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9.1 – Overview (1 day)

9.1 – Overview (1 day). Introduction to Unit – Group Game Castle Building Activity Expectation: To demonstrate an understanding of the various reasons and different ways in which individuals form groups, and categorize various types of groups in Canadian society. Procedure:

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9.1 – Overview (1 day)

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  1. 9.1 – Overview (1 day) • Introduction to Unit – Group Game • Castle Building Activity • Expectation: • To demonstrate an understanding of the various reasons and different ways in which individuals form groups, and categorize various types of groups in Canadian society. • Procedure: • PowerPoint presentation on terminology and the question: Why join large groups? • Case scenario:Mike • Activity-advanced organizer: Mike’s Case, Elaine’s Case

  2. Extension: Reflection Activity Think of a group that you have joined in the past. Read the three explanations of why Mike and Elaine joined a school team. Which of the three explanations most closely resemble your reasons for joining a group? Why?

  3. 9.2 – Formal Organizations and Bureaucracies (Day 1 of 2) • “Bathroom Bureaucracy” maze and discussion • Advance organizer for key concepts • Example of bureaucracy vs. non-bureaucracy • Categories of bureaucracies • Group Activity-present one of Weber’s characteristics

  4. 9.2 – Bureaucracies (continued) Day 2 of 2 • Brainstorm exercise-procedures in obtaining a license, loan, and insurance • Advance organizer “Perspectives on Bureaucracies” –read from text as a class • Bureaucracies Interview Worksheet-interview school administration about school’s structure

  5. 9.3 – Meeting Needs Through Groups (5 Days) Expectation: To describe the different types of groups that form to serve collective (e.g., study groups, self-help groups, political groups, cults, youth subcultures). Sub-task 1a: Introduction to Meeting Needs Through Groups -list of needs, terminology Sub-task 1b: a) Improving Quality of Life (e.g. feminist organizations) -advanced organizer, feminism article

  6. continued Sub-task 2a: b) Empowerment (e.g., Aboriginal groups) -advanced organizer, Case study: Walpole Island First Nation Sub-task 2b: c) Improving social status (e.g. Advocacy Groups) -advanced organizer, Point and counterpoint- Venn diagram

  7. continued Sub-task 3a: Relieving Others’ Suffering (e.g. non-profit organizations) -advanced organizer Sub-task 3b: (e.g. NGOs) -Case study: Free the Children, internet site, article review, poster in support of achieving “Sweatfree Status”

  8. continued Sub-task 4a: e) Achieving Social Goals (e.g. social movements, militant groups) -advanced organizer, chart (group work-pros and cons of T.O.’s Olympic bid), reflection paper Sub-task 4b: Achieving Environmental Goals (e.g., environmental groups) -advanced organizer, group work: environment magazines

  9. 9.4 Introduction-Group Membership and Conformity (2 days) • “Pledge form” for donations • Advance organizer (anthro.,psych., soc.views) • Stanley Milgram’s study • Social science research analysis/presentation • Historical examples • Role-play exercise • Stockholm Syndrome

  10. 9.4 (continued) – Conformity (2 days) • Review of concepts • Viewing of the film, “Heathers” and question sheet • Discussion

  11. 9.4 continued – Virtual Communities (1 day) • Brainstorm internet groups • Discussion of pros/cons of such groups • Research assignment-students will research on the internet one example of a virtual community • Assignments will be evaluated with a rubric

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