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  1. 1. Scheme of Work: A2 Sociology – Beliefs in Society (Unit 3)Course Code: Start: TBC - Qualification Aim: Unit 3 Timetabled: Course Code: Subject Code: Exam: 17 January 2013Course Leader: DM End: TBC- Level: 3 Venue: NC Lecturer: Mark Owen Incorporation of ECM Outcomes and Promotion of Equality of Opportunity As professional practitioners working within the learning environment, we must take into account various Governmental policies, which aim to safeguard our learners and comply with recent OFSTED inspection outcomes. One in particular is that of Every Child Matters, which forms part of The Children’s Act 2004. Every Child Matters comprises of four main aims, which include: 1) Being healthy: enjoying good physical and mental health and living a healthy lifestyle 2) Staying safe: being protected from harm and neglect and growing up able to look after themselves 3) Enjoying and achieving: getting the most out of life and developing broad skills for adulthood 4) Making a positive contribution: to the community and to society and not engaging in anti-social or offending behaviour 5) Economic well-being: overcoming socio-economic disadvantages to achieve their full potential in life.Every Youth Matters: working alongside this adaptation of ECM, the educational provider will do its upmost to challenge and engageyoung people, provide advice and guidance for young people, including information relating to HE and employment; aiming to raiseeducational aspirations. Furthermore the provider will continue to build local and national contacts within society, in order to ensure anavailability of different services for the learner. Equality and Diversity: E&D is achieved through positive relations between staff andstudents, working within a multi-cultural and accessible learning environment and through teaching, and education.The College maintains a Zero-tolerance disciplinary procedure whereby any acts of discrimination are dealt with immediately. Zero
  2. 2. tolerance is underpinned by the Equality Duty (2011), which makes it unlawful to discriminate on the grounds of gender, age,ethnicity, sexual orientation and religion.
  3. 3. Recommended secondary materialWebb et al. (2009). A2 Sociology. Napier Press: LondonHolborn et al. (2011). Student support materials for AQA A2 Sociology. Collins Education: LondonWebb et al. (date unknown). Succeed at A2 Sociology. Napier Press: LondonGarrod, J. (2002). A2 Sociology AQA. Phillip Allan: Oxfordshire& Revision flashcardsCsaky et al. (date unknown). A2 Sociology. Coordination Group Publications: Newcastle upon Tyne2001 Census Data
  4. 4. ECM Outcome Course Content AreaStay Safe Teacher awareness of: maltreatment, neglect, violence and sexual exploitation, injury, bullying & discrimination and crime and anti – social behaviour (Attend and complete relevant safeguarding training) Awareness of different forms of Religious fundamentalism within contemporary society Challenging common stereotypes of religious fundamentalism within contemporary societyBe Healthy Students allowed/encouraged to drink water throughout lessons Allowing for breaks where possible in lessons Adherence to relevant Health and Safety and fire regulationEnjoy and Achieve Revision/support sessions offered prior to exams 1 on 1 academic mentoring offered Use of chief examiner revision session Transferable skills: individual and group work, presentations, role play, ICT/emerging technologies – You-tube, Podology, Guardian & S-Cool, literacy – writing, numeracy – crime statistics/trends/patterns and speaking and listening Course suggestion boxes aiming to improve the quality of teaching and learning within these sessions Allowing for a motivated and friendly learning environment for all learners Preparing lessons in order to adhere to different learning styles and maintain inclusivityAchieve Economic Well- Understanding legitimate measures to take, in order to achieve economicbeing wellbeing;
  5. 5. To promote Higher Education (Social Sciences) in achieving greater academic and economic well beingMake a Positive To enjoy class discussion, contributeContribution To allow for a safe and inclusive learning environment To prepare lessons in order to cater for different learning styles To create an inclusive and friendly learning environment for learnersPromote Equality of To discuss the diversity in society todayOpportunity Understanding the diversity of Religion within our multi-cultural society To actively contact members of the community, in order to raise awareness of different religious groups
  6. 6. Preferred learning methods: A2 SociologyLearning methods Very Frequently Frequently Occasionally Rarely NeverICT –Youtube/SmartboardGroup workPaired workGroup researchIndividualassignmentsRole playsClass dictationDebatesRecap gamesStudent seminarsQ&AQuizzesAssignment lessonsField tripsPresentationsClass DiscussionsGuest speakers
  7. 7. Aims and objectivesIntroduction Aim: To introduce the unit of Beliefs in Society, the course structure and Sociological definitions and theories of Religion 1) Define various Sociological definitions of Religion, alongside key examples 2) To investigate different Sociological theories of Religion and its role within contemporary society 3) To evaluate key Sociological definitions and theories of ReligionFunctionalist Aim : Investigate Functionalism and their belief of Religions main functions within society 1) Highlight traditional Functionalism thought of Religion, as well as evaluating key terms and concepts 2) Investigate the role of religion in providing functions for contemporary society 3) To introduce the debate of Religion as a force of consensus or social change 4) Highlight civil religion and its role within contemporary societyMarxist/Weberiam Aim: To investigate religion as a form of conflict within society, in comparison to Functionalist thought 1) Investigate traditional Marxist explanations of Religion 2) Highlight Religion as a force of conflict and consensus 3) To evaluate traditional Marxist thought, while demonstrating key application 4) To investigate Religion as a form of Revolutionary change, while maintaining a dual character 5) To introduce Werbiam perspectives of Religion as a form of social changeExchange theory and Phenomenology TBCPost-modernism Aim: To introduce learners to the theory of post-modernism, linking with Religion
  8. 8. 1) Define post-modernism with examples used throughout the lesson 2) Introduce post-modernist theorists and the consumer culture 3) Illustrate the decline in religious attainment through national statistics 4) Describe and give reasons for the development of Fundamentalism 5) Briefly understand the application of NRMs/NAM’s within the post-modern theoretical perspectiveReligious organisations Aim: To introduce learners to the varying categories of different religious organisations 1) Learners will be able to define different forms of religious organisations 2) Learners will be able to illustrate the rise of sects and denominations, with reference to Bruce 3) Learners will be able to define Wallis’s typologies of world- affirming, accommodating and rejecting; as well as highlighting evaluation 4) To understand individual motivation and recruitment into NRM’s 5) To evaluate and criticise the relevancy of NRM’s within contemporary society.Religious organisations (NRM) Aim: To investigate the growth of NAM’s and NRM’s within a post modern society and evaluate through the secularisation debate 1) Students will consolidate existing knowledge from previous sessions 2) To highlight and provide examples of NAM’s within contemporary society 3) To understand and criticise evidence suggesting a spiritual revolution 4) Incorporate and evaluate the growth of NRM’s and NAM’s within a secular societyGender & Feminism Aim: To investigate and analyse the role that women have within religion, linking with the theory of feminism 1) Highlight trends and patterns within official statistics, identifying patterns of attendance in terms of gender 2) Illustrate reasons why women are attracted to religious organisations; including NRM’s & NAM’s 3) Investigate traditional and contemrpoary representations of women within religion, identifying an array of different religious
  9. 9. organisations/belief systems 4) Illustrate these representations while linking with the conflict theory of feminism 5) Highlight methodological implications of such statistics, linking with female employment. 6) Illustrate evaluation of FeminismAge & Class and Religion Aim: To investigate the social distribution of religious participation amongst different ages and classes within contemporary society 1) Recap and consolidate previous taught knowledge 2) To analyse trends and statistics, demonstrating different levels of participation relating to age and class 3) Consolidate existing knowledge of post modernism, while linking to participation and age (link with A02: Evaluation of stats) 4) To re evaluate the roles of NRM’s and NAM’s in understanding religious participation amongst different social classes and ages 5) To apply and evaluate both Marxism and Weberiam understanding of religious participationEthnicity and Religion Aim: To investigate the impact of globalisations and different ethnic religious identities within contemporary society 1) Highlight and revise key concept and debates covered last lesson 2) Define and evaluate different definitions of ethnicity 3) Define and apply the term: globalisation and its effects upon contemporary British society 4) Investigate and evaluate religious attendance and belief within different ethnic backgrounds 5) Explore and evaluate explanations of religious ethnic identitiesFundamentalism Aim: To investigate contemporary debates involving fundamentalism 1) To recap explanations of secularisation and review the secularisation debate 2) To highlight potential explanations of fundamentalism within contemporary society 3) Apply examples of religious fundamentalism when explaining theory 4) To recap post modernism and its explanations of religious
  10. 10. fundamentalism, along with critiqueSecularisation 1) To analyse explanations for the development of secularisation within contemporary society 2) To investigate the secularisation debate within contemporary society 3) To describe and evaluate evidence for secularisation 4) To describe and evaluate evidence against secularisation 5) To examine and assess a 33 marker essay question on secularisationSecularisation (Global account) 1) Recap on previous explanations of secularisation and the secularisation debate 2) To investigate global examples of secularisation, while evaluating Eurocentric knowledge 3) To analysis the increasing awareness of religious fundamentalism within both national and international realms 4) To investigate secularisation within America, contrasting religion with civil religionOverview TBCOverview TBC
  11. 11. Scheme of WorkWeek/ Main Topic/ Content Embedded Content: Teaching and Learning Resources Assessment/Date Objectives Functional skills Methods including use of ILT Homework Links to FERN Introduction to the SCLY3 Module ICT: Smart board / Learners to brainstorm the Exam technique Reading -Content and Structure. YouTube difference between A01 and handbook Ch1 from A02 marks in preparation for AQA A2 Exams/Exam layout Group work : exam. Sociology Brainstorming/group & (Nelson Expectations class debates Friends Episode: Ross & Thornes) (What is Religion) Ppt on religion & Science with Phoebe on evolution Defining Belief: Science vs. video links to prompt discussion Religion Literacy: worksheets to Have a complete & reading The role of religion and om/watch?v=pr4UkL- think: Could (Scientific belief systems) Students throughout lessons Science within contemporary Nationalism TcHk to discuss whether science is (strong emphasises society – discussion. be a taking over from religion upon evaluation) Richard Dawkins religion? W/S‟s to complete alongside interview: (Link with To examine the difference this –practise précis writing skills Durkheim between open and closed belief by reading and interpreting and Civil sources and completing om/watch?v=pAPnKm Religions systems XNPDM worksheet tasks (questions, next lesson) - Popper tables) - Merton – CUDO norms Smart board and Closed belief system: Religion capture sheet hand What is religion? (Discussion) out (WS) Examine the role of belief, science, rationality, atheism, Teacher led exercise discussing spirituality and paradigms. the various definitions of Religion, while linking with Definitions of religion: (Religious Functionalism. belief systems) Functional, substantive &polythetic
  12. 12. Inclusive & exclusive definitions om/watch?v=u4jQuz8 Learners to read and research 5m6s - Scientology the “religion” of Scientology; aiming to discover what definition it falls under. Social Constructionist Definitions : 9/scientology-france- Scientology – a real religion? legal?INTCMP=SRCH http://www.independ americas/the-secrets- of-scientology- 474636.html Text books A2 Sociology Webb et al & AQA Sociology A2 by Cameron et al. Boardwork A2 Sociology handbook, W/S on defining ideology, belief, religion & science W/S on definitions(ROW)12th Functionalist Perspectives on ICT: Smart board/You Mind map starter: The PPT: Tischler, Durkheim, 18 markSept Religion Tube Functionalists – what did we Bellah essay learn in AS? (How would they response: Tischler: Functions of religion Debates: what did we characterise religion?) Aldridge reading Science learn? Application: Durkheim:Totemism/ Group How could we apply Examining the key authors, A2 Sociology by Webb
  13. 13. identity/ The scared and profane/ previous content & linking Bellah to modern day et al, Topic 1 &Religion link with contemporary Mecca/ knowledge of chosen examples of civil religion. Link Cognitive functions area & The purpose of with the American Religion Dream/Nationalism/All under Malinowski: Socio-psycholoigcal one God/ National Anthems functions History: contemporary examples of civil Students to cite eg‟s of civil Parsons: Meaning of life& religions & nationalism religion and discuss the real upholding societies central values relevancy of Functionalism Essay: Application & within today‟s society. (link with the ten essay skills & commandments) Evaluation Link with Post Modernism (A02 critique) Bellah: Civil religion/ American E&D: Religious Dream/ Nazi Germany – political fundamentalism belief systems A02: Northern Ireland, Religious Fundamentalism, Clash of Civilisations (Huntingdon), Feminism, Marxism & Engels& Post modernism(ROW)Completed functionalism views except Bellah –to be completed next lesson19th Marxist and Weberiam Group work: Learners Who wants to be a 9 markSept Perspectives on Religion to work in groups and Sociologicalnaire – identify & present information (Functionalism recap activity) explain Recap: Functionalism relating to core response: aspects What would Marxism say about Functionalis (Communication and religion – Link back to the basic m + reading team work) premise (AS content – paired on Weber work) ICT/Youtube& Smart Classical Marxism: Marx & Engels board & PPT Recap Marxism; Go through - Religion as ideology/false classical Marx approach to consciousness (Soviet Union – Capture sheet to religion (Opiate of the Masses) overthrow of Religion) record information - Lenin: Hindu Caste System – Link to Althusser Structural (Divine Right) - Alienation (Althusser – Role play Marxism
  14. 14. critique) Discuss Gramsci‟s ideas - Kautsky – Protestant ideas (humanistic) –link to the (Link with Weber) Liberation theology –students to research eg‟s of religion as a revolutionary force (millenarianA02- Application : slave societies, movements, catholic church inThe Hindu Caste System, The New S.America, Billings: textiles/coalChristian Right (Bush) & miners comparison. Group workEvangelical Christianity researchA02 – Evaluation: Functionalism, Link with contemporaryReligion in communist societies, examplesnarrow minded, Feminist critique, Discuss the Work of Weber withRadical force for social change religion as a revolutionary force(Bruce – ideologicalresource/American Civil Rights Role play: Functionalism VSmovement and The New Christian MarxismRightLiberation Theology: Gramsci/Maduro and modern day eg‟sMaduro – Religion asrevolutionary (Catholic church inL-America/ Casonova –democracy in L America)Engels, Bloch & Gramsci – dualcharacterGramsci- Hegemony and socialchange (Billing A02 application)Weber: The Protestant Ethic & theSpirit of CapitalismPredestination/Divine
  15. 15. transcendence & asceticism/ consequence/ this worldly and other worldly asceticism & Hinduism and confucionism A02 Critic – Kautsky, Marxism, Towney& the case study of Scotland(ROW)Recap of Durkheim, Malinowski & Parsons, & review of Completion of Bellah& Marxism. Weber to be covered next week (although studyset as h/w reading)26th Exchange Theory & TBC Recap Weber from last lesson. You Tube –clip from X To createSept Phenomenological Perspectives Draw comparisons with Factor or Robert the an A3 on Religion exchange theory – matching up Chicken farmer summary Exchange Theory: Stark & activity poster of Bainbridge Exchange theory w/s the theories Link back to Functionalism: – to present Phenomenology: Berger discuss phenomenology and Ppt Phenomenology back next &Luckmann draw comparisons between the lesson. 2 theories(ROW)COLLECT HOMEWORK3rd Oct Postmodern Perspectives on Paired work: Go over A01 and A02 MARKS in Postmodernism w/s Using Religion Presentation of theory preparation for homework. material from Item A Literacy: Church Theory presentations – recap and Secularisation: tutor to very briefly Census statistics and recall all previous taught English Church Census: go over the concept of knowledge elsewhere, secularisation, in order to Exam technique: church/research-and- assess the effectively introduce post- Definitions Learners to read over the English statistics/english- postmoderni modernism. Church Census (2005) and 2001 church-census.cfm st view that Literacy: Note census information relating to the nature Basics: Consumer society, break taking/Work sheet/ religious participation (pending 2011 census / mini of religion in down of meta narratives, anti- Reading the release of the 2011 census) white boards society foundationalism & destabilised identity (a shift away from You tube & Smart Learners to develop a definition today is modernism) Board of secularisation (link to the becoming a introduction of 33 markers) matter of
  16. 16. E&D: Rise of consumer Fundamentalism A2 Sociology by Webb choice (18 Lyotard: Decline of monopoly of et al Topic 4 marks) truth/metanarratives Mathematics: Statistical analysis Go through principles of a PM Sociology for A2 Bauman: Life projects society –linking to Bauman (Pilkington et al) &Lyotard. – distinguish post- Heelas: Cultic Milieu modernism with modernism Poster material (what is the difference?) Stark and Bainbridge: RMT- You Tube: Naomi Klein Religious marketing – America vs. Discuss thekey features of a Religion as a product Europe (Link with televangelism) postmodern: group workposter making (link with key aspects Features: Secularisation in within core text) om/watch?v=sbjNgUJ Christian faith, 46Lg (Westboro Learners will be shown You-tube Baptist Church) Rise in fundamentalism: Almond videos depicting religious (2003), Bruce (2000), The New fundamentalism, to clarify Christian Right and Al Qaeda understanding. Rise in NAM‟s& Pick „n‟ mix Discuss criticisms of identities (Davie, Vicarious Postmodernism Religion – psychological function, (Teacher led/group work) spiritual shopping – Leger, link with Bauman – consumer society, Televangelism – Lyon &Sheilaism Recap Supply-led religion Lyon: Jesus in Disneyland A02: Critique – Habermas, Eldridge, Bruce, An-Na‟im,10th Religious Organisations: Individual: Post stick Post-stick note activity: How did A3 paper & pens 2 articles onOct note (learner the post modernists characterise religious Churches & Sects: Troeltsch (1912) autonomy) society and what did they think A2 Sociology by Webb organisation – A02- Bruce about Religion? et al Topic 4 and 5 s: Reading Literacy: Denominations and Cults: Niebuhr Comprehension and EG‟s of Cults article + Religious (1929) – Methodism visual drawings Students to draw organisation of organisation
  17. 17. church/Sect/denomination/cult Wallis worksheet s – module 4 Evaluate: Evaluate with timeline &eg‟s (Bruce) worksheetBruce: Rise of the competing definitions Scientology & Mesect/denomination Using Wallis‟s typology, define Panorama different types of NRM‟s with DocumentaryWallis: defining NRM‟s –world eg‟saffirming, accommodating and Paired work: matching Religious organisationsrejecting up concepts with Scientology: World affirming or word fill activity definitions world rejecting debate withWorld Affirming: Scientology, documentarySokaGakkai, TM and Human You tubePotential (documentary) – enforce note taking h?v=rFRSt_viosc (World AffirmingWorld Accommodating: Neo- skills (for HE) & Smart or World Rejecting?) – Link withpentecostalists&Subud board contemporary examples (Katie Holmes).World Rejecting: Moonies, Krishna Mathematics:Consciousness, Children of God, statistical informationThe Manson Family, Branch relating to NRMDavidian& The Peoples Temple membership&Westboro Baptist Church h?v=iQYoHiM-A02- EVAL: Stark and Bainbridge – Uko&feature=related (PeoplesSect and Cult Temple)Bruce (1995) & Aldridge 2000 &Scientology (Fair Game)RecruitmentWeber – Theodicy of Disprivilege,marginalised working class,relative deprivation,compensators, Wilson & Anomie(link with Durkheim), Identityformation in a post-moderncondition, Wallis & HigherEducation, Extended youth & Theend of the promising Hippie
  18. 18. culture NRM life cycle Demonination or death (Neibuhr), The Sectarian Cycle (Stark and Bainbridge), Wilson (Established Sects) & Wallis and internal ideology Group work: University17th Religious Organisations: New challenge – team Starter: University Challenge & A2 Sociology by Webb 33 markOct Religious Movements work Wallis typology match up et al Topic 4 and 5 essay on activity Marxism New Age Movements Post stick- individual Sociology review (Fundamentally link with Examine why there has been a Article: Kendal Project Go over Secularisation Debate) Literacy: growth in NRM‟s & NAM‟s (Link A3 Poster making module 4 comprehension – back to last lesson – post stick answers Heelas – Spiritual Revolution in reading and answers activity) H/W essay: with learners Kendal debate – A02 Bruce and relating to Kendal ‘The main function of methodological issues (link with Case Studies: Kendal Project & religion in society gender and religiosity) Exam: Exam technique Making of a Moonie (reading) today is to dull the for 33 marker (go pain of oppression’ Bruce: The concept of late through expectations Model 33 mark essays on modernity within an exam – what Religious organisations: Peer Assess the extent is needed for an A,B & assessment task (review)- allow sociological Growth: Drane (1999) and Bruce C) learners to give marks and arguments and and individualism provide feedback, highlighting evidence support this exactly where the A01 and A02 view of religion today? Examples: Paganism, Gaia, marks are. (33 marks) Astrology, Clairvoyance, Spirit guides, FengShui, Self healing, Herbal remedies, aromatherapy and reflexology Eileen Barker: Making of a M
  19. 19. oonie Half-term – TBC31st Gender, feminism & Religion Mathematics: Kendal: A spiritual Revolution A2 Sociology by Webb A3 revisionNov analysing statistical recap/debate (Link with et al Topics 1 & 6 poster: Women and Church trends of female Secularisation!) Gender & Attendance (BSA 91, The participation Laptops: Presentation Religion Church Census 2005 Brief intro to Feminism & religion & handouts &Modood – Fourth National Group work: Peer Survey of Ethnic Minorities) teaching Group work: to research women A3 posters Miller and Hoffman (1995) – Structural, socialisation & risk in religion (from topic list). Peer Glock and Stark & Stark and E&D: teach each topic. BBC 2 documentary- Bainbridge – Compensation Femininistexplantions Amish and the role of for Deprivation of Religious Criticisms of Feminism the woman Attraction and Oppression of membership & Fundamentalism highlight various Bruce – Secularisation and religions (not just the Private Sphere & NRM focusing upon one) membership (Seventh Day Adventists and Christian ICT: Laptop usage Science Movement (Female- led) W/C and M/C participation Staying safe and Heelas and Woodhead – positive contribution: Kendal Awareness and Greeley (1992) and Davie function of the burka Brierley and Brown – Decline & awareness of FGM in participation (link with Dual Burden and Triple Shift- rationality within employment – modernity) - Monotheistic Religions – the rise of inequality – Woodhead and El Saadawi - Marginalisation and priesthood – Armstrong - Holm and menstruation, pregnancy and childbirth
  20. 20. - Sacred Texts, Religious Laws and Customs (Cameron and FGM) - Female sexual libido - Simone de Beauvoir – The Second Sex (False Consciousness) - A02: Evaluation – COE, Reform Judaism and female rabbis since 1972, Quakerism, Marxism and Functionalism&Woodhead and the hi jib/veil wearing Women and Social Control Authors: Miller & Hoffman, El Saadawi, Woodhead, Holm, Armstrong7th Age and Religious Participation Mathematics: Post-stick note activity: What A2 Sociology by Webb A3 revisionNov Church attendance statistics statistical trends social group within society are et al Topic 6 poster: Growth of NRM‟s/NAM‟s& English more religious? Provide Age& Church Census (2005) Post stick: individual evidence and reasons. A3 posters Religion/Cla recall – link with exam ss & Religion Brierley (2005), Bruce, Gill (1998), key skills Mind map: What do we already Heelas et al (NAM)&Voas and know about religious om/watch?v=z3xsnEzA Crockett (Ageing & Generational Literacy: Church participation? (Drum in synoptic 8Fw&feature=fvwrel effect). census – content links) (Young Muslim men : comprehension multiculturalism has -Decline of religious socialisation, Focus on: Elderly & church failed) secularisation, declining Debate: secularisation attendance &Youth & attraction of religion (George thesis – relevancy? NRM‟s/NAM‟s. Youth & Carey, 1991: Church as uncool – fundamentalism. Secularisation former ABOC), expanded spiritual E&D- growing diversity market place (Post-modern ideas: of new religious Recap: class & religion (focus on Davie &Hervieu Leger) – Lynch movements religious participation, Marxist (2008) & Roof (2001)& Privatisation theories) of Religious belief. You tube
  21. 21. Lynch: The adaptation of Positive contribution –Durkheim‟s sacred (secular role of religion for thesacred beliefs – celebrities etc) elderly – awareness of EurocentricSecularisation and the decline of understanding – allowmetanarratives (PM Lyotard) for Sociological awarenessBruce: Declining Religiouseducation (Christian Research)Pragmatic reasons: Leisure – TonyBlair (Its uncool!)World Rejecting Sects- Wallis,growth of HE and the young,middle aged and world affirming& cults and young adultsOlder people: socialdisengagement, religioussocialisation & ill health anddeathCritique: Eurocentric view – seeethnicity and the young Muslim. FiClass & Religious Participation.Fundamentalism and religiousparticipation.Social ClassWeber: Theodicy of Disprivilege(Nation of Islam/marginalised)Stark and Bainbridge- RelativeDeprivation (middle class)Wilson- Social Change : De-industrialisation, modernisation,
  22. 22. post modernity (Bauman – consumer culture) Existential Security Theory (Norris and Inglehart (2004) Gramsci (Hegemony), Marxism – false consciousness & opium of the masses Liberation Theology and social change (Poland) NRMS- Sects (W/C) and Cults (client cults) : middle class A02: Religion as disembedded, Davie (Believing without belonging), Televangelism & Leger and Spiritual Shoppers14th Ethnicity & Religious Participation Mini white boards: Examine religions of various A2 Sociology by Webb A3 revisionNov definition of Ethnicity ethnic groups in the UK and their et al Topic 6 poster: Define ethnicity – link with 12/33 (link with exam skills – emergence Ethnicity & markers essay responses introduction to 33 Ethnicity: Religion markers) Examine arguments for and Globalisation, impact, inflow of against multiculturalism in the UK om/watch?v=ox8I3Wj diversity (why) – postmodern Positive contribution – using sociological arguments wYVo thought positive impact of and evidence from UK press multi-culturalism – Guardian Articles: Dr Focus on attendance statistics David Cameron‟s Examine evidence for/against Rowan Williams & Examine growth in non-Christian speech (link with moral faith schools social attitudes religion in the UK panics/racisim/hate (integration) crimes) Exisential Security Theory, cultural Cameron & defence (Bruce – Durkheim and Mathematics: analysis multiculturalism articles social solidarity) Iran & Poland – of recent statistical culture and identity trends Dawkins: Faith School Menace (Channel4 Herber (1955)- cultural transition Literacy: OD)
  23. 23. textbooks/comprehen John Bird – explanations for high sion/questions A3 posters levels of religiousity – link to Hybridity ICT: You tube A02 – Bruce (are they religious?) E&D: The burka Chryssides (1994) – link with fundamentalism Moral panics & Islam – Islamphobia – David Cameron Sikhs in the Punjab & the UK Watson: Women & the Veil (Woodhouse – feminism link) – cultural hybridity21st Religious Fundamentalism Literacy: Research examples of A2 Sociology by Webb ReligiousNov comprehension – fundamentalism. Examine et al, topics 3 & 6 Fundament Almond (2003)&Giddens Huntington / sociological explanations: alism: definition (Monotheism) homework existence & persistence of Huntingdon article reading fundamentalism Secularisation and Globalisation Role play: religion as a cause of Link to key debates: religion as a Giddens: Risk & uncertainty & conflict/consensus cause of conflict, religion & Bauman Risk and uncertainty social change, Secularisation ED: Diverse examples Armstrong (2001) – Islam and the West You tube: Christian New Right / Westboro West fundamentalism : anti Baptist Church Americanism – rejection of modernity Castells (1998) – Resistant identity & Project identity Examples: The New Christian
  24. 24. Right, Al Qaeda, Hamas and BJP Islamic Fundamentalism: Iranian revolution (1970‟s) and 2000‟s – anti Americanism Christian New Right: in the USA Huntingdon: Clash of Civilisations argument A02 – Beckford (2003) & Haynes (1998)28th Secularisation Debate ICT- Mini laptops/smart Examine UK-based evidence of A2 Sociology by Webb 9 markNov board/ youtube – mini secularisation et al, topics 3 & 4 identify & Definitions of Religion and group presentations explain Secularisation (link with exam) (debates) Students to research arguments Sociology review response: for & against article Statistics on Disappearance Thesis & Teacher led – DT religion + Differentiation Thesis – W&H00) reading on Mathematical: secularisatio Explanations: Weber statistical trends n (Rationalisation, Prostestant Reformation, Disenchantment of Exam mocks- 9 marker the world) Bruce (Technological – recap A01/A02 for 9 worldview) & Parsons – The marker disengagement of Religion. Bruce – Pre-industrial and industrial Evaluation: society. Knowledge Literacy: UK evidence: (For) – Decline of Comprehension power, desacrilisation, Rationality (The Enlightenment), religious behaviour, BSA (2006), YouGov (2004), Hadaway et al (1984), Wilson & Bruce (NRM‟s) & the state and other institutions (+ analysis of statistical trend – as
  25. 25. well as: Crockett (1998), The golden age of Religion, The English Church Census (2006), Robin Gill et al (1998) UK evidence: (Against) – Measuring belief, Davie (BWB- link with Bruce and privatised religious practice), Hamiliton (1998), ultimate meanings, growth of NRM‟s, Luckmann and invisible religion, Kendal project – a spiritual revolution (?), Spiritual shopping (Leger & Berger), Non- Tritarian – Christdelphians, Christian Scientists, Mormons &Jevhohvah Witnesses, Muslim faith, Bruce (cultural defence, solidarity & cultural transition. Examples from Poland and Iranian Revolution). Holistic Spirituality UK evidence: Church attendance statistics, Religion as a channel for cultural defence (Lea & Young), Believing without belonging (Davie), Bruce (arguments against secularisation).5th Secularisation Debate Team work: Examine global-based evidence A2 Sociology by Webb Essay Plan:Dec consolidation of of secularisation (based on et al, topics 3 & 4 Social Global evidence: previous lesson (mini previous knowledge on groups and Fundamentalism, existential white boards/post Fundamentalism) Worksheets religion security Theory, Religion in the stick notes) USA (Bruce and Wilson, Hadaway Students to research arguments (1993), Practical relativism, Lynd Group work- research for & against (using previous and Lynd (1929) & Civil religion) existing knowledge knowledge) Said & Orientalism and current knowledge
  26. 26. (Include Huntingdon Clash of Civilisations) Class essay response: divide groups into essay structure Literacy: comprehension – reading and question answering12th Overview of Beliefs in Society Starter: group write an essay on A2 Sociology by Webb 2 x pastDec Topic secularisation et al (whole text) papers for Revision of key debates and SCLY3 unit revision structures for the unit Review topics and debates in Past exam papers & exam SCLY3 module mark schemes (AQA website) Examine key debates: Students to self-assess abilities in Religions as a cause of each area FERN conflict/consensus Religion as a conservative & Individual/group work on A3 paper & pens revolutionary Force improving areas of weakness Secularisation debate Religiosity & practice Science vs. Religion Examine exam technique & practice Peer assessment examples & essay planning 19th December – 2nd January CHRISTMAS BREAK3rd Jan Revision of key debates and FSE 1,2,3,4,6,7,8,9 Review topics and debates in A2 Sociology by Webb Revision for revision structures for the unit SCLY3 module et al (whole text) SCLY3 exam exam ECM 1,2,4,6,7 Students to self-assess abilities in Past exam papers & Examine key topic areas: E&D 1,2,3,4,5,6 each area mark schemes (AQA Science & religion website) Theories of religion Individual/group work on Religious organisations improving areas of weakness FERN Secularisation Religion & social groups Examine exam technique & A3 paper & pens practice
  27. 27. Peer assessment examples & essay planning9th Jan Revision of key debates and FSE 1,2,3,4,6,9 Review topics and debates in A2 Sociology by Webb Revision for revision structures for the unit SCLY3 module et al (whole text) SCLY3 exam exam ECM 1,2,4,6,7 Students to self-assess abilities in Past exam papers & Examine key debates: E&D 1,2,3,4,5,6 each area mark schemes (AQA Religions as a cause of website) conflict/consensus Individual/group work on Religion as a conservative & improving areas of weakness FERN revolutionary Force Secularisation debate Examine exam technique & A3 paper & pens Religiosity & practice Science vs. Religion practice Peer assessment examples & essay planning16th Revision of key debates and FSE 1,2,3,4,6,7,8,9 Review topics and debates in A2 Sociology by Webb Revision forJan revision structures for the unit SCLY3 module et al (whole text) SCLY3 exam exam ECM 1,2,4,6,7 Students to self-assess abilities in Past exam papers & Examine key debates: E&D 1,2,3,4,5,6 each area mark schemes (AQA Religions as a cause of website) conflict/consensus Individual/group work on Religion as a conservative & improving areas of weakness FERN revolutionary Force Secularisation debate Examine exam technique & A3 paper & pens Religiosity & practice Science vs. Religion practice Peer assessment examples & essay planning17 Jan