The Collective Conscience Senior Year Sociology Durkheim

Opening Activity  First, what did we talk about yesterday?  With a partner, discuss and write down the kinds of structures and institutions that influence how we behave  What kinds of things did you come up with?  First, what did we talk about yesterday?  With a partner, discuss and write down the kinds of structures and institutions that influence how we behave  What kinds of things did you come up with?

The Collective Conscience  Durkheim argues that there are social external forces (laws, morals, norms, beliefs) that govern individual behavior to some degree  There are collectively shared feelings, values, ideals that helps maintain social order and cohesiveness by regulating the expectations and behaviors of individuals  Durkheim argues that there are social external forces (laws, morals, norms, beliefs) that govern individual behavior to some degree  There are collectively shared feelings, values, ideals that helps maintain social order and cohesiveness by regulating the expectations and behaviors of individuals

Two Types of Solidarity  Mechanical solidarity  Traditional societies  People have similar social roles (little specialization)  Social cohesion based on a common culture and morality  Repressive law (if people violate common morality, punishments are seen as expressions of community outrage)  Mechanical solidarity  Traditional societies  People have similar social roles (little specialization)  Social cohesion based on a common culture and morality  Repressive law (if people violate common morality, punishments are seen as expressions of community outrage)  Organic solidarity  Modern societies  Division of labor increases  Social cohesion based less on a common culture and morality than on mutual interdependence  Restitutive law (violations are infractions paid for through fines and imprisonment)

Social Facts  What is a social fact?  Structures, norms and values that are external to and coercive of individuals  Laws, traditions, mores, norms, values, MSU, religion, church  What is a social fact?  Structures, norms and values that are external to and coercive of individuals  Laws, traditions, mores, norms, values, MSU, religion, church

 Social facts without some organization or crystallized form  Collective energy seen in a mob is an example of social currents  Social facts without some organization or crystallized form  Collective energy seen in a mob is an example of social currents  Mob behavior or mob mentality  Our individual behavior is effected in part by the larger group

Three Principles of Collective Effervescence  Three principle elements contributing to collective effervescence (collective energy)  Co-presence (physical closeness in space)  Common emotional mood (the degree to which we share the same feelings about an event)  Common focus of attention (example: football game)  When these three elements are present, we see high levels of energy, making the crowd go together  Three principle elements contributing to collective effervescence (collective energy)  Co-presence (physical closeness in space)  Common emotional mood (the degree to which we share the same feelings about an event)  Common focus of attention (example: football game)  When these three elements are present, we see high levels of energy, making the crowd go together

 Examples of collective effervescence  Football game, riots  WQwI WQwI  Listen to the crowd’s responses  How does this show collective effervescence?  Work in pairs again to determine how this clip is an example of collective effervescence  Examples of collective effervescence  Football game, riots  WQwI WQwI  Listen to the crowd’s responses  How does this show collective effervescence?  Work in pairs again to determine how this clip is an example of collective effervescence

 Grab a white board  The first pair to answer each question gets a point  What are examples of social facts?  What kind of solidarity occurs in modern societies?  In traditional societies?  What are the three elements of collective effervescence?  Grab a white board  The first pair to answer each question gets a point  What are examples of social facts?  What kind of solidarity occurs in modern societies?  In traditional societies?  What are the three elements of collective effervescence?

 Big Picture / Rationale External forces sometimes have an effect on group behavior  Outcomes / Objectives Students will understand why and how external forces may have an effect on group behavior, and what that looks like in society  Opening Activity Ask students to get with a partner and talk about what kinds of things have an influence on how we act. What institutions shape who we are? Get back together as a group and discuss  Activities My lesson will involve a combination of lecture as well as group discussion. After the opening activity, I will do a lecture about Durkheim’s theory. My lecture notes in my lesson were taken from the notes I took in a lecture in my current SOC 488 class. I would talk about social facts, mechanical and organic solidarity, social currents and collective effervescence. I would then give examples of social currents by talking about sports fans during a game. Possibly show clips of a game and the crowd’s collective reactions.  Examples / Questions I will ask what kinds of institutions shape how we act? I will give examples of mobs and riots, as well as sport’s fans reactions at games.  Big Picture / Rationale External forces sometimes have an effect on group behavior  Outcomes / Objectives Students will understand why and how external forces may have an effect on group behavior, and what that looks like in society  Opening Activity Ask students to get with a partner and talk about what kinds of things have an influence on how we act. What institutions shape who we are? Get back together as a group and discuss  Activities My lesson will involve a combination of lecture as well as group discussion. After the opening activity, I will do a lecture about Durkheim’s theory. My lecture notes in my lesson were taken from the notes I took in a lecture in my current SOC 488 class. I would talk about social facts, mechanical and organic solidarity, social currents and collective effervescence. I would then give examples of social currents by talking about sports fans during a game. Possibly show clips of a game and the crowd’s collective reactions.  Examples / Questions I will ask what kinds of institutions shape how we act? I will give examples of mobs and riots, as well as sport’s fans reactions at games. Lesson Plan

 Management I would start with a brief review of what we have done before in class. That should take five minutes. The first opening activity will also take about five minutes. The lecture will take the bulk of the hour. Students will be expected to be on task because the fill in the blank notes will keep them on task. The activity on collective effervescence should take no longer than ten minutes. The wrap up activity will take about ten minutes as well. Students will really respond well to the white board activity because it gives them a sense of competition, which makes it fun. I think that because I switch between activities, video clips and lecture throughout the lesson the students will be more apt to pay attention.  Adaptations For the lecture notes, I will provide full printed out notes instead of fill in the blank notes. For the collective effervescence activity I will allow students with special needs to work in larger groups if needed.  Materials / Supplies PowerPoint lecture with a fill in the blank note sheet for the students to follow along with. YouTube video of a sports game and/or riots.  Management I would start with a brief review of what we have done before in class. That should take five minutes. The first opening activity will also take about five minutes. The lecture will take the bulk of the hour. Students will be expected to be on task because the fill in the blank notes will keep them on task. The activity on collective effervescence should take no longer than ten minutes. The wrap up activity will take about ten minutes as well. Students will really respond well to the white board activity because it gives them a sense of competition, which makes it fun. I think that because I switch between activities, video clips and lecture throughout the lesson the students will be more apt to pay attention.  Adaptations For the lecture notes, I will provide full printed out notes instead of fill in the blank notes. For the collective effervescence activity I will allow students with special needs to work in larger groups if needed.  Materials / Supplies PowerPoint lecture with a fill in the blank note sheet for the students to follow along with. YouTube video of a sports game and/or riots.

 Assessments The first informal assessment will come in the opening activity when I ask the students for examples of institutions that we learn our behavior from. The next is the informal assessment where I ask the students to write down how the football game crowd is an example of collective effervescence.  Closing Activity Wrap up activity. Each pair gets out a white board. Play a review game. What are examples of social facts? What kind of solidarity occurs in modern societies? In traditional societies? What are the three elements of collective effervescence?  Assessments The first informal assessment will come in the opening activity when I ask the students for examples of institutions that we learn our behavior from. The next is the informal assessment where I ask the students to write down how the football game crowd is an example of collective effervescence.  Closing Activity Wrap up activity. Each pair gets out a white board. Play a review game. What are examples of social facts? What kind of solidarity occurs in modern societies? In traditional societies? What are the three elements of collective effervescence?