Shelby County Schools



Sociology Social Studies: Quarter 2 Curriculum Map Scope and SequenceUnitLengthUnit FocusStandards and PracticesQ2, Unit 1—Self and Groups2 WeeksThe students will examine groups within society and understand that society influences groups and groups influence society in a reciprocal fashion.SSP.01-SSP.06Week 1: S.19, S.20, Week 2: S.20, S.21Q2, Unit 2--Socialization2 WeeksThe students will examine the socialization process.SSP.01-SSP.06Week 1: S.22, S.23Week 2: S.23, S.24Q2 Unit 3—Deviance2 WeeksThe students will examine deviant behavior.SSP.01-SSP.06Week 1: S.25, S.26 Week 2:S.27, S.28Q2 Unit 4—Stratification and Social Inequality2 WeeksThe students will evaluate systems of stratification and how socialization and group membership affect an individual’s social status. Students will analyze factors that produce opportunities and advantages for some and disadvantages for others.SSP.01-SSP.06Week 1: S.29, S.30Week 2: S.31, S.32Sociology Social Studies: Quarter 2 Map Instructional FrameworkCourse Description Students will explore the ways sociologists view society and how they study the social world. Students will examine culture, socialization, deviance, and the structure and impact of institutions and organizations as well as selected social problems and how change impacts individuals and societies. The following standards reflect those recommended by the American Sociological Association.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. Unit Overview: Quarter 2 Unit 1UnitLengthUnit FocusStandards and PracticesNarrative OverviewQ2, Unit 1—Self and Groups2 WeeksThe students will examine groups within society and understand that society influences groups and groups influence society in a reciprocal fashion.SSP.01-SSP.06Week 1: S.19, S.20, Week 2: S.20, S.21Sociology Social Studies: Quarter 2 Unit 1 VocabularyTier 2 VocabularySocial network, leaders, formal group, primary group, electronic community, formal organizationTier 3 VocabularyBureaucracy, voluntary association, alienation, Iron Law of Oligarchy, dyad, triadSample Lesson: Quarter 2 Unit 1SS TN Standard(s):S.19Student Outcomes: What will students know and be able to do as a result of this lesson?Students can explain how sociologists define the term group and how groups differ.Key Academic Vocabulary:Group, formal group, primary group, social networkResources / Materials:Holt McDougal SociologyThe Study of Human RelationshipsWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Sociology Close up: In with the “IN” Crowd p. 68 Written ReflectionEssential Question / Relevance: Develop student interest and connect learning to daily standards. How do sociologists define the term group and how do groups differ?High-Quality Text(s):Holt McDougal SociologyThe Study of Human RelationshipsText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Cornell NotesText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Discussion Questions/Partners with Sentence StemsClosure: Individual students synthesize and/or summarize learning for the day.Cornell Notes Summary Weekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Which of the five criticisms of bureaucracies outlined in the chapter has the greatest effect on bureaucratic effectiveness? Support your view.Unit 1: Week 1 Essential Question(s)How do sociologists define the term group? How do primary and secondary groups differ? What are the different types of groups? What are the functions of a group? Why are electronic communities and social networks considered groups?Student OutcomesStudents can define the term group and discuss the main functions of groups.Students can discuss the different types of groupsStudents can compare and contrast the various group models.Students can discuss how advances in technology have influenced groups.TextsText Book: Holt McDougal Sociology: The Study of Human RelationshipsSupplemental Texts: Case Study: Six Degrees of Separation (Textbook p. 52-53), Understanding Primary and Secondary Groups in Sociology (Link), The Asch Conformity Experiment (Link)Suggested Classroom Strategies and ProtocolsLearning Logs, Team Huddle, Stand and Deliver, Think/Write/Share, Elbow Partner DebriefSampleAssessmentNote: 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.Which of the five criticisms of bureaucracies outlined in the chapter has the greatest effect on bureaucratic effectiveness? 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.19 Define and distinguish among social groups, formal organizations, and social institutions.S.20 Classify types of social groups that exist in society (i.e. reference groups, primary groups, secondary groups, in-groups, out-groups, etc.)Unit 1: Week 2 Essential Question(s)How do sociologists view formal organizations? What types of relationships are found in formal organizations? What are group roles? How do group roles impact group behavior?Student OutcomesStudents can describe how sociologists view formal organizations.Students can identify and discuss the characteristics of Max Weber’s model of bureaucracies.Students can discuss the problems that bureaucracies face.Students describe group roles, their dynamics, and their impact on group behavior.TextsText Book: Holt McDougal Sociology: The Study of Human RelationshipsSupplemental Texts:Case Study: The McDonaldization of Society (Textbook p. 79) Max Weber’s Key Contributions to Sociology (Link)Suggested Classroom Strategies and ProtocolsCornell Notes, Graphic Organizers, Reflections, Journal Entries, Surveys, Gallery Walks, 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.What are the dynamics of group roles, and how do they impact group behavior?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.20 Classify types of social groups that exist in society (i.e. reference groups, primary groups, secondary groups, in-groups, out-groups, etc.)S.21 Describe group roles, their dynamics, and their impact on group behavior.Unit Overview: Quarter 2 Unit 2UnitLengthUnit FocusStandards and PracticesNarrative OverviewQ2, Unit 2--Socialization2 WeeksThe students will examine the socialization process.SSP.01-SSP.06Week 1: S.22, S.23Week 2: S.23, S.24Sociology Social Studies: Quarter 2 Unit 2 VocabularyTier 2 Vocabularypersonality, heredity, instinct, peer group, mass media, dating, self, I, me, role-taking, significant others, courtship, dating, STD’s, early adulthood, middle adulthood, late adulthood, mentor, labor force, work, profession, unemployment, unemployment rateTier 3 Vocabularyhomogamy, sociobiology, resocialization, total institution, socialization, generalized others, dramaturgy, impression management, abstinence, social integration, life structure, novice phaseSample Lesson: Quarter 2 Unit 2SS TN Standard(s):S.22Student Outcomes: What will students know and be able to do as a result of this lesson?Students can explain what personality is and how it is developed.Key Academic Vocabulary:Personality, identity, social construction of selfResources / Materials:Holt McDougal Sociology: The Study of Human RelationshipsWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Quick Write: Sociology Up Close: Personality p.90Essential Question / Relevance: Develop student interest and connect learning to daily standards. What is personality?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. Choral Reading/2 Column NotesText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.I used to think…but now I think…:Case Study p. 89 Identical StrangersClosure: 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.What is the most important influence on a person’s personality and social behavior? Explain your answer with evidence.Unit 2: Week 1 Essential Question(s)How is the self socially constructed? What is personality? How is personality developed? How does the social environment influence personality? What is socialization? What are three theories to explain the development of self?Student OutcomesStudents can discuss what personality is.Students can explain the history of nature versus nurture issue.Students can explain the main factors that affect personality development.Students can explain what socialization is. Students can discuss how one’s sense of self emerges.TextsText Book: Holt McDougal Sociology: The Study of Human RelationshipsSupplemental Texts: Case Study: Identical Strangers (textbook, p. 88), Genie: The Los Angeles Wild Child (Link), How Birth Order Affects Your Personality (Link)Suggested Classroom Strategies and ProtocolsGraphic Organizers, Annotating and Paraphrasing, Think/Pair/Share, Case Study, Quick labsSampleAssessmentNote: 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 is the most important influence on a person’s personality and social behavior? Explain your answer and support your point of 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.22 Explain the process of the social construction of self (e.g., I and me, role-taking, generalized other, identity, etc.)S.23 Define socialization and describe the primary agents of socialization (i.e., family, peers, media, schools, religion, etc.)Unit 2: Week 2Essential Question(s)What is socialization? What are the primary agents of socialization in the US? What is adolescence? What are the processes of socialization throughout an individual’s lifespan?Student OutcomesStudents can describe the primary agents of socialization in the U.S.Students can explain what adolescence is.Students can analyze the emergence of dating in the U.S.Students can discuss the difficult decisions that adolescents have to face.Students can explain the changes in teen drug use in the United States.Students can explain Levinson’s developmental stages of development.TextsText Book: Holt McDougal Sociology: The Study of Human RelationshipsSupplemental Texts: Case Study: The Function of Fairy Tales (p.114), Case Study: Teen Violence (p. 108), Marriage and Courtships Patterns (Link)Suggested Classroom Strategies and ProtocolsCornell Notes, Graphic Organizers, Reflections, Journal entries, Surveys, Gallery Walks, Think/Pair/Share, Quick LabSampleAssessmentNote: 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.23 Define socialization, and describe the primary agents of socialization (i.e. family, peers, media, schools, religion, etc.)S.24 Examine the processes of socialization throughout one’s lifespan.Unit Overview: Quarter 2 Unit 3UnitLengthUnit FocusStandards and PracticesNarrative OverviewQ2 Unit 3—Deviance2 WeeksThe student will analyze deviance as a social construct relative to time, place, and social circumstances.SSP.01-SSP.06Week 1:S.25, S.26 Week 2:S.27, S.28Sociology Social Studies: Quarter 2 Unit 3 VocabularyTier 2 Vocabularydeviance, stigma, crime, power, prestige, wealth, social class, corrections, racial profiling, plea bargainingTier 3 Vocabularyinternalization, sanctions, positive sanction, negative sanction, formal sanction, informal sanction, social control, strain theory, anomiecontrol theory, cultural transmission theory, differential association, labeling theory, primary deviance, secondary deviance, white-collar crime, crime syndicate, criminal-justice system, police discretion, recidivism, social stratification, social inequality, caste system, exogamy, endogamy,class system, bourgeoisie, proletariat, socioeconomic statusSample Lesson: Quarter 2 Unit 3SS TN Standard(s):S.25Student Outcomes: What will students know and be able to do as a result of this lesson?Students can explain how social norms become internalized.Key Academic Vocabulary:Socialization, norms, internalization, Resources / Materials:Holt McDougal Sociology The Study of Human RelationshipsWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Close Read: Sociology Up Close: The Virtual Pillory p. 158Essential Question / Relevance: Develop student interest and connect learning to daily standards. How do social norms become internalized?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. Focused note-takingText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Case StudyClosure: Individual students synthesize and/or summarize learning for the day.Post Card SummaryWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Write a brief essay describing an act of deviance and how the three sociological perspectives would explain that act.Unit 3: Week 1 Essential Question(s)What is deviance? How are cultural norms deviated from or conformed to? What are the various explanations or theories for deviant behavior?Student OutcomesStudents can discuss how social and cultural norms become internalized.Students can explain the purpose of sanctions.Students can define deviance and explain the function of deviance in society.Students can explain the theories of deviant behavior.TextsText Book: Holt McDougal Sociology: The Study of Human RelationshipsSupplemental Texts: Strain Theory: How social values produce deviance (SCS Supporting Documents), Death Penalty Fast Facts (Link), Control Theory (Link), Society and the Need for Deviance (Link)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.Write a brief essay describing an act of deviance and how the three sociological perspectives would explain that actConsider:Functionalist theoriesConflict theoriesInteractionist theoriesAs 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.25 Define deviance, and describe conformity with and deviation from cultural norms.S.26 Differentiate among various explanations or theories for deviant behavior (i.e. control theory, anomie theory, differential association theory, labeling theory, etc.)Unit 3: Week 2 Essential Question(s)What are crimes and who commits them? What are the components of the criminal justice system? What are the characteristics of the two types of stratification systems? What are the three dimensions of social stratification?Student OutcomesStudent can define crimes and discuss who commits them.Student can discuss the components of the criminal justice system.Student can explain the characteristics of the two types of stratification systems.Student can explain the three dimensions of social stratification.TextsText Book: Holt McDougal Sociology: The Study of Human Relationships, Chapter 7Supplemental Text:)The Golden Age of Terrorism (Link), When juries say life and judges say death (Link)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.Present a clear argument based on your critical analysis of the question below using appropriate sociological terminology.Do minor acts of deviance serve as a safety valve for society? Why or why not? Choose a position and use details to support your argument. 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.27 Analyze various social control techniques (e.g., informal social control, formal social control, stigma, criminalization, etc.)S.28 Examine the American criminal justice system’s response to deviance behavior.Unit Overview: Quarter 2 Unit 4UnitLengthUnit FocusStandards and PracticesNarrative OverviewQ2 Unit 4—Stratification and Social Inequality2 WeeksThe students will evaluate systems of stratification and how socialization and group membership affect an individual’s social status. Students will analyze factors that produce opportunities and advantages for some and disadvantages for others.SSP.01-SSP.06Week 1: S.29, S.30Week 2: S.31, S.32Sociology Social Studies: Quarter 2 Unit 4 VocabularyTier 2 VocabularyPatterns, analysis, institutions, behaviorTier 3 VocabularySocial inequality, privilege, poverty, life chances, social problems, intergroup conflict, intragroup conflictSample Lesson: Quarter 2 Unit 4SS TN Standard(s):S.29Student Outcomes: What will students know and be able to do as a result of this lesson?Students can identify common patterns of social inequality.Key Academic Vocabulary:Urban, rural, poverty, inequalityResources / Materials:Holt McDougal Sociology The Study of Human RelationshipsWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)List, Group, Label—PovertyEssential Question / Relevance: Develop student interest and connect learning to daily standards. What are common patterns of social inequality?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. Big Paper: How is poverty alike and different in urban and rural areas? Case Study: Rural Poverty (p. 184-185)Text-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Quick Lab: Rating Prestige (p. 189)Closure: Individual students synthesize and/or summarize learning for the day.Headlines: PovertyWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.How do sociologists address patterns of poverty and inequality?Unit 4: Week 1Essential Question(s)What are common patterns of social inequality? How does social inequality effect groups and individuals?Student OutcomesStudents can identify and explain common patterns of social inequality.Students can analyze the effects of social inequality on groups and individuals. TextsText Book: Holt McDougal Sociology: The Study of Human RelationshipsSupplemental Texts: Case Study: Rural Poverty (p. 184), Quick Lab: Rating Prestige (p.189), Social Stratification around the World (p.191), Case Study: He Said, She Said (p.230) Quick Lab: Gender in AdvertisingSuggested Classroom Strategies and ProtocolsAnnotating and Paraphrasing Sources, Quick Labs, Case Studies, Iceberg Diagrams, Text to Text, Text to Self, Text to World, Save the Last Word for MeSampleAssessmentNote: 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 sociologists address patterns of poverty and inequality? 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.29 Identify common patterns of social inequality (i.e., privilege, poverty, power, race, ethnicity, class, gender, etc.)S.30 Analyze effects of social inequality on groups and individuals (e.g., life chances, social problems, achievement, education, inter and intra group conflict among groups and individuals, etc.)Unit 4: Week 2Essential Question(s)How do social institutions distribute power among groups and individuals? How can institutions produce, reinforce, or challenge inequality? How do schools and communities respond to deviant behavior?Student OutcomesStudents can explain how social institutions distribute power among groups and individuals.Students can explain how institutions produce, reinforce, or challenge inequality.Students can examine a school or community’s response to deviant behavior.TextsText Book: Holt McDougal Sociology: The Study of Human Relationships Chapters 11-13Supplemental Texts: Case Study: The Myth of the Traditional Family (p. 258), Case Study: Liar’s Loans (p.280), Case Study: Religion in Public Schools (p. 306)Suggested Classroom Strategies and ProtocolsClose Reading Protocol, Case Studies, Quick Labs, Read Aloud, Give One, Get OneSampleAssessmentNote: 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 can a school respond appropriately to deviant behavior?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.31 Explain how social institutions distribute power among groups and individuals and how institutions can produce, reinforce, or challenge inequality.S.32 Examine a school or community’s response to deviant behavior. ................
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