Sociology: Quarter 2 Curriculum Map Scope and Sequence Q1 HS Curriculum Map... · Web viewWhat two classes did Marx believe ... Consider Emile Durkheim’s concepts of mechanical

Sociology: Quarter 2 Curriculum Map Scope and SequenceUnit Length Anchor Text Unit Focus Content Connections Unit Outcomes/Assessed

StandardsQ1, Unit 1The Sociological Point of View

3 weeks Holt McDougal Sociology The Study of Human Relationships

The student will analyze what it means to take a sociological point of view. This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and Listening

S.1, S.2, S.3, S.4, S.5, S.6

Q1, Unit 2The Role of Culture for Individuals and Society


The student will analyze the nature of culture and the role it plays for the individual and society.

This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and Listening

S.7, S.8, S.9, S.10, S.11

Q1, Unit 3Social Interaction and Social Structure


The student will analyze the dynamics of social interaction and social structure.


S.12, S.13, S.14, S.15

Q1, Unit 4Groups and Organizations in Society


The student will analyze the roles played by groups and organizations in society.


S.16, S17, S.18, S.19

Sociology: Quarter 1 Map Instructional Framework

Planning with the MapThe curriculum map outlines the content and pacing for each grade and subject. For grades 6-8, Social Studies teachers must carefully balance attention between frequently detailed content standards while supporting inquiry, collaboration, and high-impact writing.

To support this work, each unit contains a daily lesson framework and a sample daily lesson as guidance. However, please bear in mind that the map is meant to support effective planning and instruction; it is not meant to replace teacher planning 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. While the curriculum map allows for flexibility and encourages each teacher and teacher team to make thoughtful adjustments, our expectations for student learning are non-negotiable. We must ensure all our children have access to rigorous content and effective teaching practices.

Weekly GuidanceTo help promote “backward design” in planning, each map begins with recommended essential texts for each week, along with some critical text dependent questions and a set of weekly assessments in the form of standards-aligned writing prompts.

In order to assist students with the organization of content, and to aid teachers in assessing this writing, these prompts often include explicit organizational language or recommendations for constructing paragraphs. In each case, care has been taken to ensure that students must produce the appropriate social studies content, while still producing grade appropriate written work.

Because of this, these writing prompts will be content oriented, frequently relying on student knowledge for evidence and examples instead of discrete texts. However, practice with text dependent questions and text analysis should be part the daily routine of every class period. Moreover, while teachers are encouraged to supplement these writing tasks with level appropriate multiple choice and short answer assessments as necessary to demonstrate content knowledge as well, writing should be the largest part of any social studies assessment.

Vocabulary InstructionStrategies for building vocabulary may be found in Social Studies Appendix A. The tools in Appendix A are cross-disciplinary protocols directly from the new Expeditionary Learning curriculum. Students and teachers both will be able to use these increasingly familiar strategies as a common instructional language for approaching new and difficult academic and content area vocabulary. Teachers are encouraged to become familiar with all of these strategies to understand which ones best meet their instructional needs:

Contextual Redefinition….Appendix A p.58Frayer Model……………..Appendix A p.59List/Group/Label……...….Appendix A p.60 Semantic Webbing…..…..Appendix A p.61SVES (Elaboration)……...Appendix A p.62Vocabulary Squares….….Appendix A p.63Word Sorts…………….….Appendix A p.58

Daily Strategies The daily strategies provided in this map are taken from SCS Social Studies Curriculum Appendix B, the Facing History and Ourselves teaching strategy guide. These are high-yield classroom strategies to foster collaboration, careful reading, and robust writing. Anchor topics are provided below as a starting point for the protocol, but the strategies can be used with any of the texts provided in the Anchor Text or supplemental texts. Teachers are encouraged to learn these protocols and use them with flexibility to plan strong, adaptable lessons. Separate protocols are called out specifically for use in analyzing texts through the course of the class. These include the following:

3,2,1 ....................................................................p. 4

Chunking..............................................................p. 47 Document Analyis Templates ..............................p. 61 Evaluating Arguments in a Resource Book ........ p. 63 Evidence Logs .....................................................p. 66 Read Aloud ..........................................................p. 130 Reader’s Theater .................................................p. 132 Save the Last Word for Me ..................................p. 136 Text to Text, Text to Self, Text to World ...............p. 148 Two Column Note Taking .....................................p. 157 Word Wall .............................................................p. 165

Sociology: Quarter 1, Unit 1Unit Length Anchor Text Unit Focus Content Connections Unit Outcomes/Assessed

StandardsQ1, Unit 1The Sociological Point of View


The student will analyze what it means to take a sociological point of view.


S.1, S.2, S.3, S.4, S.5, S.6

SAMPLE DAILY FRAMEWORK Day 2 Day 3 Day 4 Day 5Texts Holt McDougal Sociology

The Study of Human RelationshipsStandards S.1, S2, S.3, S.4 S.1, S.3, S.4 S.1, S.3, S.4 S.1, S4 S.1, S4Bell RingerExamples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)

Sociology Up Close: Marked for Life p.4Written Reflection

List and describe the social sciences

Vocabulary cards Review: Answer the EQ from day 3.

Analyze p.7, #4

HookDevelop student interest and connect learning to daily standards. This can include whiteboard protocol, daily agenda, teacher modeling of the standards.

Modeling the Standard Daily Agenda

Essential Question: What is Sociology and how does it compare to other social sciences?

What does it mean to have a sociological imagination?

EQ: How do sociologists view and think about society?

EQ: What is the sociological perspective?

EQ: What factors led to the development of sociology?

InquiryTeacher guided inquiry into content-rich texts, images or other content including.

Video: Understanding Sociology

2 Column Notes

Power PointSociology VideoCornell Notes

Read Aloud2 Column Notes

Power PointSociology VideoCornell Notes

Read AloudCornell Notes

ApplicationTeacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.

Compare/Contrast Graphic Organizer

Case Study: Street Science p.2 What do you think?

C. Wright Mills AnalysisThink, Write, Share

Concept MappingThink, Pair, Share

Case StudyAnnotation Guide

Graphic OrganizerRole Play-Debate

ClosureIndividual students synthesize and/or summarize learning for the day.

Exit Ticket:3,2,1

The 5 W’s summary Exit Ticket:Journal Entry

Cornell Notes Summary

Cornell Notes Summary

Grades 9 -12 Sociology: Quarter 1, Unit 1 - Week 1The Sociological Point of View: Week 1Essential Question(s) What is sociology and how does it compare to other social sciences? What factors led to the development of sociology? What is the sociological

perspective? What does it mean to have a sociological imagination?Student Outcomes Students can discuss the factors that led to the development of sociology.

Students can define sociology.Students can discuss the similarities and differences between sociology and the other social sciences.Students can discuss the factors that led to development of sociology

Texts Text Book: Holt McDougal Psychology Principles in PracticeRequired Texts: What is Sociology? The Perspective of Sociology (Holt Teacher Resources) Case Study: Street ScienceRecommended Protocol(s): Visual Analysis, Evidence Log, Power PointSupplemental Texts:

Sociological Imagination: A Critical Way to the World (New York Times) Major Modern Developments (Britannica)

Text Specific and Text Dependent Questions

In the Quick Facts section, what does the author mean by discipline overlap? Why is a sociological imagination important to sociology?

What is the sociological perspective? Why do sociologists focus on group behavior rather than individual behavior? How does applying the sociological perspective enable sociologist to develop a greater understanding of social issues?

Suggested Classroom Strategies

Think/Write/Share, Graphic Organizers, Annotation Guide, Think/Pair/Share, Case Study, Role Play Debate

Assessment(s) Note: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.

Using two to three paragraphs describe the historical context in which sociological thinking developed.

As you write, follow the directions below.• Address all parts of the prompt.• Include information and examples from your own knowledge of social studies.• Use evidence from the sources to support your response.

Standards S.1, S.2, S.3, S.4, S.5

Grades 9 -12 Sociology: Quarter 1, Unit 1 - Week 2The Sociological Point of View: Week 2Essential Question(s) What were the contributions of later European scholars? What contributions did American scholars make to sociology? In what ways do the three

major theoretical perspectives in sociology differ in their focus? In what ways do the three major theoretical perspectives in sociology differ in their levels of analysis?

Student Outcomes Students can explain how early European scholars laid the foundations of sociology.Students can discuss the contributions of later European scholars to the field of sociology.Students can discuss how American scholars contributed to the field of sociology.Student can discuss the ways in which the three major theoretical perspectives in sociology differ in their focus and their levels of analysis.

Texts Text Book: Holt McDougal Psychology Principles in PracticeRequired Texts)Recommended Protocol(s): Image Analysis, Evidence Log,Supplemental Texts:

Social Darwinism Isn’t Dead Hebert Spencer (Britannica Launch Packs) A Question About Friends Reveals a Lot About Class Division


According to paragraph 1, when was sociology developed? What was the Chicago School’s approach to studying society? According to the section labeled Herbert Spencer, what is meant by the phrase “survival of the fittest”? According to Comte, what is the relationship between social dynamics and social statics? What two classes did Marx believe society is divided into?

Suggested Classroom Cornell Notes, Graphic Organizers, Reflections, Journal Entries, Surveys, Gallery Walk, Think/Pair/Share, Socratic Seminar

Strategies


Write two paragraphs explaining why you think Jane Addams’s and W.E.B. DuBois’s work was ignored by their contemporaries. Consider the issues Addams and DuBois addressed and the generally accepted sociological views of those issues.


Standards S.4, S.5

Sociology: Quarter 1, Unit 1 - Week 3The Sociological Point of View: Week 3Essential Question(s) What are the seven steps in the research process? How do sociologists uncover causation and correlation? What basic research methods do

sociologists employ? How do ethical issues affect sociological research? What ethical issues do sociological researchers face?Student Outcomes Students can identify the seven steps in the research process.

Students can discuss how sociologists uncover causation and correlation.Students can explain the basic research methods that sociologists employ.Students can explain how ethical issues affect sociological research.

Texts Text Book: Holt McDougal Psychology Principles in PracticeRequired Texts: Current Research in SociologyRecommended Protocol(s): Image Analysis, Evidence LogSupplemental Texts:

Statistical and Mathematical Analysis (Britannica) Code of Ethics (ASA)


What ethical issues do sociological researchers face? Why is it important that sociologists provide enough information about their research so that others are able to repeat it? How are ethics defined? According to the author, how is data collected for observational studies? How do positive correlations and negative correlations differ?


Cornell Notes, Graphic Organizers, Reflections, Journal Entries, Surveys, Gallery Walk, Think/Pair/Share, Socratic Seminar


Do you think it is ever ethical to use deception in sociological research? Why or why not?As you write, follow the directions below.• Address all parts of the prompt.• Include information and examples from your own knowledge of social studies.• Use evidence from the sources to support your response.

Standards S.4, S.6

Sociology: Quarter 1 Unit 1 VocabularyTier 2 Vocabulary - economics, history, political science, social Interaction, sociology, ideal type, theory, dysfunction, scientific method, survey, experiment

Tier 3 Vocabulary - sociological imagination, sociological perspective, social psychology, anthropology, social phenomena, Social Darwinism, Verstehen, globalization, latent function, manifest function, conflict perspective, feminist perspective, interactionist perspective


StandardsQ1, Unit 2The Role of Culture for Individuals and Society


The student will analyze the nature of culture and the role it plays for the individual and society.


S.7, S.8, S.9, S.10, S.11


The Study of Human RelationshipsStandards S.7, S.9 S.7, S.9 S.7, S8, S.7, S.8, S S.7, S.8, SBell RingerExamples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)

Sociology Up Close: Car Culturep.34

Review: 1 paragraph response to EQ from Day1

KWL Chart Vocabulary Cards

Graphic Organizer/Cultural Variations


Modeling the Standard Daily Agenda

Essential Question: What is culture? What are the basic components of culture?

EQ: What are the basic components of culture?

EQ: What do most cultures have in common with each other?

EQ: What factors account for cultural variations within cultures?

EQ: What factors account for cultural variations within cultures?


Prezi Presentation Focused Note Taking

Focused Note Taking Interpreting Graphs: Statistically Speaking p.40

Power PointGuided Reading

Power Point Cont.Cornell Notes


Case Study: Body Ritual Among the Nacirema

Graphic Organizer/Drawing Conclusions p.37Focus on Writing p.37

Team HuddleStand and Deliver

Concept Mapping

Timed Writing Prompt


Post Card Summary 30 Second Expert Complete the “L” section of the KWL Chart.

Whip Around Cornell Notes Summary

Sociology: Quarter 1, Unit 2 - Week 1The Role of Culture for Individuals and Society: Week 1Essential Question(s) What is culture? What are the basic components of culture? What do most cultures have in common with each other? What factors account for

cultural variations within cultures?Student Outcomes Students can discuss the meaning of the term culture and describe how material culture and non-material culture differ.

Students can discuss what most cultures have in common with each other.Students can discuss the factors that account for cultural variations within culturesStudents can describe how cultural change occurs.

Texts Text Book: Holt McDougal Psychology Principles in PracticeRequired Texts: Brazil’s Lifestyle (Holt Teacher Resources), Body Ritual Among the NaciremaRecommended Protocol(s): Image Analysis, Evidence LogSupplemental Texts:

Article: Introduction to Sociology Article: Historical Development of Sociology


What are the key components of culture? What is the difference between a society and a culture? How are mores and folkways different? What point was the author making in paragraph 2 by stating that cultures can be so different even though all humans have the same

basic needs? What is the author’s rational for stating that people in all societies, at times, are ethnocentric?


Case Study, Team Huddle, Stand and Deliver, Concept Mapping, Graphic Organizers, Timed Writing Prompt


How do different value systems produce different cultures? Reference the Yanomamo and San cultures in you answer.

As you write, follow the directions below.• Address all parts of the prompt.• Include information and examples from your own knowledge of social studies.

• Use evidence from the sources to support your response.Standards S.7, S.8, S.9

Sociology: Quarter 1, Unit 2 - Week 2The Role of Culture for Individuals and Society: Week 2Essential Question(s) What are traditional American values? How important is work in the American value system? How have our values changed since the 1970’s?Student Outcomes Students can discuss what American values are.

Students can describe how our values have changed over time.Texts Text Book: Holt McDougal Psychology Principles in Practice

Required Texts: Young American and ValuesRecommended Protocol(s): Image Analysis, Evidence LogSupplemental Texts:

American Society: A Sociological Interpretation American Values: Are We Really Divided?


Why do most Americans value personal achievement? What did the author mean by “people work long hours at the expense of their family lives but are still praised”? Why do Americans tend to judge people on their ability to get things done? Infer what the author means by the emergence of environmentalism?




Describe the relationship between language and the transmission of culture.


Standards S.9, S.10, S.11

Grades 9 -12 Sociology: Quarter 1, Unit 2 VocabularyTier 2 Vocabulary - culture, subculture, material culture, non-material culture, folkways, mores, laws, society, values

Tier 3 Vocabulary – ethnocentrism, cultural relativism, cultural diffusion, cultural lag, cultural leveling, cultural universals, narcissism


StandardsQ1, Unit 3Social Interaction and Social Structure


The student will analyze the dynamics of social interaction and social structure.


S.12, S.13, S.14, S.15


The Study of Human RelationshipsStandards S12, S.13 S.13, S.14 S.13, S.14 S.13, S.14 S.13, S.14Bell RingerExamples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)

Sociology Close Up: Juggling RolesWritten Reflection

Review: In paragraph format answer EQ from Day 1

Review: What is role conflict and role strain?

Sociology Close Up: War of Words p.58

Vocabulary cards


Modeling the Standard Daily Agenda Essential Question: What is the

difference between ascribed status and achieved status?

EQ: Why do role conflict and role strain occur?

EQ: What purpose do social institutions serve?

EQ: What are the five basic forms of interaction?

EQ: What are the five basic forms of interaction?


Visual Aids Cornell Notes

Analyzing Visuals2 Column Notes

Power PointSociology Video

Sociology VideoReading Guide

Power PointJigsaw / Photo Analysis


Personal Connections/Social Statuses

Categorize: #5

Thinking Critically Exercise p.57 #7

Brainstorm ActivityOther Social Institutions

Small Group Scenarios

Small Group Scenarios


Cornell Notes Summary Exit Ticket:3,2,1

Whip Around Fishbowl Journal Entry

Sociology: Quarter 1, Unit 3 - Week 1Social Interaction and Social Structure: Week 1Essential Question(s) What do sociologists mean by the term status? What is the difference between ascribed status and achieved status? Why do role conflict and

role strain occur? What purpose do social institutions serve? What are the five basic forms of interaction?Student Outcomes Students can define the term status.

Students can discuss how status and roles are related.Students can discuss the difference between ascribed and achieved status.Students can discuss what social institutions are.

Texts Text Book: Holt McDougal Psychology Principles in PracticeRequired Texts: The Argument Culture? Six Degrees of Separation (Case Study)Recommended Protocol(s): Image Analysis, Evidence LogSupplemental Texts:

Class Structure in the U.S. Social Institutions Are Suffering A Crisis Of Confidence


What are the four types of accommodation? How does cooperation benefit society? How might conflict have a positive impact on society? What types of interaction can lead to a disruption of social stability? According to the author, how do competition and conflict differ? How do exchange theorists view social interaction?


Categorizing, Scenarios, Guided Reading, Personal Connections Writing Exercise


How might a conflict theorist argue that certain ascribed statuses can be an individual’s master status? Provide two examples.



Sociology: Quarter 1, Unit 3 - Week 2Social Interaction and Social Structure: Week 2Essential Question(s) What are preindustrial societies? How do postindustrial societies and industrial societies differ? How are social relationships in Gemeinschaft

different from those in a Gesellschaft?Student Outcomes Students can identify the features sociologists use to classify societies.

Students can describe what concepts sociologists have used to contrast societies.Students can discuss the divisions of the preindustrial society.Students can describe the changes that occurred in the shift from industrial to postindustrial societies.

Texts Text Book: Holt McDougal Psychology Principles in PracticeRequired Text: Case Study: The New BarterRecommended Protocol(s):Supplemental Texts:

Millennials Show Boomers the Benefits of Barter: Pass It On Postindustrial Society(Britannica)


How does industrialization lead to urbanization? What two developments changed life in preindustrial societies? According to the text, why do individuals have more control over their positions in the social structure? What did the author mean by “trade helps to create inequality”? How do horticultural societies build semi-permanent or permanent villages?




Write a brief essay contrasting the social structures of simple and complex societies. Consider Emile Durkheim’s concepts of mechanical and organic solidarity and Ferdinand Tonnies’s concepts of Gemeinschaft and Gesellschaft.


Standards S.15

Sociology: Quarter 1 Unit 3 VocabularyTier 2 Vocabulary – exchange, conflict, competition, cooperation, accommodation, status, role, barter

Tier 3 Vocabulary - social structure, ascribed status, achieved status, role set, social institution, reciprocity, exchange theory, subsistence strategies, mechanical solidarityorganic solidarity, Gemeinschaft, Gesellschaft

Sociology: Quarter 1, Unit 4 - Week 1Unit Length Anchor Text Unit Focus Content Connections Unit Outcomes/Assessed

Standards

Q1, Unit 4Groups and Organizations in Society


The student will analyze the roles played by groups and organizations in society.


S.16, S17, S.18, S.19


The Study of Human RelationshipsStandards S.16 S.16, S.17, S.18 S.16, S.17, S.18 S.16, S.17 S.16, S.17Bell RingerExamples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)

Sociology Close Up: In with the “IN” Crowd p.68 Written Reflection

Review: 1 paragraph response to EQ from Day 1

KWL Chart Provide an example of an in-group and out-group

Graphic Organizer/Types of Groups


Modeling the Standard Daily Agenda Essential Question: How do

sociologist define the term group and how do groups differ?

EQ: How do primary groups and secondary groups differ?

EQ: What are reference groups, in-groups, and out-groups?

EQ: Why are electronic communities and social networks considered groups?

EQ: What are the functions of a group?


Power Point Cornell Notes

Power PointCornell Notes

Focused Note Taking Prezi PresentationInterpreting Graphs p.71

2 Column Notes Reading Guide


Discussion Questions/PartnersSentence Stems Provided

Elbow Partner DebriefLearning Log

Team HuddleStand and Deliver

Think, Write, Share

Quick Lab: Tracking Groups p.72


Cornell Notes Summary Cornell Notes Summary

Complete the “L” Section of KWL Chart

30 Second Expert Exit Ticket:3,2,1

Sociology: Quarter 1, Unit 4 - Week 1Groups and Organizations in Society: Week 1Essential Question(s) How do sociologists define the term group? How do primary and secondary groups differ? What are the different types of groups? What are the

functions of a group? Why are electronic communities and social networks considered groups?Student Outcomes Students can define the term group and discuss the main functions of groups.

Students can discuss the different types of groupsStudents can compare and contrast the various group models.Students can discuss how advances in technology have influenced groups.

Texts Text Book: Holt McDougal Psychology Principles in PracticeRequired Text: Case Study: A Small WorldRecommended Protocol(s): Image Analysis, Evidence LogSupplemental Texts:

Understanding Primary and Secondary Groups in Sociology The Asch Conformity Experiments


What types of leadership do groups need to be successful? Why is it important for groups to control their members? In what ways do groups differ? What are the features of primary and secondary groups? According to the author, what purposes do groups fulfill?


Learning Logs, Team Huddle, Stand and Deliver, Think/Write/Share, Elbow Partner Debrief


Which of the five criticisms of bureaucracies outlined in the chapter has the greatest effect on bureaucratic effectiveness? Support your view.



Sociology: Quarter 2, Unit 4 - Week 2Groups and Organizations in Society: Week 2Essential Question(s) How do sociologists view formal organizations? What are the main characteristics of Max Weber’s model of bureaucracies? What types of

relationships are found in formal organizations? What problems do bureaucracies face?Student Outcomes Students can describe how sociologists view formal organizations.

Students can identify and discuss the characteristics of Max Weber’s model of bureaucracies.Students can discuss the problems that bureaucracies face.

Texts Text Book: Holt McDougal Psychology Principles in PracticeRequired Text: The McDonaldization of SocietyRecommended Protocol(s): Image Analysis, Evidence LogSupplemental Text:

What Max Weber Contributed to Sociology Weber’s Model of Bureaucracy


In paragraph 3, bureaucracies were created for what purpose? What is the relationship between a formal organization and a bureaucracy? What are the characteristics of Weber’s bureaucracy model? According to the author, what are the problems with bureaucracies? How does goal displacement affect bureaucracies?






Sociology: Quarter 1, Unit 4 VocabularyTier 2 Vocabulary - social network, leaders, formal group, primary group, electronic community, formal organization

Tier 3 Vocabulary – bureaucracy, voluntary association, alienation, Iron Law of Oligarchy, dyad, triad

Documents

Sociology: Quarter 2 Curriculum Map Scope and Sequence Q1 HS Curriculum Map... · Web viewWhat two classes did Marx believe ... Consider Emile Durkheim’s concepts of mechanical