Unit/Chapter Design Unit/Chapter Title: Deviance and Social Control Course: Sociology Unit Length: December 12-23, 2011 Date Created: December 9, 2011 List Relevant ACT/Common Core Standards (numbers and letters): Key Ideas and Details(2) The student determines the main ideas or information of a primary or secondary source; summarize how key events or ideas develop over the course of a text. Key Ideas and Details (1) The student cites specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Integration of Knowledge and Ideas (7, 8, 9) The student integrates quantitative or technical information presented in charts, graphs, and videos with other information in a print or digital text. The student analyzes in detail a series of events described in a text and the causes that link the events; distinguish whether earlier events caused later ones or simply preceded them. The student compares and contrasts treatments of the same topic in several primary Craft and Structure (4) The student determines the meaning of words and phrases in a text, including the vocabulary . Key Ideas and Details (2) The student determines the main ideas or information of a primary or secondary source; summarize how key events or ideas develop over the course of a text. Deviance and Social Control Unit Vocabulary/ Concepts/Topics Deviance Negative deviance Positive deviance Deviant Social control Social sanction Functionalism and Deviance Unit Vocabulary/ Concepts/Topics Anomie Strain theory Control theory Unit Components/Sub-Headings Symbolic Interactionism Conflict Theory and and Deviance Deviance Unit Vocabulary/ Concepts/Topics Differential association theory Labeling theory Primary deviance Secondary deviance stigma Learner/Performance Objectives: The student will . . . 1. Define and use unit vocabulary. 2. Discuss the positive and negative consequences of deviance Crime and Punishment Unit Vocabulary/ Concepts/Topics victim discounting white-collar crime Unit Vocabulary/ Concepts/Topics crime criminal system deterrence retribution incarceration rehabilitation recidivism Unit Vocabulary/ Concepts/Topics Assessments/Evidence (Placement and Frequency) •Closed-ended selected response (e.g., multiple choice, matching, true/false) Chapter assessment •Products (e.g., essay, model, project) Students will work in groups to prepare section presentations 3.Describe four approaches to crime control 4.Identify the major types of social control 5. 6. 7. 8. •Performances (e.g., speech, recital, demonstration) Students section presentations will have a visual ( poster) and a verbal presentation Unit/Chapter: Resources/Materials: • • • • Writing Writing Applications 1. Expressive 2. Expository 3. Functional 4. Persuasive 5. Argumentation 6. Literary/Text Response 7. Research 8. Summary 9. Note Taking Writing Elements 1. Focusing on a Topic 2. Ideas and Content •Expressing Judgments •Developing a Position 3. Organization 4. Voice 5. Word Choice/Using Language 6. Sentence Fluency 7. Conventions Inquiry 1. Select/Create Relevant WICOR Strategies/Targets (AVID) Collaboration Organize 1. paraphrase and listen attentively to 1. Self-assessment one another 2. Planning/time investigating relevant issues 2. exploring intriguing situations 3. problem solving 4. creating 5. skilled questioning 6. Socratic seminars 7. quick writes 8. discussion 9. critical thinking activities 10. open-minded activities 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. clarify or expand a proposition create/invent something together teach each other Think—Pair—Share go-arounds group projects student groups Jigsaw activities cooperative learning strategies read-arounds response/edit/revision groups peer editing group assessments- with both individual/group grades games group presentations Select/Create Adaptations/Accommodations/Differentiation Content How will you vary what students will learn and the materials that represent the content? Process management 3. Goal Setting 4. Decision Making 5. Problem Solving 6. Homework Reading College Readiness Reading Skills 1. Main Idea 2. Significant Details 3. Sequential/ Order Relationships 4. Comparison Relationships 5. Cause and Effect Relationships 6. Understanding and Using Words 7. Generalizations and Drawing Conclusions 8. Problem-Solution Relationships 9. Interpreting Instructions 10. Author’s Purpose and Techniques Sample Strategies 1. Activating and building background information 2. Explicitly teaching vocabulary 3. Monitoring Comprehension and Metacognition 4. Graphic and semantic organizers 5. Generating questions and answering questions 6. Recognizing text/story structure 7. Summarizing and extended written responses to reading 8. Reciprocal teaching 9. Cooperative learning 10. Mental Imagery Select/Create Corrective and Enrichment Activities/Practices/Strategies •re-teaching •alternative textbooks •alternative materials •workbooks •tutoring peers •developing practice exercises •developing related media materials •completing special projects, experiments 3 How will you vary activities through which students make sense of key ideas using essential skills? Product How will you vary the way students demonstrate and extend what they understand and can do as a result of a span of learning? Learning Environment How will you vary the classroom conditions that set the climate, expectations for learning, and physical conditions? •study guides •academic games (crossword puzzles, simulations) •small group study sessions •individual tutoring •learning centers and laboratories •technology-assisted instruction (e.g., Podcasts, computers, video) •developing games, problems, and contests •using advanced computer-assisted lessons •locating background materials for future or current topics •developing additional formative assessments •planning to teach a mini-unit •creating bulletin boards and displays •applying knowledge to a new situation