1 What is sociology? How do we define what sociology is and what do sociologists study? How did sociology develop? (A brief history.) Looking at the world through the eyes of a sociologist. Use edited extracts from sociological texts/examples of published research/compare and contrast with examples of journalism. Role-play: looking at the like a sociologist. Culture Norms Role Social construct Society 2 Durkheim Why is Durkheim seen as a ‘founder’ of sociology and what were some of his important Durkheim and his world. Anomie Crime and deviance Division of labour Functionalism 3 Karl Marx Why is Marx seen as a ‘founder’ of sociology and what were some of his important ideas? Marx and his world. Compare and contrast with Durkheim (different ways of looking at the world). Simulation: a meeting between Durkheim and Marx. Bourgeoisie Capitalism Communism Economy Proletariat Wealth Working
Marxist sociology (explore examples). Historical attempts to create a society on Marxist ideas. Criticisms of Marxism. False class consciousness Ruling class ideology 7 Interactionism An introduction to Interactionism. Labelling theory (explore examples of how labelling can affect the behaviour of students). Criticisms of Interactionism. Reference: ‘Learning to Labour’, Paul Willis, (1975). Students to reflect on own classroom experiences: focus on observed behaviour – link to participant observation as a research method. Labelling Master status 8 Feminism An introduction to Feminism. What is patriarchy? Are men and women truly equal in Great Britain today? Comparison with the status of women in other societies. Discussion: are men and women truly equal in Great Britain today? Gender Patriarchy Polygamy 9 New Right An introduction to the New Right. The culture of poverty. Reference: ‘The Children of Sanchez’, Oscar Lewis, (1961). Culture Culture of dependency
Socialisation. Nature versus nurture. Sanctions Social control Socialisation Values 12 Social issues What is a social issue? Poverty as a social issue. Crime as a social issue. Media amplification and moral panics. Content analysis: media coverage of poverty and/or crime. Quick test to assess students' knowledge and understanding of social structures, social processes and social issues. Extended writing: for example, write a paragraph to explain what sociologists mean by a social issue. Provide model answers and opportunities for peer review. Poverty Crime Media amplification Moral panic Relative deprivation 13 Sociological debates What is a conflict perspective? What is a consensus perspective? ‘Grand theories’ and ideas about progress. Comparison exercise: use extracts from the work of different sociologists. Conflict Consensus Sociological debate 14 Quality and quantity What is qualitative research? Comparison exercise: use extracts from the work of different sociologists. Case study
What is quantitative research? Official statistics Reliability Validity 15 Culture and nature What is culture? (Refer back to lesson 1.) Nature v nurture (refer back to lesson 11). Feral children. Sociobiology. Discussion: is there such a thing as ‘free will’? Culture Socialisation 16 Sex and gender What is the difference between biological sex and gender? Culture and gender roles. Gender identity. Feminist perspectives on gender roles. Culture Feminism Gender 17 Race and ethnicity What is race? (Link to lesson 10.) What is ethnicity? Sociological explanations for racial prejudice and discrimination. Historical and contemporary examples of racial prejudice and discrimination. Discrimination Ethnicity Immigration Racism
Content analysis: media coverage of related issues, such as immigration. Scapegoat Stereotype 18 Facts and values What is a sociological fact? What are values? Structure and agency – how are people motivated to act in the world? Link to Functionalism (lesson 5) and Interactionism (lesson 7). Comparison exercise: use extracts from the work of different sociologists. Quick test to assess students' knowledge and understanding of debates in sociology. Extended writing: for example, a paragraph to explain what sociologists mean when they talk about the difference between race and ethnicity. You may wish to provide students with some ‘success criteria’, including a list of key points that they should have covered in their answer together with opportunities for peer review. Functionalism Interactionism Values Research Teach before 3.3 Families Teach after Introducing Sociology Lesson number Topic Lesson guidance Suggested activities Key concepts covered 1 Research design What are the key decisions to make before Discussion: what are appropriate research opportunities in your school or college? Bias
beginning a research project? Establishing appropriate aims. Formulating a hypothesis. Comparison exercise: use extracts from the work of different sociologists. Ethics Hypothesis Validity 2 The scientific method What is the scientific method? Why is peer review important? What is the importance of a pilot study (planning for success and avoiding problems)? What makes research ‘reliable’? What makes research ‘valid’? Alternative approaches, for example, the interactionist perspective (asking people about their experiences and feelings) and gaining informed Discussion: is sociology a science? Informed consent Interactionism Reliability Validity
consent from research participants. 3 Practical problems How do we assess the success or failure of sociological research? Choosing the right research tools. Grounded theory (link to previous lesson – alternative approaches). Avoiding bias. Using secondary sources appropriately. Keeping costs under control. Comparison exercise: use extracts from the work of different sociologists (including summary reviews of published research identifying significant criticisms). Bias Secondary sources 4 Ethical problems What is the British Sociological Association Ethical Code (provide a summary of main points)? The principle of informed consent. The Nuremburg Code. Simulation: ‘ethics committee’ reviewing research proposals. Ethics Informed consent Confidentiality
The need for anonymity and confidentiality. The Data Protection Act (summary of key principles). 5 Primary sources What are primary sources? Different types of primary data. Reliability (refer back to lesson two). Validity back to lesson 2). Representative population samples (introduce this idea – to be followed up and developed at a later point). Research using mixed methods (advantages). Case study Interview Longitudinal study Mixed methods Observation Questionnaire Representative sample Triangulation 6 Secondary sources What are secondary sources? Content analysis. Content analysis Official statistics
some of the best answers and summarising common mistakes to be avoided. 3.3 Families Teach before 3.4 Education Teach after Research Lesson number Topic Lesson guidance Suggested activities Key concepts covered 1 What is a family? How do sociologists define a family? What is a household? Different family structures. Cohabitation Family Family diversity Reconstituted (or blended) family Lone parent family 2 Family diversity What are the different of family found in the UK? The Rapoports' five types of family diversity (organisational, cultural, social class, life cycle and family life course). Divorce Family diversity Marriage
Criticisms of the Rapoports' work. 3 Reasons for family diversity How have changes in the law affected the family. Think about divorce, equal pay and same-sex marriage. Changing social values and attitudes. Changing gender roles. Benefits for single parents. Employment opportunities. Longer life expectancy. Decline in religion. Immigration. Divorce Gender equality Gender roles Immigration Life expectancy Same sex marriage Single parents Values and attitudes 4 The nuclear family What is a nuclear family? Is the nuclear family still important? The media and the nuclear family. The family life cycle. Content analysis. Nuclear family Mass media 5 Alternatives to the family Why might people live in a single person household? Commune Kibbutz
7 Functionalism and the family. What is the Functionalist theory of the family? The of Murdock. The ideas of Parsons. Primary socialisation. The stabilisation of adult personalities. Criticisms of the functionalist theory of the family. Functionalism Primary socialisation 8 Alternative theories on the functions of the family What is the Marxist theory of the family? Criticisms of the Marxist theory of the family. The ideas of Zaretsky. What is the Feminist theory of the family? The ideas of Delphy and Leonard. Criticisms of the Feminist theory of the family. Comparison exercise: use extracts from the work of different sociologists. Marxism Feminism 9 Relationships within families How have relationships within families changed over time? Family relationships Symmetrical family
Domestic violence. 17 Functionalist and Marxist theories about conjugal roles What do functionalist sociologists say conjugal roles? Evaluating functionalist What do Marxist sociologists say about conjugal roles? Evaluating Marxist ideas. Comparison exercise: use extracts from the work of different sociologists. Conjugal roles Functionalism Marxism 18 Feminist theories about conjugal roles What do feminist sociologists say about conjugal roles? Evaluating feminist ideas. Comparison exercise: use extracts from the work of different sociologists (link to lesson 17). Conjugal roles Feminism 19 Research in action: conjugal role relationships Practical: students to devise a questionnaire (possibly with follow-up interviews) designed to investigate who completes specific domestic tasks within the family household. The completed project can also be used as a formative assessment opportunity. Guidance on how to structure answers: use the sample assessment materials (SAMs) on Questionnaire Interview
Lesson number Lesson guidance Suggested activities Key concepts covered 1 Function of education Why do we have schools? Functionalism and education (Durkheim and Parsons). Social cohesion. Skills for employment. Compulsory state education Functionalism Social cohesion 2 Schools as an agency of socialisation How do schools act as an agency of socialisation? Core values. Meritocracy. Secondary socialisation Values Meritocracy 3 Education and capitalism What is the relationship between education and capitalism? What do Marxist sociologists say about education? The correspondence principle (Bowles and Gintis). Criticisms of the Marxist view of education. Comparison exercise: use extracts from the work of different sociologists (including summary reviews of published research identifying significant criticisms). Capitalism Correspondence principle Marxism 4 Comparing different Evaluating functionalist views of education. Comparison exercise: use extracts from the work of different sociologists. Feminism Functionalism
perspectives on education Evaluating Marxist views of education. Evaluating feminist views of education. Marxism 5 Different types of school Identifying various types of state school, including primary, secondary, comprehensive, academies and faith schools. Selective education. Private education. School State school Selection Private school 6 Alternative education Identifying various alternative forms of education including: de-schooling home schooling democratic schools, such as Summerhill. De-schooling Home schooling 7 or private school? Arguments for and against private education. Comparing social costs, opportunities and outcomes. Quick test to assess students' knowledge and understanding of the function and organisation of education. State school Private school
points that they should have covered in their answer together with opportunities for peer review. 13 Gender and educational achievement (1) What is the gender pattern of educational achievement? Comparing the performance of boys and girls over time. Patterns of subject choice. Educational achievement Gender 14 Gender and educational achievement (2) How do we explain gender differences in educational achievement? Legal changes. For example:, employment opportunities for women and the National Curriculum. Feminism and changing expectations/improved Socialisation. Hidden curriculum. Teacher expectations and interactions. Comparison exercise: use extracts from the work of different sociologists. Feminism Gender Hidden curriculum Socialisation Subculture
Gender pupil subcultures. 15 Research in action: gender and subject choice Practical: students to design and then complete a small scale research project investigating gender based differences when choosing optional subjects. An appropriate approach might be a questionnaire (possibly with follow-up interviews) asking students about their option choices and their motives for choosing particular subjects. The completed project can also be used as a formative assessment opportunity. Questionnaire Interview 16 Ethnicity and educational achievement What is the link between ethnicity and educational achievement? High achieving ethnic groups. Ethnic groups who are more likely to be excluded from school and to underachieve. Ethnicity Exclusion
common mistakes to be avoided. 3.5 Crime and deviance Teach before 3.6 Social stratification Teach after 3.4 Education – lessons 8-17 Lesson number Lesson guidance Suggested activities Key concepts covered 1 Crime and deviance What is the difference between crime and deviance? Defining crime and deviance. Time, place, culture and social situation. Crime Deviance Culture 2 Measuring crime (1) How is crime measured? Official crime statistics. Why do sociologists use official statistics on crime? Dark figure Official statistics Recorded crime
What are the problems associated with official statistics on Reported crime 3 Measuring crime (2) What are victim surveys? What are the advantages and disadvantages of victim surveys? What are the advantages and disadvantages of self-report studies? Self-report study Victim survey 4 The social construction of and deviance What do sociologists mean when they say that crime and deviance are socially constructed? Refer back to lesson 1. Explore examples of the changing definition of crime and deviance. For example: drug and alcohol consumption, suicide and homosexuality. Crime Deviance Social construct 5 Factors affecting criminal behaviour (1) How has criminal and deviant behaviour been explained? Biological explanations. Psychological explanations.
6 Factors affecting criminal behaviour (2) How has criminal and deviant behaviour been explained? Sociological explanations. The of Merton and Becker. Socialisation. Anomie. Peer groups and criminal subcultures. Status frustration. Labelling. Comparison exercise: use extracts from the work of different sociologists. Quick test to assess students' knowledge and understanding of how we define and explain criminal and deviant behaviour. Extended writing: write a paragraph to explain some of the problems associated with official statistics on crime. You may wish to provide students with some ‘success criteria’, including a list of key points that they should have covered in answer together with opportunities for peer review. Anomie Interactionism Labelling Subculture Socialisation Status frustration 7 Social class and crime How do sociologists explain differences in criminal behaviour between social classes? Link to sociological explanations of crime (lesson 6). Official statistics. Anomie Interactionism Labelling Subculture Social class
Institutional racism. Stereotypes (police and 10 Age and crime How do sociologists explain differences in criminal behaviour between different age groups? Link to sociological explanations of crime (lesson 6). Status frustration. Risk taking behaviour by young people (‘edgework’). Stereotypes (police and media). Status frustration Stereotypes 11 Informal social control What is informal social control? Family. Peer Schools. Workplace. Religion. Social control 12 Formal social control What is formal social control? Police. system. Comparison exercise: use extracts from the work of different sociologists. Social control Criminal justice system Prison system
Age of criminal responsibility. custody. 14 The prison system What is the prison system designed to achieve? Punishment. Reform. Alternatives to prison. Prison system Probation system 15 Violent crime and sentencing How should society respond to violent crime? Sentencing violent offenders. Mandatory prison sentences. Fieldwork opportunity: visit to a Magistrates Court. Criminal justice system Prison system 16 reporting of crime How accurate is the reporting of crime by the media? Sensationalism. Deviancy amplification. Moral panic. Violence media content. Content analysis Deviancy amplification Media panic 17 Functionalist theories about crime What are functionalist about crime and deviance? Boundaries and values. Comparison exercise: use extracts from the work of different sociologists (including Functionalism
Social cohesion. Deviant behaviour as a ‘safety valve’. Strain theory. Subculture theory. criticisms of Functionalist explanations). 18 Alternative theories about crime. How do Marxist sociologists explain criminal and deviant behaviour? Criticisms of Marxist explanations. How do Interactionist sociologists explain criminal and deviant behaviour? Criticisms of Interactionist explanations. How do Feminist sociologists explain criminal and deviant behaviour? The of Carlen. Criticisms of Feminist explanations. Comparison exercise: use extracts from the work of different sociologists. Assessment: select an appropriate example from the specimen paper, for example Paper 2, Question 10. Allow students to draft an essay plan. Discuss examples of how best to approach the question and structure their essay. You may consider the introduction of assessments (the mark a minute rule). Teacher-marked assessment, feedback on standard achieved. You may wish to consider circulating examples of ‘anonymous’ edited extracts Feminism Interactionism Marxism
from some of the best answers and summarising common mistakes to be avoided. 3.6 Social stratification after 3.5 Crime and deviance Lesson number Topic Lesson guidance Suggested activities Key concepts covered 1 Social stratification What is social stratification? Different types of social stratification: slavery caste estates class. Achieved status Aristocracy Caste Class Elite Feudalism (estates) Slavery Social inequality Stratification 2 Functionalism and social stratification Why do functionalists believe that social stratification is a ‘universal necessity’? Functionalism Income Inequality
The ideas of Davis and Moore. Criticisms of Davis and Moore. Inequalities in income between different groups. Stratification 3 Socio-economic class What is class? Who is in the ‘upper class’? Who is in the ‘middle class’? Who is in the ‘working class’? National statistics and the classification of socio-economic class. Elite National statistics Socio-economic class 4 Marx on class What is the Marxist view of class? Means of production. Division of labour. Capitalism. Class conflict. Polarisation of social classes. Alienation. Crisis of capitalism. Bourgeoisie Capitalism Class struggle (conflict) Communism Marxism Petty-bourgeoisie Proletariat
Communism. Criticisms of Marx. 5 Weber on class What is Weber’s view of class? Market situation. Life chances. Status, values and lifestyle. Party (any organised group that seeks to exercise power). Criticisms of Weber. Life chances Lifestyle Market situation Status Values 6 Life chances What are the various factors affecting life chances? Is Britain a meritocratic society? Social class. Various factors affecting life chances. For example: gender, ethnicity and age. Quick test to assess students' knowledge and understanding of social stratification. Extended writing. For example: write a paragraph to explain the Marxist view of socio-economic class. You may wish to provide students with some ‘success criteria’, including a list of key points that they should have covered in their answer Ageism Meritocracy Racism Sexism
together with opportunities for peer review. 7 The affluent worker Are well-off members of the working becoming more like the middle class (link to life chances)? The idea of embourgeoisement (Goldthorpe et al). Instrumental attitudes. Privatism (home centred). Class identity. Criticisms of the theory of embourgeoisement (Devine). Affluence Embourgeoisement Social class Working class 8 Social mobility What is social mobility? Vertical mobility. Intra-generational mobility. Intergenerational mobility. of social mobility. The Social mobility and Child poverty commission. Social mobility 9 Poverty What is absolute poverty? Absolute poverty
What is relative poverty? Measuring poverty. Explaining poverty. Poverty trap Relative deprivation (poverty) 10 Relative deprivation Why do sociologists use a relative measure of poverty? The ideas of Townsend on relative deprivation. Criticisms of Townsend. Deprivation 11 Underclass Who is in the ‘underclass’? The ideas of Murray on welfare reform and the underclass. Criticisms of Murray. Comparison exercise: use extracts from the work of different sociologists. Lumpen proletariat New Right 12 Globalisation What is globalisation? Criticisms of globalisation. The impact of globalisation on the UK. Quick test to assess students' knowledge and understanding of social mobility and poverty. Extended writing. For example: write a paragraph to explain the reasons why sociologists use a relative measure of poverty. You may wish to provide students with some ‘success criteria’, including a list of key Marxism Nation Neo-liberalism Privatisation
Prime minister 16 Political power (2) What is a political Political parties in the U.K. Elections Voting behaviour Simulation: hustings/mock election. Political party Political socialisation 17 relationships What are power relationships? Various factors affecting power relationships. For example: social class and gender. Elite groups and power. Interest groups. Elite Interest (or pressure) groups Power relationships 18 Patriarchy What is patriarchy? The ideas of Walby. Feminism. Gender and power. Comparison exercise: use extracts from the work of different sociologists. Assessment: select an appropriate example from the specimen paper, for example Paper 2, Question 21. Allow students to draft an essay plan. Discuss examples of how best to approach the question and structure their essay. Feminism Gender Patriarchy Power