Normal vs not normal

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NORMAL VS NOT NORMAL[edit | edit source]

Grade Level: 9th grade
Length/Duration: 1-2 DAYS
Technologies Used: Glogster

Introduction/Overview[edit | edit source]

What is considered normal? What is considered not normal? Our societal norms stem from folkways, mores, and taboos. What we may think is "normal" may be judged and ridiculed by society.

For this lesson, students will begin by doing the following:

1) Watch 2 controversial videos that share opposing views (e.g. a pro-life video/pro-choice video. Other videos may include Obama on war vs. Bush on war or those that support/do not support gay marriage)

Pro-life video:

Pro-choice video:

2) Next, have students divide into groups by asking which students are pro-choice and which are pro-life. Students will then debate on the controversial topic BUT each group will defend the opposite view (pro-life will defend pro-choice and vice versa).

3) A discussion on the debate/different perspectives/societal norms, folkways, mores, and what is perceived as normal and not normal in society will follow as well as the mini-project using Glogster (see instructions below)

4) Upon completion of mini-project have students reflect on the process in writing.


students will create a poster/collage using Glogster ( If technology is not available, this mini-project can also be done using construction paper and magazines.

You can take different approaches when creating this assigment. Your artwork can depict what you view as normal/not normal. You can even create your artwork around what you think society views as normal/not normal.

What do you consider normal? What do you consider not normal?

Getting Started[edit | edit source]

Click on the link below to create your Glogster account: (This link also includes introductory videos about Glogster and information on its educational uses)

For an example, click on the link below:

Software[edit | edit source]

GLOGSTER (see link above to create your own account. You also can link your students to your account to maintain a classroom environment online)

Articles that Support this Mini-Project[edit | edit source]

Freire, P. (1970). Pedagogy of the oppressed (pp. 119-186). New York: Herder & Herder

Mynatt, C. R., Doherty, M. E., & Tweney, R. D. (1977). Confirmation bias in a simulated research environment: An experimental study of scientific inference. The Quarterly Journal of Experimental Psychology, 29(1), 85-95.

Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27(1), 29-63.

Sassenberg, K., Boos, M., & Rabung, S. (2005). Attitude change in face-to-face and computer-mediated communication: Private self-awareness as mediator and moderator. European Journal of Social Psychology, 35(3), 361-374.

McLoughlin, C. and Marshall, L. (2000). Scaffolding: A model for learner support in an online teaching environment.

Hughes, M. & Daykin, N. (2002). Towards Constructivism: Investigating Students' Perceptions and Learning as a Result of Using an Online Environment. Innovations in Education & Teaching International, 39 (3), 217-224.

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