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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