SOCIAL STUDIES Sociology CURRICULUM FRAMEWORK The Sociological Point of View
2 Weeks
STATE STANDARDS
S.1 Describe the origins of sociology.
S.2 Compare similarities and differences between sociology and the other social sciences.
S.3 Identify the relationship between the study of sociology, society, and culture.
S.4 Define and apply key concepts used in sociology to understand human society and interaction.
S.5 Differentiate among the various sociological perspectives or theories on social life through an examination of textual evidence and
formulate a personal perspective.
S.6 Use research from informational text and primary sources to compare and contrast the various sociological research methods.
BIG IDEAS
Sociology is the study of social institutions, structures and processes.
RELEVANCE: We study sociology to better understand the process of being human. Though we are all human we have different
backgrounds and influences that shape our life and world view.
TNSS: S.1, S.2
Culture consists of the beliefs, behaviors, objects, and other characteristics common to the members of a particular group.
RELEVANCE: Not all parts of the world are the same and humans have developed differently in different places. The things that they do as
groups in different parts of the globe help to define their culture. Are there different cultural groups within America? Old vs. young, east vs.
west, north vs. south? How do they affect each of us and pull us together or push us apart?
TNSS: S.3, S.4, S.5
Society is defined as the people who interact in such a way as to share a common culture.
RELEVANCE: Just as there are different cultures in our human society, we can have smaller societal groups in the larger, overarching group
of humanity. Society is a larger group than a culture and can cross more boundaries, real or imagined.
TNSS: S.3, S.4, S.5
One of the important areas of sociology today is the study of the complexities of a global culture in a diverse society.
RELEVANCE: Today’s world is much different than the one of 100 or 1000 years ago due to our advances in technology. Travel is much
easier and more common these days and this gives us an interconnected, global society. How does this affect you as an individual or your
cultural group? How many products do you use each day that have come from somewhere else far away, either being invented there or just
produced there? How does this impact our local society, our American society and the world society?
TNSS: S.4, S.5, S.6
GUIDING QUESTIONS
1.
2.
3.
4.
5.
What is sociology defined as?
What exactly do sociologists do?
What are some schools of sociological thought?
Who are some pioneers of the development of sociology?
How does sociology affect every aspect of society?
Shelby County Schools 1 of 22 CURRICULUM FRAMEWORK SOCIAL STUDIES Sociology SUGGESTED ACTIVITIES
1. Students will create a presentation on a pioneer in sociology. It will include: personal information, time-line of professional
contributions and application of theories.
2. Use the internet to research various sociological research methods. Present your findings via PowerPoint presentation.
3. Create a Venn diagram to compare and contrast between sociology and the other social sciences.
4. To help students differentiate between individualistic explanations and sociological explanations, the teacher could ask students
why they think people commit suicide. Students should research, find and bring in articles about cases on suicide to analyze why
people commit suicide. The students should then engage in discussion concerning the difference between individualistic
explanations on suicide and sociological explanations on suicide.
5. Write an essay to explain the origination of sociology.
RESOURCES
Handout on Different Cultures - http://wws.peacecorps.gov/wws/educators/lessonplans/pdf/bridges.features.b.pdf
Culture Crossing - http://www.culturecrossing.net/index.php
http://www.asanet.org/introtosociology/home.html
Prezi presentation of “Three Sociological Perspectives, Founders and Pioneers of Sociology” found at http://prezi.com/589xd_79kndj/threesociological-perspectives-founders-and-pioneers-of-sociology/
http://www.crystalinks.com/sociology.html
ASSESSMENT
Ask students to write an essay on if Sociology is important. Ask them to state why or why not and if it can be helpful for both individuals and
groups to understand.
Shelby County Schools 2 of 22 SOCIAL STUDIES Sociology CURRICULUM FRAMEWORK The Role of Culture for Individuals and Society
2 Weeks
STATE STANDARDS
S.7 Identify and apply the elements of culture.
S.8 Use diverse formats and media to compare and contrast various cultures of the world.
S.9 Explain how the elements of culture form a whole culture.
S.10 Write an expository piece using appropriate textual evidence to describe the relationship between language and the transmission of
culture.
S.11 Analyze the role that culture plays in determining personality.
BIG IDEAS
Culture consists of beliefs, behaviors, objects and other characteristics common to the members of a particular group or society. We should
understand the basis of culture itself and correlate the meaning to include primary socialization, the idea of gender, geography and universal
cultural comparison.
RELEVANCE: Different cultures exist all around the planet. All cultures have similarities and differences. How does the American culture
differ from other cultures? What makes an American teen different from a teen from the country of India? Do they attend school for a different
reason than you attend school? Is there such a thing as a singular American culture?
TNSS: S.7, S.8
All cultures can be understood through the process of “holism” and relativism.
RELEVANCE: Every culture is understood through observing their systems. Factors to consider in such a study would include economics,
marriage, law enforcement, governance, religions, food systems, education and child rearing practices.
TNSS: S.9, S.11
In culture, the learning of a language is primary to understanding that culture and its symbols and systems.
RELEVANCE: Every culture has established a language that allows one to understand symbols of meaning. Interacting with symbols allows
us to understand the complete culture. For instance, what do hand signals mean in our society? Are those the same meanings in every
culture? Each symbol has to be understood based on what language has indicated to us about symbols. A symbol is an item or event that
means more than just the appearance of it.
TNSS: S.10
GUIDING QUESTIONS
1.
2.
3.
4.
5.
6.
7.
How do sociologists define culture?
What are the main elements of culture?
Are cultures and traditions static or do they change over time?
How does gender relate to culture?
What is American culture?
What is the relationship among culture, subculture and counterculture?
What are some similarities and differences between conformity and deviance from cultural mores.
Shelby County Schools 3 of 22 CURRICULUM FRAMEWORK SOCIAL STUDIES Sociology SUGGESTED ACTIVITIES
1. Using the link “Hungry Planet: What the World Eats”, view the PowerPoint of pictures as a class to show students what different
people in different parts of the world eat. Allow students choose a country to research and create a collage on what they eat, how
they dress and other interesting components of their culture.
2. Using the website “Everything You Own in a Photo” assign students to take pictures of things that are important in their home, their
grandparents homes, etc… and share them via PowerPoint with the class. The teacher could have them link the items in the
picture to their significance to the family.
3. Create a poster to demonstrate how culture impacts personality.
4. Create a bubble map that defines culture using the components and examples.
5. View excerpts of television situation comedies from the 1950’s through different decades to the present. Compare and contrast
traditional values of then and now using a bubble map for each of two decades of programs. From these bubble maps, each
student will create a multiple bubble map to compare and contrast at least 2 the decades. Write a short essay explaining your
findings on “American Values: Then and Now.”
6. Assign student groups to research a primitive society. Present findings to the class. Each student will complete the VENN diagram
comparing and contrasting two of the societies presented.
7. In groups, students will read a folk story from variety of different cultures. Each group will determine why the story was developed
and the mores and norms it teaches. The group will then write its own fable.
8. Students will identify the components of culture and create a portfolio of examples.
9. View the film “Bend It Like Beckham” and apply concepts of culture, ethnocentrism and racism to real life situations. Conduct a
class seminar focusing on the question, “What are the results of “bending” cultural norms?”
10. Each student will begin a personal journal in which he/she includes entries about his/her own personal views about topics
discussed in class.
RESOURCES
Hungry Planet: What the World Eats - http://time.com/8515/hungry-planet-what-the-world-eats/
Everything you own in a photo: A Look at our Worldly Possessions http://www.npr.org/blogs/pictureshow/2010/08/10/129113632/picturingpossessions?ft=1&f=97635953&sc=tw&utm_source=twitterfeed&ut
m_medium=twitter
http://www.wilderdom.com/games/MulticulturalExperientialActivities.html
http://highered.mcgraw-hill.com/sites/0072820144/student_view0/chapter15/
ASSESSMENT
Assign students to compose an essay or create a project that defines their impression of the question “What is American culture?”
Shelby County Schools 4 of 22 SOCIAL STUDIES Sociology CURRICULUM FRAMEWORK Social Interaction and Social Structure
2 Weeks
STATE STANDARDS
S.12 Define and evaluate the theoretical perspectives of social interaction.
S.13 Explain the types of social interaction.
S.14 Distinguish status from role and pose solutions to role conflicts.
S.15 Describe how the social structure of a culture affects social interaction.
BIG IDEAS
A social group is a collection of people who interact with each other and share similar characteristics and a sense of unity.
RELEVANCE: Various theoretical perspectives come from different perspectives by sociological theorists. An example, four people both see
a car accident but each describes the event differently. How is that possible? Who is right? None, each just related different perspectives.
TNSS: S.12
In society there are several forms of social interaction that we can observe, classify and quantify for study and understanding.
RELEVANCE: From day to in society it is required that we have social interactions. Consider how many different persons you interact with on
any given day. What determines how you act with these individuals? Why would you interact differently with different individuals? Your
interaction is determined by your function for primary socialization.
TNSS: S.12, S.14
In social interactions there may be role conflicts which can be triggered by different cultural understanding of roles.
REVELANCE: Each day you play different roles – child, friend, student, customer, etc…. – and at times those roles can bring about conflicting
situations and needs. It can be a challenge to always have success in these overlapping roles. What happens when a work schedule conflicts
with homework? How does one choose which to participate in – a religious service or a friend’s party? These are questions each individual
has to answer. This can be especially difficult for immigrants to another country. A student may feel the need to act one way at school around
peers of the newly adopted cultural group but differently at home among their former country’s culture with family and neighborhood friends.
TNSS: S.14, S.15
GUIDING QUESTIONS
1.
2.
3.
4.
5.
What are social roles and how are they developed?
What are some similarities and differences between formal and informal groups?
What is social stratification?
How can vertical mobility and horizontal mobility be compared and contrasted?
Why are social interactions important?
SUGGESTED ACTIVITIES
1.
2.
3.
4.
5.
Read a children’s book and in an analytical review, apply the components of social interaction and differing groups. The analytical
review will include the formal and informal groups in the story and how these groups affected the behavior of the characters.
Create an organizational chart of your school’s professional staff including different levels and include responsibilities.
Create a questionnaire on challenges that adults face and administer it to 10 adults. Combine findings within a group and combine by
class. Create charts and graphs of the findings and assess the results.
Assign students create a poster or PowerPoint presentation on their future career. Ask students to address about roles,
responsibilities, projected earnings and if the job would be classified as white collar, blue collar or something else.
Students can role play vertical mobility and horizontal mobility among staff in their school. For example, an administrator who was
once a teacher (vertical mobility) or a teacher who has moved from one school to another (horizontal mobility).
Shelby County Schools 5 of 22 CURRICULUM FRAMEWORK SOCIAL STUDIES Sociology RESOURCES
1.
The following website has numerous activities to help students better understand social problems. The website is
http://www.asanet.org/introtosociology/teacherresources/relevantresourcetable.html
•
•
Quiet Rage: http://www.asanet.org/introtosociology/StudentResources/Film%20Resources/filmQuietRage3.html
Using Census Data to Analyze your Neighborhood:
http://www.asanet.org/introtosociology/StudentResources/Exploring%20Data%20Resources/CensusDataNeighborh
ood8.html
ASSESSMENT
Using Appendix I ask students to complete this short close read task and write an essay for response.
Shelby County Schools 6 of 22 SOCIAL STUDIES Sociology CURRICULUM FRAMEWORK Groups and Organizations in Society
2 Weeks
STATE STANDARDS
S.16
S.17
S.18
S.19
Distinguish between social groups and formal organizations.
Classify types of social groups that exist in society.
Use research from informational texts and case studies to analyze group dynamics and assess its effects on group behavior.
Evaluate the nature of bureaucracies and write an opinion piece that defends or criticizes their use.
BIG IDEAS
Sociologists define society as people who interact in such a way as to share a common culture. The student must understand the function of
primary and secondary groups. The student must be able to correlate these functions with individual perception, psychological develop, group
dynamics, primary socialization and the role of bureaucracy.
RELEVANCE: Social groups are outside of primary groups, in that they seek the function to be centered on socializing. We tend to socialize
with “like” others. This helps to reinforce our own personal values. Think about high school friends. They tend to have their own social group
with in the school. Based on this assumption, why do you socialize with your particular group in your school? What social values does your
group have, as opposed to other groups?
TNSS: S.16, S.17
Social groups are an important part of both individual life and society as a whole. Each group has its own terms for membership, norms and
expectations. Individuals seek out and feel fulfillment being part of a group.
RELEVANCE: Based on group dynamics individuals interact based on the expectations of the group. Identify different groups that you are a
part of – family, school class, team, religious, clubs, etc… In each of these groups there is an expected behavior and terms of membership
and that membership can be revoked, formally or informally, for a failure to abide by the expected group norms.
TNSS: S.18
Bureaucracies are organizations that foster order, organization, and efficiency in society.
RELEVANCE: The nature of bureaucracies is to objectively manage society, based on a labor hierarchy, written record of citizen’s activities
and work, and a system of rules and procedures. Consider some bureaucracies that affect your life. Are they helpful or harmful? Would
society be able to function well without that particular organization?
TNSS: S.19
GUIDING QUESTIONS
1.
2.
3.
4.
5.
6.
7.
What is a group?
What is the difference between primary and secondary groups?
How do groups influence individual perception and behavior?
How is group decision making different from individual decision making?
What is the difference between social groups and formal organizations?
What are the phases in the development of bureaucracy?
What are the six characteristics of Weber's ideal bureaucracy?
Shelby County Schools 7 of 22 CURRICULUM FRAMEWORK SOCIAL STUDIES Sociology SUGGESTED ACTIVITIES
1.
2.
3.
4.
5.
6.
7.
8.
9.
Assign students to explore their family from a social perspective. The following activity could be very helpful for the teacher to help
students explore the family. “Exploring the Family” by Bob Greene. Found on the website:
http://www.asanet.org/introtosociology/Documents/ActivitiesForExploringFamilyBobGreene.html
Allow students to role play how group decision making is different from individual decision making. This helps to better understand
how peer pressure may influence the decisions that they make.
Create a comic strip representing an agent of socialization. The content of the comic strip should address the way socialization
occurs and the impact on society.
In groups, students will create a scene or play in which people are stereotyped and efforts are made to “fit in.” Plays should have a
plot, characters, climax and resolution. It should contain substantial content and be rehearsed for presentation to the class.
In groups, students will research feral children, twins separated at birth and adopted children. The class will debate the
nature/nurture conflict. Each debate team will be well informed on its topic and make arguments based on facts found during
research.
Using a graphic organizer identify factors in American society that affect the development of adolescents. Rank in order of
importance. Decide what could be changed to improve the process and make it better for teens.
Develop and begin a research project on a problem faced during adolescence. At least one chart or graphs should be included.
Topics to consider could include challenges of sexual behavior, drug use, problems with social media, how poverty affects a teen
and suicide. Students may develop their own topic as well. Explanations of the initial findings should be included. Students should
propose next steps in the research and suggest what they see as likely conclusions to the findings of a full project.
Create a VENN diagram comparing and contrasting puberty and adolescence using at least 12 points.
Students will collect and share 3 current news articles to represent social inequality regarding different groups of people.
RESOURCES
1.
2.
3.
“Exploring the Family” by Bob Greene. Found on the website:
http://www.asanet.org/introtosociology/Documents/ActivitiesForExploringFamilyBobGreene.html
http://www.blurtit.com/q497478.html
http://creately.com/examples/org-chart
ASSESSMENT
Using Appendix II ask students to complete the short reading and write and essay addressing the questions.
Shelby County Schools 8 of 22 SOCIAL STUDIES Sociology CURRICULUM FRAMEWORK The Process of Socialization
2 Weeks
STATE STANDARDS
S.20 Define socialization.
S.21 Identify and describe the agents of socialization.
S.22 Describe how the process of socialization is culturally determined.
S.23 Examine informational text to evaluate various explanations for theoretical perspectives on socialization.
S.24 Explain how socialization is a life-long process.
S.25 Evaluate the functions and roles of socializing agents.
BIG IDEAS
Socialization is the process by which a child is oriented, or taught how to conduct oneself properly, in a functional society. It helps create unity.
RELEVANCE: The main sources of socialization are family, religious institutions and schools. Other sources may include peer groups, the
community the individual lives in, mass media and the local economic system. Socialization is needed if cultural and societal values are
learned born with a child.
TNSS: S.20, S.21
Socialization is determined by culture one is a part of and involves adaptation of individual practices to the norms of the larger group.
RELEVANCE: An individual is socialized based on the culture. Different ideas of what is acceptable behavior vary across the globe
depending on the culture on is a part of. In some parts of the world it is inconsiderate to show another the bottoms of one’s shoes in a social or
business setting. In some societies the left hand is only used for personal cleanliness activities and never socially. In some societies there are
strong, culturally defined class systems, though banned by legal codes, that are respected even in today’s modern society. To be accepted in
a certain society one must understand and adhere to the expectations of that society. One must learn to play different roles as one ages and
progresses through society.
TNSS: S.22, S.24
The concept of self is developed by using other people as mirrors for learning about and judging ourselves.
RELEVANCE: We develop our sense of place in society by comparing ourselves to others we see in the group. This perception can be
positive or negative and help create too much or not enough self esteem. This is a common problem today with people trying to imitate what
they see portrayed in the media when much of it may not be factual but is manipulated to set an unrealistic standard of appearance, beauty,
size or shape. Whether we like it or not we tend to develop many of the characteristics of our parents – our primary socializing agents – as we
age.
TNSS: S.24, S.25
GUIDING QUESTIONS
1.
2.
3.
4.
5.
6.
7.
8.
How does socialization shape an individual's self-perception?
What is meant by looking glass self?
How can we explain individuals taking the role of the other?
What is the social self and how does it differ from the private self?
How do agents of socialization impact society?
What are the modes of socialization?
What are the characteristics of the socialization process?
What are the basic agents of socialization or domination?
Shelby County Schools 9 of 22 CURRICULUM FRAMEWORK SOCIAL STUDIES Sociology SUGGESTED ACTIVITIES
1.
2.
3.
4.
5.
6.
7.
8.
Ask the students to read and complete the resources on the site from Resource 1.
Ask students to write five facts about themselves (nothing too personal as it will be shared information) on a piece of paper and turn
it in. Prepare a scavenger hunt list, with one fact from each student listed, and hand a copy to each student. Instruct your students to
move around the room, interviewing each other, until they are able to correctly write the name of the student for whom the interesting
fact is true. After interviewing one another, students will share what they learned about socialization during the interviews.
Pair students in groups and instruct them to spend time talking to each other and getting as much information from each other as
they can giving them several minutes to share information. Once they have gathered their information, ask each student to stand
and introduce their “new friend,” using the facts they obtained from their time together.
Prepare kits containing selected everyday objects such as fashion magazines, newspapers, toys, greeting cards, items of baby or
teen clothing or children’s literature. This could also be accomplished using images of the items and shared via a video presentation.
After viewing the items ask students to describe the mechanisms of socialization. For printable handout use the site from Resource
2.
Ask students to read the article written by Nicholas Morine entitled Sociology Cooley’s “The Looking Glass Self”, see Resource 3,
noting important points from the article about Cooley and his concept of “the looking glass self”. Ask students to compose an essay
either supporting or refuting the ideas from the article and defend their opinions. Close with a paragraph stating why this is helpful or
hurtful for human beings.
Students could create a presentation to define, compare, and contrast three modes of socializations, three characteristics of the
socialization process, and the basic agents of socialization.
In groups, students 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 behavior.
In groups, students will create a research project based on the effects of culture, physical geography and economics on beliefs and
values. Groups will choose a nation or regional group of people, explore the geography, culture, economic system, belief system
and assess what the groups values. From this information student groups will develop a study demonstrating the connection
between economic stratification and value/belief systems.
RESOURCES
•
•
•
•
•
http://cnx.org/content/m42825/latest/?collection=col11407/latest
http://www.asanet.org/introtosociology/LessonPlans/Lesson%20PlanGenSocLab.htm
https://suite.io/nicholas-morine/1zek2dq
http://courses.washington.edu/anth457/stratif.htm
http://www.nationalgeographic.com/xpeditions/standards/14/index.html
ASSESSMENT
Ask students to complete the short reading from Appendix IV and write and essay addressing the questions.
Shelby County Schools 10 of 22 SOCIAL STUDIES Sociology CURRICULUM FRAMEWORK Deviance
2 Weeks
STATE STANDARDS
S.26
S.27
S.28
S.29
S.30
Distinguish between conformity with and deviation from cultural norms.
Differentiate between various explanations or theories for deviant behavior.
Analyze various social control techniques.
Classify types of crime.
Research evidence to write an opinion piece that evaluates the American criminal justice system's response to deviant behavior.
BIG IDEAS
Deviance is any behavior that violates social norms and is usually in sufficient severity warrant disapproval from the majority of society.
RELEVANCE: Conformity is needed if society is to function with a high level of order. Ideally, through the process of socialization societal
members learn to understand acceptable behavior versus non-social or deviant behavior. In your own school setting, what is deemed as
accepted behavior and deviant behavior? What is acceptable behavior in your school and perhaps the college setting? You answer is based
on your personal socialization process, from infant to present.
TNSS: S.26
In most modern societies social control for excessive deviant behavior is utilized primarily through law enforcement and the judicial system.
RELEVANCE: The implication of law enforcement is to either rehabilitate the deviant individuals to correct their behaviors or punish them to
serve as a future deterrent for the deviant and others and as a general protection for society. If legal codes and law enforcement systems
were not in place and well managed society would be left to correct deviance on its own and according to whatever means were deemed
appropriate by the group at that moment. This could make for unequal enforcement of similar social violations due to a person’s wealth or
social standing.
TNSS: S.28
Deviant behavior has differing levels of severity. Some can be mild and managed within a social group such as a family or school. Others are
more detrimental to the larger society and need enforcement from governmental agencies.
RELEVANCE: The types of crimes differ. Violent crimes involve a physically violated victim and perpetrator. White collar crimes involve a
victim and perpetrator but are not violent in nature and usually deal with theft of funds or information. Victimless crimes occur when there is no
apparent victim, however there is a perpetrator.
TNSS: S.29
GUIDING QUESTIONS
1.
2.
3.
4.
5.
6.
7.
8.
9.
What do sociologists mean by social control and when do social controls influence behavior?
How do various theories explain deviance?
What is the difference between deviance and a deviant?
How does society define crime?
Who are criminals and how are they treated by society?
Are all criminals treated equally? Why or why not?
What distinguishes white collar from other forms of crime and how is it handled? How might it be deterred?
What is the nature and function of deviance?
How do sociological theories explain deviant behavior?
Shelby County Schools 11 of 22 CURRICULUM FRAMEWORK SOCIAL STUDIES Sociology SUGGESTED ACTIVITIES
1.
2.
3.
4.
5.
6.
Assign students to create a collage of current media concerning deviant behavior. Ask students to present their information to the
class and identify the deviant acts and describe them as primary or secondary deviance.
Have students create a portfolio to explain and differentiate between primary deviance and secondary deviance and share with the
class.
Screen video clips on deviance from the website listed as Resource 1 and ask students to discuss on deviance.
Assign students select a state, city, or any specific area to collect statistics on different crimes that have taken place in the area.
Students will present their findings to the class and explain how this affects the surrounding communities.
Assign students to research accounts of gang members – encourage students to research both genders – and then create a word
web of terms, minimum 12, related to the deviant behaviors they found. Choose one of the four theoretical perspectives and analyze
gang activity.
Assign students to research the crime statistics of several different neighborhoods in Memphis, Shelby County, northern Mississippi
and eastern Arkansas Memphis metro area). Other students may be assigned regions across Tennessee. Students should create
graphs/charts to display findings and present them to the class. Discuss their perceptions of different locations after all presentations
have been completed.
RESOURCES
1.
2.
3.
4.
http://sociologypires.wordpress.com/2011/01/03/soc-100-social-control-crime-and-deviance/.
Crime Reports at the following website https://www.crimereports.com/
FBI — Uniform Crime Reporting at the following website http://www.fbi.gov/about-us/cjis/ucr/ucr
http://www.cliffnotes.com/study_guide/Theories-of-Deviance.topicArticleId-26957,articleId-26873.html
ASSESSMENT
Assign students to compose an essay regarding deviant behavior and how it affects their neighborhood, school, community and nation.
Shelby County Schools 12 of 22 SOCIAL STUDIES Sociology CURRICULUM FRAMEWORK Functions and Structures of Social Institutions
2 Weeks
STATE STANDARDS
S.31
S.32
S.33
S.34
Determine how social institutions evolve.
Identify and evaluate the functions of social institutions.
Cite specific textual evidence from primary sources and informational text to evaluate the role and effectiveness of social institutions.
Assess the social integration of social institutions.
BIG IDEAS
A social institution refers to clusters of rules and cultural meaning associated with specific social activities that reproduce themselves over time.
RELEVANCE: Social institutions have a long life span and evolve due to changes in the general culture in order to meet new needs and
demands of an ever altering world. Society is not a static element and is constantly changing to keep up with other changes in the world.
Social institutions, such as government and the family, learn to adjust to new situations to continue to play a role in culture.
TNSS: S.31, S.32
Social institutions relay changing ideas, new norms and cultural variations. They must evolve to meet new social goals.
RELEVANCE: Social institutions can change their role and purpose in society over time due to new cultural needs. Such needs could involve
changes in science or technology, catastrophic events or political modifications. 40 years ago the only way someone could take a phone call
at a restaurant was if the caller knew the party would be there and the restaurant allowed such an action. How is that different today? What
norms are in place for such a situation? Are they enforceable or just expectations?
TNSS: S.33
Social institutions tend to integrate if their goals and value systems are the same as other social institutions.
RELEVANCE: Because of an ever changing world social institutions must struggle to survive the changes. Different institutions may join
forces at some levels to help maintain their relevance in the world. Examples may include – the family and religion, religion and government,
religion and school. Their common goals and values make this a wise move to strengthen both institutions simultaneously.
TNSS: S.34
GUIDING QUESTIONS
1.
2.
3.
4.
5.
6.
7.
What is a social institution?
How do social institutions benefit society? What would happen if we did not have them?
What roles do social institutions play in society?
What are some types of social institutions?
How do the components of social structure affect human interaction?
How does a bureaucracy work?
How is religion a part of social institutions?
SUGGESTED ACTIVITIES
1.
2.
3.
Using the handout from Resource 2, view the film clips from Resource 1 and complete the document.
Read a children’s book and in an analytical review apply the components of social interaction and differing groups. Example – The
Sneetches by Dr. Seuss.
Assign student groups on of the following social institutions: family, religion, education, politics, economy, media or science.
Research and identify at least one theoretical perspective on the institution with different group members focusing on one of the
Shelby County Schools 13 of 22 CURRICULUM FRAMEWORK SOCIAL STUDIES Sociology 4.
following variables: age, race/ethnicity, or gender. Allow groups to present their findings to the class.
Assign students (individual or groups) a neighborhood, roughly an 8 X 8 block area. Using internet sites, such as Google Maps, ask
students to identify the social institutions in their neighborhood. Consider the following factors: Where are stores located? Are
certain types of stores located in close proximity to each other? What is historically significant about the neighborhood? What is the
ethnic and/or racial diversity of the neighborhood? How has the neighborhood changed? Are certain blocks more diverse than
others? What might explain this phenomenon? Many local neighborhoods or areas have websites students can use for additional
information. Presentations on each neighborhood should be given to the class. This can be done on a local only basis or using
several different areas from across the country or world to compare and contrast different living centers and conditions.
RESOURCES
1.
2.
3.
4.
http://courses.csusm.edu/resources/webct/asa/Module%2008/Mod8_SocInst.html (Be sure to click the VIDEO STREAM OF
LECTURE at the top right corner of the webpage. You may have to download REALONE PLAYER TO VIEW.)
What are the Seven Major Societal Institutions, & the Roles of Each? By Steve Palmer http://stephendpalmer.com/major-societalinstitutions-roles/
http://www.asanet.org/introtosociology/Documents/ActivitiesForExploringInstitutionsBobGreene.html
BBC Religions page - http://www.bbc.co.uk/religion/religions/
ASSESSMENT
Assign students to write and essay on whether or not religion should be included or allowed in any part of our government in the United
States today? Ask them to explain why or why not and how it affects the individual and society as a whole with regards to rights and a feeling
of belonging to our American society.
Shelby County Schools 14 of 22 SOCIAL STUDIES Sociology CURRICULUM FRAMEWORK Major Social Problems
2 Weeks
STATE STANDARDS
S.35 Describe major social problems and social issues.
S.36 Analyze causes and effects of social problems and issues.
S.37 Construct possible solutions to given social problems and offer one solution in a presentation that integrates multiple sources of
information from diverse formats and media.
BIG IDEAS
A social problem is a condition with which at least the majority in a society view as undesirable.
RELEVANCE: Our city, state nation and world have several major social problems today. They include such concerns as poverty, wealth
inequality, education, the health of the environment, child abuse and crime, to name a few. In your mind do each of these fit the definition of a
social problem? Why or why not?
TNSS: S.35
The causes and effects of social problems differ depending on the location of the issue to be addressed and the number of persons affected by
it. Additionally, ot all social problems are manmade.
RELEVANCE: Where many social problems are man made – income inequality, lack of equal education, racism, etc… - others are not the
construct or under the control of humans. Severe storms or droughts which can induce poverty, infectious diseases that occur in nature and
catastrophic events like earthquakes can all cause major problems for society to deal with. The more catastrophic the event or the more
persons affected by it, the more attention it tends to get. Also, people tend to view problems that affect them personally or directly with much
more alarm than a problem that is terrible, but is not in their own neighborhood.
TNSS: S.36
GUIDING QUESTIONS
1.
2.
3.
4.
5.
6.
Are social problems a result of an individual or the social system?
How many people should be affected before something can be defined as a social problem?
Who defines social problems - those affected or those who have power?
Can the identification or classification social problems be led by public opinion?
What are some causes of social problems?
How do various values, beliefs and norms influence how social problems are defined and addressed?
SUGGESTED ACTIVITIES
1.
2.
3.
4.
Assign student to prepare and deliver a presentation related to social problems found in schools, communities or churches. Students
should identify all aspects of the problem and how it affects society. You may wish to consult Resource 2 for a larger list of problems
and allow student to refer to Appendix III as they create their presentations.
Ask students to write a narrative about a time they witnessed bullying or mistreatment of another, and how they made the choice to
get involved or be a bystander. Also include how they felt about the incident, their actions and themselves afterwards.
Create a class brainstorm of all the things happening in the community that they consider wrong, unjust, unfair, and unkind. As a
class, select one instance and help the class identify a local or state politician who could do something regarding the issue. Ask the
class to compose a letter noting specific observances by the students of the problem. Students should also propose some solutions
to the issue. Ask each student to sign the letter and mail it to the official. Allow students to include their own personal letter as well if
they desire. These should be reviewed before mailing for appropriate content.
Using Political Cartoons from history that vilified a specific group, have students analyze why these depictions are morally wrong and
the detrimental effects they have on both the group and society as a whole. Can students identify instances when such images are
still used today? In what context? Are they appropriate?
Shelby County Schools 15 of 22 CURRICULUM FRAMEWORK SOCIAL STUDIES Sociology RESOURCES
•
•
•
Child Obesity and Health: “Stop demonizing ‘couch potato’ kids: Children are getting slimmer and healthier” found on the following
webpage: http://www.sirc.org/publik/child_obesity_and_health.shtml
Social Problems 21st Century found on the following link: http://lib.guides.umd.edu/content.php?pid=289162&sid=2391804
http://www.edutopia.org/blog/social-justice-lessons-activities-resources-rebecca-alber.
ASSESSMENT
Assign students to write and essay on whether problems are that of the individual or society as a whole. Who is to be responsible for
correcting such problems – the individual or society? Students should sufficiently defend their response.
Shelby County Schools 16 of 22 SOCIAL STUDIES Sociology CURRICULUM FRAMEWORK How Society Changes
2 Weeks
STATE STANDARDS
S.38 Describe the theoretical approaches used to study social change.
S.39 Analyze the differing points of view offered by sociologists to evaluate the causes and effects of social change.
S.40 Describe ways groups resist and accommodate change.
BIG IDEAS
Social change refers to any significant alteration over time in behavior patterns and cultural values and norms.
RELEVANCE: Theoretical approaches to study social changes are based on: technology, population shifts or changes, environmental
changes and revolution/war.
TNSS:S.38
Some individuals, groups, societies, institutions or cultures resist change. Others tend to embrace it.
RELEVANCE: A change in society causes many different shifts for all involved. New norms, policies or procedures could be the result of
change and many individuals may not be willing to make the change quickly as it alters the patterns of their lives. Changes that may be
desirable for some may not be appreciated by all. Consider the recent shifts in school start times. Were you in favor or opposed to it? Is it
better for the group if it is enacted? How does such a change affect individuals? What happens to those who do not accept a societal
change?
TNSS: S.40
GUIDING QUESTIONS
1.
2.
3.
4.
5.
How do sociologists define society?
What factors influence societal changes?
How do sociologists view ethnicity and how each differs in society?
How do agents of socialization impact society?
What effect is the aging (people living longer lives) in America having on our society? The world society?
SUGGESTED ACTIVITIES
1.
2.
In groups, students discuss and then role play for the class how social changes in the schools cause some students, teacher,
principals, and others to resist change.
Assign students to create a presentation on some changes that have occurred in their lives and tell how they responded to the
change. Did they conform or did they resist? Have those changes made life better or worse for them as an individual? Society as a
whole? How and why?
RESOURCES
•
•
•
Shifts in Society - http://www.changelearning.ca/get-informed/education-today-and-tomorrow/shifts-society
Changes in Society - http://www.adi.org/journal/ss95/changes%20in%20society.pdf
The following resource can be used to show how the internet changed society: http://www.internetsociety.org/internet
Shelby County Schools 17 of 22 CURRICULUM FRAMEWORK SOCIAL STUDIES Sociology ASSESSMENT
Compose an essay on if society as a whole is changing – and if so, is it getting better or worse. Cite specific examples to support their
contention. How can society improve? Give specific examples and the affect such changes would have on individuals and groups.
Shelby County Schools 18 of 22 SOCIAL STUDIES Sociology CURRICULUM FRAMEWORK APPENDIX I
Analyzing Primary Sources
The following excerpt discusses modern 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 worst
off nationally . . . “Various factors contribute to 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 sizes - characteristics 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.
Source for text: W. LaVerne Thomas, (2008) Sociology: The Study of Human Relationships.
Citing evidence from the reading, what does this passage explicitly tell us? What does it imply? What is the
main point of the article?
Shelby County Schools 19 of 22 SOCIAL STUDIES Sociology CURRICULUM FRAMEWORK APPENDIX II
Analyzing Primary Sources
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 on 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.”
Source for text: W. LaVerne Thomas, (2008) Sociology: The Study of Human Relationships.
Why is the term “socialization” central to the theme in this selection? List anyone noted in the passage this
theme could apply to and explain why. Analyze the impact of “socialization” in culture, and why it is
necessary.
Shelby County Schools 20 of 22 SOCIAL STUDIES Sociology CURRICULUM FRAMEWORK APPENDIX III
20 Questions: Social Issues
1) Define social problems.
2) Is murder a problem in your society?
3) Is homelessness a problem in your society?
4) Is suicide a problem in your society?
5) What can we do to fix and possibly prevent social problems?
6) Who can help fix social problems?
7) Are there social problems within your school?
8) “Teachers hit children in my country when they are bad. This is normal to me.” React to that statement.
9) Should parents be allowed to hit their children?
10) Is smoking a major social problem in your country?
11) Is drinking alcohol a social problem in your country?
12) Are hardcore drugs a social problem in your country?
13) Are there organizations where you can volunteer to help with social problems?
14) Have you ever experienced discrimination?
15) Do the handicapped have widespread and easy access to public facilties in your country?
16) Are police or politicians corrupt in your country?
17) “We aren’t allowed to drink alcohol in public in my country”. React to that statement.
18) Do you believe in the right for public citizens to own firearms?
19) Are you pro-life or pro-choice?
20) Do more economically developed countries help less economically developed countries enough?
Adopted from: http://esl-educate-school-learn.blogspot.com/2012/02/20-questions-social-issues.html
Posted 17th February 2012 by ESL: Educate, School, Learn
Shelby County Schools 21 of 22 SOCIAL STUDIES Sociology CURRICULUM FRAMEWORK APPENDIX IV
Analyzing Primary Sources
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 farmer s- 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.”
Source for text: W. LaVerne Thomas, (2008) Sociology: The Study of Human Relationships.
Shelby County Schools 22 of 22