Pitt County Schools



Pitt County Schools

40605C Honors Sociology

Instructional Guide

Time Frame: First Six Weeks

Generalizations:

Social disciplines are based on social and historical phenomena.

Individuals and society are shaped by culture.

Language plays a role in culture.

Socialization plays a role in human development.

Cultural norms influence perceptions of deviance.

|SCOS GOALS AND OBJECTIVES |ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS |ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS |RECOMMENDED RESOURCES AND ASSESSMENT |

|GOAL 1: The learner will develop a sociological point|Who are the “fathers” of European sociology and what |Students enrolled in Honors Sociology should be |Holt-Sociology: The Study of Human Relationships |

|of view. |were their contributions? |prepared to conduct additional independent research |Chapter 1 |

|1.01 Discuss the origins of sociology. |Who are the “fathers” of American sociology and what |projects that require critical thinking and extensive|Honors level assessment should include free-response |

|1.02 Describe similarities and differences between |were their contributions? |reading and writing |writing on most tests. |

|sociology and the other social sciences. |What are the theoretical perspectives? |Chart for 3 theoretical perspectives to be completed |KWL chart and rubric for social sciences |

|1.03 Identify the relationship between the study of |How do sociologists get their information? |throughout the course |Rubric for chart on theoretical perspectives |

|sociology, society, and culture. |What are the similarities and differences between the|Conduct a Research Study activity (page 65) |Rubric for research activities. |

|1.04 Define and apply key concepts used in sociology |social sciences? |Quantitative Research activity p. 65. | |

|to understand human society and interaction. |How is sociology related to society and culture? | | |

|1.05 Differentiate among the various sociological | | | |

|perspectives or theories on social life and formulate| | | |

|a personal perspective. | | | |

|1.06 Differentiate among the various sociological | | | |

|research methods. | | | |

|GOAL 2: The learner will demonstrate an understanding|What are the elements of culture? |Venn diagram for world cultures |Chapters 2, 3, 5, 6, 7 |

|of the nature of culture and the role it plays for |How does culture develop and change? |Theoretical perspective chart from Goal 1 |Research in National Geographic |

|the individual and for society. |Compare/contrast cultures from around the world |Roles Chart |Honors level assessment should include free-response |

|2.01 Identify and apply the elements of culture. |How is social interaction affected by class, race, |Students will list the roles they have now and |writing on most tests. |

|2.02 Compare and contrast various cultures of the |and gender? |explain how they learned each role. |Rubric for Venn diagram. |

|world. |How does each theoretical perspective approach social|Students will list the roles they will fill in the |Rubric for roles chart. |

|2.03 Explain how the elements of culture form a whole|interaction? |future and how they expect to learn each role. |Rubric for timeline. |

|culture. |What are the agents of socialization? |Cultural Norms activity page 105. |Rubric for chart on theoretical perspectives. |

|2.04 Explore the relationship between language and |How do we become socialized? |Students will create a timeline including the role | |

|the transmission of culture. |Explain how socialization is a life-long process. |they expect to fulfill in their lifetime. | |

|2.05 Analyze the role that culture plays in | | | |

|determining personality. | | | |

| | | | |

| | | | |

|GOAL 3: The learner will develop an understanding of | | |Chapter 4 |

|social interaction and social structure. | | | |

|3.01 Define and evaluate the theoretical perspectives| | | |

|of social interaction. | | | |

|3.02 Explain the types of social interaction. | | | |

|3.03 Distinguish status from role and pose solutions | | | |

|to role conflicts. | | | |

|3.04 Discuss how the social structure of a culture | | | |

|affects social interaction. | | | |

|GOAL 5: The learner will analyze the process of | | | |

|socialization. | | | |

|5.01 Define socialization. | | | |

|5.02 List the agents of socialization. | | | |

|5.03 Describe how the process of socialization is | | | |

|culturally determined. | | | |

|5.04 Explain the various theoretical perspectives on | | | |

|socialization. | | | |

|5.05 Trace how socialization is a life long process. | | | |

|5.06 Evaluate the functions and roles of socializing | | | |

|agents. | | | |

|GOAL 4: The learner will demonstrate an understanding|How do groups enforce conformity? |Student Journal with daily entries including how |Chapter 4, 8 |

|of the importance of groups and organizations in |Why are bureaucracies necessary? |behavior was influenced by a group | |

|society. |When is behavior deviant or abnormal? |Venn diagram with deviant, abnormal and criminal |Video – “The Breakfast Club” |

|4.01 Distinguish between social groups and formal |When is deviant or abnormal behavior a crime? |behavior | |

|organizations. |How are crimes and other abnormal behaviors |Formal and Informal Groups activity page 198. |Honors level assessment should include free-response |

|4.02 Classify types of social groups that exist in |discouraged? |Venn diagram with schools and the justice system |writing on most tests. |

|society. |How does each theoretical perspective explain the |discouraging crimes and abnormal behavior. | |

|4.03 Analyze group dynamics and assess its effects on|role of groups, bureaucracies, and other social |Theoretical perspectives chart from Goal 1. |Rubric for Venn diagrams |

|group behavior. |control techniques? | | |

|4.04 Evaluate the nature of bureaucracies. |What are the different types of crime? | |Rubric for chart on theoretical perspectives. |

|GOAL 6: The learner will discuss deviance as a social|What are the similarities and differences between the| | |

|construct relative to time, place, and social |various theories for deviant behavior? | | |

|circumstances. | | | |

|6.01 Distinguish between conformity with and | | | |

|deviation from cultural norms. | | | |

|6.02 Differentiate between various explanations or | | | |

|theories for deviant behavior. | | | |

|6.03 Analyze various social control techniques. | | | |

|6.04 Classify types of crime. | | | |

|6.05 Evaluate the American criminal justice system's | | | |

|response to deviant behavior. | | | |

| | | | |

Time Frame: Second Six Weeks

Generalizations:

Societies manage and deal with social problems.

Social institutions exhibit certain functions and structures.

|SCOS GOALS AND OBJECTIVES |ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS |ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS |RECOMMENDED RESOURCES AND ASSESSMENT |

|Continued from 1st marking Period – Goals 4 & 6 - |How do groups enforce conformity? |Student Journal with daily entries including how |Chapters 4, 8 |

|Social Structure, Society, and Social Control |Why are bureaucracies necessary? |behavior was influenced by a group | |

|4.05 Analyze group behavior in relation to ethnic and|When is behavior deviant or abnormal? |Venn diagram with deviant, abnormal and criminal |Video – “The Breakfast Club” |

|racial heritage and assess the impact of such |When is deviant or abnormal behavior a crime? |behavior | |

|heritage on individuals. |How are crimes and other abnormal behaviors |Choose one of the Sociology Projects on page 235 to | |

| |discouraged? |explore. | |

| | |Ethnic and Racial Heritage activity page 305 | |

|GOAL 8: The learner will examine major social |How has population growth and urbanization affected |Write a research paper on one of the following |Chapters 9, 10, 11 |

|problems. |social change? |topics: |Honors level assessment should include free-response |

|8.01 Describe major social problems and social |What are the major social problems throughout |A social problem from the past of present. |writing on most tests |

|issues. |history? |A foreseeable social problem. |Rubric for research paper. |

|8.02 Analyze causes and effects of social problems |How are they explained by each theoretical |A theoretical perspective approach to a social |Rubric for chart on theoretical perspectives. |

|and issues. |perspective? |problem | |

|8.03 Construct possible solutions to given social |How does socialization promote inequality? |Chart on theoretical perspectives from Goal 1. | |

|problems. |What are possible solutions for given social | | |

| |problems? |Advertising and the Image of Women activity page 340 | |

|GOAL 7: The learner will analyze the functions and |What are the social institutions? |Chart of 6 Social Institutions |Chapters 12, 13, 14, 15 |

|social structure of social institutions. |How do they develop and control behavior? |List norms, values, folkways, mores, and laws that |Honors level assessment should include free-response |

|7.01 Determine how social institutions evolve. |How does each theoretical perspective approach social|are taught by each social institution |writing on most tests |

|7.02 Identify and evaluate the functions of social |institutions? |How do the institutions reinforce and contradict each|Rubric for chart on theoretical perspectives from |

|institutions. |How do social institutions integrate? |other? |Goal 1. |

|7.03 Evaluate the role and effectiveness of social |What are the past and present functions of social |Continue chart on theoretical perspectives | |

|institutions. |institutions? | | |

|7.04 Assess the social integration of social | |The Ideal School of the Future activity page 418 | |

|institutions. | | | |

|7.05 Analyze the impact of social ideals on social | | | |

|institutions. | | | |

| | | | |

Time Frame: Third Six Weeks

Generalizations:

Societies change over time.

Groups within societies both resist and accommodate to change.

|SCOS GOALS AND OBJECTIVES |ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS |ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS |RECOMMENDED RESOURCES AND ASSESSMENT |

|Continued from 2nd Marking Period – Goal 7 - Social |What are the social institutions? |Chart of 6 Social Institutions |Chapters 12, 13, 14, 15 |

|Institutions |How do social institutions develop and control |List norms, values, folkways, mores, and laws that | |

| |behavior? |are taught by each social institution | |

| |How does each theoretical perspective approach social|How do the institutions reinforce and contradict each| |

| |institutions? |other? | |

| |How do social institutions integrate? | | |

| | |Minorities in Coaching and Management activity page | |

| | |522 | |

|GOAL 9: The learner will demonstrate an understanding|How do social movements start? |Chart the History of Social with focus on successes |Chapters 16, 17, 18 |

|of how society changes. |What makes them effective? |and failures of each |Honors level assessment should include free-response |

|9.01 Discuss the theoretical approaches used to study|What makes them fail? |Continue chart on theoretical perspectives |writing on most tests |

|social change. |What are the effects of social change? |Urban Planning activity page 563 |Rubric for chart on theoretical perspectives from |

|9.02 Evaluate the causes and effects of social |How is social change viewed by each of the 3 |Continue chart on theoretical perspectives. |Goal 1. |

|change. |theoretical perspectives? | | |

|9.03 Describe ways groups resist and accommodate |How are pre-industrial, industrial, and | | |

|change. |post-industrial societies alike and different? | | |

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