sociology - saisd€¦ · web viewusing a word processing program, ... sociology; georg simmel,...

SociologyWeek 1 Unit of Study: The Sociological Point of View First/Third Grading PeriodTEKS (Content)

TEKS (Skills and Processes)

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Vocabulary Resources Instructional GuidelinesWord Wall

Textbook

Skills Handbook: pp. S18-S27Research Methods and Using Statistics

Unit 1: Chapter 1 Section 2 p. 15, Building Social Studies Skills

Chapter 1 Review p. 20, Writing about Sociology, 1 or 2

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Internet Resources

See campus librarian for additional print and non-print resources.

The teacher will use Before, During and After strategies to: demonstrate how sociological research methods work.

Key Questions Student BehaviorsGetting the Big Ideas Strategies

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Assessment

Before: preview the textbook (look at the titles, pictures, and key words) and then predict about culture, social structure and social life. begin by brainstorming and using a K-W-L chart to map prior knowledge about social life. begin writing in the interactive notebook answering the following questions, “What are your personal reasons for studying sociology? What do you hope to gain from this semester experience?”

During: identify terms and analyze concepts related to culture, social structure, and social life. explain the purpose(s) of the steps involved in the research process and using statistics. describe the basic concepts of mean, medium, and mode using the classroom as an example. explain what is meant by a “sociological imagination.”

SAISD 2008-09 Sociology (First/Third Grading Period) of 20

http://lms.saisd.net/web/Scope/index.html


After: review the interactive notebook entry, and continue to write answering the following questions, “What

is your opinion of the research methods and the statistics used for sociology?” demonstrate an understanding of the research methods and provide understanding by using statistics. complete the K-W-L chart about social life.

Technology Integration: Guide students to using a word processing program, have students create a bar graph about teenage suicide using the map of the United States on page 13 in the textbook.

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Instructional Modifications/ Accommodations Determined by ARD/IEP

Before: begin an outline explaining about the steps involved in the research process.

During: continue to outline about the steps involved in the research process. create a graphic organizer explaining the age population pyramid for your school similar to the chart on page

S25 in the textbook.

After: provide a list about the three perspectives in sociology and the founder that is connected to each perspective. complete the outline about the steps involved in the research process.

ELL

During: create a kinesthetic activity about the different heights of all the boys and girls in the classroom.

After: create a bar graph to represent the different heights in your classroom one for the boys and one for the girls. show the average height for the boys and the girls. present your bar graph to the classroom and ask the question, “Who is taller the boys or the girls?”

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http://www.saisd.net/ADMIN/curric/Interimassessment/standards/modifications2.doc

SociologyWeek 2 Unit of Study: Cultural Diversity First/Third Grading PeriodTEKS (Content)


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Textbook

Unit 1: Chapter 2 Section 1 Review p. 29, Extend activitySection 2 Review p. 39, Finding the Main Idea

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The teacher will and Before, During and After strategies to:


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Assessment

Before: preview the textbook (look at the titles, pictures, and key words) and then predict about cultural diversity. begin a discussion and brainstorm using a K-W-L chart to map prior knowledge about culture diversity. use an anticipation/prediction guide to predict how to connect the meaning of culture and cultural variations and languages.

During: identify terms and analyze concepts related to cultural diversity. describe the characteristics of cultural diversity and make a tabbed foldable about the characteristics. list some of the norms for American society and write the name of a country that the norm is not for that

country such as, shaking the head up and down for yes for the U. S. but for the country of India it means “no”.




After: write an essay that explains culture, the components of culture, and the levels of culture. write an essay that explains variations within societies using different countries as examples. in a brief paragraph describe universals and explain why they exist.

Technology Integration: Guide students to use the Internet to gather or research information about ethnocentric and cultural relativisms and make a PowerPoint presentation. Provide examples for each, and compare and contrast the U. S. to another country as part of the examples. Provide positive and negative examples as part of the presentation.

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Before: define ethnocentrism and cultural relativism.

During: use a T-chart to examine the levels of culture. create a graphic organizer explaining culture, material culture and nonmaterial culture.

After: create a bar graph of the U. S. map on immigration on page 38 of the textbook. complete the created graphic organizer with example of material and nonmaterial culture.

ELL

During: make a foldable that summarizes the advantages and disadvantages of the different types of culture. Do not use the

U.S. as part of the foldable.

After: make a graphic organizer outlining some of the cultural differences from your country to the United States. participate in a present to the classroom about your cultural differences graphic organizer.

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SociologyWeek 3 Unit of Study: Cultural Conformity and Adaptation First/Third Grading PeriodTEKS (Content) TEKS (Skills and Processes)

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Textbook

Unit 1: Chapter 3 Section 1 p. 49, Case Study Research ActivitySection 3 p. 55, Spotlight on the Adaptive American Language

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Assessment

Before: preview the textbook (look at the titles, pictures, and key words) and then predict about the American value system, social control and social change. brainstorming and using a K-W-L chart to map prior knowledge about American value system, social control and social change. begin an outline about social change in people. begin writing in the interactive notebook answering the following question; “Explain how you feel about

the American value system. Support your position.

During: identify terms and analyze concepts related to American value system, social control and social change. explain how people in a society enforce change for a norm. continue to outline social change in people. describe the basic values of American culture.




After: write an essay that analyzes the American value system, social control and social change. complete the outline about social change in people. Then write an essay that explains social change and the factors that lead people to resist social change. Create an illustrated tabbed foldable about “100% American”. Answer the following;

o Name one food product that is 100% American.o Name one value that is 100% American.o Name one idea that is 100% American.o Name one social influence that is 100% American.o Name one invention that is 100% American.

complete the K-W-L chart to map prior knowledge about American value system, social control and social change. o review the interactive notebook entry, and continue to write answering the following questions,

“Which part of this chapter impressed you the most? Support your answer with evidence from the chapter.”

Technology Integration: Guide students to use the Internet to gather or research information about the following people that have contributed to Sociology; Emile Durkheim, Jessie Bernard, Florence Kelly, Emily Greene Balch, C. Wright Mills,

Auguste Comte, Karl Marx, Jane Addams, Robert M. Williams, James M. Henslin, Daniel Bell, Max Weber, Harriet Martineau, and American Sociology Association (ASA).

provide dates of birth and death, a picture, significant contributions to sociology and the impact these contributions have had on history past and present day. present your information to the classroom and place report/essay on a Wall of Fame.

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During: create a web graphic organizer explaining American values.

After: complete the web graphic organizer explaining American values. make a bar graph using a word processing computer program about Internet availability in the United States using

the map of the U.S. on page 60.

ELL

During: create a kinesthetic activity about how social norm are enforced. Look at the picture on page 51 and write a role play about the picture. Use volunteer students to write and do the role play.

After: complete writing the role play about how social norm are enforced. participate in a present to the classroom about how social norm are enforced.

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SociologyWeek 4 Unit of Study: Social Structure First/Third Grading PeriodTEKS (Content)


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Textbook

Unit 1: Chapter 4Section 1 p. 67, Applying Sociology: Role Models Section 4 p. 79, Continuum of Primary-Secondary Group Relationships

Chapter 4 p. 93, Sociology in Action: Unit 1 Simulation Print Resources

Community Resources

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Internet Resources




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Assessment

Before: preview the textbook (look at the titles, pictures, and key words) and then predict about the building

blocks of social structure, social interaction, types and groups of societies, and the structure of a formal organization. begin by brainstorming and using a K-W-L chart to map prior knowledge about the building blocks of social structure, social interaction, types and groups of societies, and the structure of a formal organization. use an anticipation/prediction guide to predict how other societies exist in the world.

During: identify terms and analyze concepts related to the building blocks of social structure, social interaction, types and groups of societies, and the structure of a formal organization. describe in a discussion the two major components of social structure and explain how types of groups are part of the social structure. evaluate the characteristics related to the building blocks of social structure, social interaction, types and groups of societies, and the structure of a formal organization.




After: write an essay that explains about the building blocks of social structure, social interaction, types and groups of societies, and the structure of a formal organization. complete the K-W-L chart about the building blocks of social structure, social interaction, types and groups of societies, and the structure of a formal organization. distinguish between the types of interactions that stabilize social structure and those that can disrupt. describe some of the formal structures that guide day –to-day life in your school. use a decision-making process or problem-solving process to identify a situation that requires a decision, gather information, identify options, and take action to implement a decision or solve a problem about social interaction, types and groups of societies, and the structure of a formal organization.

Technology Integration: Guide students to use the Internet to gather or research information about the building blocks of social structure, social interaction, types and groups of societies, and the structure of a formal organization. research on the SAISD website to find the formal structure of the school district. Make a diagram similar to the chart on page 86 in the textbook.

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Before: begin an outline about the building blocks of social structure, social interaction, types and groups of societies,

and the structure of a formal organization.

During: continue to outline about the building blocks of social structure, social interaction, types and groups of societies, and the structure of a formal organization. with a partner, select 5 people that you would commonly see as an ascribed status person.

After: complete the outline about building blocks of social structure, social interaction, types and groups of societies, and the structure of a formal organization.

ELL

Before: evaluate the effectiveness of bureaucracies.During: give examples and list people who have been good, important role models in your life.

After: make a PowerPoint presentation to show the classroom about one of the good, important role models in your life.

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SociologyWeek 5 Unit of Study: Socializing the Individual First/Third Grading Period

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Textbook

Unit 2: Chapter 5 Section 1 p. 104, Exploring Cultural DiversitySection 2 p. 108, Homework Cartoon activity to be done in the classroomSection 3 Review p. 115, Finding the Main Idea

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Assessment

Before: preview the textbook (look at the titles, pictures, and key words) and then predict about personality development, the social self, and agents of socialization. brainstorm about personality development and predict the influence the social self has on a persons personality.

During: identify terms and analyze concepts related to personality development, the social self, and agents of socialization. analyze the characteristics of the social self, and agents of socialization. explain using a web graphic organizer the agents of socialization. describe the basic concepts of the social self.




After: write an essay that explains personality development, the social self, and agents of socialization. describe the four main factors that affect the development of personality. use a decision-making process or problem-solving process to identify a situation that requires a decision,

gather information, identify options, and take action to implement a decision or solve a problem about personality development, the social self, and/or agents of socialization.

Technology Integration: Guide students to use the Internet to gather or research information about the Nature vs. Nurture theory. Write a persuasive

report explaining and supporting the side of the theory you agree with the most. Provide the differences, similarities, components, and the influences a family can have on this theory.

Write an opinion report about why family and education are important to social institutions in the U. S.

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During: make a foldable that summarizes the following question; “What do you think is the most important influence on a

person’s personality, environment or heredity?” Provide evidence to support your answer(s).

After: list and give examples about the socialization theory.

ELL

Before: Conduct a short field study survey for the classroom. Ask the following questions;

o Do you like to watch advertisements on television? Why?o Do you buy products you see on the television? Give examples such as, make-up, razors …etc…o Create (3) more questions for this field study survey.

During: use a T-chart and explain the differences both positive and negative about Anna and Isabelle stories in the textbook on pp. 102-103. organize the study survey answers into a bar graph.

After: present the T-chart to the classroom about Anna and Isabelle. present your findings on the survey to the classroom.

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SociologyWeek 6 Unit of Study: The Adolescent in Society First/Third Grading Period

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Textbook

Unit 2: Chapter 6 Section 1 Review p.126, Writing and Critical ThinkingSection 3 p. 142, Close activity

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Assessment

Before: preview the textbook (look at the titles, pictures, and key words) and then predict about adolescents in our society, teenagers and dating, and challenges of adolescence. brainstorm about adolescents in our society, teenagers and dating, and challenges of adolescence. begin writing in the interactive notebook answering the following questions, “Teenagers of today have life more difficult or easier than the teenagers of the 1950s?” Support your answers with evidence.

During: identify terms and analyze concepts related to adolescents in our society, teenagers and dating, and challenges of adolescence. analyze the challenges of adolescence. identify, describe and write about the five major features of adolescence. Select one feature that you feel is most important and write why this feature is most important. describe the basic concepts about teenagers and dating.




After: write an essay that compares and contrasts adolescents in our society from the 1960s to present day. demonstrate research methods using statistics to show the average age to date for males and females from

the 1960s to 2000. Then organize researched information into bar graphs comparing the 1960s to 2000. Include mean, median and mode or a bell curve.

review the interactive notebook entry, and continue to write answering the following questions, “In your opinion which is more difficult, dating or fitting in with society?” Support your answer(s) with evidence.

use a decision-making process or problem-solving process to identify a situation that requires a decision, gather information, identify options, and take action to implement a decision or solve a problem about

adolescents in our society, teenagers and dating, and/or challenges of adolescence.

Technology Integration: Guide students to use the Internet to gather or research information about adolescents in our society, teenagers and dating, and the challenges of adolescence. Write a report to include the following;

o adolescents in our American society from 1850 to 1950.o teenagers and dating in America from 1850 to 1950.o challenges of adolescence in America from 1850-1950.

explain the changes and provide examples that have happened over time for each category above. if possible provide an illustration or a picture for each time period and category.

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During: review the map of the U. S. on teen suicide on page 13.

After: create a bar graph or pie chart merging the map on page 13 with the bar graph on page 141 about teenage suicide.

ELL

During: make a new graph about trends in drug use among high school seniors for the years 1990, 1995, and 2000. use the following categories to make the new graph; marijuana, cocaine, alcohol and cigarettes.

After: write a report/essay explaining why the numbers for each drug has or has not changed over the 10 years.

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SociologyWeek 7 Unit of Study: The Adult in Society First/Third Grading Period

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Textbook

Unit 2: Chapter 7 Section 2 Review p. 161, Finding the Main IdeaSection 3 p. 173, Sociology Projects: Connecting to Science

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Assessment

Before: preview the textbook (look at the titles, pictures, and key words) and then predict about early and middle adulthood, the world at work, and the later years. brainstorm about early and middle adulthood, the world at work, and the later years, where students see the significant parent(s) others in their life.

During: identify terms and analyze concepts related to early and middle adulthood, the world at work, and the later years. explain the purpose of retirement and discuss what you would like to do in your retirement years. examine the characteristics of what it means to be a world at work. summarize the adult male and adult female development using a graphic organizer. describe the basic concepts of the later years.




After: write an essay that compares and contrast the early and middle adulthood, the world at work, and the later years. use a decision-making process or problem-solving process to identify a situation that requires a decision, gather information, identify options, and take action to implement a decision or solve a problem about the

about early and middle adulthood, the world at work, and the later years. write a brief report about some the challenges the older Americans face today in our society. Are they the

same challenges as in the past?

Technology Integration: Guide students to use the Internet to gather or research information about the following people that have contributed to Sociology; Georg Simmel, Ferdinand Tonnies, John B. Watson, Kingsley Davis, Rene Spitz, John Locke, Charles Horton Cooley, George Herbert Mead, Willard Waller, Daniel Levinson, Irene Frieze, Esther Sales, Robert K. Merton, Richard Quinney, Travis Hirschi, Edwin Sutherland, Edwin Lemert, Howard Becker and Harold Garfinkel. provide dates of birth and death, significant contributions to sociology and the impact these contributions have had on history past and present day. present to the classroom and place report/essay on a Wall of Fame.

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During: make a causal chain graphic organizer explaining the three phases of late adulthood.

After: create a kinesthetic activity about a man or a woman going from teenager to old adult age 80. Include a role play dialogue with the kinesthetic activity.

ELL

During: list the jobs that are going to have medical openings according to the chart on Projected Growth, on page 161. create

a bar graph to show the numbers given with the jobs available.

After: present to the classroom a personal time line of your life predicting what you think you will be doing in 10 years.

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SociologyWeek 8 Unit of Study: Deviance and Social Control First/Third Grading PeriodTEKS (Content)


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Textbook

Skills Handbook: Research Methods and Using Statisticspp. S18-S27

Unit 2: Chapter 8Section 1 p. 185, Extend activity #3Section 2 Review p. 197, Summarizing and Finding the Main IdeaUnit 2 Simulation p. 201, Sociology in Action

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The teacher will use Before, During and After strategies to:


CRigor

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Assessment

Before: preview the textbook (look at the titles, pictures, and key words) and then predict about deviance and crime. brainstorm using a K-W-L chart to map prior knowledge about deviance and crime.

During: identify terms and analyze concepts related to the social functions of deviance and crime. explain the purpose(s) of deviance and crime. analyze the four characteristics of the American criminal-justice system. compare and contrast using a graphic organizer about deviance and crime. describe the basic concepts about the social functions of deviance and crime.




After: write an essay that compares and contrasts the social functions of deviance and crime. demonstrate using research methods and statistics about the crime rate. The crime rate has fallen but the

prison population has gone up. WHY? Provide a graph showing the crime rate over the last few years and the population numbers in the prison system. Present your findings to the classroom.

complete the K-W-L chart about deviance and crime.

Technology Integration: Guide students to use the Internet to gather or research information about the social functions of deviance. Research for the main theories that have been proposed to explain deviance. Write a one page report about your findings.

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During: summarize the Case Study on page 178 of the textbook and present the summary to the classroom.

After: give examples of different jobs that deal with crime as employment opportunities such as, police officer, prison guard, and/or FBI investigator etc....

o provide the amount of education that is required for each job, and salary. o research may need to be done on the Internet or in the library for this information

ELL

During: create a new graphic organizer about imprisonment rates in the United States for the year 2000. Convert the

map information on page 196 in the textbook.

After: present to the classroom the new graphic organizer about imprisonment.

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SociologyWeek 9 Unit of Study: Social Stratification First/Third Grading PeriodTEKS (Content)


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Textbook

Unit 3: Chapter 9 p. 205, Life in Society and Applying SociologySection 2 Review p. 220, Identifying Cause and Effect

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Community Resources

Media Resources

Internet Resources




CRigor

Relevance

Assessment

Before: preview the textbook (look at the titles, pictures, and key words) and then predict about systems of

stratification, the American caste system and poverty. Answer these questions in the interactive notebook, “What are your personal reasons for studying

sociology? What did you hope to gain from this semester experience? Refer to the first day of the nine weeks, in the interactive notebook where you answered these same questions. Are your answers the same or are they different? Explain why.

During: identify terms and analyze concepts related to the systems of stratification, the American caste system and poverty. explain the characteristics of caste and class systems using the graphs on pages 207 and 215 in the

textbook. using a graphic organizer select the top 10 occupations and compare to the 10 lowest occupations in the United States include salaries for each. describe the basic concepts of how cultural values influence the American caste system.




After: write an essay that explains about the steps that the federal government does to lessen the effects of

poverty, such as food stamps, welfare, and/or WIC, etc… convert the map of the United States on Poverty on page 222 into a bar graph. Explain the bar graph to the

classroom. write an essay explaining poverty in the country and compare it to poverty in the inner city. Is it the same?

What makes one different from the other? How are these people able to overcome poverty in their particular situation? Why do these people stay in poverty over generations?

Technology Integration: Guide students to use the Internet to gather or research information to evaluate the steps that the federal government has

taken to alleviate the effects of poverty, such as food stamps, welfare, and/or WIC, etc… create a PowerPoint presentation with a partner about the some aspect of poverty such as, American

poverty is it really poverty? the effects of poverty, the causes of poverty and compare these topics to poverty in other countries that are considered third world countries because of poverty. Share your findings with the classroom.

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Before: begin an outline about the steps that the federal government does to lessen the effects of poverty, such as food

stamps, welfare, and/or WIC, etc…

During: continue to outline about the steps that the federal government does to lessen the effects of poverty, such as food


After: complete the outline about the steps that the federal government does to lessen the effects of poverty, such as food


ELL

During: using the newspaper, magazines and other resources have students make a collage about poverty in their home country.

After: present to the classroom the collage on poverty in your home country.

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SociologyWeek 10 Unit of Study: Social Stratification First/Third Grading Period

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Textbook

Unit 3: Chapter 9 p. 205, Life in Society and Applying SociologySection 2 Review p. 220, Identifying Cause and Effect

Print Resources

Community Resources

Media Resources

Internet Resources




CRigor

Relevance

Assessment

Before: preview the textbook (look at the titles, pictures, and key words) and then predict about systems of

stratification, the American caste system and poverty. Answer these questions in the interactive notebook, “What are your personal reasons for studying

sociology? What did you hope to gain from this semester experience? Refer to the first day of the nine weeks, in the interactive notebook where you answered these same questions. Are your answers the same or are they different? Explain why.

During: identify terms and analyze concepts related to the systems of stratification, the American caste system and poverty. explain the characteristics of caste and class systems using the graphs on pages 207 and 215 in the textbook. using a graphic organizer select the top 10 occupations and compare to the 10 lowest occupations in the United States include salaries for each. describe the basic concepts of how cultural values influence the American caste system.




After: write an essay that explains about the steps that the federal government does to lessen the effects of poverty,

such as food stamps, welfare, and/or WIC, etc… convert the map of the United States on Poverty on page 222 into a bar graph. Explain the bar graph to the

classroom. write an essay explaining poverty in the country and compare it to poverty in the inner city. Is it the same?

What makes one different from the other? How are these people able to overcome poverty in their particular situation? Why do these people stay in poverty over generations?

Technology Integration: Guide students to use the Internet to gather or research information to evaluate the steps that the federal government has taken to alleviate the effects of poverty, such as food stamps, welfare, and/or WIC, etc… create a PowerPoint presentation with a partner about the some aspect of poverty such as, American

poverty is it really poverty? The effects of poverty, the causes of poverty and compare these topics to poverty in other countries that are considered third world countries because of poverty. Share your findings with the classroom.

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Before: begin an outline about the steps that the federal government does to lessen the effects of poverty, such as food


During: continue to outline about the steps that the federal government does to lessen the effects of poverty, such as food


After: complete the outline about the steps that the federal government does to lessen the effects of poverty, such as food


ELL

During: using the newspaper, magazines and other resources have students make a collage about poverty in their home country.

After:present to the classroom the collage on poverty in your home country.

Pre-

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GT

During:

After:



sociology - saisd€¦ · web viewusing a word processing program, ... sociology; georg simmel,...

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