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LESSON PLAN

SUBJECT: GRADE: DATE: TOPIC(S): AIM: Social Studies 10 January 4 15, 2010 My Life Outside My Family Social Groups To help students develop an awareness and importance of groups to individuals

OBJECTIVES:

By the end of the period students should be able to:

1. Define and use correctly the following terms: a. b. c. d. Social control Group Cohesion Norms Laws

2. Outline the reasons for creating and maintaining laws in the society. 3. List the different agents of control 4. Describe factors which promote group cohesion. 5. Identify factors that lead to indiscipline among group members. 6. Identify the essential qualities of a good leader Instructional Materials: Dictionary, textbook, handouts, pictures

Methodology: Dictionary work, questioning, discussion, guided reading,

Content: Obj. 1 Social Control means of ensuring that a group of people or individual observe the laws and norms of the group. Group Cohesion unity amongst group members Norms Broad categories of unwritten rules which exist in and within groups Laws Rules which have been enacted by the legislature of a country with specific penalties imposed for breeches. Obj. 2 Reasons for enforcing and maintaining laws in the society include: To force obedience on the population, thereby controlling behaviour To maintain peace and order in the society when crime is prevented To deter people from committing criminal activities To compensate victims of crime To guarantee justice and equality of treatment to the population

y y y y y Obj. 3

Agents of Social Control Wherever individuals find themselves, be it in the family, the workplace or on the streets, acceptable ways of acting and behaving must be established. Agents such as the family socialize offspring from an early age; religious and educational institutions perform similar roles; rules and regulations in homes and schools determine the types of behaviours that are expected of their members. Finally, the legislature passes laws for the entire society. The police service and the courts help to ensure that these laws are being observed. Obj.4 Factors which promote group cohesion A group of people with unite once there are factors which exist to help them to do so, for instance: y y y Celebrations Disasters Threat from a common enemy

Obj.5 Factors which lead to indiscipline among group members include: y y y y y


Obj. 6 A good leader is: y y y y y y Intelligent showing powers of understanding and learning to a high degree Fair unbiased and in accordance with the rules Self Confident sure if their own power to succeed Sincere Free from pretence or deceit Honest not likely to lie, cheat or steal Tolerant willing to listen to and consider the views of others

Outside influences Poverty Poor time management Disorganization Poor leadership

Plan of Action The teacher will: Use a concept map to determine the meaning of the terms in obj.1 Present scenarios that will aid in determining the reasons for enforcing and maintaining laws in the society. Encourage students to read from text and discuss the various agents of control and the steps they take in playing their role Engage students in a discussion to determine the various factors which promote group cohesion and to help them to find examples in their communities and the society as a whole. Guide students in identifying reasons for indiscipline among group members. Encourage them to make a cartoon highlighting these reasons. Present students with scenarios for them to identify characteristics of a good leader Prepare and present notes for the lessons

Culminating Activities Students will be placed in groups of six. They will develop a utopian society where they will constitute their own rules, regulations and sanctions; determine the agents of control within the society and some of the ways in which they intend to promote group cohesion. In their groups students will make up a skit showing the reasons for indiscipline among members of a group. Evaluation 10E1 Students are very cooperative, they paid attention to the lessons and show enthusiasm for learning. They asked attention-grabbing questions and had remarkable information to share with the class. They seemed intrigued when they learnt about the various agents of control and the ways in which they function to control members of the society. 10T This class is becoming more settled and the students are also more interested in the subject. They have found a relationship between the topic and their everyday lives; especially in terms of the agents of control that impact on their lives directly. They were also able to determine the qualities of a good leader and to identify their classmates who have similar qualities. The lessons went well. 10R2 The students in this group are a little slower than the groups preceding them; however they tend to ask more questions and are able to get a full understanding of what is being taught. It was easy to see their dislike for a few of the agents of control we studies; however in discussing the importance of laws in a society and creating one of their own they were able to appreciate the importance of these elements in keeping a peaceful society. 10P As previously observed and noted, this set of students are passive, therefore much questioning was used to get them to open up; the teacher also used scenarios that she believed would be familiar to them to explain terms and to initiate and guide discussions. They were most vocal in discussing the various agents of control and the way in which leaders of society designate persons to be one of these agents; (for instance, saying Thank you to show appreciation is one norm that is a part of the Jamaican society, and without thinking parents usually instil this behaviour in their children even before they are able to speak. Thus parents are the first agents of control and they socialize their children to follow what the society deems as normal). The students showed appreciation for the role these persons played when they were asked to close their eyes and visualize a Jamaica that existed without simple courtesies.

LESSON PLAN SUBJECT: GRADE: DATE: TOPIC(S): AIM: Social Studies 10 January 18 29, 2010 My Life Outside My Family - Institutions To help students develop an awareness of the importance of institutions, and their role in the development of society. By the end of the period students should be able to:

OBJECTIVES:

1. Define and use correctly the following terms: i. institution ii. government 2. Identify the different types of institutions 3. Examine the roles played by each type of institution 4. Categorize institutions in the Jamaican society 5. Work independently Instructional Dictionary. Material: Methodology: Questioning, reading, discussion. Content: 1. Definition of terms; a. Institution an association which has an organisational structure; serves a particular need in the society; has sanctions for rewards and punishment and proof that it endures over time. b. Government an agency or body which has the authority to control and direct the affairs of a country.

2. Types of Institutions
Banks, Trade Unions, Credit Unions, Insurance Companies etc.

Schools, collages & Universities

Economic

Educational

TYPES OF INSTITUTIONS

Religious

Recreational

Churches, Temples, Synagogues, Mosques etc.

Political

Political Parties, Government

Sporting clubs (cricket, swimming, football, tracks ect.)

3. Roles played by each institution Educational Schools, colleges and universities y y y Provides to society a population skilled in a variety of areas Produces citizens with attitudes and values needed by society in order to ensure peace and progress Serves as an agents of cultural transmission (languages, history, beliefs, customs and values)

Economical Banks, credit unions, trade unions, insurance companies etc. y Banks & Credit Unions y Trade Unions accepts money on deposit Generate interest for money left on deposit Offer loans to entrepreneurs, individuals and government Pay bills on behalf of clients Offer financial advice to clients obtain and maintain just and proper wages and working conditions Settle disputes between member and employers; two members; members and other workers Provide benefits (death, accidental injury on the job, housing assistance, legal advice/ legal assistance etc.) provide financial coverage for health, life and property

Insurance Companies

Religious Churches, Mosques, Temples etc. y y y y y Provides members with a sense of identity and belonging Establishes certain code of conduct which bring about cooperation and cohesion among members Relieves fear, anxiety and frustration by being assured of divine intervention in times of disaster Provides answers and gives reasons for existence Provide direction and focus for lifes journey

Political Political Parties, government y In order for a country to progress and for its citizens to have freedom to live without being fearful for their lives and property, there must be order. Choosing a government and giving it power to make and maintain laws help to ensure order in a country. Every government has an opposition party; the role of this party is to ensure that the government is doing its duty as servants of the people and act in the best interest of the people, for this reason they are referred to as a watch dog group.

4. Institutions Greater Portmore High Jamaica Labour Party RBTT JTA UWI Peoples National Party Truth Tabernacle Seventh Day Adventist Kingston Cricket Club Reggae Boys Football Team 3 3 3 3 3 3 3 3 Economic Educational 3 3 Religious Recreational Political

Plan of Action

Teacher will: Use context clues and dictionary skills to help students to define the terms Promote and encourage guided reading from text so students will be able to determine types of institutions Guide examination of these institutions to see if they meet the criteria of being classified as an institution Facilitate discussion about the roles these institutions play in the development of the Jamaican society Provide check list and oversee students while they complete check list on their own to indicate where some familiar institutions fall in terms of type. Mark check list and provide feedback

Culminating Activities 1. Students will create their own checklist with the names of institutions that they are familiar with; they will identify the category in which each institution fall. 2. Students will be placed in five groups depicting the five types in institutions studied. They will highlight the organisational structure, the roles played and the rewards and punishments meted out by each institution. Evaluation

LESSON PLAN
SUBJECT: GRADE: DATE: TOPIC(S): AIM: Social Studies 11 January 4 15, 2010 I Am An Informed Consumer The consumer To help students develop an awareness of the importance of consumers in the society

OBJECTIVES: By the end of the period students should be able to: 1. Define and use correctly the following terms: a. Consumer b. Thrift c. exploitation

2. Outline the different categories of consumers 3. Identify the characteristics of a wise consumer 4. Discuss ways in which consumers are exploited 5. Identify the various institutions and organizations which operate to protect consumers from exploitation. 6. Demonstrate wise consumerism

Instructional Materials: Dictionary, textbook, handout

Methodology: Dictionary work, questioning, discussion, guided reading,

Content: Obj. 1 Consumer a person who uses goods and services in order needs and wants Thrift - the demonstration of careful spending Exploitation the act of tricking a person into doing something he/she would not ordinarily do.

Obj. 2 Consumers purchase and use goods; they also utilize services and apply for loans or credit. Therefore, consumers fall into three main categories:

CONSUMERS OF

GOODS SERVICES y y y y Food Clothes House Books y y y y Insurance Transport Medical tutoring y y y

CREDIT Loan Hire purchase overdraft

Obj. 3 The wise consumer conserves by: Budgeting Creating a list and adhering to its content Shopping around to compare prices Deferring purchases to catch sales when offered Purchasing goods when they are in season and storing them for off season Growing a backyard garden Buying in bulk Turning off lights and taps when not in use Carpooling Caring for possession

y y y y y y y y y y

y Obj.4
Consumer beware, the marketplace is not always fair. Many schemes are devised to catch the unwise. Your hard-earned cash is what they re after, leaving you exploited forever to suffer.

In order to avoid exploitation, the consumer must first be aware of the devises used by some unfair suppliers of goods and services. y Black marketing Goods with ceiling prices established by law are sold above the control price. Hoarding Items that are scarce are only sold when a consumers total purchases are above a stipulated amount. Sometimes the scarcity of these items is artificial. Bait-and-switch A good may be advertised at an attractively low price, however when the consumer enquire for the product they are told that all existing stock were sold, there they are persuaded to purchase a substitute at a higher price. Loss-leaders This is when a few items are being sold extremely cheap, giving the consumer the impression that the outlet sells all its goods at a low price, however other items are highly overpriced. False sales Outlet offers reduction in the prices of goods when in fact the sale price might be even higher than the regular price. False claims on advertisements The aim is to appeal to consumers need for instantness and so they are tricked into buying items advertised in this way only to learn afterwards that the claims are far from the truth.

Obj.5

Plan of Action The teacher will: Use a concept map to determine the meaning of the terms in obj.1 Encourage students to read from text and discuss the various types of consumers Present scenarios that will aid in determining the characteristics of a wise consumer. Engage students in a discussion to determine the various ways in which seller trick consumers into purchasing goods or services. Guide students reading of textbook to identify the different institutions and organization aimed at protecting consumers. Facilitate students participation in the skit on page 370 of their textbook. Prepare and present notes for the lessons

Culminating Activities 1. Students will be placed in groups where they will be given the task of creating a list of goods to purchase for a family of four (goods will be expected to last for four weeks) after which they will be asked to budget $50,000.00 for a family of four. The grocery list and the budget must be realistic, methods of conserving energy and water can be noted. 2. In their groups, students will pretend that they are consumers who have been exploited. One will be the seller, another, the consumer, others will be friends giving advice and a representative from one of the institutions or organizations designed to protect consumers.

Evaluation 11T Some of these students are becoming more settled, however, there are still a few who have not settled down. They liked the fact that the topic is one which they can relate to. They enjoyed finding out the characteristics of a wise consumer especially since we are being encouraged to conserve. Three students participated in the skit on page 370 of the textbook; they added their own flair to the piece and grabbed the attention of their classmates, who asked pertinent questions. Student participated in discussions and shared some of the tactics used by shop operators in their communities to exploit consumers. They show enthusiasm in doing the culminating activities and were awed when they found out that preparing a shopping list and budgeting was very important in being wise consumers. They also liked the fact that they were learning that as consumers they could turn to agents for protection from exploitation. Overall the lesson went well.

LESSON PLAN SUBJECT: GRADE: DATE: TOPIC(S): AIM: Social Studies 11 January 18 29, 2010 I Am An Informed Consumer Consumer Rights & Responsibilities To help students develop an awareness of their rights and responsibilities as consumers. By the end of the period students should be able to:

OBJECTIVES:

1. Define and use correctly the following terms: i. institution ii. government
2. 3. 4. 5. To inform students of their rights and responsibilities as buyers To provide a standard approach to complaining in a shop To reinforce the theme of the lesson by encouraging participation and role play To highlight the greater risks in buying from markets, boot fairs and one day sale

6. Identify the different types of institutions 7. Examine the roles played by each type of institution 8. Categorize institutions in the Jamaican society 9. Work independently Instructional Material: Dictionary. Methodology: Questioning, reading, discussion. Content: 1. Definition of terms; c. Institution an association which has an organisational structure; serves a particular need in the society; has sanctions for rewards and punishment and proof that it endures over time. d. Government an agency or body which has the authority to control and direct the affairs of a country.

2. The rights of the consumer

a. The Right to Safety - to be protected against the marketing of goods which are hazardous to health or life.

b. The Right to Choose - to be assured, wherever possible, access to a variety of products and services at competitive prices: and in those industries where competition is not workable and Government regulation is substituted, an assurance of satisfactory quality and service at fair prices.

c. The Right to Information - to be protected against fraudulent, deceitful or grossly misleading information, advertising, labelling, or other practices and to be given the facts s/he needs to make an informed choice.

d. The Right to be Heard - to be assured that consumer interests will receive full and sympathetic consideration in the formulation of Government policy, and fair and expeditious treatment in its administrative tribunals.

3. Roles played by each institution Educational Schools, colleges and universities y y y Provides to society a population skilled in a variety of areas Produces citizens with attitudes and values needed by society in order to ensure peace and progress Serves as an agents of cultural transmission (languages, history, beliefs, customs and values)

Economical Banks, credit unions, trade unions, insurance companies etc. y Banks & Credit Unions accepts money on deposit Generate interest for money left on deposit Offer loans to entrepreneurs, individuals and government Pay bills on behalf of clients

y Trade Unions -

Offer financial advice to clients obtain and maintain just and proper wages and working conditions Settle disputes between member and employers; two members; members and other workers Provide benefits (death, accidental injury on the job, housing assistance, legal advice/ legal assistance etc.) provide financial coverage for health, life and property

Insurance Companies

Religious Churches, Mosques, Temples etc. y y y y y Provides members with a sense of identity and belonging Establishes certain code of conduct which bring about cooperation and cohesion among members Relieves fear, anxiety and frustration by being assured of divine intervention in times of disaster Provides answers and gives reasons for existence Provide direction and focus for lifes journey

Political Political Parties, government y In order for a country to progress and for its citizens to have freedom to live without being fearful for their lives and property, there must be order. Choosing a government and giving it power to make and maintain laws help to ensure order in a country. Every government has an opposition party; the role of this party is to ensure that the government is doing its duty as servants of the people and act in the best interest of the people, for this reason they are referred to as a watch dog group.

y 4.

Institutions Greater Portmore High Jamaica Labour Party RBTT JTA UWI Peoples National Party Truth Tabernacle

Economic

Educational 3

Religious

Recreational

Political 3

3 3 3 3 3

Seventh Day Adventist Kingston Cricket Club Reggae Boys Football Team

3 3 3

Plan of Action

Teacher will: Use context clues and dictionary skills to help students to define the terms Promote and encourage guided reading from text so students will be able to determine types of institutions Guide examination of these institutions to see if they meet the criteria of being classified as an institution Facilitate discussion about the roles these institutions play in the development of the Jamaican society Provide check list and oversee students while they complete check list on their own to indicate where some familiar institutions fall in terms of type. Mark check list and provide feedback Culminating Activities 3. Students will create their own checklist with the names of institutions that they are familiar with; they will identify the category in which each institution fall. 4. Students will be placed in five groups depicting the five types in institutions studied. They will highlight the organisational structure, the roles played and the rewards and punishments meted out by each institution. Evaluation