Download Sociology - Shelby County Schools

Curriculum Framework
Quarter 2 / Quarter 4
Sociology
High School (Elective)
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is
committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,
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80% of our students will graduate from high school college or career ready
90% of students will graduate on time
100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
In order to achieve these ambitious goals, ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students
and across content areas. Destination 2025we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned
instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the
Comprehensive Literacy Improvement Plan (CLIP). The plan, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals
and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.
Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and
career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define
what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the
major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample
questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend
less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more
time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.
The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional
practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery
of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and
needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore
expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision
of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages
each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to
rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.
It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking,
reading, writing, and communicating.
Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:
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(1) Regular practice with complex text and vocabulary.
(2) Reading, writing, and speaking grounded in evidence from texts.
(3) Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.
Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills
and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content.
Document–Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this
document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their
answers using evidence taken from the text/passage.
“The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The
Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing)
standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all
grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the
Common Core to improve student learning across the board.”
Source: TN Core
http://www.tncurriculumcenter.org/social_studies
To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map,
you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile
material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task
Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.
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Key
ATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool
available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)
What is a DBQ/TDQ?
Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high
school. They are a type of authentic assessment and a way for students to interact with historical records and information.
DBQS/TDQs, may not only be in the form of an actual question, but rather in the form of tasks or activities that requires students to
read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text
or documents.
Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide
opportunities at high levels of thinking as they develop life skills.
*If hyperlinks in this document are not active due to digital translation issues, the user should copy and paste the link into the address bar of a web browser such as
Google Chrome or Mozilla Firefox!
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Common Core State Standards: Focus on Vocabulary
Effective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word
learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content
areas, terms should be integrated into tasks and reinforced over time and across contexts.
Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts and with nonverbal communication. Tier 1 words
rarely require explicit instruction. (Ex: write, read and gather)
Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas. (Ex: obvious, expose, establish and verify.)
Content Vocabulary (Tier 3) - Words are used in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the
various academic domains and are integral to content instruction. (Ex: lynching, abolitionist, slavery)
Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the
words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction.
Teaching Vocabulary for Mastery…
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2.
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6.
7.
8.
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10.
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Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.
Provide a student-friendly definition of the word.
Suggest synonyms or antonyms for the word.
Put the new word into a context or connect it to a known concept, morpheme, or root.
Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).
Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word
with the written word on the wall.
Use the new words in context of the lesson.
Ask questions that contain the new word; so, students must process its meaning in multiple ways.
Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.
Expect pairs of students to construct semantic word maps for new vocabulary.
Give students extra credit points for hearing or seeing content vocabulary in other contexts.
References
McEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press.
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WIDA
WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with
appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set
of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled
for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.
WIDA
https://www.wida.us/standards/ELP_standardlookup.aspx
Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.
Example: Reading 9-12
Behavior of individuals &
groups
Entering:
Locate visually supported
information on social issues
(e.g., from photographs,
headlines, and bylines in
newspapers, magazines, or on
the Internet)
Example: Speaking 9-12
Social issues & inequities
Entering:
Name major social issues or
inequities depicted in
illustrations (e.g., war)
Beginning:
Locate visually supported
information on social issues
(e.g., in newspaper, magazine,
or website articles)
Developing:
Compare and contrast visually
supported information on social
issues or inequities from
various news sources
Expanding:
Interpret visually supported
information on social issues
or inequities from various
news sources
Bridging:
Evaluate authenticity of
information on social issues
or inequities from various
news sources
Beginning:
Characterize major social
issues or inequities depicted in
illustrations (e.g., slavery)
Developing:
Give examples or descriptions
of social issues or inequities
depicted in illustrations or
political cartoons
Expanding:
Explain how major social
issues or inequities depicted
in illustrations or political
cartoons have changed our
lives
Bridging:
Explain how major social
issues or inequities depicted
in illustrations or political
cartoons have changed our
lives
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Sociology
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Sociology
Pacing Guide
Time
1st Quarter
Week 1
The Sociological Point of View
Weeks 2-3
The Role of Culture for Individuals and Society
Weeks 4-5
Social Interaction and Social Structure
Weeks 6-7
Groups and Organizations in Society
Weeks 8-9
The Process of Socialization
Time
2nd Quarter
Weeks 1-2
Deviance
Weeks 3-6
Functions and Structures of Social Institutions
Weeks 7
Major Social Problems
Weeks 8-9
How Society Changes
* Please note that these time frames are suggested/estimated times. Instructional timing may vary due to schedule complications, remediation efforts or other factors.
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Deviance
Weeks 1-2
New Textbook: Holt McDougal, Sociology: The Study of Human Relationships.
TN State Social Studies Standards
Big Ideas, Questions & Vocabulary
The student will analyze deviance as a
social construct relative to time, place,
and social circumstances.
Textbook Reference: Holt McDougal, Sociology: The
Study of Human Relationships.
Chapter 7-Social Control and Deviance? pages 158-175
Lesson Review Questions: pages 160, 167, 174
S.26 Distinguish between conformity with
and deviation from cultural norms. (C)
S.26 What happens when a person ignores
the rules of society?
S.27 Differentiate between various
explanations or theories for deviant
behavior. (C,H)
Suggested TDQs, Activities & Resources
S.26 Does deviance have any positive
function(s) in society?
S.27 What are some theories that attempt to
explain deviant behavior?
S.28 What are some social control
techniques that are used to try and control
deviant behavior?
S.29 How are the various types of crimes
classified?
Chapter 7 Assessments: Lesson Review Questions- page
178-179; Comprehension & Critical Thinking; Reviewing
Vocabulary, Sociology in Your Life
SUGGESTED ACTIVITIES
S.26 Use a T-chart or another graphic organizer to compare
and distinguish between conformity with and deviation from
cultural norms. What behaviors were seen as deviant in the
period between the 1960s-1970s? Today?
Literacy RI.11-12.1,2
S.26 As a motivator, the instructor should discuss the
increase of teen participation in gangs. (There is a case
study on American Youth Gangs on page 178.) What are
some of the factors that cause teenagers to join gangs?
What are the benefits for teenagers? What are some of the
effects on the teens and on the community? Students
should create a Venn diagram. One side of the Venn
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S.30 What is the state of the American
criminal justice system?
S.30 How well does the American criminal
justice system respond to deviant behavior?
S.28 Analyze various social control
techniques. (C)
S.29 Classify types of crime. (C)
S.30 Research evidence to write an
opinion piece that evaluates the American
criminal justice system’s response to
deviant behavior. (C,P)
Sociology
High School (Elective)
Quarter 2 / Quarter 4
Vocabulary (Tier 3)
Internalization, sanctions, positive sanction,
negative sanction, formal sanction, informal
sanction, social control, Deviance, stigma,
strain theory, anomie, control theory, cultural
transmission theory, labeling theory, primary
deviance, secondary deviance, crime
syndicate, plea bargaining , recidivism
Academic Vocabulary (Tier 2):
Crime, white-collar crime, criminal justice
system, police discretion, racial profiling,
corrections
diagram is reasons teenagers join gangs. The other side of
the Venn diagram should be the benefits to belonging to a
gang. The middle ground is other ways those needs could
be met, instead of joining a gang.
Literacy RH.9-10.1
S.27 Copy the table on page 165 and use it to describe a
deviant behavior’s mode of adaptation, reaction to cultural
goals, and cultural norms. Use the responses to facilitate a
class discussion on how certain behaviors come to be
viewed as deviant, for example: Choosing homeless living.
Literacy RI.11-12.1,2
S.28 Use the table on page 159 and your observation skills
about the norms people follow in social interaction. TDQ Analyze various social control techniques: What
conclusions can you draw about the social norms people
followed by the people you observed? Did any of the people
you observed violate social norms? How did other people
react to the violation? Finally, write a reflection discussing
your observations. Be sure to include information about how
the control theory would be applied in this situations.
Literacy 11-12.2; WHST.11-12.1.B
(For Vocabulary Strategies- see page 5)
S.28 In cooperative groups, students will identify a conflict
taking place at their school or in the community. Write an
explanation of how you might use the four approaches for
conflict resolution discussed in the text (persuasion,
compromise, debate, negotiation) to bring the situation to a
satisfactory resolution. Groups will share out their
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suggested approaches. Conclude with a discussion on
which approach is the most effective and why.
S.29 Research and classify the principal types of crime in
America. Has there been a noticeable change in the last 20
years? In cooperative groups, create a PowerPoint or Prezi
presentation explaining the principal types of crime in the
United States. What are some of the specific types of crime
that fall into the various categories? What are some
characteristics of the American criminal justice system?
Include case studies of true crimes that have taken place in
the past 20 years. Be prepared to present findings to the
class.
Literacy 11-12.2; WHST.11-12.1.B
S.30 Research evidence to write an opinion piece that
evaluates the American criminal justice system’s response
to deviant behavior then write a two page analysis paper
discussing the impact that accepted deviant behaviors in
our society has on the criminal justice system in America.
Literacy RI.11-12.1; WHST.11-12.1
TDQs: Are there behaviors that are labeled as deviant
(begging for money, for example) that should be handled in
different ways? Does the criminal justice system criminalize
behaviors that are not criminal (there is no victim) and what
stigma does that place on the people who are accused of
these crimes? Do you believe that minor acts of deviance
serve as a safety valve for society? Why or why not? Be
sure to cite evidence from the text to support your
assertions. Use APA formatting.
WHST.11-12.1.B
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Functions and Structures of Social Institutions
(Weeks 3-6)
Anchor Text: Holt McDougal, Sociology: The Study of Human Relationships.
TN State Social Studies Standards
Guiding Questions/Vocabulary
The student will analyze the
functions and structures of social
institutions.
**Because each of these chapters deal
with “social institutions”, activities are
very broad in discussion and range.
Please visit the additional resources at
the end of this document for more
ideas.**
Suggested TDQs, Activities & Resources
Textbook Reference: Holt McDougal, Sociology: The
Study of Human Relationships.
Chapter 11 The Family? pages 260-277
Chapter 12 The Economy and Politics pages 282-302
Chapter 13 Education and Religion pages 308-331
Chapter 14 Sport and the Mass Media pages 338-359
Lesson Review Questions:
Ch 11 Review Questions: 265, 270, 275
Ch 12 Review Questions: 286, 291, 296, 301
Ch 13 Review Questions: 315, 320, 326, 330
Ch 14 Review Questions: 341, 346, 352, 358
Chapter 11 Assessments: Lesson Review Questionspage 278-279; Comprehension & Critical Thinking;
Reviewing Vocabulary, Sociology in Your Life
Chapter 12 Assessments: Lesson Review Questionspage 304-305; Comprehension & Critical Thinking;
Reviewing Vocabulary, Sociology in Your Life
S.31 Determine how social institutions
evolve. (C)
Chapter 13 Assessments: Lesson Review Questionspage 334- 335; Comprehension & Critical Thinking;
Reviewing Vocabulary, Sociology in Your Life
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S. 31 How do social institutions evolve?
Chapter 14 Assessments: Lesson Review Questionspage 362-363; Comprehension & Critical Thinking;
Reviewing Vocabulary, Sociology in Your Life
SUGGESTED ACTIVITIES:
S.31 Interview an older member of your family. If possible,
interview more than one person. Ask them about how your
family has changed over the years. Ask what has impacted
the changes. Attempt to trace your matrilineal and patrilineal
descent as far back as you can. Create a presentation –
allow students to choose the medium (posterboard,
PowerPoint, Prezi, video). Discuss how your family, as a
social institution, has evolved. Discuss the impact it has had
on the overall family unit.
Literacy RI.11-12.1,2
S.32 Identify and evaluate the functions of
social institutions. (C,H)
S.33 Cite specific textual evidence from
primary sources and informational text to
evaluate the role and effectiveness of
social institutions. (C,H)
S.32 What are the functions of social
institutions?
S.33 How effective are social institutions in
our society?
S.32 Use a T-chart or other graphic organizer to identify at
least five social institutions in our society. What are the
roles of the institutions? What impact is the institution
supposed to have on society? Do the institutions meet,
exceed, or fall short of those expectations? Explain.
Or
Connecting to Economics: Dual Earner Families – page 314
(What two types of evidence do the studies use to suggest
that gender roles in dual-earner families may be changing?
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S.34 Assess the social integration of social
institutions. (C,H)
What is the role of social institutions in our
society?
S.34 What impact do social institutions have
on social integration?
Vocabulary (Tier 3)
CH 11:
nuclear family, family of orientation, family of
procreation, extended family, kinship,
monogamy, polygamy, heterogamy, dualearner familiesm, sandwich generation,
voluntary childlessness
CH 12:
Economic institution, factors of production,
primary sector, secondary sector, tertiary
sector, law of supply, law of demand,
laissez-faire capitalism, Oligopoly,
protectionism, multinational, e-commerce,
political institution, legitimacy, traditional
authority, rational-legal authority, charismatic
authority, constitutional monarchy, junta,
totalitarianism, proportional representation,
power-elite model, pluralist model
CH 13:
Hidden curriculum, charter schools, school
choice, zero tolerance, bilingual education,
sacred, profane, animism, theism,
monotheism, polytheism, ethicalism,
What changes in the way people work do you think need to
be made to make life easier for the dual-earner families?
Explain.)
S.33 Interpret the charts on page 311-312 in the textbook.
Describe trends shown in the various groups depicted in the
charts. What do you think helped to bring about these
trends?
Literacy RH.9-10.3
Or
Consult the Statistical Abstract of the United States, and
other sources to find other information on changes in the
American family. Use your findings to create a chart and
graph booklet titled “Statistics on Changes in the American
Family.”
www.census.gov
https://catalog.data.gov/dataset/statistical-abstract-of-theunited-states
S.34 Connecting to Economics: Dual Earner Families –
page 314 (What two types of evidence do the studies use to
suggest that gender roles in dual-earner families may be
changing? What changes in the way people work do you
think need to be made to make life easier for the dualearner families? Explain.)
Or
Write an argument essay discussing whether the “typical
American family” exists anymore. What does the phrase
refer to? What are some disruptions that American families
face? And what are some recent developments in American
family patters? Use MLA formatting.
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ecclesia, denomination, sect, cult, religiosity,
secular, fundamentalism
CH 14:
Secularization, rationalization, stacking, Title
IX, information society, media convergence,
knowledge-gap hypothesis, digital divide,
social capital, spiral of silence, agenda
setting, gatekeepers, opinion leaders
Literacy WHST.9-10.2,3
Opinion/Argument Writing Rubric:
http://www.tncore.org/sites/www/Uploads/OpArg%20Grid%20Rubric_1_9_13_State%20_logo.pdf
Academic Vocabulary (Tier 2) :
CH 11: relate
CH 12: Interact, disseminate,
Capitalism, socialism, communism, freeenterprise systems, corporation, free trade,
dictatorship, political party, interest group
CH 13:
Education, schooling, tracking,
homeschooling, religion, ritual
CH 14:
Sport
(For Vocabulary Strategies- see page 4)
Major Social Problems
(Week 7)
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Anchor Text: Holt McDougal, Sociology: The Study of Human Relationships.
TN State Social Studies Standards
Guiding Questions/Vocabulary
Suggested TDQs, Activities & Resources
S.35 Describe major social problems and
social issues. (C,H)
S.35 What are some major social problems
and social issues affecting our lives today?
Textbook Reference: Holt McDougal, Sociology: The
Study of Human Relationships.
S.36 Analyze cause and effects of social
problems and issues. (C,H)
S.36 What are some of the root causes of
social problems and issues affecting our
lives today? What are some effects of social
problems and issues on our lives today?
Chapter 15 – Population and Urbanization pages 370-387
S.37 Construct possible solutions to given
social problems and offer one solution in a
presentation that integrates multiple
sources of information from diverse
formats and media. (C)
S.37 What are some possible solutions to
the major social problems affecting society
today?
VOCABULARY (Tier 3)
demography, birthrate, fertility, fecundity,
death rate, life expectancy, , migration rate,
growth rate, Malthusian theory, demographic
transition theory, family planning,
urbanization, overurbanization, urban
ecology, concentric zone model, multiple
nuclei model urban sprawl, urban anomie
theory, compositional theory, subculture
theory, fundamentalism
Academic Vocabulary (Tier 2):
Lesson Review Questions: pages 377, 381, 387
Chapter 7 Assessments: Lesson Review Questions- page
390-391; Comprehension & Critical Thinking; Reviewing
Vocabulary, Sociology in Your Life
S.35 Using the article on page 219 and the Newsweek
article, “The Rise of the Overclass”
http://www.newsweek.com/rise-overclass-184502
And have students read the texts in order to complete the
graphic organizer analyzing the sources. Once students
have read the sources and completed the graphic organizer
analyzing each source, have the students complete
teacher-generated text dependent questions about the
central idea and significant ideas about the overclass. The
teacher can then create a guided class discussion using the
questions that were created by the teacher. The students
will then be prepared to explain their answers by citing from
the text.
Literacy RH.9-10.1,2,6
S.35 Write an informative essay discussing how the number
of births and the length of life affect a country’s population
structure and size. How has improved medical treatment for
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Population, migration, city, epidemic
(For Vocabulary Strategies- see page 4)
Connection to the Language Standards
Greek Affixes:
-ism – being of a distinctive body of belief
system
Examples from the unit: totalitarianism,
capitalism, protectionism, animism, theism,
monotheism, polytheism, ethicalism
Language Standards
L. 6.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather
vocabulary knowledge when considering a
word or phrase important to comprehension
or expression.
L.6.4.b Use common, grade-appropriate
Greek or Latin affixes and roots as clues to
the meaning of a word (e.g., belligerent,
bellicose, rebel).
Connection to Language Standards
Greek & Latin Roots and Affixes
www.cognatarium.com
infants and longer life expectancy for adults in the United
States affected the U.S. population? Use the textbook pp.
405-409 as well as the internet to find this information.
S.36 Write a letter to the editor of a newspaper, naming
some of the social problems and issues affecting your
community. In your letter, cite some of what you believe are
the root causes and effects of those social problems. Be
sure to offer solutions for dealing with those social issues
and problems.
S.36 Use the primary sources, which includes charts and
graphs, found in the online U.S. Census Bureau on poverty
levels for 2014,
https://www.census.gov/content/dam/Census/library/pu
blications/2015/demo/p60-252.pdf, and the following USA
Today article,
http://www.usatoday.com/story/money/2015/02/15/cheat
-sheet-states-poverty/23325629/, to write an informational
essay on poverty in the United States. Be sure to cite
evidence from the sources to support assertions.
Literacy RH.9-10.6
S.37 In cooperative groups, create a presentation that
describes social problems/issues that have a major impact
on today’s society. Use the textbook as well as the internet
to gather information about social problems. Within your
presentation offer various media to portray the
pervasiveness of the social issues/problems. Also, offer
solutions that your group members comes up with over the
course of doing the research. Be prepared to present your
findings.
Literacy SL.11-12.2.3
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Curriculum Framework
Sociology
High School (Elective)
Quarter 2 / Quarter 4
How Society Changes
Weeks 8-9
Anchor Text: Holt McDougal, Sociology: The Study of Human Relationships.
TN State Social Studies Standards
Guiding Questions/Vocabulary
Suggested TDQs, Activities & Resources
S.38 Describe the theoretical approaches
used to study social change. (C,H)
S.38 What are some of the theoretical
approaches used to study social change?
Textbook Reference: Holt McDougal, Sociology: The
Study of Human Relationships.
S.39 Analyze the differing points of view
offered by sociologists to evaluate the
causes and effects of social change. (C,H)
S.39 What are the points of view offered by
sociologists to evaluate causes and effects
of social change?
Chapter 16 -Collective Behavior and Social Change
pages 394 -423
Lesson Review Questions: pages 402, 408, 413, 418, 423
S.40 Describe ways groups resist and
accommodate change. (C,H)
S.40 What are some of the ways that
different groups resist change?
What are some of the ways that groups
accommodate change?
Chapter 16 Assessments: Lesson Review Questionspage 426-427; Comprehension & Critical Thinking;
Reviewing Vocabulary, Sociology in Your Life
VOCABULARY (Tier 3)
Collective behavior, mass hysteria, collective
preoccupations, public opinions, Social
change, social movement, reactionary
movement, conservative movement,
revisionary movement, revolutionary
movement, resource mobilization, ideology,
reformulation, cyclical theory, principle of
imminent change, evolutionary theory,
equilibrium theory, modernization,
SUGGESTED ACTIVITIES:
S.38 There are many different theoretical approaches used
to study social change of communities. Choose two and
write a comparison-contrast paper discussing similarities
and differences between the two. Be sure to explain each
theory thoroughly. Cite at least two points for
comparison/contrast for the two. Theories on social change
have not changed over time. And most sociologists combine
several theories to explain social change. Be sure to explain
how sociologists use these theories and why theories that
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Curriculum Framework
Sociology
High School (Elective)
Quarter 2 / Quarter 4
modernization theory, world-system theory,
infrastructure
Academic Vocabulary (Tier 2):
Crowd, mob, riot, panic, technology, class
conflict
(For Vocabulary Strategies- see page 4)
were used in the late 1900s are still prevalent and relevant
today.
Literacy WHST 9-10.1
S.39 Write a paragraph explaining the process of
modernization. What are some of the positive and negative
effects of modernization on social life and the natural
environment?
Literacy WHST 9-10.1
S.40 Connecting to History – page 469 (Read the text on
The American Civil Rights Movement in the textbook. The
Civil Rights Movement is an historical example of how a
group of people resisted as well as accommodated change.
After the students have read the short article, the teacher
should facilitate a discussion about the Civil Rights
Movement and other instances where people had to
respond to change in society. Teacher can then choose to
show one of the following videos:
http://www.history.com/topics/black-history/thegreensboro-sit-in
http://www.theguardian.com/world/video/2014/jun/04/tia
nanmen-square-25-years-protest-massacre-chinavideo-report
Additional Resources
http://scs-socialstudies.weebly.com/
http://edugoodies.com/index.htm
Societal Change
Reasons People Resist Change:
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Curriculum Framework
Quarter 2 / Quarter 4
Socialization
Internet socializing:
http://www.nytimes.com/2008/11/20/us/20internet.html?_r=0
Media as an Influence on Socialization:
http://www.education.com/reference/article/media-as-influence-socialization/
G.I. Jane (full movie): TeacherTube
Deviant Behavior
Deviance in Sociology video:
Sociology
High School (Elective)
http://www.forbes.com/sites/lisaquast/2012/11/26/overcome-the-5-main-reasons-peopleresist-change/
The Socialization of Poverty
http://www.ascd.org/publications/books/109074/chapters/How-Poverty-Affects-Behaviorand-Academic-Performance.aspx
http://www.huffingtonpost.com/2013/07/28/poverty-unemploymentrates_n_3666594.html
http://www.foxnews.com/transcript/2015/01/16/changing-american-family/
http://www.nlchp.org/documents/No_Safe_Place
http://nationalhomeless.org/issues/civil-rights/
http://study.com/academy/lesson/deviance-in-sociology-definition-theoriesexamples.html
Sociological theories of deviance video:
http://www.ips-dc.org/the-poor-get-prison-the-alarming-spread-of-the-criminalization-ofpoverty/
http://study.com/academy/lesson/sociological-theories-of-deviance-definitions-andtheoretical-perspectives.html
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