Lesson Plan on Case Studies

OVERVIEW

This one-period lesson begins by discussing case studies and how they are beneficial in social science research. The two case study examples come from the sociology discipline and relate to subject matter on power, division, and protest, as well as socialization, identity, and interaction. The case studies, as well as other case study examples come from Oxford University Press online resource center (Scott, 2016).  Case studies are used to examine contemporary real-life situations and allow students to think critically and apply concepts that they have learned in class to answer the questions surrounding the study. Case study research as defined by Robert Yin is, “an empirical inquiry that investigates a contemporary phenomenon and context are not clearly evident; and in which multiple sources of evidence are used (Yin, 1984, p.23)”. If used effectively, case studies also may help build analytic skills, can connect different disciplines, as well as foster team building and interpersonal skills development.

·     For case study #1 ask students the following questions:

o  How did the firefighters’ working conditions and trade union discussions bring them towards a state of ‘class consciousness’? 

o  What was the relationship between these workers and the government, in its roles as both their employer and the ruling group? 

o  Why do you think the government was reluctant to concede to the demands of the firefighters? 

o  If the firefighters did get their 40% pay rise, how might the government decide to finance this? 

o  Do protests such as this suggest that modern Britain is a truly democratic society or not? 

·     Give students about 10-15 minutes to read the case study and discuss the answers with their group before moving on to the next case study. 

·     For case study #2 ask students the following questions:

o  How might shyness be explained as a secondary identity that develops out of socialization? 

o  What kind of social rules do you think a ‘shy’ person might break in everyday situations? 

o  Why do you think ‘non-shy’ people might encourage ‘shy’ people to change? (Think about the effects of deviant behavior upon social order) 

o  Is shyness a fixed role that some people take on, or a creative performance that anybody can drift in to? 

o  To what extent can we see shyness as a socially constructed reality? 

·     After groups are done, have each one report their conclusions then discuss as a class. Compare what each group came up with. 

Works Cited

Scott, F. &. (2016). Oxford University Press online resource centres. Retrieved from Case Studies: http://global.oup.com/uk/orc/sociology/fulcher4e/01student/case_studies/

Soy, Susan K. (1997). The case study as a research method. Unpublished paper, University of Texas at Austin.

Yin, R. K. (1984). Case study research: Design and methods. Newbury Park, CA: Sage