Welcome, Titans!
Always, always, ALWAYS, read and follow directions on the board.
(1) Find your EXACT seat using the chart below
(2) You will need: a pencil (I WILL DO A PENCIL CALL)
(3) WRITE YOUR NAME ON BOTH SIDES OF SCANTRON; no other
info is needed
(4) WRITE YOUR FIRST NAME, LAST INITIAL, & BLOCK ON THE
FRONT OF THE MANILA FILE FOLDER
(5) Carry your study guide to lunch if you feel like you need to study
Williams
Jenkins, M.
Szymura
Tillman
Nibbs
Olsson
Jenkins, Aria
Kravice
Vontayes
Guerrero
Acosta
Aguirre
Stephanie
Turner
Segura
Lovato
Harris, D.
Benson
Tubius
Ely-Bembry
Fields
White
Simmons
Slade
Matthews
McManus
Harris, N.
Hooever
Cortes
Estanislao
Welcome, Titans!
Always, always, ALWAYS, read and follow directions on the board.
(1) Find your EXACT seat using the chart below
(2) You will need: a pencil (I WILL DO A PENCIL CALL)
(3) WRITE YOUR NAME ON BOTH SIDES OF SCANTRON; no other info is
needed
(4) WRITE YOUR FIRST NAME, LAST INITIAL, & BLOCK ON THE FRONT OF
THE MANILA FILE FOLDER
EMPTY
EMPTY
Robinson
Segura
McDowell
Medina
Hernandez
Hudson
Colson
Farmer
Banner
Bunyan
EMPTY
Sorenson
Mejia
Kargbo
Garcia
Carroll
EMPTY
EMPTY
Walker
EMPTY
Patterson
EMPTY
Lindsay
EMPTY
Henderson
EMPTY
Walker
EMPTY
BEFORE TEST
 SCANTRONS:
 WRITE YOUR NAME ON BOTH SIDES OF THE SCANTRON
 DO NOT WORRY ABOUT FILLING IN ANY OTHER INFORMATION
 FILES:
 WRITE YOUR NAME ON THE MANILA FILE COVER (NOT THE TAB
WHICH ALREADY PROBABLY HAS A NAME)
 WRITE YOUR NAME ON EACH SHEET OF NOTES (4 sheets), YELLOW
STUDY GUIDE, & UNIT #1 JOURNALS (5 entries)
 DO NOT PLACE YOUR HOMEWORK IN THESE FILES
 PLACE THESE ITEMS IN THE MANILA FILE FOLDER
 BE READY TO PASS UP YOUR FILE WHEN I INSTRUCT YOU TO DO SO
Test directions
(1) Clear desk except for a Scantron sheet & a pencil.
(2) Everything else should be completely packed away. If your study guide is
out, that is considered cheating. You will receive a 0.
(3) Phones should be completely packed away. If your phone is out, that is
considered cheating. You will receive a 0.
(4) Make sure your name on BOTH sides of the scantron sheet.
(5) Begin on #1 of your Scantron. The ones-place digit should match b/w
your Scantron & the test (example: #71 on your scantron = #21 on test).
(6) No talking while any students are testing. If you have a question, raise
your hand & WAIT for assistance.
(7) When you’re finished, place test materials in designated bins in the back.
(8) After the test:
- Work on any missing work to hand in to me (project 1.1, 1.2, 1.3)
- Work on project 1.4 (survey & poster) quietly or individually
- GREEN LIGHT: One earphone, music inaudible, must be working
- No talking until others are finished
Today’s checklist
Complete the following items today or tonight so that they are
ready for tomorrow. If you were present today, these items are
due tomorrow.
▪ Syllabus scavenger hunt
▪ Project 1.1
▪ Project 1.2
▪ Project 1.3
▪ Project 1.4
▪ Unit #1 Notes
▪ Unit #1 Journals (five entries)
▪ Missing vocab activities (1.1, 1.2, 1.3, 1.4)
Journal Prompt – 01/27
▪ Think about times you have worked in pairs or groups,
including most recently, & write a paragraph of 4-5
COMPLETE sentences. Use as many of the stems as
you wish…
▪ The biggest challenge to working with others is…
▪ I enjoy working in with others because…
▪ When working in with others, it is helpful when…
▪ I think partners/group members can be accountable
to each other by…
▪ Be prepared to share some of your response.
Journal Prompt – 1/28 (continue on sheet from yesterday)
▪ Think about how you study for tests, and write four or
five complete sentences. Consider these questions as
you write.
▪ What strategies do I use?
▪ Do I absorb in class or study better on my own?
▪ What strategies have I tried that worked?
▪ What strategies have I tried that didn’t work?
▪ Do I study differently for different subjects?
▪ Be prepared to share some of your response.
▪ Begin vocab for 1.2 if you finish early.
▪ YELLOW LIGHT WHILE YOU WRITE YOUR JOURNAL
AND DO VOCAB. RED IF NOT WRITING. ONE EAR
PHONE, NO TEXTING.
Journal Prompt – 01/29 (7 minutes)
▪ We talked about three theoretical perspectives
yesterday. Write a five sentence paragraph, using
your 1.2 notes or pages 14, 16, & 17. Explain the
following:
▪ What is a theoretical perspective?
▪ What are the three theoretical perspectives in
sociology?
▪ One sentence explanation of each perspective.
▪ YELLOW LIGHT WHILE YOU WRITE. RED IF YOU ARE
NOT WRITING. ONE EAR PHONE, NO TEXTING.
BACK TO RED LIGHT WHEN WE BEGIN NOTES.
▪ If you finish early, work on your syllabus scavenger
hunt and/or project 1.1 (poster) and/or vocab HW 1.2
(yesterday’s words).
Journal Prompt – 02/01
▪ Think about writing assignments that you have received in
school, and answer with one or more of the following
prompts in four complete sentences.
▪ The most difficult thing about writing is…
▪ I don’t like all writing assignments, but I do like to write…
▪ Writing comes naturally to me because…
▪ If I have a writing assignment, it helps to…
▪ Be prepared to share some of your response.
▪ Work on vocab on 1.3
▪ YELLOW LIGHT WHILE YOU WRITE. RED IF YOU ARE
NOT WRITING. ONE EAR PHONE, NO TEXTING.
Journal Prompt – 02/02
▪ We talked about positive and negative correlation yesterday.
Using your 1.3 notes or page S19, explain the following in a five
sentence paragraph:
▪ What is a positive correlation?
▪ What is an example of positive correlation?
▪ What is a negative correlation?
▪ What is an example of negative correlation?
▪ If variables are correlated, does it always mean that one causes
the other?
▪ Be prepared to share some of your response.
▪ GREEN LIGHT WHILE YOU WRITE. RED IF YOU ARE NOT
WRITING. ONE EAR PHONE, NO TEXTING. BACK TO RED LIGHT
WHEN WE SHARE.
▪ If you have extra time, read “Understanding Frequency” &
“Understanding Bell Curves” on pgs S24 & S25 OR finish up
project 1.2.
SOCIOLOGY – UNIT #1: HISTORY & REASEARCH
METHODS OF SOCIOLOGY
VOCAB – LESSON §1.1 – DATE: 01/27
Look up the following words on pages 4-8 or in the glossary:
- Sociology
- Anthropology
- Social science
- Economics
- Social interaction
- Psychology
- Social phenomena
- Political science
- Sociological perspective
- History
- Sociological imagination
LESSON §1.1 – Sociological Perspective
QUIET READING (2 minutes)
▪ Preview the “How does the sociological perspective help us?” chart
on your notes.
▪ Read “The Sociological Perspective” on pages 4 & 5.
LOW-VOLUME TALKING (2 minutes)
▪ Complete the chart.
▪ If you have trouble, consult with a partner beside you and/or raise
your hand.
LESSON §1.1 – Social Sciences
 ANTHROPOLOGY
 Both study SOCIETIES
 Anthropology tend to focus on non-Western societies, while socy tend
to study modern & Western societies
 Ex: Urban anthropologists may examine cultural characteristics of
neighborhoods
 PSYCHOLOGY
 Both study human BEHAVIOR
 Psychology focuses on the indv, while socy focuses on groups
 Ex: Social psychologists focus on how one’s social environment
influences indv’s bhvr & personality
LESSON §1.1 – Social Sciences
 ECONOMICS
 Both study effects of CHOICE, SCARCITY, & DISTRIBUTION
 Ex: Sociologists examine how wealth inequality impacts bhvr of
different groups of society
 POLITICAL SCIENCE
 Both study POWER & DECISION-MAKING
 Ex: Both study voting patterns, concentration of political power, &
formation of political groups
 POLITICAL SCIENCE
 Both study PAST EVENTS
 Ex: Both study past events to explain current social attitudes/bhvrs
SOCIOLOGY – UNIT #1: HISTORY & REASEARCH
METHODS OF SOCIOLOGY
VOCAB – LESSON §1.2 – DATE: 01/28
Look up the following words on pages 9-17 or in the glossary:
- Social darwinism
- Dysfunctional
- Social statics
- Manifest function
- Social dynamics
- Latent function
- Function
- Conflict perspective
- Ideal type
- Interactionist perspective
- Theory
- Symbol
- Theoretical perspective
- Symbolic interaction
- Functionalist perspective
LESSON §1.2 – History of Sociology
QUIET READING
▪ Preview the “History of Sociology” questions on your notes.
▪ Read pages 9 & 10 up to “The Early Years.”
LESSON §1.2 – History of Sociology
QUIET READING
▪ Preview the “History of Sociology” questions on your notes.
▪ Read pages 9 & 10 up to “The Early Years.”
 Did not develop until the _______
 Events that led to the development of sociology
 Industrial Revolution: brought about urbanization & social problems
 __________ & _______ Revolutions: focus on indv _______ & _________ led to
political _____________
 Sociologists would attempt to prove their beliefs through:
 O_________
 C_________ e____________
 Careful c_____________ & a__________ of i____________
 Use of s____________ r___________ m_________
LESSON §1.2 – Early Sociologists
 COMTE (Functionalist perspective)
 Considered the founder of sociology
 Applied methods of physical sciences to study social life
 Two areas of focus were:
 Social statics: processes that hold society together
 Social dynamics: processes that change society
LESSON §1.2 – Early Sociologists
 SPENCER (Functionalist perspective)
 Believed society worked like a living organism w/ INTERDEPENDENT
PARTS, each serving a certain function to maintain the entire system
 Applied Darwin’s to social life
 Social Darwinism: only “fittest” societies would survive over time
 Used to justify European imperialism in Africa & Asia
LESSON §1.2 – Early Sociologists
Write small!!!
 WEBER (Interactionist perspective)
 Studied GROUPS w/in society instead of society as a whole & effect of
society on the indv
 Go beyond what can directly be observed to uncover feelings &
thoughts of indvs:
 Verstehen: understanding meanings indvs attach to their actions
 Ideal types: description comprising essential characteristics of a
feature of society, but real-life examples don’t have to all
characteristics described (ex.: ideal type of a school is recognizable
even if your school doesn’t fit all characteristics)
LESSON §1.2 – Early Sociologists
 MARX (Conflict perspective)
 Structure of society determined by how economy is organized
 Structure based on division which leads to conflict:
 Bourgeoisie exploits proletariat & uses its position to maintain
status quo
 Marx predicted that proletariat would overthrow bourgeoisie to
build a classless society
LESSON §1.2 – Early Sociologists
Write small!!!
 DURKHEIM (Functionalist perspective)
 Concerned w/ social order (LIKE?)
 Saw society as set of interdependent parts that maintain entire
system (LIKE?)
 Each element of society has function(s) that maintain social order
 1st sociologist to use statistical analysis in his study of suicide
Checklist:
Due by end of class:
▪ Finish project 1.1 posters
▪ Complete project 1.2 posters
▪ Syllabus scavenger hunt
▪ Set up binder tabs & put all of sheets you have in the appropriate tab:
▪ Journal
▪ Notes
▪ Projects/Miscellaneous
▪ Vocab HW (incl yellow sheet)
▪ Study Guides
▪ Put textbooks, markers, pencils, and highlighters away
LESSON §1.2 – Theoretical Perspectives
FUNCTIONALIST
Focus:
 What holds society together
 Elements of society have functions (consequences):
 Positive or negative
 Manifest (intended or recognized) or latent (unintended or unrecognized)
 Some elements don’t allow society to operate smoothly (dysfunctional)
Interests:
 Functions of different elements of society – incl. family, school, religion
LESSON §1.2 – Theoretical Perspectives
CONFLICT
Focus:
 How those w/ more power exert control over others
 Forces that cause competition & change
 Forces that prevent change & maintain status quo
Interests:
 Decision-making in families
 Disputes b/w workers & employers
 Relationships b/w ethnic groups
LESSON §1.2 – Theoretical Perspectives
INTERACTIONIST
Focus:
 How indvs interact w/ one another in society
 Meanings that invs attach to their actions
 How people use symbols to create meaning
Interests:
 Child development
 Relationships within groups
 Mate selection
SOCIOLOGY – UNIT #1: HISTORY & REASEARCH
METHODS OF SOCIOLOGY
VOCAB – LESSON §1.3 – DATE: 01/29
▪ Empirical: based on experience, OBSERVATION, & experimentation
▪ Variable: characteristic that can differ from one indv, group, or situation to
another in a MEASURABLE way
▪ Independent variable: variable thought to cause change in another variable
▪ Dependent variable: variable thought to be changed by independent variable
▪ Causal relationship: when change in one variable CAUSES change in another
▪ Correlation: when change in one variable is ASSOCIATED w/ change in another
▪ Positive correlation: when both variables change in the SAME direction
▪ Negative correlation: when two variables change in the OPPOSITE direction
▪ Spurious correlation: when two variables appear to be related but are actually
being affected by another variable
▪ Control: way to exclude possibility that outside variable is affecting the
relationship b/w two variables being studied
▪ Longitudinal study: studying phenomena ACROSS TIME
▪ Cross-sectional study: studying phenomena ACROSS DIFFERENT GROUPS
VOCAB – LESSON §1.3 – DATE: 01/29
▪ Empirical: based on experience, OBSERVATION, & experimentation
▪ Variable: characteristic that can differ from one indv, group, or
situation to another in a MEASURABLE way
▪ Independent variable: variable thought to cause change in another
variable (x-axis)
▪ Dependent variable: variable thought to be changed by independent
variable (y-axis)
VOCAB – LESSON §1.3 – DATE: 01/29
▪ Causal relationship: when change in one
variable CAUSES change in another
▪ Correlation: when change in one variable
is ASSOCIATED w/ change in another
▪ Positive correlation: when both variables
change in the SAME direction
▪ Negative correlation: when two variables
change in the OPPOSITE direction

Draw examples of positively- and
negatively-correlated variables on the back
of your notes and LABEL
VOCAB – LESSON §1.3 – DATE: 01/29
▪ Spurious correlation: when two variables appear to be related but are
actually being affected by another variable
▪ Control: way to exclude possibility that outside variable is affecting the
relationship b/w two variables being studied
VOCAB – LESSON §1.3 – DATE: 01/29
▪ Longitudinal study: studying phenomena ACROSS TIME
▪ Cross-sectional study: studying phenomena ACROSS DIFFERENT
GROUPS
LESSON §1.3 – Characteristics of Social Research
▪ Issues of interest: structures & functions of human groups
▪ Examining cause-effect: studying relationships among variables
▪ Causation exists when: change in one variable CAUSES a change in
another
▪ Example of variables:
▪ Independent: Attitude towards drug use
▪ Dependent: Rate/level of drug use
LESSON §1.3 – Characteristics of Social Research
▪ 1st step in determining causation: Determine whether correlation
exists b/w two variables
▪ 2 types of correlation & examples:
▪ Positive: both variables change in SAME direction (ex.: # cigarettes
smoked per wk & rate of lung cancer)
▪ Negative: variables change in OPPOSITE directions (ex.: time spent
on phone in class & test averages)
LESSON §1.3 – Characteristics of Social Research
▪ Correlation = Causation???
▪ No, variables can be spuriously correlated
▪ Ex:
Hospitalization is correlated w/ death, …
BUT hospitalization is also correlated w/ illness/injury 
Illness/injury correlated AND causally related w/ death
▪ How to determine whether correlated variables have a causal
relationship or if they are spuriously correlated:
▪ Use controls to exclude variables that could possibly affect the
relationship b/w the two variables of concern
▪ If control is used & relationship still exists, there’s reason to believe
the two variables of concern are related
LESSON §1.3 – Research Process
▪ Define problem: select topic for study & develop operational definitions
(measurable) of key concepts
▪ 2 questions: With what variables am I concerned? How do I measure
them?
▪ Review literature: examine existing scholarship on your research
problem to gain insight & prevent unnecessary duplication of research
▪ Form hypothesis: predict relationship b/w variables
▪ Needs to be TESTABLE
▪ Choose research design: develop a plan to collect, analyze, & evaluate
data as it relates to your hypothesis
▪ Decide methods, plan for control variables, etc.
LESSON §1.3 – Research Process
▪ Collect data: record findings for variables as they relate to hypothesis
▪ Analyze data: determine whether research findings support/refute
hypothesis
▪ Important to maintain objectivity & not manipulate findings to fit
desired results
▪ Present research: publish findings, share w/ colleagues, form new
research questions
LESSON §1.3 – Research Methods
▪ Historical Analysis
▪ Analyze EXISITNG SOURCES that contain info of sociological interest
▪ Often documents, but can be other materials too
▪ Can reveal trends over time
▪ Content Analysis
▪ Involves counting # of times a word, phrase, event, symbol, or
element appears in a given context
▪ Relatively easy & inexpensive research technique
▪ Often done w/ computer programs
LESSON §1.3 – Research Methods
▪ Survey Analysis
▪ Incl. questionnaires or polls & interviews
▪ Questionnaires/polls:
▪ Pros: cheap, convenient
▪ Cons: respondents can misinterpret questions
▪ Interviews:
▪ Pros: researcher can make sure respondents understand questions
▪ Cons: expensive, time-consuming
▪ If population of interest is too large, researchers must pick a sample
(small # of indvs from larger population)
▪ Risk for BIAS is relatively high
LESSON §1.3 – Research Methods
▪ Observation
▪ Researchers observe behavior of indvs in actual social settings
▪ Detached observation: researcher observes situation from a distance
▪ Participant observation: research becomes directly involved in
situation under investigation
▪ Case study
▪ INTENSIVE study of ONE person, group, event, or problem
▪ Useful for rare or temporary events like riots or natural disasters
▪ Statistical Analysis
▪ Using mathematical data that have been collected
▪ Determine central tendencies, variations (one variable)
▪ Determine correlation and causation (multiple variables)
SOCIOLOGY – UNIT #1: HISTORY & REASEARCH
METHODS OF SOCIOLOGY
VOCAB – LESSON §1.4 – DATE: 02/01
▪ Frequency distribution: way of arranging data to determine how often a certain
piece of data occurs
▪ Bell curve: normal freq. distribution where most frequently occurring appears
at the median & where fewer entries appear farther away from the median
(perfect bell curve: mean = median = mode)
▪ Measures of central tendency: central points or “averages” (mean, median,
mode)
▪ Variability: spread of data from average (range & standard deviation)
▪ Correlation coefficient: # b/w -1 & +1 that describes the degree of relationship
b/w variables (R2 on calculator)
VOCAB – LESSON §1.4 – DATE: 02/01
▪ Research Bias: actions/views on the part of anyone in the research
process that could negatively impact forming objective conclusions
▪ Acquiescence bias: respondents give what they feel are “right” answers
to be positive/agreeable and try to impress or please the interviewer
▪ Social desirability bias: respondents answer questions in a way they
think will lead them to be accepted or liked
VOCAB – LESSON §1.4 – DATE: 02/01
▪ Habituation: respondents provide similar response to similarly-worded
questions, often to conserve mental energy
▪ Sponsor bias: if respondents know/suspect a sponsor of the research,
their feelings/opinions about that sponsor may bias their answers to
any question
▪ Confirmation bias: when a researcher forms a hypothesis and
selectively uses the data they collect to confirm their hypothesis (and
leave out or change data that refutes their hypothesis)
VOCAB – LESSON §1.4 – DATE: 02/01
▪ Culture bias: making assumptions about research subjects from other
cultures based on our own culture
▪ Question-order bias: words/ideas in previous questions can influence
responses in later questions
▪ Halo effect: tendency to see something/someone in a certain light b/c
of a single, positive attribute
LESSON §1.4 – Understanding Frequency, Bell Curves
▪ Too many pieces of data:
▪ Substitute specific/equal numerical spans
(intervals)
▪ Ex.: Class scores, divide into 10% intervals
(90-99, 80-89, etc.)
▪ Bell curve           
▪ Bell curves
▪ Normal distributions
▪ Perfect bell curve: Mean = Median = Mode
▪ Highest frequency at mean/median/mode
▪ Lower frequencies as you move away
from mean/median/mode
LESSON §1.4 – Understanding Frequency, Bell Curves
▪ Mode
▪ Most frequently occurring
▪ Shortcoming: doesn’t tell us much about overall distribution of scores
▪ Mean
▪ Sum of all scores divided by # of scores
𝒏𝒊
▪ 𝒏= 𝒊
𝒏
▪ Shortcoming: extremely high/low scores can distort results
▪ Median
▪ Score that falls precisely in the middle of all scores when arranged in
descending order
▪ 50% of scores are higher, 50% are lower
▪ Shortcoming: can take a long time to calculate w/ large amnt of data, but
it is usually the best to use
LESSON §1.4 – Variability
▪ Range: mathematical difference b/w highest & lowest scores
▪ Disadvantage of range: only takes highest & lowest scores into account, regardless of the
middle scores
▪ Standard deviation: spread of scores around the mean score (𝝈𝟐 )
▪ As data becomes more consistent: Standard deviation decreases
▪ Correlation coefficients:
▪ Positive sign: both variables change in the same direction
▪ Negative sign: variables change in OPPOSITE directions
▪ Closer to zero: weak association b/w 2 variables
▪ Closer to -1 or +1: strong association b/w 2 variables (good line of fit)
▪ Positive correlation example: cigarette smoking & lung cancer
▪ Negative correlation example: cell phone use in class & test scores
▪ Correlated variables may not be causally related b/c of a spurious correlation
▪ Another (confounding) variable influences one or both of the variables
▪ Ex.: Hospitalization & death rates (illness/injury causes hospitalization, but
illness/injury causes death, not hospitalization)
LESSON §1.4 – Variability
▪ Range: mathematical difference b/w highest & lowest scores
▪ Disadvantage of range: only takes highest & lowest scores into account,
regardless of the middle scores
▪ Standard deviation: spread of scores around the mean score (𝝈𝟐 )
▪ As data becomes more consistent: Standard deviation decreases
LESSON §1.4 – Variability
▪ Correlation coefficients:
▪ Positive sign: both variables change in the same direction
▪ Negative sign: variables change in OPPOSITE directions
▪ Closer to zero: weak association b/w 2 variables
▪ Closer to -1 or +1: strong association b/w 2 variables (good line of fit)
LESSON §1.4 – Variability
▪ Positive correlation example: cigarette smoking & lung cancer
▪ Negative correlation example: cell phone use in class & test scores
▪ Correlated variables may not be causally related b/c of a spurious correlation
▪ Another (confounding) variable influences one or both of the variables
▪ Ex.: Hospitalization & death rates (illness/injury causes hospitalization,
but illness/injury causes death, not hospitalization)
Make sure you finished your 1.4 vocab HWs or any other missing
vocab HWs