Shelby County Schools



Sociology Social Studies: Quarter 1 Curriculum Map Scope and SequenceUnitLengthUnit FocusStandards and PracticesQ1, Unit 1The Sociological Point of View3 weeksThe student will analyze what it means to take a sociological point of view.SSP.01-SSP.06Week 1: S.1, S.2, Week 2: S.3, S.4, Week 3: S.5, S.6Q1, Unit 2The Role of Culture in Society3 weeksThe student will analyze the nature of culture and the role it plays for the individual and society.SSP.01-SSP.06Week 1: S.7, S.8, Week 2: S.9, S.10, S.11,Week 3: S.12, S.13Q1 Unit 3, Functions and Structures of Social Institutions2.5 WeeksThe student will analyze the functions and structures of social institutions.SSP.01-SSP.06Week 1: S.14, S.15, Week 2:S.16, S.17, Week 3:S.18 and AssessmentSociology Social Studies: Quarter 1 Map Instructional FrameworkCourse Description Copy standards course description for each grade level.Planning and PacingThe curriculum map outlines the content and pacing for each grade and subject and allows teachers to adequately cover all new material prior to testing. The map is meant to support effective planning and instruction; it is not meant to replace teacher planning or instructional practice. Teachers are considered on pace if they are within two weeks of the curriculum maps. Weekly GuidanceEach map begins with the recommended texts, protocols or activities that align to these texts or standards, and a weekly assessment in the form of a TN Ready aligned writing prompt. All curriculum materials, including the texts and instructions for protocols, can be found in Sharepoint. Texts are in the “9-12 Supporting Documents and Resources” folder and arranged by grade level, quarter, and unit. Vocabulary InstructionTBD once new appendix is made.Daily StrategiesTBD once new appendix is made.Unit AssessmentsUnit assessments have been provided in Sharepoint and can be used in conjunction with the maps. These assessments are housed in the “9-12 Assessments” folder of the High School section. They are arranged by quarter and include at least two TN Ready style assessment questions per a standard. Teachers may choose to use these as common formative assessments or break them apart to pull questions for bell work, exit tickets, or mini-quizzes. Unit Overview: Quarter 1 Unit 1UnitLengthUnit FocusStandards and PracticesNarrative OverviewQ1, Unit 1The Sociological Point of View3 weeksThe student will analyze what it means to take a sociological point of view.SSP.01-SSP.06S.1, S.2, S.3, S.4, S.5, S.6Sociology Social Studies: Quarter 1 Unit 1 VocabularyTier 2 Vocabularyeconomics, history, political science, social Interaction, sociology, ideal type, theory, dysfunction, scientific method, survey, experimentTier 3 Vocabularysociological imagination, sociological perspective, social psychology, anthropology, social phenomena, Social Darwinism, Verstehen, globalization, latent function, manifest function, conflict perspective, feminist perspective, interactionist perspectiveSample Lesson: Quarter 1 Unit 1SS TN Standard(s):S.01Student Outcomes: What will students know and be able to do as a result of this lesson?Students can explain Sociology and compare it to other social sciences.Key Academic Vocabulary:Sociology, economics, history, political science, social interaction, theory Resources / Materials:Holt McDougal Sociology The Study of Human RelationshipsWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Sociology Up Close: Marked for Life p.4Written ReflectionEssential Question / Relevance: Develop student interest and connect learning to daily standards. What is Sociology and how does it compare to other social sciences?High-Quality Text(s):Holt McDougal Sociology The Study of Human RelationshipsText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Video: Understanding Sociology2 Column NotesText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative pare/Contrast Graphic OrganizerCase Study: Street Science p. 2Closure: Individual students synthesize and/or summarize learning for the day.Exit Ticket: 3-2-1Weekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Listed in unitUnit 1: Week 1 The Sociological Point of View Essential Question(s)What is sociology and how does it compare to other social sciences? What factors led to the development of sociology? What is the sociological perspective? What does it mean to have a sociological imagination?Student OutcomesStudents can discuss the factors that led to the development of sociology.Students can define sociology.Students can discuss the similarities and differences between sociology and the other social sciences.Students can discuss the factors that led to development of sociologyTextsText Book: Holt McDougal Psychology Principles in PracticeSupplemental Texts: What is Sociology? The Perspective of Sociology (Holt Teacher Resources)Case Study: Street ScienceSociological Imagination: A Critical Way to the World (New York Times)Major Modern Developments (Britannica)Suggested Classroom Strategies and ProtocolsThink/Write/Share, Graphic Organizers, Annotation Guide, Think/Pair/Share, Case Study, Role Play DebateSampleAssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Using two to three paragraphs describe the historical context in which sociological thinking developed. As you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsS.01 Define sociology as a field of study, and describe its origins.S.02 Compare and contrast sociology with other social sciences.Unit 1: Week 2 The Sociological Point of View Essential Question(s)What were the contributions of later European scholars? What contributions did American scholars make to sociology? In what ways do the three major theoretical perspectives in sociology differ in their focus? In what ways do the three major theoretical perspectives in sociology differ in their levels of analysis?Student OutcomesStudents can explain how early European scholars laid the foundations of sociology.Students can discuss the contributions of later European scholars to the field of sociology.Students can discuss how American scholars contributed to the field of sociology.Student can discuss the ways in which the three major theoretical perspectives in sociology differ in their focus and their levels of analysis.TextsText Book: Holt McDougal Psychology Principles in PracticeSupplemental Texts: What is Sociology? The Perspective of Sociology (Holt Teacher Resources)Case Study: Street ScienceSociological Imagination: A Critical Way to the World (New York Times)Major Modern Developments (Britannica)Suggested Classroom Strategies and ProtocolsCornell Notes, Graphic Organizers, Reflections, Journal Entries, Surveys, Gallery Walk, Think/Pair/Share, Socratic SeminarSampleAssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Write two paragraphs explaining why you think Jane Addams’s and W.E.B. DuBois’s work was ignored by their contemporaries. Consider the issues Addams and DuBois addressed and the generally accepted sociological views of those issues.As you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsS.03 Explain how hypothesis testing is applied in sociology, including the concepts of dependent and independent variables.S.04 Evaluate the strengths and weaknesses of major methods of sociological research (i.e., surveysand interviews, experiments, observations, content analysis, etc.).Unit 1: Week 3 The Sociological Point of View Essential Question(s)What are the seven steps in the research process? How do sociologists uncover causation and correlation? What basic research methods do sociologists employ? How do ethical issues affect sociological research? What ethical issues do sociological researchers face?Student OutcomesStudents can identify the seven steps in the research process. Students can discuss how sociologists uncover causation and correlation.Students can explain the basic research methods that sociologists employ.Students can explain how ethical issues affect sociological research.TextsText Book: Holt McDougal Psychology Principles in PracticeSupplemental Texts: Current Research in SociologyStatistical and Mathematical Analysis (Britannica)Code of Ethics (ASA)Suggested Classroom Strategies and ProtocolsCornell Notes, Graphic Organizers, Reflections, Journal Entries, Surveys, Gallery Walk, Think/Pair/Share, Socratic SeminarSampleAssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Do you think it is ever ethical to use deception in sociological research? Why or why not? As you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsS.05 Differentiate among various sociological perspectives or theories on social life (i.e., functionalist perspective, conflict theory, symbolic interaction, etc.).S.06 Evaluate various ethical issues in the study of sociology (e.g., confidentiality, consent, anonymity, and risk of harm).Unit Overview: Quarter 1 Unit 2UnitLengthUnit FocusStandards and PracticesNarrative OverviewQ1, Unit 2The Role of Culture in Society3 weeksThe student will analyze the nature of culture and the role it plays for the individual and society.SSP.01-SSP.06Week 1: S.7, S.8, Week 2: S.9, S.10, S.11, Week 3: S.12, S.13Sociology Social Studies: Quarter 1 Unit 2 VocabularyTier 2 Vocabularyculture, subculture, material culture, non-material culture, folkways, mores, laws, society, valuesTier 3 Vocabularyethnocentrism, cultural relativism, cultural diffusion, cultural lag, cultural leveling, cultural universals, narcissismSample Lesson: Quarter 1 Unit 2SS TN Standard(s):S.13Student Outcomes: What will students know and be able to do as a result of this lesson?Students can describe how social structure of a culture affects social interaction.Key Academic Vocabulary:Social structure, culture, interactionResources / Materials:Holt McDougal Sociology The Study of Human RelationshipsWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Sociology Close Up: Juggling Roles Written ReflectionEssential Question / Relevance: Develop student interest and connect learning to daily standards. What is the difference between ascribed status and achieved status?High-Quality Text(s):Holt McDougal Sociology The Study of Human RelationshipsText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Visual AidsCornell NotesText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Personal Connections/Social StatusesCategorize: #5Closure: Individual students synthesize and/or summarize learning for the day.Cornell Notes SummaryWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Listed in unitUnit 2: Week 1 The Role of Culture in Society Essential Question(s)What is culture? What are the basic components of culture? What do most cultures have in common with each other? What factors account for cultural variations within cultures?Student OutcomesStudents can discuss the meaning of the term culture and describe how material culture and non-material culture differ.Students can discuss what most cultures have in common with each other. Students can discuss the factors that account for cultural variations within culturesStudents can describe how cultural change occurs.TextsText Book: Holt McDougal Psychology Principles in PracticeSupplemental Texts: Brazil’s Lifestyle (Holt Teacher Resources), Body Ritual Among the NaciremaArticle: Introduction to Sociology Article: Historical Development of Sociology Suggested Classroom Strategies and ProtocolsCase Study, Team Huddle, Stand and Deliver, Concept Mapping, Graphic Organizers, Timed Writing PromptSampleAssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.How do different value systems produce different cultures? Reference the Yanomamo and San cultures in you answer.As you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsS.07 Describe components of culture (e.g., nonmaterial culture, norms and values, material culture, subcultures, etc.).S.08 Explain how the various components of culture form a whole culture.Unit 2: Week 2 The Sociological Point of View Essential Question(s)What are traditional American values? How important is work in the American value system? How have our values changed since the 1970’s?Student OutcomesStudents can discuss what American values are.Students can describe how our values have changed over time.TextsText Book: Holt McDougal Psychology Principles in PracticeSupplemental Texts: Young American and ValuesAmerican Society: A Sociological InterpretationAmerican Values: Are We Really Divided?Suggested Classroom Strategies and ProtocolsCornell Notes, Graphic Organizers, Reflections, Journal Entries, Surveys, Gallery Walk, Think/Pair/Share, Socratic SeminarSampleAssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Describe the relationship between language and the transmission of culture.As you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsS.09 Define and give examples of cultural norms (e.g., folkways, morality, taboos, laws, social expectations, manners, etc.).S.10 Compare and contrast various cultures of the world.S.11 Explain how language reflects and transmits culture (e.g., code switching, slang, regional differences, etc.).Unit 2: Week 3 The Sociological Point of View Essential Question(s)How does culture influence individuals? How does the social structure of a culture affect social interaction?Student OutcomesStudents can analyze the influence of culture on individuals.Students can describe how the social structure of a culture affects social interaction.TextsText Book: Holt McDougal Psychology Principles in PracticeSupplemental Texts: Suggested Classroom Strategies and ProtocolsCornell Notes, Graphic Organizers, Reflections, Journal Entries, Surveys, Gallery Walk, Think/Pair/Share, Socratic SeminarSampleAssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.How do ethnocentrism, cultural relativity, culture shock, and American values serve as examples of ways that culture influences individuals?As you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsS.12 Analyze how culture influences individuals (e.g., ethnocentrism, cultural relativity, culture shock, American values, etc.).S.13 Describe how the social structure of a culture affects social interaction.Unit Overview: Quarter 1 Unit 3UnitLengthUnit FocusStandards and PracticesNarrative OverviewQ1 Unit 3, Functions and Structures of Social Institutions2.5 WeeksThe student will analyze the functions and structures of social institutions.SSP.01-SSP.06Week 1: S.14, S.15, Week 2:S.16, S.17, Week 3:S.18 and AssessmentSociology Social Studies: Quarter 1 Unit 3 VocabularyTier 2 Vocabularyfamily, kinship, capitalism, socialism, law of supply, law of demand, multinational, free trade, corporation, dictatorship, sports, rationalismTier 3 Vocabularynuclear family, family of orientation, family of procreation, extended family, monogamy, polygamy, sandwich generation, voluntary childlessness, economic institution, factors of production, primary sector, secondary sector, tertiary sector, laissez-faire capitalism, free-enterprise systems, communism, oligopoly, protectionism, e-commerce, political institution, legitimacy, traditional authority, rational-legal authority, charismatic authority, constitutional monarchy, authoritarianism, absolute monarchy, junta, totalitarianism, political party, proportional representation, interest group, power-elite model, pluralist model, secularizationSample Lesson: Quarter 1 Unit 3SS TN Standard(s):S.17Student Outcomes: What will students know and be able to do as a result of this lesson?Students can explain how social institutions and cultures change and evolve.Students can explain historical changes, globalization, the Internet age, countercultures, and social movements.Key Academic Vocabulary:Social institution, globalization, countercultureResources / Materials:Holt McDougal Sociology The Study of Human RelationshipsWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Sociology Close Up: Learning to Love a Perfect Stranger p. 260Essential Question / Relevance: Develop student interest and connect learning to daily standards. What are the three major family systems?High-Quality Text(s):Holt McDougal Sociology The Study of Human RelationshipsText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Visual AidsCornell NotesText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Graphic OrganizerClosure: Individual students synthesize and/or summarize learning for the day.Cornell Notes SummaryWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Listed in unitUnit 3: Week 1 The Role of Culture in Society Essential Question(s)What are the three major family systems? What are marriage and kinship patterns? What are the functions of the family? How have courtship and marriage changed?Student OutcomesStudent can discuss the three major family systems.Student can explain the marriage and kinship patterns.Student can discuss how the concepts of marriage and courtship have changed.TextsText Book: Holt McDougal Sociology: The Study of Human RelationshipsSupplemental Texts: The Myth of the Traditional Family (Case Study)Functions of a Family (Boundless)The Definition of Marriage in Sociology (ThoughtCo.)Suggested Classroom Strategies and ProtocolsCategorizing, Philosophical Chairs, Gallery Walk, Guided Reading, Personal Connections Writing ExerciseSampleAssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.What marriage and kinship terms describe your family? Use one term from each of the four groups— marriage, residential, descent, and authority—and explain how each term describes your family.As you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsS.14 Identify and evaluate the functions of social institutions (e.g., family, education, religion, economy, government, etc.).S.15 Evaluate the role and effectiveness of social institutions.Unit 3: Week 2 The Sociological Point of View Essential Question(s)What disruptions occur later in life? What are the recent trends in marriage and family? How do economic basics affect society? What does the United States economy look like? How does sociology view politics? What characteristics distinguish sport as a social institution?Student OutcomesStudent can explain the disruptions that occur later in life.Student can discuss the recent trends in marriage and family in the United States.Student can explain how economic basics affect society.Student can discuss the United States economy.Student can explain how sociology views politics.TextsText Book: Holt McDougal Sociology: The Study of Human Relationships Supplemental Text: Dual Earner FamiliesHow Families in the U.S. are Changing (Sociology in Focus)Economic Sociology (Britannica)Suggested Classroom Strategies and ProtocolsCornell Notes, Graphic Organizers, Reflections, Journal Entries, Surveys, Gallery Walk, Think/Pair/Share, Socratic SeminarSampleAssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Some people have predicted the eventual collapse of the American family. On what evidence do you think they base that prediction? Do you think the prediction is correct? Why or why not? Support your view.As you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsS.16 Explain how social problems can be a result of ineffective institutions (e.g., crime, poverty, etc.).S.17 Explain how social institutions and cultures change and evolve due to historical changes, globalization, the Internet age, countercultures, and social movements.Unit 2: Week 3 The Sociological Point of View Essential Question(s)What is legitimacy of power? How do sociologists analyze who rules the United States? How does society define education? What are some key conflicts in educational reform? What are the functions of religion?Student OutcomesStudent can discuss the legitimacy of power.Student can analyze the political system in the United States.Student can discuss how society defines education.Student can explain the key conflict in educational reform.Student can discuss the functions of religion.TextsText Book: Holt McDougal Sociology: The Study of Human Relationships Supplemental Text: Religion in Public SchoolsDual Earner FamiliesThe U.S. Political System (Boundless)Suggested Classroom Strategies and ProtocolsCornell Notes, Graphic Organizers, Reflections, Journal Entries, Surveys, Gallery Walk, Think/Pair/Share, Socratic SeminarSampleAssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Write two paragraphs explaining why you agree or disagree with the view that the United States is becoming more secularized.Consider: Americans’ statements on their faithAttendance at religious servicesMeasures of religiosityAs you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsS.18 Distinguish status from role.Note: This week is intended as a partial week of instruction to allow time for review and assessment. ................
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