Unit Backmapping
Department: Humanities/Social Studies
Grade: 11-12
Subject: Sociology
Level: College Prep
Unit Title: Understanding and Developing Your Sociological Perspective
Duration: (3-4 Weeks)
Enduring Understandings: Students will understand that…
Essential Questions:
 In order to fully understand why and how things happen one must look at
 How open are you to change?
events from multiple perspectives free from judgment.
 Why is it important to look to personal and national events from a non We are all a product of our personal and collective experiences, histories,
judgmental approach?
and environmental influences.
 How are you a product of your environment?
 In order to make changes one must embrace change.
 How have your experiences made you who you are today?
 Unlike psychology, sociology looks at the behavior of groups rather than
 What do you expect your life to be like with each decade of age you
the individual.
increase from this point on?
 Applying the sociological perspective can assist them in understanding and  Why can’t we all have everything we want?
making changes in their own lives.
 Why does every choice we make have a cost?
 Like any field, sociology was a result of the collective thoughts, research,
 Why is it important to look at any problem from multiple angles or
and contributions of historical pioneers seeking to address the problems
perspectives?
inherent in industrialized societies.
 What would life be like if no one sought to change things?
Summative Assessment:
Formative Assessments:
Type III Writing Sample that explores one of the following 4 tasks: Use your
understanding of the Sociological Perspective to describe what you believe to
be the fundamental problems of American Society today. (Provide specific
examples; Using your Sociological Imagination, demonstrate an understanding
of the effect of national and international events, in the past and present, on
American Culture and Society; Use the theoretical perspectives of
Functionalism, Conflict Theory, and Symbolic Interaction to describe and
rationalize the current state of our society and evaluate which theory could
better lead to solutions to the problems that America faces. Create
recommendations that all Americans could follow that would improve the
functioning of American Society.
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Closures
Topical Quizzes
Vocabulary Quiz
Review Quiz
Chapter Assessment
Standards Addressed:
NJCCCS: http://www.state.nj.us/education/cccs/standards/6/6.pdf Common Core: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
Key Ideas and Details
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RH.11-12.1. 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.
RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the
relationships among the key details and ideas.
RH.11-12.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging
where the text leaves matters uncertain.
Craft and Structure
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RH.11-12.4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a
key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RH.11-12.5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text
contribute to the whole.
RH.11-12.6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
Integration of Knowledge and Ideas
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RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in
words) in order to address a question or solve a problem.
RH.11-12.8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
RH.11-12.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting
discrepancies among sources.
Range of Reading and Level of Text Complexity
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RH.11-12.10. By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and
proficiently.
6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural
understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world active citizens in the 21st century:
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Determine the credibility and value of information, while also considering context, point of view, and multiple perspectives.
Analyze sources of prejudice and discrimination and propose solutions to eliminate them.
Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world.
Critically analyze information, make ethical judgments, and responsibly address controversial issues.
Communicate through rational and persuasive written and oral arguments to present solutions to controversial issues.
Resources:
 Text/Key Readings:
 Text – Glencoe – Sociology and You
 Key Readings:
 Sociologists Handbook
 “Hug Your Children" Reading
 Will We Have Any Privacy Left?
 Cheating in American Schools
A/V:
Technology:
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YouTube Video Excerpts on Key Sociological
Concepts
National and International News Excerpts
PowerPoint Presentations
Sociology and You Resources Companion
Sociology and You Presentations Plus CD-ROM
More TBD
StarBoard
DVD and Audio Players
Internet
Youtube
Email/Texting Server
Blog
Teacher Website
Online Publications
Current Events Websites
Unit Plan:
Teacher will… (Instructional Strategies)
Student will… (Evidence of Engagement)
Evidence of Learning (Form./Sum.)
Day 1: SWBAT describe the impact of perspective on world events and evaluate the origins of their own perspectives.
 Provide Student with Do Now – “Hug Your
 Editorial Analysis – “Hug Your Children”
 Closure Question (Formative) - Why is it
Children” Reading
important to look at events in one's lives, local
 Completion of Lecture/Discussion Notes
events, national events, and world events from
 Prompt – When thinking of the 9/11 attacks,
 Sociology Glossary Completion – Sociological
multiple perspectives? (5-8 Sentences)
what do we often think about?
Perspective
 Lecture through PPT on the topic of sociological  Perspective Writing – 9/11 from multiple
perspectives and the social and environmental
perspectives.
origins of people’s perspectives.
 Complete closure writing.
Day 2: SWBAT evaluate the role that perspective plays in creating accepted levels of social conformity.
 Provide students with Do Now writing prompt -  Complete a Collins 1 writing using the Do Now
 (Do Now) – Formative - How would you
How would you describe the impact that your
Prompt
describe the impact that your parents,
parents, grandparents, siblings, friends and
grandparents, siblings, friends and teachers
 Complete lecture notes using the Cornell Notes
teachers have had in your lives? Collins I 7-10
have had in your lives? Collins I 7-10 sentences.
Template
sentences.
 (Closure) – Formative - Write a paragraph
 Answer questions when prompted by teacher.
 Use a political cartoon
about a person you know who changes their
 Complete Closure task.
behavior depending on who they are with. Why
 Asch Experiment video and discussion.
do you believe this is the case?
 Lecture/PPT/Notes
Questions
 What do you believe can be gained from
studying people in a group setting?
 How would you describe your behavior when
you are alone or with only one friend?
 How about when you are in a large group?
Day 3: SWBAT evaluate the importance of embracing the sociological imagination in order to truly understand events.
 AS Prompt: What does it mean to have an
 Complete the definition of the Sociological
 Closure - 9/11 and Death of Bin Laden Picture
imagination? How can having an imagination
Imagination in their Sociology Vocabulary
Analysis and Reaction Writing. In what ways
benefit your understanding or the things
organizer.
can your embracing a sociological imagination
happening around you?
help you explain these photos from multiple
 Take notes using the Cornell Notes Format
perspectives?
 John Lennon's "Imagine" - How does this song
 Ask questions of the teacher
demonstrate the concept of the sociological
 Analysis of song(s) (Collins 1)
imagination?
 Sociological Perspective Word Splash
 Sociological Imagination Streaming Video set to
The Killers - "All These Things That I have Done"
Questions
 How would you describe the meaning of the
concept of the sociological imagination?
 What is gained by using our sociological
imagination?
 What is the significance of patterns to
sociologists?
Day 4-5: SWBAT describe the origins of sociology and evaluate the importance of America in the Foundations of its study.
Closure - How would you describe the importance
 AS: Who was Henry Ford? Who is Bill Gates?
 Complete the Collins 1 inference activity
of America to the foundation of the study of
Who is Steve Jobs? (Trailblazer inference
 Take notes using the Cornell Notes Format
activity)
 Use the Sociology Foundations timeline graphic Sociology?
 SA: Sociology Foundations Timeline; Sociology
organizer
Vocabulary Building Activity; Sociology
 Collaborate on the completion of the
Founders Matrix.
Sociological Founders Matrix Organizer.
Questions
 Reading 1 – “Such as We”
 What impact did Auguste Comte to the field of
sociology?
 What major theories did Comte contribute to
the study of sociology?
 How was Harriet Martineau significant to the
field of sociology?
 Do you agree with Herbert Spencer’s stance on
social reform? Explain.
 Do you agree with Karl Marx’s theory on class
conflict?
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How did American Sociologists Jane Adams and
WEB DuBois transform the field of sociology?
Days 6-11: (Multiday) - SWBAT create a Facebook page for a sociologist of their choosing.
 Prompt - Who here has a Facebook page?
 Selection of an historical figure that is
What does one's Facebook page tell us about
important to the foundations of sociology.
that person?
 Students will complete research on a sociologist
 Facebook Project Template
of their choosing in order to create a Facebook
page for that person that depicts their person’s
 Facebook Project Rubric
relevance and importance to the field of sociology.
 Selection of Historical Figures tied to the study
of Sociology
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Content/Interpretations/Connections within
final draft of Facebook Project
Days 12 -13: SWBAT collaborate to identify founders who are compatible in philosophy in order to complete the friends list on tier Facebook pages.
 AS: How do you decide who you are going to be  Collaborate with their peers in order to create
 3-2-1 Ticket out door for project and friend
friends with?
professional connections using their
making activity.
understanding of the philosophy of their chosen
 Project Assessment Form
figure.
Day 14: SWBAT describe the three sociological theories and identify their key similarities and differences.
 AS: Today you are going to be working with a
 Collaborate with a partner to complete the
 Create a list of the three theories and describe
partner.
Sociological Theories Organizer.
your understanding of the main ideas of each.
(Collins2)
 Group students with partners according to
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ability level.
 Discuss their interpretations of the readings on
each theory.
 Provide the Sociological Theories Organizer.
Questions
 What is a theoretical perspective?
 How does functionalism explain social change?
 Do all functions have a positive effect on
society?
 How does functionalism view values?
 What is the role of conflict and constraint in
social progress?
 How does the conflict perspective explain social
change?
 In your opinion which perspective is better?
Day 15: SWBAT evaluate the significance of Symbolic Interaction to sociology and use their understanding to make connections to their personal lives.
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AS: Collins 1 - Create a list of a minimum of five
symbols that represent America.
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Complete symbols brainstorming activity
Write 1 symbol on the white board
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CL: Write a 8-10 sentence paragraph describing
a time when you experienced the symbolic
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interaction process of dramaturgy.
Markers for board activity
 Take notes using Cornell Notes format.
Symbolic Interaction Notes and Discussion
 Connection Making Discussion - Students
discuss the significance of Symbolic
I & Me video and Discussion;
Interaction (mainly Dramaturgy) to their
Reading - Modern Wisdom - Urban Legends
personal lives.
Questions
 Do you think that the benefits of the
“McUniversity” outweigh the disadvantages?
Why or why not?
 In what ways have American high schools been
affected by Mcdonaldization?
Day 16: SWBAT identify and describe key terms and concepts within chapter 1.
 AS: Chapter 1 Vocabulary and Review Quiz
 Collaborate to complete tasks.
 Teacher observation and student answers on
today. You will Collaborate with a partner to
assessments.
 Discussion of questions in order to determine
complete
the best answer based off of their shared
 Chapter Review Quiz
understanding of each term/concept.
 Chapter Vocabulary Quiz
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Day 17-18: SWBAT identify and evaluate the key concepts within chapter 1 through the completion of a Collins Type III writing Task.
 AS: Today you will be starting an essay on the
 Students will be completing a Type III Writing
 Collins III Writing Task
concepts we have discussed throughout
Sample that explores one of the following
chapter 1.
tasks:
 Collins Type III Writing Task packet.
 Use your understanding of the Sociological
Perspective to describe what you believe to be
 NJ Holistic Scoring Rubric
the fundamental problems of American Society
 Appropriate FCAs
today
 Provide specific examples; Using your
Sociological Imagination, demonstrate an
understanding of the effect of national and
international events, in the past and present,
on American Culture and Society; Use the
theoretical perspectives of Functionalism,
Conflict Theory, and Symbolic Interaction to
describe and rationalize the current state of our
society and evaluate which theory could better
lead to solutions to the problems that America
faces. Create recommendations that all
Americans could follow that would improve the
functioning of American Society.
Unit Backmapping
Department: Humanities/Social Studies
Grade: 11-12
Subject: Sociology
Level: College Prep
Unit Title: The Foundations of Culture
Duration: (3-4 Weeks)
Enduring Understandings: Students will understand that…
Essential Questions:
 Symbols, conflict, and the collective functioning of all parts of society allow  How do symbols transmit the culture we live in?
humans to live in civilized societies.
 What are the most powerful symbols of American Culture?
 Scientific method is inherent in all sociological research and all problems
 How does language free us of the limits of time and space?
must be approached and studied in ethical manners.
 How can the norms and values of people within the same culture be similar
 Language is the basis of culture.
and/or different?
 Norms, including folkways, mores, and laws, along with values define what  How would you describe the relationship between material and nonis considered proper in society.
material culture in the United States?
 All cultures have elements of material and non-material culture that are
universal and specific.
Summative Assessment:
Formative Assessments:
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SHS for Dummies Norms Project
Images of Me Project
Culture Assessment
Collins 2 Writings
Topical Quizzes
Standards Addressed:
NJCCCS: http://www.state.nj.us/education/cccs/standards/6/6.pdf Common Core: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
Key Ideas and Details
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RH.11-12.1. 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.
RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the
relationships among the key details and ideas.
RH.11-12.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging
where the text leaves matters uncertain.
Craft and Structure
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RH.11-12.4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a
key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RH.11-12.5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text
contribute to the whole.
RH.11-12.6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
Integration of Knowledge and Ideas
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RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in
words) in order to address a question or solve a problem.
RH.11-12.8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
RH.11-12.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting
discrepancies among sources.
Range of Reading and Level of Text Complexity
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RH.11-12.10. By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and
proficiently.
6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural
understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.active citizens in the 21st century:
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Determine the credibility and value of information, while also considering context, point of view, and multiple perspectives.
Analyze sources of prejudice and discrimination and propose solutions to eliminate them.
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Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world.
Critically analyze information, make ethical judgments, and responsibly address controversial issues.
Communicate through rational and persuasive written and oral arguments to present solutions to controversial issues.
Make informed and reasoned decisions and accept responsibility for the consequences of their actions and/or inactions.
Take actions that result in a more just and equitable society.
D. History, Culture, and Perspectives 6.3.12.D.1 Analyze current laws involving individual rights and national security, and evaluate how the laws might be
applied to a current case study that cites a violation of an individual's constitutional rights.
Literacy Skills:
Study Skills:
Content Skills:
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Citing specific textual evidence to support
assertions
Determining Main Ideas
Integrating information from multiple sources
Inferring meaning of text
Reading and writing with a purpose
Analyzing text and visual resources
Locating and assessing information in literary
and internet formats
Summarizing important concepts
Determining meaning of words and phrases
using contextual clues
Recognizing bias and differing viewpoints
Persuasive and Expository Essay Writing
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Cornell Note-taking
Study reading, skimming, scanning of notes,
articles, and readings
Maintaining notes
Reviewing and asking questions of notes
Keeping an organized binder
Reviewing key concepts
Recognizing Thematic Concepts
Using technology to enhance understanding of
topics.
Completion of homework and independent
practice.
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Recognizing and embracing Change
Reflecting on Past Decisions
Looking at past, current, and possible events
through the sociological perspective
Recognizing the impact of the three theoretical
perspectives on national and global events.
Evaluating the impact of globalization national
events
Analyzing and evaluating multi-format primary
sources.
Graph Analysis
Political Cartoon Analysis
Chart Analysis
Locating information through literary, internet,
and physical research
Resources:
 Text/Key Readings:
 Text – Glencoe – Sociology and You
A/V:
Technology:
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Key Readings:
Sociologists Handbook
o How Rude! Manners in America
o The Power of Peers
o Battling Childhood Obesity:
Recommendations
o Such as We
o Modern Wisdom: Urban Legends
o Field Work Among the Irish Travelers
o The Dirty English
o The Power of Gestures
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YouTube Video Excerpts on Key Sociological
Concepts
National and International News Excerpts
PowerPoint Presentations
Sociology and You Resources Companion
Sociology and You Presentations Plus CD-ROM
More TBD
Unit Plan:
Teacher will… (Instructional Strategies)
Student will… (Evidence of Engagement)
Day 1: SWBAT identify and evaluate the links between Culture and Heredity in human behavior.
 AS: Would you describe the causes of your
 Complete the do now question.
actions as being conscious choices or
 Complete notes using the Cornell Notes format.
impulsive? Why?
 Answer teacher questions/prompts.
 Presentation on Culture, Instincts, Heredity,
 Complete the closure activity.
Reflexes and Drives.
Questions
 How can you describe the term culture?
 How does heredity affect behavior?
 How do sociobiologists view human behavior?
 How is society different from culture?
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StarBoard
DVD and Audio Players
Internet
Youtube
Email/Texting Server
Blog
Teacher Website
Online Publications
Current Events
Evidence of Learning (Form./Sum.)
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Based on your understanding of the
information provided today, what do you
believe has the greatest impact on human
behavior: Culture or Heredity? Which do you
feel most influences your own behavior?
Day 2: SWBAT describe the process that symbols and language play in culture by making connections to symbols and symbolic language commonly used in their
school.
 AS: ABC Brainstorming Symbols and language.  ABC Brainstorming completion.
 Describe some specific ways that you see
(Collins 1)
cultural and/or school symbols and symbolic
 Completion of Notes in Cornell Format.
language affecting the social behavior among
 Notes/Discussion
students in your school.
Questions
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 What are symbols?
 How are language and culture related?
 What can vocabulary tell us about culture?
Days 3-5: (Multi-Day) SWBAT demonstrate an understanding of the role that symbols and language play in culture through the creation of a collage that
represents their character traits by using pictures that best describe their personality traits, interests, hobbies, passions, and relationships.
 AS: ABC Brainstorming – Character traits that
 Completion of the ABC Brainstorming Activity.
 What did you learn about yourself today? 3-5
best describe you.
lines (Collins 1)
 Using internet resources to find images that
 Symbols of Me Activity Packet
represent their character traits, interests,
hobbies, passions, and relationships.
 Rubric and Exemplars
 Completion of a collage that best represents
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their traits.
Day 6: SWBAT analyze the a collage of a peer in class and create a story about that person based off of their pictures.
 Today you will be completing a story based off  Completion of a story about the assigned
 Learning outcomes will be determined through
of the collage that was handed to you when
poster collage using the analysis and writing
the grading of the stories.
you entered class.
rubric provided by the teacher.
 Imageography Writing Task Packet
 Use of sociological terminology within the text
of their writing.
 Analysis and Writing Rubric
 Making Connections to themselves and the
world within their writing.
Day 7: SWBAT describe the role that folkways, mores, taboos, and laws (all norms) play in culture.
 AS: Word Map - Norms
 Completion of the Word Map Activity for the
 Based off of your understanding of the topics
sociological term – NORMS
discussed today, create a list of 2 of each of the
 AS: How do you determine what is right, what
Norms (Folkways, Mores, Laws) that you feel
is wrong, and what falls in the "gray area" of
 Completion of PPT notes using the graphic
most impact your daily lives.
organizer provided.
 acceptability in our culture.
 PPT Notes on what constitutes norms
 PPT Notes Organizer on Folkways, Mores,
Laws; Presentation
Questions
 How can you describe the relationship between
folkways, mores, and laws?
 What are sanctions?
 What are values and how are they tied to
human social behavior?
Days 8-12: SWBAT demonstrate an understanding of the roles that Norms play in cultural transmission through the creation of a SHS for Dummies presentation.
 AS: Today you will be collaborating to create a  By collaborating in small groups and creating a  Of the Norms selected by your groups, which do
presentation in a format of your choosing that
concise list of ideal and real Norms shared by
you feel is the most important? Why? (Daily)
will aid an incoming student in understanding
all students of Salem High School.
 Authentic Assessment – Project Outcome
the norms of Salem High School.
 By creating a working set of group norms to
 Student Evaluation of project and team
 This will be a three part process.
follow throughout the process.
 Teacher evaluation of project and team.
 SHS for Dummies Norms Project Activity Team  Assigning specific roles to be fulfilled by team
Packet
members.
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Suggestions for group norms and roles
Rubric for grading
o Written aspects of project
o Group aspects of project
o Final product
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By creating descriptions of real and ideal
behaviors shared by stakeholders within the
school community.
 By creating a rulebook that will guide future
classes and seeks to improve one’s experience
at SHS.
Days 13: SWBAT identify and evaluate the role of norms in cultural transmission.
 AS: Norms quiz today. Are you ready?
 Completion of Norms Assessment
 Formative – Norms Assessment
 Norms assessment;
 Binder check..
Day 14: SWBAT evaluate the importance of values to American society and identify the basic values of American Society and how subject they are to change.
 AS: What do you value most? (Values
 Completion of Values Clarification
 How fluid do you believe the values we
Clarification Activity)
Brainstorming Sheet.
discussed today?
 PPT Section Notes
 Completion of notes in Cornell format.
 What can be done to change theself-centered
nature of Americans today?
 Norm Kite Completion
 Norm Kite Organizer Completion – making
connection between norms and values.
 Value Statement Activity
 Evaluation of Change in American Culture
 Section quiz
(Closure)
Questions
 What are the basic values included in American
culture?
 How fluid are the values in American culture?
 What are beliefs?
 How can you describe material and nomaterial culture?
Day 15-16: SWBAT evaluate the effects of material and non-material culture on cultural transmission and change.
 AS: Brainstorming Activity - Create a list of
 Collins 1 Brainstorming Completion
 CL: Create a list of the material and nonthings that Americans used to believe to be
material cultural aspects of the US that you
 Word Maps Completion – Material and Nontrue, that are not considered true today. (ex.
believe to be most crucial to our culture.
Material Culture.
Woman did not have the intelligence to make
 Analysis of personal interest in terms of
intelligent political choices.) Why are the
Material and Non-Material Culture.
beliefs listed no longer held to be generally
 Share and discuss with partner the
true?
components of the interest they tied to
 Material/Non-Material Culture Word Map;
Material/Non-material culture.
 Paired Learning Activity - think of a sport or
 Discussion of reading from previous night –
activity you enjoy, analyze it in terms of its
How do Parents and Schools Fail Teens?
material and non-material aspects and its
 Study for Tomorrow's Quiz.
cultural components using the organizer
 Working with Research Questions - Read P. 98-
provided
100.
 Focus on Research Reading and Survey: How
Do Parents and Schools Fail Teens?;
 .Pair Share opportunity and Discussion
Questions
 How are material and non-material culture
related?
 How is real culture different from ideal culture?
 What factors lead to cultural change?
 What roles do sub-cultures and countercultures play in society?
 How does enthnocentrism skew your view on
reality and the world?
Day 21: SWBAT identify and evaluate various elements that are universal to all Cultures..
 AS: I would like a show of hands of everyone in  Completion of notes in Cornell Notes format.
 Provide some examples of ethnocentrism. Do
here that likes to be the same as everyone else. 
you believe ethnocentrism helps or harms
Now a show of hands of those of you who like
society?
to be different? Why do you feel either way?
 Read Pages 100-102.
Are we all different? Are we all the same in
some way?
 PPT Notes/Discussion;
 Using Illustration discussion p. 98;
 Analyzing Technology Activity - "Star Wars and
the Internet."
 Immigration Map Activity;
 Cultural Universals Discussion and Organizer
Matrix.
Questions
 What are cultural universals and why do they
exist?
Day 23: SWBAT identify and evaluate key concepts within the study of Culture in preparation for tomorrow’s assessment
 AS: Test review today. Prepare your notes.
 Participation in the Assessment Review
 Create a list of topics and/or questions you
believe will be on the assessment tomorrow.
 SA: Chapter Assessment Review Game.
 Binder Check
Day 24: SWBAT identify and evaluate key concepts within the study of Culture.
 AS: Test today. Are you ready?
 Completion of chapter assessment
 Chapter Assessment.
 Completion of assigned essay prompt.
 Essay Topic (to be completed outside of class.

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Formative and Summative aspects to
assessment.
Student leaning will be gauged through the
results of the assessment.
Unit Backmapping
Department: Humanities/Social Studies
Grade: 11-12
Subject: Sociology
Level: College Prep
Unit Title: Becoming a Social Being
Duration: (4 Weeks)
Enduring Understandings: Students will understand that…
Essential Questions:
 Culture is transmitted through the socialization process.
 How has your family socialized you?
 Socialization is the most important experience a person is exposed too from  When you wake up in the morning, look in the mirror. Are you dressing
birth to death.
yourself or for how others see you? How powerful do you believe
socialization is now?
 Socialization sets the foundations for learning and interactions with others.
 Do we use some people as mirrors more than others?
 In order to be a successful lifelong learner one must actively socialize.
 Who are your significant others? Why are these people so important to
 In order for socialization to be successful one must internalize the norms
you?
and values of society.
 When do we start acting out of principle?
 Cultures prosper through the socialization process.
 What are some consequences of having a distorted looking glass?
 Family, schooling, peers, and the mass media mold us throughout our
lifetimes.
 Which self is the first to react to a situation, the “Me” or the “I”?

Society has prescribed structures and roles that may come in conflict with
 How would you describe the impact of your family on your development
one another, create strain, and lead us to make decisions about the things
over the years of your lifetime?
that are important to our lives.
 What is the hidden curriculum?
 Modern societal change is failing to keep pace with technological
 What are the great tasks of adolescence?
innovations.
 Do friends or family have more influence on young people?
 The government has an obligation to ensure the happiness, safety, and
 What role do the mass media play in socialization?
security of those it serves.
 What role does violence in the mass media play in socialization?
 In order to make change, one must embrace and be change.
 How does desocialization prepare people for new learning? How does
 Conflict is a part of everyday life, learning from one’s conflict leads to
resocialization begin?
change within oneself and one’s society.
 Is technology and industry a blessing or a curse?
 All societies have social ills, limiting these conflicts and focusing on the
 Does the government have an obligation to its people to provide assistance
future will curb the negative effects of social conflict.
to those struggling to make it?
 How can you be the change you may want to see in the world?
 Why is it important to ensure that children are properly socialized at an
early age?
 How are you going to be able to manage change and conflict in your life?
 Is technology and industry a blessing or a curse?
 Does the government have an obligation to its people to provide assistance
to those struggling to make it?
 How can you be the change you may want to see in the world?
 How are you going to be able to manage change and conflict in your life?
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
Summative Assessment:

Social Conflict and Change Persuasive Collins Type III – Select an area of
conflict in society create a solution to the problem that uses your
understanding of social structure, societal functions, and societal change.
Is materialism dangerous to society?
What can be done to improve the racial, socioeconomic, gender, and social
issues in this country?
Formative Assessments:
 Closures
 Topical Quizzes
 Vocabulary Quiz
 Review Quiz
 Chapter Assessment
 Final Exam
Standards Addressed:
NJCCCS: http://www.state.nj.us/education/cccs/standards/6/6.pdf Common Core: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
Key Ideas and Details
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RH.11-12.1. 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.
RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the
relationships among the key details and ideas.
RH.11-12.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging
where the text leaves matters uncertain.
Craft and Structure
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RH.11-12.4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a
key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RH.11-12.5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text
contribute to the whole.
RH.11-12.6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
Integration of Knowledge and Ideas
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RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in
words) in order to address a question or solve a problem.
RH.11-12.8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
RH.11-12.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting
discrepancies among sources.
Range of Reading and Level of Text Complexity

RH.11-12.10. By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and
proficiently.
6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural
understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.active citizens in the 21st century:
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Determine the credibility and value of information, while also considering context, point of view, and multiple perspectives.
Analyze sources of prejudice and discrimination and propose solutions to eliminate them.
Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world.
Critically analyze information, make ethical judgments, and responsibly address controversial issues.
Communicate through rational and persuasive written and oral arguments to present solutions to controversial issues.
Make informed and reasoned decisions and accept responsibility for the consequences of their actions and/or inactions.
Take actions that result in a more just and equitable society.
D. History, Culture, and Perspectives 6.3.12.D.1 Analyze current laws involving individual rights and national security, and evaluate how the laws might be
applied to a current case study that cites a violation of an individual's constitutional rights.
Literacy Skills:
Study Skills:
Content Skills:
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Citing specific textual evidence to support
assertions
Determining Main Ideas
Integrating information from multiple sources
Inferring meaning of text
Reading and writing with a purpose
Analyzing text and visual resources
Locating and assessing information in literary
and internet formats
Summarizing important concepts
Determining meaning of words and phrases
using contextual clues
Recognizing bias and differing viewpoints
Persuasive and Expository Essay Writing
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Cornell Note-taking
Study reading, skimming, scanning of notes,
articles, and readings
Maintaining notes
Reviewing and asking questions of notes
Keeping an organized binder
Reviewing key concepts
Recognizing Thematic Concepts
Using technology to enhance understanding of
topics.
Completion of homework and independent
practice.
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Recognizing and embracing Change
Reflecting on Past Decisions
Looking at past, current, and possible events
through the sociological perspective
Recognizing the impact of the three theoretical
perspectives on national and global events.
Evaluating the impact of globalization national
events
Analyzing and evaluating multi-format primary
sources.
Graph Analysis
Political Cartoon Analysis
Chart Analysis
Locating information through literary, internet,
and physical research
Resources:
 Text/Key Readings:
 Text – Glencoe – Sociology and You
 Key Readings:
o Cheating in American Schools
A/V:
Technology:



YouTube Video Excerpts on Key Sociological
Concepts
StarBoard
DVD and Audio Players
o The Power of Peers
o
o
o
Battling Childhood Obesity:
Recommendations
The Curse of Cliques
Americanizing the Native American
Unit Plan:
Teacher will… (Instructional Strategies)
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
National and International News Excerpts
PowerPoint Presentations
Sociology and You Resources Companion
Sociology and You Presentations Plus CD-ROM
More TBD
Student will… (Evidence of Engagement)
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Internet
Youtube
Email/Texting Server
Blog
Teacher Website
Online Publications
Current Events
Evidence of Learning (Form./Sum.)
Day 1-2: SWBAT evaluate the role socialization plays in the development of human beings.
 AS: (Collins 1) Be Kind: Rewind for Responsibility
 Reading and Reaction to Be Kind Prompt
 Based off of our discussion of the Harlow
Experiments can a generalization be made
 Writing Prompt (Above)
 Completion of Word Map – SOCIALIZATION
from
 Word Map – Socialization
 PPT Notes and Discussion
monkeys to humans?
 Harlow Experiment Discussion and Presentation;
 Harlow experiment discussion and reaction
Writing (Closure)
 Tech Trends Reading: Can the Internet Stunt Your
Social Growth?
 Tech Trends Reading Completion
 CL: Case Studies on Isolated Children: Anna and
 Case Study on Isolated and abused children –
Isabelle
Anna and Isabelle case comparison and
Questions
contrast writing.
 What role does each of the theoretical
perspectives play in social development?
Day 3: SWBAT analyze and evaluate the role socialization plays on their lives through the Functionalist, Conflict, and Symbolic Interactionism Perspectives.

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
AS: Imagine you have had your first child and you
want what is best for them. What norms, values,
and folkways do you believe are the most
important ones to impress upon your child?
Theoretical Perspectives and Socialization
Organizer (collaborative);
Questions
What role does each of the theoretical
perspectives play in social development?
Do we use some people as mirrors more than
others?
How does the ability for role taking develop?
When do you believe you began acting out of
principle?
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

Completion of parent responsibility Prompt.
Collaboration with a partner to complete the
Theoretical Perspectives notes organizer.
Evaluation Closure activity. (Collins 2)

CL: Which of the perspectives do you find most
influential in your mind? Describe a time you
experience its influence. (Collins 2 7-10 Lines)

Describe an experience you have had with the
looking-glass process. How did this experience
touch or change your self-concept?
Day 4: SWBAT explain key concepts of socialization from the symbolic interactionism perspective.
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AS: Brainstorming - How has your family
socialized you? (Ex. taught right from wrong,
raised with religious values, taught the meaning
of work.) (Dialog - socialization occurs b/c of
internalization. People must internalize what they
are being socialized to learn. They must accept
it.)
Notes Organizer Review
Functionalist and Conflict Perspectives;
Quotation analysis - "No one can make you feel
inferior without your consent." Eleanor Roosevelt
(Explain how this statement is an example of the
looking-glass self?)
Symbolic Interaction Notes/Discussion: Self;
Looking Glass Self; Significant Others; Role taking
(imitation stage, play stage, game stage);
generalized other.
Review of Figure 4.1;
Questions
How has your family socialized you?
How does the functionalist perspective explain
socialization?
How does the conflict perspective explain
socialization?
When you wake up in the morning, look in the
mirror. Are you dressing yourself or for how
others see you? How powerful do you believe
socialization is now?
If not for rules and expectations, would you dress
differently than you do? (outside of school) How
and why? Be honest.
How dies symbolic interactionism help us
understand socialization?
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
Completion of Collins 1 Do Now Brainstorming
Completion topical notes using organizer
provided.
Discussion and asking/Answering Questions
Answering questions related to review of
figure 4.1
Completion of closure writing.

To help clarify your own sense of self-concept,
describe yourself in a paragraph without
referring to physical features, but rather, focus
on values, beliefs, attitudes and personality.

Where does the self-concept come from?
Day 4: SWBAT explain key concepts of socialization from the symbolic interactionism perspective known as the looking-glass self.

AS: Collins 1 - How can you describe the idea that  Completion of Collins 1 Do Now Writing
you use others as mirrors to judge yourself?
 Completion topical notes using organizer
provided.
 SA: Notes Organizer Review - Looking Glass Self;
Significant Others; Symbolic Interaction
 Discussion and asking/Answering Questions
 Notes/Discussion: Looking Glass Self; Significant
 Complete the "Another Time" reading and
Others; Role taking (imitation stage, play stage,
questions on page 120.
game stage); generalized other (I&Me). Figure
4.1; Point to stress - Mead and others; Genie
analogy;
 Another Time Reading p. 120 of textbook.
Questions
 How can you describe the idea that you use
others as mirrors to judge yourself?
 How does the looking-glass process work?
Can the looking glass be distorted?
 Do we use some people as mirrors more than
others?
 Who are your significant others? Why are these
people so important to you?
 What is role taking?
 How does the ability for role taking develop?
 When do we start acting out of principle
 What is the self?
 What are some consequences of having a
distorted looking glass?
 Which self is the first to react to a situation, the
“Me” or the “I”?
Day 5-6: SWBAT evaluate the role of schools and families in socializing young people.

Cl: (Collins 2) Describe an experience you have
had with the looking-glass process. How did
this experience touch or change yourself
concept? What are some consequences of
having a distorted looking glass? Which self is
the first to react to a situation, the “Me” or
the “I”?


What ways have you changed since you began
high school? Describe the physical and
personal changes you have
experienced. These are strictly personal
answers that will not be shared.

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
AS: Children's Cartoon Intro - How do shows like
these act as agents of socialization?
SA:
Agents of Socialization Organizer Notes – The
Family and Schools.
Proverb Writing Activity;
Cartoon Analysis; The Hidden Curriculum
Discussion;
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Completion topical notes using organizer
provided.
Discussion and asking/Answering Questions
Creating proverbs with partner
Analyzing Cartoon for elements of socialization
Recognizing aspects of the Hidden Curriculum
– Round Robin Style.
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Pre-read socialization through peers and the
media.
Questions
What role do you believe your family has played
in your socialization?
How has school impacted your socialization?
How do you believe this has occurred?
Do friends or family have more influence on
young people?
Day 7: SWBAT the role of the peers in socialization young people.
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AS: Write a paragraph describing the impact
that your friends have on you and what they
mean to you. Explain. (Collins Type I 5 Lines set
to the Beatle Song With a Little Help from my
Friends)
Agents of Socialization Organizer Notes - Peers,
Mass Media;
Questions
What role do you believe your peers play in your
social development?
What impact might developmental awareness
play in easing the tensions prominent in social
development in your teen years?
Some psychologists believe that peer groups
have more influence on later socialization than
the family does. Do you agree or disagree with
this assertion?
Which group do you believe is the most
influential in the present stage of your social
development – Family, peers, school, or the
media? Why?
What concept discussed thus far relates to the
song lyric – “Walk a mile in my shoes”?
How do peer groups contribute to socialization?
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Completion of Collins 1 Do Now Writing
Pair Share
Completion topical notes using organizer
provided.
Discussion and asking/Answering Questions

CL: Some psychologists believe that peer
groups have more influence on later
socialization than the family group. Do you
agree or disagree with this premise? Explain.
Sociology and Today - Struggling through the
Teen Years reading discussion questions pages
126-27.

CL – Summative - Write a paragraph (5-7 lines)
Day 8: SWBAT evaluate the role of the Mass Media in socialization and cultural transmission.

AS: Students will watch and episode of a popular

Completion of an analysis of video looking for
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children’s television show and assess it for
elements of cultural transmission followed by a
turn and talk session where students share their
interpretations of the video. (15 Min)
Mass Media Notes and Discussion
Controversy and Debate - Fast food and
cartoons;
Positive/negative effects of the media connection
making activity;
World View - Availability of TV
Questions
Do you believe the media can influence the social
development of people?
What societal norms and issues are involved in
the fast food and cartoons debate?
What role does violence in the mass media play
in socialization?
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elements of socialization discussed prior.
Participation in a turn and talk activity.
Completion of Mass Media Notes using the
organizer matrix.
Participation in discussion and debate about
using cartoons to market to children.
Completion of World View Activity for
homework.
Completion of connection making activity.
describe at least one positive and one negative
effect that a form of the mass media has had
on you. (i.e. movies, music, television,
magazines, newspapers, social networking
sites, etc.)
Days 9-13: SWBAT demonstrate an understanding of the impact of each of the Agents of Socialization on their own lives through the completion of a
PowerPoint Presentation that represents in visual and written format and analysis of each Agent’s impact on their existence.
Teacher will provide students with:
Students will provide the Teacher with:
 Summative – Agents of Socialization
 The Agents of Socialization Activity Packet
 Completed Agents of Socialization PowerPoint
PowerPoint project and presentation.
Project with works cited
 The Agents of Socialization Rubric
 Summative – The impact of the agents essay.
 Brief 3-5 presentation of their project
 The Agents of Socialization Essay Packet
 Completed essay describing the impact of the
 The Agents of Socialization Presentation Rubric
agents on their socialization.
Day 14 : SWBAT describe the significance of the processes of desocialization, resocialization, and anticipatory socialization.
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AS: Have you ever known anyone who has been
incarcerated? Were they ever released? Did that
incarceration change them in any way? Have
you known people who have entered into
military service? How did they change from the
time the left to the time the returned from
training or active service? Explain. (10 minutes
of writing)
Processes of socialization Notes/discussion
Snapshots of America Map interpretation;
Focus on research - Case Study - High School
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Completion of the processes of socialization
notes organizer.
Discussion and connection making through
discussions and writing.
Vocabulary builder completion
o Desocialization
o Resocialization
o Anticipatory Socialization
o Total Institutions
o Reference Groups
Completed Snapshot activity

Formative – Processes of socialization
assessment.
Reunions;

Case Study completion for homework.
Questions
How does desocialization prepare people for new
learning?
 How does resocialization begin?
Day 15 – SWBAT identify and evaluate key concepts within the study of the socialization process in preparation for the unit assessment.

 AS: Test review today. Prepare your notes.
 Participation in the Assessment Review
 SA: Chapter Assessment Review Game.
 Binder Check
Day 24: SWBAT identify and evaluate key concepts within the study of the socialization process.
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AS: Test today. Are you ready?
Chapter Assessment.
Essay Topic (to be completed outside of class.


Completion of chapter assessment
Completion of assigned essay prompt.



Present their presentations.

Create a list of topics and/or questions you
believe will be on the assessment tomorrow.
Formative and Summative aspects to
assessment.
 Student leaning will be gauged through the
results of the assessment.
Day 25-26: SWBAT demonstrate their understanding of the impact of socialization through a presentation and question session.
AS: Today you will be randomly selected to present
your completed socialization project to the class.
SA: Student presentations of their socialization
projects.
CL: Student learning will be gauged through
their presentation and the answering of
questions about their projects.
Day 27: SWBAT analyze the reading "Americanizing the Native American for the impact of the attempted cultural genocide towards Native Americans and
evaluate it for examples of socialization, desocialization, and resocialization.
AS: You have seen the influence that the Agents of
 Students will read and mark-up an article
 CL: Completed through answers provided
Socialization have had on your lives, now we will be
entitled Americanizing the Native American;
during the ensuing class discussion based on
looking at forced forms of socialization through a
Class discussion of Reading questions.
analysis and evaluation questions provided
sociological reading on Native Americans.
with the reading.
Day 28: SWBAT evaluate the connections between social structure and status.

AS: Chapter Intro - Create a Concept Web of
the "roles" that you play in your life today.

AS: Chapter Intro - Create a Concept Web
of the "roles" that you play in your life
today.

AS: Chapter Intro - Create a Concept Web
of the "roles" that you play in your life
today.

AS: What status do you hold? (Captain of
Team, Student leader, etc.) Add to
diagram. Playing Card Demo - "This is the
card you have been dealt." (Ascribed
Status)
Day 29: SWBAT evaluate the significance of ascribed and achieved statuses.


AS: What status do you hold? (Captain of
Team, Student leader, etc.) Add to diagram.
Playing Card Demo - "This is the card you
have been dealt." (Ascribed Status)
SA: Playing Card Demo - On the Board - King,

AS: What status do you hold? (Captain of
Team, Student leader, etc.) Add to
diagram. Playing Card Demo - "This is the
card you have been dealt." (Ascribed
Status)

Queen, Jack - you are privileged; 10 - 7 - you
are
semi-privileged; 6-4 are not privileged; 3-1
are inferior people.
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SA: Playing Card Demo - On the Board King, Queen, Jack - you are privileged; 10 7 - you are
semi-privileged; 6-4 are not privileged; 3-1
are inferior people.
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SA: Playing Card Demo - On the Board King, Queen, Jack - you are privileged; 10 7 - you are
semi-privileged; 6-4 are not privileged; 3-1
are inferior people.
Day 30: SWBAT analyze the effects of statuses and roles on social structure.

Most Embarrassing Moment" Writing - Write
a paragraph about your most embarrassing
moment. Do not use names of others
involved or your own name. Was the
embarrassment caused by having to change
roles without prep? What role performance
occurred?

Most Embarrassing Moment" Writing Write a paragraph about your most
embarrassing moment. Do not use names
of others involved or your own name. Was
the embarrassment caused by having to
change roles without prep? What role
performance occurred?

Most Embarrassing Moment" Writing Write a paragraph about your most
embarrassing moment. Do not use names
of others involved or your own name. Was
the embarrassment caused by having to
change roles without prep? What role
performance occurred?

CL: Create a list of three ways that role
performance changes as a result of social
interaction.
Day 31: SWBAT analyze the play between role performance and social interaction.

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AS: How do you act differently within your
roles when others are influencing you
socially?
SA: Notes; Discussion; Vocab Builder Role Performance, Social Interaction;
Vocabulary
Visualization Activity (Paired); Culture to
social structure diagram (handout);