DeBono’s Thinking Hats Lesson Plan # 2samanthaweissmansocialstudies.weebly.com/uploads/2/6/1/6/... · 2019-08-03 · DeBono’s Thinking Hats Lesson Plan #_2__ Deviance Introduction:

DeBono’s Thinking Hats Lesson Plan #_2__

Deviance

Introduction: Deviance, which is behavior that violates social norms, serves a purpose in society. Sociologists have many theories to explain deviant behaviors.

Objectives: Content/Knowledge:

1. Analyze how sociologists identify the nature of deviance by reading different theories and perspectives.

2. Examine scenarios of individuals behaving “deviantly” 3. Question the perception of “deviance” in our society

Process/Skills:

1. Categorize different theories and perspectives for “deviance” 2. Construct a chart that lists ways to create a social change through deviant acts

Values/Dispositions: 1. Identify with how others have different perspectives on what is considered “deviant”

behavior 2. Visualize themselves in deviant roles and feel the stigma that comes from taking that

role 3. Reflect on how deviance has changed over an extended time

Standards: State – Illinois Learning Standards

1. 18.A.4 Analyze the influence of cultural factors including customs, traditions, language, media, art and architecture in developing pluralistic societies.

2. 18.B.5 Use methods of social science inquiry (pose questions, collect and analyze data, make and support conclusions with evidence, report findings) to study the development and functions of social systems and report conclusions to a larger audience.

3. 18.C.5 Analyze how social scientists’ interpretations of societies, cultures and institutions change over time.

National – National Council for the Social Studies Standards

1. II. Time, Continuity, & Change: a. demonstrate an understanding that different people may describe the same event or situation in diverse ways, citing reasons for the differences in views;

National – National Standards for History

1. #1 Chronological Thinking Standard ­ Reconstruct patterns of historical succession and duration in

which historical developments have unfolded, and apply them to explain historical continuity and

change.

Syntax – Procedures

1. White Hat – Objective: a. Teacher Instructions

1. Count students off 1­3 so that there will be 10 groups of 3 2. Pass out the guidelines for the 3 perspectives of deviance activity [D­5] 3. Go over guidelines with the students to ensure they understand the activity they are to be doing and

answer any questions they might have 2. Pass out the 3 readings on the 3 perspectives of deviance [D­1] [D­2] [D­3] 3. Instruct students to highlight, underline, or take note of anything in the reading that they feel to be

important 4. Once most of the students are done reading, pass out the associated chart for students to fill in

[D­4] 5. After the students complete the chart, pass out the concept map for students to fill in [D­6] 6. Remind students to follow the guidelines as they have been told 7. After students finish the mind map, have students go around the room (by reading) and have each

person give their summary and give clarification where needed b. Resource

1. [D­1] ­ Functionalist Perspective: Strain Theory 2. [D­2] ­ Conflict Perspective: Exchange Theory 3. [D­3] ­ Interactionist Perspective: Control Theory/ Labeling Theory/ Cultural Transmission Theory 4. [D­4] ­ Three Perspectives of Deviance Chart 5. [D­4­T] ­ Three Perspectives of Deviance Chart Completed for Teacher references

c. Student Activity 1. Split into groups of 3 2. Read the guidelines for the activity being done.[D­5] 3. Read individually the assigned document [D­1] [D­2] [D­3] 4. Fill in chart on the perspectives [D­4] 5. Fill in mind map and copy down partners interpretation [D­6] 6. Share and discuss their findings/summaries with the class

2. Red Hat – Intuitive: a. Teacher Instructions

1. Pass out student handout on Peer Guidance Group Note Sheet [D­7] 2. Inform students that you will be reading scenarios and they will be taking notes of these scenarios

on their Peer Guidance Group Note Sheet [D­7] 3. Read each scenario that can be found on the Student Conflict Scenes document [D­8], and repeat

yourself if needed for student comprehension 4. Ask students discussion questions [D­9] and have them share out loud their response 5. Handout to the students the Peer Guidance Discipline Recommendations worksheet [D­10]

b. Resource 1. [D­7] Peer Guidance Group Note Sheet 2. [D­8] Student Conflict Scenes 3. [D­9] Discussion Questions 4. [D­10] Peer Guidance Discipline Recommendations Worksheet

c. Student Activity 1. Listen and take notes on their Peer Guidance Group Sheet [D­7] while you read off the Student

Conflict Scenes [D­8] 2. Respond and discuss their answers to the Discussion Questions [D­9] that will be read by the

teacher 3. Fill out the Peer Guidance Discipline Recommendations Worksheet [D­10]

3. Black Hat – Negative: a. Teacher Instructions

1. Pull up the Judgments of Deviance and Benefits of Deviance PowerPoint [P­1] 2. Start a discussion with students by asking questions on the slides.

b. Resource 1. [P­1] Judgments of Deviance and Benefits of Deviance Powerpoint

c. Student Activity 1. Discuss answers to the questions posed on the PowerPoint

4. Yellow Hat – Positive: a. Teacher Instructions

1. Continue with Judgments of Deviance and Benefits of Deviance PowerPoint 2. Start discussion and student thinking by posing questions on the PowerPoint

b. Resource 1. [P­1] Judgments of Deviance and Benefits of Deviance PowerPoint

c. Student Activity

1. Discuss answers to the questions asked on each slide 5. Green Hat – Creative:

a. Teacher Instructions 1. Pull up Deviance Experiment PowerPoint [P­2] that includes the rules and guidelines 2. Instruct students that before the bell rings for lunch they are to perform an experiment. 3. Tell students that 2 minutes prior to the 10 minute passing period, students will simply stand in the

hall doing nothing. 4. Inform student students that …

a. no facial expression can be made b. their hands must be at your side or in pockets c. the only thing they may reply to anyone is “I am doing nothing.” d. they must be facing straight ahead e. they must be standing up straight f. they can’t lean against anything g. they will be watched, and those that do not comply with the rules will be deducted

participation points 5. After the 10 minutes have passed, have students return to the classroom to follow up on the activity. 6. Teacher will have have students take out a piece of paper and answer the questions on the

PowerPoint [P­2] b. Resource

1. [P­2] PowerPoint for Deviance Experiment c. Student Activity

1. Read and understand the rules and guidelines for the deviance experient that are presented on the PowerPoint [P­2]

2. Follow the instructions for the activity actually as they were written 3. Come back into the room after 10 minutes is over and answer and reflect on the remaining

questions/statements on the PowerPoint [P­2] 6. Blue Hat – Process:

a. Teacher Instructions 1. Pass out the Creating Social Change: Media Sexism Example [D­13] 2. Go over example and be sure students understand how the process brings about change 3. Pass out Making Social Change worksheet [D­12] and guidelines [D­11] 4. Instruct students that they will be making their own chart for a social change like the one shown in

the example [D­13] b. Resource

1. [D­11] Making Social Change Guidelines 2. [D­12] Making Social Change Worksheet 3. [D­13] Making Social Change: Media Sexism Example

c. Student Activity 1. Examine and discuss the Creating Social Change: Media Sexism Example [D­13] to see how the

process brings about a social change in the world. 2. Ask questions over information that is not fully understood on the example 3. Read the Making Social Change Guidelines [D­11] to understand what their next task will be 4. Create their own Making Social Change options by picking a topic and filling in the corresponding

Making Social Change worksheet [D­12] 5. If not enough time is permitted in class, students will finish for homework.

Resources (Source Citations & Bookmarks)

[D­1] Reading 1: Functionalist Perspective

Robert Merton: Anomie/Strain Theory

In one of the most famous articles in sociology, its first version written in the 1940s, Robert Merton begins by addressing biological explanations of deviance and concludes that biology cannot account for variations from one society to the next in the nature and extent of deviance. His primary interest is not so much why a particular individual deviates, but why the rates of deviance differ so dramatically in different societies and for different subgroups within a single society. Merton works within the overall functionalist perspective that we have already addressed, which puts a great deal of emphasis on the role of culture, particularly its unifying aspects, but now Merton adapts a concept he borrows from Durkheim to analyze situations in which culture creates deviance and disunity. In Durkheim's usage, anomie referred to a situation in which cultural norms break down because of rapid change. Anomic suicide, for example, can occur during a major economic depression, when people aren't able to achieve the goals that they have learned to pursue, but it can also occur when the economy experiences a boom and suddenly the sky's the limit­­people don't know how to limit their goals and be satisfied with their achievements.

Merton changes the concept slightly, to refer to a situation in which there is an apparent lack of fit between the culture's norms about what constitutes success in life (goals) and the culture's norms about the appropriate ways to achieve those goals (means). In Merton's formulation, anomie becomes the explanation for high rates of deviant behavior in the U.S. compared with other societies, and also an explanation for the distribution of deviant behavior across groups defined by class, race, ethnicity, and the like. The U.S., in fact, Merton sees as a polar example of a society in which success goals (often defined primarily in monetary terms) are emphasized for everyone in the culture, and people are criticized as being quitters if they scale back their goals. On the other hand, the culture is at best ambivalent in its norms about the appropriate means of being successful. Certainly hard work and ambition, in school and then in the economic marketplace, are the culturally approved means of success, but there's also an element of admiration for the robber baron and the rogue who breaks the rules about appropriate means but achieves success goals by deviant means. In America, in other words, success is probably rated a lot more highly than virtue.

In addition, the U.S. has minority groups whose access to success by conventional means is clearly limited. In the period in which Merton was writing, ours was a clearly racist society. Black Americans, for example, were severely limited in their access to education, but if they overcame those obstacles and obtained a good education, that education would not "buy" them as good a job as it would for a white person. In some societies that emphasize ascriptive criteria in allocating power and privilege, the culture sets a very different standard of success. Someone who was born an untouchable in the Indian caste system, for example, would learn not to aspire to the kind of success that might be available to an upper­caste individual. But in the U.S. the same kinds of success goals are held out to all. Thus our very high rates of deviance and crime, compared with other societies, in Merton's analysis can be understood, first as a result of our emphasizing success goals more than we emphasize approved means of achieving those goals, and second, our emphasizing the same kind of

success for everyone even while the race, ethnic, and class stratification of the society limits the opportunities for success by those in the less privileged groups. How do people respond to this disjunction of goals and means? Merton creates a typology of adaptations. The first symbol designates people's relationship to norms about goals; the second symbol designates their relationship to norms about the means of achieving those goals. Mode of adaptation I. Conformity + + II. Innovation + ­ III. Ritualism ­ + IV. Retreatism ­ ­ V. Rebellion xx

In this diagram, a "+" means acceptance, a "­" signifies rejection, and an "x" means rejection of prevailing values and substitution of new ones. Although Merton spends some time discussing each of these modes of adaptation, it's probably the second one, "innovation," which most logically follows from his earlier discussion of the relationship between culture and deviance in general and the deviance­producing features of American society in particular. Innovators are people who break the rules (and often the laws) in order to achieve the success goals that are so heavily promoted in the society. At the upper levels, Merton points out, "the pressure toward innovation not infrequently erases the distinction between business­like strivings this side of the approved norms and sharp practices beyond the norms." Merton quotes Thorstein Veblen: "It is not easy in any given case­­indeed it is at times impossible until the courts have spoken­­to say whether it is an instance of praiseworthy salesmanship or a penitentiary offense."

But he sees the greatest pressures toward "innovation" operating at the lower levels of the stratification system." Here "incentives for success are provided by the established values of the culture and second, the avenues available for moving toward this goal are largely limited by the class structure to those of deviant behavior. It is the combination of the cultural emphasis and the social structure which produces intense pressure for deviation." "Despite our persisting open­class ideology, advance toward the success­goal is relatively rare and notably difficult for those armed with little formal education and few economic resources." "Within this context, Al Capone represents the triumph of amoral intelligence over morally prescribed "failure," when the channels of vertical mobility are closed or narrowed in a society which places a high premium on economic affluence and social ascent for all its members."

Notice that Merton's analysis is not ultimately aimed at the individual level­­why does this individual deviate and this one not­­but at the level of groups and societies as reflected in differing rates of deviance. Merton isn't saying that every individual exposed to these cultural conflicts reacts the same way; on the contrary, his typology is designed to allow for variation at the individual level. In his concluding remarks, Merton himself highlights the major weaknesses of his analysis. " This essay on the structural sources of deviant behavior remains but a prelude. It has not included a detailed treatment of the structural elements which predispose toward one rather than another of the alternative responses open to individuals living in an ill­balanced social structure. It has largely neglected but not denied the social psychological processes determining the specific incidence of these responses; it has only briefly considered the social functions performed by deviant behavior; ...it has only touched upon rebellious behavior which seeks to refashion the social framework."

Unfortunately, as is so often the case with people doing what they label as preliminary or exploratory work, Merton never went on to attempt the additional work that he himself recognized as crucial to a full understanding of the dynamic he describes in this essay.http://www.d.umn.edu/~bmork/2306/Theories/BAManomie.htm

[D­2] Reading 2: Conflict Perspective

George C. Homans: Exchange Theory

The conflict perspective views the social world as riddled with tension and strife. While stability and order remain recognized facts of the social world, the conflict perspective seeks to discover the tensions that exist behind the facade of order. Because some segments of human systems hold more power, money, prestige, and other valuables than do other segments, there is inevitably a conflict of interests between the "haves" and the "have­nots." Those who possess valuable resources naturally wish to retain them. Those without resources want to secure them.

conflict theorists examine the changes that ensue from tension and conflict. Rather than study the needs met by the economy of a society, for example, conflict sociologists would study how those who own and control the economy seek to deny resources, such as power and money, to those who merely work in factories and corporate bureaucracies. They would analyze how such opposed interests produce tension, overt conflict, and eventual change in the relations between owners and workers in the economy.

Like functionalists, conflict sociologists analyze macrostructures. Conflict sociologists emphasize the conflict processes inherent in these structures, however. Examination of tensions between nation states, social classes, employers and employees, communities, ethnic and racial populations, and other aggregates of people is more typical than the study of family tension, interpersonal disputes, and similar face­to­face conflicts. Like the functionalist, the conflict sociologist is most concerned with the big events that shape entire communities, organizations, societies, and even world systems. Common to all conflict approaches are the following points of emphasis:

All social relations in all social systems reveal inequalities in the distribution of valuable

resources. Tension between those with and those without resources is inevitable because those

with resources have an interest in keeping them and those without resources have an interest in securing more resources.

Such tensions will, in the long run, erupt into conflict. With conflict will come a change in social relations and in the structure of a social

system. Human organization is thus in a state of constant tension, with inequalities in social

relationships creating conditions of conflict and change.

Such analysis explores the relations among individual people in concrete situations. It assumes that individuals in any social relationship have different levels of resources, such as

knowledge, prestige, power, attractiveness, or anything else that people value. Those with more resources than others use their means to gain advantage, which creates the potential for competition and conflict among individuals. From this close perspective, any interaction among people can involve a conflict of interests between those with more and those with fewer resources. In essence, individuals negotiate over resources in order to achieve some degree of balance and accommodation to each other.

Exchange theory is, in its essential details, a variation of conflict theory. Like all conflict theories, the exchange approach is concerned with the distribution of valuable resources, such as money, power, and prestige. Human affairs are viewed as exchanges of precious resources. Whether among individuals, corporations, communities, or nations, social relations always involve one party's seeking to gain valuable resources from another. In order to gain these valuables, other desirables must be given up. Thus, social relationships involve efforts by individuals and collective units to extract a profit in the exchange of resources. When one individual lends assistance to another, for example, something is expected in return­typically approval, esteem, or willingness to return the favor later. Union and management bargain for agreements over how much labor is to be exchanged for money, power, and fringe benefits. When corporations compete in the market, each seeks to realize monetary profit. The key elements of the exchange perspective:

All social units enter social relations with resources to offer, such as money, power,

prestige, and approval. Social relations frequently involve the efforts of one unit to exchange some of its

resources with other units for more­valuable resources. All exchange relations involve, to some degree, competition between units in order to

extract the most profit from the exchange. Patterns of human organization are thus composed of complex networks of exchange

relations among individual and collective units, all seeking a profit in the resources that they obtain. We have deliberately used the term units to emphasize that either individuals or

groups of individuals can be the parties in exchange relations. Central to the exchange perspective is the view that all social relationships­whether between lovers or nations­are a process in which each party seeks to make a net profit from what it must give up to obtain valuable goods from the other party. Like the conflict perspective, the exchange analysis holds that when units receive less than they give up, tension and conflict are likely to occur. When the exchange of resources is considered equitable, some degree of stability in relations is likely. http://www.csudh.edu/dearhabermas/turnerbk01.htm

[D­3] Reading 3 Interactionist Perspective

Control Theory/Labeling Theory/Cultural Transmission Theory

Control theory asks a different question than most of the others; it does not ask "why does someone commit deviance?" but rather control theory asks "why do most of us not commit deviance?" In other words, why do most of us, most of the time, act "correctly?" The theory answers that question this way ­­ that "normal behavior" is shaped by the power of social control mechanisms in our culture. Put differently, the social bonds that connect people help to keep us from committing deviance.

So what are the basic social factors/components of a social bond between individuals?

1. Attachment ­­ a measure of the connectedness between individuals 2. Commitment ­­ a measure of the stake a person has in the community 3. Involvement ­­ a measure of the time/energy a person is spending on activities that are

helpful to the community 4. Belief ­­ a measure of the person's support for the morals and beliefs of the community

The theory argues that there tends to be an inverse correlation between these factors and deviant behavior. This theory has both strengths and weaknesses.

Be aware, the title of "labeling theory" can be a bit misleading, so be careful here. Labeling theorists do not like labels, but they say that labeling is a social fact, especially when we talk about social institutions like law enforcement, social service agencies, and mental health facilities. So therefore they study the power of labels in our society.

The theory explains deviance as a social process whereby some people are able to define others as deviant. It emphasizes that the deviance is relative ­­ it is not until a label is given to someone by someone else in a position of social power that the person actually "becomes" a deviant.

Important terms linked to the theory: → Primary Deviance ­­ behavior that does not conform to the social norms, but the behavior might be temporary, fleeting, exploratory, trivial, or especially, concealed from most others. The person who commits the deviant act does not see him/herself as deviant; put differently, it is not internalized as a part of the person's self concept → Secondary Deviance ­­ behavior that does not conform to the social norms, but 1) the behavior tends to be more sustained over time. The person continues to do the deviant

behavior even after being caught and labeled by a social institution. The person accepts the deviant label, incorporating it into the person's self concept. → Deviant Career ­­ continued secondary deviance, that becomes one's "job" and becomes one's primary economic activity. Person accepts the deviant label. → Radical Non­Intervention: labeling theory's solution, at least to juvenile deviance. Has two parts: 1) preferably do not label anyone, but especially not a juvenile. Sociology knows that many adolescents reduce or stop their deviance as they become adults and accept adult statuses and roles. So labeling them might in fact prevent that "becoming good" transition as they become adults, and 2) if anyone has to be labeled, label fairly ­­ don't "peak" and notice social class, race, sex, etc., and therefore label some individuals differently than others.

The cultural transmission theory explains the way a group of people or animals within a society or culture tend to learn and pass on new information. Learning styles are greatly influenced by how a culture socializes with its children and young people. The key aspect of culture is that it is not passed on biologically from the parents to the offspring, but rather learned through experience and participation. The process by which a child acquires his or her own culture is referred to as "enculturation. " Cultural learning allows individuals to acquire skills that they would be unable to independently over the course of their lifetimes.

Cultural learning is believed to be particularly important for humans. Humans are weaned at an early age compared to the emergence of adult dentition. The immaturity of dentition and the digestive system, the time required for growth of the brain, the rapid skeletal growth needed for the young to reach adult height and strength means that children have special digestive needs and are dependent on adults for a long period of time. This time of dependence also allows time for cultural learning to occur before passage into adulthood.

On the basis of cultural learning, people create, remember, and deal with ideas. They understand and apply specific systems of symbolic meaning. Cultures have been compared to sets of control mechanisms, plans, recipes, rules, or instructions. Cultural differences have been found in academic motivation, achievement, learning style, conformity, and compliance. Cultural learning is dependent on innovation or the ability to create new responses to the environment and the ability to communicate or imitate the behavior of others. A meme is "an idea, behavior or style that spreads from person to person within a culture. " A meme acts as a unit for carrying cultural ideas, symbols or practices, which can be transmitted from one mind to another through writing, speech, gestures, rituals, or other imitable phenomena.

Sources: Boundless. “Cultural Transmission.” Boundless Sociology. Boundless, 14 Nov. 2014. Retrieved 26 Nov. 2014 from https://www.boundless.com/sociology/textbooks/boundless­sociology­textbook/education­13/the­functionalist­perspective­100/cultural­transmission­562­9625/ http://ww2.valdosta.edu/~klowney/devtheories.htm

Name:_________________________ [D­4]

Three Perspectives on Deviance

Perspectives on Deviance Information on Perspectives

Functionalist Perspective

Conflict Perspective

Interactionist Perspective

Name:_________________________ [D­4­T]

Three Perspectives on Deviance (answers for teacher)

Perspectives on Deviance Information on Perspectives

Functionalist Perspective

Deviance is a natural part of society. It serves positive functions, such as clarifying social norms, as well as negative ones. Deviance results from the strain of goals incompatible with the available means of achieving them.

Conflict Perspective

Deviance is a result of competition and social inequality. People with power commit deviant acts to hold on to power. They also label as deviant behavior that threatens them. Those without power commit deviant acts to obtain economic rewards to relieve their feelings of powerlessness.

Interactionist Perspective

Interaction among individuals influences deviance. Control theory suggests that strong social bonds make people conform to norms and refrain from deviance. Cultural transmission theory proposes that deviance is a learned behavior. Labeling theory examines how individuals are identified as deviant.

[D­5] Guidelines for Perspectives on Deviance Activity

Directions:

1. In a groups of three you and your partners will all individually read the three assigned readings on the Functionalist, Conflict, and Interactionist perspectives on deviance.

2. Upon completion of the reading, you will then individually create a

concept map that illustrates what you found of MOST importance in the assigned reading.

3. After completing the concept map, each student will then individually summarize the article using only the material that was presented in the concept map that you have made. This summary should be no more than 5 sentences to ensure the main focuses is presented.

4. Once a summary has been formed, each student will take turns

reading their summaries out loud to their group and fill in the corresponding chart that will be given to you.

5. After completing the chart we will as a class discuss our findings.

[D­6] Concept Map ­ Name:________________

Student Handout: Peer Guidance Group Note Sheet [D­7]

Directions: This is for you to take notes about the events, details, and pertinent information presented in these scenarios. Keep in mind that eventually, you will be making disciplinary recommendations based on what you see and what you note.

1. Plagiarism ­ Turning in someone else’s paper __________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Stealing ­ Money stolen from a locker __________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Loitering ­ In halls without a pass __________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Alcohol Abuse ­ Hung over at practise __________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Dress Code Violation ­ Inappropriate Shirt __________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Vandalism ­ Writing on another student’s locker __________________________________________________________________________________________________________________________________________________________________________________________________________________

7. Fighting ­ Student instigated fight __________________________________________________________________________________________________________________________________________________________________________________________________________________

8. Inappropriate Language ­ Swearing __________________________________________________________________________________________________________________________________________________________________________________________________________________

Teacher Handout: Student Conflict Scenes [D­8]

1. Plagiarism ­ Turning in someone else’s paper

John had a paper due in his social studies class but was unable to get it done on time. He was involved in sports and had spend time on the last two weekends hunting with his father. He knew he couldn't afford to get a zero, so he turned in a copy of his sister’s old paper. She had the same assignment from the same teacher teacher two years ago. When confronted by the teacher John denied copying the paper until the teacher produced his sister’s paper from her files.

2. Stealing ­ Money stolen from a locker Jessica comes from a very poor family and when she saw an open locker with a purse inside, she could resist taking the $20.00 that was in the front pocket.Jessica figured that most kids have so much more than she did, they wouldn't miss twenty bucks. She didn't usually eat lunch because she didn't have money for it, just this once, she wanted to go eat like the rest of the kids.

3. Loitering ­ In hall without a pass During study hall, Luke had to go back to his locker to get a book he forgot. He knew he couldn’t get a pass, so he snuck out. At his locker, he noticed another girl, Jessica, taking money from his friend Molly’s locker. Luke went to the principle to turn her in. When asked what he was doing at his locker, Luke had to confess to sneaking out of study hall.

4. Alcohol Abuse ­ Hung over at practice Kelly is one of the star softball players, but she is also known for her drinking habits. On a saturday morning practice, she runs to the restroom and gets sick. When confronted by her coach, she says she has the flu, but her eyes were bloodshot, her words were slurred, and there was a faint smell of alcohol. After questioning, her teammates admit knowledge of a party kelly had attended the night before.

5. Dress Code Violation ­ Inappropriate shirt Jerry knowingly worse an inappropriate shirt to school, simply for attention. During his first class, his teacher asked him to change or to turn the shirt inside out. Jerry laughed and complied ­ no big deal ­ he expected as much. Later after lunch, the same teacher saw him wearing the shirt again.

6. Vandalism ­ Writing on another student’s locker Julia was angry at Becky for not including her in a social event over the weekend. To get back at her, Julia wrote religious slurs on Becky’s locker, hoping to embarrass her.

7. Fighting ­ Student instigated a fight Marcus is not usually a violent person, but the constant harassment from an upperclassman got the best of him as he took a swing at Ron. Ron was not injured and the fight was broken up as Ron was getting ready to throw his own punch.

8. Inappropriate Language ­ Swearing Becky had gotten back from a test from her Science class, and was upset at the failing grade. While at her locker she looked down and saw religious slurs written all over in black marker. She pounded a fist on her locker in anger and swore loudly. A teacher was passing in the hall while this occurred and overheard Becky’s foul language.

Teacher Discussion Questions [D­9]

1. Plagiarism ­ Turning in someone else’s paper Would it have made a difference if the paper was not his sisters, but a

classmates? Would it have made a difference if his sister said he could use it? Would it have made a difference if he immediately admitted it was not his?

2. Stealing ­ Money stolen from a locker Should reasons for stealing be considered when determining punishment. Should the amount or item stolen be considered when determining punishment? Would it matter is the theft was done out of need or simple want or mischief?

3. Loitering ­ In hall without a pass What role did his reason for going to the principle play in determining punishment Does it matter why a person is in the hall without a pass, or should the

punishment be the same regardless?

4. Alcohol Abuse ­ Hung over at practice Should trying to cover up a problem impact discipline? Should academic and sports issues be considered separately? Should being drunk and being hungover be treated separately? Which is worse?

5. Dress Code Violation ­ Inappropriate shirt How many issues (dress, insubordination) did you consider when determining

punishment? How many warnings/chances should a person be given?

6. Vandalism ­ Writing on another student’s locker Should reasons for vandalism be considered when determining punishment? Does attacking religion or race make vandalism worse than personal attacks? Does Vandalizing school Property rather than personal property impact

punishment?

7. Fighting ­ Student instigated fight Should reasons for fighting be considered when determining punishment? Should both student receive the same punishment? Should extent of injuries play a role in determining punishment?

8. Inappropriate Language ­ Swearing Should reasons for swearing be considered when determining punishment? Are certain swear words worse than others or does it depend on the context? Should swearing in frustrating be treated differently than swearing at a person?

Name:_______________________

Peer Guidance Discipline Recommendations Worksheet [D­10]

Directions: As the Peer Guidance Group, you must assess each behavior infraction and recommend disciplinary action. Assume that this is the first time each student has come in front of the Peer Guidance Group. Any recommended discipline should fall within your school’s policies.

1. Plagiarism ­ Turning in someone else’s paper Recommended Discipline:

___________________________________________ Reasons/Justification:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Stealing ­ Money stolen from a locker Recommended Discipline:

___________________________________________ Reasons/Justification:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Loitering ­ In hall without a pass Recommended Discipline:

___________________________________________ Reasons/Justification:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Alcohol Abuse ­ Hung over at practice Recommended Discipline:

___________________________________________ Reasons/Justification:

____________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________

5. Dress Code Violation ­ Inappropriate Shirt Recommended Discipline:

___________________________________________ Reasons/Justification:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Vandalism ­ Writing on another student’s locker Recommended Discipline:

___________________________________________ Reasons/Justification:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. Fighting ­ Student instigated a fight Recommended Discipline:

___________________________________________ Reasons/Justification:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. Inappropriate Language ­ Swearing Recommended Discipline:

___________________________________________ Reasons/Justification:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Judgments of Deviance and Benefits of Deviance PowerPoint [P­1]

https://docs.google.com/a/mail.bradley.edu/presentation/d/1jxecbHxXZXdlf0KgUrlmX9ltInBdu1ltpk6ENFNpMg0/edit?usp=sharing

Making Social Change [D­11]

Directions: It is our rights as citizens to make a change in our society. As you have seen, the actions we take to do this may be seen as “deviant” by other members of society. For this activity, fill in the corresponding worksheet with the information shown in the picture below. You may use any topic of your choosing that you would like to initiate a social change for (except the topic used in the example: Media Sexism). Be specific and realistic! Let this be your chance to stand up to something you feel passionate about. On the back of your chart, pick the top 10 actions that you believe would be most deviant. Let 1 = most deviant and 10 = least deviant

[D­12]

Making Social Change: ________________ ← (topic)

Name:___________________ One Person

Everyone

Creating Social Change: Media Sexism Example [D­13]

Deviance Experiment [P­2]

http://prezi.com/urdgfq0­kgmt/?utm_campaign=share&utm_medium=copy