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Prentice Hall Sociology © 2007, (Macionis)Correlated to:

Utah State Core Curriculum for Secondary Social Studies, Sociology(Grades 9-12)

UTAH STATE CORE CURRICULUM FOR SECONDARY SOCIAL STUDIES, SOCIOLOGY

PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate

resource(s))

• Explain social interaction through the view of the participants, setting, and activity.

SE/TE: Chapter Introductions, 92, 118, 144, 168, 194, 254, 280, 306, 334, 394, 444, 526, 580

TR: Annotated Instructor’s Edition; Instructor’s Manual; Test Item File, Sociological Classics: A Pocket Reader

TECH: TestGEN-EQ; Faculty Resources on CD (including the electronic versions of the Instructor’s Manual and the Test Item File); Film and Video Guide: Introductory Sociology; Video Library for Sociology; Introductory Sociology PowerPoint; OneKey; Classroom Response System for In-Class Questions; Census Interactive CD-Rom; Companion website

• Explain the function(s) of social interaction.

SE/TE: Dramaturgical Analysis: “The Presentation of Self”, 151-156; Interaction in Everyday Life: Three Application, 157-163



Course Description This course introduces the student to the principles of sociology. Students will study society, one's role in it, issues and problems, social change, and social movements. It includes a study of basic institutions including the family, with an emphasis on political and social organizations.

Standard 1

Students will demonstrate through individual and group processes a variety of creative, critical, causal, interpretive and reflective thinking skills through observing, reading, writing, listening, speaking, and problem solving.

Objective 1Develop observation skills to foster sociological inquiry.

1SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology





resource(s))

• Define common terms used by sociologists.

SE/TE: Key Concepts, 26, 56, 87-88, 113-114, 140, 164, 190, 275-276, 358, 390, 440, 466, 494, 634



• Compare and contrast a variety of writtenmaterials, including both primary and secondary sources.

TECH: Companion Website www.prenhall.com/macionis Sites to See, Census 2000, NY Times

• Interpret and synthesize information contained in textbooks and other instructional materials.

TECH: Companion Website www.prenhall.com/macionis Study Guide, Thinking Globally, Applying Sociology, Thinking About Diversity: Race, Class, and Diversity

• Write an essay on a social issue, utilizing a thesis, supporting paragraphs, and a conclusion.

TECH: Companion Website www.prenhall.com/macionis Study Guide, Thinking Globally, Applying Sociology, Thinking About Diversity: Race, Class, and Diversity, Thinking It Through

• Write and document a research project on a sociological topic using multiple resources and mediums.

TECH: Companion Website www.prenhall.com/macionis Study Guide, Thinking Globally, Thinking About Diversity: Race, Class, and Diversity, Thinking It Through, Applying Sociology, Applications and Exercises

• Identify the main and supporting ideas from a discussion or lecture.

TECH: Companion Website www.prenhall.com/macionis Objectives, Study Guide

Objective 2Develop sociological reading skills.

Objective 3Develop sociological writing skills.

Objective 4Develop listening skills in sociology.






resource(s))

• Organize information into notes. TECH: Companion Website www.prenhall.com/macionis Essays may be organized into notes from Study Guide, Thinking Globally, Applying Sociology, Thinking About Diversity: Race, Class, and Diversity, Thinking It Through

• Prepare and present an oral report on a social issue.

TECH: Companion Website www.prenhall.com/macionis Essay questions may be used orally from Study Guide, Thinking Globally, Thinking About Diversity: Race, Class, and Diversity, Thinking It Through, Applying Sociology, Applications and Exercises

• Participate in a group discussion of a social issue.

TECH: Companion Website www.prenhall.com/macionis Essay topics may be discussed prior to writing from Study Guide, Thinking Globally, Thinking About Diversity: Race, Class, and Diversity, Thinking It Through, Applying Sociology, Applications and Exercises

• Separate fact from opinion. TECH: Companion Website www.prenhall.com/macionis Thinking It Through

• Recognize and describe bias. SE/TE: Thinking it Through, 24, 54-55; Population and Sample, 44; Standardized Testing, 532

TE: Discuss, 148



Objective 5Develop speaking skills in sociology.

Objective 6Develop causal reasoning skills in sociology.






resource(s))

• Explain causal relationships. SE/TE: Testing A Hypothesis: The Experiment, 41; The Hawthorne Effect, 41-42; Illustration of anExperiment: The Stanford County Prison, 43; Thinking Critically, 159

TE: Pop Culture, 42



• Explain that events and actions may have both positive and negative consequences.

SE/TE: The Limits of Technology, 99-100; Bureaucratization, 630; Social change is controversial, 639; Structural-Functional Theory: Modernity as Mass Society, 646; The Ever-Expanding State, 647-648; Class Society: Problems of Powerlessness, 650-651; Modernity and Progress, 651-652; Thinking Globally, 652-653; Post-Modernity, 654-655; In the Times, 654-655; Applying Sociology, 656-657; Looking Ahead: Modernization and Our Global Future, 656-658; Thinking it Through, 658-659

TE: Note, 639



• Predict an outcome based on a given scenario.

TECH: Companion Website www.prenhall.com/macionis Thinking it Through, Applications and Exercises






resource(s))

• Analyze the importance of collecting sociological data.

SE/TE: Putting It All Together: Ten Steps in Sociological Investigation, 53



• Infer the motivations and biases of noted sociologists in their social and historical contexts.

SE/TE: Karl Marx: Society and Conflict, 100-101

TE: Note, 104



• Collect and categorize data about a specific social phenomenon.

TECH: Companion Website www.prenhall.com/macionis Applications and Exercises

• Compare, contrast, and analyze differing perceptions.

SE/TE: Chapter Introduction, 144; Thinking Critically, 159

TE: Global, 643


Objective 7Develop critical analysis skills in sociology.






resource(s))


• Use brainstorming strategies to discuss problems and potential solutions.

TECH: Companion Website www.prenhall.com/macionis Essay topics can be used in groups to brainstorm prior to writing from Study Guide, Thinking Globally, Thinking About Diversity: Race, Class, and Diversity, Thinking It Through, Applying Sociology, Applications and Exercises

• Develop solutions and predict outcomes to a current sociological problem based on data collected from a variety of sources.

TECH: Companion Website www.prenhall.com/macionis Study Guide, Thinking Globally, Thinking About Diversity: Race, Class, and Diversity, Thinking It Through, Applying Sociology, Applications and Exercises

• Distinguish sociology from other social sciences; i.e., anthropology, economics, geography, history, political science, psychology.

SE/TE: The Sociological Perspective, 2-6; The Importance of a Global Perspective, 6-9; Applying the Sociological Perspective, 10-12; The Origins of Sociology, 12-14; Thinking It Through, 24; Some Limitations of Scientific Sociology, 37-38

TE: Note, 223


Develop creative thinking skills in sociology.

Objective 8

Standard 2

Students will understand a comprehensive geographical view of the human and physical worlds and why and how they influence and relate to the environment, societies, and to global interconnectedness and interdependence.

Objective 1Describe sociology as a unique discipline within the social sciences.






resource(s))


• Explain how social institutions and situations influence individual behaviors from a sociological perspective.

SE/TE: Karl Marx: Society and Conflict, 100-104; Max Weber: The Rationalization of Society, 104-108



• Conduct an experiment on a hypothetical or real social situation using the scientific method.


• Employ a variety of approaches in the examination of world social problems; e.g., participant observation, survey, historical analysis, and case study.

SE/TE: Asking Questions: Survey Research, 43-46; In the Field: Participant Observation, 46-49; Using Available Data: Existing Sources, 49-51



Develop and practice methodological techniques, including the scientific method.Objective 2






resource(s))

• Identify and compare classical and contemporary theoretical approaches to sociology; e.g., Comte, Durkheim, Marx, Weber, Mills.

SE/TE: Seeing Personal Choice in Social Context, 5; Science and Sociology, 13-14; Sociological Theory, 14-21; Applying the Approaches: The Sociology of Sports, 21-23; Interpretive Sociology, 38-39; Critical Sociology, 39; Inequality and Culture: Social-Conflict Analysis, 83; Karl Marx: Society and Conflict, 100-104; Max Weber: The Rationalization of Society, 104-108; Emile Durkheim: Society and Function, 108-111; Critical Review: Four Visions of Society, 111; Applying Sociology, 112; Characteristics of Bureaucracy, 177-178; Bureaucratic Alienation, 179-180; Bureaucratic inertia, 181; Oligarchy, 181-182; Can Rationality Be Irrational?, 188; The Functions of Deviance: Structural-Functional Analysis, 224-226; Stratification and Conflict, 265-269; Socialism and Communism, 425; Power and Authority, 444-445; Theoretical Analysis of Religion, 499-501; Max Weber: Protestantism and Capitalism, 501-502; Emile Durkheim: The Division of Labor, 643-644; Max Weber: Rationalization, 644-645; Karl Marx: Capitalism, 645-646

TE: Discuss, 20, 226, 419, 645; Note, 172, 268, 644



• Apply one or more sociological theories to a contemporary social problem using one of the five themes of geography.

TECH: Companion Website www.prenhall.com/macionis Thinking Globally

Compare and distinguish between theoretical perspectives as they relate to the physical and social environment.

Objective 3






resource(s))

• Recognize nonmaterial, material, and symbolic cultural traits.

SE/TE: What is Culture?, 60-61; Material Culture and Technology, 73-74; The Self, 124-125; Nonverbal Communication, 153-154

TE: Global, 64; Discuss, 79



• Describe how cultural components of language, time and space, norms and values form the basis of a unique culture.

SE/TE: The Elements of Culture, 64-66, 68-74; Ethnomethodology, 150-151; Reality Building: Class and Culture, 151; Language: The Social Construction of Gender, 158-160; Applications & Exercises, #2, 165

TE: Discuss, 155; Global, 155



• Recognize the roles of archeologists and ethnologists.

TECH: Companion Website www.prenhall.com/macionis Applying Sociology: The Sociological Perspective

• Discuss the processes of cultural transmission.

SE/TE: A Global Culture?, 81-82; Culture and Change, 640

Standard 3

Students will demonstrate why and how ideas, attitudes, events, persons, movements, and documents have influenced humanity.

Objective 1Define culture and recognize the characteristics of culture.






resource(s))



• Demonstrate a knowledge of other cultures.

SE/TE: Thinking Globally, 86, 449, 472



• Compare and contrast the concepts of ethnocentrism and cultural relativity.

SE/TE: Ethnocentrism and Cultural Relativism, 80-81; The Biological Sciences: The Role of Nature, 118-119

TE: Note, 80, 173; Discuss, 81; Global, 100, 207, 351;



Objective 2Compare a variety of different cultures.






resource(s))

• Define and identify subcultures; e.g., hippies, gangs, Mexican Americans, Mennonites.

SE/TE: Material Culture and Technology, 73-74; Subculture, 75-76; Counterculture, 78-79; The Functions of Culture: Structural-Functional Analysis, 82; Deviant Subcultures, 226-227

TE: Pop Culture, 75; Resource, 111



• Analyze fashion and fads. SE/TE: Fashions and Fads, 618-619; Applications & Exercises, #3, 635

TE: Diversity, 225; Discuss, 619; Note, 619



• Explain how population growth and movement change a culture.

SE/TE: Culture: Growth and Limits, 598-605

TE: Note, 587


Objective 3Understand the factors which promote and inhibit cultural diffusion.






resource(s))


• Describe how war, technology, environment, and other factors effect cultural diffusion.

SE/TE: Societies throughout the world are increasingly interconnected, 9; Causes of Cultural Change, 79-80; A Global Culture?, 81-82; Horticultural and Pastoral Societies, 94-95



• Explain how the vested interests of a culture effect cultural change.

SE/TE: N/A

• Compare and contrast American society with other societies.

SE/TE: Global Stratification: An Overview, 307-312; Global Wealth and Poverty, 312-319



Standard 4

Students will demonstrate why people in different societies create and adopt systems of government and how each addresses human needs, rights, and citizen responsibilities.

Objective 1Determine what elements must be present for a society to exist.






resource(s))

• Describe changes and differences in American society from 1700 to the present.

SE/TE: Society in History: Time Lines, Inside Cover Fold-out Pages; In the Times, 50-51; Cultural Change, 79; Industrial Societies, 96-98; The Sexual Revolution, 199-200; The Sexual Counterrevolution, 200; Premarital Sex, 200-201; The Social Construction of Sexuality, 212-213; TheGlobal Economy and the U.S. Class Structure, 292, 294; Chapter Introduction, 334; Working Women and Men, 340; Table 13-2, 345; Gender: Looking Ahead, 355; African Americans, 378-380; Asian Americans, 380-383; Race and Ethnicity: Looking Ahead, 388; The Graying of the United States, 394-397; Aging: Looking Ahead, 412; The Information Revolution and Postindustrial Society, 421; Work in the Postindustrial Economy, 427-431; The Economy: Looking Ahead, 437; U.S. Culture and the Rise of the Welfare State, 450-451; Child Rearing, 479-480; Thinking It Through, 490; Schooling in the United States, 529-530; The Growth of U.S. Cities, 590-593; What is Social Change?, 639; Ferdinand Tonnies: The Loss of Community, 642-643; Applications & Exercises #1 and #3, 661

TE: Note, 73, 396, 397, 422, 430, 592, 592; Discuss, 323, 422; Then and Now, 428, 431, 481, 484, 486, 575, 595; Global, 428; Diversity, 484; Exercise, 493








resource(s))

• Explain the differences among primary groups, secondary groups, aggregates, and categories.

SE/TE: Social Groups, 168-175

TE: Note (2), 169; Pop Culture, 169



• Discuss the impact and relationship of reference groups on a group's dynamics.

SE/TE: Reference Groups, 172

TE: Discuss, 173



• Distinguish between in-groups and out-groups.

SE/TE: In-Groups and Out-Groups, 173

TE: Note, 173



Objective 2Describe the basic types of social organizations and social structures in the United States.






resource(s))

• Identify types of formal organizations. SE/TE: Rationality, Bureaucracy, and Science, 108; What Children Learn, 129; Formal Organizations, 175-182; Corporations, 433-437; Bureaucracy, 538-539

TE: Note, 177



• Identify the primary characteristics of a bureaucracy.

SE/TE: Rational Social Organization, 107-108; What Children Learn, 129; Characteristics of Bureaucracy, 177-178; Organizational Environment, 178; The Informal Side of Bureaucracy, 178-179; Problems of Bureaucracy, 179-181; In the Times, 180-181; Oligarchy, 181-182; Bureaucracy, 538-539; Bureaucratization, 630

TE: Note, 182



• Compare and contrast groups on the basis of their respective activities; e.g., power/authority, norms, criteria for membership, communication.

SE/TE: An Application: The Doctor’s Office, 151-152







resource(s))


• State the purposes and social activities associated with family, education, government, and religion.

SE/TE: Families: Basic Concepts, 470; Theoretical Analysis of Families, 473-477; Theoretical Analysis of Religion, 499-501; Chapter Introduction, 526; The Functions of Schooling, 530

TE: Q, 475; Note, 651



• Distinguish between various philosophies, forms, and practices associated with the family institution; e.g., nuclear, extended, matriarchal, patriarchal.

SE/TE: Patriarchy and Sexism, 336-338; Thinking About Diversity: Race, Class & Gender, 349; Families: Global Variations, 471; Patriarchy, 476



Objective 3Identify and explain the major social institutions of society.






resource(s))

• Compare and contrast various philosophies, forms, and practices associated with educational institutions; e.g., public, private, parochial, alternative.

SE/TE: The Social-Conflict Approach, 17-18; Institutional Prejudice and Discrimination, 372; Inequality Among Schools, 533-535; Recent Issues in U.S. Education, 542-545

TE: Note (2), 543; Then and Now, 544; Cyber, 544; Discuss, 545



• Evaluate various philosophies, forms, and practices associated with governmental institutions; e.g., authoritarian, totalitarian, monarchical, democratic.

SE/TE: Democracy and free enterprise, 69; Politics in Global Perspective, 445-446, 448-450; Thinking Globally, 449; Thinking It Through, 464; Medicine in Socialist Nations, 566; Medicine in Capitalist Nations, 566-567TE: Note, 446, 448, 448; Pop Culture, 446; Global, 449; Cyber, 449



• Distinguish between various philosophies, forms, and practices associated with economic institutions; e.g., preindustrial and contemporary market, centrally-planned and alternative.

SE/TE: Gerhard Lenski: Society and Technology, 92-96; Conflict and History, 102; Two Worldviews: Tradition and Rationality, 105; Deviance and Capitalism, 232; The Information Revolution and Postindustrial Society, 421; Economic Systems: Paths to Justice, 422-427; Thinking It Through, 438; Democracy and Freedom: Capitalist and Socialist Approaches, 448

TE: Note, 422, 430






resource(s))



• Distinguish between various philosophies, forms, and practices associated with religious institutions; e.g., Buddhist, Christian, Islamic, Jewish.

SE/TE: Illustration of the Use of Existing Sources: A Tale of Two Cities, 49-51; Horticultural and Pastoral Societies, 94-95; Weber’s Great Thesis: Protestantism and Capitalism, 105-107; World Religions, 506-511

TE: Diversity, 507; Note (2), 508, (2), 509, 510; Pop Culture, 510; Global, 510



• Explain the nature v. nurture concept regarding socialization.

SE/TE: Human Development: Nature and Nurture,118-120; Applications & Exercises #1, 141; The Biological Context, 223; Personality Factors, 223-224TE: Note, 68, 119, 121: Exercise, 139

TR: Annotated Instructor’s Edition; Instructor’s Manual; Test Item File, Sociological Classics: A Pocket ReaderTECH: TestGEN-EQ; Faculty Resources on CD (including the electronic versions of the Instructor’s Manual and the Test Item File); Film and Video Guide: Introductory Sociology; Video Library for Sociology; Introductory Sociology PowerPoint; OneKey; Classroom Response System for In-Class Questions; Census Interactive CD-Rom; Companion website

Objective 4Explain the process of socialization.






resource(s))

• Describe the effects of social isolation on humans and other primates.

SE/TE: Chapter Introduction, 118; Social Isolation, 119-120

TE: Diversity, 120; Discuss, 120; Note, 120


• Identify the agents of socialization; e.g., family, schools, peer groups, mass media, social structures.

SE/TE: Development of the Self, 125-126; Agents of Socialization, 127-133;Primary and Secondary Groups, 169; The Incest Taboo, 197; Hirschi’s Control Theory, 231; Socialization, 530

TE: Note, 127, 177, 651; Discuss, 127; Pop Culture, 128



• Examine the influence of status and roles on the development of individuals.

SE/TE: Status, 145-146; Role, 146-149; Thinking About Diversity: Race, Class & Gender, 146; Dramaturgical Analysis: “The Presentation of Self”, 151-152; Applications & Exercises #1, 165; Stigma, 229

TE: Note, 147, 229; Discuss (2), 147







resource(s))


• Describe the effect of social norms and values on human behavior.

SE/TE: Key Values of U.S. Culture, 68-71; Ethnomethodology, 150-151; Reality Building: Class and Culture, 151; Applications & Exercises #2, 165; Applications & Exercises, #1 and #2, 191; Cultural Variation, 196-197; The Incest Taboo, 197; What is Deviance? , 222-223; The Social Foundations of Deviance, 224; Durkheim’s Basic Insight, 224-225

TE: Discuss, 155, 224; Global, 155; Resource, 248



• Discuss key theories of socialization; e.g.,Sigmund Freud’s model of personality, Jean Piaget’s cognitive development, George H. Mead’s social self.

SE/TE: Understanding Socialization, 121-127; Thinking It Through, 138; Applications & Exercises #2, 141

TE: Note, 121, 122, 123, 125; Pop Culture, 125







resource(s))

• Compare and contrast the modes of socialization in childhood, adolescence, adulthood, and old age.

SE/TE: Erik H. Erikson’s Eight Stages of Development, 126-127; Agents of Socialization, 127-128; Applying Sociology, 129; Socialization and the Life Course, 133-137; Adultescent, 134-135; Transitions and Challenges of Aging, 401-402; Bereavement, 411-412



• Cite personal observations related to the socialization process.


• Examine different applications of resocialization.

SE/TE: Resocialization: Total Institutions, 137-138








resource(s))

• Discuss the impact of racial and/or ethnic discrimination within the United States and other countries.

SE/TE: The Race-Conflict Approach, 19-20; Thinking about Diversity, 19; Sports and Conflict, 22-23; Diversity Snapshot, 23; Illustration of Survey Research: Studying the African American Elite, 45-46; Applications & Exercises #3, 57; Television and Political Bias, 131; The First Challenge: Race and Gender, 182-183; Hate Crimes, 234-235; Thinking About Diversity: Race, Class, & Gender, 235; Race and Ethnicity, 239-240; Police, 242-243; Minority Women: Intersection Theory, 346; Thinking About Diversity: Race, Class, & Gender, 367; African Americans, 378-380; Asian Americans, 380-383; Hispanic Americans/Latinos, 383-388; Thinking It Through, 386-387; Race and Ethnicity: Looking Ahead, 388; Aging and Poverty, 404-405

TE: Diversity, 202, 239, 240, 365, 383, 384, 384; Discuss, 243, 372, 388, 388



• Discuss explanations for the onset of discrimination; e.g., labeling, stereotyping, ethnocentrism, scapegoating.

SE/TE: Thinking About Diversity: Race, Class, & Gender, 136; Prejudic3e, 366-371; Discrimination, 373

TE: Discuss, 367; Note, 367; Diversity, 368, 370


Standard 5

Students will demonstrate why and how commonalities and differences of ideas, attitudes, choices, and technologies influence the interaction and behavior of individuals, groups, institutions, and cultures.

Objective 1Analyze the causes and effects of discrimination, prejudice and racism.






resource(s))


• Describe how and why institutions and individuals apply the following: assimilation, accommodation, discrimination, and genocide.

SE/TE: Assimilation, 373; Genocide, 374; Native Americans, 375

TE: Pop Culture, 374



• Observe and relate examples of gender bias and discrimination within the United States and other countries.

SE/TE: Feminism and the Gender-Conflict Approach, 18; Sports and Conflict, 22; Gender and Research, 39-40; Carol Gilligan’s Theory of Gender and Moral Development, 123-124; Thinking About Diversity: Race, Class & Gender, 124; Middle Adulthood, 135; Window on the World, 148; Gender and Performances, 155-156; The Cultural Side of Emotions, 158; Language: The Social Construction of Gender, 158-160; Two Leadership Roles, 170; The First Challenge: Race and Gender, 182-183; The Sexual Revolution 199-200; Sexuality: Reflecting Social Inequality, 213-214; Deviance and Gender, 235-236; Mobility: Race, Ethnicity, and Gender, 290-291; Poverty and Women, 316; Gender and Inequality, 334-338; Gender and Socialization, 339-340; Applying Sociology, 341; Gender and Social Stratification, 340-350; Aging and Poverty,. 404-405; Gender, 485; Schooling in India, 527; Applying Sociology, 546; Population Composition, 583

Objective 2Analyze gender discrimination.






resource(s))

TE: Social Survey, 123; Global, 156, 339, 343; Discuss, 159, 187, 210, 255, 256, 340, 355, 431; Diversity, 273; Pop Culture, 340,341; Then and Now, 342; Note, 343, 557



• Explain the origins and consequences of gender discrimination within different cultural contexts.

SE/TE: Global Map 1-1, 4; Seeing Personal Choice in Social Context, 5; Gender and Research, 39-40; Gender and the Mass Media, 340; Theoretical Analysis of Gender, 351-352; Thinking About Diversity: Race, Class, & Gender, 502-503

TE: Note, 340



• Discuss solutions to gender-based social problems.

SE/TE: Feminism, 353-355; Thinking About Diversity: Race, Class, & Gender, 588








resource(s))

• Compare examples of class stratification within the United States and other countries.

SE/TE: Seeing the General in the Particular, 2; The Importance of a Global Perspective, 6-8; High Culture and Popular Culture, 75; Race and Class, 128; Application & Exercises, #1 and #2, 277; Dimensions of Social Inequality, 280-282; U.S. Stratification: Merit and Caste, 283-284; Social Classes in the United States, 284-287; Seeing Ourselves, 288; The Power-Elite Model: A Few People Rule, 455TE: Note, 281, 554; Diversity, 287; The Map, 288



• Explain the origins and consequences of class stratification in the United States and other countries; e.g., the caste system in India, apartheid in South Africa, worldwide homelessness.

SE/TE: The Importance of a Global Perspective, 6-8; Caste and Class Systems, 255-261; The Functions of Social Stratification, 264-265; Stratification and Conflict, 265-269; Stratification and Interaction, 269-270; The Difference Class Makes, 288-289; Poverty in the United States, 294-300

TE: Note, 259; Global, 260; Diversity, 288; Discuss, 290



Objective 3Analyze social inequality based upon class stratification.






resource(s))

• Develop solutions to a class stratification-based social problem; e.g., caste, poverty, sexual harassment.

SE/TE: Critical Review, 296; Thinking Critically, 297

TE: Social Survey, 297; Note, 299



• Observe and relate examples of social inequity; e.g., age, economics, disability.

SE/TE: The Importance of a Global Perspective, 6-8; Applying Sociology, 10; The Social-Conflict Approach, 17-18; In the Times, 50-51; Old Age, 135; Thinking About Diversity: Race, Class, & Gender, 146; Window on the World, 202; Hate Crimes, 234-235; Critical Review, 265; Thinking It Through, 274; Global Stratification: An Overview, 307-312; Global Wealth and Poverty, 312-319; Aging and Poverty, 404-405; Ageism, 406; Social-Conflict Analysis: Aging and Inequality, 408; Schooling and Social Inequality, 532-537; Social-Conflict Analysis: Health and Inequality, 572-573; Environmental Racism, 605

TE: Pop Culture, 235, 395, 395; Note, 235, 239, 312, 404; Diversity, 242; Global, 307, 311, 313



Objective 4Analyze additional forms of social inequity.






resource(s))

• Discuss how individuals have assisted minority groups to gain status and affect social change; e.g., Caesar Chavez, Martin Luther King, Eleanor Roosevelt, Sitting Bull.

SE/TE: In the Times, 152-153



• Identify and describe how individuals and groups rationalize social inequities.

SE/TE: Conflict and History, 102; Weber’s Great Thesis: Protestantism and Capitalism, 105-107; Ideology: The Power Behind Stratification, 263-264; Thinking Critically, 264; One View: Blame the Poor, 295-296TE: Note, 263; Discuss, 264



• Describe why and how a particular economic issue constitutes a social problem; e.g., poverty, wealth, health care.

SE/TE: Deviance and Capitalism, 232-233; Poverty in the United States, 294-296, 298; Social Class and Race, 556; Paying for Medical Care: The United States, 568-569; Social-Conflict Analysis: Health and Inequality, 572-573

TE: Q, 572

Standard 6

Students will demonstrate why societies organize available resources for the production, distribution, and consumption of goods and services.

Objective 1Investigate poverty, crime, conflict and other relevant social problems.






resource(s))



• Examine social problems from different economic conditions: welfare, middle-class, affluent.

SE/TE: Thinking It Through, 299



• Discuss solutions to past, present, and future economic problems.

SE/TE: N/A

• Synthesize historical and contemporary sociological principles as they apply to the resolution of a socioeconomic problem; e.g. homelessness, school dropouts, unemployed.

SE/TE: Global Stratification: Theoretical Analysis, 319-327; Global Stratification: Looking Ahead, 327-328


Objective 2Consider various sociological methods in resolving economic problems.






resource(s))

• Use appropriate strategies to identify and meet needs and goals.

TECH: Companion Website www.prenhall.com/macionis offers students opportunities to meet needs and goals of text

• Organize resources and time efficiently. TECH: Companion Website www.prenhall.com/macionis provides resources for students to utilize time efficiently

• Explore the three major theories of social change and discuss the strengths and weaknesses of each theory.

SE/TE: Explaining Social Movements, 624-629; Modernity, 641-646; Theoretical Analysis of Modernity, 646-651



• Recognize the importance of social movements in fostering or inhibiting social change.

SE/TE: Claims Making, 624; Social Movements and Social Change, 631



• Investigate career opportunities in sociology and social work.

SE/TE: Careers: The “Sociology Advantage”, 11-12; Growing Old: Biology and Culture, 397

TE: Discuss, 11


Standard 7

Students will demonstrate why and how lifelong learning, collaboration, and responsible citizenship are necessary to promote the personal and public good.

Objective 1Demonstrate the characteristics of lifelong learning in school activities.






resource(s))


• Listen with respect to the ideas, beliefs, and views of others.

TECH: Companion Website www.prenhall.com/macionis provides opportunities for discussion from essay topics from Study Guide, Thinking Globally, Thinking About Diversity: Race, Class, and Diversity, Thinking It Through, Applying Sociology, Applications and Exercises

• Demonstrate an understanding of a group's needs or goals.

TECH: Companion Website www.prenhall.com/macionis Thinking Globally, Applying Sociology, Thinking About Diversity: Race, Class, and Diversity

• Show respect and willingness to participate in problem-solving activities while serving in a variety of roles.

TECH: Companion Website www.prenhall.com/macionis provides opportunities for discussion from essay topics from Study Guide, Thinking Globally, Thinking About Diversity: Race, Class, and Diversity, Thinking It Through, Applying Sociology, Applications and Exercises

• Resolve conflicts positively. TECH: Companion Website www.prenhall.com/macionis provides opportunities for discussion from essay topics from Study Guide, Thinking Globally, Thinking About Diversity: Race, Class, and Diversity, Thinking It Through, Applying Sociology, Applications and Exercises

• Use resources effectively. TECH: Companion Website www.prenhall.com/macionis provides resources for students Sites to See, NY Times, Census 2000

• Distinguish between social movements and collective behavior.

SE/TE: Studying Collective Behavior, 612-613; Social Movements, 621-623; Structural-Strain Theory, 626


Objective 2Demonstrate collaboration in working with others to achieve specified results.






resource(s))


• Understand the role of the media in influencing social change.

SE/TE: Applying Sociology, 341; Mass Media and War, 461

TE: Pop Culture, 436; Exercise, 633



• Respect individual rights and property. TECH: Companion Website www.prenhall.com/macionis Thinking It Through

• Demonstrate individual responsibility. TECH: Companion Website www.prenhall.com/macionis Thinking It Through

• Recognize how individual and social decisions affect self, family, and community.


• Recognize how fashion, fads, media, and advertising can affect social actions and decisions.

SE/TE: Mass Media and War, 461; Thinking About Diversity: Race, Class & Gender, 558; Public Opinion and Propaganda, 618; Fashions and Fads, 618-619

TE: Pop Culture, 618


Objective 3Demonstrate an understanding of, and a reasoned commitment to, the rule of law.






resource(s))


• Analyze historical and contemporary examples of social change and determine whether they were positive or negative.

SE/TE: Social Movements and Social Change, 631; What is Social Change?, 639



• Identify individuals who have demonstrated respect and support for the rights, responsibilities, and dignity of people or social groups.

SE/TE: The Race-Conflict Approach, 19-20; Thinking About Diversity, 19; Lawrence Kohlberg’s Theory of Moral Development, 123; Feminism, 353; Pictures with caption, 378




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