Lesson Plan | Socioemotional Learning | Classics of Sociology

Objective

Duration: (15 - 20 minutes)

The aim of this stage is to familiarize students with the leading figures in Sociology and their theories while also focusing on their socio-emotional growth. By learning to recognize, understand, name, express, and regulate their emotions, students will be better equipped to manage feelings that arise while grappling with difficult topics, thereby fostering a healthier and more collaborative classroom atmosphere.

Objective Utama

1. Introduce the key figures in Sociology: Durkheim, Marx, and Weber, and their essential contributions to social sciences.

2. Enhance students' ability to identify and comprehend the emotions linked to understanding complex sociological theories.

3. Promote the skill of articulating and managing emotions during discussions and debates about the ideas presented by these authors.

Introduction

Duration: (15 - 20 minutes)

Emotional Warmup Activity

Guided Meditation: Concentration for Sociology

For the emotional warm-up, let's engage in Guided Meditation. This practice is designed to help students focus, stay present, and concentrate, preparing them emotionally for the study of classic Sociology.

1. Prepare the environment: Ask students to settle comfortably in their chairs, feet flat on the ground, and hands resting on their laps.

2. Explain the activity: Inform students that guided meditation will enhance their focus and calm any anxieties they might have about the class.

3. Start the breathing: Encourage students to close their eyes and take deep breaths. Guide them to inhale through the nose, hold for a few seconds, and then release the breath slowly through the mouth.

4. Guide the visualization: Ask them to visualize a peaceful place where they feel relaxed, like a picturesque beach, a serene garden, or any comforting spot.

5. Maintain focus: During the meditation, prompt students to concentrate on their breathing and the tranquil sensations that the imagined place brings.

6. Gently conclude: After around 5-7 minutes, invite students to return to the present by moving their hands and feet slowly, opening their eyes, and reacquainting themselves with the classroom.

Content Contextualization

The classics of Sociology, such as Durkheim, Marx, and Weber, are more than just names; their theories provide insights into how our modern society operates. For instance, exploring Marx allows us to understand the roots of many current social inequalities. It's crucial to acknowledge that students may have varied emotional responses when faced with these concepts — some might feel energized to tackle social issues, while others could find the complexity daunting.

Development

Duration: (60 - 75 minutes)

Theory Guide

Duration: (30 - 35 minutes)

1. Émile Durkheim: Social Facts: Durkheim conceptualized social facts as ways of acting, thinking, and feeling that are external to individuals, exerting a compelling force over them. Anomie: A state where social norms governing interactions become muddled or absent, leading to feelings of confusion. Example: A rise in suicide rates during economic downturns when societal norms are shaken.

2. Karl Marx: Historical Materialism: Marx posits that societal changes stem from material and economic conditions. Class Struggle: Society's history reflects the conflict between oppressor and oppressed classes. Example: The shifts brought about by industrial revolutions that have affected workers and employers alike.

3. Max Weber: Social Action: Weber defined social action as any behavior that is meaningful in context to others' actions. Ideal Types: Analytical tools used for assessing societal aspects. Example: The Protestant ethic and capitalism, where Weber investigates how Protestant values shaped the rise of capitalism.

Activity with Socioemotional Feedback

Duration: (30 - 35 minutes)

Socratic Debate on Classics of Sociology

Students will be organized into groups, each tasked with defending the ideas of either Durkheim, Marx, or Weber. The goal is to foster a debate environment where they can share their feelings, hone their social skills, and appreciate diverse sociological viewpoints.

1. Divide the class: Split the students into three groups, each focusing on one of the authors: Durkheim, Marx, or Weber.

2. Distribute tasks: Each group should delve into the primary ideas of their assigned author and formulate arguments to advocate for them.

3. Prepare for the debate: Allow groups 10 minutes to organize their thoughts and appoint a spokesperson.

4. Conduct the debate: Each group will present their initial arguments for 5 minutes.

5. Rebut and discuss: Following presentations, facilitate a discussion for questions and rebuttals among the groups.

6. Conclude with reflections: Prompt each group to reflect on the emotions felt during the debate and consider how the sociologists' ideas are relevant in everyday life.

Discussion and Group Feedback

After the debate, utilize the RULER method to steer a group discussion on socio-emotional feedback:

Recognize: Have students identify the emotions they experienced during the debate and encourage them to observe their peers' feelings for enhanced self-awareness and empathy.

Understand: Explore the factors leading to these emotions — for instance, the complexity of the issues discussed or the challenge of defending a position. Discuss how differing viewpoints can trigger various emotional reactions.

Name: Encourage students to articulate their feelings accurately, which may include emotions like frustration, excitement, or anxiety.

Express: Teach students how to convey their feelings appropriately in academic debates — advocating for calmly and respectfully expressing disagreement as needed.

Regulate: Discuss ways to manage strong emotions, such as practicing deep breathing, taking meaningful pauses, and fostering positive self-talk. This approach will prepare students to handle challenging situations more effectively in the future.

Conclusion

Duration: (20 - 25 minutes)

Reflection and Emotional Regulation

For the reflection and emotional regulation activity, ask students to write a paragraph about the emotional hurdles they faced during the class and how they navigated those feelings. Alternatively, facilitate a group discussion where students can share insights and coping strategies, encouraging honesty and reflection on how their emotions impacted their understanding of the topics under discussion.

Objective: This section's aim is to promote self-reflection and emotional management, guiding students to identify effective strategies for addressing challenges. By contemplating their feelings, students can enhance their self-awareness and improve their emotional regulation in both academic and personal settings.

Glimpse into the Future

To wrap up the session, invite students to set personal and academic goals related to the content covered. They can jot down one or two specific, achievable goals, aligning these with the theories of Durkheim, Marx, and Weber, alongside aspects of socio-emotional development such as enhancing argumentation skills or fostering empathy in conversations.

Penetapan Objective:

1. Gain a comprehensive understanding of the theories of Durkheim, Marx, and Weber and how they apply in real life.

2. Polish debate and evidence-based argumentation skills.

3. Enhance the ability to recognize and manage emotions during intense discussions.

4. Cultivate empathy and appreciation for differing perspectives.

5. Utilize sociological concepts to analyze current societal challenges. Objective: The intent of this segment is to bolster students' autonomy and facilitate practical application of learning, pushing them to set and pursue goals that advance both their academic and personal growth. Clear goal-setting will help students channel their efforts effectively and continuously, ensuring ongoing progress in grasping the classics of Sociology and building socio-emotional skills.