The5ELessonModel

LessonPlan#
1
SocialControl

Introduction:
Normsmustbefollowedforasocietytorunsmoothly,andtheyareenforcedthroughinternalization
andsanctions.

Objectives:
Content/Knowledge:
1.
Recognizehowsocialnormsbecomeinternalized
2.
CompareandContrastthedifferencebetweenpositivesanctionsandnegativesanction
3.
Differentiatethedifferencebetweenformalandinformalsanctions
4.
Examinehowenforcingnormsthrougheitherinternalorexternalmeanscausessocialcontrol

Process/Skills:
1.
Createtheirownexamplesanctionandbeabletodefendtheimportanceofit.
2.
Usesanctionsinareallifesetting.

Values/Dispositions:
1.
Judgehowsocialcontrolisusedtocontroltheirdailylives.
2.
Interpretthenecessityofusingsanctions.

Standards:
StateIllinoisLearningStandards:

1.

WritingStandardsforLiteracyinHistory/SocialStudies:6.Usetechnology,includingtheInternet,toproduce,
publish,andupdateindividualorsharedwritingproductsinresponsetoongoingfeedback,includingnew
argumentsorinformation.

NationalNationalCouncilfortheSocialStudiesStandards:
1.
2.
3.
4.

III.People,Places,andContinuity:g.describehowpeoplecreateplacesthatreflectideas,personality,
culture,andwantsandneedsastheydesignhomes,playgrounds,classrooms,andthelike
V.Individuals,Groups,andInstitutions:c.identifyexamplesofinstitutionsanddescribetheinteractions
ofpeoplewithinstitutions
V.Individuals,Groups,andInstitutions:f.giveexamplesoftheroleofinstitutionsinfurtheringboth
continuityandchange
VII.Production,Distribution,andConsumption:f.describetheinfluenceofincentives,values,traditions,
andhabitsoneconomicdecisions

NationalNationalStandardsforHistory
1.
UCLADepartmentofHistoryContemporaryU.S.NationalStandards:2d.Thestudentunderstands
contemporaryAmericanculture.

SyntaxProcedures

1.

Engagement
:

a
.

TeacherInstructions

1.
2.
3.
4.
5.
6.

7.
b
.

Beforeclasscomesintoroom,placepublicshamingarticle[D1]at
studentsdesk.
WriteonwhiteboardWhenClassStartsBeginReadingArticle
Whenthestudentsbegintocomeintoclass,simplysitatyourdeskand
observestudents.
Whenastudentissittingquietlyattheirdesk,givethemalollipop.
Observewhetherotherstudentsrecognizethispositivesanctionanddo
thesame.
Once5minuteshavepassedorallstudentshavecaughtonandearned
alollipop,initiateconversationbyaskingstudentsDoesanyoneknow
whyIwasgivinglollipopstocertainpeople?
Discusswithstudentshowyouusedapositivesanctiontoenforce
conformityintheclassroom.

Resource

1.
2.
3.

PublicShamingArticle[D1]
Lollipops
WhiteBoard

1.

Teacherwillinstructstudentstoread[D1]bywritingtheseinstructions
ontheboard.
Teacherwillhavestudentsanalyzeanddiscusstheexperimentandwill
beabletoanswerthequestionastowhycertainpeoplewereableto
obtainalollipop.

c.

StudentActivity

2.

2.

Exploration:

a.TeacherInstructions

1.
2.
3.

4.
5.

b.

Teacherwillhandoutaworksheetonconformity.[D2]
TeacherwillpullupaPowerPointPresentationonConformityand
InternalizingNorms[P1]
Teacherwillleadapresentationwherestudentsareaskedtoanswerthe
questionsontheslidesandintheworksheetandinterpretthepictureon
theslide.
Teacherwilltheninitiatediscussiononeachpictureoncestudentsare
donefillingouttheirworksheets.
Teacherwillexplorethestudentsperspectiveonthecartoonsbyposing
questionsfromtheteachersquestioningsheet,whilegoingtotheslide
onthePowerPointinwhichthepicturebeingdiscussed.[Q1]

Resource

1.
2.
3.

ConformityPowerPointPresentation[P1]
ConformityWorksheet[D2]
QuestioningSheet(teacherpurposesonly)[Q1]

1.

Teacherwillhavestudentsanalyze,answer,andtakenotesonthe
ConformityWorksheet[D2]
Teacherwillhavestudentsvocallysharetheirperspectivebyanswering
questionsaboutthepicturebeingstudied.
Teacherwillhavestudentsanswerquestionsthattheteacherwillpose
fordiscussionaftercompletionofworksheetactivityand
worksheet/PowerPointpresentationdiscussion.

c.

StudentActivity

2.
3.

3.

Explanation:

a.TeacherInstructions

1.
2.
b.

Teacherwillhandoutsocialcontrolandsanctionworksheetforthe
studentstofilloutwhilebeingpresentedtheslideshow.[D3]
Teacherwillleadaquestion/discussionbasedpresentationonthe
smartboardbyusingandfollowingaPowerPointpresentation.[P2]

Resource

1.
2.
3.
4.
5.

DeadPoetsSocietyConformityVideo[L1]
CenterForDiseaseControlAndPrevention:SmokingandTobaccoUse
[L2][D4]
PublicShamingArticle[D1]
SocialControlandSanctionsWorksheet[D3]
PowerPointPresentation[P2]

c.

StudentActivity

1.
2.

Teacherwillhavestudentstakenotesandanswerquestionsbasedoffof
theslidespresented.
Teacherwillhavestudentstakenotesontheslidesbeingpresentedto
thembyfillingouttheinformationonthehandoutsgiventothem[D3]

3.

Teacherwillleadstudentsinadiscussionabouttheinformationand
questionsbeingaskedinthepresentationslides.

4.

Elaboration:

a.

TeacherInstructions

1.
2.

3.
4.
5.
b.

Teacherwillhandoutthearticleandcorrespondingworksheetforthe
3levelguide.[D5][D5.5]
Teacherwilltellstudentshowtheywillbedeterminingifthetextssaid
theliteralstatementspresented,ifthetextsuggestedtheideapresented,
orifthestudentagreeswiththestatement.
Teacherwillinstructstudentsthattheymusthaveexamplesfromthetext
tobackuptheirresponse.
Teacherwillgive1015minutestoallowstudentstocompletethis
readingandworksheet.
Teacherwillinstructstudentsthatwhateverisnotcompletedwillbe
homework.

Resource

1.
2.

Articleforthe3levelGuide[D5]
3levelGuideWorksheet[D5.5]

1.

Teacherwillhavestudentsreadarticleandfillintheworksheetastoldin
thedirectionsoneachsheet.

c.

StudentActivity

5.

Evaluation:

a.

TeacherInstructions

1.
2.
3.
4.

5.
6.
7.

Teacherwillhandouttherubric[D6]andguidelines[D7]forthe
breakingasocialnormproject.
Teacherwillhandoutadocumentthathasexamplesofnormsthatare
acceptabletobreakfortheirproject.[D8]
Teacherwillhavethestudentspicktheirgroupsforthisproject,butthere
mayonlybe3studentspergroup.
Becausestudentswillbepickingtheirgroups,theteacherwillstressthe
importanceofpickingpeoplethatwilldotheworkandnotleaveitforthe
end.
Teacherwillmakeitclearthatnolawistobebroken.
Teacherwillmakeitclearthatthestudentswillbedoingadeviantact,
butthisdoesnotmeansillyorcrazy.
Teacherwillmakeitclearthatthestudentswillbebreakinganeveryday
normthatisseeninsociety.

8.
9.
10.
11.
b.

Teacherwillmakeitclearthattheactsmustbeperformedseriouslyand
withoutlaughter.
Teacherwillexpressthatforeachtimethenormisbroken,anindividual
mustrecordonaphoneorcameratheresponseofthosearoundthem.
Teacherwillallowtherestoftheclassperiodtobeusedforthegroups
todiscusspossibilitiesfortheproject.
Teacherwillinformstudentsthatthisprojectwillbedue3weeksfrom
today.

Resource

1.
2.
3.

Rubricforbreakingsocialnormproject[D6]
Guidelinesforbreakingsocialnormproject[D7]
Examplesofnormstobreakforthebreakingsocialnormproject.[D8]

1.

Teacherwillhavestudentsreadtherubric,guidelines,andexamplesfor
thebreakingasocialnormproject.
Teacherwillallowstudentstoformgroupsof3.
Teacherwillallowtherestoftheperiodtobeusedforthegroupsto
meetandbegindiscussingwhattheywillpotentiallydofortheirbreaking
socialnormproject.

c.

StudentActivity

2.
3.

Resources(SourceCitations&Bookmarks)

[D1]
PublicShamingArticle

Toughlove:Sixthgradersuspendedbyschoolfor
cursingatteacherisforcedtowearapologysignby
mother
TheSouthFlorida12yearoldboyhadsomechoicewordsforhisteacher,butLisetteLopez
cameupwithherownpunishmenttofitthecrime.
BY

DAVIDBOROFF

AsixthgraderfoundhimselfsuspendedfromhisSouthFloridaschoolforthreedaysfor
cursingatateacher.Buttheboy'smotherdidntfeelthatpunishmentwentquitefarenough.
LisetteLopezforced12yearoldsonErolFaustintodressinasuitandtieandcarryalarge
signinfrontoftheOaklandParkschoolaskidswerearrivingMonday,andagainwhenthey
wereleaving,accordingto7News.
Theboywouldhavetorepeatthisfortheotherdayshewassuspended.
"Idisrespectedmyteacher.Iwouldliketoapologizenotonlytothatteacherbuttoalladults,"
thesignreadinpart.Whenaskedbyalocal7Newsreporterwhetherhebelieveshedid
anythingwrong,Erolresponded"Yes."
Theboycanbeseencryingashewasobservedbyotherstudents,buthismotherinsiststhe
ideawasjusttosendamessagetoherson."Thisisn'tforapunishment,"shetold7News."It's
forhimtounderstandthatItriedeverythingIcouldandifthisiswhatittakes,thisiswhatit
takes."

ErolwassuspendedfromJamesS.RickardsMiddleSchoolfortellinghisteacherhedoesn't
givean"f","b"afterbeingaskedtoremovehisbookbag,hismomtold7News.
LisetteLopezalsosaysthatdespitelongtalksandevencounselingsessions,Erolhasbeen
actinglikea"classclown."
"Hehastonsofsupportathome,tonsofsupportfromtheafterschoolsystemandnothing's
working,"Lopeztold7News."Hedoesn'twanttolistentoanybodybuthisfriends.Maybe
that'swhatheneeded."
ManyofthestudentswhosawErolwiththesignapplaudedthemother'sapproach,butthe
unconventionalmovemaynothavetheresultsthatLopezdesires.
"Whatweknowisthatshamingisachildisnothelpful,"Dr.NadineKaslow,aclinical
psychologistwithEmoryUniversity,toldtheDailyNews."Theintentoftheapologyisagood
one,butthatapologycanbeaprivateapologythatcanbedirectedatthepersonorpeople
thedisrespectoccurred."

Kaslow,whospecializesinchildrenandfamilies,saysparentsoftengetfrustratedwhentheir
kidskeepactingupbecausethereisnosimplesolution.

"Whenparentshaveachildwhogetsintrouble,theyoftenfeelatwitsend,"saysDr.Kaslow,
whoispresidentelectoftheAmericanPsychologicalAssociation."Theyarenotsurewhatto
do."

Dr.Kaslowalsosaidthatjustlikeourlegalsystem,youshouldnotbepunishedtwiceforthe
samemisbehavior.

"Iftheschoollandsapunishment,Idon'tthinktheparentsneedtodoonetoo,"shesaid.

[D2]
ConformityWorksheet

Name_____________________

Conformity:
Actionorbehaviorincorrespondencewithsociallyacceptedstandards,
conventions,rules,orlaws

1. Whatdoesthiscartoonsaytoyouaboutconformity?Whatisyour
interpretation?Bespecific.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_____________________________________________________

1.
2.
3.

Whatisthinkingoutsideofthebox?
Whatdoesitmeantothinkaboutthebox?
Pickeithercartoonandtellmeyourinterpretationofwhatitis
symbolizing.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________

1. Whatisthiscartoonillustratingaboutconformityandtakingaction?
2. Whatisthiscartoonillustratingaboutconformityandyourroleasa
citizen?
3. Whatisthiscartoonillustratingaboutconformityandleadership?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_____________________________________________________

1. Whatisyourinterpretationofthiscartoon?Bespecific.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_________________________________


1. Whatarewaysinwhichweimitateeachother?
2. Whatareexamplesofwaysinwhichweconform?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
______________________________________________

[D3]
SocialControlandSanctionsWorksheet
Name_________________

[D4]
CenterForDiseaseControlandPrevention
Smoke-Free Policies Improve Health
Overview
Exposure to secondhand smoke from burning tobacco products causes disease and premature
death among nonsmokers.There is no risk-free level of secondhand smoke, and even brief
exposure can cause immediate harm. Studies have shown that smokefree laws that prohibit
smoking in public places like bars and restaurants help improve the health of workers and the
general population. Some of these improvements in health outcomes, such as reductions in
hospital admissions for heart attacks, begin to be realized shortly after the laws take effect.

Scientific Reviews
Hospitality Workers Health
In 2009, a report by the International Agency for Research on Cancer concluded
that there is sufficient evidence (the highest level of evidence under the reports
rating scale) that implementation of smokefree legislation decreases respiratory
symptoms in workers.
Hospitality Workers Health
In 2009, a report by the International Agency for Research on Cancer
concluded that there is strong evidence (the second highest level of
evidence under the reports rating scale) that implementation of
smokefree legislation causes a decline in heart disease morbidity.
In 2010, a report by the Institute of Medicine concluded that there is a
causal relationship between smokefree laws and decreases in acute
coronary events, although the report was unable to estimate the
magnitude of this association.

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

reduction in hospital admissions for cardiac events following
implementation of smokefree laws.
In 2010, a meta-analysis of 17 studies of the effect of smokefree laws
on acute coronary events reported a pooled estimate of relative risk of
0.90 (95% confidence interval: 0.86 to 0.94) and concluded that a
large body of evidence exists supporting a reduction in acute coronary
events following the implementation of smokefree laws, with the effect
increasing over time.
In 2012, a random-effects meta-analysis of 45 studies of 33 smokefree
laws with a median follow-up of 24 months (range: 257 months) found
that comprehensive smokefree laws were associated with lower rates of
hospital admissions or deaths for:
Coronary events (relative risk: 0.848)
Other heart disease (relative risk: 0.610)
Cerebrovascular accidents (relative risk: 0.840)
Respiratory disease (relative risk: 0.760)
The difference in risk did not change with longer follow-up. More
comprehensive laws were associated with larger decreases in risk.

http://www.cdc.gov/tobacco/data_statistics/fact_sheets/se
condhand_smoke/protection/improve_health/

[P1]
ConformityPowerPointPresentation

ConformityPowerPoint
Presentation

[P2]
SocialControlandSanctionsPowerPointPresentation

SocialControlandSanctions
PowerPointPresentation

Lollipops

[D5]
SocialControlandSanctions3LevelGuide
SocialControl:Law

Law

Socialcontrolentailsrulesofbehaviorthatshouldbefollowedbythemembersofasociety.
Someoftherulesofconductfallintotherealmofgoodmannersastheculturedefinesthem.Assuch
theydescribebehaviorthatissociallydesirablebutnotnecessarilycompulsory.Otherrulesof
conductarenotoptionalandareenforcedbylaws.Incomplex,largescalesocieties,lawsareusually
writtendownformallysothattheycanbeknownclearlytoeveryone.Thisisnotthecasewithlawsin
smallscalesocietiessuchasthoseofforagers,pastoralists,andhorticulturalists.Theirlaws
commonlyaremuchmoreinformal,beingrarelywrittendown.Sincetheyarepartoftheevolvingoral
traditionthatisfamiliartomembersofthesesocieties,thereisnoneedtoexplainthemtoanyone.
However,peoplevisitingfromothersocietiesarenotlikelytoknowwhatthelawsareuntilthereisa
dispute.
Howlawscomeaboutvaries.Insmallscalesocieties,theyusuallyevolveovertimeandarepartof
theculturaltradition.Thesearereferredtoas
commonlaws
.Inlargescalesocieties,manylaws
derivefromoldcommonlawsthatarenowformalizedbybeingwrittendowninpenalcodes.Other
lawsinthesecomplexsocietiesdonotevolveorganicallybutarecreatedbyenactmentinlegislatures
orbyrulers.Thesemayormaynotbecodificationsofexistingsocialnorms.Thoselawsthatparallel
theexistingnormsusuallyaremorelikelytobeacceptedandfollowedwithoutcoercion.
Itisnotuncommonforsomelawstobeconfusingbecausetheyareinconsistentoropento
interpretationindifferentsituations.MurderlawsintheUnitedStatesprovideanexample.Killing
anotherindividualisconsideredtobeaseriouscrimeexceptwhenitisdoneinselfdefenseorin
battleduringawar.Whenitisdefinedasacrime,therecanbemitigatingcircumstancesthatlessen
theseriousnessofthecrime.U.S.statelegalcodescommonlymakeadistinctionbetweenmurderin
the1st,2nd,and3rddegree.Inadditiontherecanbe1stand2nddegreemanslaughter.Theage
andmentalstateofthekillerareoftenalsoextenuatingcircumstances.Somestatesconsideradvising
oraidinginsuicideasbeingacrime.Killingcertainclassesofpeople,suchaslawenforcement
officers,oftencallsforaharshersentenceasdoesmurderwithagunintheactofcommittinganother
crime.Thekillingofapregnantwomanisconsideredmurder,butthesimultaneouskillingofher
unbornchildisnotnecessarilymurder.ThisisbecauseAmericansocietytodayisdividedonthe
understandingofwhenhumanlifelegallybegins.
Crimesanddisputesarerarelysimplemattersinanysociety.Lawsmaybeopento
interpretation,andthereoftenisadifferenceofopinionabouttheevidence.Evenwhenguiltis
established,therecanbeadifferenceofopinionabouttheappropriatepunishmentortermsof
settlement.Becausetheseissuesareopentodifferingconclusions,mostsocietiessettlelegalcases
bytheagreementoftheentirecommunityorarepresentativesampleofit.Jurysystemsaroundthe

worldusuallyarebasedonthisidea.Theassumptionismadethatjurorswillcometoan
understandingthatwouldbeacceptabletoa"
reasonableman
."Inmostsocietiesinthepast,the
"reasonableman"wasthoughttobejustthat,aman.Womenandchildrenwerenotthoughttobe
reasonable,norwereuneducatedpoormen.Subsequently,theywereexcludedfrombeingjurorsand
judges.ThisisstillthesituationinsomeofthemoretraditionalsocietiesoftheMiddleEastandsome
otherregions.
Lawisbynomeanstheonlymethodforcontrollingthebehaviorofdeviantindividuals.People
whoviolatenormscanbesubjectedtogossip,publicridicule,socialostracism,insults,andeven
threatsofphysicalharmbyothermembersoftheircommunity.Thesekindsof
informalnegative
sanctions
areveryeffectiveinsmallscalesocieties.Inlargersocieties,thismethodalsoworks
effectivelyinsmalltownsandsubgroupsofcities,suchasafamily,workgroup,church,orclub.
Insomesocieties,socialcontrolinvolvesthethreatofsupernaturalpunishmentfromthegods
orancestralspiritsfordeviationfromthenorm.Sinceitisassumedthatcrimesagainstotherpeoplein
thesesocietiesarelikelytobepunishedwhethertheyarepubliclyknownornot,thisbeliefindivine
retributionprovidesapowerfultoolforgettingpeopletobehaveproperly.Thepossibilitythatothers
couldusewitchcraftagainstdeviantindividualsalsoisacommoneffectivecoercivemechanismfor
bringingpeopleintoline,especiallyinsmallscalenonwesternsocieties.
Somesocietiesemphasizetheuseofpositivesanctionstorewardappropriatebehaviorrather
thannegativeonestopunishthosewhodonotconformtothesocialnorms.Common
positive
sanctions
includepraiseandgrantinghonorsorawards.Simplyreceivingtheesteemofone'speers
isoftensufficientmotivationforpeopletobemodelcitizens.Examplesofeffectivepositivesanctions
intheUnitedStatesincludesuchthingsasmilitarypromotions,tickertapeparades,andreceiving
goodgradesinschool.Inordertobeeffective,apositivesanctiondoesnotneedtoofferan
immediatereward.Itcanbeasupernaturalrewardfollowingdeath.TheJudeoChristianandMoslem
beliefthatentryintoheavenmustbeearnedbyalifeofgoodbehaviorisanexample.Similarly,the
HinduandBuddhistbeliefthatagoodliferesultsinbeingrebornatahigherlevelofexistenceisa
promiseofafuturesupernaturalreward.
Somenormsineverysocietyusuallycanbeignoredwithoutfearofpunishment.Beingaloner
ordressingoddlyareexamplesofsuchminordeviationsfromthenormsinNorthAmericatoday.
Individualswhodothesethingsmaybelabeledstrange,eccentric,orindependentbutrarelycriminal.
Whichofthesealternativelabelsisappliedmaydependonwhothedeviantindividualhappenstobe.
One'sgender,ethnicity,age,wealth,andsocialclassarelikelytobeimportantfactors.Strange
behaviorbyrich,welldressedpeopleislikelytobeconsideredeccentric,whilethesamebehaviorby
poorpeoplelivingonthestreetismorelikelytobedefinedascriminal.Thisisespeciallytrueifthe
deviantindividualsarestrangersandmembersofasubculturethatisstereotypedasbeing"trouble
makers."Consistentlyoddbehaviorbyahomelesswomanonthestreetislikelytocauseothersto
questionhermentalhealthandseekassistanceforher,whilethesamebehaviorbyahomelessman
maybeseenasapotentialdangertosocietyandgethimarrestedforcreatingapublicdisturbance.

Iseitherofthese
men
committingacrime
or
aretheyonlyacting
oddly?Howdoyou
thinkapoliceman
wouldinterpret
these
situations?

WhatIsACrime?
A
crime
isadeviationfromthesocialnormthatisofsuchmagnitudeastogobeyondwhat
wouldbeconsideredbadmannersoroddbehavior.Societiesrespondtosuchexceptionallydeviant
actionsbycreatinglawstocurbandsometimespunishthem.Thereisnouniversalagreement
betweenthesocietiesoftheworldaboutwhatconstitutescriminalbehaviororhowitshouldbedealt
with.Sufficient
ethnographic
datahavebeencollectedoverthelastcenturytoshowthatsocietieswith
differentkindsofeconomieshaveradicallydifferentsortsoflawsandlegalconcerns.Someactivities
thataredefinedasseriouscrimesinforagingsocietiesareoftennotthoughtofascriminalatallin
largescaleagriculturalones.Thereverseisalsotrue.Thewaythesetwodissimilarkindsofsocieties
dealwithcrimeisradicallydifferentaswell.Inordertounderstandthesedifferences,itisnecessaryto
examinetheirconceptsofwhatconstitutescrimeandtheirapproachestodealingwithit.

http://anthro.palomar.edu/control/con_2.htm

ThispagewaslastupdatedonMonday,July10,2006.
Copyright20042006byDennisO'Neil.Allrightsreserved.

Name____________________________

[D5.5]
SocialControlandSanctions3LevelGuide
SocialControl:Law

Directions:

Readthetextandthenlookatthefollowingstatements.Respondtothe
statementsineachsection.Tickifyouagree,crossifyoudisagree.

Part1:
AsyoureadthearticleSocialControl:Lawdecidewhichstatementsbelowareclearly
statedinthetext.Markeachstatementthatis
clearlystatedandbepreparedtosupportyour
choice.
_______1.SocialControlentailsrulesofbehaviorthatshouldbefollowedbysocietyandcan
beoptionalorlaw.

_______2.LargeScalesocietiesusuallyhavelawsthatareformallywrittendownsotheyare
knownclearlytoeveryone.

_______3.Lawsthatparallelexistingnormsusuallyaremorelikelytobeacceptedand
followedwithoutcoercion.

_______4.Lawsthatcomeaboutvarydependingonwhethertheyarefromsmallscale
societiesorlargescalesocieties

_______5.SmallScalesocietiesmakeithardforthoseinothersocietiestoknowtheirlaws.

_______6.SmallScalesocietieshavemuchmoreinformallawsthatarerarelywrittendown
sincetheyarepartoforaltradition.

Part2:
Readthefollowingstatements.Markeachstatementthat
expressedanideathatcanbe
supportedwiththeinformationinthetext
.Bepreparedtodiscussthesupportingevidence
thatledyoutoyourchoices.
_______1.Lawscanbeconfusingsincetheyareinconsistentoropentointerpretationin
differentsituations.

_______2.Killingcertainclassesofpeople,suchaslawenforcement,oftencallsforaharsher
sentence.

_______3.Thekillingofapregnantwomanisconsideredmurder,butthesimultaneouskilling
ofherunbornchildisnotnecessarilymurder.

_______4.Lawsmaybeopentointerpretation,andthereoftenisadifferenceofopinion
abouttheevidence.

_______5.Women,children,andpoormenwereexcludedfrombeingjurorsandjudgessince
theywerenotacceptedas"reasonableman."

_______6.Informalnegativeandpositivesanctionsprovideanothermethodforcontrollingthe
behaviorofdeviantindividuals.

Part3:
Readthefollowingstatements.Markeachstatementthat
youthinkisreasonableandthatcan
besupportedfromthetextcombinedwithwhatyoualreadyknow.
_______1.SocialControlcaninvolvethethreatofsupernaturalpunishmentfromthegodsof
ancestralspiritsfordeviationfromthenorm.

_______2.Supernaturalsanctionsfromgodsorancestralspiritsfordeviatingfromthenorm
areseentoactasapowerfultoolforgettingpeopletobehaveproperly.

_______3.Anindividual'sgender,ethnicity,age,wealth,andsocialclass,areimportant
factorsinapplyingalternativelabelstodeviantindividuals.

_______4.Crimeisadeviationfromthesocialnormthatisbeyondwhatwouldbeconsidered
badmannersoroddbehaviors.

_______5.Societieswithdifferentkindsofeconomieshaveradicallydifferentsortsoflaws
andlegalconcerns.

[D6]
RubricforBreakingaSocialNormProject

StudentName:________________________________________

Project:
BreakingaSocialNorm

CATEGORY

DigitalCamera
Use

Pictureishighquality.
Themainsubjectisin
focus,andthe
breakingofthesocial
normaswellasthe
reactionsfrom
individualsareclear
andpresent.

Pictureisgood
quality.Themain
subjectisnotquitein
focus,butthe
breakingofthesocial
normaswellasthe
reactionsfrom
individualsare
acceptableandseen.

Thepicturesareof
marginalquality.The
subjectisinfocusbut
itisnotclearwhat
thepictureisabout.

NopicturetakenOR
pictureofpoor
quality.

Effectiveness

Projectincludesall
materialneededto
gainacomfortable
understandingofthe
topic.Itisahighly
effectivestudyguide.

Projectincludesmost
materialneededto
gainacomfortable
understandingofthe
materialbutislacking
oneortwokey
elements.Itisan
adequatestudy
guide.

Projectismissing
morethantwokey
elements.Itwould
makeanincomplete
studyguide.

Projectislacking
severalkeyelements
andhasinaccuracies
thatmakeitapoor
studyguide.

Cooperation

Groupdelegates
tasksandshares
responsibility
effectivelyallofthe
time.

Groupdelegates
tasksandshares
responsibility
effectivelymostofthe
time.

Groupdelegates
tasksandshares
responsibility
effectivelysomeof
thetime.

Groupoftenisnot
effectivein
delegatingtasks
and/orsharing
responsibility.

Sequencingof
Information

Informationis
organizedinaclear,
logicalway.Itiseasy
toanticipatethetype
ofmaterialthatmight
beonthenextcard.

Mostinformationis
organizedinaclear,
logicalway.Onecard
oritemofinformation
seemsoutofplace.

Someinformationis
logicallysequenced.
Anoccasionalcardor
itemofinformation
seemsoutofplace.

Thereisnoclearplan
fortheorganization
ofinformation.

Content
Accuracy

Allcontentthroughout
thepresentationis
accurate.Thereare
nofactualerrors.

Mostofthecontentis
accuratebutthereis
onepieceof
informationthatmight
beinaccurate.

Thecontentis
generallyaccurate,
butonepieceof
informationisclearly
flawedorinaccurate.

Contentistypically
confusingorcontains
morethanone
factualerror.

Originality

Presentationshows
considerable
originalityand
inventiveness.The
contentandideasare
presentedinaunique
andinterestingway.

Presentationshows
someoriginalityand
inventiveness.The
contentandideasare
presentedinan
interestingway.

Presentationshows
anattemptat
originalityand
inventivenesson12
cards.

Presentationisa
rehashofother
people\'sideas
and/orgraphicsand
showsverylittle
attemptatoriginal
thought.

Sounds
planning

Carefulplanninghas
goneintosounds.All
soundsimprovethe
contentor\"feel\"of
thepresentation.

Someplanninghas
goneintosounds.
Mostenhancethe
contentor\"feel\"of
thepresentation,but
12seemtobeadded
fornorealreason.
Nonedetractfromthe
overallpresentation.

Soundsthatare
chosenare
appropriateforthe
topic,butsome
detractfromthe
overallpresentation.

Soundsarenot
appropriateforthe
presentation.

Spellingand
Grammar

Presentationhasno
misspellingsor
grammaticalerrors.

Presentationhas12
misspellings,butno
grammaticalerrors.

Presentationhas12
grammaticalerrors
butnomisspellings.

Presentationhas
morethan2
grammaticaland/or
spellingerrors.

[D7]

GuidelinesfortheBreakingaSocialNormProject
Thefollowingformatistobefollowedasyouwriteupthisexercise.Pleasenotethatthisisaskeletal
outlineandisintendedtohelpyoudecidewhatinformationtoincludeinyourreport.Besuretocover
allofthesepoints,butdontfeelthatyouarelimitedtothem.Elaborateandbecreativewhereyou
can.Incorporateasmuchasyoucanfromyourlearningaboutsociologyineverydaysettings.

YouMUSThaveavideoofyouperformingthebreakingofthenorm.
YouMUSThaveavideoofthereactionsofindividualsthattheexperimentisbeingperformed
on.
YouMUSTanalyzeyourvideoandexperienceandcreatea25pagereportthatistypedand
doublespaced.Goodgrammarandsentencestructureareexpected.
YouMUSTcreateapowerpointpresentationthatincludesthevideo,illustratesyouroverall
experiment,yourfindings,andthesanctionsgivenfromindividuals.
YouMUSTasagrouppresentthistotheclassthedaytheassignmentisdue.

Theformattouse:

1.

StatementoftheProblem
A.

Definethenormyouwillviolate.
B.

Describebrieflyhowthisnormactsasamechanismofsocialcontrol.
C.

Describewhatyouwilldotoviolatethenorm.

2.

Hypothesis
A.

Describetherangeofpossiblereactionsotherswillhavetotheviolationofthisnorm.
B.

Whatdoyoupredictthemajorreactionwillbe?

3.

Describethesetting
A.

Physicalwhereisthenormviolationtakingplace?
B.

SocialHowmanyandwhattypesofpersonsareobserving?

4.

Describetheincidenttellwhathappened.

5.

SummaryandInterpretation
A.

Howdidyoufeelasyouwereviolatingthenorm?
B.

Whydidyoufeelthewayyoudid?
C.

Didpeoplereactthewayyouexpected?Explain.
D.

Didyouencounteranydifficultiesincarryingoutyourassignment?
E.

What,ifanything,didyoulearnabouthownormsexercisesocialcontrol?
F.

Anyotherpertinentobservations.

Rulesfornormviolating:

1)
2)
3)
4)
5)
6)
7)
8)
9)

Besafe.Thisruletrumpsallotherrules.

Youmustvideorecordtheresponseofthepeoplearoundyou.

Youmustviolatethenormwithyourgroupbutyoucanhaveafriendvideotapeforyou.

ThebehavioryouchoosemustbenonnormativeacrossourculturehereintheUnitedStates.
Youmanynotharmanyone,includingyourself.Thisincludesgettingyourselfintrouble.
YoumayNOTdisruptyourclasses.
YoumayNOTbreakanylaws.
Onlybreakonenorm.
Whileviolatingthenorm,acttotallynormallyineveryotherway.Violatingmanynormsatonce
simplymakesyoulooklikeacrazyteenager,thusyouarentreallybreakinganorm(people
expectteenstoactcrazysometimes).
10)
Dosomethingyouwouldntnormallydo.

[D8]

ExamplesforBreakingaSocialNormProject

Ideas for Norms to Break:

1)

Break rules of social distance

: sit down with a stranger at a restaurant even if other tables are
clearly available, speak to an acquaintance at an unusually small distance, stand right next to
another person in an elevator when only two of you are there, hold hands with a friend of the same
sex, surprise a same-sex friend with a kiss on the cheek, stand too close to someone in line in front
of you.
2)

Be unusually helpful
: buy a small present and give it to a barely known acquaintance, pass out
nickels to strangers on the street, make helpful suggestions to strangers on what to buy in a
supermarket
3)

Break rules for eye contact

: Make too much eye contact (stare) or too little, talk to others while
looking at their forehead or ear, stare at strangers walking past on the sidewalk, blink excessively.
4)

Dress inappropriately
: dress for a different season, dress too fancy or too casual
5)

Obey the speed limit

6)

Break norms of social etiquette

: cut into the middle of a line, ask someone you dont know for
his/her seat in a public place, applaud at the end of a class, randomly greet people as they walk
into school with a handshake and a good morning.
7) Pronounce words incorrectly:
speak to individuals while randomly mispronouncing words. See if
they correct you or if they ignore it completely. Observe their reaction.

[Q1]
QuestioningSheet


1.
2.
3.

(ForTeacherUseOnly)
CloselyObservingtheSource
Whocreatedthis?
Whenwasitcreated?
Wheredoesyoureyegofirst?

1.
2.
3.

SeeingKeyDetails
Whatdoyouseethatyoudidntexpect?
Whatdoyouseethatyoudidexpect?
Whatpowerfulwordsandideasareexpressed?

StudentsPersonalResponse
1. Whatfeelings/thoughtsdoesthissourcetriggerinyou?
2. Whatquestionsdoesthissourceraise?

1.
2.
3.
4.
5.

SpeculatingAbouttheSource,Creator,Context
Whatwashappeningduringthistimeperiod?
Whatwasthecreatorspurposeinmakingthis?
Whatdoesthecreatordotogethis/herpointacross?
Whowastheintendedaudience?
Whatbiasesorstereotypesdoyousee?

DoesThisAgreeWithWhatOthersHaveSaidorWithWhatStudents
InitiallyBelieved?
1. Askstudentstotesttheirassumptionsfromthepast.
2. Askstudentsifthereareothersourcesthattheycanrecallthatsupportor
contradictwhatthecreatorisgivingashis/hermainpoint.

(Optional)SummarizingWhatTheyHaveLearned
Studentsmustincludereasonsandspecificevidencetosupporttheir
conclusions.