functions in context of modern familyExtension/Challenge: group leadersAfL: group feedback

Main 2: Groups task marketplace– functionalism (p.66), new right (p.68), Marxist (p.70), feminist (p.71), and postmodern (p.102) – interpretations of the family and criticismExtension/Challenge: develop evaluationAfL: marketplace

Plenary: recap functions / check understanding

Some less able pupils:Identify and explain some functions of the family; understand simple theories (Level1)Most pupils:Explain the functions of the family and outline different theoretical perspectives (Level2)Some more able pupils:Analyse the functions of the family and evaluate different theoretical perspectives in the context of modern families (Level3)

Homework: create a quiz

Resources:

Cover: Sociology in Focus, p.

Specific case studies: Murdock, Parsons




Keywords: functionalism, reproduction, stabilising, regulating, procreation, social control, socialisation, Marxism, Feminism, New right, Postmodernism

AS Sociology Unit 1: Families and households 2012-139: How relevant is functionalism today?

Lesson Objectives:


Recognise the importance of the nuclear family and its relationship with modern society

Analyse Foucault’s perspective in relation to the modern family

‘Do Now’: theory matching

Starter: ‘warm bath’ picture – what does this suggest about the family?Extension/Challenge: domestic abuse picture – evaluationAfL: differentiated Q&A

Main 1: quick survey of 2 other students about family / lifestyle and compare to your own experience. Use to consider how modern life has affected functions of the family and the role of the state.Extension/Challenge: consider the idea of ‘functions’ and the family as part of societyAfL: check understanding questions

Main 2: mini starter with 5 embarrassing things to be caught doing. Lead into discussion of Foucault. Consider statements and then evaluate in the light of modern society.Extension/Challenge: panopticonAfL: completed tables and big brother vs ring of gyges (invisibility)

Plenary: assess functionalist theory of the family – class planning

Some less able pupils:Understand basic functionalist view with some examples of functions performed (Level1)Most pupils:Explain functionalist view using examples and begin to evaluate (Level2)Some more able pupils:Analyse functionalist view using evidence and evaluate with reference to other theories (Level3)

Homework: note taking on Marxism and Feminism

Resources:






Keywords: surveillance, Foucault, power, internalisation, welfare state, nurturing, social integration, social policy

AS Sociology Unit 1: Families and households 2012-1310: Marxism and feminism – who is in control?

Lesson Objectives:


Analyse the family as an agent of social control

Evaluate Marxist and Feminist interpretations of the family

‘Do Now’: theory matching

Starter: http://www.youtube.com/watch?v=VyHB767JgsU how does this reflect a Marxist view of families or feminist?Extension/Challenge: evaluate functionsAfL: differentiated Q&A

Main 1: how can the family be seen as propping up capitalism? How would a feminist view the family? How is control exercised?Extension/Challenge: evaluate and critiqueAfL: worksheet on social control

Main 2: case studies – analysis and evaluationExtension/Challenge: cross-referencingAfL: note-taking exercise

Plenary: caption competition – pics from news / tv etc. viewed through different theoretical perspectives

Some less able pupils:Explain basic Marxist and feminist views of the family with examples of social control (Level1)Most pupils:Analyse Marxist and Feminist views using evidence (Level2)Some more able pupils:Analyse and evaluate Marxist and Feminist perspectives using evidence (Level3)

Homework: Plan - Using material from Item 2B and elsewhere, assess the Marxist view that the main role of the family is to serve the interests of capitalism. (24 marks) (January 2010)

Resources:



Literacy objectives: Numeracy objectives:



Keywords: Feminism, patriarchy, radical feminists, domestic labour, social control, capitalism, Marxism, means of production, ideological state apparatus

http://www.youtube.com/watch?v=VyHB767JgsU

AS Sociology Unit 1: Families and households 2012-1311: how can I write an A grade essay?

Lesson Objectives:


improve essay writing skills

‘Do Now’: outline requirements at each level

Starter: Exam skills - Suggest two ways in which an individual might be socialised into femininity. (4 marks)Extension/Challenge: peer marking and improvingAfL: differentiated Q&A

Exam skills: Using material from Item 2B and elsewhere, assess the Marxist view that the main role of the family is to serve the interests of capitalism. (24 marks) (January 2010)Main 1: group discussion of topic and plans, identify evidence. Write using different colours for evidence and evaluation.Extension/Challenge: level 3 skillsAfL: self assessment and then peer assessment

Main 2: small group redrafting exercise to improve, paragraph by paragraph.Extension/Challenge: mixed ability groupingAfL: improved essay

Plenary: Q&A

Some less able pupils:Write a level 1 essay and understand the marking criteria (Level1)Most pupils:Write a level 2 essay and demonstrate an understanding of the marking criteria through self and peer assessment (Level2)Some more able pupils:Write a level 3 essay and demonstrate an understanding of the marking criteria through self and peer assessment (Level3)

Homework: reading on New Right and Charles Murray article, mark and annotate an example essay

Resources:

Cover: reading and essay writing





Keywords:

AS Sociology Unit 1: Families and households 2012-1312: the New Right – is the family under threat?

Lesson Objectives:


Debate the decline of the family

Analyse Murrays’ view of the underclass

‘Do Now’: outline requirements at each level

Starter: Valerie Riches’ article – 5 things undermining the family, do you agree?Extension/Challenge: link to theoretical viewpointsAfL: differentiated Q&A

Main 1: Slobs clip – ‘brown baby’, discuss stereotypes mocked http://www.youtube.com/watch?v=s0gmYkNJXVItelevision programme examples (e.g. Shameless, Eastenders, Keeping up Appearances) – consider changes in representation.Extension/Challenge: deeper analysisAfL: group feedback

Main 2: analysis of Charles Murray quote and news articlesExtension/Challenge: mixed ability groupingAfL: debate on the decline of the family and threat

Plenary: debate

Some less able pupils:Give some examples of social issues related to the family (Level1)Most pupils:Explain the idea of the underclass and give examples of issues that may be caused in society (Level2)Some more able pupils:Evaluate the notion of the underclass and debate the decline of the family using evidence (Level3)

Homework: read and annotate ‘Families and Social Policy’ Sociology Review Sept 2010

Resources:






Keywords: familial ideology, maternal deprivation, cultural deprivation, norms and values, sub-class, feral, deprived

http://www.youtube.com/watch?v=s0gmYkNJXVI

AS Sociology Unit 1: Families and households 2012-1313: Should marriage be encouraged?

Lesson Objectives:


Explain how government policies affect the family

Examine current government policy relating to families

‘Do Now’: post-it vote on key question

Starter: table of things you can and can’t do, e.g. age of marriageExtension/Challenge: include additional examplesAfL: differentiated Q&A

Main 1: Discussion of social policy followed by Joe Bloggs – create a biographical timeline that shows how policies might influence life from birth to retirement (at least 6 stages)Extension/Challenge: deeper analysisAfL: completed timelines

Main 2: explore changing policy approaches of different political partiesExtension/Challenge: analyse policies from different theoretical perspectivesAfL: check knowledge and recall

Plenary: students test each other ‘hot seat’

Some less able pupils:Identify and outline at least 3 government policies relating to the family (Level1)Most pupils:Identify several government policies and explain the impact they have on families (Level2)Some more able pupils:Analyse several government policies and evaluate the impact they have on families (Level3)

Homework: examine coalition government’s approach to family life and evaluate in light of current events and economic situation

Resources:






Keywords: social policy, new right, conservative, liberal, neo-liberal

AS Sociology Unit 1: Families and households 2012-1314: What is the best way to support families?

Lesson Objectives:


Assess social policy in relation to sociological theories

‘Do Now’: vote on how far governments should interfere in family life

Starter: 2 team competition – how many recent policies can you think ofExtension/Challenge: differentiated groupsAfL: competition

Main 1: ‘Question Time’ role play – interview politicians about their approaches to family life and policy choicesExtension/Challenge: roles allocatedAfL: role-play

Main 2: exam skills - Examine the ways in which social policies and laws may influence families and households. (24 marks) (specimen paper) timed essayExtension/Challenge: differentiated supportAfL: self-assessed

Plenary: blockbusters http://www.teachers-direct.co.uk/resources/quiz-busters/quiz-busters-game.aspx?game_id=4061

Some less able pupils:Describe different sociological approaches to social policy (Level1)Most pupils:Explain different sociological approaches to social policy (Level2)Some more able pupils:Evaluate different sociological approaches to social policy (Level3)

Homework: domestic division of labour survey

Resources:






Keywords: social policy, new right, conservative, liberal, neo-liberal

http://www.teachers-direct.co.uk/resources/quiz-busters/quiz-busters-game.aspx?game_id=4061

AS Sociology Unit 1: Families and households 2012-1315: Do men do their fair share?

Lesson Objectives:


Explore gender roles within families according to different theoretical approaches

Evaluate the extent of the equality of the distribution of domestic labour

‘Do Now’: list ‘male and female’ jobs

Starter: women know your limits… http://www.youtube.com/watch?v=LS37SNYjg8wExtension/Challenge: highlight subtle shifts, explore further examplesAfL: discussion

Main 1: explain key terms (e.g. dual burden etc.) and use evidence to argue whether or not family life benefits womenExtension/Challenge: explore in terms of theoretical perspectivesAfL: Explain what is meant by the ‘expressive role’ (Item 2A, line 5). (2 marks) (January 2009)

Main 2: read ‘women having it all’ and ‘new men’ and complete table on key agents affecting gender rolesExtension/Challenge: consider ethnic differences, complete activity 31, p.109AfL: debate – ‘can women have it all?’

Plenary: watch Flash adverts from 1960s, 1990s, 2000s – what, if anything, has changed? Create own ideal advert for a household product

Some less able pupils:Describe traditional gender roles with examples (Level1)Most pupils:Explain traditional gender roles using examples, begin to evaluate inequalities in the division of domestic labour (Level2)Some more able pupils:Analyse gender roles using evidence, evaluate inequalities in the division of domestic labour (Level3)

Homework: essay - evaluate the evidence that conjugal roles are still unequal in modern British society (24 marks)

Resources:






Keywords: domestic violence, abuse,

http://www.youtube.com/watch?v=LS37SNYjg8w

AS Sociology Unit 1: Families and households 2012-1316: Is there a dark side to family life?

Lesson Objectives:


Analyse the consequences of unequal power

Investigate the ‘dark side’ of the family

‘Do Now’: match the sociologist to the study

Starter: watch domestic violence clipAfL: initial discussion

Main 1: causes of domestic violence, how does society perpetuate domestic violence - readingExtension/Challenge: identify appropriate sociological studiesAfL: discussionExam skills: Suggest two ways in which ‘family life may have a harmful effect on women’ (Item 2A, lines 6 – 7). (4 marks) (January 2009)

Main 2: watch NSPCC advert and then read clips before silent debate on child abuse (ideas - Teaching children about religion, Smacking, Teaching children racist ideas, Leaving children at home alone, Allowing children to cycle to school alone, Child beauty queens)Extension/Challenge: use evidenceAfL: ask individuals to feedback results

Plenary: quick fire – 3 reasons…. (e.g. for divorce, for marriage, the fertility rate has gone down etc.)

Some less able pupils:Identify examples of the dark side of family life (Level1)Most pupils:Analyse the link between abuse and unequal power (Level2)Some more able pupils:evaluate the consequences of unequal power relationships (Level3)

Homework: review notes so far

Resources:






Keywords:

17: How can I do my best in the exam?

AS Sociology Unit 1: Families and households 2012-13

Lesson Objectives:


Improve exam technique

‘Do Now’:

Starter:AfL:

Main 1:Extension/Challenge:AfL:Exam skills: Suggest two ways in which ‘family life may have a harmful effect on women’ (Item 2A, lines 6 – 7). (4 marks) (January 2009)

Main 2:Extension/Challenge:AfL:

Plenary:

Some less able pupils: (Level1)Most pupils: (Level2)Some more able pupils: (Level3)

Homework: note-taking on childhood

Resources:

Cover: Sociology in Focus, p.1





Keywords:

AS Sociology Unit 1: Families and households 2012-1318: What is childhood?

Lesson Objectives:


Explain how childhood has been socially constructed

Evaluate the change in the status of children

‘Do Now’: post-its – what is a child?

Starter: image of little boy in a red dress – discuss then reveal that it is a boy. Discuss implications.Or cropped image of children then zoomed into full picture – how do we know they’re children? Lead into discussion of AriesAfL: differentiated Q&A

Main 1: what is a child? Rogers (2001)Extension/Challenge: draw out cross-cultural differences, biological and sociologicalAfL: discussion

Main 2: the discourse of youth – watch Kevin the teenager and answer questions. http://www.youtube.com/watch?v=dLuEY6jN6gYExtension/Challenge: link to sociological studiesAfL: Exam skills - Suggest two ways in which the position of children could be said to have improved over the last one hundred years. (4 marks) (January 2010)

Main 3: Postman and the end of childhoodExtension/Challenge: make linksAfL: discussion

Plenary: Kevin grows up? http://www.youtube.com/watch?v=W8RkqbqmttA

Some less able pupils:Describe some of the ways that childhood differs from adulthood in the UK (Level1)Most pupils:Explain how childhood and adulthood differs and what it means to say it is a social construction (Level2)Some more able pupils:Analyse the social construction of childhood, using evidence (Level3)

Homework: essay - Examine the ways in which childhood can be said to be socially constructed. (24 marks) (January 2009)

Resources:


Specific case studies: Aries, Rogers,




Keywords: social construction, gender socialisation, child-centred, economic asset, teenager, infant mortality

http://www.youtube.com/watch?v=W8RkqbqmttA

http://www.youtube.com/watch?v=dLuEY6jN6gY

http://www.youtube.com/watch?v=dLuEY6jN6gY

AS Sociology Unit 1: Families and households 2012-1319: Are children growing up too soon?

Lesson Objectives:


Examine the rights and responsibilities of children in the family

Compare experiences of childhood, especially child labour

‘Do Now’: data interpretation task (child labour rates? Or numbers of children?)

Starter: rights and responsibilities tableAfL: discussion and differentiated Q&A

Main1: consider ambiguities of childhood – sexualisation etc. (DVD)Extension/Challenge: support with evaluated evidenceAfL: activity 35, p.115

Main 2: child labour in the UK and abroadExtension/Challenge:AfL: discussion

Main 3: different experiences of childhood across the world. Consider different factors influencing experience, watch Waterloo Road clip - http://www.youtube.com/watch?v=1n8rtpdHiWQExtension/Challenge: evaluate different factorsAfL: tell life story in character

Plenary: exam skills - Identify three ways in which childhood may not be a positive experience for some children. (6 marks) (June 2010)

Some less able pupils:Outline some rights and responsibilities of children and give some examples of different experiences (Level1)Most pupils:Explain rights and responsibilities of children and describe different experiences of childhood (Level2)Some more able pupils:Analyse rights and responsibilities of children and evaluate different experiences of childhood (Level3)

Homework:

Resources:


Specific case studies: Aries, Rogers, Hendricks, Giddens, Postman




Keywords: social construction, gender socialisation, child-centred, economic asset, teenager, infant mortality

http://www.youtube.com/watch?v=1n8rtpdHiWQ

Documents

Lesson Objectives: · Web viewExplain how childhood and adulthood differs and what it means to say it is a social construction (Level2) Some more able pupils: