[Type text]Brad Hart

Unit One: Culture and Social Structure
Length of Unit / Core Content/POS / Key Concepts/Skills/Guiding Questions / Activities/Assessments/
Resources
2 ½ weeks / Program of Studies
(understandings):
  • SS-H-CS-U-1,2,3,4,5,6
(skills and concepts):
  • SS-H-CS-S-1,2,3,4,5
Core Content
  • SS-HS-2.1.1, 2.2.1, 2.3.1, 2.3.2
/ Outline:
  1. The Sociological Point of View
  2. Cultural Diversity
  3. Cultural Conformity and Adaptation
  4. Social Structure
Terms:
  • Sociology, social sciences, social interaction, social phenomena, sociological perspective, sociological imagination
  • Social Darwinism, function, ideal type, theory, theoretical perspective, functionalist perspective, dysfunction, manifest function, latent function, conflict perspective, interactionist perspective, symbol, symbolic perspective
  • Culture, material and nonmaterial culture, society, technology, language, values, norms, folkways, mores, culture trait, culture complex, culture pattern
  • Cultural universals, ethnocentrism, cultural relativism, subculture, counterculture
  • Self-fulfillment, narcissism
  • Internalization, sanctions, positive sanctions, negative sanctions, formal sanctions, informal sanctions, social control
  • Ideology, social movement, diffusion, reformulation, cultural lag
  • Social structure, status, role ascribed status, achieved status, master status, reciprocal roles, role expectations, role performance, role set, role conflict, role strain, social institution
  • Exchange, reciprocity, exchange theory, competition, conflict, cooperation, accommodation
  • Group, subsistence strategies, preindustrial society, hunting and gathering society, pastoral society, division of labor, horticultural society, agricultural society, barter, industrial society, urbanization, postindustrial society, mechanical solidarity, organic solidarity
  • Aggregate, social category, dyad, triad, small group, formal group, informal group, primary group, secondary group, reference group, in-group, out-group, e-community, social network, leaders, instrumental leaders, expressive leaders
  • Formal organization, bureaucracy, rationality, voluntary association, iron law of oligarchy
Students will
  • Describe what sociology is and explain what it means to have a sociological imagination
  • Explain how the three main theoretical perspectives in sociology differ in their focus
  • Define the meaning of culture and explain how material culture and nonmaterial culture differ
  • Identify factors that account for variations among and within cultures
  • Identify the basic values that form the foundation of American society
  • Identify how the norms of society are enforced, describing the differences between positive and negative sanctions and between formal and informal sanctions
  • Identify and describe the main sources of social change, and the factors that lead people to resist social change
  • Identify and describe the two major components of social structure, and analyze how these two components of social structure affect human interaction
  • Distinguish between types of interactions that stabilize social structure and those that can disrupt it
  • Summarize the major features of primary and secondary groups, identifying the purposes that groups fulfill
  • Evaluate the effectiveness of bureaucracies
Guiding Questions
  • How does using your sociological imagination help you understand the world?
  • How does culture impact an individual’s behavior?
  • What are the ways in which society enforces social control?
  • How does society create statuses and roles for individuals to balance?
/ Activities:
  • Modified lecture/discussion
  • Analysis of graphs/charts
  • Debate
  • Students will create an individualized group chart; a whole class material/nonmaterial culture board; whole group values board; sanctions chart; and a status/role chart.
Assessments:
  • Students will write a response to a bellringer question everyday. This will be used as either a quiz of previous day’s material or a spring board to the new day’s topic.
  • Terminology quizzes: These will be 5-10 term quizzes to check vocabulary.
  • All larger tests and assessments will be application/essay. Students will need to apply their knowledge to a sociological situation.
Resources:
  • Sociology: The Study of Human Relationships

Unit Two: The Individual in Society
Length of Unit / Core Content/POS / Key Concepts/Skills/Guiding Questions / Activities/Assessments/
Resources
3 weeks / Program of Studies
(understanding):
  • SS-H-CS-U-1,2,3,4,5,6
(skills and concepts):
  • SS-H-CS-S-1,2,3,4,5
Core Content
  • SS-HS-2.1.1, 2.2.1, 2.3.1, 2.3.2
/ Outline:
  1. Socializing the Individual
  2. The Adolescent in Society
  3. The Adult in Society
  4. Deviance and Social Control
Terms:
  • Personality, heredity, instinct, sociobiology, aptitude, feral children
  • Socialization, self, looking-glass self, role-taking, significant others, generalized other, I, me
  • Agents of socialization, peer group, mass media, total institution, resocialization
  • Adolescence, puberty, anticipatory, socialization
  • Dating, courtship, homogamy
  • Drug, social integration
  • Life structure, early adulthood, middle adulthood, late adulthood, novice phase, mentor
  • Labor force, profession, unemployment, unemployment rate
  • Gerontology, social gerontology, young-old, middle-old, old-old, dependency
  • Deviance, stigma, strain theory, anomie, control theory, cultural transmission theory, differential association, techniques of neutralization, labeling theory, primary deviance, secondary deviance, degradation ceremony
  • Crime, white-collar crime, crime syndicate, criminal-justice system, police discretion, racial profiling, plea bargaining, corrections, recidivism
Students will
  • Identify the four main factors that affect the development of personality
  • Identify and describe the theories that explain the process of socialization
  • Analyze the most important agents of socialization in the United States
  • Explain how adolescence developed and identify its five general characteristics
  • Describe the functions dating fulfills.
  • Traces the causes and consequences of contemporary teenage problems
  • Describe the characteristics and challenges during early, middle, and late adulthood
  • Explain the nature and social functions of deviance
  • Compare the theories that explain deviance
  • Explain the characteristics of the American criminal-justice system
Guiding Questions
  • What are the agents of socialization, and how does each impact our development?
  • What specific factors shape the behavior of adolescents?
  • How does society define, and deal with, deviance?
/ Activities:
  • Modified lecture/discussion
  • Analysis of graphs/charts
  • Debate
  • Students will create a whole group socialization graph; write an adolescent analysis paper; complete Merton’s Strain Theory chart; and write a criminal justice system purpose paper.
Assessments:
  • Students will write a response to a bellringer question everyday. This will be used as either a quiz of previous day’s material or a spring board to the new day’s topic.
  • Terminology quizzes: These will be 5-10 term quizzes to check vocabulary.
  • All larger tests and assessments will be application/essay. Students will need to apply their knowledge to a sociological situation.
Resources:
  • Sociology: The Study of Human Relationships

Unit Three: Social Inequality
Length of Unit / Core Content/POS / Key Concepts/Skills/Guiding Questions / Activities/Assessments/
Resources
1 ½ week / Program of Studies
(understanding):
  • SS-H-CS-U-1,2,3,4,5,6
(skills and concepts):
  • SS-H-CS-S-1,2,3,4,5
Core Content
  • SS-HS-2.1.1, 2.2.1, 2.3.1, 2.3.2
/ Outline:
  1. Social Stratification
  2. Racial And Ethnic Relations
  3. Gender, Age, and Health
Terms:
  • Social stratification, social inequality, caste system, exogamy, endogamy, class system, bourgeoisie, proletariat, social class, wealth, power, prestige, socioeconomic status
  • Reputational method, subjective method, objective method, social mobility, horizontal mobility, vertical mobility, intergenerational mobility
  • Poverty, poverty level, life chances, life expectancy, transfer payments
  • Race, ethnicity, ethnic group, minority group
  • Discrimination, prejudice, legal discrimination, institutionalized discrimination, stereotype, self-fulfilling prophecy, racism, scapegoating, cultural pluralism, assimilation, segregation, de jure segregation, de facto segregation, subjugation, slavery, genocide, ethnic cleansing
  • White ethnics
  • Gender, gender roles, gender identity, patriarchy, sexism, women’s movement, suffrage, wage gap, glass ceiling, second shift
  • Ageism, graying of America, baby-boom generation, dependency ratio, Medicare, Medicaid
  • Managed care, alternative medicine
Students will
  • Contrast the major theories of social stratification
  • Explain how different motivations and cultural values influence the American class system
  • Describe the steps that have been taken by the federal government to lessen the effects of poverty
  • Summarize how sociologists define the terms race, ethnicity, and minority group
  • Explain how government policies have affected the lives of minority groups in the United States
  • Explain how gender roles are affected by socialization
  • Describe and analyze the sociological ramifications of the state of health care in America
Guiding Questions
  • What factors create social inequality in a society?
  • How do societal institutions and individuals deal with social inequality?
/ Activities:
  • Modified lecture/discussion
  • Analysis of graphs/charts
  • Debate
Assessments:
  • Students will write a response to a bellringer question everyday. This will be used as either a quiz of previous day’s material or a spring board to the new day’s topic.
  • Terminology quizzes: These will be 5-10 term quizzes to check vocabulary.
  • All larger tests and assessments will be application/essay. Students will need to apply their knowledge to a sociological situation.
Resources:
  • Sociology: The Study of Human Relationships

Unit Four: Social Institutions
Length of Unit / Core Content/POS / Key Concepts/Skills/Guiding Questions / Activities/Assessments/
Resources
3 weeks / Program of Studies
(understanding):
  • SS-H-CS-U-1,2,3,4,5,6
(skills and concepts):
  • SS-H-CS-S-1,2,3,4,5
Core Content
  • SS-HS-2.1.1, 2.2.1, 2.3.1, 2.3.2
/ Outline:
  1. The Family
  2. The Economy and Politics
  3. Education and Religion
  4. Science and Mass Media
Terms:
  • Family, nuclear family, family of orientation, family of procreation, extended family, kinship, marriage, monogamy, polygamy, polygyny, polyandry, patrilocality, matrilocality, bilocality, neolocality, patrilineal descent, matrilineal descent, bilateral descent, patriarchy, matriarchy, egalitarian, incest taboo
  • Economic institution, factors of production, primary sector, secondary sector, tertiary sector, capitalism, socialism, law of supply, law of demand, laissez-faire capitalism, free-enterprise systems, communism, totalitarianism, corporations, oligopoly, protectionism, free trade, multinational, e-commerce
  • Power, state, political institution, legitimacy, authority, traditional authority, rational-legal authority, charismatic authority, coercion, democracy, monarchy, constitutional monarchy, democratic socialism, authoritarianism, absolute monarchy, dictatorship, junta, political party, proportional representation, interest group, power-elite model, pluralist model
  • Education, schooling, hidden curriculum, tracking, charter schools, school choice, homeschooling, zero tolerance, bilingual education, special education
  • Sacred, profane, religion, ritual, animism, shamanism, totemism, theism, monotheism, polytheism, ethicalism, ecclesia, denomination, sect, cult, religiosity, secular
  • Science, sociology of science, scientific method, universalism, organized skepticism, communalism, disinterestedness, Matthew effect, paradigm
  • Mass media, information society, media convergence, knowledge-gap hypothesis, digital divide, social capital, spiral of silence, agenda setting, gatekeepers, opinion leaders
Students will
  • Identify the basic societal needs that the institution of the family satisfies
  • Analyze some of the trends in American family life currently being examined by sociologists
  • Discuss developments that have transformed the American economic system
  • Describe the sociological impact of the U.S. political system
  • Differentiate the competing sociological theories views on education
  • Describe the basic societal needs that religion serves and the distinctive features of religion in American society
  • Identify factors that have contributed to the institutionalization of science
  • Explain how the sociological perspectives of mass media differ
Guiding Questions
  • How does the family meet societal needs, and how are those changing?
  • How does religion meet societal needs, and what are the factors changing those needs?
  • What role does the media shaping our understanding of society?
/ Activities:
  • Modified lecture/discussion
  • Analysis of graphs/charts
  • Debate
  • Students will design the ideal school system; choose a leader activity; and write an evaluation of the role of religion paper.
Assessments:
  • Students will write a response to a bellringer question everyday. This will be used as either a quiz of previous day’s material or a spring board to the new day’s topic.
  • Terminology quizzes: These will be 5-10 term quizzes to check vocabulary.
  • All larger tests and assessments will be application/essay. Students will need to apply their knowledge to a sociological situation.
Resources:
  • Sociology: The Study of Human Relationships

Unit Five: The Changing Social World
Length of Unit / Core Content/POS / Key Concepts/Skills/Guiding Questions / Activities/Assessments/
Resources
2 weeks / Program of Studies
(understanding):
  • SS-H-CS-U-1,2,3,4,5,6
(skills and concepts):
  • SS-H-CS-S-1,2,3,4,5
Core Content
  • SS-HS-2.1.1, 2.2.1, 2.3.1, 2.3.2
/ Outline:
  1. Population and Urbanization
  2. Collective Behavior and Social Movements
  3. Social Change and Modernization
Terms:
  • Population, demography, birthrate, fertility, fecundity, mortality, death rate, infant mortality rate, life expectancy, migration, migration rate, growth rate, doubling time, Malthusian theory, demographic transition theory, zero population growth, family planning
  • Urbanization, city, overurbanization, urban ecology, concentric zone model, sector model, multiple nuclei model, urban sprawl, urban anomie theory, compositional theory, subcultural theory
  • Collective behavior, collectivity, crowd, mob, riot, panic, moral panic, mass hysteria, fashions, fad, rumor, urban legend, public, public opinion, propaganda, contagion theory, emergent-norm theory, value-added theory
  • Social movements, reactionary movements, conservative movements, revisionary movements, revolutionary movements, relative deprivation theory, resource mobilization, resource-mobilization theory
  • Social change, cyclical theory of social change, ideational culture, sensate culture, idealistic culture, principle of immanent change, evolutionary theory of social change, equilibrium theory of social change, conflict theory of social change
  • Modernization, modernization theory, world-system theory, core nations, peripheral nations, semiperipheral nations, external debt
Students will
  • Identify factors that affect the size and structure of populations
  • Identify the models that have been proposed to explain the structure of cities and summarize the theories that have been put forth to explain city life
  • Identify the preconditions necessary for collective behavior to occur and explain how they build on one another
  • Identify the stages present in the life cycle of social movements and describe ways in which the existence of social movements can be explained
  • Summarize the theories that social scientists have offered to explain the process of social change
  • Identify some of the positive and negative effects of modernization on social life and the natural environment
Guiding Questions
  • How does the development of a city (population distribution) affect the behaviors of those within it?
  • How and why do individuals engage in collective behaviors, and what are the consequences?
  • How are human behaviors influenced by the natural environment, and likewise, how does individual behavior impact the natural environment?
/ Activities:
  • Modified lecture/discussion
  • Analysis of graphs/charts
  • Debate
  • Students will design the ideal city.
Assessments:
  • Students will write a response to a bellringer question everyday. This will be used as either a quiz of previous day’s material or a spring board to the new day’s topic.
  • Terminology quizzes: These will be 5-10 term quizzes to check vocabulary.
  • All larger tests and assessments will be application/essay. Students will need to apply their knowledge to a sociological situation.
Resources:
  • Sociology: The Study Relationship of Human Relationships

Unit ? TITLE OF UNIT
Length of Unit / Core Content/POS / Key Concepts/Skills/Guiding Questions / Activities/Assessments/
Resources
Program of Studies
Core Content / Terms:
Students will
Guiding Questions

Rowan County Senior High School 2010-2011Page 1