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HSP3M Introduction to Anthropology, Psychology and Sociology

Unit: Social Structures and Institutions

By: Katie Knowlton, Audrey Peace, Krystina Spagnulo and Robin Hopson Due: Tuesday, April 13 2010

Table of Contents

1.0 Unit Overview: Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p.1

2.0 Image of the Learner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p.2

3.0 Unit Overview and Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p.3

4.0 Design Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p.4

5.0 Enduring Understandings, Essential Questions and Unit Expectations Chart . . . . . . . . .p.5

6.0 Culminating Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p.6

7.0 Lesson Plan - Introduction to Social Structures and Institutions . . . . . . . . . . . . . . . . . . p.13

7.1 Supporting Documents and Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p.17

8.0 Learning Activities and Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p.33

8.1 Examining Different Social Institutions from Different Sociological Perspectives. .p.33

8.2 “Educate” Yourself: Examining Different Systems of Education . . . . . . . . . . . . . . . p.34

8.3 Are we all in this together? Healthcare and its Privatized vs. Non-Privatized Use .p.36

8.4 Family Affairs: Values, Traditions and Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p.37

8.5 Politics and Power Struggles: Democracy Please! . . . . . . . . . . . . . . . . . . . . . . . . . . .p.39

8.6 Have a Little Bit of Faith: Religion as a Social Institution . . . . . . . . . . . . . . . . . . . . . p.41

9.0 Resource Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p.42

HSP3M Social Structures and Institutions

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1.0 Unit Overview: Graphic Organizer

Lesson Title Duration

1 Introduction to Social Institutions 75min

2 Examining Different Social Institutions from Different Sociological Perspectives 75min

3 “Educate” Yourself: Examining Different Systems of Education 150min

4 Are we all in this together? Healthcare and its Privatized vs. Non-Privatized Use 75min

5 Family Affairs: Values, Traditions and Change 150min

6 Politics and Power Struggles: Democracy Please! 75min

7 Have a Little Bit of Faith: Religion as a Social Institution 150min

Expectations:

- Students will identify social institutions common to many different cultures.

- Students will compare how selected social institutions function in a variety of cultures.

- Students will demonstrate an understanding of recent structural changes in work and education and of the impact these changes

have on Canadian society.

Enduring Understandings: 1. Social institutions are all around us and they are formed by dominant groups in society. 2. Social institutions vary across cultures and communities. 3. Social institutions change over time. 4. Social institutions affect people in both positive and negative ways.

Culminating Activity and Unit Evaluation (Formative and Summative): - Students will critically examine a real life institution and provide examples of how this

institution does/does not meet the needs of the community. Students will then make recommendations to this organization on how this may be improved in the future.

- Formative: Completion of charts, questions, and activities, class participation, group discussions, preliminary research, note taking checks, comprehension questions, etc.

- Summative: Completion of graphic organizer, oral presentation in front of the class, researched and well-supported list of recommendations to the social institution in question.

Overarching Questions: - What constitutes a social

institution? - Why are they formed? - How do they compare across

cultures and communities? - Who creates and controls social

institutions? - How and why do social

institutions change over time?


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2.0 Image of the Learner

The following unit plan on Social Structures and Institutions in the HSP3M course was

designed with a specific image of the learner in mind. The school at which we envision

employing this teaching design is situated in a tight-knit suburban community of Thunder Bay,

the second most populous city in Northern Ontario. Despite the school’s close proximity to a

city, its distance from a more densely populated Southern Ontario is important to note in our

school environment, where students do generally feel a disconnect from bigger cities in the

same province such as Toronto, Niagara Falls and Hamilton. Part of this discontinuity lies in the

marked presence of First Nations as well as Francophone communities in the surrounding

areas, a dynamic that is not nearly as pronounced in Southern regions of the province. Our

school is a public institution primarily composed of white middle-class students where there is a

small gender imbalance with a slighter larger female population (56% of the student body is

female). Approximately 60% of graduates go on to pursue post-secondary education.

Our target class is made up of 18 students: 10 female and 8 male. 3 females and 1 male

identify as being Francophone-Ontarian, one female of which has been labelled as having

O.D.D. (Oppositional Defiant Disorder). She, along with 2 other males in the class, have I.E.P.s

(Individual Education Plan) developed for them. One of these males has been diagnosed with

A.D.H.D. (Attention Deficit Hyperactivity Disorder) and the other male student with O.C.D.

(Obsessive Compulsive Disorder). Since all 18 students are all white, one focus of learning will

be diversity exposure. Another focus will be on a thoughtful management of students with

different learning styles. Lastly, it will be important to incorporate a First Nations’ perspective

into the classroom given that it is a relevant aspect of the students’ tight-knit community and

population dynamics.


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3.0 Unit Overview and Rationale

This unit design offers students the opportunity to critically examine real life social

institutions from critical sociological perspectives. Studying social structures and institutions

compliments the HSP3M Introduction to Anthropology, Psychology, and Sociology, Grade 11,

University/College Preparation course, by helping students understand what a ‘social

institution’ is and how they function in different cultures. Previous knowledge on Canadian

societies, research methods, collecting data, and critical thinking and application skills will assist

students in fulfilling the requirements and truly benefitting from this unit.

The goal of this unit is for students to be able to apply the skills learned/modelled in

class, when completing their own examination of social institutions (their goals, their functions

etc.) and effectively demonstrating, by means of oral presentation, their final product. A second

purpose of the unit is to educate students on different social institutions that help form and

shape our society, and help students to understand their function in our daily lives. Topics such

as First Nation Education, is important for students because as educators, we should be

teaching students to look at the world (and their own country) with an informative, equitable

and critical eye. Skill sets, such as investigation, analysis, identification and enduring

understandings such as social institution change over time, are important for adolescents taking

this course. As students continue on with their high school education these skills will assist

them in other courses and in post-secondary school settings. Simply being informed and being

able to touch upon important labour, equality and social issues such as unfair labour relations

in First Nations schools is important to implement in social science courses and throughout the

curriculum.

By presenting to classmates in a ‘Town Hall’ presentation style, students also experience

creative ways to effectively peer learn/teach, work on teamwork skills, development their oral

communication abilities and allow for differentiated instruction to be used. Scaffolding of

information will also take place when students propose recommendations and ways to

implement the necessary changes to their own educational institution from a feminists,

Marxist, idealist, or modernist point of view.


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4.0 Design Process

The process taken in approaching the creation of this resource started with an initial

selection of a specific area in the general social sciences that was of interest to all members of

our group: social structures and institutions. We took some time to look through various

relevant social science textbooks to get a sense of the content readily available about this topic

for high school students. Using these print resources, Robin came up with a social institutions

chart outlining major areas of focus that we used to guide the formation of ideas in terms of

lesson plans and the culminating activity. Afterwards, Krystina and Audrey worked on the

formation of a culminating activity to guide the formation of lesson plans preceding it. We then

divided up lesson plans and subjects in order for the lesson plans to adequately support the

content addressed in the culminating activity. We completed this task first by dividing up the

number of classes each group member was responsible for and what the order of these classes

might be. Robin was to create an introductory lesson plan complete with activities, while

Audrey, Katie and Krystina were responsible for preparing strategies for 3 day blocks of lessons

in that order, leaving 4 days to complete the culminating activity at the end of the unit.

Once our scheduling was complete, we began to divide the content to be covered in an

order coherent to the culminating activity. We decided that each lesson would focus on a

specific institution or a comparison between different institutions. Each member was

responsible for completing their lessons for a specified date and each member was also

assigned an additional portion of the assignment to complete, such as the list of resources

found at the conclusion of the unit. Robin compiled the documents from each group member

and everyone contributed to the editing and revision of the final and complete product. Overall,

we believe we were successful in the creation of a unit plan on social institutions in the course

HSP3M.


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5.0 Enduring Understandings, Essential Questions and Unit Expectations Chart

ENDURING UNDERSTANDINGS

ESSENTIAL QUESTIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS

1. Social institutions are all around us and they are formed by dominant groups in society.

- What is a social institution? - Why do social institutions exist? - Who are these dominant groups that

form institutions? - How do they make their decisions?

[SSV.01] Identify social institutions common to many different cultures. [SSV.03] Demonstrate an understanding of recent structural changes in work and education and of the impact these changes have on Canadian society.

[SS1.01] Identify social and civil institutions in Canadian society (e.g., education, health care, the prison system, policing) and analyse the roles they play in society.

2. Social institutions vary across cultures and communities.

- What are the ways in which institutions are similar across cultures/communities?

- How do the same institutions differ within the same culture/community?

- Can social institutions overlap in society?

[SSV.01] Identify social institutions common to many different cultures. [SSV.02] Compare how selected social institutions function in a variety of cultures.

[SS1.02] Describe some of the social institutions of at least three diverse cultures (e.g., First Nations communities in Canada, Masai communities in Africa, Tamil communities in Asia).

3. Social institutions change over time.

- What role does the past play in shaping the objectives and practices of current social institutions?

- How do social institutions change? - Who do these changes benefit and who

do they harm?

[SSV.02] Compare how selected social institutions function in a variety of cultures. [SSV.03] Demonstrate an understanding of recent structural changes in work and education and of the impact these changes have on Canadian society.

[SS1.03] Demonstrate an understanding of the ways in which social institutions change over time, from the perspective of at least one of anthropology, psychology, and sociology.

4. Social institutions affect people in both positive and negative ways.

- What are some ways in which social institutions can impact people?

- What are the costs of being part of a social institution? How do they compare to the benefits?

- What are the advantages and disadvantages of having social institutions? How do they compare?

[SSV.02] Compare how selected social institutions function in a variety of cultures. [SSV.03] Demonstrate an understanding of recent structural changes in work and education and of the impact these changes have on Canadian society.

[SS1.01] Identify social and civil institutions in Canadian society (e.g., education, health care, the prison system, policing) and analyse the roles they play in society. [SS1.03] Demonstrate an understanding of the ways in which social institutions change over time, from the perspective of at least one of anthropology, psychology, and sociology.


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6.0 Culminating Activity

A) Description:

Students will critically examine a real life institution and provide examples of how this

institution does/does not meet the needs of the community (of its’ members). Students will

then make recommendations to this organization on how this may be improved in the future.

Goal: To apply the skills learned/modelled in class for examining institutions, their goals and

what they do.

Role: Students will take on the identity of a person belonging to a group in society other than

their own.

Audience: Information will be presented to the class in the format of a town hall meeting.

Situation/Context: Students are putting forth a proposal to a real life, local institution on how

they can improve their practices.

Performance Challenge: Oral presentation. Students will submit a written copy of their

presentation afterwards. The written portion will be evaluated for originality (creativity,

authenticity and writing in own words) as well as for the bibliography/research component.

Standards (by which to judge): Student shows evidence of research and understanding of the

institution’s history and current practices and how these have changed over time. As modelled

through scaffolding techniques in the classroom, student critically analyses the institution and

how it can improve its’ practices to better a certain group in society. Student proposes at least

3 well-founded and logical recommendations to the institution and provides steps or examples

about how to implement their suggestions. Student demonstrates at least one

recommendation stemming from a sociological point of view (I.e. Marxist, feminist, etc.)

B) Expectations:

The culminating activity relates back to the Enduring Understanding – looking at the people and

the functions of a local institution (or a global institution if it has ties to the local community),

how this institution has changed over time (the history), and examining this institution - how it

operates - and evaluating it critically and providing feedback for how it might improve to

benefit the greater good in society.


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C) Major Details:

Teacher section:

- The teacher will model critically examining an institution by evaluating and comparing

the educational system of the First Nations, of the US, and of the French (Québec) to

one another and to the students’ own education system throughout the unit (see 1.0)

- The teacher will model what questions to ask in order to look at an institution from a

critical point of view (Essential Questions) and how to go about finding the answers to

these questions (mission statements, union information, statistics, online research,

newspaper articles, etc.)

- The teacher will link sociological perspectives to the critical examination of an institution

(I.e. looking at medical, military, religious and educational institutions from a

feminist/Marxist/idealist/modernist) point of view) (see 2.0)

- Scaffolding and formative assessment will take place (in lesson 3) when students

propose recommendations and ways to implement necessary change to their own

educational institution (school/school board/Ministry of Education) from one or many

sociological perspectives and present these point form ideas and solutions to the class.

Students will hand in their point form notes to be reviewed. Presentation of solutions

to the class will serve as practice for the Culminating Activity and feedback will be

provided if necessary.

Student section:

- Examining and Comparing Various Educational Institutions handout (see pg.8)

- Examining Different Social Institutions from Different Sociological Perspectives handout

(see pg.9)

- Assignment Handout page (see pg.10)

- Culminating Activity Organizer (see pg.11)

D) Evaluation:

- Culminating activity rubric (see pg.12)


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Examining and Comparing Various Educational Institutions

Name: ____________________________________ Date: _____________________________

Essential Questions : First Nations

Education

Education in

the United

States

French

Education

(Québec)

Education in

Thunder

Bay,ON

Who formed this

institution?

Why was this

institution originally

formed?

What purpose does

this institution serve

today? (I.e. Mission

statement)

How has this

institution changed

over time? Why?

(History/Background)

Who does this

institution benefit?

Who does this

institution harm?

What does a

particular

sociological

perspective say about

this institution?

One example of how

this institution might

be improved.


9

Examining Different Social Institutions

from Different Sociological Perspectives

Name: ____________________________________ Date: _____________________________

Social Institution: Sociological

Perspective #1 :

Sociological

Perspective #2 :


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TOWN HALL MEETING: Local Institutions

Meeting/Presentation Time and Date:

Presenter:

Culminating Assignment Instructions:

Examining Different Social Institutions from Different Sociological Perspectives

Goal: To apply the skills learned/modelled in class for examining institutions, their goals and what they do. Description: At the next town hall meeting, you will have the opportunity to critically examine a real life institution and provide examples of how this institution does/does not meet the needs of our community and its members). Next, you will make recommendations to this organization on how this may be improved in the future and what initial steps can be taken to implement your recommendations. 1. Pick an important local social institution (i.e. family, First Nations, work union, military,

health care, economic, political, religious, agricultural) that you feel could use some sort of reforming, changing or critiquing. Other institutions are a possibility and subject to teacher approval. A global institution would be acceptable so long as it has a local connection.

2. Pick an identity of a person belonging to the institution of your choice (I.e. CEO, worker, public citizen, lawyer, nurse, commander, clergy member, etc.).

3. During library periods provided (and at home if necessary) research about that institution (see graphic organizer): Who formed this institution? Why was the institution originally formed? What purpose does the institution serve today? How was the institution changed over time? Who does this institution benefit/harm? How would a particular sociological perspective see this institution? Provide at least 3 logical examples of how this institution might be improved and how these changes could be implemented.

4. Prepare a 3-5 minute speech for the next town hall meeting that will offer suggestions on how to improve the function of your chosen institution. Give an overview of the history of the chosen institution Describe their current standards of practice: who they serve, how, and why? Who are the people who are marginalized or overlooked by this institution or whose

needs are not being met? Offer a list of logical, critical recommendations (minimum of 3) to the institution, and

provide steps and examples of how the organization can implement the suggestions. Use at least one sociological perspective to offer insights, suggestions, and points of

view on that institution and their practices or to inform your recommendations for improving the institution’s practices

5. Submit a bibliography in MLA format with at least 2 valid, credible sources, at the time of your presentation.


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Name: ________________________________

CULMINATING ACTIVITY ORGANIZER

Essential Qs : Institution :

Who formed this

institution?

Why was this institution

originally formed?

What purpose does this

institution serve today?

(I.e. Mission Statement)

How has this institution

changed over time?

Why? (History)

Who does this

institution benefit?

How do these people

benefit?

Who is not included in

the benefits of this

institution?

Other question(s):

How would _______

(selected sociological

perspective) see this

institution?

Provide At least 3

examples of how this

institution might be

improved and how these

changes could be

implemented.

1)

2)

3)


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CULMINATING ACTIVITY RUBRIC

Name: ____________________________________________

Level 1 Level 2 Level 3 Level 4

Knowledge/ Understanding -knowledge and understanding of the institution -sociological perspective

-details and facts are inaccurate or incomplete -incorporates only a few of the required facts about the institution -history and purpose of institution is not evident -mentions one sociological perspective when discussing the institution

-some details and facts are accurate -incorporates fewer than the required number of facts and details -history and purpose of institution is mentioned -makes a weak link between one sociological perspective and the institution

-facts and details are accurate -incorporates most of the required number of facts and details -history and purpose of institution is highlighted -describes how one sociological institution may view the institution

-facts and details are accurate and interesting -incorporates the required number of facts and details about the institution -history and purpose of institution is thoroughly and relevantly discussed -clearly and accurately describes how one sociological perspective views the institution

Thinking/ Inquiry -planning (resource list, rough notes, written plan or speech for presentation) -use of resources (Internet, books, print resources, people) -bibliography

-shows little evidence of planning -uses 1 source, questionable validity -there are no evident proposals of effective steps for implementation of recommendations -5+ mistakes in the bibliography

-shows some evidence of planning -uses 2 sources, questionable validity - proposes at least 1 effective step for implementation of recommendations -3-4 mistakes in the bibliography

-shows evidence of considerable planning -uses at least 1 valid and credible source - proposes at least 2 effective steps for implementation of recommendations -1-2 mistakes in the bibliography

-shows evidence of thorough planning -uses 2 valid and credible sources -proposes at least 3 effective steps for implementation of recommendations -bibliography is properly formatted and contains no mistakes

Communication -communication of ideas and recommendations for institutions

-ideas are disjointed -there are no or 1 recommendation(s) made to the institution or recommendations are illogical or impractical

-ideas are evident -there are 1-2 logical recommendations made to the institution

-ideas are clear -there are 2-3 logical recommendations made to the institution

-main ideas are clear -there are at least 3 strong, logical recommendations made to the institution

Application -presentation -role playing

-relies constantly on notes -inaccurate portrayal of position

-relies frequently on notes -real portrayal of position

-relies occasionally on notes -authentic portrayal of position

-speaks confidently with little reliance on notes -authentic and genuine portrayal of position


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7.0 Lesson Plan: Introduction to Social Institutions

Duration: 75 minutes

Course/Unit: HSP3M – Social Institutions

Curriculum Strand:

The following lesson will be taught in the course HSP3M titled Introduction to Anthropology,

Psychology and Sociology in the Social Structures and Institutions strand under the sub-topic

of Social Institutions.

Context/Prior Knowledge Required:

This lesson is an introductory lesson to the concept of social institutions in sociology. The only

social science background expected from students is grade 9 Geography and grade 10 History.

We assume that students have already been introduced to the foundations of Anthropological,

Psychological and Sociological Thought in the prior unit of this course and that this will provide

them with a starting point as to how to view and analyze social institutions with a critical lens.

Since students are from a culturally uniform community, efforts are made in the nature of the

materials used to incorporate exposure to global terms and issues.

Rationale for Lesson:

To introduce the concept of Social Institutions as being a concept that is pertinent to our

everyday lives as well as the community and city (Thunder Bay, ON) that we live in. To help

students recognize that not only are we surrounded by these structures, but that we are to

various capacities, members of these groups.

Lesson Overview:

Students will be introduced to the unit topic by first facing their initial preconceptions about

what the definition of an “institution” currently is during the interactive, yet intentionally

deceptive hook activity. Once they learn that the sociological definition of “institution” includes

groups of people as simple and common as “the family structure”, they will each divide into

two different teams: AWAY and HOME. At their “away” groups, they will work on their reading

comprehension and discussion skills while concentrating on one article that corresponds to 1 of

6 major social institutions. Then students will go into “home” groups wherein they will be

responsible to communicate the information that they learned at their “away” group. This


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jigsaw activity puts responsibility on each student to do their “away” group work well because

they have a responsibility to their “home” team, allowing for not only content-based learning

but an infused element of Character Education. Before leaving, students must not only ensure

that they’ve received and recorded down all the information to fill out the chart, but they must

individually tell the teacher one social institution to which they belong, which reinforces an

enduring understanding as well as the connection between what we just learned on paper and

our real everyday lives.

Ministry Expectations: Overall

- [SSV.01] Identify social institutions common to many different cultures. - [SSV.03] Demonstrate an understanding of recent structural changes in work and

education and of the impact these changes have on Canadian society. Specific

- [SS1.01] Identify social and civil institutions in Canadian society (e.g., education, health care, the prison system, policing) and analyse the roles they play in society.

Enduring Understanding:

Social institutions are all around us and often include us. They are formed by people and made

up of people functioning in established, accepted systems.

Essential Questions:

- What are social institutions?

- Who are social institutions composed of?

- What purpose do social institutions serve?

- Where can we find social institutions?

Resources:

- 12 cue cards with the following institutions written on them:

Cousins, Grandparents, Mosques, Churches, Prisons, Police, Parliament, Senate,

University, Preschool, Hospital, Malaria Clinic

- Tape

- 6 articles, each one pertaining to a different social institution listed as follows:

Education, Medicine, Law, Politics, Family and Religion

- 20 Photocopies of the handout/chart “Six Major Social Institutions”


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Agenda: 1. Let’s sort this out (15 min) 2. We are surrounded! (5 min) 3. AWAY and back (20 min) 4. Filling in your HOME team (30 min) 5. Checking in, checking out (5 min)

A. Hook – Let’s sort this out (15 min):

Set up your blackboard as visualized below, using chalk to draw the lines and write the non-

italicized text.

Explain to the class that we’ll be starting a new unit about Social Institutions, but that we first

need to figure out what the definition of an “institution” really is. Pointing out each cue card,

one by one, ask them to help you sort the “institutions” from the “non-institutions”, perhaps

giving them the impression that there are some cue cards that belong in each category. Ask 1

or 2 students to help be the “movers” (*an opportunity to engage students with IEPs). Once the

class has finished “sorting” the cards, reveal that ALL 12 cards are in fact, institutions.

B. Instructional Input/Modelling – We are surrounded! (5 min):

Write the following definition for the word “institution” on the blackboard:

“An established and structured pattern of behaviour or of relationships that is accepted as a fundamental part of a culture.”

Tell the class to copy down the definition and ask them if showing them the definition BEFORE

doing the hook activity would have changed the way they classified the cue cards. Discuss if so,

if not and the reasons behind their responses.

Institution

[Using tape, place the 12 cue cards in a random, unsorted bunch in

this area]

Not an institution


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C. Guided Practice – AWAY and back (20 min):

Explain to the class that today we will be focusing on introducing ourselves to 6 major

social institutions that exist in our society. Tell them that we will be working together in teams

to piece together the key details of each type of social institution. Each student will be part of 2

TEAMS: a home team and an away team. Ensuring that the 3 IEP students do not receive the

same number, number off the class from #1-6 and repeat three times until everyone has a

number. Tell everyone to find the two other students in the class with the same number. These

groups of 3 will be called the “AWAY” teams.

Distribute 1 of 6 articles to each AWAY team along with the handout “Six Major Social

Institutions” to each student. Tell the class that their AWAY teams are responsible for reading

the article together and filling in their respective row on the chart. For example, the group that

receives an article about Education will be expected to fill in Line 4 – Education. Explain that

they will have 20 minutes to complete this task and that it is important that each member of

their AWAY team understand and be prepared to share their data with their HOME teams. Tell

them that the social institutions written on cue cards on the blackboard are all great examples

that can be placed in the “Members” column on the chart.

Once again ensuring that the 3 students with IEPS are not placed in the same group,

walk around to each AWAY team and label each group of 3 off with a letter: A, B or C.

D. Culminating Activity – Filling in your HOME team (30 min):

Tell the class that it’s now time to get together with their “HOME” teams. Designate

which area in the room where all the A’s can work at, all the B’s can work and all the C’s can

work at. Tell them they will be given 30 minutes to completely fill in the charts on the handout:

“Six Major Social Institutions”. Circulate the class to ensure that everything is running smoothly.

Answer questions and guide groups as required.

E. Homework – Checking in, checking out (5 min):

Make sure each student shows you his or her completed chart before leaving class. In

addition, they must also tell you one social institution to which he or she belongs to here in

Thunder Bay, ON. This will not only ensure that they’ve completed the group task, but that they


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are able to make a connection to his or her own personal life as an enduring understanding by

the end of the lesson.

For homework, they must review the chart “Six Major Social Institutions” and place an

asterisk beside each of their listed “members” (Column 3) that can be found in their home

community. For example, they may be able to put an asterisk beside “church” but not beside

“mosque” due to their local demographic.

7.1 Supporting Lesson Documents

Cousins Grandparents Prisons

Churches Mosques Preschool

Parliament Malaria Clinic Hospital

University Senate Police


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Group #1: Religion

Religion is a social institution that answers questions and explains the seemingly inexplicable.

Religion provides explanations for why things happen and demystifies the ideas of birth and

death. Religions based on the belief in a single deity are monotheistic. Those that encompass

many deities are polytheistic.

Uniting Traditions

When families attend religious services or put up decorations in honor of a holiday, they are

teaching their children about their religion and how to observe it. By engaging in these activities

and traditions, children are united with others of the same religion around the world. In this way,

families teach their own culture as well as the culture of the society at large.

Major World Religions

Most of the world subscribes to one of the following religions:

Christianity: The most widespread world religion, Christianity derived from Judaism. It

is based on the belief that Jesus Christ was the son of God and the redeemer of mankind.

There are many different Christian denominations.

Islam: Followers of Islam are called Muslims. Muslims believe that the true word of God

was revealed to the prophet Muhammad around 570 a.d. God in Islam is the same god as

the Christian and Judaic deity.

Judaism: Judaism is a monotheistic religion that predates Christianity, built on the belief

that they are the “chosen people” of God.

Hinduism: Hinduism is the oldest major world religion, dominant in India. Hindus do

not worship a single person or deity but rather are guided by a set of ancient cultural

beliefs. They believe in the principle of karma, which is the wisdom or health of one’s

eternal soul. Karma can be strengthened with good acts and harmed by bad acts. Hindus

believe that karma plays a role in reincarnation, a cycle of continuous rebirth through

which, ideally, the soul can achieve spiritual perfection. The state of a person’s karma

determines in what form he or she will be reborn.

Buddhism: Buddhists, most of whom live in Japan, Thailand, Cambodia, and Burma,

follow the teachings of Siddhartha Gautama, a spiritual teacher of the sixth century b.c.e.

Buddhism, like Hinduism, does not feature any single all-powerful deity but teaches that

by eschewing materialism, one can transcend the “illusion” of life and achieve

enlightenment.

Types of Religious Groups

Sociologists group religious organizations into three categories: church, sect, and cult.

A church is a religious group integrated with society.

Example: The Roman Catholic Church is well integrated in the society in Spain.


19

A sect is a religious group that sets itself apart from society as a whole.

Example: The Amish of Pennsylvania are a classic sect. Though Christian, they choose to set

themselves apart from the rest of society by their lifestyle, which eschews many aspects of

modernity.

A cult is a religious group that is outside standard cultural norms, typically centered

around a charismatic leader.

Example: The People’s Temple, a cult that emerged in the late 1970s, was led by a man named

Jim Jones. Jones started his cult in San Francisco, then convinced several hundred followers to

move with him to Jonestown, Guyana. He claimed to be a god and insisted on strict loyalty. In

1978, he and 913 of his followers committed mass suicide.

Religion in the United States

In the United States, the degree to which people are religious is related to their social class, race,

and ethnicity. The most affluent people in the United States tend to be Protestant, although Jews

also enjoy a higher-than-average standard of living. Northern Europe, which is mostly Protestant,

was the area of origin for most of the early settlers in America, so people of Northern European

descent tend to come from the most established families and encounter the least amount of

prejudice. People who emigrated from predominantly Roman Catholic countries in Southern and

Eastern Europe and, later, Latin America encountered more prejudice and tend to be less affluent

than the Protestants. However, there is wide variation among the groups.

African-American churches have blended the traditions of Christianity and the African faiths of

the slaves brought to America. These churches have played a major role in promoting civil rights

for blacks.

The Rise of Fundamentalism

Fundamentalism is a strict, literal adherence to religious doctrine accompanied by a rejection of

intellectualism and worldliness. All religions can experience a rise in fundamentalism. Among

Southern Baptists, for example, fundamentalism has been on the rise. The Taliban regime in

Afghanistan adhered to fundamentalist Muslim doctrine.


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Group #2: Government

A government is an institution entrusted with making and enforcing the rules of a society as

well as with regulating relations with other societies. In order to be considered a government, a

ruling body must be recognized as such by the people it purports to govern. A person or group

that considers itself the leading body of a society has no power if the members of the society do

not recognize the person or group as such.

Types of Governments

Most of the world’s governments fall into one of four categories: monarchy, democracy,

authoritarianism, or totalitarianism.

Monarchy is a political system in which a representative from one family controls the

government and power is passed on through that family from generation to generation. Most of

the world’s monarchies are constitutional monarchies, in which the reigning member of the

royal family is the symbolic head of state but elected officials actually do the governing. Many

European countries have constitutional monarchies.

Example: Saudi Arabia is a monarchy. Until recently it was an absolute monarchy, meaning

that the king had complete control of the country. The Saud royal family introduced a

constitution in 1992.

Democracy

Democracy is a political system in which citizens periodically choose officials to run their

government.

Example: El Salvador has a democratic form of government. Throughout most of the nineteenth

century, El Salvador was beset by revolution and war, and from 1931 to 1979 it was ruled by

military dictators. From 1980 to 1992, the country was torn apart by civil war. The country

currently has a stable government and elected president.

Authoritarianism is a political system that does not allow citizens to participate in government.

Example: Zimbabwe is controlled by an authoritarian leader whose human rights violations and

disastrous economic policies have brought on international condemnation. However, not all

authoritarian governments are outcasts. China has an authoritarian government, but it is a

member of the World Trade Organization and a major player in international politics.

Authoritarian or Totalitarian?

There is disagreement among theorists about the exact difference between authoritarianism and

totalitarianism. Both tend to use brutal tactics to suppress perceived opposition. Totalitarian

governments, however, extend their control into virtually all aspects of people’s lives and feature

a “cult of personality” around their leader.


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Totalitarianism

Totalitarianism is a political system under which the government maintains tight control over

nearly all aspects of citizens’ lives.

Example: Cambodia under the regime of Pol Pot and the Khmer Rouge from 1976 to 1978 was

totalitarian. Under the banner of socialism, Pol Pot attempted a radical reformation of Cambodia.

He forced the evacuation of the country’s cities and relocated citizens to communal farms in the

countryside, where they were to be “reeducated” to become part of an idealized communist

agrarian society. Pol Pot’s secret police tortured and murdered over a million “dissenters,”

especially those he viewed as urban intellectuals.

Weber’s Power Theory

Sociologist Max Weber identified power—the ability to achieve ends even in the face of

resistance—as the foundation of government. Getting people to comply with a government’s rule

also requires authority, which is power people believe is just. Weber labeled three kinds of

authority: traditional authority, which rests on well-established cultural patterns; rational-legal

authority, which rests on rules and laws; and charismatic authority, which depends on the

personal magnetism of one person.

Governments in Conflict

Conflicts in governments generally take three forms:

1. Revolution: A violent overthrow of the government by its citizens. Often, a group of

charismatic philosophers and intellectuals sparks the movement.

2. War: Armed conflict between nations or societies. Societies have always waged war

over rights to land and resources or because of conflicting moral, political, or religious

objectives. In the twentieth century, the nature of war changed dramatically with the

development of nuclear weapons. Massive stockpiling of weapons of mass destruction

has made the threat of global annihilation a strong deterrent to war among industrialized

nations.

3. Terrorism: A politically motivated violent attack on civilians by an individual or group.

Since few nations have the military strength to attack the United States directly, terrorism

by extremist groups within and outside the country has become an increasingly potent

threat.


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Group #3: Family


23


24


25


26

Group #4: Law


27


28

Group 5: Healthcare


29


30

Group 6: Education


31


32

Name : _______________________________ Date : ________________________________

HSP3M – 6 Major Social Institutions

In your HOME groups, take turns sharing with you learned in your WORK groups and fill out the following table with the information gathered and presented by your team members.

Social

Institution Purpose Members Responsibilities

1. FAMILY

2. RELIGION

3. LAW

4. EDUCATION

5. MEDICINE

6. POLITICS


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8.0 Learning Activities and Strategies

8.1 Examining Different Social Institutions from Different Sociological Perspectives

Estimated time: 75 minutes

Enduring understandings:

a. Social institutions vary across cultures/communities.

b. The ability to think critically is an essential skill to evaluate the institutions that affect us

in our daily lives.

Essential questions:

- How are social institutions interpreted from different sociological perspectives? How are

they similar? How are they different?

Link to the culminating task:

In this lesson, students will examine different social institutions from two different

sociological perspectives. Students will use this experience when critically examining a real life

institution in their culminating activity. (For example, they may take a Marxist approach to

analysing the institution of their choice for the CA.) At least one of their three

recommendations proposed to their chosen institution must stem from a sociological point of

view. This lesson will further expand their knowledge of the social institutions in our society

today which will also assist them for their CA.

Overview:

The lesson will begin with a quick review of the sociological perspectives previously

studied in Social Science courses and in this course (prior knowledge). Each « row » will be

assigned a sociological perspective. Students will then be asked to think about at least one

point they remember about that particular perspective. Next, they will pair themselves with

another classmate from the same row and share what information they remembered. Finally,

the entire row will share with each other what they remembered. (Students are permitted to

refer to their notes.) The teacher will then ask one or two students from each row to “remind”

the class about their perspective. The teacher will record these points on the blackboard to

serve as a reference for students as they complete the next activity. Each student will then be


34

assigned a social institution and a sociological perspective. (For each social institution, two

different perspectives will be assigned. For example: family, feminist and modernist; military,

Marxist and functionalist.

Students will work individually completing one part of their chart with the social

institution and one sociological perspective. Next they will be paired with another student who

had the same institution but a different sociological perspective to share and compare their

results. Finally, students will be asked to copy their results (in pairs) on to chart paper. Groups

will hang their charts for others to see. The teacher will go through each chart orally with the

students (ensuring all of the information is correct) and highlighting which points would be

important for students to note on their own charts.

Resources: Images of Society textbook pg. 165, student’s class notes, chart paper

Formative Assessment: The teacher will assess student’s charts as the class is discussing and

comparing the results of their charts together orally at the end of the lesson.

8.2 “Educate” Yourself: Examining Different Systems of Education

Estimated time: 150 minutes

Enduring understanding(s):

a. Social institutions are formed by people in groups in society.

b. Social institutions vary across cultures/communities.

c. Social institutions change over time.

d. The ability to think critically is an essential skill to evaluate the institutions that affect us

in our daily lives.

Essential questions:

- Who forms social institutions?

- What are the ways in which social institutions are different? How are they the same?

- What are the impacts/purposes of social institutions changing over time?

- How do institutions make their decisions? How do they determine their priorities?

- Do social institutions overlap in society?


35

Link to the culminating task:

Students will do research on one particular educational institution. They will answer

most, if not all, of the questions they will need to ask themselves when preparing for the CA. In

groups, students will then work together to agree on one way in which their institution may be

improved – the last task of their CA. Students will present their findings in groups to the class

the next day. The teacher will then point out how each educational institution compares and

contrasts with the other and will add another educational institution: their own (education in

Thunder Bay). In groups, students will practice giving short presentations in front of the class.

Overview:

Students will be given a copy of the chart “Examining and Comparing Various

Educational Institutions”. They will then be divided into groups of three. Each student will be

assigned two questions from the chart that they are responsible for researching during a

computer/library research period. The teacher and teacher-librarian will direct students to

where they can find relevant information relating to their questions. Students will have the

remainder of the class to do their research and to share their results with their group members

during the last 15 minutes of the period.

At the beginning of the next class, groups will discuss one way in which their institution

might be improved, something they will have to do individually for their CA. Students will

present their findings to the class in quick 2-5 minute group presentations. To complete this

lesson, the teacher will provide students with the « correct » answers in order to complete their

charts in full. Finally, the teacher will introduce the final column in their chart, “Education in

Thunder Bay, ON” and will present the answers to the questions while making links

(comparisons, contrasts) to the institutions already studied by students in their group

presentations.

Resources : computer lab/library, teacher-librarian, specific websites for First Nations

Education, education in the United States and education in Québec.

Formative Assessment: Teacher will assess students as they are researching individually in the

library. Teacher will also assess and provide feedback to groups based on their mini-

presentations. Finally, students will be asked to submit their one recommendation to the


36

institution in writing. Teacher will review these and provide feedback in writing for students to

look over and use during their CA.

8.3 Are we all in this together? Healthcare and its Privatized vs. Non-Privatized Use

Lesson Time: 75 minutes

Enduring Understandings:

a. Social institutions impact people.

b. Social institutions are all around us and they are formed by dominant groups in society.

c. There are both positive and negative aspects of social institutions.

d. Social institutions vary across cultures and communities.


- How do social institutions affect people’s lives?

- What are the costs of being part of a social institution?

- How do they compare to the benefits?

- What are the advantages of having social institutions? What are the disadvantages? How do

they compare?

- Are the positive and negative aspects the same for everyone?




Link to Culminating Activity:

This lesson will provide an overview and knowledge base about one social institution

that may be addressed in the culminating activity: healthcare. The focus of this class is to for

students to become aware of the influence of healthcare as a social institution and to provide

background information on history and current practices within this institution and how it has

changed over time.

Overview of Key Learning Activities/Strategies:

This lesson will begin with a video on healthcare (10 minutes) and a discussion on

healthcare across cultures (15 minutes) will follow. A discussion on privatized and non-


37

privatized healthcare will follow including an On the Line activity. This activity aims to provide a

source of discussion of the definitions of privatized and non-privatized healthcare. The On the

Line activity addresses the present opinions of students on their preference of privatized versus

non-privatized healthcare.

Students will then participate in a debate. The class is split into two groups and required

to formulate argument for and against BOTH privatized and non-privatized healthcare. Groups

will then be assigned a position to take on the subject of privatized versus non-privatized

healthcare and an organized and guided debate will take place. This activity aims to unpack the

positive and negative aspects of both types of healthcare to help students make an informed

decision about their opinions on each type of healthcare system.

As a culminating activity for the lesson, the “On the Line activity” will be repeated.

Students will participate once again in the On the Line activity in order to reassess their

opinions as a class on privatized and non-privatized healthcare and discuss reasons why their

opinions either remain or have changed.

Resources: 2 videos: Healthcare in Africa: http://www.youtube.com/watch?v=_jYdAw_c0xI and

Healthcare in Canada and the US: http://www.youtube.com/watch?v=npnfbF_PEVc

Formative Assessment:

- Evaluation of group activity sheets completed for documenting points for the debate for

both privatized and non-privatized healthcare systems for each group

- Evaluation of performance and professionalism during the debate for each group

- Participation of individual students during discussions

8.4 Family Affairs: Values, Traditions and Change



a. Social institutions vary across cultures and communities.

b. Social institutions change over time.

c. Social institutions impact people.

http://www.youtube.com/watch?v=_jYdAw_c0xI

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


38





- Who do these changes benefit and who do they harm?

- What role does the past play in shaping the objectives and practices of current social

institutions?

- How do social institutions change?

- How do social institutions affect people’s lives?


This lesson will provide an overview and knowledge base about one social institution

that may be addressed in the culminating activity: family. The focus of these classes is for

students appreciate the diversity and variety of family structures across cultures and

geographical areas. The culminating activity requires a focus on a social institution and its

history of change which will be efficiently addressed using discussions and questions pertaining

to an informative article in this lesson.


To begin this lesson a questionnaire will be distributed. This activity allows students to

consider how much time you spend with members of your family. What activities do they enjoy

doing together? Which ones do they wish they had more time for? Do they have any active

family traditions? Many families in "Working Family Values" have certain traditions or activities

that they do together without fail, such as having a family dinner. Are these kinds of traditions

important in family life? After the questionnaire they will group up with three or four other

students to have a discussion on what the most important things are for a family to do together

and why. Definition of terms used to describe families will be addressed next. In this portion,

students will have time to copy down presented definitions related to family and discuss

examples of each. Terms include matrifocal family, consanguinal family, conjugal family, nuclear

family, marriage, lineage, clan, kinship and descent.


39

Students will assess their own family structure as a class and learn about one another’s

differences and varieties using this activity. Students will be asked to situate themselves in one

of the four corners of the room based on certain characteristics their family exhibits. For

example, students will situate themselves in the room based on whether their family is a

matrifocal, consanguinal, conjugal, or nuclear family. Another example will be to ask students

to situate themselves in the room based on whether their family comes from Canada, Europe,

the Africa or other. More categories can examine the cultural backgrounds and practices of the

different families of students in the class.

An article will be distributed and students will be asked to read it and answer a series of

questions. The article outlines detailed information on family structure and trends across

cultures and regions including the U.S., Canada, Asia, Africa and Europe. It also makes students

aware about changes to family structures that have occurred over centuries. This article makes

students aware of common misconceptions and the widespread variations in family structures

across the world. Discussion questions for written submission will be required. Students will

provide answers to 5 detailed discussion questions related to the above article to be submitted

for marking at the end of the class.

Resources: Web article [http://orpc.iaccp.org/index.php?option=com_content&view=article&

id=47%3Ageorgas&catid=33%3Achapter&Itemid=15, Textbook: Images of Society,

Questionnaire


- Evaluation of answers to 5 discussion questions related to the article assigned to be read.

- Participation in class discussions and activities.

8.5 Politics and Power Struggles: Democracy Please!



a. The government favours some groups of citizens while overlooking others.

b. Social Institutions vary across culture and communities.

c. Most cultures and nations in the world have a form of government.

http://orpc.iaccp.org/index.php?option=com_content&view=article&%20id=47%3Ageorgas&catid=33%3Achapter&Itemid=15

http://orpc.iaccp.org/index.php?option=com_content&view=article&%20id=47%3Ageorgas&catid=33%3Achapter&Itemid=15


40

d. Social institutions change over time.

e. Canada’s democratic leadership has changed throughout the years.


- Who formed this political institution we know as the government of Canada?

- Why was this political institution formed?

- What purpose do you think this institution serves?

- Who does this institution harm/benefit?


Through an explanation of the formation of Canada’s political institution, students will

deepen their understanding of how this political institution was formed, who it benefits/loses,

and how it has changed over time. This information, along with sociological perspectives such

as Max Weber, Conflict and Integrationists theories will be examined, providing students with

more background knowledge and context that will help them in completing their CA.


Teachers will use demonstrations, problem-based learning, Socratic dialogue, reciprocal

teaching, visual stimuli, discussion etc. to introduce topic to students and present information

on institutions and their function. Teachers will also present information to students using

article resources containing information on the sociological perspective. This will be completed

by introducing Max Weber, Conflict perspectives, and different integrationist’s approaches.

Resources: Sociological perspectives on the role of formal institutions, online First Nations

resources i.e. [http://www.postcolonialweb.org/canada/politics/politicsov.html]


- Participation during class discussions and activities

Teacher can perform “Note-taking checks” at the end of each lesson

- Before students leave, together you can brainstorm recommendations or suggestions

for political institutions

- Implement a ticket out the door where students will jot down at least one thought,

comment, question, insight, and/or lingering thought to offer.

http://www.postcolonialweb.org/canada/politics/politicsov.html


41

8.6 Have a Little bit of Faith: Religion as a Social Institution



a. Religious institutions vary across cultures and communities.

b. A global view on religion

c. Religious institutions were formed by people in groups, in society


- Who are the stakeholders in religion institutions?

- How have religious institutions changed over time?

- What differences do we see between cultures here in Canada and cultures in other parts of

the world?

- How did religious institutions first form in Canada?


By examining religion as a social institution, how it was formed, and through various

sociological perspectives, students will be able to develop their critical examination and inquiry

skills to assist them when completing the culminating activity. Students will critically examine a

real life religious institution and provide examples of how this institution does/does not meet

the needs of the community and of its members.

Overview of the Key Learning Activities/Strategies:

Teachers will use story telling methods, of First Nations people, the textbook Images of

Society, and graphic organizers to help students keep track of the social institution being

discussed. Students will communicate through discussion and Think/Pair/Share, to analyze

independent readings of Max Weber, numerous Conflict Theorists and Functionalists

Perspectives.

Resources: Accompanying article for students [http://are.as.wvu.edu/o'toole.html], graphic

organizers, textbook: Images of Society


- Checking for understanding throughout class

http://are.as.wvu.edu/o%27toole.html


42

- Ticket out the door: students must present at least one critical idea that was

demonstrated in class, a specific question he/she may have, and/or a related

thought/idea about the topic of religion as a social institution.

9.0 Resources

INTERNET:

- Family: Variations and Changes Across Cultures

http://orpc.iaccp.org/index.php?option=com_content&view=article&id=47%3Ageorgas

&catid=33%3Achapter&Itemid=15

This article outlines terms used to describe family structures and outlines information

regarding the changing family structure. This article efficiently outlines the development

of modern day family structures across different cultures and geographical areas of the

world such as Canada, the US, Europe and Africa.

- Canada: Politics and Government


This website is a starting point for students to examine the Canadian government and

contemporary issues, such as those of national identities. It also provides a historical

political timeline and a link to other useful resources.

- Religion in Canada: Its Development and Contemporary Situation

http://are.as.wvu.edu/o'toole.html

This article originally appeared in volume 43, no. 1, of Social Compass (1996). It

examines religion in a Canadian context and looks at mainstream religion and religious

branch lines in Canada.

- Sociology Sparknotes: http://www.sparknotes.com/sociology/social-institutions

A concise breakdown of social institutions from a sociological perspective that

concentrates on the main categories of Religion, Economy, Family, Government,

Education and Medicine.

http://orpc.iaccp.org/index.php?option=com_content&view=article&id=47:georgas&catid=33:chapter&Itemid=15

http://orpc.iaccp.org/index.php?option=com_content&view=article&id=47:georgas&catid=33:chapter&Itemid=15


http://are.as.wvu.edu/o'toole.html

http://www.sagepub.co.uk/journals/details/j0116.html


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PRINT SOURCES:

- Images of society – Textbook

This resource is used for teaching the grade 11 Introduction to Anthropology, Sociology

and Psychology course. The textbook outlines definitions used in the social institutions

unit as well as others covered in the introduction course.

- Sociology: The Core 6/e (Michael Hughes, Carolyn J. Kroehler, & James W. Vander

Zanden. The Ohio State University McGraw-Hill)

This text, also available online, offers students summary resources directed at the

sociological perspective on role formation. This text uses theorists and different

sociological perspectives to offer students a lens to view politics, religion and many

other social institutions.

- The Human Way: Introducing Anthropology, Psychology, and Sociology

A textbook often used for teaching the grade 11 Introduction to Anthropology,

Sociology and Psychology course. It provides the teacher with selected readings, case

studies and activity ideas related to the units within the HSP3M course.

VIDEOS:

- Healthcare in the US and Canada: http://www.youtube.com/watch?v=npnfbF_PEVc

- Healthcare in Africa: http://www.youtube.com/watch?v=_jYdAw_c0xI

Both of these videos outline the current healthcare situations of both Canada and the

US, and Africa. This video is an introduction to talking about healthcare across cultures

and introduces the idea of privatized versus non-privatized healthcare.

PEOPLE:

Teacher-librarian

- Since the culminating activity contains a research component, students will rely on the

teacher-librarian as a resource. Information provider, consultant, and teacher, the

teacher-librarian will support and guide students as they are doing their research.

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

http://www.youtube.com/watch?v=_jYdAw_c0xI

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