Sociology
Rationale: The mission of social studies is to prepare young people for informed responsible citizenship now and in the future. This will be accomplished through the study of economic, civic/political, social/cultural, historical and geographical perspectives
Description: This course investigates the effects of our relationships in a world of diversity, including the family unit, marriage, minority groups and ethnic/social interactions in our society.
Objectives for Graduation/Mastery:
1. Students will compare and contrast the major ideas and beliefs of different cultures.
2. Students will describe the major social institutions (family, education, religion, economy, and government) and how they fulfill human needs.
3. Students will identify the consequences that can occur when: institutions fail to meet the needs of individuals and groups, and individuals fail to carry out their personal responsibilities.
Unit 1
Unit Title: Institutions
Essential Question: How do people react to each other?
GLEs/Objective / National
Standards
(NCSS) / Lesson Activities
(Formative Assessment) / Assessment
6C
OBJ 2 / 5 / Students will relate major social institutions such as family, education, religion, economy and government to the fulfillment of human needs.
1. Recognize types of family structure in different cultures
· Students, given photographs from two time periods in one culture or photographs from the same time period in two cultures focused on similar subject mater perhaps accompanied by text, may be asked to make comparisons.
2. Assess the value of education
3. Contrast religions
4. Compare lifestyles as they relate to economics and government.
· Using a Venn diagram, compare differing lifestyles
· Compile a journal of observations of family interactions.
· Students could describe how they would conduct surveys or interviews to find out what public opinion is on a particular issue. / The students will conduct research on a teacher-assigned topic relating to family, education, religion, economy or government. From the research, the students will create a test bank or questions to assess comprehension. Teach will assign topics from the above areas.
Evaluation Criteria:
· Students will write a research paper.
· Students will give an oral presentation on research
· Students will develop questions for comprehension.
· Students will complete student-created assessment.
MASTERY –
DATES TAUGHT/NOTES / RESOURCES
CORRECTIVE ACTION / SPECIAL NEEDS ACCOMODATIONS
Unit 2
Unit Title: Cultural Roles
Essential Question: What roles do you play in our culture?
GLEs/Objective / National
Standards
(NCSS) / Lesson Activities
(Formative Assessment) / Assessment
6A, 6B
OBJ 1 / 5 / Students will analyze group interaction, cultural roles and social stratification.
1. Contrast group interactions
2. Identify cultural roles
3. Describe the impact of social stratification
· Students take information that is given and put it into another form (graph, chart, outline, etc.)
· Exchange information, questions and ideas while recognizing the perspectives of others.
· Have students interpret a short reading from the perspectives of people from different groups
· Role-playing
· Party activity – Students act as people react to them. / The student will create charts, graphs, tables and illustrations to present to the class from the areas of group interaction, cultural roles and social layers.
Evaluation Criteria:
· Students will analyze data concerning the above topics.
· Students will create a finished product.
· Student will present the material to the class.
· Students will complete student-created assignments.
MASTERY –
Students will create a collage of society today.
DATES TAUGHT/NOTES / RESOURCES
CORRECTIVE ACTION / SPECIAL NEEDS ACCOMODATIONS
Unit 3
Unit Title: Deviance
Essential Question: What is deviance?
GLEs/Objective / National
Standards
(NCSS) / Lesson Activities
(Formative Assessment) / Assessment
6D
OBJ 3 / Students will assess conflicts, deviancy, consequences and possible resolutions.
1. Identify conflicts occurring in society.
2. Categorize deviant behaviors and consequences.
3. Discuss possible resolutions for conflicts and deviant behaviors
· Evaluate handbook for levels of deviance.
· Discuss the steps in conflict resolution. / The teacher will assign topics to be researched and debated, dealing with conflicts and resolutions to those conflicts in society. The teacher will divide the class into debate teams and assign topics. Teacher will develop constructed response test covering debates. Teacher will observe teamwork and workability of each debate team.
Evaluation Criteria:
· Students will describe the process used to develop debate positions and strategy, and how it has shaped their opinion.
· The team will provide enough evidence to support their stance in the debate.
MASTERY –
DATES TAUGHT/NOTES / RESOURCES
CORRECTIVE ACTION / SPECIAL NEEDS ACCOMODATIONS
Unit 4
Unit Title: Societal Differences
Essential Question: How do we learn the roles of a society?
GLEs/Objective / National
Standards
(NCSS) / Lesson Activities
(Formative Assessment) / Assessment
6B / 5 / Students will analyze the causes and reasons for changing class roles, ethnic, racial, gender and age relationships.
1. Evaluate the reasons for changing class roles related to social mobility.
1. Assess the effect of ethnic and racial differences.
2. Describe gender and age effects in society.
· Exchange information, questions and ideas while recognizing the perspectives of others.
· Evaluate the socialization process. / Students will analyze school yearbooks from different decades to compare values, trends and demographics.
Evaluation Criteria:
· List three examples of differences from each decade.
· Reach logical conclusions.
· Utilize effective communication.
The teacher will assign an interview for each student from a designated social role and assigns an interview.
Evaluation Criteria:
· Student will conduct the interview which, with the consent of the interviewee, needs to be audio/visually recorded.
· Student will present the interview to the class.
· Develop a portfolio for the interviewee.
Students will research conflicts that are occurring in society and design a news show that gives information on both sides.
Evaluation Criteria:
· Accurate information
· Portrayal of both sides
· Use of a variety of sources
· News program format
DATES TAUGHT/NOTES / RESOURCES
CORRECTIVE ACTION / SPECIAL NEEDS ACCOMODATIONS