1. 1-30-09 Good Luck and Good Bye Vanessa!! We’ll Miss You Love, Sociology Class

2. 2-15-09  Complete video notes on Genie: Secret of a Wild Child, 10 pts.  Discuss the effects of abuse on socialization.  Present Love Projects: How does socialization affect our definition of love?

3. 2-2-09  Read and take notes from text pages 146-151.  Define: Role Performance and Social Interaction  List the roles one student expects from another.

4. 2-3-09  Complete Status Set Poster for Thursday, February 5 th. 50 points.  Review Chapter 5, Sections 1 and 2, Social Structure Status and Roles, pages 139-152. Mini Test – Friday, February 6 th. 50 points.  Evaluate two Amendment Projects. Write one positive statement and one needs improvement statement under comments. 20 points.

5. 2-6-09  Review terms and key concepts for mini test on Chapter 5 Sections 1 and 2, Social Structure: Statuses and Roles.  Preview the Blog: Everyday Sociology, www.everydaysociologyblog.com.  Present Status Set Posters – Monday.

6. 2-9-09  Mini test: Social Structure Status and Roles.  Status Set Presentations  Log into Everyday Sociology. Read the role conflict blog at everydaysociologyblog.com.

7. Share Status Set Poster: Identify and justify your Master Status Identify all other statuses Describe a specific Role Conflict and explain how the conflict was resolved. What is Love? Read and take notes from textbook pages 108-114, The Importance of Socialization. 2-10-09

8. Status Set Presentation – 2 Review Mini Test 100% Club Socialization 2-11- 09 100 %

9. 2-16-09  Define Socialization  Love project due Friday, February 20, 2009.  Discuss social isolation and Harry Harlow.  Complete or review learning check page 114.

10. 2-18-09  Log in to your assigned lap top.  Search child abuse.  Fill out a card with the following information:  Name, date, laptop #, Topic “Child Abuse”, source. List five facts from your example.

11. 2-19-09  Complete PSSA Reading Assignment.  Final status set poster presentation.  Share child abuse card info.  Read and discuss the Edith Project.  R/N 115-119 Socialization and the Self.  Socialization LOVE Project due Tuesday, February 24, 2009.

12. 2-23-09  Socialization Love Project due Tuesday, February 24 th, 25 pts.  Extreme Socialization: The Story of Genie.  Video notes, 10 pts.

13. 2-25-09  Complete video notes Genie: Secret of the Wild Child, 10 points.  The socialization of love – share love project, 25 pts.

14. 2-26-09  The socialization of LOVE, 25 pts.  Share Love Project  Evaluate love projects using the major socializing agents: family, peers, education and media.

15. 2-27-09  Share and discuss the Socialization of Love projects, 25 points.  Identify the four major socializing agents.  Evaluate how the socializing agents influence our socialization.

16. 3-2-09  Define: self-concept and looking-glass self  R/N textbook pages 115- 119, Socialization and Self.  Create an image of your self-concept and then create a mirror image from the view point of a significant other, 20 pts.

17. 3-3-09 Charles Horton CooleyGeorge Herbert Mead

18. Functionalist Perspective:  Groups work together to create a stable society.  Schools and families socialize children by teaching the same basic norms, beliefs, and values.  How would the Functionalism perspective evaluate internet usage on socialization?

19. Conflict Perspective:  Socialization is a way of perpetuating the status quo.  People learn to accept things the way they are and those in power continue to be in power.  How would the Conflict perspective evaluate internet usage on socialization?

20. Symbolic Interactionism Perspective:  Human nature is a product of society.  How would the SI perspective evaluate internet usage on socialization?

21. Cooley:  Self-concept – an image of yourself as having an identity separate from other people.  Looking-glass self – an image of yourself based on what you believe others think of you  We use other people as mirrors to reflect back what we imagine they think of us  Continuous three-stage process, happens very quickly and it is unconscious.

22. Cooley:  Three steps:  We imagine how we appear to others.  We imagine the reaction of others to our imagined appearance.  We evaluate ourselves according to how we imagine others have judged us  The result is a positive or negative self-evaluation  Our looking glass may be distorted (we miss read other’s perceptions of us  However, even if it is miss read our self-evaluation is as real to us as if it were true.

23. George Herbert Mead  Define: Significant others, generalized others, role taking, imitation stage, play stage, game stage, me and I.  R/N pages 115-119, Socialization and The Self

24. Mead  Role taking – assuming the viewpoint of another person and using that viewpoint to shape the self- concept.  Role taking is the product of a three-stage process.

25. Imitation Stage  Children begin to imitate behaviors without understanding why  1 ½ to 2 children will imitate the physical and verbal behavior of a significant other  They do not understand what the physical and/or verbal behaviors mean

26. Play Stage  Children act in ways they imagine other people would  At the age of 3 or 4 a young child will play the role of a mom, dad, fireman  This play involves acting and thinking as a child imagines another person would.

27. Game Stage  Children anticipate the actions of others based on social rules.  Children learn to engage in more sophisticated role taking as they become able to consider the roles of several people simultaneously.  Involves several participants, specific rules  Children learn to gear their behavior to the norms of the group

28. Mead:  Generalized Other – integrated conception of the norms, values and beliefs of one’s community or society  Self is composed of two selves “me” and “I” which are constantly working together  Me – self, created through socialization  I – spontaneous and unpredictable self

29. “Me”

30. “I”

31. Socialization: Classroom Skits - MEAD 3- 9- 09  3 stages: imitation, play and game  Provide: role, prop and script  Action