Sociology Des Moines Public Schools

The Des Moines Public Schools Curriculum guide contains the prioritized standards, required pacing, materials and resources, and assessment correlates for the school year. This document is intended to be used in conjunction with the classroom assessments to scaffold our students in mastery of the Iowa Core State Standards.

2014-2015 Curriculum Guide

Sociology 1 semester – .5 credit East, Hoover, Lincoln, North and Roosevelt This course is designed to provide students with a basic understanding of the society in which they live by analyzing and evaluating the function of major social institutions, the effects of social change, and the origin and impact of prejudice, discrimination, stereotyping, and social stratification. This course will help students develop a broad understanding of culture and the ability to think objectively as they seek solutions to current social problems.

Unit Content and Skill Standards

Reporting Cluster(s) Content Topics Sample Tasks

Unit 1 Sociology Origins and Methods 3 weeks

Iowa Core Standards: Behavioral Sciences 1.1, 1.3, 1.4 Common Core Standards in History and Social Science: RH.9-12.4, SL.11-12.4, SL.11-12.6

Behavioral Sciences

Presentation and Delivery

Writing Arguments

Issues in Society

Presentation and delivery

Writing arguments

Unit 2 Culture and Conformity 4.5 weeks

Iowa Core Standards: Behavioral Sciences 1.1, 1.3, 1.4, 1.2, 1.5, 1.6, 1.7 Common Core Standards in History and Social Science: RH.9-12.4, RH.11-12.2, RH.11-12.7

Behavioral Sciences

Presentation and Delivery

Writing Arguments

The Individual and Socialization

Presentation and delivery

Writing arguments

Unit 3 Social Structure and Socialization 4.5 weeks

Iowa Core Standards: Behavioral Sciences 1.1, 1.3, 1.4, 1.2, 1.5, 1.6, 1.7 Common Core Standards in History and Social Science: RH.9-12.4

Behavioral Sciences

Presentation and Delivery

Writing Arguments

The Individual and Socialization

Presentation and delivery

Writing arguments

Unit Content and Skill Standards

Reporting Cluster(s) Content Topics Sample Tasks

Unit 4 Deviance and Social Control 3 weeks

Iowa Core Standards: Behavioral Sciences 1.1, 1.3, 1.4, 1.2, 1.5, 1.6, 1.7 Common Core Standards in History and Social Science: RH.9-12.4, RH.11-12.7, SL.11-12.4, SL.11-12.6

Behavioral Sciences

Presentation and Delivery

Writing Arguments

Issues in Society

Presentation and delivery

Writing arguments

Unit 5 Social Stratification and Collective Behavior

Iowa Core Standards: Behavioral Sciences 1.1, 1.3, 1.4, 1.2, 1.5, 1.6, 1.7 Common Core Standards in History and Social Science: RH.9-12.4, RH.11-12.7

Behavioral Sciences

Presentation and Delivery

Writing Arguments

Issues in Society

Presentation and delivery

Writing arguments

Unit 1: Sociology – Origins and Methods

Essential Question: How did Sociology develop? What are the instruments used to conduct sociological research? 3 weeks

Reporting Clusters

Topic(s) Assessment Scales

Behavioral Sciences Presentation and Delivery Writing Arguments

Issues in Society Presentation and delivery Writing arguments

2

Students will recognize or recall:

3 Students demonstrate they have developed an ability:

4

Attempts to demonstrate the ability to present information, findings and supporting evidence in an organized fashion. The presentation is appropriate to at least one of the following: purpose, audience and task, but not to all three areas. Demonstrates the ability to present with limited eye contact, volume and clear pronunciation.

Demonstrates the ability to present information, findings and supporting evidence clearly, concisely, and logically. The presentation is appropriate to purpose, audience and task. Demonstrates the ability to present with appropriate eye contact, adequate volume, and clear pronunciation.

Demonstrates the ability to consistently and accurately present complex information, findings and supporting evidence clearly, concisely, and logically. The presentation is appropriate to purpose, audience and task. Demonstrates the ability to consistently present with appropriate eye contact, adequate volume, and clear pronunciation.

Demonstrates an ability to write arguments that contains an undeveloped thesis, or simply restates the question. Provides few relevant pieces of evidence to support the claim, or lists facts with little or no connection to the topic. May describe rather than analyze evidence.

Demonstrates an ability to write arguments that contains a partially developed thesis (that addresses the topic). Supports the thesis with some relevant, historical information (some evidence). Provides some analysis.

Demonstrates an ability to write arguments that contains a clear, well-developed thesis (that addresses the topic). Develops the thesis with substantial, relevant historical information (lots of evidence). Provides effective analysis.

Unit 1: Sociology – Origins and Methods

Essential Question: How did Sociology develop? What are the instruments used to conduct sociological research? 3 weeks

Instructional Focus Learner Objectives Suggested Texts and Strategies

Concepts Impact of Industrial Revolution Pioneers of Sociology Major perspectives - functionalist - conflict - interactionist Research Methods -historical method -content analysis -survey method -observation -case study -statistical analysis -sampling

Issues in Society Define sociology and describe how sociology became a social science. Compare and contrast our modern society to traditional societies. Analyze the view of the three major perspectives in sociology and explain how each is different. Distinguish between the different sociological research methods. Conduct and evaluate sociological research. Presentation and Delivery Present information, findings, and evidence that supports sociological research designed and conducted by students. Writing arguments Write arguments to support and/or disprove various sociological perspectives.

Sociology: The Study of Human Relationships Chapter 1

Unit 2: Culture and Conformity

Essential Question: How are we influenced by culture and society? 4.5 weeks

Reporting

Cluster Topic(s) Assessment Scales

Behavioral Sciences Presentation and Delivery Writing Arguments

The Individual and Socialization Presentation and delivery Writing Arguments

2

Students will recognize or recall:

3 Students demonstrate they have developed an ability:

4

Attempts to demonstrate the ability to present information, findings and supporting evidence in an organized fashion. The presentation is appropriate to at least one of the following: purpose, audience and task, but not to all three areas. Demonstrates the ability to present with limited eye contact, volume and clear pronunciation.

Demonstrates the ability to present information, findings and supporting evidence clearly, concisely, and logically. The presentation is appropriate to purpose, audience and task. Demonstrates the ability to present with appropriate eye contact, adequate volume, and clear pronunciation.

Demonstrates the ability to consistently and accurately present complex information, findings and supporting evidence clearly, concisely, and logically. The presentation is appropriate to purpose, audience and task. Demonstrates the ability to consistently present with appropriate eye contact, adequate volume, and clear pronunciation.

Demonstrates an ability to write arguments that contains an undeveloped thesis, or simply restates the question. Provides few relevant pieces of evidence to support the claim, or lists facts with little or no connection to the topic. May describe rather than analyze evidence.

Demonstrates an ability to write arguments that contains a partially developed thesis (that addresses the topic). Supports the thesis with some relevant, historical information (some evidence). Provides some analysis.

Demonstrates an ability to write arguments that contains a clear, well-developed thesis (that addresses the topic). Develops the thesis with substantial, relevant historical information (lots of evidence). Provides effective analysis.

Unit 2: Culture and Conformity

Essential Question: How are we influenced by culture and society? 4.5 weeks

Instructional Focus

Learner Objectives Suggested Texts and Strategies

Concepts -culture -society -material -non-material -values -norms -folkways -universals -ethnocentrism -internalization -social control -sanctions -technology -conformity -adaptation -cultural relativism

The Individual and Socialization Identify items/values found in all cultures. Separate material and non-material aspects of culture. Compare and contrast different types of sanctions. Explain the difference between conformity and adaptation. Recognize the difference between culture and a society. Distinguish different cultural components. Identify and evaluate American values. Analyze the concept of cultural relativism. Presentation and Delivery Present information, findings, and evidence that supports sociological research designed and conducted by students. Writing arguments Write arguments to support and/or disprove various sociological perspectives.

Sociology: The Study of Human Relationships Chapter 2

Unit 3: Social Structure and Socialization

Essential Question: What are the social forces and structures that shape who we are and what we do? 4.5 weeks

Reporting Cluster

Topic(s) Assessment Scales

Behavioral Sciences Presentation and Delivery Writing Arguments

Individual and Socialization Presentation and delivery Writing arguments

2

Students will recognize or recall:

3 Students demonstrate they have developed an ability:

4

Attempts to demonstrate the ability to present information, findings and supporting evidence in an organized fashion. The presentation is appropriate to at least one of the following: purpose, audience and task, but not to all three areas. Demonstrates the ability to present with limited eye contact, volume and clear pronunciation.

Demonstrates the ability to present information, findings and supporting evidence clearly, concisely, and logically. The presentation is appropriate to purpose, audience and task. Demonstrates the ability to present with appropriate eye contact, adequate volume, and clear pronunciation.

Demonstrates the ability to consistently and accurately present complex information, findings and supporting evidence clearly, concisely, and logically. The presentation is appropriate to purpose, audience and task. Demonstrates the ability to consistently present with appropriate eye contact, adequate volume, and clear pronunciation.

Demonstrates an ability to write arguments that contains an undeveloped thesis, or simply restates the question. Provides few relevant pieces of evidence to support the claim, or lists facts with little or no connection to the topic. May describe rather than analyze evidence.

Demonstrates an ability to write arguments that contains a partially developed thesis (that addresses the topic). Supports the thesis with some relevant, historical information (some evidence). Provides some analysis.

Demonstrates an ability to write arguments that contains a clear, well-developed thesis (that addresses the topic). Develops the thesis with substantial, relevant historical information (lots of evidence). Provides effective analysis.

Unit 3: Social Structure and Socialization

Essential Question: What are the social forces and structures that shape who we are and what we do? 4.5 weeks

Instructional Focus Learner Objectives Suggested Texts and Strategies

Concepts Social Structure -status -role -groups -institutions -social interaction -societies Socialization -personality -development -nature/nurture -theories of socialization -agents of socialization -issues of adolescence -dating -sexual activity -drug use -suicide

The Individual and Socialization Define important terms such as: status, roles, groups, and institutions. Assess the debate between nature and nurture and evaluate the effects of nature and nurture on an individual’s development. Describe the theories of socialization. List agents of socialization and describe the influence of the agents on an individual and a society. Identify and evaluate adolescent social problems facing teenagers. Compare and contrast the changing views on sexuality, drug use, and dating with past generations. Presentation and Delivery Present information, findings, and evidence that supports sociological research designed and conducted by students. Writing arguments Write arguments to support and/or disprove various sociological perspectives.

Sociology: The Study of Human Relationships Chapter 3 Chapter 4 Chapter 5

Unit 4: Deviance and Social Control

Essential Question: What is deviance? Why do some people act deviant and others do not? 3 weeks

Reporting Cluster

Topic(s) Assessment Scales

Behavioral Sciences Presentation and Delivery Writing Arguments

Issues in Society Presentation and delivery Writing arguments

2

Students will recognize or recall:

3 Students demonstrate they have developed an ability:

4

Attempts to demonstrate the ability to present information, findings and supporting evidence in an organized fashion. The presentation is appropriate to at least one of the following: purpose, audience and task, but not to all three areas. Demonstrates the ability to present with limited eye contact, volume and clear pronunciation.

Demonstrates the ability to present information, findings and supporting evidence clearly, concisely, and logically. The presentation is appropriate to purpose, audience and task. Demonstrates the ability to present with appropriate eye contact, adequate volume, and clear pronunciation.

Demonstrates the ability to consistently and accurately present complex information, findings and supporting evidence clearly, concisely, and logically. The presentation is appropriate to purpose, audience and task. Demonstrates the ability to consistently present with appropriate eye contact, adequate volume, and clear pronunciation.

Demonstrates an ability to write arguments that contains an undeveloped thesis, or simply restates the question. Provides few relevant pieces of evidence to support the claim, or lists facts with little or no connection to the topic. May describe rather than analyze evidence.

Demonstrates an ability to write arguments that contains a partially developed thesis (that addresses the topic). Supports the thesis with some relevant, historical information (some evidence). Provides some analysis.

Demonstrates an ability to write arguments that contains a clear, well-developed thesis (that addresses the topic). Develops the thesis with substantial, relevant historical information (lots of evidence). Provides effective analysis.

Unit 4: Deviance and Social Control

Essential Question: What is deviance? Why do some people act deviant and others do not? 3 weeks

Instructional Focus Learner Objectives Suggested Texts and Strategies

Concepts Deviant Behavior -theories of deviance -functions of deviance -internalization of norms -sanctions used for social control Criminal Behavior definition of crime -types of crime -recidivism -social control and the justice system

Issues in Society Explain the causes of deviance. Identify and evaluate reasons for deviance. Recognize the types of sanctions used to control social behavior. Define deviance and criminal behavior. Analyze the functions of deviance. Identify and evaluate reasons for deviance. Identify and describe the different types of crime. Analyze and interpret crime statistics/demographics on both criminals and victims. Analyze the use of the justice system to reduce and reform deviant behavior. Presentation and Delivery Present information, findings, and evidence that supports sociological research designed and conducted by students. Writing arguments Write arguments to support and/or disprove various sociological perspectives.

Sociology: The Study of Human Relationships Chapter 7

Unit 5: Social Stratification and Collective Behavior

Essential Question: How does our society influence our ability to move on the social ladder? How do people organize to bring about social change? 3 weeks

Reporting Cluster

Topic(s) Assessment Scales

Behavioral Sciences Presentation and Delivery Writing Arguments

Issues in Society Presentation and delivery Writing arguments

2

Students will recognize or recall:

3 Students demonstrate they have developed an ability:

4

Attempts to demonstrate the ability to present information, findings and supporting evidence in an organized fashion. The presentation is appropriate to at least one of the following: purpose, audience and task, but not to all three areas. Demonstrates the ability to present with limited eye contact, volume and clear pronunciation.

Demonstrates the ability to present information, findings and supporting evidence clearly, concisely, and logically. The presentation is appropriate to purpose, audience and task. Demonstrates the ability to present with appropriate eye contact, adequate volume, and clear pronunciation.

Demonstrates the ability to consistently and accurately present complex information, findings and supporting evidence clearly, concisely, and logically. The presentation is appropriate to purpose, audience and task. Demonstrates the ability to consistently present with appropriate eye contact, adequate volume, and clear pronunciation.

Demonstrates an ability to write arguments that contains an undeveloped thesis, or simply restates the question. Provides few relevant pieces of evidence to support the claim, or lists facts with little or no connection to the topic. May describe rather than analyze evidence.

Demonstrates an ability to write arguments that contains a partially developed thesis (that addresses the topic). Supports the thesis with some relevant, historical information (some evidence). Provides some analysis.

Demonstrates an ability to write arguments that contains a clear, well-developed thesis (that addresses the topic). Develops the thesis with substantial, relevant historical information (lots of evidence). Provides effective analysis.

Unit 5: Social Stratification and Collective Behavior

Essential Question: How does our society influence our ability to move on the social ladder? How do people organize to bring about social change? 3 weeks

Instructional Focus Learner Objectives Suggested Texts and Strategies

Concepts Class/Caste -wealth -power -prestige -American class structure -social mobility -poverty Race and Ethnic Relations -race -ethnicity -prejudice -discrimination -racism Collective Behavior -types of collectivities -group dynamics -panic -rumor/urban legend -social movements

Issues in Society Explain the characteristics of the American class system and what choices cause upward or downward movement on the social ladder. Describe the difference between ethnicity and race. List characteristics of collective behavior. Analyze the different stratification systems that exist on the global landscape. Distinguish between prejudice, discrimination and racism. Explain the power/influence of collective behavior. Identify a social movement and summarize its impact on the society. Presentation and Delivery Present information, findings, and evidence that supports sociological research designed and conducted by students. Writing arguments Write arguments to support and/or disprove various sociological perspectives.

Sociology: The Study of Human Relationships Chapter 8 Chapter 9 Chapter 16