Objectives (5 minutes)

1. Start the class with a brief introduction on the topic 'Sociology Classics', highlighting the importance of classical sociologists for the development of social sciences. The teacher should briefly mention the three sociologists that will be covered in the class - Durkheim, Marx, and Weber.

2. Establish the learning objectives for the class. The teacher should explain that by the end of the class, students should be able to:

   • Identify the main concepts and theories developed by Durkheim, Marx, and Weber.
   • Understand and discuss the contributions of these sociologists to the field of social sciences.
   • Relate the ideas of these sociologists to contemporary society.

3. Encourage active participation of students during the class. The teacher should emphasize that the flipped classroom is a methodology that encourages active student participation, so they are encouraged to ask questions, share their opinions, and participate in discussions.

Secondary Objectives:

1. Promote students' critical thinking skills, encouraging them to analyze the theories of classical sociologists and apply them to current reality.
2. Develop students' research skills, encouraging them to seek more information about classical sociologists and their theories.

Introduction (10 - 15 minutes)

1. Content Review: The teacher should start by briefly reviewing the fundamental concepts of Sociology that were covered in previous classes, such as the definition of sociology, the importance of studying society, and the role of the sociologist. This will allow students to relate these concepts to the new topic. (3 - 5 minutes)

2. Problem-Solving Scenarios: The teacher should then present two problem-solving scenarios to provoke students' thinking and prepare them for the new topic. The problem-solving scenarios could be, for example:

   • 'Imagine you are in a society where everyone strictly follows norms and traditions without questioning. How do you think this society would function?' (Reference to Durkheim's concept of 'social fact')
   • 'Imagine a society where wealth is concentrated in the hands of a few and the majority lives in poverty. How do you think this society could be transformed?' (Reference to Marx's class conflict theory) (3 - 5 minutes)

3. Contextualization: Next, the teacher should contextualize the importance of studying Sociology classics, explaining how the ideas of Durkheim, Marx, and Weber are still relevant and applicable to current society. For example, one could discuss how Marx's theory on class conflict can be used to understand economic inequality in contemporary society. (3 - 5 minutes)

4. Gain Attention: To spark students' interest, the teacher can share some curiosities or interesting stories about Durkheim, Marx, and Weber. For example, it could be mentioned that Marx wrote the 'Communist Manifesto' in cooperation with Friedrich Engels, or that Weber was known for his work ethic and dedicated up to 16 hours a day to his studies. These curiosities make the content more engaging and help humanize these sociologists, making them more accessible to students. (3 - 5 minutes)

Development (20 - 25 minutes)

1. Presentation of Durkheim (5 - 7 minutes)

   1.1 The teacher should introduce Émile Durkheim as one of the founders of modern sociology and highlight his main contributions to the discipline.

   1.2 Next, the concept of 'social fact' by Durkheim should be presented, explaining that Durkheim considered social facts as things that exist outside the individual and are endowed with a coercive power by which they dominate the individual.

   1.3 The teacher should emphasize that, for Durkheim, society is not simply the sum of its individual members, but a separate entity with its own reality and forces.

   1.4 Durkheim's view on the function of crime in society and his theory on suicide can also be discussed.

2. Presentation of Marx (5 - 7 minutes)

   2.1 The teacher should introduce Karl Marx as a revolutionary thinker whose ideas had a profound impact on the world.

   2.2 Marx's theory on class conflict should be presented, explaining that for Marx, the history of humanity is the history of class conflict and that society is divided into two main classes: the bourgeoisie and the proletariat.

   2.3 The teacher should explain Marx's view on capitalism, including his theory of surplus value and the idea that capitalism is inherently exploitative.

   2.4 Marx's concept of alienation and his call for proletarian revolution can also be discussed.

3. Presentation of Weber (5 - 7 minutes)

   3.1 The teacher should introduce Max Weber as a sociologist who significantly contributed to the understanding of social action, power, and authority.

   3.2 Weber's theory of social action should be presented, explaining that Weber was interested in understanding the underlying reasons for people's actions and that he identified four types of social action: instrumental-rational action, value-rational action, affectual action, and traditional action.

   3.3 The teacher should discuss Weber's view on power and authority, including his typology of forms of authority: legal, traditional, and charismatic.

   3.4 Weber's theory of the Protestant ethic and the spirit of capitalism can also be discussed.

4. Comparative Discussion (5 - 7 minutes)

   4.1 With the presentations of the three sociologists completed, the teacher should lead a comparative discussion, highlighting the differences and similarities between their theories.

   4.2 Students can be encouraged to share their opinions on the theories and apply them to examples from contemporary society.

   4.3 The teacher can conclude the discussion by highlighting how the theories of Durkheim, Marx, and Weber continue to influence sociology and our understanding of society to this day.

Return (10 minutes)

1. Connections Discussion (5 - 6 minutes)

   1.1 The teacher should encourage students to reflect on the connections between the theories of classical sociologists and current reality. For example, one could discuss how Marx's class conflict theory can be applied to current economic and social inequality.

   1.2 Another discussion could revolve around Durkheim's theory on the role of crime in society. It could be discussed whether Durkheim's theory is still relevant today, considering changes in society and the perception of crime.

   1.3 Weber's theory on social action can also be discussed in relation to current behaviors, such as consumer behavior or political action.

   1.4 The teacher should encourage students to share their opinions and provide examples from their own experiences or observations.

2. Reflection and Questions (3 - 4 minutes)

   2.1 The teacher should ask students to reflect on what they have learned in the class. A minute of silence can be used to allow students to think about the information that was presented.

   2.2 Next, the teacher should ask questions to encourage students to identify the most important concepts they learned and express any questions or confusions they may have. Some possible questions include:

   - 'What was the most important concept you learned today?'
   - 'How do the theories of Durkheim, Marx, and Weber apply to our current society?'
   - 'What questions do you still have about the theories of classical sociologists?'
   

3. Summary and Closure (1 - 2 minutes)

   3.1 To conclude the class, the teacher should summarize the main ideas and concepts that were discussed. This may include a recap of the theories of the three classical sociologists and how they connect with current society.

   3.2 Finally, the teacher should end the class by thanking the students for their participation and encouraging them to continue exploring and reflecting on the discussed concepts. Students can also be reminded of any homework assignments or additional readings they should complete before the next class.

Conclusion (5 - 10 minutes)

1. Recapitulation (2 - 3 minutes)

   1.1 The teacher should start the conclusion by recapping the main points discussed during the class. This should include a brief review of the theories and contributions of Durkheim, Marx, and Weber to sociology.

   1.2 The teacher can also reiterate the relevance of these classical sociologists for the development of social sciences and our understanding of contemporary society.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes)

   2.1 The teacher should then explain how the class connected theory, practice, and applications. For example, it can be highlighted how the theories of classical sociologists were applied to the analysis of current society.

   2.2 The teacher can also discuss how the flipped classroom methodology allowed students to actively participate in the learning process and apply theory to practice.

3. Extra Materials (1 - 2 minutes)

   3.1 The teacher should suggest some extra materials for students who wish to deepen their knowledge about classical sociologists. This may include books, articles, videos, websites, and other resources that provide additional information about Durkheim, Marx, and Weber.

   3.2 The teacher can also send the material by email or make it available on the school's online learning platform.

4. Importance of the Subject (1 - 2 minutes)

   4.1 To conclude, the teacher should explain the importance of the subject presented for daily life. It can be discussed how the theories of classical sociologists can be used to analyze and understand current society, including issues such as social inequality, social norms, human behavior, and power structure.

   4.2 The teacher should emphasize that even if students do not intend to become sociologists, understanding these theories can enrich their worldview and improve their ability to understand and navigate society.