Sociology
Week 1 Unit of Study: The Sociological Point of View First/Third Grading Period
TEKS (Content) / TEKS (Skills and Processes)College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
/ Textbook
Skills Handbook: pp. S18-S27
Research 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
Print Resources
Community Resources
Media Resources
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 Behaviors
Getting the Big Ideas / Strategies
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Assessment
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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.”
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.
Special Education / 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?”
Pre-AP/GT / During:
After:
SAISD 2008-09 Sociology (First/Third Grading Period) Page 19 of 21
Sociology
Week 2 Unit of Study: Cultural Diversity First/Third Grading Period
TEKS (Content) / TEKS (Skills and Processes)College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
/ Textbook
Unit 1: Chapter 2
Section 1 Review p. 29, Extend activity
Section 2 Review p. 39, Finding the Main Idea
Print Resources
Community Resources
Media Resources
Internet Resources
See campus librarian for additional print and non-print resources. / The teacher will and Before, During and After strategies to:
·
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
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Assessment
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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.
Special Education / Instructional Modifications/ Accommodations Determined by ARD/IEP / 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.
Pre-AP/GT / During:
After:
SAISD 2008-09 Sociology (First/Third Grading Period) Page 19 of 21
Sociology
Week 3 Unit of Study: Cultural Conformity and Adaptation First/Third Grading Period
TEKS (Content) / TEKS (Skills and Processes)College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
/ Textbook
Unit 1: Chapter 3
Section 1 p. 49, Case Study Research Activity
Section 3 p. 55, Spotlight on the Adaptive American Language
Print Resources
Community Resources
Media Resources
Internet Resources
See campus librarian for additional print and non-print resources. / The teacher will and Before, During and After strategies to:
·
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
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Assessment
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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.
Special Education / Instructional Modifications/ Accommodations Determined by ARD/IEP / 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.
Pre-AP/GT / During:
After:
SAISD 2008-09 Sociology (First/Third Grading Period) Page 19 of 21
Sociology
Week 4 Unit of Study: Social Structure First/Third Grading Period
TEKS (Content) / TEKS (Skills and Processes)College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
/ Textbook
Unit 1: Chapter 4
Section 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
Media Resources
Internet Resources
See campus librarian for additional print and non-print resources. / The teacher will and Before, During and After strategies to:
·
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ Ø
Ø / Ø
Ø
Ø / Ø
Ø
Ø
Ø
Ø
Ø
Assessment
Ø
Ø
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.
Special Education / Instructional Modifications/ Accommodations Determined by ARD/IEP / 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.
Pre-AP/GT / During:
After:
SAISD 2008-09 Sociology (First/Third Grading Period) Page 19 of 21
Sociology