SOCIOLOGY LESSON PLAN

LESSON #3
TEACHER ____ Ms. Greenidge_______________________________________________

DATE _____September 2017______________________________________________

CLASS _____Form 6_____________________________________________________

TIME _____1 hr. 40 mins (3 periods)_______________________________________

UNIT _____Population and Development___________________________________

TOPIC _____Theories of Population________________________________________

PRE-KNOWLEDGE

Upper 6 students are familiar with the concept of theoretical perspectives from Unit 1, and
Lower 6 students are acquainted with some sociological terms from reading the textbook and
previous class discussions.

OBJECTIVES Classification
Students will be able to:
Cognitive
a. critically examine the sociological Analysis/Evaluation
perspectives of population

b. complete a sociological theory checklist Application

Affective
c. present their findings of sociological theories Responding
on population to different groups
Cognitive
d. discuss how these sociological perspectives Comprehension
of population can be applied to the
Caribbean

e. evaluate population policies of at least 1 Evaluation

developed country and 1 developing country
Psychomotor
f. complete a short written quiz at the end of Precision
the lesson
SET INDUCTION

Teacher will play a short video clip on theories of population and population control policies

3 – 5 mins.

CONTENT SECTION 1

Teaching points:

1. Why we need to examine population theories? – In a quest for sustainable

development/optimum population, population theories provide answers to the impact of
population on productivity and economic growth.

2. Population theories: Malthusian, Neo-Malthusian, Marxism, Demographic Transition

Theory (DTT)

3. Completing the Sociological Theory Checklist

METHOD
TEACHER STRATEGY STUDENT ACTIVITY RESOURCES

Divide class into to four Get into assigned groups of Students

groups of 4 four

Give each group one Begin reading/researching Whiteboard and markers

sociological perspective to their given sociological
analyze perspective of population

Give each student a checklist Group discussion Sociological Theory Checklist

to complete in their group

Demonstrate how to use the Observe how the checklist is

checklist using Functionalism to completed and do it on their
own

SECTIONAL REVIEW
CONTENT SECTION 2

Teaching points:

1. Cooperative learning – Jigsaw Method: How it is done

2. Analysis of each of the theories of population: who? Influencing factor(s)? What?

Critique?

3. Relevance of these population theories to population trends today: to explain how a

country’s development is affected and influenced by its population

METHOD
TEACHER STRATEGY STUDENT ACTIVITY RESOURCES
Explain how the Jigsaw Listen and follow Laptop, projector & speakers
method will be done instructions https://www.youtube.com/
watch?v=R2mfZLcdonY
Assign students to jigsaw
groups Students move from their
expert group to their
assigned jigsaw groups

Teacher floats among groups Sociological Theory Checklist

to observe and assist students Group experts talk about
where needed their specific theory while
jigsaw members fill in
their checklists and ask
questions

Students return to their

expert groups and each
present their findings
Questioning: while others take notes and
How can these theories be ask questions
applied to population trends
today? Students discuss this in
their groups
SECTIONAL REVIEW
CONTENT SECTION 3

Teaching points:

1. Types of population policies: pro-natalism and anti-natalism

2. Population policies: China’s One-Child policy, Sterilization in Uzbekistan, Paying

couples to delay pregnancy in India, National Conception Day in Russia, Title X in the
U.S., Family Planning in the Caribbean

3. The influence of population theories on a country’s population control policy.

METHOD
TEACHER STRATEGY
Questioning:
What do you notice about
population growth trends for
these countries?
Based on your observations
what type of population
control policy should be Students generate answers
installed in each country?
Why are such policies needed?
STUDENT ACTIVITY RESOURCES
Students observe the Laptop and projector
population stats for the
Population growth statistics for
given countries and offer
Russia, India and Trinidad &
answers
Tobago
Handout on population policy

- Teacher makes note of

Graphic organizer
students’ responses Students in their assigned
groups discuss the handout
Teacher demonstrates how to and complete the graphic
use the graphic organizer organizer on their own

SECTIONAL REVIEW
CLOSURE

Teacher recaps main teaching points of the lesson.

Allow students to use their complied notes to complete the final evaluation

FINAL EVALUATION Related

Objective
Quiz
1. List THREE main differences between Malthusian and Marxist
perspectives of population. (3 marks) a., d., f.

2. State ONE critique of the Neo-Malthusian theory. (2 marks)

3. Briefly explain how DTT applies to the Caribbean. (5 marks)

4. What is a population control policy? State the TWO types of

population policies and identify which can be found in the
Caribbean (5marks)

TOTAL: 15 marks

TEACHER’S EVALUATION OF THE LESSON

A cooperative learning strategy coupled with technology integration makes for an easier class,
in terms of being more student-centered and being better able to achieve set learning outcomes.
This lesson could have been further divided into two lessons for the benefit of slower learners

TUTOR’S COMMENTS
 Student’s Sociological Theory Checklist

STUDENT NAME: _____________________________________________________________

 Theory: ____________________________________________

 Theorist: ___________________________________________

 Influence(s): _____________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

 Main idea(s) of the theory: __________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

 Critique(s): ______________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________
 SOCIOLOGY LESSON PLAN
LESSON #6

TEACHER ____Ms. Greenidge________________________________________________

DATE ____October, 2017_________________________________________________

CLASS ____Form 6______________________________________________________

TIME ____70 mins (2 periods)____________________________________________

UNIT ____Population & Development______________________________________

TOPIC ____Sociological Perspectives of Development__________________________

PRE-KNOWLEDGE

Students are familiar with the concept of theoretical perspectives, as well as the concept of
development from prior lessons and past readings.

OBJECTIVES Classification
Students will be able to:
Cognitive
a. critically assess the four main Evaluation
sociological perspectives of
development

b. describe how these theories offer an Knowledge/Comprehension

explanation for development efforts in
at least 2 developed countries

c. apply the Industrialization by Invitation Application

model to the development of the
Caribbean Affective

d. propose recommendations for social Valuing/Internalizing

policy implementation in the region

e. participate in class/group discussion Valuing

SET INDUCTION

Teacher will play a short audio clip on the sociological theories of development.

CONTENT SECTION 1

Teaching points:

1. Review definition of development: A social condition within a nation, in which the

needs of its population are satisfied by the rational and sustainable use of natural
resources and systems.

2. Sociological theories of Development: Modernization, Dependency Theory, World

Systems Theory, Globalization, Industrialization by Invitation

3. Completion of the Sociological Theory Checklist

METHOD
TEACHER STRATEGY STUDENT ACTIVITY RESOURCES

Questioning: Make notes Laptop and speakers

- What do you remember of
the term development? Answer and ask questions Whiteboard, markers

- What were some of the

theories mentioned in the
audio recording?

Teacher distributes checklists Students get into their Sociological Theory Checklist
to each group member assigned groups to discuss and
complete their checklists with Wi-Fi/mobile data
Teacher floats between groups the aid of their mobile devices
to provide assistance where Students’ internet-enabled
needed mobile devices

Question: How do you see Students post their written or

these theories as being audio responses to the class
relevant now? padlet

SECTIONAL REVIEW
CONTENT SECTION 2

Teaching points:

1. Comparing development efforts in developed (core) countries to development in

developing (semi-peripheral) countries.

2. Industrialization by Invitation: its impact on Caribbean development

3. Recommendations for future policy implementation

METHOD
TEACHER STRATEGY STUDENT ACTIVITY RESOURCES
Questioning: Observe the pictures of Laptop, projector
- what do you notice about the development in developed vs.
level of development in these developing countries Pictures of development
groups of countries? efforts in USA/China,
asking/answering questions Jamaica/T&T
- what are some possible
reasons for their advancement Draw conclusions
or lack thereof, in each case? Wi-Fi/mobile data
Making notes
- what are some benefits and Worksheet:
disadvantages of the Students generate answers Industrialization by Invitation
Industrialization by Invitation based on their checklists and Pros Cons
model to the Caribbean? additional reading

- for developing (semi-

peripheral) countries, like
those in the Caribbean, what
kind of policy you think can
be implemented to increase
development?
Students collectively Students’ internet-enabled
summarize their responses mobile devices
and post a written or audio
group response to the class
padlet

SECTIONAL REVIEW
CLOSURE

Teacher recaps main teaching points of the lesson, informs students of the homework
assignment (Activity 14.2 p.368), select ONE essay), then directs them to the online quiz

FINAL EVALUATION Related

Objective
Quiz

1. Match the sociological theory of development with the correct theorist. (4 marks) a., b., d.
Keyes Dependency Theory
Wallerstein Industrialization by Invitation
Rostow Modernization Theory
Lewis World Systems Theory
Frank Globalization Theory

2. According to Globalization Theory, how does it account for development in one

NAMED developing country? (5 marks)

3. Suggest ONE way a NAMED Caribbean country can improve its economic/social
development. (2 marks)
END

Students will complete ONE essay on page 368 of the textbook for homework.
Essays can be submitted via email as well.

TEACHER’S EVALUATION OF THE LESSON

The attempt at integrating technology in any lesson has always brought favourable results.
Students tend to be more engaged and willing to participate especially when their own devices
are included. This strategy also allows for absent students to catch up on missed work and
contribute remotely.

TUTOR’S COMMENTS