Sociology Curriculum
Sociology Standard: The student will understand the scientific study of
human behavior that is sociology.
Indicator/Objective
The student:
620.SS.S.T.1 Defines
sociology.
620.SS.S.T.2 Relates the
history of sociology.
620.SS.S.T.3 Explains the
basic principles of various
theories of sociology.
620.SS.S.T.4 Identifies
theorists of sociology and the
theories with which they are
identified.
Benchmark 1 (T): The student will be able to identify and describe the
various Theories and Theorists of sociology.
Essential Concepts/Skills
Implementation
Assessment
What the students need to know and
do:
 define sociology
 recognize the link between
growing urbanization and the
field of sociology
 define theory and its role in
science
 explain why sociology is a
social scienc.
 recognize how sociology’s
focus differs from and is similar
to the focus of the other social
sciences
 explain the basic principles of
the conflict, functionalist, and
interactionist theories of
sociology
 identify various theorists of
sociology and their theories
Scope and Sequence
This is the introductory course in sociology.
These concepts will be introduced in this
course.
This course is not
assessed at the state or
district level.
Vocabulary
urbanization
Karl Marx
Auguste Comte
Emile Durkheim
Max Weber
W.E.B. DuBois
Jane Addams
Georg Simmel
Thomas Merton
Harriet Martineau
Conflict theory
Functionalist theory
Interactionist theory
Instructional Suggestion
After studying the various theories and
theorists, have students examine a social
problem and determine how it would be
solved by each theory or theorist.
Common unit
assessment questions
will be developed in the
future.
Teaching Strategies
 Best practice strategies include the use
of cooperative learning, higher level
thinking, effective questioning, and
other strategies that actively engage
students in their learning.
 Teachers and students should
reference the state standards document
for Reading: The student reads and
comprehends text across the
curriculum. Benchmark 4: The student
comprehends a variety of texts
(narrative, expository, technical, and
persuasive) and Writing: The student
writes effectively for a variety of
audiences, purposes, and contexts.
Benchmark 2: The student writes
expository text using the writing
process.
Teaching Resources
The following resource has been provided
for all teachers:
 Reading Strategies for the Social
Studies Classroom by Holt, Rinehart, &
Winston
© USD #233, Olathe, Kansas BOE Approved February 2006
This material was developed for the exclusive use of USD #233 staff.
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Sociology Curriculum
Sociology Standard: The student will understand the scientific study of
human behavior that is sociology.
Indicator/Objective
The student:
1.) defines culture and
explains some of the
universal functions of
culture.
2.) Differentiates between
material and non-material
culture.
3.) Recognizes how
sociologists distinguish
between the terms culture
and society
4.) Explains the role language
plays in creating and
perpetuating culture
5.) Identifies the
characteristics and
functions of symbols in
society
6.) Explains ways in which
cultures are unified
7.) Differentiates and
recognizes examples of
subculture, microculture,
and counterculture
8.) Defines values and norms
and explains the
relationships between
them.
9.) Contrasts and illustrates
the concepts of folkway,
more, and law.
10.) Explains the factors which
lead to cultural change.
Essential Concepts/Skills
What students need to know
and do:
 Define culture
 Describe what cultures
have in common
 Explain how cultures are
perpetuated
 Explain how cultures are
changed
 Compare and contrast
various cultures
 Use demographics to
define and describe
populations.
Vocabulary
Culture
Universals
Material culture
Non-material culture
Verbal language
Non-verbal language
Symbols
Norms
Folkways
Mores
Sanctions
Taboos
Subculture
Counterculture
Microculture
Values
Demographics
Ethnocentrism
Relativism
Benchmark 2 (C): The student will understand the role of Culture in
society.
Implementation
Assessment
Scope and Sequence
This is the introductory course in sociology.
These concepts will be introduced in this
course.
This course is not
assessed at the state or
district level.
Teaching Strategies
 Best practice strategies include the use
of cooperative learning, higher level
thinking, effective questioning, and
other strategies that actively engage
students in their learning.
 Teachers and students should
reference the state standards document
for Reading: The student reads and
comprehends text across the
curriculum. Benchmark 4: The student
comprehends a variety of texts
(narrative, expository, technical, and
persuasive) and Writing: The student
writes effectively for a variety of
audiences, purposes, and contexts.
Benchmark 2: The student writes
expository text using the writing
process.
Teaching Resources
The following resource has been provided
for all teachers:
 Reading Strategies for the Social
Studies Classroom by Holt, Rinehart, &
Winston
Common unit
assessment questions
will be developed in the
future.
Recommended videos:
 City of Joy
 Power of Choice
 School Ties
© USD #233, Olathe, Kansas BOE Approved February 2006
This material was developed for the exclusive use of USD #233 staff.
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Sociology Curriculum
Agents of change
Recommended readings:
 Pigskin Culture
© USD #233, Olathe, Kansas BOE Approved February 2006
This material was developed for the exclusive use of USD #233 staff.
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Sociology Curriculum
Sociology Standard: The student will understand the scientific study of
human behavior that is sociology.
Indicator/Objective
The student:
620.SS.S.B.1 Defines and
differentiates race and ethnic
group.
620.SS.S.B.2 Distinguishes
between prejudice and
discrimination.
620.SS.S.B.3 Distinguishes
between racism and
ethnocentrism.
620.SS.S.B.4 Describes the most
common patterns of minority
group treatment by majority
groups.
620.SS.S.B.5 Explains the
consequences of bias, prejudice,
and discrimination as they relate
to sex, race, and age.
620.SS.S.B.6 Relates historical
and contemporary examples of
bias, prejudice, and discrimination
as they relate to sex, race, and
age.
620.SS.S.B.7 Defines stereotypes
and scapegoat.
620.SS.S.B.8 Describes Merton’s
four patterns of racism.
620.SS.S.B.9 Differentiates
Benchmark 3 (B): The student will understand the role of Bias,
Prejudice, and Discrimination in human relationships.
Essential Concepts/Skills
What the student needs to know:
 The difference between race and
ethnic groups
 The difference between prejudice
and discrimination
 The difference between racism
and ethnocentrism
What the student needs to do:
 Explain the causes and effects of
bias, prejudice, and discrimination
as they relate to sex, race, and,
age.
 Identify examples of bias,
prejudice, and discrimination.
 Define and provide examples of
stereotypes and scapegoating.
Vocabulary
Race
Ethnic group
Prejudice
Bias
Discrimination
Racism
Ethnocentrism
Assimilation
Pluralism
Subjugation
Population transfer
Genocide
stereotype
Scapegoat
Active bigot
Fair weather liberal
Implementation
Scope and Sequence
This is the introductory course in
sociology. These concepts will be
introduced in this course.
Teaching Strategies
 Best practice strategies include
the use of cooperative learning,
higher level thinking, effective
questioning, and other strategies
that actively engage students in
their learning.
 Teachers and students should
reference the state standards
document for Reading: The
student reads and comprehends
text across the curriculum.
Benchmark 4: The student
comprehends a variety of texts
(narrative, expository, technical,
and persuasive) and Writing: The
student writes effectively for a
variety of audiences, purposes,
and contexts. Benchmark 2: The
student writes expository text
using the writing process.
Teaching Resources
The following resource has been
provided for all teachers:
 Reading Strategies for the Social
Studies Classroom by Holt,
Rinehart, & Winston
Assessment
This course is not
assessed at the state
or district level.
Common unit
assessment questions
will be developed in
the future.
Recommended videos:
 Power of One
© USD #233, Olathe, Kansas BOE Approved February 2006
This material was developed for the exclusive use of USD #233 staff.
-4-
Sociology Curriculum
between majority/dominant and
minority/subordinate.
All weather liberal
Timid bigot
Majority
Dominant
Minority
Subordinate

Hotel Rwanda
© USD #233, Olathe, Kansas BOE Approved February 2006
This material was developed for the exclusive use of USD #233 staff.
-5-
Sociology Curriculum
Sociology Standard: The student will understand the scientific study of
human behavior that is sociology.
Indicator/Objective
The student:
620.SS.S.SS.1 Defines social
stratification and social inequality.
620.SS.S.SS.2 Distinguishes between
systems of class stratification.
620.SS.S.SS.3 Explains the
components of social class.
620.SS.S.SS.4 Defines socioeconomic
status (SES).
620.SS.S.SS.5 Explains how ascribed
status differs from achieved status.
620.SS.S.SS.6 Defines and
differentiates between types of social
mobility.
620.SS.S.SS.7 Evaluates the impact of
social institutions on social mobility.
620.SS.S.SS.8 Discusses the effects
of poverty.
620.SS.S.SS.9 Defines life chances.
620.SS.S.SS.10 Evaluates public and
private responses to poverty.
620.SS.S.SS.11 Uses demographics to
define poverty.
Benchmark 4 (SS): The student will be able to define Social
Stratification and explain why it is such a powerful variable in human
experience.
Essential Concepts/Skills
What students need to know:
 definition of social
stratification and various
systems used to create
class stratification
 the role of race, class,
and gender in social
systems of inequality
 the components of social
class
 Weber’s model
What students need to do:
 Define and evaluate the
causes and effects of
poverty
 Define and examine class
mobility
 Evaluate responses to
poverty
Vocabulary
Social stratification
Social inequality
Slavery
Castes
Social systems
Components of social class:
wealth, power, prestige,
occupation, and status
Types of social mobility:
structural, horizontal, vertical,
intergenerational
Life chances
Implementation
Scope and Sequence
This is the introductory course in
sociology. These concepts will be
introduced in this course.
Teaching Strategies
 Best practice strategies include the
use of cooperative learning, higher
level thinking, effective questioning,
and other strategies that actively
engage students in their learning.
 Teachers and students should
reference the state standards
document for Reading: The student
reads and comprehends text across
the curriculum. Benchmark 4: The
student comprehends a variety of
texts (narrative, expository, technical,
and persuasive) and Writing: The
student writes effectively for a variety
of audiences, purposes, and contexts.
Benchmark 2: The student writes
expository text using the writing
process.
Teaching Resources
The following resource has been provided
for all teachers:
Reading Strategies for the Social Studies
Classroom by Holt, Rinehart, & Winston
Assessment
This course is not
assessed at the state
or district level.
Common unit
assessment questions
will be developed in
the future.
Instructional suggestion:
After studying social stratification, assign
roles to students to determine how their
life would be affected by that role through
simulated situations.
© USD #233, Olathe, Kansas BOE Approved February 2006
This material was developed for the exclusive use of USD #233 staff.
-6-
Sociology Curriculum
Sociology Standard: The student will understand the scientific study of
human behavior that is sociology.
Indicator/Objective
The student:
620.SS.S.S.1 Identifies the
important agents of
socialization.
620.SS.S.S.2 Defines and
provides examples of
institutions as agents of
socialization.
620.SS.S.S.3 Evaluates the
influences of heredity and
environment on the
development of personality.
620.SS.S.S.4 Defines and
illustrates resocialization.
620.SS.S.S.5 Describes the
effects of socialization on
gender, race, age, and
ethnicity.
Benchmark 5 (S): The student will understand the role of
Socialization in the development of self.
Essential Concepts/Skills
What the student needs to know and do:
 Define terms related to socialization
 Understand the difference between
nature and nurture
 Recognize a variety of institutions as
agents of change
 Understand the agents and effects of
socialization on people
Vocabulary:
Socialization
Resocialization
 College
 Military
 Prison
 Relocation(migration/immigration)
Institutions
 Family
 School
 Religion
 Peer groups
 Mass media
 Sports
 Government
Nature
Nurture
Implementation
Scope and Sequence
This is the introductory course in
sociology. These concepts will be
introduced in this course.
Teaching Strategies
 Best practice strategies include
the use of cooperative learning,
higher level thinking, effective
questioning, and other strategies
that actively engage students in
their learning.
 Teachers and students should
reference the state standards
document for Reading: The
student reads and comprehends
text across the curriculum.
Benchmark 4: The student
comprehends a variety of texts
(narrative, expository, technical,
and persuasive) and Writing: The
student writes effectively for a
variety of audiences, purposes,
and contexts. Benchmark 2: The
student writes expository text
using the writing process.
Teaching Resources
The following resource has been
provided for all teachers:
 Reading Strategies for the Social
Studies Classroom by Holt,
Rinehart, & Winston
Assessment
This course is not
assessed at the state
or district level.
Common unit
assessment questions
will be developed in
the future.
Instructional Suggestion:
Have students identify examples of
© USD #233, Olathe, Kansas BOE Approved February 2006
This material was developed for the exclusive use of USD #233 staff.
-7-
Sociology Curriculum
socialization in the news and report on
them to class.
Sociology Standard: The student will understand the scientific study of
human behavior that is sociology.
Indicator/Objective
The student:
620.SS.S.CD.1 Differentiates
between deviance and crime.
620.SS.S.CD.2 Explains various
theories on deviance.
620.SS.S.CD.3 Gives examples
that demonstrate how the
definition of deviance is relative to
time, place, situation, and social
status.
620.SS.S.CD.4 Gives examples
that demonstrate how deviance
can be both functional and
dysfunctional.
620.SS.S.CD.5 States the various
types of crime and assess their
effects on society.
620.SS.S.CD.6 Interprets
differences in crime and arrest
rates by social categories of
people (ethnicity, gender,
socioeconomic status, age, etc.).
620.SS.S.CD.7 Compares crime
rates in terms of race, class, and
gender differences.
620.SS.S.CD.8 Assesses the
effects of various policies and
Benchmark 6 (CD): The student will understand Crime and Deviance
and their impact on groups and individuals.
Essential Concepts/Skills
Implementation
Assessment
What the student needs to know
and do:
 Define deviance and
crime
 Explain theories of
deviance
 Define types of crime
 Analyze statistics related
to crime
 Evaluate the causes and
effects of crime on society
 Identify the components of
the criminal and juvenile
justice systems (police,
role of the district attorney,
courts, punishment)
 Describe the functions of
the criminal and juvenile
justice systems (social
protection, rehabilitation,
deterrence, retribution)
Scope and Sequence
This is the introductory course in sociology.
These concepts will be introduced in this
course.
This course is not
assessed at the state or
district level.
Vocabulary:
Deviance
Crime
 White collar
 Violent
 Organized
 Victimless
 Political
Rehabilitation
Deterrence
Retribution
Teaching Strategies
 Best practice strategies include the use
of cooperative learning, higher level
thinking, effective questioning, and
other strategies that actively engage
students in their learning.
 Teachers and students should
reference the state standards document
for Reading: The student reads and
comprehends text across the
curriculum. Benchmark 4: The student
comprehends a variety of texts
(narrative, expository, technical, and
persuasive) and Writing: The student
writes effectively for a variety of
audiences, purposes, and contexts.
Benchmark 2: The student writes
expository text using the writing
process.
Teaching Resources
The following resource has been provided
for all teachers:
 Reading Strategies for the Social
Studies Classroom by Holt, Rinehart, &
Winston
Common unit
assessment questions
will be developed in the
future
Instructional Suggestions:
Have students create a role play or skit that
© USD #233, Olathe, Kansas BOE Approved February 2006
This material was developed for the exclusive use of USD #233 staff.
-8-
Sociology Curriculum
laws relating to social control.
Socioeconomic status (SES)
Discretion
Recidivism
Profiling
Victims’ rights
demonstrates one of the theories of
deviance.
Have students debate the death penalty.
Recommended video:
Frontline videos on the Death Penalty
including the Angel on Death Row and The
Execution.
© USD #233, Olathe, Kansas BOE Approved February 2006
This material was developed for the exclusive use of USD #233 staff.
-9-
Sociology Curriculum
Sociology Standard: The student will understand the scientific study of
human behavior that is sociology.
Benchmark 7 (CB): The student will understand Collective Behavior
and its impact on social change.
Indicator/Objective
Essential Concepts/Skills
Implementation
Assessment
The student:
620.SS.S.CB.1 Discusses the
theories that have been developed
to explain collective behavior.
What the student needs to know
and do:
 list the conditions for
collective behavior
 describe types of
collective behavior
 define and provide
examples of social
movements
 recognize the role of
group dynamics in
collective behavior
Scope and Sequence
This is the introductory course in sociology.
These concepts will be introduced in this
course.
This course is not
assessed at the state or
district level.
620.SS.S.CB.2 Compares and
contrasts the various types of
collective behavior.
620.SS.S.CB.3 Identifies the
preconditions that guide the
outcome of collective behavior.
620.SS.S.CB.4 Describes the
group dynamics involved in
collective behavior.
620.SS.S.CB.5 Discusses the
theories that have been developed
to explain social movements.
620.SS.S.CB.6 Compares and
contrasts the various types of
social movements.
Vocabulary:
Collective behavior
 crowds
 mass hysteria, panic
 fads, fashions
 riots, mobs
 public opinion
 propaganda
group dynamics
 roles
 role conflict and strain
 non-verbal communication
social movements
 reform
 revolutionary
 alternative
 resistance
 religious
Teaching Strategies
 Best practice strategies include the use
of cooperative learning, higher level
thinking, effective questioning, and
other strategies that actively engage
students in their learning.
 Teachers and students should
reference the state standards document
for Reading: The student reads and
comprehends text across the
curriculum. Benchmark 4: The student
comprehends a variety of texts
(narrative, expository, technical, and
persuasive) and Writing: The student
writes effectively for a variety of
audiences, purposes, and contexts.
Benchmark 2: The student writes
expository text using the writing
process.
Teaching Resources
The following resource has been provided
for all teachers:
 Reading Strategies for the Social
Studies Classroom by Holt, Rinehart, &
Winston
Common unit
assessment questions
will be developed in the
future.
Suggested readings:
“Group Think”
“McDonaldization of America”
© USD #233, Olathe, Kansas BOE Approved February 2006
This material was developed for the exclusive use of USD #233 staff.
- 10 -
Sociology Curriculum
Sociology Standard: The student will understand the scientific study of
human behavior that is sociology.
Indicator/Objective
The student:
620.SS.S.I.1 Defines social
institutions.
620.SS.S.I.2 Identifies which basic
societal needs are satisfied by the
family institution.
620.SS.S.I.3 Analyzes ways in which
family life can be disrupted.
620.SS.S.I.4 Identifies the major
changes that have taken place in the
American family.
620.SS.S.I.5 Analyzes the function of
the institution of education for
individuals and groups.
620.SS.S.I.6 Identifies types of
education.
620.SS.S.I.7 Discusses issues in
education.
620.SS.S.I.8 Analyzes the function of
religion for individuals and groups.
620.SS.S.I.9 Identifies types of
religion.
620.SS.S.I.10 Analyzes the impact of
religion on society.
620.SS.S.I.11 Discusses issues in
religion.
Benchmark 8 (I): The student identifies social Institutions and their
impact on the individual and groups.
Essential Concepts/Skills
What the student needs to know and do:
 define social institutions
 describe the characteristics of a variety
of family units
 trace changes over time of family units
 discuss issues related to families
(transitions, domestic violence,
changing structures)
 describe the functions of education and
religion
 recognize types of education and
religion
 discuss issues related to education and
religion
Vocabulary:
Social institutions
Polygamy
Bigamy
Monogamy
Types of family units
 nuclear
 extended
 empty nest
formal v. informal education
hidden curriculum
self-fulfilling prophecy
animism
theism
polytheism
ethics
Organization of religion
 denomination
 sect
 cult
Implementation
Assessment
Scope and Sequence
This is the introductory course in
sociology. These concepts will be
introduced in this course.
This course is not
assessed at the
state or district
level.
Teaching Strategies
 Best practice strategies include
the use of cooperative learning,
higher level thinking, effective
questioning, and other strategies
that actively engage students in
their learning.
 Teachers and students should
reference the state standards
document for Reading: The
student reads and comprehends
text across the curriculum.
Benchmark 4: The student
comprehends a variety of texts
(narrative, expository, technical,
and persuasive) and Writing: The
student writes effectively for a
variety of audiences, purposes,
and contexts. Benchmark 2: The
student writes expository text
using the writing process.
Teaching Resources
The following resource has been
provided for all teachers:
 Reading Strategies for the Social
Studies Classroom by Holt,
Rinehart, & Winston
Common unit
assessment
questions will be
developed in the
future.
Suggested strategies:
Pair students to role play a married
© USD #233, Olathe, Kansas BOE Approved February 2006
This material was developed for the exclusive use of USD #233 staff.
- 11 -
Sociology Curriculum
couple or roommates to problem
solve a variety of issues.
© USD #233, Olathe, Kansas BOE Approved February 2006
This material was developed for the exclusive use of USD #233 staff.
- 12 -