2. One way that rational choice theorists explain individuals joining social movements is through social ties. A person is more likely to join if they know people in the movement who will hold them accountable for their actions. If they do not, then they are less likely to join. I agree to an extent with this approach. I think this is very applicable to movements led by unions or ethnic groups. As this is a large portion of movements, I think this does hold some weight. However, to say that people make decisions based on their social groups only undermines an individual’s independence. I like this approach but it cannot be taken as a complete determinant.
1. The Occupy Wall Street movement is a real world social movement. It includes nonviolent protests although may lack other parts such as a leader and common purpose. Another social movement which is perhaps part of this was the protests in Wisconsin. Those also were nonviolent with a common goal: To oppose the policies against unions of the Government. There was no leader here but there was a shared purpose, they were organized, and they were efficient.
1. Objective: Students will learn about weather and show increased mastery of vocabulary and listening by watching a news clip of a weatherman and answering questions on it.
2. Standards Addressed: 1.2: Students understand and interpret written and spoken language on a variety of topics.
3. Pre-Listening Activity: For this we will look at a several weather-related vocabulary terms and also a map of Europe to avoid confusion there.
a. Zuschauer – viewer
i. Frost – frost
ii. vorbei - passed
iii. Temperatur – temperature
1. On B and C make sure to pronounce in German for difference.
iv. Grad – degrees
v. Eisregen – Ice rain/sleet
vi. Schnee – snow
b. On map, point out Deutschland, and Skandinavian as well as discuss which areas may be the coldest given the geography.
4. The Passage: http://www.youtube.com/watch?v=aNFw2pZ_Rz4
a. This is a You-Tube video with a German meteorologist. It is about one minute long and discussed weather trends in Europe, mostly Germany.
5. Assessment: Students will answer the following questions about the clip:
a. T/F The worst of the frost is past.
b. Where is the worst frost at the time of this presentation?
c. Where did they have ice rain?
d. What kind of precipitation is in the South?
After watching the clip once, students will have a chance to look at and answer questions. We will then watch the clip again. After the students have had another chance with the questions we will discuss them before watching it a final time to pick up the last answers.