Lesson plan for the subject “Social science. support for poor citizens. physical and mental abilities, external data
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TO HELP THE SCHOOL TEACHER
E. N. SOROKINA
LESSON DEVELOPMENTS
SOCIAL STUDIES
PROFILE LEVEL
MOSCOW "VAKO" 2009
FOR INTRODUCTION ONLY
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Sorokina E.N.
C14 Lesson developments in social science. Profile level: 11th grade. - M.: VAKO, 2009. - 272 p. - (To help the school teacher).
ISBN 978-5-94665-891-1 Bogolyubova, A.Yu. Lazebnikova, K.G. Kholodkovsky (M.: Enlightenment) (profile level). The publication contains a detailed lesson presentation of the material, creative tasks, essay topics, texts for analysis.
For teachers working in profile classes humanitarian direction, as well as for students interested in the social sciences.
UDC 372. B B K 74. I S B N 978-5-94665-891-1 © VAKO LLC, From the author .
Grade 11, edited by L.N. Bogolyubova, A.Yu. Lazebnikova, K.G. Kholodkovsky (M.: Enlightenment).
The manual presents detailed description each lesson indicating the goals and objectives, the type of lesson, teaching methods.
A lesson-thematic presentation of the program is given. Along with program and methodological materials, the book contains additional background information, which will provide the teacher with significant assistance in organizing various forms about conducting classes.
The publication has an autonomous character: it alone is enough for qualified preparation of the teacher for the lesson. This is explained by our desire to make it as easy as possible for teachers to find additional reference information.
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Com Thematic planning Pair Theme Lesson graph Chapter I. Social development of modern society social structure and social relations 1- 4-6 Social institutions 7-9 The role of the economy in society 10-12 Social statuses and roles Values and norms 13-15 Deviant behavior and social control 16-19-21 Social interests and forms of social interaction actions 22-24 Ethnos and nation Inter-ethnic relations and national politics 25-27 Demog ra ph y modern Russia 28- 30-32 The Institute of Family and Marriage 33-35 Life and Everyday Relations 36- 39-41 The Social Structure of Russian Society Chapter I. The Political Life of Modern Society Politic system and political regime 45-47 Democracy The state in the political system 48-51-53 Rule of law and civil society 54-56-59 Political consciousness and political behavior 60-63 Political parties and movements 64-66 Leader sy and elites in political life 67-70 Elections in a democratic society Lesson Man in political life 71- 74- 76- 78- 81- Morality and ethics Chapter IV. Modern stage world development 101 Network structures in modern world politics 102 Integrity and inconsistency modern world www.moimirknig.com for www.mirknig.com
CHAPTER I. SOCIAL DEVELOPMENT
OF MODERN SOCIETY
Goals and objectives: 1) introduce three types of social stratification, social mobility, show what social "elevators" contribute to the social movements of a person, identify trends in the development of social relations for various groups; 2) develop the ability to carry out a comprehensive search, systematization of social information on the topic, compare, analyze, draw conclusions, rationally solve cognitive and problematic tasks; participate in discussions, work with documents; 3) to form an attitude towards the problems of social inequality.Type of lessons: introductory lesson.
I. Organizational moment One nobleman in a modest everyday caftan went to the celebration and the splendid outfits made of silk and velvet. The guests looked with disdain at his poor clothes. The nobleman was deliberately not noticed, he wrinkled his nose contemptuously and pushed him away from the table, bursting with magnificent ones, and returned to the feast full of dignity, like some kind of ruler. The guests immediately began to curry favor with him. Everyone tried to enter into a conversation with him, or at least to remember one of his wise words. You might have thought that the festive table was prepared only for him. From all sides he was offered the most delicious dishes.
But instead of eating, the lord stuffed them into his wide sleeves and why don't you eat what we give you offer?" And the nobleman, continuing to stuff my kaftan with food, answered calmly: “I am a just person, and to tell the truth, your hospitality is of service.”
What are social relations, what are the criteria for classifying people into certain groups about these and other issues and will be discussed in our lesson.
Lesson topic: "Social structure and social relations."
1. Social stratification.
2. Social stratification according to K. Marx and M. Weber.
3. Social mobility and social "elevators".
4. Lumpens and outcasts.
5. Trends in the development of social relations.
II. Learning new material 1. Social stratification - What do you think the process of growing up in society means?
(After discussion, a diagram appears on the board.) So, we found out that society consists of various groups.
The division of society into groups is called social differentiation. Do you think differentiation is inherent in any society? To answer this question, let's break into groups and do the following task: imagine the data of society from the point of view of social differentiation.
The first group represents the primitive society.
The second group represents the slave society.
The third group represents the feudal society.
The fourth group represents capitalist society.
www.moimirknig.com for www.mirknig.com Lesson developments in social studies. Grade 11 Considering the structure of the societies represented, what conclusions did you come to? (An approximate answer. 1. In all societies without exception, even at the stage of primitive society, social stratification or social differentiation is observed. 2. At subsequent stages of development, social stratification became more complicated, became more and more obvious. 3. Differences in groups are expressed in their different access to economic resources. 4. Differences in groups are expressed in their unequal access to political power. 5. Differences in groups are expressed in their unequal access to education and other social services. Here is a diagram of a medieval society. Comment on it in terms of social differentiation.
At present, a large group of people located in a certain position is called a stratum (layer), and a set of vertically arranged social strata is called social stratification. The term "stratification" is taken from geology, where it refers to the vertical arrangement of the Earth's layers. Sociology has likened the structure of society to the structure of the Earth and placed the social strata (strata) also vertically. The basis is the income ladder: the poor are at the bottom, the wealthy are in the middle, and the rich are at the top.
Why do you think some researchers believe that the "geological" image can be applied to the structure of human society?
Lessons 1-3. Social structure and social relations Not everyone believes that it is possible to draw an analogy between the structure of human society and the structure of a rock. Critics of this point of view express the following idea: the specificity of social stratification is that it reflects the principle of inequality.
Recall and name the causes of inequality. (1. Differences in innate abilities. 2. Differences in attitude to work. 3. Discrimination in the labor market.
4. Property differences. 5. Fortune and misfortune, etc.) Imagine that you are present at a meeting of a debating club that is discussing the problem of inequality. The following point of view has been submitted for your discussion - modern English political scientist states: "The whole history of mankind proves that inequality is necessary for the attainment of some ideal of human perfection, both individual and collective." Divide into two groups: critics and positivists, discuss the problem of uneven distribution of wealth among people, give arguments in defense of your position.
(In the course of the discussion, a diagram is built on the board.) - Can inequality be eliminated? Should we strive for this?
Express your opinion, supporting it with arguments.
So, humanity has been thinking about these problems since ancient times. And the ways to solve them were not unambiguous. Listen to how philosophers have tried to solve the problem of inequality.
Compare the opinions given and develop your own view of the problem.
1. The Marxist doctrine of society proceeds from the necessity and possibility of eliminating inequality as a vivid manifestation of social injustice. To solve this www.moimirknig.com for www.mirknig.com problem, you need to eliminate private property to the means of production.
2. In other theories, social stratification is evil. But people must accept such a situation as an inevitability.
3. Those who regard inequality as a positive phenomenon, believe that its destruction will lead to the death of society.
The processes of social stratification must be regulated with the help of the state.
It is customary to distinguish the following types of social stratification:
Economic stratification (expressed in the difference in income, standard of living, in the existence of rich, poor and middle strata of the population);
Political stratification (dividing society into rulers and governed, political leaders and the masses);
professional stratification (singling out various groups in society according to the nature of their activities, occupations).
2. Social stratification according to K. Marx, M. Weber and from the point of view of other sociologists Let us consider several criteria for the division of society.
Divided into three groups, working with the material of paragraphs 2 and § 1 and additional material, answer the questions and visualize the patterns of division of society.
The first group - "Social stratification according to K. Marx"
(Item 2 § 1).
The second group - "Social stratification according to M. Weber"
(Item 3 § 1, document to the paragraph on p. 15).
The third group is "Social stratification from the point of view of modern sociologists" (additional material).
Additional material for the third group The concept of class is probably suitable for analyzing the social structure of past societies, including industrial capitalist society, but in modern post-industrial their hired managers and property relations turned out to be blurred, lost their certainty.
Therefore, the concept of "class" should be replaced by the concept of "stratum" layer or the concept of "social group", and instead of the theory and social class structure of society theories of social stratification must come. The theories of stratification are based on associations of people kam: power, property, professional, educational, etc. In addition, various criteria for stratification are proposed. Z a p a d Lessons 1-3. Social structure and social relations 1The German sociologist R. Dahrendorf proposed that the political concept of "authority" be the basis of social stratification and that, in his opinion, is the most accurately characterizes the relations of power and the struggle into two subgroups: managing owners and managing non-owners - bureaucrats-managers. The managed group is also heterogeneous. It can be divided into at least two subgroups: the higher "labor aristocracy" and the lower, low-skilled workers.
Between these two social groups is an intermediate "new middle class" - the product of the assimilation of the labor aristocracy and employees with the ruling class - managers ...
The American sociologist B. Barber stratified society according to six indicators: 1) prestige, profession, power and might;
ritual purity; 5) the position of relatives; 6) ethnicity.
Questions for the first group 1. What was considered the main form of social stratification by K. Marx and his supporters?
2. Before Marx, who had already put forward the concept of "social class"?
Voice their views.
3. What is the novelty of class theory according to K. Marx?
4. Draw general conclusions from his theory.
5. Analyze the class theory of K. Marx. What are its strengths and weaknesses?
Questions for the second group 1. What did he consider the main form of social stratification 2. What main criterion did he single out?
3. Reproduce the reasoning of M. Weber.
4. What groups, besides classes, does the sociologist identify?
5. Give examples of status groups.
6. Name the criteria for selecting status groups.
7. How do you see the differences between class and status group?
8. What other type of stratification did Weber identify?
9. Draw general conclusions.
10. Using the document on p. 15, analyze Weber's theory.
11. What do you see as the strengths and weaknesses of his theory?
Questions for the third group 1. Why is the class theory of Marxism now being questioned?
2. What is the essence of the theory of stratification by R. Dahrendorf, B. Barber?
www.moimirknig.com for www.mirknig.com 12 Lesson developments in social studies. Grade 11 3. What are their similarities and differences?
4. Which of these theories, from your point of view, most fully reflects the social structure of society? Own answer Presentation of the work of the first group The main form of social stratification is the social class.
1. Objective, primarily economic, factors determine the class stratification of society.
2. Marx did not deny some subjective dimension of this process - class consciousness.
3. The most important task of the revolutionaries is to show the proletariat its true position in society as an exploited and oppressed class.
4. The structure of society according to Marx looks one-dimensional and simplified, although it logically explains social relations.
Presentation of the work of the second group I singled out classes in the social structure.
The main criterion is wealth, that is, accumulated income.
People of the same class have the same life chances of receiving goods.
For each person, he identifies status groups: castes, estates, bureaucracy.
Criteria for selecting status groups:
ethnicity;
Lessons 1-3. Social structure and social relations territorial community;
religious views;
community of profession;
Conclusions 1. Weber's approach to stratification is based on three main criteria: property, prestige, power.
2. His model is more multidimensional than that of Marx, makes it possible to more fully and deeply reflect the reality of social 3. The weak link is the problem of the connection between his three criteria, and hence between the types of social differences.
Presentation of the work of the third group from the point of view of modern sociologists Marxist theory is outdated, it does not work in modern society.
Consequently, analyzing the differences between the stratification and class approaches to the analysis of social structure, we can single out the following criteria for distinguishing social groups that are used in one or another case.
www.moimirknig.com for www.mirknig.com The strata differ:
by the level of income;
the main features of the way of life; production;
inclusion in power structures;
o o s e n i m property;
social prestige;
self-assessment of one's position in society.
3. Social mobility and social "elevators"
People are in constant motion, and society is in development. The totality of social movements of people in society is called social mobility.
The topic of social displacement has been of interest to mankind since long time ago. The unexpected rise of a man or his sudden fall is a favorite plot of folk tales: a cunning beggar becomes a rich man, a poor prince becomes a king, and dirty Cinderella marries a handsome prince. Each of us, therefore, can be assigned to a certain social group, each takes certain place in the social structure. Is it possible to change this place? How does it happen?
The answers to these questions are provided by the theory of social mobility.
Independently working with paragraph 4 of § 1 and additional material, answer the proposed questions.
There are two main types of social mobility - intergenerational and intragenerational, and two main types - vertical and horizontal. They, in turn, fall apart into subspecies and subtypes that are closely related to each other.
high social position or fall to a lower level than their parents. Example: a miner's son becomes an engineer.
the individual, beyond comparison with the father, changes social positions several times throughout his life. Otherwise, it is called a social career.
Example: a turner becomes an engineer, and then a shop manager, plant director, minister of the machine-building industry.
The first type of mobility refers to long-term, and the second to short-term processes. In the first case, sociologists are more interested in physical labor in the sphere of mental labor.
strata (estate, class, caste) to another.
Depending on the direction of movement, there is upward mobility (social uplift, upward movement) and downward mobility (social descent, downward movement) .
deniya, demolition - descending.
from one social group to another, located on the same level. Examples are moving from an Orthodox to a Catholic religious group, from one citizenship to another, from one family (parental) to another (one's own, newly formed), from one profession to another. Such movements occur without a noticeable change in social position in the vertical direction.
moving from one place to another while maintaining the same status. An example is international and interregional tourism, on the other.
came to the city to visit relatives, then this is geographic mobility. If he moved to the city for a permanent place of residence and found a job here, then this is already migration (he changed his profession).
It is possible to propose a classification of social mobility according to other criteria. So, for example, they distinguish:
dominance of the new class.
Is individual and group mobility in some way more in line with assigned or achieved status?
there are no significant differences) in social mobility. In addition, sometimes whole groups up, down or horizontally are controlled by the state:
The so-called socialist voluntary organized mobility can be attributed to the repatriation (resettlement) of small peoples and dispossession during the years of Stalinism.
It is necessary to distinguish from organized mobility the structural mobility that proceeds apart from the will and consciousness of individual individuals. Let's say it disappears. It happens there and then, where and when the social significance of an entire class, estate, caste, rank, category rises or falls. . For example, October Revolution led to the rise of the Bolsheviks, who previously did not have a recognized high position. Brahmins became the highest caste as a result of a long and stubborn struggle, and earlier they were on an equal footing with the kshatriyas. In ancient Greece, after the adoption of the constitution, most people were freed from slavery and climbed the social ladder, and many of their former owners went down.
As P. Sorokin showed on a huge historical material, the following factors served as the causes of group mobility:
social revolutions and foreign interventions;
invasions;
interstate wars;
military coups;
change of political regimes;
replacing the old constitution with a new one;
peasant uprisings.
Group mobility takes place where there is a change in the very system of stratification.
To the factors of individual mobility, i.e. the reasons that allow one person to achieve greater success than another, sociologists include:
the social status of the family;
the level of education;
nationality;
physical and mental abilities, external data;
upbringing;
place of residence;
profitable marriage.
Mobile individuals begin socialization in one class and end in another.
1. What is social mobility?
2. Name and describe two main types of social mobility. 3. Name the types of social mobility.
4. What does horizontal mobility mean?
5. What does vertical mobility mean?
6. Name the reasons for group and individual mobility 7. Give examples of closed and open societies. What is the situation with social mobility in each of them?
8. In your opinion, have there existed in history absolutely closed (devoid of vertical social mobility) and absolutely open (where ascension would be completely free) societies? Is the existence of such societies possible in principle? Argue the position.
Lessons 1-3. Social structure and social relations 9. What circumstances accelerate the process of social mobility?
10. Name and describe the ways in which people move from one group to another.
11. Which one do you think is the most preferable?
12. What social elevators are you going to use to achieve success in life?
4. Lumpens and outcasts - What do you think unites lumpen and outcasts?
(These two groups of the population, as it were, fall out of the stable social structure of society.) Dividing into two creative groups and working with the material of paragraph 5 of § 1, “draw” portraits of the lumpen (the first group) and the outcasts (the second group). The groups should present their work.
Presentation of the work of the first group These layers strive for a "firm hand", create a base for anti-democratic regimes, often people from these groups are enterprising www.moimirknig.com for www.mirknig.com Imagine yourself as researchers. You need, working with the test of paragraph 6 of § 1, to highlight the main trends in the development of social relations.
(After checking the assignment, students make notes in a notebook.) Trends in the development of social relations The social structure is subject to change.
The most stable social structure is in existing and still traditional societies.
Societies that have entered the era of industrialization and modernization are distinguished by high social dynamics.
In Western countries, the main trend is the growth of a new middle class, which makes society more politically stable.
The industrial working class is shrinking.
The number of independent peasants (farmers) is declining. Under the influence of scientific and technological revolution, the importance of highly skilled mental labor is growing.
Unemployment continues to be a major problem.
The state has a certain regulatory impact on social relations.
III. Lesson summary - What questions did we consider in the lesson?
- List the key concepts of the lesson.
Various options for a long-term social policy have developed around the world. Each country solves its problems in its own way. After listening to the material, discuss each of the options for social policy, identify their advantages and disadvantages. Which option do you think is preferable.
Argue the position.
used by the state for various social programs: support for the poor, large families, the construction of cheap housing for the social sphere, relying on the patience of their people and their habit of living poorly. This allows you to invest huge amounts of money in the development of production, ensuring significant rates of its annual growth - 507%.
tization of the social sphere. For example, in the field of pension provision of a private insurance company, however, these amounts are insured against various risks by the state. By the time they retire, most have saved enough to support themselves in old age.
With regard to education, in Chile, for example, secondary school education is paid for by the state. At the same time, each child of school age receives a voucher from the state, and parents can give it away in direct proportion to how many vouchers they collect. Competition begins, which has a very beneficial effect on the level of education.
Homework Learn § 1, do the tasks.
Goals and objectives: 1) introduce the main stages of institutionalization, the typology of social institutions, show their interaction and functions; 2) develop the ability to characterize the main social objects from a scientific point of view, explain the internal and external relations of the studied social objects, participate in discussions, and work with documents; 3) to form an attitude to the needs of society and the functions of social institutions, to develop a civic position.
Equipment: schemes, a package of documents.
I. Organizational moment The ancient Chinese, thinking about what determines the fate of a person, came up with a beautiful legend, which mentioned the following concepts: “yang” and “yin”, depicted on both sides of the fan.
“Yang” meant for them the sun, the masculine principle, and in general everything bright, creative and positive ... “All good comes from men, and all evil comes from women.” But this (the fan is turned over to the other side) is the hieroglyph "yin". It denoted the moon, and with it a woman, i.e., according to the Chinese, "the beginning is sad and destructive."
According to legend, the owner of this magical item must make a choice: turn the fan with Good towards himself, and Evil towards the outside world. Or vice versa, Evil to oneself, and Good to the outside world. In the first case, desires are fulfilled and existence will improve, but worsen. the world. In the second case, the world will change for the better, but at the expense of the fact that it will become worse for a person.
Today hardly any of us will follow this legend.
www.moimirknig.com for www.mirknig.com But what guides human behavior in society? What controls his behavior? We will talk about this in our lesson.
Theme of the lesson: "Social institutions".
Lesson plan 1. The concept of "social institution".
2. Types of social institutions.
3. Functions of social institutions.
4. Social infrastructure.
II. Studying new material 1. The concept of "social institution"
Social institution is a broad concept. Sociologists use it to characterize modern society. Moreover, today scientists are widely developing an institutional approach that allows us to view social life through the prism of the main social institutions. Let us consider two definitions of this concept.
A social institution is a stable set of formal and informal rules, principles, norms, and attitudes that regulate the interaction of people in a certain area of life and reflect a system of roles and statuses.
A social institution is an organized system of connections and social norms that combines socially significant values and procedures that satisfy the basic needs of society.
- Based on the given definitions, select:
1. The main features of a social institution.
2. Formulate a set of features inherent in the social (In the course of work, a diagram is drawn up.) - The authors of the textbook suggest that you conduct a small study - observe and analyze one day of a high school student from the moment of getting up to going to bed. At the same time, try to determine which social institutions guided your behavior. (Social institutions: family, school, state.) - By what signs of a social institution did you identify family, school and state?
What roles did you play in the family? At school? On the street?
- Why did you choose this or that behavior model in each of the given examples?
- Tell me, do social institutions appear on their own?
How did the social institution "school" appear?
So, the process of emergence of social institutions, institutionalization, is an objective process. It goes through several stages:
the emergence of an urgent need, its awareness by society, the formation on this basis of common goals;
the gradual development of social norms designed to regulate the relevant area;
creation of a special system of signs, symbols, indicating belonging to a given institution;
the emergence of an appropriate system of statuses and roles;
creation of the material base of a social institution;
The inclusion of the established institution in the existing social system, the formation of a set of sanctions to ensure the expected behavior.
Divided into groups, illustrate the formation of a social institution with concrete examples. The choice is arbitrary.
When working, you can rely on the studied material.
2. Types of social institutions Working with paragraph 2 of § 2, answer the following questions:
1. Describe the typology of social institutions.
2. What underlies the typology of social institutions?
3. Describe the five main social institutions:
economic institute;
political institution;
family institution;
social and cultural institute;
institute of religion.
4. What is the difference between the main and non-main social institutions?
5. Describe the following non-main institutions:
institution of property;
www.moimirknig.com for www.mirknig.com Presidency Institute;
institution of the monarchy.
6. Describe and analyze one of the features of a social institution - historicity.
7. On the example of a school, trace the evolution of this social 8. How does the interaction of social institutions 9. Select several types of such a relationship. Give 10. To what main institution of society can the following characteristics be attributed: rigid hierarchy, historical stability, inviolability of initial ideas and statements, strictness of prescriptions in the field of behavior?
3. Functions of social institutions - What do you think is the main purpose of social institutions? (Social institutions satisfy certain needs.) The performance of these functions is fixed:
in laws;
programs;
statutes.
Let's take a closer look at the functions of social institutions. Pay attention to the table.
Production of people's objects through the complex of consumption of various goods The emergence of large industrial enterprises Mass media
hidden functions become negative, and the main functions are not implemented. Then we are talking about the dysfunction of the social institution itself. Let's try to consider this process on a specific example.
Read the additional material carefully and answer the questions.
The growth of the bureaucratic apparatus Distrustful of society, Nicholas I saw his main support in the army and bureaucracy. During the reign of Nicholas there was an unprecedented growth of the bureaucratic apparatus. New ministries and departments appeared, striving to create their own bodies on the ground. The objects of bureaucratic regulation were the most diverse areas of human activity, including religion, art, literature, and science. The number of officials grew rapidly. At the beginning of the XIX century. their naschi Intensified, passing all reasonable limits, managerial centralism. Almost all cases were decided in St. Petersburg. Even the highest institutions (the Council of State and the Senate) were inundated with a mass of petty affairs.
This gave rise to a huge correspondence, often of a formal nature: the provincial officials scribbled an answer to the paper from St. Petersburg, without delving into the essence of the matter and without collecting the necessary information.
However, the essence of bureaucratic management does not consist in writing a large number of papers and bureaucratic red tape. It is he who is toiled and carried out in life not by any meeting of representatives, not by the sole supreme bearer of power (king) or responsible official (minister, governor), but by the entire administrative machine n about th in general. The tsar, the minister or the governor are only a part of this machine, although a very important one. When the minister reported to the tsar with the minister's orders. But the minister did not write the report himself. All preparation of the case was entrusted to the head of the department or the head of the clerk. One day, in a moment of insight, Nicholas I said: "Russia is ruled by head clerks"
The modern state cannot do without the executive apparatus of officials. However, he must work within the strict limits of the law of the administration of the court. Only a truly constitutional system put an end to the omnipotence of the bureaucracy.
1. What explicit function did the emperor set before the state 2. Was it implemented? Why?
3. Can we say that we are talking about dysfunction? Argue the position.
4. Dysfunction of a social institution can manifest itself:
www.moimirknig.com for www.mirknig.com Lesson developments in social studies. 11 class in the fall of his prestige in society;
uncertainties;
blurring of goals;
loss of such quality as depersonalization.
Working with paragraph 3 of § 2, give an example demonstrating the process of dysfunction of a social institution in the form of depersonalization.
4. Social infrastructure - Very often you hear the term "social infrastructure". How do you understand it?
(After the students' answers, a diagram is built.) - What do you think, what determines the level of development of social infrastructure?
- Can the lack of infrastructure affect the economic development of the region?
- What contributes to this process, and what hinders it?
- What does the term "vandalism" mean today? Does it have a place in our reality?
Make assumptions about the reasons for such behavior - What exactly can we do in this direction?
Divided into groups, create social projects "My Yard", "My School", "My District". The work should be presented visually.
III. The result of the lesson - What are the main features of the concept of "social institution".
- What is institutionalization?
- What underlies the typology of social institutions?
- What is infrastructure in the broad and narrow meanings of this term?
Homework Learn § 2, do tasks 3, 6.
Lessons 7-9. The role of the economy in the life of society Goals and objectives: 1) to introduce the place and role of the economy in the life of society, to show the reasons for the country's prosperity, the problems of a market economy, to reveal the role of culture in the development of a civilized market economy; 2) develop the ability to analyze and classify social information, compare social objects; evaluate different judgments about social objects from the point of view of the social sciences; participate in discussions, work with documents; 3) to form an attitude to the problems of the economy.
Equipment: schemes, a package of documents.
I. Organizational moment In "The Tale of the Fisherman and the Fish" A.S. Pushkin, the main character, an old man, could receive any material benefits from a goldfish.
Remember what wishes she fulfilled? First a trough, then a hut, then a tall beautiful tower, and so on.
A beautiful fairy tale... Who among us does not want to get everything we want without putting in the slightest effort?
There is only one problem - a goldfish disappeared in early childhood ...
What role does the economy play in society? Should I admire her or scold her? Let's try to find answers to these questions.
Theme of the lesson: "The role of the economy in the life of society."
www.moimirknig.com for www.mirknig.com 26 Lesson developments in social studies. Grade 11 Lesson plan 1. Economy as a subsystem of society.
2. Economy and standard of living.
3. Economy and social structure of society.
4. Economy and politics.
5. Economy and culture.
II. The study of new material Economy as a subsystem of society The term "economy" was first used by the ancient Greek philosopher Xenophon (430-354/355 BC), titled his treatise "Oikonomy". Xenophon addressed his teachings not to kings, but to ordinary citizens, whose households were complex and included the management of slaves, various agricultural and handicraft work. The very word "economy"
comes from the Greek words "house", "household" and "nomos" law.
The great philosopher of antiquity Aristotle (384-322 BC) understood economics much more widely than Xenophon. In his economic discourses he went far beyond the limits of economics.
His works remained the highest achievement of the economic thought of Antiquity.
What does the term "economy" mean today? Look at the diagram:
- Tell me what happens in the production process.
Can people's consumption and distribution of goods and services significantly affect production? Give examples to support your thoughts.
- How do you feel about the egalitarian principle of distribution? Explain your opinion.
Why do you think an important manifestation of the economic life of society is the relationship of exchange between - How are the development of society and the development of its economic life related?
Thus, the development of society and the development of its economic life are closely interconnected. They relate to each other as a whole and its part, exercising mutual influence on each other. Graphically, this can be represented as follows:
Suggest why economic life affects society and vice versa. (An approximate answer. The existence of society is impossible without the constant production of material goods; social production determines the emergence and development of the social structure; economic relations actively influence the political life of society; in the process of production, the necessary material conditions are created for the development of the spiritual life of society.) A large role in the regulation of economic relations play economic institutions. Economic institutions are the norms and rules by which its participants interact and carry out economic activities. These include:
Formal rules - codes, laws, by-laws; informal rules - traditions, customs, habits, stereotypes of behavior of economic entities.
The concept of "economic institutions" is often used to refer to economic categories - the market, property, competition, taxes, etc.
Divided into groups, discuss and name the main directions in the development of the economic sphere of life in modern society at the turn of two centuries. Take a look at these changes as a whole. (An approximate answer. The main directions of development of the economic sphere: computerization, informatization, new technologies, the emergence of a knowledge economy;
human intelligence has become a factor that determines the scale and shape of modern production; the development of creative individual qualities and abilities of a person - the main participant in production.) We have received a general idea of the economy as a subsystem of society. Now, divided into four creative groups, conduct research work to analyze the role and place of the economy in society.
The first group explores the question "Economy and standard of living".
The material of paragraph 2 of § 3 and additional material is used.
The second group explores the issue "Economy and social structure of society." The material of paragraph 3 of § 3 is used.
The third group explores the question "Economics and Politics". The material of paragraph 4 of § 3 is used.
www.moimirknig.com for www.mirknig.com The fourth group explores the question "Economy and Culture".
The material of paragraph 5 of § 3 is used.
At the end, each group presents the results of the work.
Additional material for the first group was a drop in his cash income by 40 - 50%, which was facilitated by the unwinding of inflation.
There was a sharp increase in income differentiation. Correlation The structure of consumption of families has changed. The share of expenditures on food increased and, accordingly, the share of expenditures on non food products decreased. Reduced consumption of many foods, especially in countryside. The physical volume of paid services to the population has sharply decreased.
a number of demographic indicators (fertility, mortality, life expectancy, morbidity of the population). Human development index based on average expected life indices The situation in the sphere of consumption and standard of living of the population is determined by the interaction of two ts and ts and y) and the consumer market of goods and services If in the pre-perestroika economy the main problems were associated with the development of the consumer market (deficit), now the sphere of incomes (their extremely low average level and high differentiation).
The most important task should be considered to be raising the standard of living of Russians on the basis of a policy aimed at increasing incomes, that is, a program of long-term economic economic growth and investment, stabilization of the credit and monetary system, employment and job creation.
1. Highlight the main characteristics of the standard of living of the population.
2. What changes have occurred in the standard of living of Russians as a result of the ongoing reforms in society? Have your household income and consumption changed, and how?
3. What are the reasons that, in your opinion, led to a deterioration in the quality of life of the population. Do they reflect the relationship between economic transformations and changes in the standard of living of Russians? Justify your answer.
Presentation of the work of the first group Our group, having studied the problem of the interaction between the economy and the standard of living, came to the following conclusions, which it presents graphically:
Lessons 7-9. The role of the economy in the life of society FOR INFORMATION ONLY www.moimirknig.com for www.mirknig.com 30 Lesson developments in social studies. Grade 11 Presentation of the work of the second group Our group was given the task to explore and analyze the relationship between the economy and the social structure of society.
For the study, we chose the relationship of the economy with such indicators as:
total population and its growth rate;
the state of public health;
formation of professional social communities;
inequality in income and wealth.
Investigation of the relationship between the total population and its growth rates and the economic development of society Interdependence of the economy and the state of public health Investigation and analysis of the impact of the economic life of society on the formation of professional social communities For analysis, we decided to investigate and analyze the dependence of the structure of American society on economic income.
The scheme "The social structure of modern American society" clearly shows that the relationship is directly proportional:
1. Thus, the rich occupy the best positions and have the most prestigious professions.
2. As a rule, they are better paid and are associated with mental labor, the performance of managerial functions.
3. The well-to-do strata that make up the middle class in American society include lawyers, skilled employees, the middle and petty bourgeoisie.
4. The lower strata include unskilled workers, the unemployed, and the poor.
5. The working class, according to modern concepts, constitutes an independent group that occupies an intermediate position between the middle and lower classes. The social structure of modern American society
INCOME LADDER
The material of the following content seemed very interesting to us: “In countries with an efficient economy, the model of the social structure of society is like a lemon - with a developed central part (middle strata), relatively low poles of the upper class (elite) and groups of the poorest strata.AT Latin American countries it resembles the Eiffel Tower with a wide base (poorer layers), an elongated middle part (middle layers) and a top (elite).
The third model is typical for many countries of Eastern and Central Europe and for modern Russia: it is a kind of www.moimirknig.com for www.mirknig.com Lesson developments in social science. Grade 11 - a pyramid pressed to the ground, the base of which is approximately 80% of the population (the poor), about 30.5% - its top; the middle class, numbering about 13% of the population, occupies a very thin strip between them.
After investigating the problem, we came to the following conclusion:
1. The social stratification of society, which is directly related to economic development, exacerbates the contradictions between the interests of various social groups.
2. The market economy must be corrected by pursuing a certain social policy in order to prevent a social explosion.
3. Social politics The Russian state at the present stage implies:
support for the poor;
regulation of labor relations;
assistance in employment of the unemployed population;
freedom of choice of profession;
ensuring the availability of education and assistance in retraining personnel;
ensuring freedom of enterprise.
4. Coordination of the interests of various participants in the economic life of society remains relevant, so the economic and social spheres should mutually support each other.
Presentation of the work of the third group Our group was given the task of researching and analyzing the relationship between economics and politics.
We present our work graphically:
Presentation of the work of the fourth group Our group was given the task of researching and analyzing the relationship between economy and culture.
We present the work graphically.
Economic activity creates a material basis and conditions for development:
www.moimirknig.com for www.mirknig.com Lesson developments in social studies. Grade 11 The impact of culture on the economy:
III. The result of the lessons Aristotle, discussing the role of the state in economic affairs, noted that "the goal of the state is a joint promotion to a high quality of life." Do you share this point of view?
Justify the answer.
Confucius said: “When the state is governed according to reason, poverty and need are shameful; when the state is not governed according to reason, then riches and honors are shameful.
Determine your attitude to the statement and give examples from history or modern life to support these words.
Look at the desk. Here are the models of the relationship between the state and the economy:
the first diagram shows two circles that intersect each other in a small area;
In the second diagram, the circles "state" and "economy" coincide; in the third diagram, the circle "economics" is inside the circle "state";
on the fourth diagram, the circle is “state” and the circle is “economy”
do not intersect;
in the fifth scheme, the circle "state" is inside the circle "economy";
In the sixth scheme, the circles intersect each other to the point - Which scheme reflects the relationship between the state and the economic sphere to a greater extent? Why?
Homework Study § 3, complete the written assignment: imagine and describe a situation in which humanity was excluded from the economic sphere.
Lessons 10-12. Social statuses and roles Goals and objectives: 1) introduce the main positions of social status, its types, show the causes of role conflict, reveal the features of status situations in adolescence; 2) develop the ability to analyze and classify social information on a topic, explain the internal and external relations of social objects, participate in discussions, work with documents; 3) to form an attitude towards the process of socialization and social adaptation of the individual, to develop an active civic position.
Equipment: schemes, a package of documents.
Type of lessons: lesson-analysis.
I. Organizational Moment Once upon a time, a Master lived in an ancient city, surrounded by his disciples. The most capable of them once thought: “Is there a question, I caught the most beautiful butterfly and hid it between my palms. Butterfly paws clung to his hands, and the student was ticklish. Smiling, he approached the Master and asked:
student, the Master replied:
Very often we hear the following expressions in society:
“Your status doesn’t allow you to behave like this” or “You chose the wrong role.” Who and what can limit us in our activity? This will be discussed in the lesson.
Lesson topic: "Social statuses and roles."
Lesson plan 1. The social status of the individual.
2. Social roles of the individual.
3. Socialization of the individual and social adaptation.
www.moimirknig.com for www.mirknig.com II. The study of new material For a long time the concept of "social status of the individual" was equated with the characteristics of the legal status of a person.
Remember how he assessed the position of a person in society - What arguments did M. Weber put forward in opposition to Marx?
What do sociologists mean today by these words?
Now you will be divided into four groups and receive working materials. Your task is to carefully get to know them, answer questions to the text and complete the task.
Working material for the first group of society, linked to other positions through a system of rights and obligations.
height, sex, social origin, profession and other indicators and assuming certain rights and duties is called social status. Thus, the position of the teacher makes sense only in connection with the position of the student and the director of the school, and that - in connection with the position of the minister of another, is defined in relation to the entire education system.
Any person occupies several positions, as he participates in many positions as a scientific council member, department head, trade union member, member of the Republican Party, Orthodox, voter, husband, father, uncle, etc. Each person can be characterized by a status set (this term was introduced by the well-known American sociologist of the individual.
Questions and tasks 1. What is a status?
2. What are the main indicators of social status.
3. What is a status set?
4. Describe the full set of statuses for yourself, your parents and 2-3 acquaintances. Compare them to each other and find out which list is longer.
The working material for the second group is the status by which others distinguish it or with which they identify it.
For women in traditional society, the status of a housewife turned out to be the main thing, and for a man - both before and now - the status associated with the main place of work or occupation: “Director o merch e c o ban for the scientific intelligentsia, the main thing is often not the place of work or occupation, but an academic degree. It is necessary to distinguish between two types of status - personal and social.
We have already met with a wide use of words. In a narrow sense, social status is the position of a person, which he automatically occupies as a representative of a large social group (professional, class, national). Once upon a time, blacks in the USA and South Africa were put dismissively. Personal qualities receded into the background. On the contrary, the merits and merits of the white were exaggerated in advance: when meeting, men will cope worse, and precisely because he is a woman.
primary, group, depending on how he is assessed by his individual qualities. It has been noticed that social status plays a dominant role for strangers, and personal status for familiar people.
But after all, the acquaintances constitute the primary, small group. Introducing ourselves to strangers, especially official representatives of any organization, institution, enterprise, we usually call the place of work characteristics, and our personal qualities, informal authority.
to which social-group prejudices operate. At first, the employer and co-workers build relationships with him based on group expectations and may treat him with suspicion or caution. After some time, when our hero demonstrated the growth. Now, personal status becomes the main thing for them. The sociologist said how much we participate in so many large and small groups. The latter include family, a circle of relatives and friends, a sports team, a school class, a student group, an interest club, a youth group, i.e., to be a leader, independent, and out siderom. Doctor N. has a high professional status, since his specialty is prestigious, but in sports section in karate, where he practices twice a week, he is treated like an outsider. Thus, social and personal status may or may not coincide.
Questions and tasks 1. What is the main status? Give examples.
2. What two kinds of status do you need to distinguish?
3. What is social status? Give examples.
4. What is personal status? Give examples.
5. Determine your main status, as well as the main statuses of your parents and 2-3 acquaintances.
The working material for the third group is a person born or who is assigned to him at the request of time.
Assigned status does not coincide with innate. Only three social statuses are considered innate and in the strict sense: gender, nationality, race.
In this way, race, gender and nationality are biologically given, a person inherits them in addition to his will and consciousness.
AT recent times scientists began to doubt whether there were cases where people cheated. When parents are of different nationalities, it is difficult to determine what nationality the children should be.
Often they themselves choose what to write in the passport. Having moved to another country forever, especially at a young or childhood age, Russian emigrants often forgot old customs and radically changed from the indigenous people of this country. Biological nationality was supplanted by socially acquired.
Age is a biologically determined trait, but it is not a born status. In the course of life, a person passes from one age to another. Society ascribes to each age category certain rights and obligations that other categories do not have.
From a specific age category, people expect quite specific behavior: from the young, for example, they expect respect for the elders, from adults - care for children and old people.
After a certain age, the king's son inherits the crown from his father. King - attributed status. Acquisition can be given to a given, biological one. In this sense, the noble titles of the prince, count, However, the king for certain offenses could deprive a person of duality. The system of kinship has a whole set of r m attributed to blood relationship (try to complete the list). In addition to them, there are non-blood relatives. They are also called "relatives in law".
By marrying, a man receives all his wife's blood relatives as relatives.
The only way to become a "relative in law" is through marriage. You can also acquire the status of a blood relative through the law, for example, as a son, the status of a godfather and godmother cannot be considered born. Even attributed, they should be called only to the extent that the person who receives such a status is not free to choose it.
In other words, if the adoption took place without the consent of the child.
Consequently, the assigned status is very similar to innate, but is not reduced to it. In a strict sense, innate is a biologically inherited status, and ascribed is a socially acquired, but identical in name with sp In order to avoid unnecessary confusion, sociologists have agreed to call one and the other types of status the same - ascribed status .
Such a way, attributed, or ascriptive, is such Questions and tasks 1. What is an ascribed status? Give examples.
2. What are the three social statuses considered innate?
3. What is the difference between them?
4. Determine whether the following statuses are attributed to those attributed: “emperor”, “head catholic church”, “senator”, “president”, “father-in-law”, “husband”, “Ukrainian”, “prince”, “duke”, “boyar”, “oprichnik”, “nobleman”.
Working material for the fourth group Significantly differs from the assigned status achieved.
one's own efforts, desire, free choice, or acquires thanks to luck and luck. If the assigned status is not under the control of the individual, then the status achieved is under control. Any status that is not automatically assigned to a person by the very fact of birth is considered to be achieved.
thanks to their own efforts, preparation and free choice.
The status of "world champion", "doctor of science" or "rock star" he also acquires thanks to his own efforts, a lot of work. With less difficulty, such statuses as “schoolchild”, “buyer”, etc. are given.
Achieved status requires acceptance independent decision and independent action. The status of "husband" is achievable: that ONLY for INTRODUCTION to get it, the man makes a decision, pays a visit to the bride's parents, makes a formal proposal and performs a host of other actions. Achievable status refers to the positions that people occupy due to their efforts or merit. "Postgraduate student" - the status that university graduates achieve by competing with others and showing outstanding academic success. The status of "honorary citizen", "honorary citizen" or "honorary doctor" of a foreign university can be obtained thanks to past achievements, sometimes not specifically d about b and vayas this title.
The more dynamic a society is, the more cells in its social structure are designed for achieved statuses. The more statuses achieved in general, the more democratic it is. After conducting a comparative historical analysis, scientists have established that earlier in European society there were more statuses attributed, and now there are more achieved statuses.
Questions and tasks 1. What is the achieved status?
2. How does a person achieve it? Give examples.
3. What does the achieved status require from a person?
4. Analyze the patterns of development of society in connection with the formation of achieved statuses.
5. Understand your status set: which statuses are ascribed and which are achieved in it?
What about your parents, relatives and friends?
(Checking the task and summing up the results of the work of the groups.) Two concepts play an important role in the formation of social status.
Prestige - (influence, respect) - is an assessment by society or a social group of the social significance of certain positions occupied by people.
- Do you think these two indicators really play an important role in shaping the status of a person?
- Suggest the condition under which the best realization of the personality occurs.
2. Social roles of the individual Everyone is well aware of Shakespeare's famous lines:
How do you understand these lines?
- Suggest what specific set of actions the role of the teacher, the student, assumes.
So, the individual who occupies a high position in society, if we measure this height, or rank, in terms of the power, income, education and prestige available to him, is most striving to meet his status and behave properly. The president of the company, the senator, the professor value the high prestige of their behavior. A behavior model focused on a specific status is called a status role, or simply a role.
- What do you think, what is expected from a person with a certain status? Give an example.
Each of us has a lot of social roles, as well as statuses. The set of roles performed by a person is called a role set (role repertoire). It's not easy to master them.
Tensions - role conflict - arise in situations where a person has to adhere to the requirements of incompatible roles. (For example, a good hostess and a business woman.) - Suggest what factors determine the role set.
(After discussion, a note appears on the board:
"Factors that determine the role set:
circumstances;
age;
environment;
Image, etc.”) I suggest you analyze the relationship between such factors as status symbols and social status. To do this, get acquainted with additional material and analyze it.
border the holders of different statuses. Status symbols are expressed with the help of habitation, language, gestures, manners of behavior. For each class, class, people, they are different.
Clothing is as much a social symbol as speech and behavior. It has three main functions: comfort, decorum, and demonstrative expression. In different eras, the rules of decency did not coincide, but the main principle remained unchanged: the more puritanical a society was, the more carefully the body was hidden.
In Arab countries, women's attire hid not only the body, but also its outlines. Once upon a time in England it was considered obscene to pronounce even the word “leg”, but the legs of the piano were covered with covers.
to give comfort, but as a sign that determines the belonging of its owner, clothing was regulated very strictly. England in the 14th century. the costume was determined ONLY FOR INTRODUCTION was not shared by taste or style, but by the law. and clothing for each social stratum. If a person put on a suit that was due to people standing higher on the social ladder, he was subject to a fine. Similar rules existed in the American colonies, where women were not forbidden to wear a silk major and were not allowed to wear the uniform of a colonel.
but for trying to raise his status with his help.
riding, English rural gentlemen wore frock coats and top hats for convenience - it was this attire that later became associated with a tracksuit that turned into everyday clothes for high society, and then, having changed, became an ordinary kos t y m o m o m b o l s h e part of society.
For expensive entertainment - gun hunting, fishing and golf, a checkered suit and a bowler hat were invented. Initially, such clothing was considered informal, but then it replaced the black tailcoat, leaving it a place in wedding ceremonies and official celebrations. And all modern business people wear variants of suits that were previously sports.
In recent years, there has been a reverse trend. Democracy is becoming increasingly hostile to privilege, and this is forcing the upper class to demonstrate their status in some other way. It has become unfashionable to emphasize belonging to the elite. The “club” jacket of a yachtsman was replaced by clothes borrowed from representatives of the social lower classes, it allows you to show what is in God’s chest One day in a tea house old man began to give Nasreddin various personal advice. Many of these tips were completely outdated.
Nasreddin listened attentively to the elderly man and after his speech asked:
- Because I'm with you! cried the man.
Then Nasreddin remarked: “It is not the time spent in tea khan that satiates, but the amount of pilaf eaten.”
- What is the meaning of this story?
- Do you agree with Nasreddin?
In the process of human life, there is a continuous process of a set of roles by a person, which is inextricably linked with the assimilation of social norms. Scientists call this process the socialization of the individual. How does the process of socialization take place? What speeds up and, conversely, slows down this process?
Split into two creative groups, complete the following task.
The first group explores the issue of "Socialization of the individual." For analysis, you use paragraph 3 of § 4 and the document on p. 47 textbooks.
The second group explores the issue of "Social adaptation". For analysis, you use paragraph 5 of § 4.
Questions for the first group 1. What is socialization?
2. Is the process of socialization outside of society possible? Why?
3. Comment on the stages of the child's socialization.
4. How long does the process of socialization take?
5. What, in the sociologist's opinion, makes it possible to single out socialization in childhood as a special stage?
6. Give a statement that reveals the relationship between the concepts of "socialization" and "social status".
Questions for the second group 1. What is social adaptation?
2. What is the difference between the process of adaptation in humans?
3. Give examples of social adaptation.
4. What does external and internal adaptation imply?
5. What are the indicators of the degree of adaptation.
6. What two types of adaptation are distinguished by sociologists and psychologists?
7. Analyze your activities from these positions. What type of adaptation prevails for you?
So, we got acquainted with the concepts of "socialization of personality" and "social adaptation". Let's present the results graphically:
www.moimirknig.com for www.mirknig.com The helplessness of the child, his dependence on the environment makes one think that the process of socialization takes place with someone else's help. The way it is. Helpers are people and institutions. They are called agents of socialization. Socializing agents are the people and institutions responsible for teaching cultural norms and assimilating social roles. These include:
Agents of primary socialization - parents, brothers, sisters, grandparents, close and distant relatives, babysitters, family friends, teachers, coaches, doctors, leaders of youth groups;
Agents of secondary socialization - representatives of the administration of the school, university, enterprise, army, police, church, state, media workers, courts, etc.
Primary socialization concerns the immediate environment of a person and includes primarily family and friends, while secondary socialization refers to the indirect or formal environment and consists of the impacts of institutions and institutions.
The role of primary socialization is great in the initial stages of life, and the secondary - in the later stages.
4. Who teaches us to play by the rules?
Who determines our behavior patterns? statuses? roles?
- Divided into groups, make social projects on the topic "They teach by the rules."
The first group - "The family teaches us to play by the rules."
The second group - "The school teaches us to play by the rules."
The third group - "The media teaches us to play by the rules."
III. Outcome of the lessons - In sociology, there is the concept of "resocialization", which means the destruction of previously accepted values and behaviors. In what cases can this happen? Give examples.
The German sociologist K. Mannheim states: “To be young means to stand on the edge of society, to be an outsider in many respects.” Expand this position using the concepts of "social status" and "social role".
Do you share this conclusion?
Exist different points view of the role of the school in the process of socialization of the individual. Most believe that education enables children from families with a low social status to acquire a higher status. But there are those who are convinced that the school in modern society only reinforces social inequality, since only children from wealthy families can receive a quality education.
Which of these opinions seems more convincing to you? Some sociologists have come to the conclusion that only a family in which male and female roles are strictly distributed can fully carry out the function of socializing children. Others argue that any work related to raising children and maintaining household, must be ready to perform any of the spouses.
- What do you think?
Homework Learn § 4, complete the assignments.
Lessons 13-15. Social values and norms Goals and objectives: 1) to introduce the basic social values and norms of law, to show the specifics of the legal regulation of social relations; 2) develop the ability to compare social objects, identifying their common features and differences, establish a correspondence between the essential features and signs of social phenomena and social science terms, concepts, distinguish between facts and opinions, arguments and conclusions in social information, participate in discussions, work with documents; 3) to form an attitude towards social values, the rule of law.
Equipment: schemes, a package of documents.
Type of lessons: combined lesson.
I. Organizational moment Creating the human race, the gods took care of it with truly divine generosity: they gave reason, speech, fire, the ability to mastery and art. Everyone was endowed with some kind of talent. Builders, blacksmiths, doctors, etc. appeared. Man began to get food, make beautiful things, build dwellings. But the gods failed to teach people how to live in society. And when people got together for some big deed - to build a road, a canal, fierce disputes broke out between them, and often the case ended in a general collapse. People were too selfish, too intolerant and cruel, they decided everything and only by brute force ...
And the threat of self-destruction hung over the human race.
Then the father of the gods Zeus, feeling his own special responsibility, ordered to introduce shame and truth into people's lives.
The gods were delighted with the wisdom of the father. They asked him only one question: how to distribute shame and truth among people? After all, the talents of www.moimirknig.com for www.mirknig.com are given selectively by the gods: will they send the abilities of a builder to one, to the other?
there are no cities, no states, no people themselves on Earth ...
What is this myth about?
Today in the lesson we will talk about social values and norms - the regulators of human behavior. ^ Theme of the lesson: "Social values and norms".
1. Social values and norms.
2. Social regulators.
II. Learning new material 1. Social values and norms We encounter values at every step. But how often do we think about them? The saying “Look inside yourself” suggests that the basis of our morality should be an internal dialogue, a person’s judgment on himself, in which he himself is both an accuser, a defender, and a judge. And what determines the essence of this monologue? Of course, those values that move a person. What are values?
In the course of my explanation, we will draw up a synopsis.
All values are interconnected, in unity and form a holistic inner world of a person - a pyramid of values.
- Build your own value pyramid and explain your choice.
- Do you think people can live without values? Justify your opinion.
Values are unshakable, intimate life orientations of a person. Without them, man cannot exist. Another thing is that for someone the golden calf is the main reference point, and for someone the highest value is friendship.
And yet there are values that the absolute majority of the inhabitants of the planet worship. What values am I talking about? (About universal (eternal) values.) - What role do you think these values play in a person's life?
Therefore, any value is social in nature.
Social value is understood as a component public life endowed with a special meaning in the mind of the individual or in the public mind. Values actively influence the consciousness and behavior of people.
- Give examples of the impact of social values on the consciousness and behavior of people.
Some of you will ask: do not the norms of behavior influence and determine the behavior of people? Let's try to draw parallels between value and norm.
www.moimirknig.com for www.mirknig.com (As the explanation progresses, a table is built.) 1. Social value 1. Norm - recognized as mandatory social dock, standard, sample.
2. The norm sets the limit (measure) high degree the abstract of the possible and the proper.
reactions, speculator 3. The norm expresses an objective need 2. Social prices and people's relationships.
ness is the world inside 4. In a generalized form, the norms of conventionally elevated aspirations are divided into social and technical ones.
but they only indicate the social norm - a universally binding right to something desired. a rule of conduct that establishes allowable 3. Spiritually regulated boundaries of activity.
social phenomena 5. Classification of norms:
leniya represents the moral;
The regulation of people's behavior by social norms is carried out in three ways:
permission - an indication of behaviors that are desirable, but not required;
prescription - an indication of the required action;
prohibition - an indication of actions that should not be performed.
Carefully study the data in the table "Social norms"
and indicate which of the presented norms is a ban?
What - prescription? What - permission?
Customs Celebration of the New Year on the night of January 1 Traditions Regular meetings of graduates educational institution Legal “It is forbidden to promote social, racial, norms of rational, religious or linguistic superiority Moral Do as you wish towards others Political norms Aesthetic Canon of the human body, established in the plastic art of Ancient Egypt, and the system of ideals developed by the ancient Greek sculptor Polykleitos Religious norms of etiquette 2. Social regulators The most important concept of sociology is social action, i. e. a deliberate, purposeful act of behavior focused on others, on their responses.
- Tell me, what should be the behavior of a person included in the system of social relations.
Let's take a closer look at these controls.
www.moimirknig.com for www.mirknig.com Lesson developments in social studies. Grade 11 Legal regulation of social relations Lawyers argue that a legal system without a legal culture does not exist. To visualize what the legal culture of society and the individual is, what parts it consists of, draw (schematically) a house with three floors. Each floor contains one of the three characteristics of legal culture:
1. Legal Knowledge and the ability to use them.
2. Positive attitude towards law (respect for law).
3. Lawful (law-abiding) behavior, actions in accordance with the law.
Arrange these characteristics by floors as you see fit.
Then draw the foundation of the house (that is, what the legal culture relies on). Put in it everything that seems essential to you from the following list of components of a common culture:
moral culture, artistic culture, political culture, technical culture, information culture... Justify your choice. Then submit your work.
III. Summary of Lessons The golden rule of morality is: "Do to others the way you would like others to do to you."
- The essence of legal culture is expressed by jurists by the formula:
"Know - respect - observe." Do you agree with her? Po - To the question of what is the highest value for you, they often give the answer: “Money”. There are, of course, other responses. How would you answer this question? Argue your answer.
Lessons 16-18. Deviant behavior and social control 51_ - How do you understand the meaning of the words of Aristotle, who said:
“We become fair by acting fairly, moderate by acting moderately, courageous by doing bold acts... Therefore, it is important that we form our certain habits from the earliest years. This is very important, or maybe the most important?
Homework Learn § 5, complete the assignments. Write an essay on the topic:
"If poverty is the mother of crime, then lack of intelligence is their father"
(folk wisdom).
Lessons 16-18. Deviant behavior Aims and objectives: 1) to introduce the signs of deviant behavior, show its causes, analyze the main forms of social control; 2) develop the ability to carry out a comprehensive search, systematization of social information on the topic, compare, analyze, draw conclusions, rationally solve cognitive and problematic tasks, explain the internal and external relations of the studied social objects, participate in discussions, work with documents; 3) to form an attitude towards antisocial phenomena, to develop an active civic position.
Equipment: schemes, a package of documents.
Type of lessons: lesson-research.
I. Organizational Moment One of the foreign works on the problem of deviant behavior says: “Deviations are a natural part of social life. And condemnation, regulation and prohibition, moral improvement do not reduce deviations, since more stringent norms of behavior arise. Specific deviations may disappear, while others appear ... the disappearance of major crimes will lead to increased attention to smaller ones.
What is deviant behavior? So is it possible to rid society of such deviations? If yes, then with what? This is what we will talk about in the lesson.
Theme of the lesson: "Deviant behavior and social control."
www.moimirknig.com for www.mirknig.com Lesson plan 1. Deviant behavior.
2. Crime.
3. Social control.
II. Learning new material Behavior that is not consistent with the norms, does not correspond to what society expects from a person, is called deviant behavior. Unfortunately, we are increasingly witnessing its manifestation in human society.
- Tell me what the manifestation of deviant behavior can be expressed in.
(In the course of the students' answers, a diagram is drawn up.) Manifestations of negative deviant behavior are varied.
Their common feature is harm, damage caused to society, a social group, other people, as well as a person who allows negative deviations - Do you think deviations from the norms can only be negative? Give examples of the positive nature of deviant behavior.
- What implications do they have for society?
Give examples of social deviations that have become widespread today. (Drug addiction, alcoholism, religious fanaticism and extremism, racial intolerance, terrorism.) We have identified alarming phenomena... But is it really so important to know what percentage of drug addicts is in our country? It is much more important to determine the causes of deviant behavior. After all, a person is not born already with a craving for drugs.
Having divided into creative groups, working with the material of paragraph 1 of § 6, explain the reasons for such behavior in terms of:
Lessons 16-18. Deviant behavior and social control the first group - biologists;
the second group - psychologists;
the third group - sociologists;
the fourth group - culturologists.
What reason do you think is the most significant? Why?
How can you explain such a phenomenon?
Persons who have committed a negative deviation from the norm are punished by society, which applies sanctions against them, i.e.
punishment for unapproved, unwanted actions. Sanctions can be of a different nature depending on the severity of the misconduct. The most serious deviations in behavior are crimes.
2. Crime - Break the word "crime" into syllables. Name four words with these syllables that are similar in meaning to the term used. (Prohibition, retreat, captivity and act.) So, crime is a manifestation of deviant behavior that causes the greatest harm and damage to society.
Crime is not just the sum of crimes, it is a mass phenomenon that has the laws of its existence and development, causes, conditions that contribute to it. Crime has two aspects.
Organized crime is a particular danger.
Working with the text on p. 6 1 - 62 textbook, highlight signs organized group. (Exemplary answer. Two or more people who are united to commit a crime. The group is built on the principle of hierarchy, it has rules of conduct defined by www.moimirknig.com for www.mirknig.com. It has its own material and technical base:
capital, vehicles, communications and weapons. The group has channels for money laundering. The presence of corruption. The division of spheres of influence between separate groups.) Suggest why organized crime is especially dangerous:
for the individual;
society;
states.
Modern society offers different ways to fight crime. Imagine that you are at a discussion club meeting on the topic "Ways to fight crime."
Three approaches to solving this problem are presented to the students for consideration:
1. Tougher penalties.
2. Raise the legal literacy of the population.
3. Involve youth in a socially significant figure - Whose point of view would you support? Why?
3. Social control Read paragraph 3 of § 6 on your own, study the additional material and answer the questions.
UDC 372.8:30
BBC 74.266.0
O-28
Authors: L. N. Bogolyubov (§ 20, 21, 25 (with co-authors), conclusion); A. Yu. Lazebnikova (introduction); N. Yu. Basik (§ 25,
et al.); N. I. Gorodetskaya (thematic lesson planning, § 1, 2, 5, 7, 8, 9, 10, 11, 12); E. I. Zhiltsova (§ 22, 23, 24, 28); L. F. Ivanova (§ 19); T. V. Koval
(§ 26, 27); G. E. Koroleva (§ 3, 4); E. S. Korolkova (§ 14);
T. E. Liskova (§ 15, 17, 18); A. V. Polovnikova (§ 6);
E. L. Rutkovskaya (§ 13, 16).
Social science. Lesson developments. Grade 11:
O-28 manual for general education teachers. organizations:
base level / [L. N. Bogolyubov, A. Yu. Lazebnikova, N. Yu. Basik and others]. - M .: Enlightenment,
2014. - 256 p. - ISBN 978-5-09-027906-2.
Lesson developments are designed to provide an educational process based on the textbook "Social Science" for grade 11,
created in accordance with the requirements of the Federal State educational standard secondary general education.
The manual presents various options for organizing lessons.
based on the application of a system-activity approach and development
students of universal learning activities. The use of modern educational technologies, preparing schoolchildren for the delivery of the Unified state exam. The manual is recommended for teachers of educational organizations.
UDC 372.8:30
BBC 74.266.0
ISBN 978-5-09-027906-2
Publishing house "Enlightenment", 2014
Decoration.
Publishing house "Enlightenment", 2014
All rights reserved
TABLE OF CONTENTS
Introduction ................................................ ............................ four
Thematic lesson planning of the course
"Social science" ............................................... ................. 5
Chapter 1. Economic life of society....................................17
Lessons "The role of the economy in the life of society" (§ 1) .............................17
Lessons "Economics: science and economy" (§ 2) .......................25
Lessons "Economic growth and development" (§ 3) .............................33
Lessons "Market relations in the economy" (§ 4) .............................40
Lessons "The Firm in Economics" (§ 5) .........................................................52
Lessons "Legal foundations of entrepreneurial
activities” (§ 6) .............................................. .................61
Lessons "Quantities of success in business" (§ 7) .............................................................. 72
Lessons "Economy and the state" (§ 8) .............................................. 80
Lessons "Finance in Economics" (§ 9) .............................................. 88
Lessons "Employment and Unemployment" (§ 10) .............................................. 96
Lessons "World Economy" (§ 11) .............................................. 104
Lessons "Economic culture" (§ 12) .............................. 113
Chapter 2. Social sphere............................................... .. 122
Lessons "The social structure of society" (§ 13) .............................. 122
Lessons "Social norms and deviant behavior"
(§ fourteen) .............................................. ................................. 131
Lessons "Nations and interethnic relations" (§ 15) ....... 140
Lessons "Family and Life" (§ 16) .............................................. ...... 147
Lessons "Gender - social gender" (§ 17) .............................................. 158
Lessons “Young people in modern society” (§ 18) .............................. 163
Lessons "Demographic situation in modern Russia"
(§ 19) .............................................. ................................. 168
Chapter 3
Lessons "Politics and power" (§ 20) .............................................. 177
Lessons "Political system" (§ 21) .............................................. 186
Lessons "Civil society and the rule of law"
(§ 22) ............................................... ................................. 195
Lessons "Democratic Elections" (§ 23) .............................................. 202
Lessons "Political parties and party systems"
(§ 24) ............................................... ................................. 209
Lessons "Political Elite and Political Leadership"
(§ 25) ............................................... ................................. 217
Lessons "Political Consciousness" (§ 26) .............................. 227
Lessons "Political Behavior" (§ 27) .............................................. 236
Lessons "Political process and culture of the political
participation” (§ 28) .............................................. ................... 243
Lessons “Looking to the Future” (Conclusion) .............................. 251
INTRODUCTION
Lesson developments are addressed to teachers who teach a social science course based on the textbook “Social Science.
Grade 11. Basic level, ed. L. N. Bogolyubova,
A. Yu. Lazebnikova and V. A. Litvinov, which was created
in accordance with the requirements of the Federal State Educational Standard of Secondary General Education.
The manual covers sections that, in accordance with
with the course program are studied in senior class: "Economic life of society", "Social sphere", "Political life of society". As in the manual for grade 10,
This book takes into account all the changes made to the updated textbook. It is built with the new structure in mind.
course, contains recommendations for working with topics included in the training content for the first time.
For each lesson topic, a set of personal,
meta-subject and subject requirements for results
learning. The inclusion of this part in the methodological developments will help the gradual transition to the Federal State Educational Standard for the senior
schools.
Tasks are formulated for each topic
study, shows its place in the system of training sessions.
The principle of variability in the organization of educational
activities, allowing to carry out the optimal choice of methodological methods and means, taking into account the level of preparation of high school students, their cognitive and pre-professional interests. Significantly updated content
reflecting the realities of our society, trends modern development, new tables, schemes and diagrams are given.
Expanded recommendations for the use of materials
Mass media and Internet resources. The line introduced in the manual for grade 10 for inclusion in the heading “Stage
consolidation” tasks for thematic and intermediate control, built according to the models of tasks of the Unified State Exam in Social Science.
THEMATIC LESSON PLANNING
COURSE "SOCIAL STUDIES"
Grade 11. Basic level (105 h)
Main content
by topic
Characteristics of the main
student activities
Chapter 1. Economic life of society (35 hours)
The role of the economy in the life of society (3 hours)
Economy as a subsystem of society. Economy
and standard of living. Economy and social structure
society. Economics and politics
Characterize the main
manifestations of economic
life and their relationship.
Name indicators of the level
the life of the population.
express reasoned
judgment about the relationship between the life of society as a whole and its
economic development.
Give examples illustrating the main trends in the development of the economic sphere of life in modern society.
Argumentatively substantiate the mutual influence of the economy and social structure
society, economics and politics.
Use elements of causal analysis
in characterizing the economic life of society,
including understanding
the impact of the economy on the standard of living
Economics: science and economy (3 hours)
What does economics study?
the science. Economic activity and its measures.
Concept of GDP
Characterize the main
economic
sciences, their various levels
study.
distinguish and describe
absolute and relative
economic values.
To reveal and concretize the concept of "gross domestic product".
List the various factors that affect productivity and
their examples
Continuation
Main content
by topic
Characteristics of the main
student activities
Economic growth and development (3 hours)
Extensive and Intensive
the economic growth. Factors and rates of economic
growth. Economic development. Economic cycle.
Reasons for the cyclical development of the economy
Uncover, using modern facts and examples,
the concept of "economic
growth" and "economic development".
Distinguish and compare paths
economic
growth.
Explain the essence and causes of cyclic development
economy.
Describe the phases of the business cycle
Market relations in the economy (3 hours)
The market in the life of society. Market economy.
How does the invisible
hand" of the market. Laws of demand
and suggestions. Market
structures. Competition
and monopoly. Modern
market system
Characterize the market
economic system.
Explain the mechanism of action of free pricing in the market.
Give examples of the laws of supply and demand.
Assess the impact of competition and monopoly on
economic life, the behavior of the main participants
economy.
Find and extract social information about patterns, structure, trends
development of a modern market economy from adapted sources of various types
The firm in economics (3 hours)
The goals of the company.
factors of production.
Economic and accounting costs and profits.
Constants and variables
production costs.
Taxes paid by the enterprise
name and illustrate
examples are the main factors of production and factor income.
Justify the choice of forms
business in specific situations.
Continuation
Main content
by topic
Characteristics of the main
student activities
Distinguish and compare economic and accounting
costs and profits.
Give examples of fixed and variable costs
production.
Simulate practical
situations related to the calculation of costs and profits
manufacturer.
name the main types
corporate taxes
Legal foundations of entrepreneurial activity (3 hours)
Socio-economic
functions of entrepreneurship in society. Terms
successful entrepreneurship. Legal basis
entrepreneurship. Organizational and legal forms
business
Reveal role and meaning
entrepreneurship as
engine of economic
development.
Compare organizational and legal forms of business,
revealing their common features
and differences.
Analyze practical
situations related to business success.
Assess the conditions for the development of entrepreneurship
in the country, the possibilities of
feasible participation in entrepreneurial activities
Components of success in business (2 hours)
Sources of financing
business. Basic principles
management. Marketing Basics
Distinguish between external and internal sources of funding, funding opportunities for small and large
firms.
characterize functions
management.
List the basic principles of marketing.
Explain study methods
market and penetration
market.
Describe the marketing strategy
goods and services on the market
Continuation
Main content
by topic
Characteristics of the main
student activities
Economy and State (3 hours)
Economic functions
states. Public
good. external effects.
What instrument of economic regulation to choose.
Monetary (monetary) policy. Budget and tax (fiscal)
politics. Does the market need
government help? Economic Development Trends
Russia
Analyze various
point of view on the role of the state in the economy.
Specify tasks
modern state
in a market economy.
Expand with examples
public
economic
the life of society.
Explain the goals and instruments of monetary and fiscal
politicians.
Make informed judgments about various
economic
state policy and
impact on economic
the life of society.
Find and retrieve social status information,
trends and prospects for the development of the Russian economy,
directions of the state
policies from adapted
sources of various types
Finance in Economics (3 hours)
Banking system. financial institutions. Banks
and banking operations.
Inflation: types, causes
and consequences
Characterize the role and importance of finance in the structure
market relations.
Explain how finance works
as a tool for distribution and redistribution
national income.
name and illustrate
examples of transactions and services provided by banks.
Distinguish between the activities of various financial institutions.
Describe shapes and types
manifestations of inflation.
Assess the consequences
inflation for the economy
in general, for various
social groups
Continuation
Main content
by topic
Characteristics of the main
student activities
Employment and unemployment (3 hours)
Labor market. The reasons
and types of unemployment.
Public policy
in employment
characterize objects
supply and demand for
labor market, the mechanism of their
interactions.
Distinguish types and causes
unemployment.
Explain the meaning of the concept
"employment".
Give examples of the characteristics of youth work.
Assess your capabilities
employment in conditions
labor market
World Economy (3 hours)
What is the world economy. International trade.
Public policy
in the field of international
trade. Global problems of the economy. Trends
global economic development
Explain the background
international division
labor.
Distinguish and compare
direction of the state
policy in the field of international trade.
To evaluate the contradictory consequences of economic globalization.
Extract from the media and summarize information to analyze trends in global economic development
Economic culture (3 hours)
Economic culture: essence and structure.
Economic relations
and interests. Economic
freedom and social responsibility. Communication of economic culture and activity. rational behavior
economic
activities
Analyze practical
situations related to the implementation by citizens of their
economic interests.
Distinguish the moral side of socio-economic situations.
Explain consumer and producer behavior
in terms of economic rationality.
Expand with examples
connection of economic freedom
and social responsibility of economic participants
Continuation
Main content
by topic
Characteristics of the main
student activities
Lessons in presenting the results of project activities
on the topics of chapter 1 (4 hours)
Revisiting and summarizing lessons on chapter 1 (2 hours)
Chapter 2. Social sphere (20 hours)
The social structure of society (3 hours)
Variety of social
groups. Social inequality. social stratification. social mobility. social interests
name the types of social
groups and their features.
Expand with examples
the role of small social
groups in society.
Explain the causes of social inequality in history
and in modern society.
Name the criteria of social stratification.
Distinguish between types of social
mobility
Social norms and deviant behavior (3 hours)
social norms. social control. Deviant (deviant) behavior.
Crime
List the types of social norms.
Characterize the types of social control and their social role.
Distinguish the sanctions of social control.
Provide examples of deviant behavior.
Name the causes of negative deviant behavior.
Explain based on
existing knowledge basic ways to overcome
negative deviant
behavior.
Explain control measures
with crime.
Assess the role of tolerance in the modern world
Nations and interethnic relations (3 hours)
What unites people
to the nation.
Explain the meaning of the concept
"nation".
Continuation
Main content
by topic
Characteristics of the main
student activities
Russia is multinational
society and one people.
Interethnic conflicts and ways to overcome them.
Ways of interethnic
convergence. National
politics in Russia
characterize features
ethnic relations in Russia.
Name the causes and consequences of interethnic
conflicts.
Compare different manifestations of ideology and politics
nationalism.
Argumentatively show the influence of ethnic factors on state development and the development of culture.
Justify anti-cultural, anti-social
essence of ethnic discrimination.
Assess the importance of the principles of democratic national policy of the state
Family and life (2 hours)
Family as social
institute. Family functions.
Family in modern society. Household relationships.
The house we live in
characterize social
institutions of family and marriage.
Explain the functions of the family.
To reveal the factors influencing the development of modern
families.
Compare different types
families.
Give examples of state support for families.
express reasoned
Lesson plan
Freedom and responsibility
The purpose of the lesson: organization of work on the assimilation of a new concept of the topic, identification of its essential characteristics.
Tasks:
. reveal the various meanings and aspects of the concept of "freedom", show the practical connection between the concepts of "freedom", "choice", "responsibility";
. develop the ability to analyze educational material, argue, explain concepts, independently formulate and express their point of view;
. to promote the process of socialization of students through the education of personality traits necessary for life in modern society.
Equipment: textbook (L.N. Bogolyubov. Social science. Grade 11)
Basic concepts: freedom, absolute freedom, relative freedom, choice, responsibility, free society.
Type of lesson: lesson learning new material
Lesson Form: a practical lesson with discussion elements
Lesson steps:
1. Reporting the topic, goals, objectives of the lesson and motivation for learning activities;
2. Preparation for the study of new material through repetition and updating of basic knowledge;
3. Acquaintance with new material;
4. Primary comprehension and consolidation of connections and relationships in the objects of study;
5. Summing up the lesson;
6. Definition of homework and instructions for its implementation
1. The concept of "freedom"
2. External and internal regulators of behavior
3. Can a person be absolutely free?
During the classes:
You call yourself free.
Free from what and free for what?
F. Nietzsche, German. philosopher second. floor. 19th century
1. Introductory speech of the teacher:
Can you call yourself free people? (student answers).
Teacher: You know that in modern society you have a certain set of freedoms, which reinforces your feeling of looseness.
Let's try to simulate the following situation. I am an official, a bureaucrat, a paper worm, you are the editorial staff of a newspaper called "We are not slaves!" I am unhappy with the name of your newspaper. In my opinion, the name absolutely does not correspond to the spirit of the times, but only additionally irritates the public state of mind. Give, please, three arguments that would convince me of the possibility of the existence of a newspaper with that name. (interesting to see if the Constitution appears in the arguments).
Teacher: Is there any specific official document that confirms your sense of freedom? (Yes, the Constitution). Chapter 2. Human rights and freedoms. Article 2. Man, his rights and freedoms are the highest value.
Teacher: So, we call ourselves free people. But what is freedom in your understanding? One person - he is free and happy? A person in society - is he free or dependent? (staging problematic issues).
(work with the source - a poem by L. Filatov):
When a thief, roaming in the crowd,
Your choice will stop on you, -
You can, by handing him a bag,
It is quite free to shout: guard! ..
When the sergeant comes to your call
And also hint about the money, -
You can, by handing him a bracelet,
With a threat to look after him! ..
When the judge, the law amended,
Will impose a robbery fine on you, -
You can, by holding out the ring to him,
With contempt to be silent in his face! ..
With such an abundance of freedom
You can literally live without worries
And if you get tired of freedom -
You have the right to silently protest! ..
Each person has their own vision of this concept. Imagine a pirate. For him, freedom lies in the ability to capture ships ... For a prisoner, the opportunity to get out of prison, for a schoolboy - holidays. But you and I need to try to find such associations that will reflect the general features of this concept.
Working with associations (all together): - HUMAN FREEDOM
Offer a ready-made list of associations and ask them to rank them in order of importance: alternative, choice, opportunity, desire, activity, independence, necessity.
Group work. Task - in tech. 1 minute - complete the sentence: Freedom is ..., using the signs that are highlighted on the board.
(the Russian philosopher and sociologist de Roberti once jokingly remarked that the one who can give precise definition concept of freedom is worthy of the Nobel Prize).
Group responses
Teacher: Thank you, I accept your answers and let me offer you my own:
Freedom is opportunity right choice.
But can we always make our choice?
Group work Comment. To talk about the Buridan donkey is a philosophical paradox attributed to the French philosopher Jean Buridan, who lived in the 14th century: a donkey placed at an equal distance from two identical armfuls of hay must die of hunger, because it will not be able to choose one or another armful. (This is the name of a person who is indecisive in his choice or hesitates between two equal choices).
Conclusion: Exercised freedom presupposes the existence of a free choice between different possibilities.
2. Having freedom of choice, a person can choose the best of what the world has to offer. But the person is not alone. He lives in a society of his own kind. This means that his desires, the desires of one person, may come into conflict with the desires of another person. This is where a person is faced with a restriction of freedom. Let's try to highlight these constraints = dependencies that exist in the lives of most of us.
Cluster - dependencies (working together with everyone): on the slide - DEPENDENCE
(presumable student answers: from the opinions of others, habits, vices, parents, assessments of others, rules of conduct, money).
Perhaps enough. Now let's think about what underlies these dependencies? (student answers). Fear! We are afraid of appearing stupid, funny, awkward, unfashionable, etc. Fear is transformed into clichés: they won’t understand me, what they will think of me, suddenly someone will see.
Working with the source "Dialogue on Freedom": reading by roles:
Author: Standing in a circle, the sorcerer's apprentice made a sacrifice and began to invoke the demon of fear. But no matter how hard the boy tried, nothing happened. He was about to leave the circle, when he suddenly saw in front of him huge cat.
Boy: Who are you???
Demon: What do you mean "who"? Well you called the demon, here I am. What did you want? Tell me, I'm in a good mood today.
Boy: Are you a demon of fear?
Demon: Well, it has been for several centuries...
Boy: And how can I become free from fears? I want to be free!
Demon: And what is freedom for you, boy?
Boy: The ability to make decisions independently, not to depend on fears. To be free in general.
Demon: You didn't explain to me what "freedom" is for you, and who took it away from you. Why should I answer you a question the meaning of which you yourself do not understand?
Boy: What does "who took away" mean? People, of course.
Demon: Really? How?
Boy: Well, so ... They set their own rules in this world, and everyone must live by them.
Demon: Is it? And how can they force you to accept something if you don't want it?
Boy: They have many ways. For example, put in jail.
Demon: Is it really worse to lose the ability to move further than four walls than to lose oneself in the gray mass of those living today? I don't understand you, baby, oh, I don't understand.
Boy: What's wrong with that? Done wrong - go to jail or die.
Demon: Child, I cannot and do not want to hammer knowledge into your empty head. If you really need it, you'll get there yourself. I gave you a hint. I've wasted too much time on you.
Task: Guess how the author ends this expression.
Student responses.
To pose a problem: what does it mean to live YOUR LIFE? (my hut on the edge?).
Student responses.
3. As a general conclusion of the previous reasoning: It is impossible to live in society and be free from society!
Introduce the concepts: absolute and relative freedom (task - bring concrete examples illustrating these concepts - work in groups). Analyze answers.
As a test of assimilation of the studied material, students perform the task: what is the meaning of the expression of the ancient Greek philosopher Plato - "To give freedom to a person who does not know how to use it means to destroy him."
(Options for completing this task: 1. POPS formula (strong students); 2. Write down the association images that arise in the process of analyzing this expression (less prepared students).
(Exemplary student answers: a person has a feeling of permissiveness; then there is a degeneration of the personality, degradation, spiritual decline; for the state - a totalitarian regime).
We draw a general conclusion: Freedom is one of the greatest wealth of a person, but also a very big responsibility, because. freedom of choice and action of one person can mean arbitrariness in relation to other people.
Homework: mini-essay on the topic: “You call yourself free. Free from what and free for what? (F. Nietzsche). Tasks:
Know and realize freedom person. Make choices and take responsibility. Know civil rights.
Be able to: Choose the right freedom of choice and be responsible
Plan:
1. Human freedom.
2. Measure of freedom.
3. Restriction of freedom is.
4. Freedom and responsibility.
5. Civil (personal) rights of man and citizen
Summary of the lesson.
1. Human freedom- this is his self-realization, the implementation and embodiment of his human potential, self-realization is carried out not in a vacuum, but in a real material natural and social environment.
Therefore, it inevitably encounters both assistance and resistance from all circumstances, including social ones. This resistance is an important limiter of the freedom of human life. Man is free to the extent and to the extent to which and insofar as he can overcome this resistance.
If he cannot, he is not free. From this, by the way, it follows that the objective world carries within itself certain elements of human unfreedom, objectivity as such, to a certain extent, opposes freedom.
In this regard, the spiritual world of man provides completely different conditions. A person can, as he wants, operate with spiritually ideal objects, create any combination of them, construct any most fantastic images. Another, no less powerful barrier to the freedom of human life is the resistance of the world of social relations. Each person lives and acts in the real world of social relationships, many different social contacts. A person makes changes in the social world and thereby objectifies himself, as if revealing himself.
Naturally, this change in society causes a response from many people with whom he is really connected and whose interests he affects to one degree or another.
And these reactions, these assessments are extremely important for a person. They - these reactions - act both as incentives, catalysts of human activity, and as a kind of limiters of his freedom, prompting him to refrain from any actions or to implement them in a truncated form. In the same way, the world of social prescriptions, legal norms, traditions, the influence of established authorities limit the possibilities of self-realization of a person, forcing him to either give up many of his intentions, or adapt to the requirements of society.
In this regard, it should be noted that human relations, sociality in the broad sense of the word, as well as the objectivity of the world, act in a certain sense as restrictions on human freedom, an obstacle to its realization. This follows from the very reality of society as a form of connection between people, from the objectivity of social relations and connections in general.
From this point of view, the spiritual life activity of a person unfolds in different conditions. Here you need to pay attention to another feature of spirituality, ideality. Ideality is absolutely subjective, it exists only in the inner spiritual world of the individual, it is visible, tangible only by the inner vision of a person.
In this sense, the spiritual-ideal activity of a person is absolutely sovereign and closed from the outside world, it is not fully revealed. This closeness from the outside world, this intimacy of the spiritual life of a person, inherent in the very essence of human existence, reflects its most fundamental foundations.
“This inner conviction of a person cannot be invaded, violence cannot be committed against him, and therefore the moral norm is inaccessible. The value of a person is determined by his inner command, and the point of view of morality is, therefore, a real freedom for itself ”(Hegel G. But if the spiritual-ideal world of a person is absolutely closed and protected from the external social world, then, therefore, in this world a person does not experience pressure from other people, social ties and dependencies, social norms, traditions, prescriptions and habits.
A person here has nothing to fear from the possible reaction of society. This means that in this case there is no social barrier to spiritual life, a person does not need to look back at possible prohibitions and regulations, he can think, desire, reject as if these prohibitions do not exist at all. In this respect, the spiritual life of a person is several orders of magnitude freer. than its objectified social-objective activity.
Speaking about the measure of freedom of a person's spiritual life, it would be a mistake to reduce the whole matter to a purely mechanical comparison of the spiritual and material-objective activity of a person, to fix that in one area this measure is higher, in another - lower.
Freedom is not a quality of activity as such, whether it be spiritual-ideal or objective activity. freedom is a deep, fundamental quality of a person in general. It is in his spirituality, in its looseness and freedom, that he appears most clearly as a man.
2. The measure of freedom is the measure of a person's humanity. Hegel rightly wrote: "Man as such is free...
freedom spirit is the most basic property of its nature"
1 “Freedom is the ability to act without introducing into the discussion of one’s actions the fear of public corporal punishment or the fear of hunger, or even the fear of censure, unless it comes from a friend”
Social science. Grade 11. Lesson developments. A basic level of. Bogolyubov L.N., Lazebnikova A.Yu. and etc.
M.: 20 1 4. - 2 56 p.
Lesson developments are designed to provide an educational process based on the textbook "Social Science" for grade 11, created in accordance with the requirements of the Federal State Educational Standard of Secondary General Education. The manual presents various options for organizing lessons based on the application of a system-activity approach and the development of universal learning activities among students. It is supposed to use modern educational technologies, prepare schoolchildren for the Unified State Exam. The manual is recommended for teachers of educational organizations.
Format: pdf
The size: 3.9 MB
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TABLE OF CONTENTS
Introduction 4
Thematic lesson planning of the course "Social Studies" 5
Chapter 1. Economic life of society 17
Lessons "The role of the economy in the life of society" (§ 1) 17
Lessons "Economics: science and economy" (§ 2) 25
Lessons "Economic growth and development" (§ 3) 33
Lessons "Market relations in the economy" (§ 4) 40
Lessons "The firm in economics" (§ 5) 52
Lessons "Legal foundations of entrepreneurial activity" (§ 6) 61
Lessons "Quantities of success in business" (§ 7) 72
Lessons "Economy and the state" (§ 8) 80
Lessons "Finance in Economics" (§ 9) 88
Lessons "Employment and unemployment" (§ 10) 96
Lessons "World Economy" (§ 11) 104
Lessons "Economic culture" (§ 12) 113
Chapter 2. Social sphere 122
Lessons "The social structure of society" (§ 13) 122
Lessons on Social Norms and Deviant Behavior (§ 14) 131
Lessons "Nations and interethnic relations" (§ 15) 140
Lessons "Family and life" (§ 16) 147
Lessons "Gender - social gender" (§ 17) 158
Lessons "Youth in modern society" (§ 18) 163
Lessons "Demographic situation in modern Russia" (§ 19) 168
Chapter 3. Political life of society 177
Lessons "Politics and power" (§ 20) 177
Lessons "Political system" (§ 21) 186
Lessons "Civil society and the rule of law" (§ 22) 195
Lessons "Democratic elections" (§ 23) 202
Lessons "Political parties and party systems" (§ 24) 209
Lessons "Political elite and political leadership" (§ 25) 217
Lessons "Political consciousness" (§ 26) 227
Lessons "Political Behavior" (§ 27) 236
Lessons on the Political Process and the Culture of Political Participation (§ 28) 243
Lessons "Looking to the future" (conclusion) 251
Lesson developments are addressed to teachers who teach a social science course based on the textbook “Social Science. Grade 11. Basic level, ed. L. N. Bogolyubov, A. Yu. Lazebnikova and V. A. Litvinov, which was created in accordance with the requirements of the Federal State Educational Standard of Secondary General Education.
The manual covers sections that, in accordance with the program of the course, are studied in the final class: "Economic life of society", "Social sphere", "Political life of society". As in the manual for grade 10, this book takes into account all the changes made to the updated textbook. It is built taking into account the new structure of the course, contains recommendations for working with topics included in the educational content for the first time.
For each lesson topic, a set of personal, meta-subject and subject requirements for learning outcomes has been developed. The inclusion of this part in the methodological developments will help the gradual transition to the Federal State Educational Standard for high school.
In relation to each topic, the objectives of the study are formulated, its place in the system of training sessions is shown. The principle of variability in the organization of educational activities has been preserved, which allows for the optimal choice of methodological methods and means, taking into account the level of training of high school students, their cognitive and pre-professional interests. The material reflecting the realities of our society, the trends of modern development has been significantly updated, new tables, diagrams and diagrams are given.
