sociology

2013/2014

S

HELBY

C

OUNTY

S

CHOOLS

S

OCIOLOGY

Written By: | Kenneth Gunn

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Curriculum Guide

Social Studies

Sociology

Curriculum Map

Sociology

Curriculum Revision Committee

Written By:

Kenneth Gunn

Ljillauna V. Smith, Social Studies Coordinator, MCS

Relzie Payton, Social Studies Coordinator, SCS

Derryll J. Johnson, Curriculum Editor, MCS

Department of Curriculum and Instructi on

Shelby County Schools

Dear Educators:

Curriculum Guide Sociology

This curriculum guide is an instructional tool designed to assist teachers in developing and implementing a quality Social Studies instructional program. With traces of Common Core implementation throughout, this map provides guidance for teachers as lesson plans are created. Although new Social Studies Standards will be introduced next year, we have taken the first step towards introducing Literacy Standards into this curriculum.

In addition, we have also included a “Tool Box”, which lists district resources for you. This document contains live links and will be constantly updated each quarter as new information/strategies/resources become available. Each time the map is posted, it will be posted in its entirety. We suggest saving it on your desk top and overriding each version with the latest update. You also have the option of printing only the pages you need.

We have taken the best from both districts and hope you will find this map useful.

Best Regards,

Ljillauna Smith and Relzie Payton

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3


Table of Contents

Quarter One Page 4

Quarter Two Page 8

Tool Box Page 15

Appendix Page 16



State Standards Learning Outcomes Guiding Question Activity Assessment

First Nine Weeks

5.0 History-

Understand the foundational history of

Sociology

1.0 Culture-

Understand the impact of culture on group behavior

Culture

Culture

Identify the early sociologists and their theory development

5.1.1

Contrast the differences between the theories of Locke,

Cooley and Mead 5.5.2

Describe the social theories of various modern sociologists

(Max, Durkheim, Weber) 5.1.3

Describe the components of culture 1.2.2b

How did the study of sociology evolve?

Who are the major pioneers in sociology and what contributions did they make to the field of study?

Students will create a presentation on a pioneer in sociology. It will include: personal information, time-line of professional contributions and application of theories.

Presentations will include all listed criteria. They will be correct, informative, and rehearsed.

Understand the development of culture and the variations in our own society and the world

1.1.1a

(Identify cultural differences)

Read accounts of primitive societies such as Margaret

What is culture?

Create a bubble map that defines culture using the components and examples.

How is the American value system reflected in the mass media?

View exerts of television situation comedies from the

1950’s to the present. Compare and Contrast traditional values of then and now using a bubble map for each of two decades of tv sitcoms. From these bubble maps, each student will create a double bubble map to compare and contrast the two decades. Write a short essay explaining your findings on

“American Values: Then and

Now.”

How did primitive cultures differ?

In groups research a primitive society. Present findings to the

The graphic organizer will list all components of culture and give at least three examples of each.

The essay will be written using the 3.5 format. It will have a thesis, points and examples to support the points.

Each presentation will be informative, contain graphics

Resources http://www.asanet.org/introto sociology/home.html

http://anthro.palomar.edu/cul ture/culture_1.htm

http://kclibrary.lonestar.edu/d ecade50.html

http://www.interculturalstudie

s.org/Mead/biography.html

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State Standards

Culture

Culture

Culture

Culture

6.0 Individual, Groups and Interactions-

Understand personality

Analyze norms and values in various societies 6.3

5

Learning Outcomes

Mead’s work in New Guinea

6.3.2b

Recognize that cultural beliefs strongly influence the values and behaviors of the people who grow up in the culture, often without their being fully aware of it mans that people have different responses to these influences 1.1.1b

Define folkways, norms, mores and how they are learned 6.3.1

Describe the impact of ethnic, national and cultural influences on human behavior 1.1.2c

Compared learned behavior across cultures 1.2.1b

Define ethnicity 6.7.2b

Discuss ethnocentrism 6.3.2a

Examine a personal example of ethnocentrism 1.2.2e

Guiding Question

What is American culture?

How does ethnocentrism and cultural relativism effect interpretation of other cultures?

What is your personal ethnocentrism?

How are behavioral norms taught?

How do the components of social structure affect human interaction?

Activity class. Each student will complete a VENN diagram comparing and contrasting two of the societies presented.

In groups, students will read a folk story from various cultures.

Each group will determine why the story was developed and the mores and norms it teaches. The group will then write its own folk story.

Assessment and be well rehearsed. The graphic organizers will contain at least 12 entries.

The folk story will be well developed and the more or norm being taught will be clear to the reader.

Resources

Students will identify the components of culture and create a portfolio of examples.

Include a 5 paragraph essay titled “What is American

Culture?”

View the film “Bend It Like

Beckham” and apply concepts of culture, ethnocentrism and racism to real life situations.

Conduct a class seminar which focuses on the question, “What are the results of “bending” cultural norms?”

Each student will begin a personal journal in which he/she includes entries about his/her own personal views about topics discussed in class.

Read a children’s book and in an analytical review, apply the components of social

Each component will include a collage of graphics. The essay will be written using the 3.5 format.

Each student will participate in the seminar. Answers to all questions will be based on facts and specifics contained in the movie.

The journal will be an on going project that will allow students to discover their own feelings about topics.

The analytical review will include the formal and informal groups in the story and how http://anthro.palomar.edu/cul ture/culture_3.htm

http://www.allaboutphilosoph

y.org/ethnocentrism-faq.htm http://spot.colorado.edu/~he athwoo/Phil220/relativism.ht

ml http://www.blurtit.com/q4974

78.html


State Standards development and examine social institutions

Individuals, Groups and Interactions



Individuals, Groups and Interaction/ 1.0

Culture



Define the agents of socialization 6.3.3


Why are formal and informal groups both important for the development of society?

How does a bureaucracy work?

Activity interaction and differing groups

Assessment these groups affected the behavior of the characters.

Create a organizational chart of your school administration.

Create a comic strip representing an agent of socialization.

The organizational chart will include different levels and include responsibilities.

CC APPENDIX I

The content of the comic strip will address the way the socialization occurs and the impact on society.

Resources http://anthro.palomar.edu/so cial/soc_1.htm

http://www.trinity.edu/~mkear l/time-4.html http://creately.com/examples

/org-chart

Recognize how norms, values, and beliefs are taught or shared 6.9.1b

Describe the family and how individuals are prepared to be members of society 6.2.2a

Discuss each agent of socialization and how it perpetuates the goals, values and norms of society 6.9.2

Analyze social institutions and their value to society 6.2.3

Identify major social categories in US culture (gender, ethnicity, sexual orientation and disability) 1.2.1a

Discuss stereotypes in society

6.7.3c

Describe assimilation in society

6.7.2a

Role Play the nature of in group/out group dynamics

1.2.3a

Identify situations in which bias occurs 1.2.2a

Identify various group interactions 6.2.1

How does the family impact the socialization process of a child?

How do agents of socialization impact society?

How do we group people in society?

What efforts to people make to avoid being labeled as being a part of one of these groups?

In groups, students will create a play in which people are stereotyped and efforts are made to “fit in.”

Plays will contain at least three acts, have a plot, characters, climax, and resolution. It will contain substantial content and be well-rehearsed. http://www.preservearticles.c

om/201104306151/howgroups-are-classified-insociology.html

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State Standards








Recognize that people have different personalities 6.1.1

Read case studies of children who were reared in environments without nurture

6.1.2a

Debate the origin of personality as in nature versus nurture

6.1.2b

Discuss studies of twins separated at birth 6.1.3

Define adolescence in its historical context 6.4.2


What factors affect the development of personality?

What are the results of children who are isolated?

How does a person’s sense of self emerge?

Activity

In groups, students will research feral children, twins separated at birth, and adopted children. The class will debate the nature/nurture conflict.

Assessment

Each debate team will be well informed on its topic and make arguments based on facts found during research.

CC APPENDIX II

Resources http://anthro.palomar.edu/so cial/soc_3.htm

Recognize the differences adolescents face as a unique segment of society 6.4.1

Discuss puberty rites and their importance to society 6.4.3

Explain the aging process 6.5.1

How did the concept of adolescence develop and change in our society?

What are statistics regarding challenges faced by teens today?

How has dating evolved from courtship?

How does puberty and adolescence differ?

How do adults adapt to the changes in their status?

Using a graphic organizer, identify factors in American society that led to the development of adolescence.

Using the information from the graphic organizer, select three factors that led to the development of adolescence and develop a 3.5 essay.

The essay will contain a thesis with points and examples to support those points.

Create a research project on problems faced by adolescence. Charts and graphs will be included. Topics to be included are challenges of sexual behavior, drug use and suicide. Explanations of the findings should be included.

The presentation can take the form of the students’ choosing.

It will include all criteria. It will be factual, complete and pleasing to the eye.

Create a VENN diagram comparing and contrasting puberty and adolescence.

VENN diagram will contain at least twelve entries.

Read the Daniel Levinson’s study. Write a critical analysis of his theory. Use resource

The analysis will be well thought out and points of view will be defended with facts and examples. http://pubs.ext.vt.edu/350/35

0-850/350-850.html

http://hes.ucfsd.org/gclaypo/r epro/pubado01.html

www.peejeshare.com/essays

/david-levinson-seasonsmans-life-17118

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State Standards




2.0 Economics-

Understand and analyze how socioeconomic factors influence group behavior globally as well as production, consumption, and distribution/

6.0Individuals, Groups and Interactions

Second Nine Weeks


Conduct a survey of current issues 6.10.3

Discuss various challenges to our society by the aging “baby boomers” 6.5.2a

Define Alzheimer’s disease and the need for long-term care

6.5.2b

Analyze the need for Social

Security reform 6.5.3

Define the use of deviance in a changing society 6.6.3b


What challenges do we face due to our aging population?

What is the nature and function of deviance?

How do sociological theories explain deviant behavior?

Look at crime in today’s society

6.6.1

Discuss levels of corrections

6.6.3

Identify the factors of production 2.1.1

Discuss the function of supply and demand 2.4.1

Compare and contrast the theories of Adam Smith and

Karl Marx 2.1.3

Discuss various levels in society 6.7.1

Activity

Create a questionnaire from readings on challenges to adulthood and administer to 10 adults. Combine findings within a group and combine by class.

Create charts and graphs of findings. As groups, allow students to choose one in which it will create a plan to address the issue.

Assessment

The plans will be well considered and include concrete statistics and an action plan.

What are the types of crime in the

US and what is the function of our criminal justice system function?

How are economic theory and society intertwined?

After reading several accounts of gang members, create a word web of terms related to their deviant behavior. Then choose one of the four theoretical perspectives and analyze gang activity.

Research the crime statistics in your neighborhood, city, county and state. Create graphs/charts to display your findings.

Create a VENN diagram comparing the theories of Marx and Smith.

The word web will contain at least 12 entries. The analysis will be complete and well considered.

This data will include the analysis of crimes and punishment. Excel can be used to create finished graphs and charts.

The VENN diagram will contain at least twelve entries. These entries will address factors of production, function of supply and demand, economic strata, and ownership of production.

CC QW APPENDIX V

Resources http://www.dwp.gov.uk/policy

/ageing-society/ http://www.cliffnotes.com/stu dy_guide/Theories-of-

Deviance.topicArticleId-

26957,articleId-26873.html

http://www.wisegeek.com/wh at-is-sociologicalcriminology.htm

http://www.questia.com/librar y/sociology-andanthropology/types-ofsociology/economicsociology?gclid=CNv3iMf6i7

QCFRQcnAod9CsAZw

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State Standards

2.0 Economics/ 4.0

Government and

Civics- Understand the political institutions and how power and authority relate to group behavior


Describe the various models of capitalism, socialism and communism 2.1.2

Discuss various forms of government and how power is distributed 4.1.3

Compare and contrast democratic and authoritarian forms of government 4.1.2

Use political cartoons to comprehend the economic systems of the world. 2.1.2


What are the characteristics of capitalist and socialist economic systems?

How has the American economy become a global economy?

How does the US system of government compare to other political systems?

atifr457/st2.0

Economics/ 1.0 culture/3.0 Geography-

Understand the way that people around the world adapt to their physical environment and meet their needs through physical human systems

Define the values and beliefs of the different socioeconomic stratification 2.2.1

Infer that social economic distinctions are a part of every culture, but they take many different forms( rigid classes based on parentage, graduations based on the acquisition of skill, wealth and education 2.4.2

Identify the basic economic goals of individuals in American society 2.2.3

Examine the cultural differences of Americans, including beliefs, values, accepted behaviors and environment 1.2.3

Describe how socioeconomic status and other group and

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How does a person’s economic stratification and geographical location affect his/her values and beliefs?

Sociology

Activity

Students will be provided with various political cartoons and will write answers to questions regarding issues, images, messages and point of view.

Share findings with whole group.

Use internet sites to research

American businesses that have overseas economic interests.

Write a short essay on findings.

Create a graphic organizer to compare and contrast democracy, monarchy, authoritarianism, dictatorship and junta.

In groups, students will create a research project based on the effects of culture, physical geography and economics on belief and values. Groups will choose a nation or people, explore its geography, culture and economic system, and its value and belief system. From this information student groups will develop a study demonstrating the connection between economic stratification and value/belief systems.

Assessment

The presentation of information will be complete answering all listed criteria.

Essays will include the impact of government and economic systems on business practices.

Each graphic organizer will contain at least 10 entries.

Resources http://www.cesj.org/thirdway/ comparison3rdway.htm

The research project can be written, displayed or presented.

It must contain a well-defined thesis and supportive information must be valid and thoroughly researched. Data and graphics should be included to add clarity.

CC APPENDIX III http://courses.washington.ed

u/anth457/stratif.htm


State Standards

Economics

Culture/Individuals,

Groups and

Interactions/

Geography


Learning Outcomes cultural influences contribute to the shaping of a person’s identity 2.2.2

Recognize that certain behaviors are exhibited from different socioeconomic classes 2.3.3b

Demonstrate how where a person lives influences one’s interests, abilities, needs, goals and values 3.1.2a

Examine the effect of different geographical locations affect cultural values 3.1.2b

Compare and contrast values and beliefs of varied geographic regions 3.1.3

Recognize that people often discriminate on the basis of speech, dress, behavior and physical features 2.3.1a

Consider examples from early research on prejudice and discrimination 1.2.3c

Examine the history of segregation such as Jim Crow

Laws, Plessy v. Ferguson,

Brown V. Board of Education

6.7.3a

Relate how bias and discrimination influence behavior 1.2.2d

Guiding Question Activity

How do you determine whether or not you want to pursue a friendship with someone you’ve just met?

How do sociologists view race and how they differ in society?

What is the difference in racism and discrimination?

How do the experiences of minority groups differ in America?

Brainstorm as a class and create a word splash that includes ideas from all members of the class on how people judge others. Then discuss how these turn into a society’s discrimination and create stereo-types.

Use the parking lot to jump start group discussion on the meaning of the two terms.

Students will be divided into groups of four (4). Each group will be assigned an ethnic group. Using the internet, presentations will be created on aspects of each minority.

Oral presentations will be given with student reaction written in journals.

Assessment

All class members will participate.

A teacher-created rubric will ensure that all aspect of the standard are met.

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Resources http://www.un.org/Pubs/Cyb erSchoolBus/discrim/id_8_u d_race.asp

http://cebp.aacrjournals.org/c ontent/12/3/232s.full


State Standards

Geography



Examine levels of prejudice and racism 6.7.3b

Demonstrate why individuals often have negative responses to unknown ideas and customs

1.1.3b

Define various forces in society such as fads, propaganda, panic, etc. 6.10.1

Cite examples of genocide and population transfer 6.7.2

List five examples of how human movement influences human behavior 3.2.1

Discuss problems faced by minorities and ethnic groups in society 6.7.2c

Predict how self-fulfilling prophecies can fuel stereotypes about ethnic groups 1.2.3b

Brainstorm on meaning of racism and discrimination.

6.7.3

Compare and contrast Asian

Americans, African Americans,

Hispanics, American Indians and Middle Eastern Americans.

6.7.1;1.2.2

Give examples of how people adapt their needs to their physical geography 3.1.1

Illustrate how people change the environment by removing old structures and replacing the with structures that better meet


How have people adapted to new lands and new situations through history?

Activity Assessment

In groups, student will construct a web-quest that gives examples of how people have changed their physical geography to meet human needs and how these changes have impacted human

Web quests will contain complete information on their assigned era/people. It will also contain activities and assessments for their fellow classmates to complete.

Resources http://www.nationalgeographi

c.com/xpeditions/standards/

14/index.html

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State Standards



Individuals, Groups and Interactions/

Culture


Learning Outcomes human needs 3.2.2b

Construct a web-quest that gives examples of how people have changed their physical geography to meet human needs 3.2.3a

Evaluate how changing the environment has changed human behavior 3.2.3b

Define gender 6.8.1

Discuss gender roles and how they are learned 6.8.2

Differentiate the role of male and female within society

6.8.3a

Compare male and female character behavior. 6.8.3

Evaluate the usefulness of gender roles 6.8.3b

Create statistics on gender, age and health inequalities.

6.7.3

Describe the role of marriage norms 6.2.2b

Read various accounts of marriage norms around the world 6.2.2c

Compare marriage norms of various cultures 1.1.2a

Compare and contrast families


How is gender defined in our society?

How do gender roles affect opportunities for some groups in

America?

What effect is the aging of

America having on our society?

What is the status of health care in America?

How are families structured around the world? behavior.

Activity

Choose a television program with a female lead and male lead. Compile a list of gender behaviors exhibited by the characters. Write a comparative essay on gender behavior in the media. Include an evaluation on the usefulness of these gender roles in today’s society.

Working with a partner, find statistics on gender, age and inequalities. Create maps, charts, and graphs of your findings. Present to class.

With a partner, choose a country from a provided list.

Each partner will research family traditions and create a

PowerPoint to share with class.

Full class discussion will follow.

Students will write a comparison essay based on information from the

Assessment

CC APPENDIX IV

The essay will be well considered and written in the formal essay format. http://sociology.about.com/o d/Disciplines/a/Sociology-Of-

Gender.htm

Each presentation will contain current data, be clear and concise, and well-documented. www.youtube.com/watch?v=

Etr5YQM1feg (instructor resource only)

Presentations will be clear and well rehearsed. All students will contribute to the class discussion. Essays will be used a as ticket out the door.

Resources http://www.slideshare.net/na veedtaji/family-in-sociologyperspective

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State Standards


Individuals, Groups and

Interactions/Culture




Analyze the differences in one parent and two parent families.

6.2.2

Explore the roles of the state, schooling, religion, sport and science, along with the family and social class 6.9.3

Analyze environmental constraints on learning opportunities 1.1.3a from around the world. 6.2.1

Examine the shaping of public opinion by the government and the media 6.10.2


American families today?

What are issues that are addressed by the mass media and how are we persuaded by their reports?

What are challenges faced by

What are the views of the differing sociological theories concerning education?

How has immigration had an effect on the religions of the

United States?

Activity presentations and class discussion.

Watch two television shows with a one-parent family and a two-parent family. Create a bubble map for each program.

Use the bubble maps to create a double bubble map comparing and contrasting the two shows. Write an essay on the findings.

Create a graphic organization to compare and contrast sociological theories pertaining to education.

Assessment

Essays will contain valid comparisons and be written using the formal format.

CC QW APPENDIX VI

Resources http://www.trinity.edu/mkearl/ family.html

Create a media log using newspapers, magazines and television news programs.

Include in the log the channel, program title, newspaper title, magazine title and the spin the writers placed upon the story.

Graphic organizers should contain information on each theory in sociology. Within groups, identify a current issue in MCS and apply the theories.

Report findings to class.

Using internet sites and neighborhood resources, students will work in groups to create a brochure on a selected religion, including what group introduced the religion to the US, what are basic beliefs, where does worshipping take place, current membership in our city compared to the US as a whole and to the country of origin.

Media Log should be kept for two weeks. Include articles from newspapers and magazines and notes from news programs. Write a brief report on your findings and place information in a presentation folder. http://www.mhhe.com/socsci ence/sociology/resources/reli gion.htm

http://www.newsweek.com/ http://www.time.com/time/ http://www.commercialappea

l.com/

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14

State Standards

Government and

Civics

Government and

Civics




List how government is involved in daily life 4.1.1

List factors that motivate people to be good citizens

4.2.1

Describe actions that can cause either conflict or cooperation 4.2.2a

Analyze how conditions lead from conflict to cooperation

4.2.2b

Compare and contrast individuals who gained power and examine their personality traits 4.2.3

Create a collage of various lifestyles in today’s society

6.7.3d

Examine various levels of conformity 6.6.2


What stages are present in the life cycle of social movements and how can they be explained?

What theories have sociologists offered to explain the process of social change?

What preconditions are necessary for collective behavior to occur?

What are the characteristics of a successful leader? society vary?

How do lifestyles in today’s

Activity

Students will research a social movement or event in which collective behavior represented conflict or cooperation.

Students will create a project that includes the history of the movement of event, the involvement of officials, the motivation for participants and the conditions which prompted the conflict or the cooperation.

Students will chose a leader from a list containing people of all beliefs, past and present.

Students will make a list of the characteristics which made this person a successful leader.

These lists will be presented to the class and compared to other lists. After all lists are presented and compared, students will reveal their person’s name.

As a class, create a college of various lifestyles in today’s society. Create a means of demonstrating the levels of conformity for each lifestyle.

The project will take the format of research paper, presentation, or project. It contain complete information and be completed in a formal format.

Assessment

Lists will be presented in a decorative format for display.

Leaders’ names can be placed on poster board so that students can try to guess which leader has which characteristics before the actual reveal.

All class members will participate. The collage will be neat and contain at least 50 examples of lifestyles. Each student will be able to defend his/her measure of conformity for his/her contributions.

Resources http://catalog.flatworldknowle

dge.com/bookhub/reader/43

06?e=barkbrief-1.1ch14_s04 http://www.sociologyguide.co

m/leadership/meaning-ofleadership.php

http://www.trinity.edu/mkearl/ fam-alts.html



Tool Box

Sociology

Primary Source

Library

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APPENDIX I

Analyzing Primary Sources

The following excerpt discusses poverty in the rural areas of the United States. Read the excerpt, and then answer the questions that follow.

“While the nation overall benefited from the prosperous 1990s, the booming economy still left the large pockets of poverty. A third more of the residents in dozens of mostly rural counties in the South and Midwest still lived below the poverty level in 1998.

New Census Bureau figures . . . show counties along the U.S.-Mexico border remained among the worse off nationally . . . Various factors contribute o the range of poverty and income estimates across the country, said Eva Deluna, a budget analyst for the Center for

Public Policy Priorities in Austin, Texas. For instance, states like Texas have a higher percentage of minorities and bigger family sizescharacteristics of households that tend to be worse off financially.

In the Texas counties that border Mexico, Deluna described the situation as a ‘continuing treadmill’ of poverty . . . ‘Educating the workforce is the most important thing to have to fight poverty,’ Deluna said”

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. What does the text not imply? What is the main point of the article?

Source for text only: W. LaVerne Thomas, (2008) Sociology: The Study of Human Relationships.

16



APPENDIX II


Read the following excerpt from Susan Curtiss’s study on the development of Genie, who was discovered after her father kept her confined to her room for most of her first 13 years of life. Then answer the questions that follow.

“It was her lack of socialization that was most difficult to deal with, especially in public . . . If anyone she encountered in the street or in a store or other public place had something she liked, she was uncontrollably drawn to him or her, and without obeying any rules of psychological distance or social mores, she would go right up to the person and put her hands on the desired item . . . When the object of attention was an article of clothing, and Genie would simply attach herself to the person wearing that clothing and refuse to let go, the situations were extremely trying.

Even when Genie did not attach herself in quite such an embarrassing manner, she still went right up to strangers, stood directly in front of them, without any accepted distance between them, and peered into their faces with her face directly in front of theirs, pointing

(without looking) at whatever possession of theirs held her interest.”

Why is the term “socialization” central to the theme in this selection? Outside of the central theme, what are two more themes inferred but are not stated in the selection – explain. Analyze the impact of “socialization” in culture, and why it is necessary for culture to


17



APPENDIX III


The following excerpt explores the portrayal of class in American mass media. Read the excerpt and then answer the questions that follow.

“

Of the various social and cultural forces in our society, the mass media is arguably the most influential in molding public consciousness. Americans spend an average of twenty-eight hours per week watching television. They also spend an undetermined number if hours reading periodicals listening to the radio, and going to the movies. Unlike other cultural and socializing institutions, ownership and control of the mass media is highly concentrated. Twenty-three corporations own more than one-half of all the daily newspapers, magazines, movie studios, and radio and televisions outlets in the U.S. . . . This media plays a key role in defining our cultural tastes, helping us locate ourselves in history, establishing our national identity, and ascertaining the range of national and social possibilities . . . The United States is the most highly stratified society in the industrialized world. Class distinctions operate in virtually every aspect of our lives, determining the nature of our work, the quality of our schooling, and the health and safety of our loved ones. Yet remarkably, we, as a nation, retain illusions about living in an egalitarian society. We maintain these illusions, in large part, because the media hides gross inequities from public view. “

Determine two or more themes or central ideas of the text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account of the text. Provide an objective summary of the text.


18



APPENDIX IV


Modernization has not only affected cultures around the world but also subcultures inside the United States. In the following excerpt Jerry Savells studied the influence of modernization of the Amish.

“ The Amish in this sample show some gradual change in their religious practices. Over ten percent of the respondents had changed their religious preference from Old Order to New Order within the context of one generation . . .

The Old Order Amish prohibit ownership of automobiles, telephones, and electricity in the home. However, farm tractors are now being used by the New Order Amish in some areas; in Kalona, tractors were acceptable if they had steel wheels, not rubber tires. The adoption of the latter would create too much mobility.

In both Plain City and Intercourse, diesel generators are now considered an acceptable innovation to supply the barn (not the house) with electricity. The Amish dairy farmer- like all other dairy farmers- must meet state health standards regarding proper refrigeration of milk, which is sold commercially . . .

A few of the Amish in Berne are now beginning to use cameras, especially to photograph their children, a practice that would have brought immediate censure a few years ago. Even when this practice is known to other family members, it is regarded as a taboo topic for persons.”

Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Give the correlations between two themes in the text.

Source for text only: W. LaVerne Thomas, (2008) Sociology: The Study of Relationships.

19



APPENDIX V

Thinking Critically (Quick Write)

Choose one of the statements below. Agree or disagree with the statement. State your position clearly and defend this point of view with specific, detailed information and examples. You have 10 minutes.

1.

People convicted of drunk driving should lose their licenses forever.

2.

Recently, a well respected high school teacher in Illinois was dismissed from his position because people found out that when he was a high school student, he had been convicted of marijuana possession. The law in the state says that no one convicted of any drug crime may serve as a teacher in a public school so the principal had to dismiss the teacher despite his superb record. [Argue for or against this law]

3.

A conviction for first-degree murder should carry a mandatory death penalty.

Source: Downing, Skip. On Course: Strategies for Creating Success in College and in Life, (2011).

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APPENDIX VI

Making Inferences (Quick Write)

On the internet, read the article “The Ways We Lie”, by Stephanie Ericsson. You have 15 minutes to respond after reading the article.

What inferences can you make about human behavior after reading the article? How common is lying? Why do people lie? Do people have to lie? Is lying an effective means of communication? Did the author describe every type of lie possible? Are there others that you could add to the list? Please include as much specific detail as possible.

Source: Ericsson, Stephanie. “The Ways We Lie”. Anker, Susan. Real Writing With Readings: Paragraphs and Essays 5. Boston:

Bedford St. Martin’s, 2009. 667-670.

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sociology - Shelby County Schools

HELBY

OUNTY

CHOOLS

OCIOLOGY

Written By: | Kenneth Gunn

Social Studies

Curriculum Map

Curriculum Revision Committee

Kenneth Gunn

Ljillauna V. Smith, Social Studies Coordinator, MCS

Relzie Payton, Social Studies Coordinator, SCS

Derryll J. Johnson, Curriculum Editor, MCS

Department of Curriculum and Instructi on

Table of Contents

Quarter One Page 4

Quarter Two Page 8

Tool Box Page 15

Appendix Page 16

Tool Box

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