Lesson Plan | Socioemotional Learning | Classics of Sociology

Objective

Duration: (15 - 20 minutes)

This stage aims to introduce the key figures in Sociology and their contributions while also fostering the socio-emotional development of the students. By helping them recognize, understand, articulate, and manage their emotions, students will better navigate the feelings that can arise from learning challenging material, cultivating a healthier and more collaborative classroom environment.

Objective Utama

1. Introduce key figures in Sociology: Durkheim, Marx, and Weber, highlighting their significant contributions to the development of social sciences.

2. Help students recognize and understand the emotions that come with grappling with complex sociological theories.

3. Encourage students to express and manage their emotions during discussions and debates about these thinkers' ideas.

Introduction

Duration: (15 - 20 minutes)

Emotional Warmup Activity

Guided Meditation: Focusing for Sociology

A great emotional warm-up activity is Guided Meditation. This practice is designed to enhance students' focus, presence, and concentration, helping them emotionally prepare for an exploration of classic Sociology.

1. Create a comfortable setting: Have students sit comfortably, feet flat on the floor, hands resting on their laps.

2. Explain the activity: Let students know that this guided meditation will help them focus and feel present, potentially easing any anxieties.

3. Begin the breathing exercises: Instruct students to close their eyes and take deep breaths, inhaling through their noses and holding for a few seconds before exhaling slowly through their mouths.

4. Guide the visualization: Encourage students to picture a calm and safe place that helps them feel at ease – be it a beach, a forest, or any location they find soothing.

5. Maintain focus: Throughout the meditation, remind students to concentrate on their breathing and the sense of tranquility their imagined place brings.

6. Wrap up gently: After about 5-7 minutes, ask students to gradually move their hands and feet to awaken their bodies, opening their eyes softly and returning to the classroom atmosphere.

Content Contextualization

The classics of Sociology – Durkheim, Marx, and Weber – are vital for understanding how contemporary societies operate, not just names in textbooks. For example, examining Marx's ideas helps us unpack the roots of many social inequalities we see today. It’s essential to mind that students may respond emotionally in various ways when confronting these challenging realities. Some may feel inspired to engage with social issues, while others may feel daunted by the complexity involved.

To make learning more relatable, we should connect sociological concepts to students' everyday experiences. For instance, when exploring Durkheim's idea of 'anomie', we can discuss how a lack of clear norms in certain modern situations can lead to feelings of confusion. Additionally, understanding the emotions that arise from these discussions can help students build greater empathy and social awareness, which are crucial for harmonious coexistence in society.

Development

Duration: (60 - 75 minutes)

Theory Guide

Duration: (30 - 35 minutes)

1. Émile Durkheim: Social Facts: Durkheim proposed that social facts are ways of acting, thinking, and feeling that exist outside the individual and exert a controlling influence over them. Anomie: Refers to a state in which the social norms governing interactions become unclear or non-existent, resulting in feelings of confusion. Example: A rise in suicide rates during economic downturns when social norms are thrown into disorder.

2. Karl Marx: Historical Materialism: Marx posited that social changes and societal structure arise from material and economic conditions. Class Struggle: He argued that history is characterized by the battle between the oppressor and the oppressed. Example: The industrial revolutions and their impact on workers versus employers.

3. Max Weber: Social Action: Weber defined social action as any behavior that holds significance in relation to the actions of others. Ideal Types: Conceptual tools utilized for the analysis of various societal aspects. Example: The Protestant ethic's influence on capitalism, where Weber examined how Protestant values shaped the development of capitalist practices.

Activity with Socioemotional Feedback

Duration: (30 - 35 minutes)

Socratic Debate on Classical Sociology

Students will be organized into groups, with each group tasked with defending the views of one of the classic theorists: Durkheim, Marx, or Weber. This activity will facilitate a debate allowing students to express their feelings, enhance their social skills, and appreciate diverse sociological perspectives.

1. Divide the class: Group students into three teams, assigning each a classic author: Durkheim, Marx, or Weber.

2. Assign roles: Each team should delve into their author’s main ideas and prepare to advocate for them.

3. Prepare for the debate: Give groups 10 minutes to organize their case and choose a spokesperson.

4. Conduct the debate: Allow each team 5 minutes to present their initial arguments.

5. Rebut and discuss: After the presentations, open the floor for questions and rebuttals among groups.

6. Wrap up with reflections: Prompt each group to reflect on the emotions they experienced during the debate and how these sociological concepts may play out in real-world situations.

Discussion and Group Feedback

Once the debate wraps up, apply the RULER method to facilitate a group discussion on emotional feedback:

Recognize: Ask students to share the emotions they felt during the debate and encourage them to observe their classmates' feelings as well, promoting self-awareness and empathy.

Understand: Discuss the reasons behind these emotions. For example, the complexity of the topics or the challenge of defending a certain position. Highlight how differing perspectives can evoke various emotional responses.

Name: Encourage students to accurately identify their emotions, such as frustration, excitement, apprehension, etc.

Express: Guide students on how to share their feelings constructively in academic debates, emphasizing calm and respectful communication, even in disagreement.

Regulate: Talk about strategies for managing strong feelings, such as deep breathing, taking breaks, and fostering a positive internal dialogue. These skills will assist students in handling challenging situations more effectively in the future.

Conclusion

Duration: (20 - 25 minutes)

Reflection and Emotional Regulation

For the reflection and emotional regulation activity, students can write a paragraph about the emotional hurdles they faced during the session and how they handled those feelings. Alternatively, facilitate a group discussion where students can candidly share their experiences and coping strategies. Encourage honesty and reflection on how their emotions impacted their understanding of the topics discussed.

Objective: The aim of this part is to promote self-reflection and emotional regulation, guiding students to pinpoint effective strategies for managing challenging experiences. By contemplating their emotional responses, students can boost their self-awareness and improve their emotional management skills in both academic and personal settings.

Glimpse into the Future

To bring the class to a close, ask students to establish both personal and academic goals related to the material covered. They can do this through a short written exercise, listing one or two achievable goals. These goals should be realistic and align with similar concepts found in the works of Durkheim, Marx, and Weber, while also reflecting socio-emotional growth, such as enhancing argumentation skills or fostering empathy in discussions.

Penetapan Objective:

1. Achieve a deeper comprehension of the theories of Durkheim, Marx, and Weber and their real-world applications.

2. Enhance skills in debate and evidence-based argumentation.

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

4. Increase empathy and awareness of peers' viewpoints.

5. Apply sociological principles to evaluate contemporary social issues. Objective: The goal of this segment is to bolster students' independence and the practical application of their newfound knowledge, encouraging them to set and pursue goals that enhance both their academic and personal development. By establishing clear, actionable objectives, students can channel their efforts more effectively, ensuring continuous progress in grasping the classics of Sociology and honing their socio-emotional skills.