Sociology: Quarter 2 Curriculum Map Scope and Sequence



Sociology: Quarter 2 Curriculum Map Scope and SequenceUnitLengthAnchor TextUnit FocusContent ConnectionsUnit Outcomes/Assessed StandardsQ1, Unit 1The Sociological Point of View3 weeksHolt McDougal Sociology The Study of Human RelationshipsThe student will analyze what it means to take a sociological point of view.This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and ListeningS.1, S.2, S.3, S.4, S.5, S.6Q1, Unit 2The Role of Culture for Individuals and Society2 weeksHolt McDougal Sociology The Study of Human RelationshipsThe student will analyze the nature of culture and the role it plays for the individual and society.This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and ListeningS.7, S.8, S.9, S.10, S.11Q1, Unit 3Social Interaction and Social Structure2 weeks Holt McDougal Sociology The Study of Human RelationshipsThe student will analyze the dynamics of social interaction and social structure.This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and ListeningS.12, S.13, S.14, S.15Q1, Unit 4Groups and Organizations in Society2 weeksHolt McDougal Sociology The Study of Human RelationshipsThe student will analyze the roles played by groups and organizations in society.This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and ListeningS.16, S17, S.18, S.19Sociology: Quarter 1 Map Instructional FrameworkPlanning with the MapThe curriculum map outlines the content and pacing for each grade and subject. For grades 6-8, Social Studies teachers must carefully balance attention between frequently detailed content standards while supporting inquiry, collaboration, and high-impact writing.To support this work, each unit contains a daily lesson framework and a sample daily lesson as guidance. However, please bear in mind that the map is meant to support effective planning and instruction; it is not meant to replace teacher planning or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. While the curriculum map allows for flexibility and encourages each teacher and teacher team to make thoughtful adjustments, our expectations for student learning are non-negotiable. We must ensure all our children have access to rigorous content and effective teaching practices.Weekly GuidanceTo help promote “backward design” in planning, each map begins with recommended essential texts for each week, along with some critical text dependent questions and a set of weekly assessments in the form of standards-aligned writing prompts.In order to assist students with the organization of content, and to aid teachers in assessing this writing, these prompts often include explicit organizational language or recommendations for constructing paragraphs. In each case, care has been taken to ensure that students must produce the appropriate social studies content, while still producing grade appropriate written work.Because of this, these writing prompts will be content oriented, frequently relying on student knowledge for evidence and examples instead of discrete texts. However, practice with text dependent questions and text analysis should be part the daily routine of every class period. Moreover, while teachers are encouraged to supplement these writing tasks with level appropriate multiple choice and short answer assessments as necessary to demonstrate content knowledge as well, writing should be the largest part of any social studies assessment.Vocabulary InstructionStrategies for building vocabulary may be found in Social Studies Appendix A. The tools in Appendix A are cross-disciplinary protocols directly from the new Expeditionary Learning curriculum. Students and teachers both will be able to use these increasingly familiar strategies as a common instructional language for approaching new and difficult academic and content area vocabulary. Teachers are encouraged to become familiar with all of these strategies to understand which ones best meet their instructional needs:Contextual Redefinition….Appendix A p.58Frayer Model……………..Appendix A p.59List/Group/Label……...….Appendix A p.60 Semantic Webbing…..…..Appendix A p.61SVES (Elaboration)……...Appendix A p.62Vocabulary Squares….….Appendix A p.63Word Sorts…………….….Appendix A p.58Daily Strategies The daily strategies provided in this map are taken from SCS Social Studies Curriculum Appendix B, the Facing History and Ourselves teaching strategy guide. These are high-yield classroom strategies to foster collaboration, careful reading, and robust writing. Anchor topics are provided below as a starting point for the protocol, but the strategies can be used with any of the texts provided in the Anchor Text or supplemental texts. Teachers are encouraged to learn these protocols and use them with flexibility to plan strong, adaptable lessons. Separate protocols are called out specifically for use in analyzing texts through the course of the class. These include the following:3,2,1 ....................................................................p. 4Chunking..............................................................p. 47Document Analyis Templates ..............................p. 61Evaluating Arguments in a Resource Book ........ p. 63Evidence Logs .....................................................p. 66Read Aloud ..........................................................p. 130Reader’s Theater .................................................p. 132Save the Last Word for Me ..................................p. 136Text to Text, Text to Self, Text to World ...............p. 148Two Column Note Taking .....................................p. 157Word Wall .............................................................p. 165Sociology: Quarter 1, Unit 1UnitLengthAnchor TextUnit FocusContent ConnectionsUnit Outcomes/Assessed StandardsQ1, Unit 1The Sociological Point of View3 weeksHolt McDougal Sociology The Study of Human RelationshipsThe student will analyze what it means to take a sociological point of view.This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and ListeningS.1, S.2, S.3, S.4, S.5, S.6SAMPLE DAILY FRAMEWORKDay 2Day 3Day 4Day 5TextsHolt McDougal Sociology The Study of Human RelationshipsStandardsS.1, S2, S.3, S.4S.1, S.3, S.4S.1, S.3, S.4S.1, S4S.1, S4Bell RingerExamples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.) Sociology Up Close: Marked for Life p.4Written ReflectionList and describe the social sciencesVocabulary cardsReview: Answer the EQ from day 3.Analyze p.7, #4HookDevelop student interest and connect learning to daily standards. This can include whiteboard protocol, daily agenda, teacher modeling of the standards.Modeling the StandardDaily AgendaEssential Question: What is Sociology and how does it compare to other social sciences?What does it mean to have a sociological imagination?EQ: How do sociologists view and think about society?EQ: What is the sociological perspective?EQ: What factors led to the development of sociology?InquiryTeacher guided inquiry into content-rich texts, images or other content including.Video: Understanding Sociology2 Column NotesPower PointSociology VideoCornell NotesRead Aloud2 Column NotesPower PointSociology VideoCornell NotesRead AloudCornell NotesApplicationTeacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative pare/Contrast Graphic OrganizerCase Study: Street Science p.2 What do you think?C. Wright Mills AnalysisThink, Write, ShareConcept MappingThink, Pair, ShareCase StudyAnnotation GuideGraphic OrganizerRole Play-DebateClosureIndividual students synthesize and/or summarize learning for the day.Exit Ticket: 3,2,1The 5 W’s summaryExit Ticket:Journal EntryCornell Notes SummaryCornell Notes SummaryGrades 9 -12 Sociology: Quarter 1, Unit 1 - Week 1The Sociological Point of View: Week 1Essential 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 PracticeRequired Texts: What is Sociology? The Perspective of Sociology (Holt Teacher Resources) Case Study: Street ScienceRecommended Protocol(s): Visual Analysis, Evidence Log, Power Point Supplemental Texts: Sociological Imagination: A Critical Way to the World (New York Times)Major Modern Developments (Britannica)Text Specific and Text Dependent QuestionsIn the Quick Facts section, what does the author mean by discipline overlap?Why is a sociological imagination important to sociology?What is the sociological perspective?Why do sociologists focus on group behavior rather than individual behavior?How does applying the sociological perspective enable sociologist to develop a greater understanding of social issues?Suggested Classroom Strategies Think/Write/Share, Graphic Organizers, Annotation Guide, Think/Pair/Share, Case Study, Role Play DebateAssessment(s)Note: 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.1, S.2, S.3, S.4, S.5Grades 9 -12 Sociology: Quarter 1, Unit 1 - Week 2The Sociological Point of View: Week 2Essential 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 PracticeRequired Texts)Recommended Protocol(s): Image Analysis, Evidence Log, Supplemental Texts: Social Darwinism Isn’t Dead Hebert Spencer (Britannica Launch Packs)A Question About Friends Reveals a Lot About Class DivisionText Specific and Text Dependent QuestionsAccording to paragraph 1, when was sociology developed?What was the Chicago School’s approach to studying society?According to the section labeled Herbert Spencer, what is meant by the phrase “survival of the fittest”?According to Comte, what is the relationship between social dynamics and social statics?What two classes did Marx believe society is divided into?Suggested Classroom Strategies Cornell Notes, Graphic Organizers, Reflections, Journal Entries, Surveys, Gallery Walk, Think/Pair/Share, Socratic SeminarAssessment(s)Note: 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.4, S.5Sociology: Quarter 1, Unit 1 - Week 3The Sociological Point of View: Week 3Essential 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 PracticeRequired Texts: Current Research in SociologyRecommended Protocol(s): Image Analysis, Evidence LogSupplemental Texts: Statistical and Mathematical Analysis (Britannica)Code of Ethics (ASA)Text Specific and Text Dependent QuestionsWhat ethical issues do sociological researchers face?Why is it important that sociologists provide enough information about their research so that others are able to repeat it?How are ethics defined?According to the author, how is data collected for observational studies?How do positive correlations and negative correlations differ?Suggested Classroom Strategies Cornell Notes, Graphic Organizers, Reflections, Journal Entries, Surveys, Gallery Walk, Think/Pair/Share, Socratic SeminarAssessment(s)Note: 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.4, S.6Sociology: Quarter 1 Unit 1 VocabularyTier 2 Vocabulary - economics, history, political science, social Interaction, sociology, ideal type, theory, dysfunction, scientific method, survey, experimentTier 3 Vocabulary - sociological imagination, sociological perspective, social psychology, anthropology, social phenomena, Social Darwinism, Verstehen, globalization, latent function, manifest function, conflict perspective, feminist perspective, interactionist perspectiveSociology: Quarter 1, Unit 2UnitLengthAnchor TextUnit FocusContent ConnectionsUnit Outcomes/Assessed StandardsQ1, Unit 2The Role of Culture for Individuals and Society2 weeksHolt McDougal Sociology The Study of Human RelationshipsThe student will analyze the nature of culture and the role it plays for the individual and society.This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and ListeningS.7, S.8, S.9, S.10, S.11SAMPLE DAILY FRAMEWORKDay 2Day 3Day 4Day 5TextsHolt McDougal Sociology The Study of Human RelationshipsStandardsS.7, S.9S.7, S.9S.7, S8, S.7, S.8, SS.7, S.8, SBell RingerExamples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.) Sociology Up Close: Car Culturep.34 Review: 1 paragraph response to EQ from Day1KWL ChartVocabulary CardsGraphic Organizer/Cultural VariationsHookDevelop student interest and connect learning to daily standards. This can include whiteboard protocol, daily agenda, teacher modeling of the standards.Modeling the StandardDaily AgendaEssential Question: What is culture? What are the basic components of culture?EQ: What are the basic components of culture?EQ: What do most cultures have in common with each other?EQ: What factors account for cultural variations within cultures?EQ: What factors account for cultural variations within cultures?InquiryTeacher guided inquiry into content-rich texts, images or other content including.Prezi PresentationFocused Note TakingFocused Note TakingInterpreting Graphs: Statistically Speaking p.40Power PointGuided ReadingPower Point Cont.Cornell NotesApplicationTeacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Case Study: Body Ritual Among the NaciremaGraphic Organizer/Drawing Conclusions p.37Focus on Writing p.37Team HuddleStand and DeliverConcept MappingTimed Writing PromptClosureIndividual students synthesize and/or summarize learning for the day.Post Card Summary30 Second ExpertComplete the “L” section of the KWL Chart.Whip AroundCornell Notes SummarySociology: Quarter 1, Unit 2 - Week 1The Role of Culture for Individuals and Society: Week 1Essential 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 PracticeRequired Texts: Brazil’s Lifestyle (Holt Teacher Resources), Body Ritual Among the NaciremaRecommended Protocol(s): Image Analysis, Evidence LogSupplemental Texts: Article: Introduction to Sociology Article: Historical Development of Sociology Text Specific and Text Dependent QuestionsWhat are the key components of culture?What is the difference between a society and a culture?How are mores and folkways different?What point was the author making in paragraph 2 by stating that cultures can be so different even though all humans have the same basic needs?What is the author’s rational for stating that people in all societies, at times, are ethnocentric?Suggested Classroom Strategies Case Study, Team Huddle, Stand and Deliver, Concept Mapping, Graphic Organizers, Timed Writing PromptAssessment(s)Note: 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.7, S.8, S.9Sociology: Quarter 1, Unit 2 - Week 2The Role of Culture for Individuals and Society: Week 2Essential 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 PracticeRequired Texts: Young American and ValuesRecommended Protocol(s): Image Analysis, Evidence LogSupplemental Texts: American Society: A Sociological InterpretationAmerican Values: Are We Really Divided?Text Specific and Text Dependent QuestionsWhy do most Americans value personal achievement?What did the author mean by “people work long hours at the expense of their family lives but are still praised”?Why do Americans tend to judge people on their ability to get things done?Infer what the author means by the emergence of environmentalism?Suggested Classroom Strategies Cornell Notes, Graphic Organizers, Reflections, Journal Entries, Surveys, Gallery Walk, Think/Pair/Share, Socratic SeminarAssessment(s)Note: 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.9, S.10, S.11Grades 9 -12 Sociology: Quarter 1, Unit 2 VocabularyTier 2 Vocabulary - culture, subculture, material culture, non-material culture, folkways, mores, laws, society, valuesTier 3 Vocabulary – ethnocentrism, cultural relativism, cultural diffusion, cultural lag, cultural leveling, cultural universals, narcissismSociology: Quarter 1, Unit 3UnitLengthAnchor TextUnit FocusContent ConnectionsUnit Outcomes/Assessed StandardsQ1, Unit 3Social Interaction and Social Structure2 weeksHolt McDougal Sociology The Study of Human RelationshipsThe student will analyze the dynamics of social interaction and social structure.This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and ListeningS.12, S.13, S.14, S.15SAMPLE DAILY FRAMEWORKDay 2Day 3Day 4Day 5TextsHolt McDougal Sociology The Study of Human RelationshipsStandardsS12, S.13S.13, S.14S.13, S.14S.13, S.14S.13, S.14Bell RingerExamples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.) Sociology Close Up: Juggling RolesWritten ReflectionReview: In paragraph format answer EQ from Day 1Review: What is role conflict and role strain?Sociology Close Up: War of Words p.58Vocabulary cardsHookDevelop student interest and connect learning to daily standards. This can include whiteboard protocol, daily agenda, teacher modeling of the standards.Modeling the StandardDaily AgendaEssential Question: What is the difference between ascribed status and achieved status?EQ: Why do role conflict and role strain occur?EQ: What purpose do social institutions serve?EQ: What are the five basic forms of interaction?EQ: What are the five basic forms of interaction?InquiryTeacher guided inquiry into content-rich texts, images or other content including.Visual AidsCornell NotesAnalyzing Visuals2 Column NotesPower PointSociology VideoSociology VideoReading GuidePower PointJigsaw / Photo AnalysisApplicationTeacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Personal Connections/Social StatusesCategorize: #5Thinking Critically Exercise p.57 #7Brainstorm ActivityOther Social InstitutionsSmall Group ScenariosSmall Group ScenariosClosureIndividual students synthesize and/or summarize learning for the day.Cornell Notes SummaryExit Ticket: 3,2,1Whip AroundFishbowlJournal EntrySociology: Quarter 1, Unit 3 - Week 1Social Interaction and Social Structure: Week 1Essential Question(s)What do sociologists mean by the term status? What is the difference between ascribed status and achieved status? Why do role conflict and role strain occur? What purpose do social institutions serve? What are the five basic forms of interaction? Student OutcomesStudents can define the term status. Students can discuss how status and roles are related.Students can discuss the difference between ascribed and achieved status.Students can discuss what social institutions are.TextsText Book: Holt McDougal Psychology Principles in PracticeRequired Texts: The Argument Culture? Six Degrees of Separation (Case Study)Recommended Protocol(s): Image Analysis, Evidence LogSupplemental Texts: Class Structure in the U.S.Social Institutions Are Suffering A Crisis Of ConfidenceText Specific and Text Dependent QuestionsWhat are the four types of accommodation?How does cooperation benefit society?How might conflict have a positive impact on society?What types of interaction can lead to a disruption of social stability?According to the author, how do competition and conflict differ?How do exchange theorists view social interaction?Suggested Classroom Strategies Categorizing, Scenarios, Guided Reading, Personal Connections Writing ExerciseAssessment(s)Note: 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 might a conflict theorist argue that certain ascribed statuses can be an individual’s master status? Provide two examples.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, S.13, S.14Sociology: Quarter 1, Unit 3 - Week 2Social Interaction and Social Structure: Week 2Essential Question(s)What are preindustrial societies? How do postindustrial societies and industrial societies differ? How are social relationships in Gemeinschaft different from those in a Gesellschaft?Student OutcomesStudents can identify the features sociologists use to classify societies.Students can describe what concepts sociologists have used to contrast societies.Students can discuss the divisions of the preindustrial society.Students can describe the changes that occurred in the shift from industrial to postindustrial societies.TextsText Book: Holt McDougal Psychology Principles in PracticeRequired Text: Case Study: The New BarterRecommended Protocol(s): Supplemental Texts: Millennials Show Boomers the Benefits of Barter: Pass It OnPostindustrial Society(Britannica)Text Specific and Text Dependent QuestionsHow does industrialization lead to urbanization?What two developments changed life in preindustrial societies?According to the text, why do individuals have more control over their positions in the social structure?What did the author mean by “trade helps to create inequality”?How do horticultural societies build semi-permanent or permanent villages?Suggested Classroom Strategies Cornell Notes, Graphic Organizers, Reflections, Journal Entries, Surveys, Gallery Walk, Think/Pair/Share, Socratic SeminarAssessment(s)Note: 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 contrasting the social structures of simple and complex societies. Consider Emile Durkheim’s concepts of mechanical and organic solidarity and Ferdinand Tonnies’s concepts of Gemeinschaft and Gesellschaft.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.15Sociology: Quarter 1 Unit 3 VocabularyTier 2 Vocabulary – exchange, conflict, competition, cooperation, accommodation, status, role, barterTier 3 Vocabulary - social structure, ascribed status, achieved status, role set, social institution, reciprocity, exchange theory, subsistence strategies, mechanical solidarityorganic solidarity, Gemeinschaft, GesellschaftSociology: Quarter 1, Unit 4 - Week 1UnitLengthAnchor TextUnit FocusContent ConnectionsUnit Outcomes/Assessed StandardsQ1, Unit 4Groups and Organizations in Society2 weeksHolt McDougal Sociology The Study of Human RelationshipsThe student will analyze the roles played by groups and organizations in society.This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and ListeningS.16, S17, S.18, S.19SAMPLE DAILY FRAMEWORKDay 2Day 3Day 4Day 5TextsHolt McDougal Sociology The Study of Human RelationshipsStandardsS.16S.16, S.17, S.18S.16, S.17, S.18S.16, S.17S.16, S.17Bell RingerExamples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.) Sociology Close Up: In with the “IN” Crowd p.68 Written ReflectionReview: 1 paragraph response to EQ from Day 1KWL ChartProvide an example of an in-group and out-groupGraphic Organizer/Types of GroupsHookDevelop student interest and connect learning to daily standards. This can include whiteboard protocol, daily agenda, teacher modeling of the standards.Modeling the StandardDaily AgendaEssential Question: How do sociologist define the term group and how do groups differ?EQ: How do primary groups and secondary groups differ?EQ: What are reference groups, in-groups, and out-groups?EQ: Why are electronic communities and social networks considered groups?EQ: What are the functions of a group?InquiryTeacher guided inquiry into content-rich texts, images or other content including.Power PointCornell NotesPower PointCornell NotesFocused Note TakingPrezi PresentationInterpreting Graphs p.712 Column Notes Reading GuideApplicationTeacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Discussion Questions/PartnersSentence Stems ProvidedElbow Partner DebriefLearning LogTeam HuddleStand and DeliverThink, Write, Share Quick Lab: Tracking Groups p.72ClosureIndividual students synthesize and/or summarize learning for the day.Cornell Notes SummaryCornell Notes SummaryComplete the “L” Section of KWL Chart30 Second ExpertExit Ticket:3,2,1Sociology: Quarter 1, Unit 4 - Week 1Groups and Organizations in Society: Week 1Essential 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 Psychology Principles in PracticeRequired Text: Case Study: A Small WorldRecommended Protocol(s): Image Analysis, Evidence LogSupplemental Texts: Understanding Primary and Secondary Groups in SociologyThe Asch Conformity ExperimentsText Specific and Text Dependent QuestionsWhat types of leadership do groups need to be successful?Why is it important for groups to control their members?In what ways do groups differ?What are the features of primary and secondary groups?According to the author, what purposes do groups fulfill?Suggested Classroom Strategies Learning Logs, Team Huddle, Stand and Deliver, Think/Write/Share, Elbow Partner Debrief Assessment(s)Note: 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.16, S.17, S.18Sociology: Quarter 2, Unit 4 - Week 2Groups and Organizations in Society: Week 2Essential Question(s)How do sociologists view formal organizations? What are the main characteristics of Max Weber’s model of bureaucracies? What types of relationships are found in formal organizations? What problems do bureaucracies face? 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.TextsText Book: Holt McDougal Psychology Principles in PracticeRequired Text: The McDonaldization of SocietyRecommended Protocol(s): Image Analysis, Evidence LogSupplemental Text: What Max Weber Contributed to SociologyWeber’s Model of Bureaucracy Text Specific and Text Dependent QuestionsIn paragraph 3, bureaucracies were created for what purpose?What is the relationship between a formal organization and a bureaucracy?What are the characteristics of Weber’s bureaucracy model?According to the author, what are the problems with bureaucracies?How does goal displacement affect bureaucracies?Suggested Classroom Strategies Cornell Notes, Graphic Organizers, Reflections, Journal Entries, Surveys, Gallery Walk, Think/Pair/Share, Socratic SeminarAssessment(s)Note: 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.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.17, S.18, S.19Sociology: Quarter 1, Unit 4 VocabularyTier 2 Vocabulary - social network, leaders, formal group, primary group, electronic community, formal organizationTier 3 Vocabulary – bureaucracy, voluntary association, alienation, Iron Law of Oligarchy, dyad, triad ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download