Download Sociology - Litchfield School District

Curriculum Outline
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Course & Level: Sociology (Semester)
Department: Social Studies
Teacher: Justin Ballou, Nate Cooper
Campbell High School
Grade level: 11-12
Character – Courage – Respect – Responsibility
Description of Course:
Sociology is the study of how the human acts, and reacts to the environment around them. In this course, students will examine
the basic nature of human relationships, customs, institutions, social structure, and how culture influences beliefs and behaviors,
the expression of fundamental concerns, and the development of values. The course examines basic concepts, methods, and
perspectives of sociology as a social science and topics include: family life, group dynamic and organization, gender and age roles,
minorities, social classes, religious and political movements and social issues.
School – Wide Expectations:
Academic:
1. Read, write, and speak effectively
2. Exhibit critical thinking and problem solving skills
3. Use resources to obtain information and facilitate learning
The school-wide expectations are incorporated into all
courses at Campbell High School. Underlined words in the
following text illustrate this alignment between the schoolwide expectations and the course curriculum.
Civic/Social:
1. Exhibit personal responsibility
2. Contribute to the stewardship of the community
Core Competencies as Aligned with State Standards:
1. Comprehension & Vocabulary: Students will recall and explain facts learned in class and from out of class assignments as well as
recollect the sequence factual events.
a.
SS:HI:12:5.1: Explore the tensions between the values of unity and pluralism in defining our national identity
b. SS:HI:12:5.3: Explore attitudes toward diversity held by and groups and individuals
c.
SS:WH:12:3.1: Describe how people’s differences in religion have often led to conflict in regions of the world.
d. SS:WH:12:3.3: Examine how gender and ethnicity have been conceptualized in the arts.
e. SS:WH:12:5.2: Examine the role and impact of religious ideas on daily life and social norms.
f.
SS:WH:12:5.4: Examine gender roles in societies.
2. Analysis and Evaluation: Students will use skills learned to analyze the relationship between cause and effect, how factual
circumstances influenced behavior or decision-making, differing points of view, and competing theories. Students will demonstrate the
ability to identify problems, to articulate credible solutions, to evaluate the strengths and weaknesses of the solutions, and to make reasoned
judgments about the actual historical solution.
a. SS:GE:12:4.2: Distinguish how culture traits shape the character of a region, e.g., Buddhism in Southeast Asia or the French language in Quebec.
b. SS:HI:12:3.1: Evaluate how individuals have developed ideas that have profoundly affected American life, e.g., transcendentalism or relativism.
c.
SS:HI:12:3.2: Analyze how the arts and science often reflect and/or influence major ideas, values and conflicts of particular time periods, e.g., the
impact of the Enlightenment on the founding of our nation or the Harlem Renaissance.
d. SS:HI:12:3.4: Analyze the spread of American ideas and culture around the world using examples, e.g., the Bill of Rights or popular music.
e. SS:HI:12:5.2: Evaluate the changing roles of gender in society.
f.
SS:HI:12:5.5: Analyze how religious ideas of morality have impacted social change.
g. SS:WH:12:2.3: Assess the impact of migrations of peoples on the receiving societies.
h. SS:WH:12:2.4: Evaluate the effectiveness of attempts to regulate warfare and sustain peaceful contacts.
i.
SS:WH:12:3.2: Analyze how philosophic systems and social theories are powerful forces throughout history.
j.
SS:WH:12:5.3: Analyze struggles for cultural continuity by Diaspora communities.
3. Synthesis & Research: Students will demonstrate the ability to gather pertinent facts through research, to analyze those
facts, to formulate a thesis, and to prove the thesis using accurate facts written in his or her own words, and to correctly cite
the sources (in MLA format).
a.
SS:HI:12:3.3: Critique how the art, music and literature of our nation have been influenced by groups, e.g., the Spanish colonists in the Southwest or
the 60s counter culture movement.
b. SS:WH:12:3.4: Consider how art, music, and literature often reflect or influence major ideas, values and conflicts of particular time periods
c.
SS:WH:12:5.5: Determine the basis for ranking social groups within a given culture
Suggested Texts and Media (Software, A/V, etc.):
1.
2.
3.
4.
Textbook: Sociology, The Study of Human Relationships. Thomas W. LaVerne, Holt, Reinhart and Winston, 2005.
Excerpts from Film: Pleasantville.
Teacher created PowerPoint presentations.
Online sources/periodic articles.
We utilize a variety of instructional resources beyond the identified textbooks and materials throughout the school year to enhance your student’s
educational experience. Parents/Guardians are welcome to review the available resources throughout the school year by contacting their
student’s teacher. Alternative assignments may be available upon request. Please contact the classroom teacher for further details.
Suggested Instructional Strategies:
1.
Lecture & Demonstration: Throughout the semester, information will be provided through class discussion, and lecture
of basic concepts. Students will be expected to take daily notes on basic theory and sociologist who have helped shape
the science. Students will be expected to articulate their thoughts and apply concepts to real world situations. Many of
these concepts are featured in film. Students will view and discuss segments of film such as: Pleasantville, as they
pertain to the study of sociology. Articles like “Body Ritual of the Nacirema” will expand student knowledge and
understanding of class ideals and culture.
2.
Research: During the semester, students will demonstrate the ability to gather pertinent facts through research,
analyze those facts, formulate a thesis, prove the thesis using accurate facts written in his or her own words, and the
ability to correctly cite sources using MLA format. Through research, students will acquire multiple perspectives on
concepts, which will allow them to shape their own personal ideas and philosophies.
3.
Projects/Creative Synthesis: Using the information presented in class, students will be able to expand upon their
knowledge through creative assignments. Examples may include: creation of a propaganda poster, movie
writing/directing/editing and the creation of political candidates and debate preparation.
Suggested Assessment Strategies:
1.
Quizzes/Tests: Teacher created quizzes and tests often include: multiple choice, matching, short answer, and/or an
essay. Essay questions may also be given as take home assignments. Tests are intended to measure and assess student
comprehension of fundamental concepts, the analysis of those concepts and the evaluation of the reasons underlying
those concepts.
2.
Informal Group Work: In small groups, students are asked to solve problems that pertain to the study of sociology.
Group work allows for students to gain multiple perspectives and learn how to problem solve in conjunction with other
students in an appropriate manner.
3.
Individual/Group Research: Research allows for the students to explore sociological concepts with greater depth and
understanding than what is covered in the course.
4.
Final Examination: This comprehensive exam covers course material. Final exams count for 15% of the semester grade.