Garfield Public Schools Social Studies Curriculum Sociology

Transcription

1 Garfield Public Schools Social Studies Curriculum Sociology Revision Committee: David Gray Eric Giamongo Giovanni Luciano Meghan DeCarlo Donald Campeau Daniel Rigoglioso Doug Fede George Ibach Emilia Kata-Kardjian Final Revision Date: August 1, 2012 Garfield Board of Education Dr. Kenneth Conte, President Mr. Tony Lio, Vice President Mr. Anthony Barckett Mr. Salvatore Benanti Mr. Richard Giacomarro Mr. Nikolce Milevski Mr. Charles Nucifora Mr. Edward Puzio Mr. Jeffrey Stewart Administration Nicholas Perrapato, Superintendent Dr. Lester Richens, State Monitor Mr. Tom Egan, Interim Business Administrator Curriculum Supervisor Alexandra Bellenger Assistant Curriculum Supervisor: Social Studies Brian Cameron Board Adoption Date August 27, 2012 Resolution #

2 Unit Overview Content Area: Social Studies Unit Title: The Sociological Point of View Target Course/Grade Level: Sociology/HS Duration: 2-3 weeks Description: The primary focus of this unit is to introduce students to the word sociology and what it means to have a sociological imagination. Also, students will explore how sociology is similar and different from the other social sciences. Students will be provided with an introduction to the field of sociology and sociologists; their perspectives and the impact they had on the people of that time period and today. Concepts Sociology Sociological Imagination Social Interaction Dysfunction CPI Codes A A C D.1 Concepts & Understandings Understandings The social science that studies human society and social behavior The ability to see the connection between the larger world and your personal life. How people relate to one another and influence each other s behavior. The negative consequence an element has for the social stability of the social system. Learning Targets 21 st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions What does sociology have to do with your life? Who were the early leaders in the field of sociology? What are the three main schools of sociological thought? Unit Results Students will... Describe what sociology is and explain what it means to have a sociological imagination. Explain how sociology is similar to and different from other social sciences. Describe how the field of sociology developed. Explain how the three main theoretical perspectives in sociology differ in their focus. The following activities can be incorporated into the daily lessons: Suggested Readings Selected Titles will be taken from the following list of journals: American Sociological Review Contemporary Sociology Contexts Journal of Health and Social Behavior

3 Social Psychology Quarterly Sociological Methodology Sociological Theory Sociology of Education Teaching Sociology

4 Unit Overview Content Area: Social Studies Unit Title: Cultural Diversity Target Course/Grade Level: Sociology/HS Duration: 2-3 weeks Description: The primary focus of this unit it to analyze sociology as the study of human behavior, groups and societies. In this unit students will learn about common features of all societies and culture. Students will identify the basic components of culture and will examine how specific cultural practices differ within and among groups and societies. Concepts Culture Society Norms Values Concepts & Understandings Understandings The way we use language, art, ceremonies, religion, rules of behavior, social organization, and the ways we produce food. People and culture consisting of the products we create. Societies shared rules of conduct that tell people how to act in specific situations. Societies shared beliefs about what is good or bad, right or wrong, desirable or undesirable. Learning Targets CPI Codes A A C D.1 21 st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions What is culture? What is cultural diversity? How can ethnocentrism and cultural relativism be both positive and negative? What are some ways we can learn about and understand cultures that are different from our own? Unit Results Students will... Define the meaning of the culture and explain how material culture and nonmaterial culture differ. Identify and describe the basic components of culture. Describe cultural universals and why they exist. Explain what the terms ethnocentrism and cultural relativism mean. Identify the factors that account for variations among and within cultures. Suggested Activities The following activities can be incorporated into the daily lessons: Suggested Readings Selected Titles will be taken from the following list of journals: American Sociological Review Contemporary Sociology

5 Contexts Journal of Health and Social Behavior Social Psychology Quarterly Sociological Methodology Sociological Theory Sociology of Education Teaching Sociology

6 Unit Overview Content Area: Social Studies Unit Title: Cultural Conformity and Adaptation Target Course/Grade Level: Sociology/HS Duration: 2-3 weeks Description: The primary focus of this unit will explore the American value system and examine how American society attempts to ensure that its values and norms are upheld. Students will review the sources of change and the reason that some people resist change. Concepts Freedom Sanction Efficiency and Practicality Equality and Democracy Progress and Material Comfort CPI Codes A A C D.1 Concepts & Understandings Understandings The American value that includes a belief in personal choice and little direct government interference in daily life. The reward or punishment used to enforce conformity to norms. The American value reflected in the belief that every problem has a solution. The American belief that citizens have the right to participate freely in choosing their representatives in government. The American value that goes hand-in-hand with the belief in the ability of science to make the world a better place. Learning Targets 21 st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions How would you describe or define what are considered traditional American values? How have the traditional American values changed over time? Do we need to uphold the same core values in order for society to function smoothly and efficiently? What major social changes have taken place within your lifetime? Unit Results Students will... Identify the basic values that form the foundation of American culture. Describe new values that have developed in the United States since the 1970 s. Identify how the norms of society are enforced. Describe the differences between positive and negative sanctions and between formal and informal sanctions. Identify and describe the main sources of social change. Describe the factors that lead people to resist social change. Suggested Activities The following activities can be incorporated into the daily lessons: Suggested Readings

7 Selected Titles will be taken from the following list of journals: American Sociological Review Contemporary Sociology Contexts Journal of Health and Social Behavior Social Psychology Quarterly Sociological Methodology Sociological Theory Sociology of Education Teaching Sociology

8 Unit Overview Content Area: Social Studies Unit Title: Social Structure Target Course/Grade Level: Sociology/HS Duration: 2-3 weeks Description : The Primary purpose of this unit will focus on students understanding the American value system and how they can apply sociology to their everyday lives, understand social control and explore the reasons for social change. Concepts & Understandings Concepts Social Structure Expectations Competition Technology CPI Codes A A C D.1 Understandings The network of interrelated statuses and roles that guide human interaction. The outcomes related to the performance of one s role in society. The motivation of people to perform society s needed roles. The strategy society uses to provide for the needs of its members. Learning Targets 21 st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions What is the difference between your ascribed status and your achieved status? Why is your role important to the function of social structures? What are some common types of social interaction- positive and negative? What is the purpose of a bureaucracy? Do they work? Is competition a positive or negative force in our social structures? Unit Results Students will... Identify and describe the two major components of social structure. Analyze how these two components of social structure affect human interaction. Identify the most common types of social interaction. Distinguish between types of interactions that stabilize social structure and those that can disrupt it. Identify and describe the types of societies that exist in the world today. Explain the types of roles individuals play in these models of group systems. Summarize the major features of primary and secondary groups. Explain the purposes that groups fulfill. Explain how bureaucracies are structured. Evaluate the effectiveness of bureaucracies. Suggested Activities The following activities can be incorporated into the daily lessons:

9 Suggested Readings Selected Titles will be taken from the following list of journals: American Sociological Review Contemporary Sociology Contexts Journal of Health and Social Behavior Social Psychology Quarterly Sociological Methodology Sociological Theory Sociology of Education Teaching Sociology

10 Unit Overview Content Area: Social Studies Unit Title: Socializing the Individual Target Course/Grade Level: Sociology/HS Duration: 2-3 weeks Description : The Primary focus of this unit is to illustrate how it is the task of sociologists to look at the factors that bring about the similarities and differences among people. This unit will examine the process of personality development and how the factors that shape individual personality make us unique. Students will examine how various social forces mold us into functioning members of society in spite of our individual differences. Concepts & Understandings Concepts Socialization Personality Environment Family CPI Codes A A C D.1 Understandings The interactive process through which individuals learn the basic skills, values, beliefs, and behavior patterns of society. The sum total of behaviors, attitudes, beliefs, and values that are characteristic of an individual. The factors that have the most influence on personality. The most important agent of socialization. Learning Targets 21 st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions What does the word socialization mean to you? Why is socialization important to the development of our personalities? Create a list of the factors that you believe are responsible for your ideas and beliefs? How does your personality, family life and environment factor into the development of your identity? Unit Results Students will... Identify the four main factors that affect the development of personality. Explain how isolation in childhood affects development. Explain how a person s sense of self emerges. Identify and describe the theories that have been put forth to explain the process of socialization. Identify the most important agents of socialization in the United States. Explain why family and education are important social institutions. Suggested Activities The following activities can be incorporated into the daily lessons: Suggested Readings Selected Titles will be taken from the following list of journals: American Sociological Review Contemporary Sociology

11 Contexts Journal of Health and Social Behavior Social Psychology Quarterly Sociological Methodology Sociological Theory Sociology of Education Teaching Sociology

12 Unit Overview Content Area: Social Studies Unit Title: The Adolescent in Society Target Course/Grade Level: Sociology/HS Duration: 2-3 weeks Description : The primary focus of this unit will provide students with an understanding of the major changes that led to the development of adolescence as a distinct life stage and how the development of certain characteristics are essential to our socialization and social interaction. Also, students will identify, examine, and trace some of the causes and consequences of several social problems that impact teenagers. Concepts & Understandings Concepts Adolescence Anticipatory Socialization Courtship Homogamy Social Integration Understandings The period between the normal onset of puberty and the beginning of adulthood. Learning the rights, obligations, and expectations of a role. Interaction between young unmarried men and women with the express purpose of eventual marriage. The tendency of individuals to marry people who have social characteristics similar to their own. The degree of attachment people have to social groups or to society as a whole. Learning Targets CPI Codes A A C D.1 21 st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions What does it mean to describe adolescence as a distinct stage of the life cycle? How do think child labor during the Industrial Revolution prevented children from having an adolescent period of life? Debate the potential benefits and risks of working while attending high school? How did dating develop as a form of social interaction? What are some of the social problems facing teenagers today? Unit Results Students will... Explain how adolescence developed as a distinct stage the life cycle in the United States. Identify the five general characteristics of adolescence. Summarize how dating developed as a form of social interaction. Describe the functions that dating fulfills. Identify some of the social problems facing contemporary teenagers. Trace the causes and consequences of these problems. Suggested Activities The following activities can be incorporated into the daily lessons: Suggested Readings

13 Selected Titles will be taken from the following list of journals: American Sociological Review Contemporary Sociology Contexts Journal of Health and Social Behavior Social Psychology Quarterly Sociological Methodology Sociological Theory Sociology of Education Teaching Sociology

14 Unit Overview Content Area: Social Studies Unit Title: The Adult in Society Target Course/Grade Level: Sociology/HS Duration: 2-3 weeks Description : The primary focus of this unit is to illustrate that socialization does not end with adolescence. It continues throughout the life span. At every age we are faced with new experiences and new demands that affect the ways that we view ourselves and the society in which we live. Our first job, marriage, the birth of a first child, our first home, triumphs and disappointments at work, retirement, and approaching death in old-age are all events that add new dimensions to our sense and our relationships with others. Concepts & Understandings Concepts Life Structure Labor Force Gerontology Dependency Understandings The combination of statuses, roles, activities, goals, values, beliefs, and life circumstances that characterize an individual. The collection of all individuals age 16 or older who are employed in paid positions or who are seeking paid employment. The scientific study of the processes and phenomena of aging. The shift from being an independent adult to being dependent on others for physical of financial assistance. Learning Targets CPI Codes A A C D.1 21 st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions How might adulthood compare and contrast to adolescence? How might men and women experience adulthood differently? What groups make up the new labor pool? What effect has technology had on work in the United States and global market place? How does the aging U.S. population influence the perception of age in American society? Unit Results Students will... Summarize Daniel Levinson s theory of adult male development. Identify and describe the stages of adult female development. Describe how the nature of work in the United States has changed. Explain how the composition of the labor force in the United States has changed. Describe the characteristics of life during late adulthood. Identify the new challenges that older Americans face. Suggested Activities

15 The following activities can be incorporated into the daily lessons: Suggested Readings Selected Titles will be taken from the following list of journals: American Sociological Review Contemporary Sociology Contexts Journal of Health and Social Behavior Social Psychology Quarterly Sociological Methodology Sociological Theory Sociology of Education Teaching Sociology

16 Unit Overview Content Area: Social Studies Unit Title: Deviance and Social Control Target Course/Grade Level: Sociology/HS Duration: 2-3 weeks Description : The primary focus of this unit will explore the nature and social function s of deviance. Students will compare the various theories that have been proposed to explain deviance. Also, students will identify the principal types of crime in the United States and the nature of the American criminal justice system. Concepts & Understandings Concepts Deviance Crime Plea Bargaining Recidivism CPI Codes A A C D.1 Understandings The behavior that violates significant social norms. Any act that is labeled by those in authority, prohibited by law and punishable by the government. The process of legal negotiation that allows an accused person to plead guilty to a lesser charge in return for a lighter sentence. The term for repeated criminal behavior. Learning Targets 21 st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions In what developmental stage of adulthood might people be most likely to commit a crime? Why might people decide to break society s rules? Is it true that deviance and the violation of social norms have no positive function? What does it mean to label someone in our society and what are the positive and negative consequences of this action? How are the labeling theory and the concept of the self-fulfilling prophecy interrelated? What factors can cause fluctuations in crime rates? Unit Results Students will... Explain the nature and social functions of deviance. Compare the theories that have been proposed to explain deviance. Identify the principal types of crime in the United States. Explain the characteristics of the American criminal justice system. Suggested Activities The following activities can be incorporated into the daily lessons: Suggested Readings Selected Titles will be taken from the following list of journals: American Sociological Review Contemporary Sociology Contexts

17 Journal of Health and Social Behavior Social Psychology Quarterly Sociological Methodology Sociological Theory Sociology of Education Teaching Sociology

18 Unit Overview Content Area: Social Studies Unit Title: Social Stratification Target Course/Grade Level: Sociology/HS Duration: 2-3 weeks Description : The primary focus of this unit will identify characteristics of caste and class systems, contrast the major theories of social stratification, and identify the characteristics of the American class system. Also, students will examine how different motivations and cultural values influence the American class system, identify groups that are affected by poverty and describe the steps that have been taken by the federal government to lessen the effects of poverty. Concepts & Understandings Concepts Social Stratification Social Inequality Social Class Social Mobility Poverty CPI Codes A A C D.1 Understandings The division of society into categories, ranks, or classes. The unequal sharing of scarce resources and social rewards. The grouping of people with similar levels of wealth, power and prestige. The movement between or within social classes or strata. The standard of living that is below the minimum level considered adequate by society. Learning Targets 21 st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions How might a person s ascribed and achieved status affect his or her social position? How might deviance and crime be related to social inequality? How is one s social status achieved in society? Do caste systems exist in the United States? What groups of Americans are affected by poverty and what impact does this have on society? Unit Results Students will... Identify the characteristics of caste systems and class systems. Contrast the major theories of social stratification. Identify the characteristics of the American class system. Explain how different motivations and cultural values influence the American class system. Identify the groups of Americans that are affected by poverty. Describe the steps that have been taken by the federal government to lessen the effects of poverty. Suggested Activities The following activities can be incorporated into the daily lessons: Suggested Readings Selected Titles will be taken from the following list of journals:

19 American Sociological Review Contemporary Sociology Contexts Journal of Health and Social Behavior Social Psychology Quarterly Sociological Methodology Sociological Theory Sociology of Education Teaching Sociology

20 Unit Overview Content Area: Social Studies Unit Title: Racial and Ethnic Relations Target Course/Grade Level: Sociology/HS Duration: 2-3 weeks Description : The primary focus of this unit will examine the sociological definitions of race, ethnicity and minority groups and identify the characteristics that distinguish minority groups from one another. Students will learn to distinguish between discrimination and prejudice and describe the common patterns of minority group treatment. In addition, students will examine and explain the conditions under which minority groups live in the United States and the impact of government policies implemented to deal with these issues. Concepts & Understandings Concepts Race Ethnicity Discrimination Prejudice Racism CPI Codes A A C D.1 Understandings A category of people who share inherited physical characteristics. The set of cultural characteristics that distinguishes one group from another group. The denial of equal treatment to individuals based on their group membership. The unsupported generalization about a category of people. The belief that one s own racial or ethnic group is naturally superior to other races or ethnic groups. Learning Targets 21 st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions How might race stratify society? How might discrimination relate to poverty? What characteristics distinguish minority groups from one another? How do discrimination and prejudice differ? How have government policies affected the lives of minority groups in the United States? Unit Results Students will... Summarize how sociologists define the terms race, ethnicity and minority groups. Identify the characteristics that distinguish minority groups from one another. Distinguish between discrimination and prejudice. Describe the patterns of minority group treatment. Describe the conditions under which minority groups in the United States live. Explain how government policies have affected the lives of minority groups in the United States. Suggested Activities

21 The following activities can be incorporated into the daily lessons: Suggested Readings Selected Titles will be taken from the following list of journals: American Sociological Review Contemporary Sociology Contexts Journal of Health and Social Behavior Social Psychology Quarterly Sociological Methodology Sociological Theory Sociology of Education Teaching Sociology

22 Unit Overview Content Area: Social Studies Unit Title: Gender, Age and Health Target Course/Grade Level: Sociology/HS Duration: 2-3 weeks Description : The primary focus of this unit will analyze how gender roles affect the opportunities available to men and women in society and explain how gender roles are affected by socialization. Students will discuss the effect that the aging of the population is having on society and explore how the aging of the population is affecting the life chances of older Americans. Also, students will examine the state of health care in the United States and identify some of the special health care concerns of various segments of American society. Concepts & Understandings Concepts Gender Roles Sexism Glass Ceiling Managed Care CPI Codes A A C D.1 Understandings The specific behaviors and attitudes that a society establishes for men and women. The belief that one sex is naturally superior to the other sex. The invisible barrier that prevents women from gaining upper level positions in business. The attempt to control health expenditures by using alternative health insurance plans. Learning Targets 21 st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions How might discrimination affect a woman s ability to achieve her goals? How might a person s social class relate to the access to health care? What effect is the aging of the population having on society? What is the state of health care in the United States? What are some of the special health care concerns of various segments of American society? Unit Results Students will... Analyze how gender roles affect the opportunities available to men and women in society. Explain how gender roles are affected by socialization. Discuss the effect that the aging of the population is having on society. Explain how the aging of the population is affecting the life chances of older Americans. Describe the state of health care in the United States. Identify some of the special health care concerns of various segments of American society. Suggested Activities The following activities can be incorporated into the daily lessons: Suggested Readings

23 Selected Titles will be taken from the following list of journals: American Sociological Review Contemporary Sociology Contexts Journal of Health and Social Behavior Social Psychology Quarterly Sociological Methodology Sociological Theory Sociology of Education Teaching Sociology

24 Unit Overview Content Area: Social Studies Unit Title: The Family Target Course/Grade Level: Sociology/HS Duration: 2-3 weeks Description : The primary focus of this unit will describe the norms that influence the ways marriage patterns are organized around the world and identify the basic societal needs that the institution of the family satisfies. Students will examine how American families begin and describe some disruptions they might face. Also, students will analyze some of the trends in American family life currently being examined by sociologists. Concepts & Understandings Concepts Family Nuclear Family Monogamy Homogamy CPI Codes A A C D.1 Understandings A group of people who are related by marriage, blood or adoption and who often live together and share economic resources. One or both parents and their children The marriage of one man to one woman. Individuals who marry individuals who have social characteristics similar to their own. Learning Targets 21 st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions What might be some universal characteristics of families around the world? How might family patterns in a society change over time? What are some disruptions families might face? Why have we seen higher divorce rates in the United States in recent decades? Why has the number of married women in the work force increased? Unit Results Students will... Describe the norms that influence the ways in which marriage patterns are organized around the world. Identify the basic societal needs that the institution of the family satisfies. Explain how American families begin and describe some of the disruptions they might face. Analyze some of the trends in American family life currently being examined by sociologists. Suggested Activities The following activities can be incorporated into the daily lessons: Suggested Readings Selected Titles will be taken from the following list of journals: American Sociological Review Contemporary Sociology Contexts

25 Journal of Health and Social Behavior Social Psychology Quarterly Sociological Methodology Sociological Theory Sociology of Education Teaching Sociology

26 Unit Overview Content Area: Social Studies Unit Title: The Economy and Politics Target Course/Grade Level: Sociology/HS Duration: 2-3 weeks Description: The primary focus of this unit will compare and contrast the characteristics of the capitalist and the socialist economic systems as well as discuss developments that have transformed the American economic system. Students will explain how the exercise of power varies by the type of government and describe the major characteristics of the U.S. political system. Concepts Economic Institution Capitalism Socialism Democracy Political Party Concepts & Understandings Understandings A system of roles and norms that governs the production, distribution and consumption of goods and services. The factors of production are owned by individuals rather than by the government. The factors of production are owned by the government, which regulates economic activity. The right of the people to participate in the political decision-making process. An organization that seeks to gain power through legitimate means. Learning Targets CPI Codes A A C D.1 21 st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions Why might a sociologist be interested in the economy? How might political systems reflect the ideals of a society? Which form of government do you believe would work best in the U.S.? Why might immigrants choose to start their own businesses? How does the exercise of power vary by type of government? How does propaganda help or hurt a political party or cause? Unit Results Students will... Compare and contrast the characteristics of the capitalist and socialist economic systems. Discuss developments that have transformed the American economic system. Explain how the exercise of power varies by type of government. Describe the major characteristics of the U.S. political system. Suggested Activities The following activities can be incorporated into the daily lessons: Suggested Readings Selected Titles will be taken from the following list of journals:

27 American Sociological Review Contemporary Sociology Contexts Journal of Health and Social Behavior Social Psychology Quarterly Sociological Methodology Sociological Theory Sociology of Education Teaching Sociology

28 Unit Overview Content Area: Social Studies Unit Title: Education and Religion Target Course/Grade Level: Sociology/HS Duration: 2-3 weeks Description: The primary focus of this unit will explain how the views of the functionalist, conflict and interactionist sociologists differ concerning education and Identify some of the current issues in American education. Also, students will identify the basic societal needs that religion serves and describe the distinctive features of religion in American society. Concepts Education Schooling Religion Monotheism Polytheism CPI Codes A A C D.1 Concepts & Understandings Understandings The roles and the norms that ensure the transmission of knowledge, values and patterns of behavior from one generation to the next. The formal education which involves instruction by specially trained teachers who follow officially recognized policies. The system of roles and norms that is organized around the sacred realm and that binds people together in social groups. The belief in one god. The belief in a number of gods. Learning Targets 21 st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions How might the educational institution reflect a society s goals and core values? How might the institution of religion help unite a society? What two major events helped contribute to the development of modern education? Why is the achievement gap between the U.S. and other nations widening? Why might religious leaders be attracted to the media of television to spread their messages? Unit Results Students will... Explain how the views of functionalist, conflict and interactionist sociologists differ concerning education. Identify some of the current issues in American education. Identify the basic societal needs that religion serves. Describe the distinctive features of religion in American society. Suggested Activities The following activities can be incorporated into the daily lessons: Suggested Readings Selected Titles will be taken from the following list of journals:

29 American Sociological Review Contemporary Sociology Contexts Journal of Health and Social Behavior Social Psychology Quarterly Sociological Methodology Sociological Theory Sociology of Education Teaching Sociology

30 Unit Overview Content Area: Social Studies Unit Title: Science and the Mass Media Target Course/Grade Level: Sociology/HS Duration: 2-3 weeks Description: The primary focus of this unit will identify factors that have contributed to the institutionalization of science and explain how the norms of scientific research differ from realities of scientific research. Students will trace the major developments in the history of mass media and identify the types of mass media in the United States. Also, explain how the sociological perspectives of mass media differ and discuss some contemporary mass media issues. Concepts Scientific Method Paradigm Mass Media Digital Divide CPI Codes A A C D.1 Concepts & Understandings Understandings An objective and systematic way of collecting information and arriving at conclusions. A set of shared concepts, methods and assumptions that make up scientific reality at any point in time. The instruments of communication that reach large audiences with no personal contact between those sending information and those receiving it. The gap between those with access to new technologies and those without; exists and may be widening. Learning Targets 21 st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions How might scientific advances affect a society? What role might mass media play in a society? How have advances in technology impacted our society? Do scientists have a societal obligation to share their research rather than keeping it secret in hopes of gaining an economic profit? Has mass media had a positive or negative effect on our society in recent years? Should there be censorship in certain types of media? Unit Results Students will... Identify factors that have contributed to the institutionalization of science. Explain how the norms of scientific research differ from the realities of scientific research. Trace the major developments in the history of mass media and identify the types of mass media in the United States. Explain how the sociological perspectives of mass media differ. Discuss some contemporary mass media issues. Suggested Activities The following activities can be incorporated into the daily lessons:

31 Suggested Readings Selected Titles will be taken from the following list of journals: American Sociological Review Contemporary Sociology Contexts Journal of Health and Social Behavior Social Psychology Quarterly Sociological Methodology Sociological Theory Sociology of Education Teaching Sociology

32 Unit Overview Content Area: Social Studies Unit Title: Population and Urbanization Target Course/Grade Level: Sociology/HS Duration: 2-3 weeks Description: The primary focus of this unit will identify factors that affect the size and structure of populations and explain how sociologists measure these factors. Also, students will summarize how sociologists explain population change and describe the programs that have been instituted to control population growth. In addition, students will explain how cities evolved and why urbanization is such a recent event. Students will identify the models that have been proposed to explain the structure of cities and summarize the theories that have been put forth to explain city life. Concepts Population Birthrate Death Rate Urbanization City Concepts & Understandings Understandings The number of people living in an area at a particular time. The annual number of live births per 1,000 members of a population. The annual number of deaths per 1,000 members of a population. The concentration of populations in cities. A permanent concentration of a relatively large number of people who engaged mainly in non-farming activities. Learning Targets CPI Codes A A C D.1 21 st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions How might population growth affect a society? Why might the populations of cities grow faster than other areas? Why might a country s income inequality affect its infant mortality rate? How has improved medical treatment in the U.S. affected life-expectancy and population? Why is it difficult to predict population growth? What are some strategies for reducing unemployment and underemployment in rapidly growing cities? Unit Results Students will... Identify factors that affect the size and structure of populations and explain how sociologists measure these factors. Summarize how sociologists explain population change and describe the programs that have been instituted to control population growth. Explain how cities evolved and why urbanization is such a recent event. Identify the models that have been proposed to explain the structure of cities and summarize the theories that have been put forth to explain city life. Suggested Activities The following activities can be incorporated into the daily lessons:

33 Suggested Readings Selected Titles will be taken from the following list of journals: American Sociological Review Contemporary Sociology Contexts Journal of Health and Social Behavior Social Psychology Quarterly Sociological Methodology Sociological Theory Sociology of Education Teaching Sociology

34 Unit Overview Content Area: Social Studies Unit Title: Collective Behavior and Social Movements Target Course/Grade Level: Sociology/HS Duration: 2-3 weeks Description: The primary focus of this unit will contrast the various types of collectivities and describe the explanations for collective behavior that have been proposed. It will also identify the preconditions necessary for collective behavior to occur and explain how they build on one another. In addition, students will describe the types of social movements that exist and explain how they differ as well as identify the stages present in the life cycle of social movements and describe ways in which the existence of social movements can be explained. Concepts Collective Behavior Mass Hysteria Public Opinion Social Movement CPI Codes A A C D.1 Concepts & Understandings Understandings The relatively spontaneous social behavior that occurs when people try to develop common solutions to unclear situations. The unfounded anxiety shared by people who can be scattered over a wide geographic area. Refers to the differing attitudes that members of the public have about a particular issue. A long term conscious effort to promote or prevent social change. Learning Targets 21 st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions How might population density shape collective behavior? How might mass media play a role in social movements? How does propaganda influence public opinion? How has the new communications technology affected the way social movements are organized? Are social movements good or bad for society? Unit Results Students will... Contrast the various types of collectivities and describe the explanations for collective behavior that have been proposed. Identify the preconditions necessary for collective behavior to occur and explain how they build on one another. Describe the types of social movements that exist and explain how they differ. Identify the stages present in the life cycle of social movements and describe ways in which the existence social movements can be explained. Suggested Activities The following activities can be incorporated into the daily lessons: Suggested Readings Selected Titles will be taken from the following list of journals:

35 American Sociological Review Contemporary Sociology Contexts Journal of Health and Social Behavior Social Psychology Quarterly Sociological Methodology Sociological Theory Sociology of Education Teaching Sociology

36 Unit Overview Content Area: Social Studies Unit Title: Social Change and Modernization Target Course/Grade Level: Sociology/HS Duration: 2-3 weeks Description: The primary focus of this unit will summarize the theories that social scientists have offered to explain the process of social change and explain how the theories on social change have evolved. Students will contrast the views of modernization theory and world-system theory on modernization in less-developed nations. In addition, students will identify some of the positive and negative effects of modernization on social life and the natural environment. Concepts Social Change Cyclical Theory of Social Change Modernization Modernization Theory CPI Codes A A C D.1 Concepts & Understandings Understandings The alterations in various aspects of society over time. The view of change from a historical perspective viewing societies as going through various stages of development and decline. The process by which a society s institutions become increasingly complex as the society moves toward industrialization. The more-developed nations modernized because they were the first to industrialize. Learning Targets 21 st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions What might be some causes and effects of social change? What might be some effects of modernization on a society? Do you believe that social interaction truly takes place when individuals have no face-to-face contact? Why might people in more-developed countries be more politically active than people in less-developed countries? How has globalization contributed to social change? Unit Results Students will... Summarize the theories that social scientists have offered to explain the process of social change. Explain how the theories on social change have evolved. Contrast the views of modernization theory and world-system theory on modernization in less-developed nations. Identify some of the positive and negative effects of modernization on social life and the natural environment. Suggested Activities The following activities can be incorporated into the daily lessons: Suggested Readings Selected Titles will be taken from the following list of journals: American Sociological Review

37 Contemporary Sociology Contexts Journal of Health and Social Behavior Social Psychology Quarterly Sociological Methodology Sociological Theory Sociology of Education Teaching Sociology