The 5­E Lesson Model Lesson Plan #1 Social Control

Introduction: Norms must be followed for a society to run smoothly, and they are enforced through internalization and sanctions.

Objectives: Content/Knowledge: 1. Recognize how social norms become internalized 2. Compare and Contrast the difference between positive sanctions and negative sanction 3. Differentiate the difference between formal and informal sanctions 4. Examine how enforcing norms through either internal or external means causes social control

Process/Skills: 1. Create their own example sanction and be able to defend the importance of it. 2. Use sanctions in a real life setting.

Values/Dispositions: 1. Judge how social control is used to control their daily lives. 2. Interpret the necessity of using sanctions.

Standards: State – Illinois Learning Standards: 1. Writing Standards for Literacy in History/Social Studies: 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. National – National Council for the Social Studies Standards: 1. III. People, Places, and Continuity: g. describe how people create places that reflect ideas, personality,

culture, and wants and needs as they design homes, playgrounds, classrooms, and the like; 2. V. Individuals, Groups, and Institutions: c. identify examples of institutions and describe the interactions

of people with institutions; 3. V. Individuals, Groups, and Institutions: f. give examples of the role of institutions in furthering both

continuity and change; 4. VII. Production, Distribution, and Consumption: f. describe the influence of incentives, values, traditions,

and habits on economic decisions; National – National Standards for History 1. UCLA Department of History Contemporary U.S. National Standards: 2d. The student understands contemporary American culture.

Syntax – Procedures

1. Engagement: a. Teacher Instructions

1. Before class comes into room, place public shaming article [D­1] at students desk.

2. Write on whiteboard “When Class Starts Begin Reading Article” 3. When the students begin to come into class, simply sit at your desk and

observe students. 4. When a student is sitting quietly at their desk, give them a lollipop. 5. Observe whether other students recognize this positive sanction and do

the same. 6. Once 5 minutes have passed or all students have caught on and earned

a lollipop, initiate conversation by asking students “Does anyone know why I was giving lollipops to certain people?”

7. Discuss with students how you used a positive sanction to enforce conformity in the classroom.

b. Resource 1. Public Shaming Article [D­1] 2. Lollipops 3. White Board

c. Student Activity 1. Teacher will instruct students to read [D­1] by writing these instructions

on the board. 2. Teacher will have students analyze and discuss the experiment and will

be able to answer the question as to why certain people were able to obtain a lollipop.

2. Exploration: a. Teacher Instructions

1. Teacher will hand out a worksheet on conformity. [D­2] 2. Teacher will pull up a PowerPoint Presentation on Conformity and

Internalizing Norms [P­1] 3. Teacher will lead a presentation where students are asked to answer the

questions on the slides and in the worksheet and interpret the picture on the slide.

4. Teacher will then initiate discussion on each picture once students are done filling out their worksheets.

5. Teacher will explore the students perspective on the cartoons by posing questions from the teachers questioning sheet, while going to the slide on the PowerPoint in which the picture being discussed. [Q­1]

b. Resource 1. Conformity PowerPoint Presentation [P­1] 2. Conformity Worksheet [D­2] 3. Questioning Sheet (teacher purposes only) [Q­1]

c. Student Activity 1. Teacher will have students analyze, answer, and take notes on the

Conformity Worksheet [D­2] 2. Teacher will have students vocally share their perspective by answering

questions about the picture being studied. 3. Teacher will have students answer questions that the teacher will pose

for discussion after completion of worksheet activity and worksheet/PowerPoint presentation discussion.

3. Explanation: a. Teacher Instructions

1. Teacher will hand out social control and sanction worksheet for the students to fill out while being presented the slideshow. [D­3]

2. Teacher will lead a question/discussion based presentation on the smartboard by using and following a PowerPoint presentation. [P­2]

b. Resource 1. Dead Poets Society Conformity Video [L­1] 2. Center For Disease Control And Prevention: Smoking and Tobacco Use

[L­2] [D­4] 3. Public Shaming Article [D­1] 4. Social Control and Sanctions Worksheet [D­3] 5. PowerPoint Presentation [P­2]

c. Student Activity 1. Teacher will have students take notes and answer questions based off of

the slides presented. 2. Teacher will have students take notes on the slides being presented to

them by filling out the information on the handouts given to them [D­3]

3. Teacher will lead students in a discussion about the information and questions being asked in the presentation slides.

4. Elaboration: a. Teacher Instructions

1. Teacher will hand out the article and corresponding worksheet for the 3­level guide. [D­5] [D­5.5]

2. Teacher will tell students how they will be determining if the texts said the literal statements presented, if the text suggested the idea presented, or if the student agrees with the statement.

3. Teacher will instruct students that they must have examples from the text to back up their response.

4. Teacher will give 10­15 minutes to allow students to complete this reading and worksheet.

5. Teacher will instruct students that whatever is not completed will be homework.

b. Resource 1. Article for the 3­level Guide [D­5] 2. 3­level Guide Worksheet [D­5.5]

c. Student Activity 1. Teacher will have students read article and fill in the worksheet as told in

the directions on each sheet. 5. Evaluation: a. Teacher Instructions

1. Teacher will hand out the rubric [D­6] and guidelines [D­7] for the breaking a social norm project.

2. Teacher will hand out a document that has examples of norms that are acceptable to break for their project. [D­8]

3. Teacher will have the students pick their groups for this project, but there may only be 3 students per group.

4. Because students will be picking their groups, the teacher will stress the importance of picking people that will do the work and not leave it for the end.

5. Teacher will make it clear that no law is to be broken. 6. Teacher will make it clear that the students will be doing a deviant act,

but this does not mean silly or crazy. 7. Teacher will make it clear that the students will be breaking an everyday

norm that is seen in society.

8. Teacher will make it clear that the acts must be performed seriously and without laughter.

9. Teacher will express that for each time the norm is broken, an individual must record on a phone or camera the response of those around them.

10. Teacher will allow the rest of the class period to be used for the groups to discuss possibilities for the project.

11. Teacher will inform students that this project will be due 3 weeks from today.

b. Resource 1. Rubric for breaking social norm project [D­6] 2. Guidelines for breaking social norm project [D­7] 3. Examples of norms to break for the breaking social norm project. [D­8]

c. Student Activity 1. Teacher will have students read the rubric, guidelines, and examples for

the breaking a social norm project. 2. Teacher will allow students to form groups of 3. 3. Teacher will allow the rest of the period to be used for the groups to

meet and begin discussing what they will potentially do for their breaking social norm project.

Resources (Source Citations & Bookmarks)

[D­1] Public Shaming Article

Tough love: Sixth­grader suspended by school for cursing at teacher is forced to wear apology sign by mother The South Florida 12­year­old boy had some choice words for his teacher, but Lisette Lopez came up with her own punishment to fit the crime.

BY DAVID BOROFF

A sixth­grader found himself suspended from his South Florida school for three days for cursing at a teacher. But the boy's mother didn’t feel that punishment went quite far enough.

Lisette Lopez forced 12­year­old son Erol Faustin to dress in a suit and tie and carry a large sign in front of the Oakland Park school as kids were arriving Monday, and again when they were leaving, according to 7News.

The boy would have to repeat this for the other days he was suspended.

"I disrespected my teacher. I would like to apologize not only to that teacher but to all adults," the sign read in part. When asked by a local 7News reporter whether he believes he did anything wrong, Erol responded "Yes."

The boy can be seen crying as he was observed by other students, but his mother insists the idea was just to send a message to her son."This isn't for a punishment," she told 7News. "It's for him to understand that I tried everything I could and if this is what it takes, this is what it takes."

Erol was suspended from James S. Rickards Middle School for telling his teacher he doesn't give an "f", "b" after being asked to remove his bookbag, his mom told 7News.

Lisette Lopez also says that despite long talks and even counseling sessions, Erol has been acting like a "class clown."

"He has tons of support at home, tons of support from the after­school system and nothing's working," Lopez told 7News. "He doesn't want to listen to anybody but his friends. Maybe that's what he needed."

Many of the students who saw Erol with the sign applauded the mother's approach, but the unconventional move may not have the results that Lopez desires.

"What we know is that shaming is a child is not helpful," Dr. Nadine Kaslow, a clinical psychologist with Emory University, told the Daily News. "The intent of the apology is a good one, but that apology can be a private apology that can be directed at the person or people the disrespect occurred." Kaslow, who specializes in children and families, says parents often get frustrated when their kids keep acting up because there is no simple solution. "When parents have a child who gets in trouble, they often feel at wits end," says Dr. Kaslow, who is president­elect of the American Psychological Association. "They are not sure what to do." Dr. Kaslow also said that just like our legal system, you should not be punished twice for the same misbehavior. "If the school lands a punishment, I don't think the parents need to do one too," she said.

[D­2] Conformity Worksheet

Name_____________________

Conformity:

Action or behavior in correspondence with socially accepted standards, conventions, rules, or laws

1. What does this cartoon say to you about conformity? What is your

interpretation? Be specific. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1. What is thinking “outside of the box?” 2. What does it mean to “think about the box?” 3. Pick either cartoon and tell me your interpretation of what it is

symbolizing. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1. What is this cartoon illustrating about conformity and taking action? 2. What is this cartoon illustrating about conformity and your role as a

citizen? 3. What is this cartoon illustrating about conformity and leadership? _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1. What is your interpretation of this cartoon? Be specific. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1. What are ways in which we imitate each other? 2. What are examples of ways in which we conform? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

[D­3] Social Control and Sanctions Worksheet

Name_________________

[D­4] Center For Disease Control and Prevention

Smoke-Free Policies Improve Health

Overview

Exposure to secondhand smoke from burning tobacco products causes disease and premature

death among nonsmokers.There is no risk-free level of secondhand smoke, and even brief

exposure can cause immediate harm. Studies have shown that smokefree laws that prohibit

smoking in public places like bars and restaurants help improve the health of workers and the

general population. Some of these improvements in health outcomes, such as reductions in

hospital admissions for heart attacks, begin to be realized shortly after the laws take effect.

Scientific Reviews

Hospitality Workers’ Health

In 2009, a report by the International Agency for Research on Cancer concluded

that there is sufficient evidence (the highest level of evidence under the report’s

rating scale) that implementation of smokefree legislation decreases respiratory

symptoms in workers.

Hospitality Workers’ Health

In 2009, a report by the International Agency for Research on Cancer

concluded that there is strong evidence (the second highest level of

evidence under the report’s rating scale) that implementation of

smokefree legislation causes a decline in heart disease morbidity.

In 2010, a report by the Institute of Medicine concluded that there is a

causal relationship between smokefree laws and decreases in acute

coronary events, although the report was unable to estimate the

magnitude of this association.

In 2010, a Cochrane review of 12 studies found consistent evidence of a

reduction in hospital admissions for cardiac events following

implementation of smokefree laws.

In 2010, a meta-analysis of 17 studies of the effect of smokefree laws

on acute coronary events reported a pooled estimate of relative risk of

0.90 (95% confidence interval: 0.86 to 0.94) and concluded that a

large body of evidence exists supporting a reduction in acute coronary

events following the implementation of smokefree laws, with the effect

increasing over time.

In 2012, a random-effects meta-analysis of 45 studies of 33 smokefree

laws with a median follow-up of 24 months (range: 2–57 months) found

that comprehensive smokefree laws were associated with lower rates of

hospital admissions or deaths for:

Coronary events (relative risk: 0.848)

Other heart disease (relative risk: 0.610)

Cerebrovascular accidents (relative risk: 0.840)

Respiratory disease (relative risk: 0.760)

The difference in risk did not change with longer follow-up. More

comprehensive laws were associated with larger decreases in risk.

http://www.cdc.gov/tobacco/data_statistics/fact_sheets/se

condhand_smoke/protection/improve_health/

[P­1] Conformity PowerPoint Presentation

Conformity PowerPoint Presentation

[P­2] Social Control and Sanctions PowerPoint Presentation

Social Control and Sanctions PowerPoint Presentation

Lollipops

[D­5] Social Control and Sanctions 3­Level Guide

“Social Control: Law”

Law

Social control entails rules of behavior that should be followed by the members of a society. Some of the rules of conduct fall into the realm of good manners as the culture defines them. As such they describe behavior that is socially desirable but not necessarily compulsory. Other rules of conduct are not optional and are enforced by laws. In complex, large­scale societies, laws are usually written down formally so that they can be known clearly to everyone. This is not the case with laws in small­scale societies such as those of foragers, pastoralists, and horticulturalists. Their laws commonly are much more informal, being rarely written down. Since they are part of the evolving oral tradition that is familiar to members of these societies, there is no need to explain them to anyone. However, people visiting from other societies are not likely to know what the laws are until there is a dispute. How laws come about varies. In small­scale societies, they usually evolve over time and are part of the cultural tradition. These are referred to as common laws. In large­scale societies, many laws derive from old common laws that are now formalized by being written down in penal codes. Other laws in these complex societies do not evolve organically but are created by enactment in legislatures or by rulers. These may or may not be codifications of existing social norms. Those laws that parallel the existing norms usually are more likely to be accepted and followed without coercion.

It is not uncommon for some laws to be confusing because they are inconsistent or open to interpretation in different situations. Murder laws in the United States provide an example. Killing another individual is considered to be a serious crime except when it is done in self­defense or in battle during a war. When it is defined as a crime, there can be mitigating circumstances that lessen the seriousness of the crime. U.S. state legal codes commonly make a distinction between murder in the 1st, 2nd, and 3rd degree. In addition there can be 1st and 2nd degree manslaughter. The age and mental state of the killer are often also extenuating circumstances. Some states consider advising or aiding in suicide as being a crime. Killing certain classes of people, such as law enforcement officers, often calls for a harsher sentence as does murder with a gun in the act of committing another crime. The killing of a pregnant woman is considered murder, but the simultaneous killing of her unborn child is not necessarily murder. This is because American society today is divided on the understanding of when human life legally begins.

Crimes and disputes are rarely simple matters in any society. Laws may be open to interpretation, and there often is a difference of opinion about the evidence. Even when guilt is established, there can be a difference of opinion about the appropriate punishment or terms of settlement. Because these issues are open to differing conclusions, most societies settle legal cases by the agreement of the entire community or a representative sample of it. Jury systems around the

world usually are based on this idea. The assumption is made that jurors will come to an understanding that would be acceptable to a "reasonable man." In most societies in the past, the "reasonable man" was thought to be just that, a man. Women and children were not thought to be reasonable, nor were uneducated poor men. Subsequently, they were excluded from being jurors and judges. This is still the situation in some of the more traditional societies of the Middle East and some other regions.

Law is by no means the only method for controlling the behavior of deviant individuals. People who violate norms can be subjected to gossip, public ridicule, social ostracism, insults, and even threats of physical harm by other members of their community. These kinds of informal negative sanctions are very effective in small­scale societies. In larger societies, this method also works effectively in small towns and sub­groups of cities, such as a family, work group, church, or club.

In some societies, social control involves the threat of supernatural punishment from the gods or ancestral spirits for deviation from the norm. Since it is assumed that crimes against other people in these societies are likely to be punished whether they are publicly known or not, this belief in divine retribution provides a powerful tool for getting people to behave properly. The possibility that others could use witchcraft against deviant individuals also is a common effective coercive mechanism for bringing people into line, especially in small­scale non­western societies.

Some societies emphasize the use of positive sanctions to reward appropriate behavior rather than negative ones to punish those who do not conform to the social norms. Common positive sanctions include praise and granting honors or awards. Simply receiving the esteem of one's peers is often sufficient motivation for people to be model citizens. Examples of effective positive sanctions in the United States include such things as military promotions, ticker­tape parades, and receiving good grades in school. In order to be effective, a positive sanction does not need to offer an immediate reward. It can be a supernatural reward following death. The Judeo­Christian and Moslem belief that entry into heaven must be earned by a life of good behavior is an example. Similarly, the Hindu and Buddhist belief that a good life results in being reborn at a higher level of existence is a promise of a future supernatural reward.

Some norms in every society usually can be ignored without fear of punishment. Being a loner or dressing oddly are examples of such minor deviations from the norms in North America today. Individuals who do these things may be labeled strange, eccentric, or independent but rarely criminal. Which of these alternative labels is applied may depend on who the deviant individual happens to be. One's gender, ethnicity, age, wealth, and social class are likely to be important factors. Strange behavior by rich, well dressed people is likely to be considered eccentric, while the same behavior by poor people living on the street is more likely to be defined as criminal. This is especially true if the deviant individuals are strangers and members of a subculture that is stereotyped as being "trouble makers." Consistently odd behavior by a homeless woman on the street is likely to cause others to question her mental health and seek assistance for her, while the same behavior by a homeless man may be seen as a potential danger to society and get him arrested for creating a public disturbance.

Is either of these men

committing a crime or

are they only acting oddly? How do you think a policeman would interpret

these situations?

What Is A Crime?

A crime is a deviation from the social norm that is of such magnitude as to go beyond what would be considered bad manners or odd behavior. Societies respond to such exceptionally deviant actions by creating laws to curb and sometimes punish them. There is no universal agreement between the societies of the world about what constitutes criminal behavior or how it should be dealt with. Sufficient ethnographic data have been collected over the last century to show that societies with different kinds of economies have radically different sorts of laws and legal concerns. Some activities that are defined as serious crimes in foraging societies are often not thought of as criminal at all in large­scale agricultural ones. The reverse is also true. The way these two dissimilar kinds of societies deal with crime is radically different as well. In order to understand these differences, it is necessary to examine their concepts of what constitutes crime and their approaches to dealing with it. http://anthro.palomar.edu/control/con_2.htm

This page was last updated on Monday, July 10, 2006. Copyright © 2004­2006 by Dennis O'Neil. All rights reserved.

Name____________________________

[D­5.5] Social Control and Sanctions 3­Level Guide

“Social Control: Law”

Directions: Read the text and then look at the following statements. Respond to the statements in each section. Tick if you agree, cross if you disagree.

Part 1: As you read the article “Social Control: Law” decide which statements below are clearly stated in the text. Mark each statement that is clearly stated and be prepared to support your choice. _______1. Social Control entails rules of behavior that should be followed by society and can be optional or law. _______2. Large­Scale societies usually have laws that are formally written down so they are known clearly to everyone. _______3.Laws that parallel existing norms usually are more likely to be accepted and followed without coercion. _______4. Laws that come about vary depending on whether they are from small­scale societies or large­scale societies _______5.Small­Scale societies make it hard for those in other societies to know their laws. _______6. Small­Scale societies have much more informal laws that are rarely written down since they are part of oral tradition.

Part 2: Read the following statements. Mark each statement that expressed an idea that can be supported with the information in the text. Be prepared to discuss the supporting evidence that led you to your choices. _______1. Laws can be confusing since they are inconsistent or open to interpretation in different situations.

_______2. Killing certain classes of people, such as law enforcement, often calls for a harsher sentence. _______3. The killing of a pregnant woman is considered murder, but the simultaneous killing of her unborn child is not necessarily murder. _______4. Laws may be open to interpretation, and there often is a difference of opinion about the evidence. _______5. Women, children, and poor men were excluded from being jurors and judges since they were not accepted as "reasonable man." _______6. Informal negative and positive sanctions provide another method for controlling the behavior of deviant individuals.

Part 3: Read the following statements. Mark each statement that you think is reasonable and that can be supported from the text combined with what you already know. _______1. Social Control can involve the threat of supernatural punishment from the gods of ancestral spirits for deviation from the norm. _______2. Supernatural sanctions from gods or ancestral spirits for deviating from the norm are seen to act as a powerful tool for getting people to behave properly. _______3. An individual's gender, ethnicity, age, wealth, and social class, are important factors in applying alternative labels to deviant individuals. _______4. Crime is a deviation from the social norm that is beyond what would be considered bad manners or odd behaviors. _______5. Societies with different kinds of economies have radically different sorts of laws and legal concerns.

[D­6] Rubric for Breaking a Social Norm Project

Student Name: ________________________________________

Project: Breaking a Social Norm

CATEGORY 4 3 2 1

Digital Camera Use

Picture is high quality. The main subject is in focus, and the breaking of the social norm as well as the reactions from individuals are clear and present.

Picture is good quality. The main subject is not quite in focus, but the breaking of the social norm as well as the reactions from individuals are acceptable and seen.

The pictures are of marginal quality.The subject is in focus but it is not clear what the picture is about.

No picture taken OR picture of poor quality.

Effectiveness Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide.

Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide.

Project is missing more than two key elements. It would make an incomplete study guide.

Project is lacking several key elements and has inaccuracies that make it a poor study guide.

Cooperation Group delegates tasks and shares responsibility effectively all of the time.

Group delegates tasks and shares responsibility effectively most of the time.

Group delegates tasks and shares responsibility effectively some of the time.

Group often is not effective in delegating tasks and/or sharing responsibility.

Sequencing of Information

Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.

Most information is organized in a clear, logical way. One card or item of information seems out of place.

Some information is logically sequenced. An occasional card or item of information seems out of place.

There is no clear plan for the organization of information.

Content ­ Accuracy

All content throughout the presentation is accurate. There are no factual errors.

Most of the content is accurate but there is one piece of information that might be inaccurate.

The content is generally accurate, but one piece of information is clearly flawed or inaccurate.

Content is typically confusing or contains more than one factual error.

Originality Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.

Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.

Presentation shows an attempt at originality and inventiveness on 1­2 cards.

Presentation is a rehash of other people\'s ideas and/or graphics and shows very little attempt at original thought.

Sounds ­planning

Careful planning has gone into sounds. All sounds improve the content or \"feel\" of the presentation.

Some planning has gone into sounds. Most enhance the content or \"feel\" of the presentation, but 1­2 seem to be added for no real reason. None detract from the overall presentation.

Sounds that are chosen are appropriate for the topic, but some detract from the overall presentation.

Sounds are not appropriate for the presentation.

Spelling and Grammar

Presentation has no misspellings or grammatical errors.

Presentation has 1­2 misspellings, but no grammatical errors.

Presentation has 1­2 grammatical errors but no misspellings.

Presentation has more than 2 grammatical and/or spelling errors.

[D­7]

Guidelines for the Breaking a Social Norm Project The following format is to be followed as you write up this exercise. Please note that this is a skeletal outline and is intended to help you decide what information to include in your report. Be sure to cover all of these points, but don’t feel that you are limited to them. Elaborate and be creative where you can. Incorporate as much as you can from your learning about sociology in everyday settings.

You MUST have a video of you performing the breaking of the norm. You MUST have a video of the reactions of individuals that the experiment is being performed

on. You MUST analyze your video and experience and create a 2­5 page report that is typed and

double­spaced. Good grammar and sentence structure are expected. You MUST create a powerpoint presentation that includes the video, illustrates your overall

experiment, your findings, and the sanctions given from individuals. You MUST as a group present this to the class the day the assignment is due.

The format to use: 1. Statement of the Problem A. Define the norm you will violate. B. Describe briefly how this norm acts as a mechanism of social control. C. Describe what you will do to violate the norm. 2. Hypothesis A. Describe the range of possible reactions others will have to the violation of this norm. B. What do you predict the major reaction will be? 3. Describe the setting A. Physical—where is the norm violation taking place? B. Social—How many and what types of persons are observing? 4. Describe the incident—tell what happened. 5. Summary and Interpretation A. How did you feel as you were violating the norm? B. Why did you feel the way you did? C. Did people react the way you expected? Explain. D. Did you encounter any difficulties in carrying out your assignment? E. What, if anything, did you learn about how norms exercise social control? F. Any other pertinent observations. Rules for norm violating:

1) Be safe. This rule trumps all other rules. 2) You must video record the response of the people around you. 3) You must violate the norm with your group but you can have a friend videotape for you. 4) The behavior you choose must be non­normative across our culture here in the United States. 5) You many not harm anyone, including yourself. This includes getting yourself in trouble. 6) You may NOT disrupt your classes. 7) You may NOT break any laws. 8) Only break one norm. 9) While violating the norm, act totally normally in every other way. Violating many norms at once

simply makes you look like a crazy teenager, thus you aren’t really breaking a norm (people expect teens to act crazy sometimes).

10) Do something you wouldn’t normally do.

[D­8]

Examples for Breaking a Social Norm Project

Ideas for Norms to Break:

1) Break rules of social distance: sit down with a stranger at a restaurant even if other tables are

clearly available, speak to an acquaintance at an unusually small distance, stand right next to

another person in an elevator when only two of you are there, hold hands with a friend of the same

sex, surprise a same-sex friend with a kiss on the cheek, stand too close to someone in line in front

of you.

2) Be unusually helpful: buy a small present and give it to a barely known acquaintance, pass out

nickels to strangers on the street, make helpful suggestions to strangers on what to buy in a

supermarket

3) Break rules for eye contact: Make too much eye contact (stare) or too little, talk to others while

looking at their forehead or ear, stare at strangers walking past on the sidewalk, blink excessively.

4) Dress inappropriately: dress for a different season, dress too fancy or too casual

5) Obey the speed limit

6) Break norms of social etiquette: cut into the middle of a line, ask someone you don’t know for

his/her seat in a public place, applaud at the end of a class, randomly greet people as they walk

into school with a handshake and a “good morning.”

7) Pronounce words incorrectly: speak to individuals while randomly mispronouncing words. See if

they correct you or if they ignore it completely. Observe their reaction.

[Q­1] Questioning Sheet­

(For Teacher Use Only) Closely Observing the Source 1. Who created this? 2. When was it created? 3. Where does your eye go first?

Seeing Key Details 1. What do you see that you didn’t expect? 2. What do you see that you did expect? 3. What powerful words and ideas are expressed?

Students Personal Response 1. What feelings/thoughts does this source trigger in you? 2. What questions does this source raise?

Speculating About the Source, Creator, Context 1. What was happening during this time period? 2. What was the creators purpose in making this? 3. What does the creator do to get his/her point across? 4. Who was the intended audience? 5. What biases or stereotypes do you see?

Does This Agree With What Others Have Said or With What Students

Initially Believed? 1. Ask students to test their assumptions from the past. 2. Ask students if there are other sources that they can recall that support or

contradict what the creator is giving as his/her main point.

(Optional) Summarizing What They Have Learned Students must include reasons and specific evidence to support their conclusions.