SOCIOLOGY COURSE DESCRIPTION

Transcription

1 SOCIOLOGY COURSE DESCRIPTION SS (1 st or 2 nd Sem.) SOCIOLOGY (11, 12) ½ Unit Prerequisite: None Sociology is a study of group behavior with emphasis on how it affects the individual. It includes the activities, habits, and beliefs of various groups of people and of the individuals within these groups. Topics for study include: sociology as science, culture and transmission of culture, the place of the individual within the family, friendship group, community, school or job group, and current national or international problems as seen from the sociological view point. Sociology

2 I. Core Conceptual Objective Students will analyze the foundations of Sociology. By the end of the course, all students should know: 1. the theoretical schools of sociology, past and present (e.g. Functionalist, Conflict, Symbolic Interactionism, Rational Choice). (E) 2. the early founders of sociology (e.g. Durkheim, Marx, Spencer, Weber, Mead, Comte, Adam Smith). (E) 3. a. the scientific method and various research methods used by sociologists today. (E) b. the advantages and limitations of conducting research from the sociological perspective. (I) State and National Standards Correlations AP, MCH, NCHE APA, SOC APA, SOC By the end of the course, all students should be able to: 1. a. compare and contrast. (A) b. use and create charts, graphs, graphic organizers, and databases. (A) c. write expository and narrative social studies documents. (A) 2. define and apply vocabulary relevant to sociological research. (E) State and National Standards Correlations SM 1.6, NCSS, MC SS 1.1, SS 7.2, SS 7.3, MC, NHS, NGS, NCSS, SM SCANS, SM, NHS, NCHE SOC 3. relate concept to example. (A) SM 1.6, SCANS 4. conduct investigations to study society. (E) SM 1.3, NGS, NCSS 5. plan and create written, visual, and oral SM 1.1, SM presentations (formal and informal). (A) 1.2, SM 2.1, NCSS, MC, NHS, SCANS Sociology

3 A. Facilitating Activities: CCO I: Students will analyze the foundations of Sociology. ORGANIZING IDEA #1 What are the theoretical schools of sociology, past and present? 1. research a pioneer/founder of sociology and give a presentation on their theories and accomplishments. (I C2, I P5) 2. compare and contrast theoretical perspectives of sociology by creating graphic organizers in a cooperative group. (I P1b, I C1) 3. write an essay explaining a current sociological issue (eg: poverty, divorce) from the perspective of each of the following: Weber, Marx, and Durkheim. (I C2, I P1c) 4. brainstorm traits that all people share (biology), most people share (sociology), and traits that are unique to individuals (psychology). (I C1) 5. using a current social issue (e.g. divorce) create a chart that examines the social issue from the theoretical perspectives (functionalism, symbolism, interactionism, and conflict theory). (I C1, V P3) 6. construct a response to a modern problem (e.g. poverty) using a foundational school of thought and working in cooperative groups. (I C1, I C2, I P3) ORGANIZING IDEA #2 What is the scientific method and the various research methods? 1. create an experiment using one of the sociological research methods. (I C3a, I P4) 2. discuss ethics involved in human research using Zimbardo s prison experiment as an example. (I C3b, I P3) 3. design and implement a survey. (I C3a, I P3, I P4) 4. using a published sociological experiment, identify components of the scientific method. (I C3a, I P3) 5. create a list of pros and cons of various research methods. (I C3b) 6. using a sociological experiment (e.g. Phillip study), explain the advantages and limitations of conducting research from the sociological perspective. (I C3b, I P3) 7. create a flow chart detailing steps in the research process. (I C3a, I PC1b, 8. using The Polling Report, write a reaction to American perceptions about a current social issue. (I C3a, I P1b, I P1c) 9. conduct a survey to research a specific hypothesis in sociology. (I C3a, I P4) 10. create a t-chart of the advantages and disadvantages of conducting research from a sociological perspective. (I C3a, I C3b, I P1b) Sociology

4 B. Application Level Assessment: CCO I: Students will analyze the foundations of Sociology. All students should know the theoretical schools of sociology, past and present. Student Task: 1. compare and contrast the theoretical schools of sociology. (I C1, I P1a) 2. use and create charts, graphs, graphic organizers, and databases. (I P1b) 3. write expository and narrative social studies documents. (I P1c) Teacher Notes: Suggested Student Prompt: Create a chart to compare and contrast three major perspectives (functionalism, conflict theory, and symbolic interactionism). Suppose you are a member of a panel studying the role of sports in America. The panel also includes an economist, a psychologist, and an anthropologist. As a sociologist, what aspects of this issue would be of interest to you? How would your interests differ from others on the panel? Describe sports in America from the functional perspective, conflict perspective, and from the interactionist perspective. Use your chart to help you support your answer. Sociology

5 COMPARE AND CONTRAST THEORETICAL SCHOOLS OF THOUGHT IN SOCIOLOGY SCORING GUIDE CCO I: Students will analyze the foundations of Sociology Chart clearly compares and contrasts two theoretical perspectives. Chart clearly and thoroughly compares and contrasts three theoretical perspectives. ESSAY Essay clearly and thoroughly described aspects of sports that would be of interest to a sociologist and made clear how the interest would be different from other panelists. Essay thoroughly and clearly analyzed American sports from each of the three theoretical perspectives using specific supporting detail. CONVENTIONS Uses all of the specified conventions of writing without error (see six trait scoring guide). Essay clearly and thoroughly described aspects of sports that would be of interest to a sociologist and discusses how sociology is different. Essay clearly analyzed American sports from two theoretical perspectives using specific supporting detail. Uses most of the specified conventions of writing without error (see six trait scoring guide). Chart compares or contrasts two theoretical perspectives in a general way. Essay described aspects of sports that would be of interest to a sociologist. Essay analyzed American sports from one theoretical perspectives using specific supporting detail. Uses some of the specified conventions of writing without error (see six trait scoring guide). Chart does not compare or contrast theoretical perspectives. Essay did not describe aspects of sports that would be of interest to a sociologist or how sociology is different. Essay did not correctly analyze American sports from a theoretical perspective. Uses few of the specified conventions of writing without error (see six trait scoring guide). Sociology

6 C. Application Level Assessment: CCO I: Students will analyze the foundations of Sociology. Student Task: 1. define and apply vocabulary relevant to sociological research. (I P2a) 2. analyze the scientific method and various research methods used by sociologists today. (I C3a) 3. discuss the advantages and limitations of conducting research from the sociological perspective.. (I C3b) Teacher Notes: Suggested Student Prompt: 1. You are a researcher who has been asked to study the aged. What research design methods might you use? Be sure to discuss benefits and drawbacks of each method. After careful analysis of your options, select your preferred method and support your choice. Sociology

7 SCORING GUIDE CCO I: Students will analyze the foundations of Sociology. APPLIED VOCABULARY RELEVANT TO THE SCIENTIFIC METHOD ANALYZED THE LIMITATIONS OF THE RESEARCH DESIGN WITH RELATION TO THE SUBJECT RESEARCH DESIGN APPROPRIATE TO ORIGINAL SOCIOLOGICAL PROBLEM Essay applied all relevant vocabulary appropriately Essay applied most Essay applied some relevant vocabulary relevant vocabulary appropriately. appropriately. Named and provided insightful analysis of the benefits and limitations of multiple research designs. Research design chosen for the sociological problem was very effective. Named and provided an analysis of the benefits and limitations of a few research designs.. Research design chosen for the sociological problem was effective. Named and provided a limited analysis of the benefits or limitations of two research designs. Research design chosen for the sociological problem was limited. Essay applied few or no vocabulary appropriately. Named and provided an analysis of a research design that did not adequately discuss benefits or limitations. Research design chosen for the sociological problem was not effective. Sociology

8 II. Core Conceptual Objective Students will evaluate how culture effects and is effected by human behavior. By the end of the course, all students should know: 1. how the components of culture impact human behavior within each society (e.g. culture, values, norms, symbols, language, knowledge, material and nonmaterial culture). (E) 2. cultural variation in a society (e.g. subculture, counterculture, dominant culture). (E) 4. needs are met in different ways in different cultures and times. (E) (ethnocentrism and cultural relativity) State and National Standards Correlations By the end of the course, all students should be able to: State and National Standards Correlations NCSS, MCGV 1. analyze source documents. (A) SOC, AP CIV, MCGV, NCSS, MC, NGS NCSS, MC, SS 5, NGS, NCHEW 2. use sociological vocabulary appropriately. (E) 3. analyze and interpret photographs and other cultural artifacts. (A) 4. analyze culture in relation to other cultures throughout the world. (I) SM 2.4, NHS, NCSS NGS, NCSS, NHS, MC, MCGV, SS, MSCG Sociology

9 A. Facilitating Activities: CCO II: Students will evaluate how culture effects and is effected by human behavior. ORGANIZING IDEA #1 What are the components of culture? 1. read The Nacirema article and create a chart listing the components of culture found in the article. (II C1, II P1) 2. make a collage that illustrates both natural and non-material culture in the United States. (II C1) 3. generate a list of cultural norms for American schools. (II C1) ORGANIZING IDEA #2 What are some similarities and differences within one s own culture? 1. brainstorm various groups within the school and discuss whether a group is a culture, subculture, or counterculture. (II C2) 2. use a Venn diagram to compare and contrast the non-material culture found in the dominant United States culture with the nonmaterial culture of one subculture. (II C2, I P1b) 3. write a free response essay to define subculture and provide examples within the United States. (II C2, I P1c) ORGANIZING IDEA #3 How do students own culture compare to other cultures? 1. make a list of human behaviors and evaluate these behaviors from an ethnocentric and cultural relativist viewpoint. (II C4) 2. research and write an essay about a particular culture (e.g. Yanomama) from a cultural relativist viewpoint. (II C3, I P1c) 3. review photographs in Material World and create a list of similarities across cultures. (II P3, II P4) Sociology

10 B. Application Level Assessment: CCO II: Students will evaluate how culture effects and is effected by human behavior. Student Task: 1. analyze how the components of culture impact human behavior within each society. (II C1) 2. analyze their culture in relation to other cultures throughout the world. (II P4) 3. describe how needs are met in different ways in different cultures and times. (II C4) 4. use sociological vocabulary appropriately. (II P2) 5. write expository and narrative social studies documents. (I P1c) Teacher Notes: Suggested Student Prompt: 1. Students will classify components of culture by writing essays in which they apply the components to a specific culture. 2. Using the Yanomama culture as an example, write an essay explaining the components of culture. Be sure to provide examples of each component of culture. Sociology

11 SCORING GUIDE CCO II: Students will evaluate how culture effects and is effected by human behavior. COMPONENTS OF CULTURE TO A SPECIFIC CULTURE (YANOMAMA) WRITTEN EXPOSITORY DOCUMENT Clearly and thoroughly defines all components of culture and includes detailed examples of each. Uses all specified components of writing without error (see six trait scoring guide) Clearly defines most Defines some components of culture components of culture and includes examples and includes a few of each. examples. Uses most specified components of writing without error (see six trait scoring guide). Uses some specified components of writing without error (see six trait scoring guide). Defines a few components of culture and does not include examples. Uses few specified components of writing without error (see six trait scoring guide). Sociology

12 III. Core Conceptual Objective Students will analyze cultural norms. By the end of the course, all students should know: 1. cultural norms define deviance and effect relationships and membership within a given society or culture. (E) 2. behavior is explained and effected by a given culture. (E) 3. deviance impacts group behavior and society. (E) State and National Standards Correlations SS 6.4, MC SS 6.3, NCHEW, NGS, MC SS 6.5, NCSS, NGS, NCHEW, CIV By the end of the course, all students should be able to: 1. analyze how group experience influences perception and judgment. (E) 3. exchange information while recognizing bias and point of view. (E) State and National Standards Correlations SS 6.5, NCSS, CIV, NGS, NCHEW SS 7.6, NGS, NCSS, CIV, SOC, SM 2.3, MCGV Sociology

13 A. Facilitating Activities: CCO III: Students will analyze cultural norms. ORGANIZING IDEA #1 What is the relationship between cultural norms and deviance? 1. make a list of cultural norms in the United States and discuss whether these norms are deviant in various cultures. (III C1, III P1) 2. view clips from The Dead Poet s Society and discuss how various behaviors could be considered deviant in certain groups but not others. (III C1, III P1) ORGANIZING IDEA #2 How is deviant behavior explained? 1. after viewing a video clip, write an explanation for observed deviant behavior, then compare explanations of others. (III C2) 2. read an article explaining deviant behavior and analyze the explanation according to American norms. (III C2) ORGANIZING IDEA #3 How does deviance impact group behavior? 1. write an analytical essay explaining the impact of deviations in society. (III C3, III P3) 2. identify the acts of deviance reported in news media and discuss how the acts impacted a particular community. (III C3, III P3) Sociology

14 B. Application Level Assessment: CCO III: Students will analyze cultural norms. Student Task: 1. analyze how cultural norms define deviance that effect relationships and memberships within a given society or culture. (III C1) 2. discuss how behavior is explained and effected by a given culture. (III C2) 3. relate concept to example. (I P3) Teacher Notes: Suggested Student Prompt: 1. Describe the social functions of deviance as observed by Durkheim. For each function, provide a current example. Sociology

15 SCORING GUIDE CCO III: Students will analyze cultural norms. DESCRIPTION OF SOCIAL FUNCTION OF DEVIANCE EXAMPLES The social functions of deviance are identified. The social functions of deviance are identified appropriately in terms of Durkheim s ideas. Appropriate and current examples are provided for each function. Appropriate and current examples are provided for some functions. Some of the social functions of deviance are identified. Appropriate examples are provided for a few functions. Few of the social functions of deviance are identified. Examples for functions are not provided. Sociology

16 IV. Core Conceptual Objective Students will investigate agents of socialization. By the end of the course, all students should know: 1. the socialization of the individual is influenced by many factors. (E) State and National Standards Correlations NCSS, APA By the end of the course, all students should be able to: 1. a. compare and contrast various socialization theories. (D) b. apply agents of socialization to the development of the self. (E) 2. stages of the life course. (E) NCSS 2. evaluate changes/challenges throughout the life course. (E) State and National Standards Correlations SM 1.6, NCSS, MC NCSS, APA NCSS 3. define vocabulary relevant to sociology. (E) 4. read for inference and subtext. (A) SS, NGS, NGS 5. conduct research to refine and answer questions. (A) SM 1.1, SM 1.2, MC, NHS, NCSS, NGS, SCANS Sociology

17 A. Facilitating Activities: CCO IV: Students will investigate agents of socialization. ORGANIZING IDEA #1 What contributes to the socialization of the individual? 1. read case studies and write an analysis of the importance of socialization. (IV C1, IV P4) 2. identify the agents of socialization within selected case studies. (IV C1, IV P1b) 3. discuss the socialization process of a child. (IV C1) 4. create a Venn diagram to compare and contrast socialization theory. (IV C1, I P1b, IV P1b) 5. generate a list of traditional boy/girl toys and discuss gender roles. (IV C1) ORGANIZING IDEA #2 What are the challenges encountered throughout the life course? 1. using a case study, follow an individual through the stages of the life course and create a timeline to reflect changes/challenges. (IV C2, IV P2) 2. observe one or more play groups and report what skill level the children have achieved. (IV C3, IV P2) 3. interview a professional about their job to discover the demands of the job. (IV C2) 4. brainstorm a list of problems associated with the aging process and discuss potential solutions. (IV C2, IV C3). Sociology

18 B. Application Level Assessment: CCO IV: Students will investigate agents of socialization. Student Task: 1. compare and contrast various socialization theories. (IV P1a) 2. apply agents of socialization to the development of the self. (IV P1b) 3. sequence stages of the life course. (IV C2) Teacher Notes: Suggested Student Prompt: 1. Create a poster/graphic that includes: a. a timeline of the life course. b. the agents of socialization as they relate to the life course. c. Piaget s stages of cognitive development as they relate to the life course. d. Erickson s stages of development as they relate to the life course. Sociology

19 SCORING GUIDE CCO IV: Students will investigate agents of socialization. TIMELINE AGENTS OF SOCIALIZATION THEORISTS Clearly sequences most Sequences some stages stages of the life course. of the life course. Thoroughly and clearly sequences the stages of the life course. Thoroughly and clearly describes the agents of socialization and makes clear links to the life course. Piaget and Erickson s stage of development are thoroughly and clearly defined and clearly related to the life course. Clearly describes the agents of socialization and related to the life course in a general way. Piaget and Erickson s stages of development are clearly described and related to the life course. Describes some agents of socialization and attempts to relate to the life course. Piaget and Erickson s stages of development are generally described or only one is clearly described. An attempt is made to relate it to the life course. Mentions a few stages of the life course but may not be out of sequence. Describes few agents of socialization and does not relate to the life course. Piaget and Erickson s stages of development are not accurately described or related to the life course. Sociology

20 V. Core Conceptual Objective Students will describe the various forms of social institutions and analyze how they have developed over time. By the end of the course, all students should know: 1. the family is a complex social unit. (E) the history and functions of the family. (D) types of family structures. (e.g. nuclear, extended) (E) 2. history and development of the major world religions. (e.g. Islam, Judaism, Christianity, Hinduism, and Buddhism) (D) religion plays a role in the lives of people in all societies. (E) 3. education impacts modern society. (E) the functions of education. (E) recent issues in education. (e.g. violence, school choice, funding, disabilities, adult education) (D) 4. the necessity and purposes of government in societies. (E) State and National Standards Correlations NCSS, MC, CIV, SS 6.1 NCSS MCGV, NCSS NCSS, NSCG, MCGV By the end of the course, all students should be able to: 1. identify and explain challenges to the modern family (e.g. divorce, abuse, childcare, care for the elderly). (I) 2. identify and define the components of religion as an institution. (E) 3. a. identify, research, and defend a point of view. (A) b. evaluate current events in relation to content objectives. (A) 4. identify, analyze, and compare institutions of past and present societies. (E) State and National Standards Correlations NCSS, MC, SS 6 NCSS, MC, SS 6 SS 7.6, NGS, NCSS, SM CIV NCSS, NHS, NGS, SOC NCSS, NGS, MC, SM 1.9 Sociology

21 A. Facilitating Activities: CCO V: Students will describe the various forms of social institutions and analyze how they have developed over time. ORGANIZING IDEA #1 How is the family a complex social unit? 1. compare and contrast nuclear and extended family structures. (V C1, I P1a) 2. write an essay explaining the history, structure, and functions of a family in literature. (V C1, I P1c) 3. discuss challenges to families and brainstorm solutions (e.g. elder care). (V C1, V P1) 4. role-play different parenting styles. (V C1) ORGANIZING IDEA #3 What roles do education and religion have in the lives of people? 1. debate current issues in education. (V C3, V P3a) 2. find a current article that discusses a crisis in education and write an essay about the various perspectives. (V C3, I P1c) 3. write suggestions to improve our current educational system. (V C3, I P1c) 4. create a survey to measure the level of commitment to one s community. (V C2) Sociology

22 B. Application Level Assessment: CCO V: Students will describe the various forms of social institutions and analyze how they have developed over time. Student Task: 1. analyze how the family is a complex social unit. (V C1) 2. evaluate current events in relation to content objectives. (V P3b) 3. identify, research, and defend a point of view. (V P3a) 4. apply the theoretical schools of sociology, past and present. (I C1) 5. relate concept to example. (I P3) 6. write expository and narrative social studies documents. (I P1c) Teacher Notes: Suggested Student Prompt: 1. Examine education from the structural-functional, social conflict, and symbolic-interactionist perspectives. Based on the perspectives what impact does schooling have on modern society? Use specific examples to support your ideas. Sociology

23 SCORING GUIDE CCO V: Students will describe the various forms of social institutions and analyze how they have developed over time. ESSAY Clearly and thoroughly explains the effects of education on modern society from all three theoretical perspectives. Uses thoughtful, well-chosen examples to support ideas. Uses all of the specified conventions of writing without error (see six trait scoring guide) Clearly explains the Explains the effects effects of education of education on on modern society modern society from from two theoretical a theoretical perspectives. perspective. Uses appropriate Uses examples to examples to support support some ideas. ideas. Uses some of the Uses most of the specified specified conventions of conventions of writing without error writing without error (see six trait scoring (see six trait scoring guide). guide). Does not explain the effects of education from a theoretical perspective. Does not use examples to support ideas. Uses few of the specified conventions of writing without error (see six trait scoring guide). Sociology