Curriculum Framework
Quarter 1 / Quarter 3
Sociology
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.
Purpose of the Framework
The 2015-2016 Social Studies Curricula Framework is to be utilized as a resource when planning classroom instruction and projects. Our goal is to ensure our students graduate
ready for college and careers. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become efficient readers, writers, and
communicators. To achieve this, it is essential that literacy strategies be purposefully and appropriately planned and implemented.
There are three instructional shifts that teachers should remember when planning and teaching:
http://www.tncore.org/english_language_arts/standards_and_shifts/instructional_shifts.aspx
(1) Regular practice with complex text and its academic language.
(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.
(3) Building knowledge through content-rich nonfiction.
Framework Layout
Each framework is divided into three columns: (1) TN State Social Studies Standards, (2) Guiding Questions & Vocabulary, (3) Suggested Instructional Activities
& Resources and at the end you can find a few Literacy Lessons and Activities that serve as supplementary resources when planning lessons.
(1) This curriculum framework has Social Studies Literacy Activities, suggested lessons and additional resources at the end of the framework.
(2) Suggested Primary Source Documents and Supporting Texts are included in the Tennessee State Social Studies standards at: http://tn.gov/education/article/social-studiesstandards
(3) The Common Core Literacy can be found at: http://www.corestandards.org/ELA-Literacy/RH/introduction/
(4) This framework includes activities at the end of each quarter are examples of how the Literacy Standards are used in Social Studies instruction. These Sample Lessons
and Activities are provided to give teachers ideas about how the Literacy Standards can be used to create activities and to serve as models for lesson creations.
(5) The suggested texts may include texts recommended by the Tennessee Department of Education as well as additional texts needed to complete suggested instructional
activities in the third column of the framework. Texts may be read aloud, used independently or referenced during instruction.
Literacy in Social Studies http://www.tncore.org/literacy_in_social_studies.aspx
The Tennessee state standards for English Language Arts include a subset of literacy standards for teachers of history/social studies, science, and technical subjects. These
literacy standards do not change the subject-area content, which will continue to be governed by Tennessee standards for each subject. Rather, the literacy standards provide
expectations for how students will read and write in those courses. By incorporating more reading of complex informational text, holding students accountable to that reading
through text-based discussion and giving students text-based argumentative and expository writing assignments, teachers will do the following:
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Curriculum Framework
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Quarter 1 / Quarter 3
Sociology
Support school-wide literacy efforts;
Help prepare students for the literacy demands they will face in college and career, including the specialized reading and writing procedures of the relevant discipline; and
Reinforce students’ learning of subject-area content.
Using the Social Studies Curriculum Framework
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The pacing guide’s suggested time frames for instruction are flexible and may vary from classroom to classroom.
The TN State Standards are at the helm of teaching and learning and must be used to guide the lesson.(column 1)
The guiding questions are used to gain student interest in learning and should be written on the board for the class to reference.(column 2)
Key content and academic vocabulary are listed (column 2).
Lessons, activities and student tasks are in the third column which lists the textbook pages and/or links to valuable resources.
At the end of each framework, the Literacy Activities/Lessons, should lead teachers to create additional activities on their own.
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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.
Reference Resources:
Please register for these free sites:
Read Works
http://www.readworks.org/
Newsela
https://newsela.com/
Britannica
www.school.eb.com Username: Shelby Password: county
Gilder-Lehrman
https://www.gilderlehrman.org/programs-exhibitions/affiliate-school-program
Teacher Tube (Uses your SCS Log-in)
These sites can be used as you develop your lesson plans!
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Curriculum Framework
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Sociology
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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A Word About Vocabulary Instruction
Effective Tier 2 academic vocabulary development necessitates daily direct and explicit instruction in vocabulary that includes systematic practice, review, and deep processing.
Teachers must immerse students in word-rich environments, while teaching and modeling word learning strategies.
In all content areas, academic vocabulary instruction must be cumulative, and the terms should be integrated into increasingly complex tasks. In language arts, more time should be
spent on instruction about the nuance of the word, its origin, root, and/or affixes. Additionally, language arts teachers should use word work strategies such as parts of speech,
semantic word webs, and other evidence-based vocabulary practice. The second column will include words from the unit, other examples of the affixes. Connections to Language
Standards can also be found under the “Morpheme” references in the second column when applicable.
Common Core State Standards: Focus on Tier 2 & Tier 3 Vocabulary
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Tier 1 Basic words commonly appear in spoken language. Because they are heard frequently in numerous contexts and with nonverbal communication, Tier 1 words rarely
require explicit instruction. Examples of Tier 1 words are clock, baby, happy and walk.
Tier 2 High frequency words are used by mature language users across several content areas. Because of their lack of redundancy in oral language, Tier 2 words present
challenges to students who primarily meet them in print. Examples of Tier 2 words are obvious, complex, establish and verify.
Tier 3 Words are not frequently used except in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the
various academic domains and should be integral to instruction of content. Medical, legal, biology and mathematics terms are all examples of these words.
Explicit instruction of the Tier 2 academic words is required in order for students to know and use the words accurately in reading, writing, and speaking. Multiple exposures and
practice are key characteristics of effective vocabulary instruction. Teachers are expected to use evidence-based vocabulary strategies, such as those found in the SCS curriculum
frameworks.
Links to Support Vocabulary Instruction & Development
http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/
https://wvde.state.wv.us/strategybank/VocabularyStrategies.html
https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html
http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf
http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf
http://achievethecore.org/page/61/which-words-do-i-teach-and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)
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Curriculum Framework
Quarter 1 / Quarter 3
Sociology
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 3-4
Functions and Structures of Social Institutions
Weeks 5-6
Major Social Problems
Weeks 7-8
How Society Changes
Week 9
Assessment & Review
* 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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Curriculum Framework
State Standards
Quarter 1 / Quarter 3
Sociology
Guiding Questions/Vocabulary
Tier 2 & 3
Instructional Activities & Resources
The Sociological Point of View
(Week 1)
S.1 Describe the origins of sociology. (C,H)
S.1 From what did sociology originate?
S.2 Compare similarities and differences between
sociology and other social sciences. (H)
S.2 What are some similarities and differences
between sociology and other social sciences?
S.3 Identify the relationship between the study of
sociology, society, and culture. (C)
S.3 What type of relationship exists between the
study of sociology, society, and culture?
S.4 Define and apply key concepts used in
sociology to understand human society and
interaction. (C)
S.4 What are some key concepts used in sociology to
help understand human society and interaction?
S.5 Differentiate among the various sociological
perspectives or theories on social life through
examination of textual evidence and formulate a
personal perspective. (C,H)
S.6 Use research from informational text and
primary sources to compare and contrast the
various sociological research methods. (C,H)
S.5 What are some of the various sociological
perspectives or theories on social life? What textual
evidence provides these perspectives?
S.6 What are some similarities and differences
among the various sociological research methods?
Vocabulary (Tier 3)
Social Darwinism, function, ideal type, theory,
dysfunctional, symbolic interaction, theoretical
perspective, functionalist perspective, manifest
function, latent function, conflict perspective,
interactionist perspective
Academic Vocabulary (Tier 2):
allocation, marginal, precise, exposure, replicate
(For Vocabulary Strategies- see page 4)
Textbook Reference: Chapter 1-The Sociological Point of View pages 1-21
Lesson Review Questions: pages 8,17,20-21
Chapter 1 Assessments: Lesson Review Questions- page 20; Understanding Main
Ideas; Writing a Summary (Summarizing/ Making Generalizations), Thinking Critically
SUGGESTED ACTIVITIES
S.1 As an introduction activity, show the short video, Coming to America, to
demonstrate the social impact of immigration.
http://www.teachertube.com/video/coming-to-america-238488. After watching the
video, have students work in collaborative pairs to brainstorm about some of the
effects of immigration on American society.
S.1 Present the Origins of Sociology PowerPoint presentation, which details the
origins of sociology. The teacher should create comprehension questions to help
facilitate a conversation about the origins of sociology. (The PowerPoint can be found
in the resource center online.)
S.2 Use a Venn Diagram or other graphic organizer to make comparisons between
sociology, anthropology, psychology, economics, and history. Before completing the
graphic organizer, students will need to define what each of these is. The graphic
organizer should then make comparisons between each.
http://www.merriam-webster.com/dictionary/sociology
S.3 Write two paragraphs explaining the relationship between sociology, society and
culture. What is sociology? What impact does sociology have on culture?
http://www.merriam-webster.com/dictionary/sociology
S.4 Research the Papua New Guinean tribe. Many tribes such as this one have been
studied from a historical perspective, anthropological perspective because of the
artifacts that have been discovered as well as a sociological perspective. After
learning about the Papua New Guinean tribe, write a one-page paper explaining how
the sociologist’s view might differ from the anthropologist’s perspective. Be sure to
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Curriculum Framework
State Standards
Quarter 1 / Quarter 3
Sociology
Guiding Questions/Vocabulary
Tier 2 & 3
Connection to Language Standards
Greek & Latin Roots and Affixes
ist- a person who is concerned about or performs
a certain action
Examples from the unit: functionalist, interactionist
Other examples: physicist, soloist, socialist
Language Standards
L.11-12.6
Acquire and use accurately general academic and
domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college
and career readiness level; demonstrate
independence in gathering vocabulary knowledge
when considering a word or phrase important to
comprehension or expression.
L.11-12.4b
Identify and correctly use patterns of word changes
that indicate different meanings or parts of speech
(e.g., conceive, conception, conceivable).
Instructional Activities & Resources
focus on such things as the drum and other ceremonies the tribe once practiced. What
would the anthropologist study and what would the sociologist study? Explain.
http://www.survivalinternational.org/tribes/papuan
S.5 Research the contributions of sociological pioneers such as Herbert Spencer,
Auguste Comte and Karl Marx. What contributions did they make to the development
of sociology? Choose one of the pioneers of sociology and create a brochure that
explains the contributions one that person made to sociology. What was the person
you chose known for? How popular or unpopular were his ideas? How relevant is that
person’s ideas today? Be sure to include a photograph, significant quote and synopsis
of the person’s ideas and contributions.
http://www.iep.utm.edu/spencer/
http://www.biography.com/people/auguste-comte-9254680
http://www.historyguide.org/intellect/marx.HTML
S.6 Interpret the rate of suicide rates among teenagers. The map, which was created
by the Centers for Disease Control and Prevention, provides a state-by-state
breakdown of suicide rates from 1999 to 2001. What type of demographic questions
might sociologists pose about the distribution of the suicide rate? What might be their
conclusions? What region had the highest rate of suicide? How do the rates of today
compare to those from the chart?
http://www.cdc.gov/violenceprevention/suicide/statistics/aag.html
Connection to Language Standards
http://www.cognatarium.com/cognatarium/
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State Standards
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Sociology
Guiding Questions/Vocabulary
Tier 2 & 3
Instructional Activities & Resources
The Role of Culture for Individuals and Society
(Weeks 2-3)
S.7 Identify the elements of culture. (C)
S. 7 What are the elements of culture?
S.8 Use diverse formats and media to compare and
contrast various cultures of the world. (C,G)
S.8 What are some similarities and differences
among the various cultures of the world?
S.9 Explain how the elements of culture form a
whole culture. (C)
S.9 How do the elements of culture form a whole
culture?
S.10 Write an expository piece using appropriate
textual evidence to describe the relationship
between language and the transmission of culture.
(C)
S.11 Analyze the role that culture plays in
determining personality. (C)
S.10 What is the relationship between language and
the transmission of culture?
S.11 What role does culture play in determining
personality?
Vocabulary (Tier 3)
Culture, material culture, nonmaterial culture, society,
technology, language, values, norms, folkways,
mores, laws, cultural trait, culture complexes, culture
patterns
Academic Vocabulary (Tier 2) :
Scope, underlying, statistics, parameters
Textbook Reference: Chapter 2 – Cultural Diversity pages 22-39
Lesson Review Questions: pages 24, 29, 30, 39, 40-41
Chapter 2 Assessments: Lesson Review Questions – page 40; Understanding Main
Ideas; Writing a Summary (Summarizing/Making Generalizations); Thinking Critically
SUGGESTED ACTIVITIES:
S.7 Read the following article: http://www.bloombergview.com/articles/2014-0702/culture-war-fuels-hong-kong-protests. The teacher will create text-dependent
questions to help students analyze the main idea of the article. As part of the analysis,
the student should define culture and what argument the writer of this article is making
about culture. What elements of culture are being impacted by the protestors’ actions?
S.8 The teacher should assign each student a specific region or area of the country.
The student should research the culture of their assigned area. After researching the
assigned area, the student should create a PowerPoint or other media presentation
discussing the findings from the students’ research. Be sure to include details about
language, traditions, values, symbols and norms. Students should be prepared to
present their findings to the class.
S.9 Read the section in the textbook on the components of culture. Write a summary
of the section, which is found on pages 24-27. Answer the following questions in your
summary: What is the meaning of culture and how do material culture and nonmaterial
culture differ? What are the basic components of culture? Cite evidence from the text
to support your summary.
S.10 Write an expository essay discussing the relationship between language and the
transmission of culture.
Writing Rubric: http://www.tncore.org/sites/www/Uploads/OpArg%20Grid%20Rubric_1_9_13_State%20_logo.pdf
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State Standards
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Sociology
Guiding Questions/Vocabulary
Tier 2 & 3
Instructional Activities & Resources
S.11 Case Studies: Body Ritual Among the Nacirema. Analyze the information
presented in the case study on page 28. What is the shrine that Horace Miner refers
to? What does the box or chest in the shrine represent? What are the various rites and
rituals described by Miner? You might want to consider other aspects of American
culture that lend themselves to being analyzed from an outside perspective. Choose
some of these aspects and write an article similar to the one written by Miner.
Social Interaction and Social Structure
(Weeks 4-5)
S.12 Define and evaluate the theoretical
perspectives of social interaction. (C)
S.12 What are some of the theoretical perspectives of
social interaction?
S.13 Explain the types of social interaction. (C)
S.13 What are the various types of social interaction?
S.14 Distinguish status from role and pose
solutions to role conflicts. (C)
S.14 What are some solutions to role conflicts?
S.15 How does the social structure of a culture affect
social interactions?
S.15 Describe how the social structure of a culture
affects social interactions. (C)
VOCABULARY (Tier 3)
Social structure, status, role, ascribed status,
achieved status, master status, reciprocal roles, role
expectations, role performance, role set, role conflict,
role strain, social institution, reciprocity, exchange
theory, conflict, postindustrial society, mechanical
society, pastoral society, horticultural society,
agricultural society
Academic Vocabulary (Tier 2): generate, domestic,
perspective
Textbook Reference: Chapter 4 –Social Structure pages 64-91
Lesson Review Questions: pages 66,68,69,72,73, 77, 78, 81, 83, 89, 90-91
Chapter 4 Assessments: Writing a Summary- page 90; Understanding the Main
Idea; Thinking Critically
SUGGESTED ACTIVITIES:
S.12 Write an informative essay discussing the various types of theoretical
perspectives of social interaction. Evaluate each for the impact it has on social
structure. Use information in the textbook and the Internet and be sure to cite
evidence to support your assertions.
S.13 Create a brochure/pamphlet explaining the various types of social interaction.
What are the most common types of social interaction? What types of interactions
stabilize social structure and which can disrupt it?
S.14 In cooperative groups, create a skit where two people have defined roles such as
a coach and athlete. In the skit, have the characters deal with conflict. Utilize the
concept of role conflict to have the characters interact with each other? What is the
basis of the conflict? How will each person handle the conflict? What will be the
solution? Be prepared to present the skit to the class.
S.15 Define the Peter Principle. How does the Peter Principle affect social
interactions, especially in the business place? Based on the Peter Principle, do you
agree that in a bureaucracy every employee tends to rise to his or her level or
incompetence? Why or why not? If the Peter Principle is correct, what factors should
companies consider when promoting workers to positions of responsibility? Explain.
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Curriculum Framework
State Standards
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Sociology
Guiding Questions/Vocabulary
Tier 2 & 3
Instructional Activities & Resources
Groups and Organizations
Weeks 6-7
S.16 Distinguish between social groups and formal
organizations. (C)
S.16 What is the difference between social groups
and formal organizations?
Textbook Reference: Chapter 4 –Social Structure pages
pp. 64-91
S.17 Classify types of social groups that exist in
society. (C)
S.17 What are the different types of social groups that
exist in society?
S.18 Use research from informational texts and
case studies to analyze group dynamics and
assess its effects on group behavior. (C)
S.18 What are effects of group dynamics on group
behavior?
Lesson Review Questions: pages 78, 81, 83, 89, 90-91
Chapter 4 Assessments: Writing a Summary- page 90; Understanding the Main
Idea; Thinking Critically
S.19 Evaluate the nature of bureaucracies and
write an opinion piece that defends or criticizes
their use. (C,P)
S.19 What is the nature of bureaucracies is our
society?
VOCABULARY (Tier 3)
Formal organization, bureaucracy, rationality,
voluntary association, iron law of oligarchy
Academic Vocabulary (Tier 2):
Method, variables, structure, similar,
Emerge, sustainable, initiative
SUGGESTED ACTIVITIES:
S.16 Write a comparison-contrast paper discussing similarities and differences
between social groups and formal organizations. Be sure to cite examples of each.
And discuss each thoroughly, citing evidence from the text to support your assertions.
Cite at least two points for comparison/contrast for the two. Use MLA format.
S.17 Write two paragraphs explaining the types of social groups that exist in society.
Explain the difference between primary and secondary groups. What are some of the
smaller groups that fall within these categories? Provide examples of each type of
social group.
S.18 Case Studies and Other True Stories: A Small World – page 82. Write a onepage response that discusses the experiment carried out by French social
psychologist Stanley Milgram. What did Milgram’s experiment establish about the
interconnectedness of people? Also, explain the concept of six degrees of separation.
S.19 Research Weber’s Model of Bureaucracies. German sociologist Max Weber
developed a theoretical model of bureaucracies that is still used today. Use his model
to analyze the bureaucracy that exists in an organization such as a hospital. Write an
argumentative essay discussing why it might be important to have a bureaucracy in
certain organizations. Provide specific examples to show how the bureaucracy serves
an important function such as establishing proper rules and regulations. Use MLA
format.
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Curriculum Framework
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Sociology
Guiding Questions/Vocabulary
Tier 2 & 3
State Standards
Instructional Activities & Resources
The Process of Socialization
Weeks 8-9
S.20 Define socialization. (C)
S.21 Identify and describe agents of socialization.
(C)
S.20 What is socialization?
S.22 Describe how the process of
socialization is culturally determined. (C, G)
S.23 Examine informational text to evaluate
various explanations for theoretical perspectives on
socialization. (C,H)
S.24 Explain how socialization is a lifelong process.
(C)
S.22 How is the process of socialization culturally
determined?
S.25 Evaluate the functions and roles of socializing
agents. (C,G)
S.21 What are some agents of socialization?
S.23 What are some explanations for theoretical
perspectives on socialization?
S.24 What are some functions of socializing
Environment?
Textbook Reference: Chapter 5- Socializing the Individual pp. 96-117 Lesson
Review Questions: pages 98,106, 109, 115, 116-117
Suggested Activities:
S.20 Exploring Cultural Diversity: Are You a Product of Your Cultural
S.21 Write a one-page paper explaining the agents of socialization. Read the text on
pp. 104-105 and respond to the
following questions: What role does cultural environment play in socialization? How
might your life be different if you had grown up in a
cultural environment other than that of the United States?
S.22 Write an explanatory essay explaining the process of socialization. What theories
have been put forth to explain the process of socialization? Explain The Tabula Rasa
and The Looking-Glass Self.
S.23 Locate two commentaries on a sociological issue, each written from different
perspectives. On a separate sheet of paper, construct a chart similar to the one on
page 111 in the text. Write a brief statement identifying and comparing the views of
the two perspectives.
S.24 Construct a timeline that demonstrates the lifelong process of socialization. The
timeline should be broken into periods of a lifespan. It
should also detail the evolution of socialization for each stage of
development.
S.25 Case Studies: The Function of Fairy Tales. In cooperative groups, read the text
about fairy tales (page 114), then analyze how fairy tales affect the development of
children.
http://www.kcra.com/national/south-carolina-students-protest-firing-of-resourceofficer/36168864
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Curriculum Framework
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Sociology
Literacy Lessons and Activities
RH9-10.4 Determine the meaning of words and phrases
as they are used in a text, including vocabulary
describing political, social, or economic aspects of
history/social science.
RH9-11-12.6 Evaluate authors' differing points of view on
the same historical event or issue by assessing the
authors' claims, reasoning, and evidence.
RH11-12.1 Cite specific textual evidence to support
analysis of primary and secondary sources, connecting
insights gained from specific details to an understanding of
the text as a whole.
S.13 and S.14 Choose a culture other than your own
S.23 Locate two commentaries on a sociological
S.18 Significant research has been done on how group
to research or the teacher can assign cultures.
During the research process, search for information
about how family is defined in the culture. Are family
roles clearly defined or more fluid? How is status
and defined in the culture? How is role defined? Are
there examples of role conflict? Also, explain the
different types of social interactions that are
common within that culture. Then compose a two-tothree page research paper discussing the culture
you have researched. Cite evidence from the
various sources you use. Use MLA format.
issue, each written from a different perspective,
such as socialization through social media. Then
write an argumentative paper discussing the authors
differing viewpoints. What is each writer’s viewpoint
and how does each present that viewpoint. Cite
evidence from the text to support your assertions
behavior can sway the actions of the individual.
Recently, there was an incident involving a school
resource officer and a high school student where the
student was pulled out of her desk after refusing to
leave the classroom. Read several different accounts
of the incident, including one from the family of the
young girl. After reading the accounts, do you think the
group dynamics may have influenced the behavior of
eithr person involved in the situation? Why or why not?
Don’t discuss whether or not either party was right or
wrong, instead focus on the dynamics of the groups
that were present during the incident and how those
groups may have impacted each person’s behavior.
Write a one-to-two page paper analyzing the situation
by focusing on group dynamics.
http://www.pbs.org/newshour/updates/school-resourceofficers/
http://www.nytimes.com/2015/10/28/us/spring-valley-highschool-sc-officer-arrest.html?_r=0
http://www.newsweek.com/who-ben-fields-police-officerfilmed-flipping-spring-valley-high-school-387757
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Shelby County Schools
2015/2016
12 of 13
Curriculum Framework
Quarter 1 / Quarter 3
Sociology
Additional Resources
Social Groups
http://www.history.com/topics/native-american-history/native-american-cultures
http://www.ushistory.org/us/12.asp
http://www.independent.co.uk/news/uk/home-news/britain-now-has-7-social-classesand-working-class-is-a-dwindling-breed-8557894.html
Diversity
http://www.scientificamerican.com/article/how-diversity-makes-us-smarter/
Ethnic Groups
http://ic.galegroup.com/ic/uhic/ReferenceDetailsPage/DocumentToolsPortletWindow?dis
playGroupName=Reference&u=oldt1017&u=oldt1017&jsid=f41e5972a1b96738edeb7c3
5ba33c693&p=UHIC%3AWHIC&action=2&catId=&documentId=GALE%7CCX34256000
21&zid=72d92d22ff6db2c80f093aec8d6591cc
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/
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Shelby County Schools
2015/2016
13 of 13