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Curriculum Framework Quarter 1 / Quarter 3 Sociology High School (Elective)

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.

Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing 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. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating.

Shelby County Schools 2015/2016

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Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:

(1) Regular practice with complex text and vocabulary.(2) Reading, writing, and speaking grounded in evidence from texts. (3) Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.

Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. Document–Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage.

“The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.”Source: TN Core

http://www.tncurriculumcenter.org/social_studies

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.



http://www.tncurriculumcenter.org/social_studies


What is a DBQ/TDQ?Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information. DBQs/TDQs, may not only be in the form of an actual question, but rather in the form of tasks or activities that require students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents. Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills.

*If hyperlinks in this document are not active due to digital translation issues, the user should copy and paste the link into the address bar of a web browser such as Google Chrome or Mozilla Firefox.



KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)


Common Core State Standards: Focus on Vocabulary

Effective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts.

Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts and with nonverbal communication. Tier 1 words rarely require explicit instruction. (Ex: write, read and gather)

Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas. (Ex: obvious, expose, establish and verify.)

Content Vocabulary (Tier 3) - Words are used in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are integral to content instruction. (Ex: lynching, abolitionist, slavery)

Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction.

Teaching Vocabulary for Mastery…

1. Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.2. Provide a student-friendly definition of the word.3. Suggest synonyms or antonyms for the word.4. Put the new word into a context or connect it to a known concept, morpheme, or root.5. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).6. Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word with the written

word on the wall.7. Use the new words in context of the lesson.8. Ask questions that contain the new word; so, students must process its meaning in multiple ways.9. Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.10. Expect pairs of students to construct semantic word maps for new vocabulary.11. Give students extra credit points for hearing or seeing content vocabulary in other contexts.References

McEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press.




WIDAWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Example: Reading 9-12 Behavior of individuals & groupsEntering:Locate visually supported information on social issues (e.g., from photographs, headlines, and bylines in newspapers, magazines, or on the Internet)

Beginning:Locate visually supported information on social issues (e.g., in newspaper, magazine, or website articles)

Developing:Compare and contrast visually supported information on social issues or inequities from various news sources

Expanding:Interpret visually supported information on social issues or inequities from various news sources

Bridging:Evaluate authenticity of information on social issues or inequities from various news sources

Example: Speaking 9-12 Social issues & inequitiesEntering:Name major social issues or inequities depicted in illustrations (e.g., war)

Beginning:Characterize major social issues or inequities depicted in illustrations (e.g., slavery)

Developing:Give examples or descriptions of social issues or inequities depicted in illustrations or political cartoons

Expanding:Explain how major social issues or inequities depicted in illustrations or political cartoons have changed our lives

Bridging:Explain how major social issues or inequities depicted in illustrations or political cartoons have changed our lives

Sociology - Pacing Guide

Suggested Time

1st Part Suggested Time

2nd Part



WIDAhttps://www.wida.us/standards/ELP_standardlookup.aspx

Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.


Week 1 The Sociological Point of View Big Idea: The student will analyze what it means to take a sociological point of view.

Week 1 Deviance Big Idea: The student will analyze deviance as a social construct relative to time, place, and social circumstances.

Weeks 2-3 The Role of Culture for Individuals and SocietyBig Idea: The student will analyze the nature of culture and the role it plays for the individual and society.

Weeks 2-3 Functions and Structures of Social Institutions Big Idea: The student will analyze the functions and structures of social institutions.

Weeks 4-5 Social Interaction and Social StructureBig Idea: The student will analyze the dynamics of social interaction and social structure.

Weeks 4-5 Major Social ProblemsBig Idea: The student will analyze major social problems.

Weeks 6-7 Groups and Organizations in Society Big Idea: The student will analyze the roles played by groups and organizations in society.

Weeks 6-7 How Society Changes Big Idea: The student will analyze the changes that occur in a society and their impact.

Weeks 8-9 The Process of Socialization Big idea: The student will analyze the process of socialization.

Weeks 8-9 Assessment & Review

* Please note that these time frames are suggested/estimated times. Instructional timing may vary due to schedule complications, remediation efforts or other factors.

The Sociological Point of View (Week 1)




Text/Anchor: Holt McDougal - Sociology: The Study of Human Relationships

TN State Social Studies Standards Guiding Questions & Vocabulary Suggested DBQs/TDQs, Activities & Resources

S.1 Describe the origins of sociology. (C,H)

S.2 Compare similarities and differences between sociology and other social

S.1 What does it mean to take a sociological point of view?

S.2 What are some similarities and differences between sociology and other social sciences?

Textbook/Anchor: Chapter 1-The Sociological Point of View pp. 1-21DBQs: pages 8,17,20-21Chapter 1 Assessments: Lesson Review DBQs- page 20; Understanding Main Ideas; Writing a Summary (Summarizing/ Making Generalizations), Thinking Critically

S.1 As an introduction activity, show the short video, Coming to America, to demonstrate the social impact of immigration. http://www.teachertube.com/video/coming-to-america-238488. After watching the video, have students work in collaborative pairs to brainstorm about some of the effects of immigration on American society. Literacy RH.11-12.1,2

S.1 Present the Origins of Sociology PowerPoint presentation, which details the origins of sociology. The teacher should create comprehension questions to help facilitate a conversation about the origins of sociology. http://www.slideshare.net/jlee047/origin-of-sociologyppt Literacy RH.11-12.1,2

S.2 Use a Venn Diagram or other graphic organizer to make comparisons between sociology, anthropology, psychology, economics, and history. Before completing the graphic organizer, students will need to define what each of these is. The graphic organizer should then make comparisons between each.



http://www.slideshare.net/jlee047/origin-of-sociologyppt

http://www.teachertube.com/video/coming-to-america-238488


sciences. (H)

S.3 Identify the relationship between the study of sociology, society, and culture. (C)

S.4 Define and apply key concepts used in sociology to understand human society and interaction. (C)

S.5 Differentiate among the various sociological perspectives or theories on social life through examination of textual evidence and formulate a personal perspective. (C,H)

S.3 What type of relationship exists between the study of sociology, society, and culture?

S.4 What are some key concepts used in sociology to help understand human society and interaction?

S.5 What are some of the various sociological perspectives or theories on social life? What textual evidence provides these perspectives?

http://www.merriam-webster.com/dictionary/sociologyLiteracy RH.11-12.1,2

S.3 Write two paragraphs explaining the relationship between sociology, society and culture. What is sociology? What impact does sociology have on culture? http://www.merriam-webster.com/dictionary/sociologyLiteracy RH.11-12.1,2; WHST.11-12.1,2

S.4 Research the Papua New Guinean tribe. Many tribes such as this one have been studied from a historical perspective, anthropological perspective because of the artifacts that have been discovered as well as a sociological perspective. After learning about the Papua New Guinean tribe, write a one-page paper explaining how the sociologist’s view might differ from the anthropologist’s perspective. Be sure to focus on such things as the drum and other ceremonies the tribe once practiced. What would the anthropologist study and what would the sociologist study? Explain. http://www.survivalinternational.org/tribes/papuanLiteracy RH.11-12.1,2; WHST.11-12.1,2

S.5 Research the contributions of sociological pioneers such as Herbert Spencer, Auguste Comte and Karl Marx. What contributions did they make to the development of sociology? Choose one of the pioneers of sociology and create a brochure that explains the contributions one that person made to sociology. What was the person you chose known for? How popular or unpopular were his ideas? How relevant is that person’s ideas today? Be sure to include a photograph, significant quote and



http://www.survivalinternational.org/tribes/papuan

http://www.merriam-webster.com/dictionary/sociology

http://www.merriam-webster.com/dictionary/sociology


S.6 Use research from informational text and primary sources to compare and contrast the various sociological research methods. (C,H)

S.6 What are some similarities and differences among the various sociological research methods?

Vocabulary (Tier 3)Social Darwinism, function, ideal type, theory, dysfunctional, symbolic interaction, theoretical perspective, functionalist perspective, manifest function, latent function, conflict perspective, interactionist perspective

Academic Vocabulary (Tier 2): allocation, marginal, precise, exposure, replicate

(For Vocabulary Strategies- see page 4)

Connection to Language StandardsGreek & Latin Roots and Affixesist- a person who is concerned about or performs a certain actionExamples from the unit: functionalist,

synopsis of the person’s ideas and contributions. http://www.iep.utm.edu/spencer/

http://www.biography.com/people/auguste-comte-9254680

http://www.historyguide.org/intellect/marx.HTMLLiteracy RH.11-12.1,2; WHST.11-12.

S.6 Interpret the rate of suicide rates among teenagers. The map, which was created by the Centers for Disease Control and Prevention, provides a state-by-state breakdown of suicide rates from 1999 to 2001. What type of demographic questions might sociologists pose about the distribution of the suicide rate? What might be their conclusions? What region had the highest rate of suicide? How do the rates of today compare to those from the chart?

http://www.cdc.gov/violenceprevention/suicide/statistics/aag.html

Literacy RH.11-12.1,2; WHST.11-12.1



http://www.cdc.gov/violenceprevention/suicide/statistics/aag.html

http://www.historyguide.org/intellect/marx.HTML

http://www.biography.com/people/auguste-comte-9254680

http://www.iep.utm.edu/spencer/


interactionist Other examples: physicist, soloist, socialist

Language StandardsL.11-12.6Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

L.11-12.4bIdentify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

The Role of Culture for Individuals and Society (Weeks 2-3)


TN State Social Studies Standards Guiding Questions & Vocabulary Suggested DBQs/TDQs, Activities & ResourcesTextbook/Anchor: Chapter 2 – Cultural Diversity pp. 22-39 Lesson Review DBQs: pp 24, 29, 30, 39, 40-41Assessments: Lesson Review DBQs – pg. 40; Understanding Main Ideas; Writing a Summary (Summarizing/Making Generalizations);




S.7 Identify the elements of culture. (C)

S.8 Use diverse formats and media to compare and contrast various cultures of the world. (C,G)

S.9 Explain how the elements of culture form a whole culture. (C)

S.10 Write an expository piece using appropriate textual evidence to describe the relationship between language and the transmission of culture. (C)

S. 7 What are the elements of culture?

S.8 What are some similarities and differences among the various cultures of the world?

S.9 How do the elements of culture form a whole culture?

S.10 What is the relationship between language and the transmission of culture?

S.11 What role does culture play in determining personality?

Thinking Critically S.7 Read the following article: http://www.bloombergview.com/articles/2014-07-02/culture-war-fuels-hong-kong-protests. The teacher will create text-dependent questions to help students analyze the main idea of the article. As part of the analysis, the student should define culture and what argument the writer of this article is making about culture. What elements of culture are being impacted by the protestors’ actions? Literacy RH.11-12.1,2; WHST.11-12.1

S.8 The teacher should assign each student a specific region or area of the country. The student should research the culture of their assigned area. After researching the assigned area, the student should create a PowerPoint or other media presentation discussing the findings from the students’ research. Be sure to include details about language, traditions, values, symbols and norms. Students should be prepared to present their findings to the class. http://www.timeforkids.com/around-the-worldLiteracy RH.11-12.1,2 S.9 Read the section in the textbook on the components of culture. Write a summary of the section, which is found on pages 24-27. Answer the following questions in your summary: What is the meaning of culture and how do material culture and nonmaterial culture differ? What are the basic components of culture? Cite evidence from the text to support your summary. Literacy RH.11-12.1,2, WHST.11-12.1 S.10 Write an expository essay discussing the relationship between language and the transmission of culture.



http://www.timeforkids.com/around-the-world

http://www.bloombergview.com/articles/2014-07-02/culture-war-fuels-hong-kong-protests

http://www.bloombergview.com/articles/2014-07-02/culture-war-fuels-hong-kong-protests


S.11 Analyze the role that culture plays in determining personality. (C) Vocabulary (Tier 3)

Culture, material culture, nonmaterial culture, society, technology, language, values, norms, folkways, mores, laws, cultural trait, culture complexes, culture patterns

Academic Vocabulary (Tier 2) : Scope, underlying, statistics, parameters

(For Vocabulary Strategies- see page 4)

Writing Rubric: http://www.tncore.org/sites/www/Uploads/Op-Arg%20Grid%20Rubric_1_9_13_State%20_logo.pdf

S.11 Case Studies: Body Ritual Among the Nacirema. Analyze the information presented in the case study on page 28. What is the shrine that Horace Miner refers to? What does the box or chest in the shrine represent? What are the various rites and rituals described by Miner? You might want to consider other aspects of American culture that lend themselves to being analyzed from an outside perspective. Choose some of these aspects and write an article similar to the one written by Miner.

Social Interaction and Social Structure (Weeks 4-5)



S.12 Define and evaluate the theoretical perspectives of social interaction. (C)

S.13 Explain the types of social interaction. (C)

S.12 What are some of the theoretical perspectives of social interaction?

S.13 What are the various types of social interaction?

Textbook/Anchor: Chapter 4 –Social Structure pages 64-91DBQs: pages 66,68,69,72,73, 77, 78, 81, 83, 89, 90-91Assessments: Writing a Summary - pg 90 Understanding the Main Idea; Thinking Critically

S.12 Write an informative essay discussing the various types of theoretical perspectives of social interaction. Evaluate each for the impact it has on social structure. Use information in the textbook and



http://www.tncore.org/sites/www/Uploads/Op-Arg%20Grid%20Rubric_1_9_13_State%20_logo.pdf

http://www.tncore.org/sites/www/Uploads/Op-Arg%20Grid%20Rubric_1_9_13_State%20_logo.pdf


S.14 Distinguish status from role and pose solutions to role conflicts. (C)

S.15 Describe how the social structure of a culture affects social interactions. (C)

S.14 What are some solutions to role conflicts?

S.15 How does the social structure of a culture affect social interactions?

VOCABULARY (Tier 3)Social structure, status, role, ascribed status, achieved status, master status, reciprocal roles, role expectations, role performance, role set, role conflict, role strain, social institution, reciprocity, exchange theory, conflict, postindustrial society, mechanical society, pastoral society, horticultural society, agricultural society

Academic Vocabulary (Tier 2): generate, domestic, perspective

the Internet and be sure to cite evidence to support your assertions. Literacy RH.11-12.1,2, WHST.11-12.1

S.13 Create a brochure/pamphlet explaining the various types of social interaction. What are the most common types of social interaction? What types of interactions stabilize social structure and which can disrupt it? S.14 In cooperative groups, create a skit where two people have defined roles such as a coach and athlete. In the skit, have the characters deal with conflict. Utilize the concept of role conflict to have the characters interact with each other? What is the basis of the conflict? How will each person handle the conflict? What will be the solution? Be prepared to present the skit to the class. Literacy RH.11-12.1,2

S.15 Define the Peter Principle. How does the Peter Principle affect social interactions, especially in the business place? Based on the Peter Principle, do you agree that in a bureaucracy every employee tends to rise to his or her level or incompetence? Why or why not? If the Peter Principle is correct, what factors should companies consider when promoting workers to positions of responsibility? Explain. Literacy RH.11-12.1,2, WHST.11-12.1




Groups and OrganizationsWeeks 6-7



S.16 Distinguish between social groups and formal organizations. (C)

S.16 What is the difference between social groups and formal organizations?

Textbook/Anchor: Chapter 4 –Social Structure pp. 64-91Lesson DBQs: pp. 78, 81, 83, 89, 90-91Assessments: Writing a Summary- pg. 90 Understanding the Main Idea; Thinking Critically

S.16 Write a comparison-contrast paper discussing similarities and differences between social groups and formal organizations. Be sure to cite examples of each. And discuss each thoroughly, citing evidence from the text to support your assertions. Cite at least two points for comparison/contrast for the two. Use MLA format. Pp.64-91




S.17 Classify types of social groups that exist in society. (C)

S.18 Use research from informational texts and case studies to analyze group dynamics and assess its effects on group behavior. (C)

S.19 Evaluate the nature of bureaucracies and write an opinion piece that defends or criticizes their use. (C,P)

S.17 What are the different types of social groups that exist in society?

S.18 What are effects of group dynamics on group behavior?

S.19 What is the nature of bureaucracies is our society?

VOCABULARY (Tier 3)Formal organization, bureaucracy, rationality, voluntary association, iron law of oligarchy

Academic Vocabulary (Tier 2): Method, variables, structure, similar, Emerge, sustainable, initiative

Literacy RH.11-12.1,2, WHST.11-12.1

S.17 Write two paragraphs explaining the types of social groups that exist in society. Explain the difference between primary and secondary groups. What are some of the smaller groups that fall within these categories? Provide examples of each type of social group. Pp.64-91 Literacy RH.11-12.1,2, WHST.11-12.1

S.18 Case Studies and Other True Stories: A Small World – page 82. Write a one-page response that discusses the experiment carried out by French social psychologist Stanley Milgram. What did Milgram’s experiment establish about the interconnectedness of people? Also, explain the concept of six degrees of separation. Literacy RH.11-12.1,2, WHST.11-12.1, 2

S.19 Research Weber’s Model of Bureaucracies. German sociologist Max Weber developed a theoretical model of bureaucracies that is still used today. Use his model to analyze the bureaucracy that exists in an organization such as a hospital. Write an argument essay discussing why it might be important to have a bureaucracy in certain organizations. Provide specific examples to show how the bureaucracy serves an important function such as establishing proper rules and regulations. Use MLA format. http://study.com/academy/lesson/bureaucracy-max-webers-theory-of-impersonal-management.htmlLiteracy RH.11-12.1,2, WHST.11-12.1, 2



http://study.com/academy/lesson/bureaucracy-max-webers-theory-of-impersonal-management.html

http://study.com/academy/lesson/bureaucracy-max-webers-theory-of-impersonal-management.html


The Process of Socialization Weeks 8-9



S.20 Define socialization. (C)

S.21 Identify and describe agents of socialization. (C)

S.22 Describe how the process of socialization is culturally determined. (C, G) S.23 Examine informational text to evaluate various explanations for theoretical perspectives on socialization. (C,H)

S.20 What is socialization?

S.21 What are some agents of socialization?

S.22 How is the process of socialization culturally determined?

S.23-24 What are some explanations for theoretical perspectives on socialization?

Textbook/Anchor: Chapter 5- Socializing the Individual pp. 96-117 Lesson DBQs: pages 98,106, 109, 115, 116-117

S.20 Exploring Cultural Diversity: Are You a Product of Your Cultural

S.21 Write a one-page paper explaining the agents of socialization. Read the text on pp. 104-105 and respond to the following questions: What role does cultural environment play in socialization? How might your life be different if you had grown up in a cultural environment other than that of the United States? Literacy RH.11-12.1,2, WHST.11-12.1, 2

S.22 Write an explanatory essay explaining the process of socialization. What theories have been put forth to explain the process of socialization? Explain The Tabula Rasa and The Looking-Glass Self.Literacy RH.11-12.1,2, WHST.11-12.1, 2

S.23 Locate two commentaries on a sociological issue, each written from different perspective. Then on a separate sheet of paper, construct




S.24 Explain how socialization is a lifelong process. (C)

S.25 Evaluate the functions and roles of socializing agents. (C,G)

S.25 What are some functions of socializing Environment?

a chart similar to the one on page 111. Write a brief statement identifying and comparing the views of the two perspectives. Literacy RH.11-12.1,2, WHST.11-12.1, 2

S.24 Construct a timeline that demonstrates the lifelong process of socialization. The timeline should be broken into periods of a lifespan. Itshould also detail the evolution of socialization for each stage of development.Literacy RH.11-12.1,2, WHST.11-12.1, 2

S.25 Case Studies: The Function of Fairy Tales. In cooperative groups, read the text about fairy tales (page 114), then analyze how fairy tales affect the development of children. http://www.kcra.com/national/south-carolina-students-protest-firing-of-resource-officer/36168864

Literacy RH.11-12.1,2, WHST.11-12.1, 2



http://www.kcra.com/national/south-carolina-students-protest-firing-of-resource-officer/36168864

http://www.kcra.com/national/south-carolina-students-protest-firing-of-resource-officer/36168864


Additional Resources Social Groupshttp://www.history.com/topics/native-american-history/native-american-cultureshttp://www.ushistory.org/us/12.asphttp://www.independent.co.uk/news/uk/home-news/britain-now-has-7-social-classes-and-working-class-is-a-dwindling-breed-8557894.htmlDiversity http://www.scientificamerican.com/article/how-diversity-makes-us-smarter/Ethnic Groups http://ic.galegroup.com/ic/uhic/ReferenceDetailsPage/DocumentToolsPortletWindow?displayGroupName=Reference&u=oldt1017&u=oldt1017&jsid=f41e5972a1b96738edeb7c35ba33c693&p=UHIC%3AWHIC&action=2&catId=&documentId=GALE%7CCX3425600021&zid=72d92d22ff6db2c80f093aec8d6591cc

The Socialization of Povertyhttp://www.ascd.org/publications/books/109074/chapters/How-Poverty-Affects-Behavior-and-Academic-Performance.aspxhttp://www.huffingtonpost.com/2013/07/28/poverty-unemployment-rates_n_3666594.htmlhttp://www.foxnews.com/transcript/2015/01/16/changing-american-family/Achieve the corehttp://achievethecore.org/

http://www.achieve3000.com/



http://www.achieve3000.com/

http://achievethecore.org/

http://www.foxnews.com/transcript/2015/01/16/changing-american-family/

http://www.huffingtonpost.com/2013/07/28/poverty-unemployment-rates_n_3666594.html

http://www.huffingtonpost.com/2013/07/28/poverty-unemployment-rates_n_3666594.html

http://www.ascd.org/publications/books/109074/chapters/How-Poverty-Affects-Behavior-and-Academic-Performance.aspx

http://www.ascd.org/publications/books/109074/chapters/How-Poverty-Affects-Behavior-and-Academic-Performance.aspx

http://ic.galegroup.com/ic/uhic/ReferenceDetailsPage/DocumentToolsPortletWindow?displayGroupName=Reference&u=oldt1017&u=oldt1017&jsid=f41e5972a1b96738edeb7c35ba33c693&p=UHIC%3AWHIC&action=2&catId=&documentId=GALE%7CCX3425600021&zid=72d92d22ff6db2c80f093aec8d6591cc



http://www.scientificamerican.com/article/how-diversity-makes-us-smarter/

http://www.independent.co.uk/news/uk/home-news/britain-now-has-7-social-classes-and-working-class-is-a-dwindling-breed-8557894.html

http://www.independent.co.uk/news/uk/home-news/britain-now-has-7-social-classes-and-working-class-is-a-dwindling-breed-8557894.html

http://www.ushistory.org/us/12.asp

http://www.history.com/topics/native-american-history/native-american-cultures

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