Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Garfield Public Schools
Social Studies Curriculum
Sociology
Revision Committee:
David Gray
Eric Giamongo
Giovanni Luciano
Meghan DeCarlo
Donald Campeau
Daniel Rigoglioso
Doug Fede
George Ibach
Emilia Kata-Kardjian
Final Revision Date: August 1, 2012
Garfield Board of Education
Dr. Kenneth Conte, President
Mr. Tony Lio, Vice President
Mr. Anthony Barckett
Mr. Salvatore Benanti
Mr. Richard Giacomarro
Mr. Nikolce Milevski
Mr. Charles Nucifora
Mr. Edward Puzio
Mr. Jeffrey Stewart
Board Adoption Date August 27, 2012
Administration
Nicholas Perrapato, Superintendent
Dr. Lester Richens, State Monitor
Mr. Tom Egan, Interim Business Administrator
Curriculum Supervisor
Alexandra Bellenger
Assistant Curriculum Supervisor: Social Studies
Brian Cameron
Resolution # 08-122-12
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: The Sociological Point of View
Target Course/Grade Level: Sociology/HS
Duration:
2-3 weeks
Description:
The primary focus of this unit is to introduce students to the word sociology and what it means to have a sociological
imagination. Also, students will explore how sociology is similar and different from the other social sciences. Students will be
provided with an introduction to the field of sociology and sociologists; their perspectives and the impact they had on the people
of that time period and today.
Concepts & Understandings
Concepts
Understandings
Sociology
Sociological Imagination
Social Interaction
Dysfunction
The social science that studies human society and social
behavior
The ability to see the connection between the larger world
and your personal life.
How people relate to one another and influence each
other’s behavior.
The negative consequence an element has for the social
stability of the social system.
Learning Targets
CPI Codes
6.3.12.A.1
6.3.12.A.2
6.3.12.C.1
6.3.12.D.1
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
What does sociology have to do with your life?
Who were the early leaders in the field of sociology?
What are the three main schools of sociological thought?
Unit Results
Students will ...
Describe what sociology is and explain what it means to have a sociological imagination.
Explain how sociology is similar to and different from other social sciences.
Describe how the field of sociology developed.
Explain how the three main theoretical perspectives in sociology differ in their focus.
The following activities can be incorporated into the daily lessons:
Suggested Readings
Selected Titles will be taken from the following list of journals:
American Sociological Review
Contemporary Sociology
Contexts
Journal of Health and Social Behavior
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Social Psychology Quarterly
Sociological Methodology
Sociological Theory
Sociology of Education
Teaching Sociology
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: Cultural Diversity
Target Course/Grade Level: Sociology/HS
Duration:
2-3 weeks
Description:
The primary focus of this unit it to analyze sociology as the study of human behavior, groups and societies. In this unit students
will learn about common features of all societies and culture. Students will identify the basic components of culture and will
examine how specific cultural practices differ within and among groups and societies.
Concepts & Understandings
Concepts
Understandings
Culture
Society
Norms
Values
The way we use language, art, ceremonies, religion, rules
of behavior, social organization, and the ways we produce
food.
People and culture consisting of the products we create.
Societies shared rules of conduct that tell people how to
act in specific situations.
Societies shared beliefs about what is good or bad, right or
wrong, desirable or undesirable.
Learning Targets
CPI Codes
6.3.12.A.1
6.3.12.A.2
6.3.12.C.1
6.3.12.D.1
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
What is culture?
What is cultural diversity?
How can ethnocentrism and cultural relativism be both positive and negative?
What are some ways we can learn about and understand cultures that are different from our own?
Unit Results
Students will ...
Define the meaning of the culture and explain how material culture and nonmaterial culture differ.
Identify and describe the basic components of culture.
Describe cultural universals and why they exist.
Explain what the terms ethnocentrism and cultural relativism mean.
Identify the factors that account for variations among and within cultures.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Suggested Readings
Selected Titles will be taken from the following list of journals:
American Sociological Review
Contemporary Sociology
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Contexts
Journal of Health and Social Behavior
Social Psychology Quarterly
Sociological Methodology
Sociological Theory
Sociology of Education
Teaching Sociology
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: Cultural Conformity and Adaptation
Target Course/Grade Level: Sociology/HS
Duration:
2-3 weeks
Description:
The primary focus of this unit will explore the American value system and examine how American society attempts to ensure that
its values and norms are upheld. Students will review the sources of change and the reason that some people resist change.
Concepts & Understandings
Concepts
Understandings
Freedom
Sanction
Efficiency and Practicality
Equality and Democracy
Progress and Material Comfort
The American value that includes a belief in personal
choice and little direct government interference in daily
life.
The reward or punishment used to enforce conformity to
norms.
The American value reflected in the belief that every
problem has a solution.
The American belief that citizens have the right to
participate freely in choosing their representatives in
government.
The American value that goes hand-in-hand with the belief
in the ability of science to make the world a better place.
Learning Targets
CPI Codes
6.3.12.A.1
6.3.12.A.2
6.3.12.C.1
6.3.12.D.1
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
How would you describe or define what are considered traditional American values?
How have the traditional American values changed over time?
Do we need to uphold the same core values in order for society to function smoothly and efficiently?
What major social changes have taken place within your lifetime?
Unit Results
Students will ...
Identify the basic values that form the foundation of American culture.
Describe new values that have developed in the United States since the 1970’s.
Identify how the norms of society are enforced.
Describe the differences between positive and negative sanctions and between formal and informal sanctions.
Identify and describe the main sources of social change.
Describe the factors that lead people to resist social change.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Suggested Readings
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Selected Titles will be taken from the following list of journals:
American Sociological Review
Contemporary Sociology
Contexts
Journal of Health and Social Behavior
Social Psychology Quarterly
Sociological Methodology
Sociological Theory
Sociology of Education
Teaching Sociology
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: Social Structure
Target Course/Grade Level: Sociology/HS
Duration:
2-3 weeks
Description :
The Primary purpose of this unit will focus on students understanding the American value system and how they can apply
sociology to their everyday lives, understand social control and explore the reasons for social change.
Concepts & Understandings
Concepts
Understandings
Social Structure
Expectations
Competition
Technology
The network of interrelated statuses and roles that guide
human interaction.
The outcomes related to the performance of one’s role in
society.
The motivation of people to perform society’s needed
roles.
The strategy society uses to provide for the needs of its
members.
Learning Targets
CPI Codes
6.3.12.A.1
6.3.12.A.2
6.3.12.C.1
6.3.12.D.1
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
What is the difference between your ascribed status and your achieved status?
Why is your role important to the function of social structures?
What are some common types of social interaction- positive and negative?
What is the purpose of a bureaucracy? Do they work?
Is competition a positive or negative force in our social structures?
Unit Results
Students will ...
Identify and describe the two major components of social structure.
Analyze how these two components of social structure affect human interaction.
Identify the most common types of social interaction.
Distinguish between types of interactions that stabilize social structure and those that can disrupt it.
Identify and describe the types of societies that exist in the world today.
Explain the types of roles individuals play in these models of group systems.
Summarize the major features of primary and secondary groups.
Explain the purposes that groups fulfill.
Explain how bureaucracies are structured.
Evaluate the effectiveness of bureaucracies.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Suggested Readings
Selected Titles will be taken from the following list of journals:
American Sociological Review
Contemporary Sociology
Contexts
Journal of Health and Social Behavior
Social Psychology Quarterly
Sociological Methodology
Sociological Theory
Sociology of Education
Teaching Sociology
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: Socializing the Individual
Target Course/Grade Level: Sociology/HS
Duration:
2-3 weeks
Description :
The Primary focus of this unit is to illustrate how it is the task of sociologists to look at the factors that bring about the similarities
and differences among people. This unit will examine the process of personality development and how the factors that shape
individual personality make us unique. Students will examine how various social forces mold us into functioning members of
society in spite of our individual differences.
Concepts & Understandings
Concepts
Understandings
Socialization
Personality
Environment
Family
The interactive process through which individuals learn the
basic skills, values, beliefs, and behavior patterns of
society.
The sum total of behaviors, attitudes, beliefs, and values
that are characteristic of an individual.
The factors that have the most influence on personality.
The most important agent of socialization.
Learning Targets
CPI Codes
6.3.12.A.1
6.3.12.A.2
6.3.12.C.1
6.3.12.D.1
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
What does the word socialization mean to you?
Why is socialization important to the development of our personalities?
Create a list of the factors that you believe are responsible for your ideas and beliefs?
How does your personality, family life and environment factor into the development of your identity?
Unit Results
Students will ...
Identify the four main factors that affect the development of personality.
Explain how isolation in childhood affects development.
Explain how a person’s sense of self emerges.
Identify and describe the theories that have been put forth to explain the process of socialization.
Identify the most important agents of socialization in the United States.
Explain why family and education are important social institutions.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Suggested Readings
Selected Titles will be taken from the following list of journals:
American Sociological Review
Contemporary Sociology
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Contexts
Journal of Health and Social Behavior
Social Psychology Quarterly
Sociological Methodology
Sociological Theory
Sociology of Education
Teaching Sociology
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: The Adolescent in Society
Target Course/Grade Level: Sociology/HS
Duration:
2-3 weeks
Description :
The primary focus of this unit will provide students with an understanding of the major changes that led to the development of
adolescence as a distinct life stage and how the development of certain characteristics are essential to our socialization and social
interaction. Also, students will identify, examine, and trace some of the causes and consequences of several social problems that
impact teenagers.
Concepts & Understandings
Concepts
Understandings
Adolescence
Anticipatory Socialization
Courtship
Homogamy
Social Integration
The period between the normal onset of puberty and the
beginning of adulthood.
Learning the rights, obligations, and expectations of a role.
Interaction between young unmarried men and women
with the express purpose of eventual marriage.
The tendency of individuals to marry people who have
social characteristics similar to their own.
The degree of attachment people have to social groups or
to society as a whole.
Learning Targets
CPI Codes
6.3.12.A.1
6.3.12.A.2
6.3.12.C.1
6.3.12.D.1
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
What does it mean to describe adolescence as a distinct stage of the life cycle?
How do think child labor during the Industrial Revolution prevented children from having an adolescent period of life?
Debate the potential benefits and risks of working while attending high school?
How did dating develop as a form of social interaction?
What are some of the social problems facing teenagers today?
Unit Results
Students will ...
Explain how adolescence developed as a distinct stage the life cycle in the United States.
Identify the five general characteristics of adolescence.
Summarize how dating developed as a form of social interaction.
Describe the functions that dating fulfills.
Identify some of the social problems facing contemporary teenagers.
Trace the causes and consequences of these problems.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Suggested Readings
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Selected Titles will be taken from the following list of journals:
American Sociological Review
Contemporary Sociology
Contexts
Journal of Health and Social Behavior
Social Psychology Quarterly
Sociological Methodology
Sociological Theory
Sociology of Education
Teaching Sociology
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: The Adult in Society
Target Course/Grade Level: Sociology/HS
Duration:
2-3 weeks
Description :
The primary focus of this unit is to illustrate that socialization does not end with adolescence. It continues throughout the life
span. At every age we are faced with new experiences and new demands that affect the ways that we view ourselves and the
society in which we live. Our first job, marriage, the birth of a first child, our first home, triumphs and disappointments at work,
retirement, and approaching death in old-age are all events that add new dimensions to our sense and our relationships with
others.
Concepts & Understandings
Concepts
Life Structure
Labor Force
Gerontology
Dependency
Understandings
The combination of statuses, roles, activities, goals, values,
beliefs, and life circumstances that characterize an
individual.
The collection of all individuals age 16 or older who are
employed in paid positions or who are seeking paid
employment.
The scientific study of the processes and phenomena of
aging.
The shift from being an independent adult to being
dependent on others for physical of financial assistance.
Learning Targets
CPI Codes
6.3.12.A.1
6.3.12.A.2
6.3.12.C.1
6.3.12.D.1
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
How might adulthood compare and contrast to adolescence?
How might men and women experience adulthood differently?
What groups make up the new labor pool?
What effect has technology had on work in the United States and global market place?
How does the aging U.S. population influence the perception of age in American society?
Unit Results
Students will ...
Summarize Daniel Levinson’s theory of adult male development.
Identify and describe the stages of adult female development.
Describe how the nature of work in the United States has changed.
Explain how the composition of the labor force in the United States has changed.
Describe the characteristics of life during late adulthood.
Identify the new challenges that older Americans face.
Suggested Activities
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
The following activities can be incorporated into the daily lessons:
Suggested Readings
Selected Titles will be taken from the following list of journals:
American Sociological Review
Contemporary Sociology
Contexts
Journal of Health and Social Behavior
Social Psychology Quarterly
Sociological Methodology
Sociological Theory
Sociology of Education
Teaching Sociology
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: Deviance and Social Control
Target Course/Grade Level: Sociology/HS
Duration:
2-3 weeks
Description :
The primary focus of this unit will explore the nature and social function s of deviance. Students will compare the various
theories that have been proposed to explain deviance. Also, students will identify the principal types of crime in the United
States and the nature of the American criminal justice system.
Concepts & Understandings
Concepts
Understandings
Deviance
Crime
Plea Bargaining
Recidivism
The behavior that violates significant social norms.
Any act that is labeled by those in authority, prohibited by
law and punishable by the government.
The process of legal negotiation that allows an accused
person to plead guilty to a lesser charge in return for a
lighter sentence.
The term for repeated criminal behavior.
Learning Targets
CPI Codes
6.3.12.A.1
6.3.12.A.2
6.3.12.C.1
6.3.12.D.1
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
In what developmental stage of adulthood might people be most likely to commit a crime?
Why might people decide to break society’s rules?
Is it true that deviance and the violation of social norms have no positive function?
What does it mean to label someone in our society and what are the positive and negative consequences of this action?
How are the labeling theory and the concept of the self-fulfilling prophecy interrelated?
What factors can cause fluctuations in crime rates?
Unit Results
Students will ...
Explain the nature and social functions of deviance.
Compare the theories that have been proposed to explain deviance.
Identify the principal types of crime in the United States.
Explain the characteristics of the American criminal justice system.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Suggested Readings
Selected Titles will be taken from the following list of journals:
American Sociological Review
Contemporary Sociology
Contexts
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Journal of Health and Social Behavior
Social Psychology Quarterly
Sociological Methodology
Sociological Theory
Sociology of Education
Teaching Sociology
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: Social Stratification
Target Course/Grade Level: Sociology/HS
Duration:
2-3 weeks
Description :
The primary focus of this unit will identify characteristics of caste and class systems, contrast the major theories of social
stratification, and identify the characteristics of the American class system. Also, students will examine how different
motivations and cultural values influence the American class system, identify groups that are affected by poverty and describe
the steps that have been taken by the federal government to lessen the effects of poverty.
Concepts & Understandings
Concepts
Understandings
Social Stratification
Social Inequality
Social Class
Social Mobility
Poverty
The division of society into categories, ranks, or classes.
The unequal sharing of scarce resources and social
rewards.
The grouping of people with similar levels of wealth,
power and prestige.
The movement between or within social classes or strata.
The standard of living that is below the minimum level
considered adequate by society.
Learning Targets
CPI Codes
6.3.12.A.1
6.3.12.A.2
6.3.12.C.1
6.3.12.D.1
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
How might a person’s ascribed and achieved status affect his or her social position?
How might deviance and crime be related to social inequality?
How is one’s social status achieved in society?
Do caste systems exist in the United States?
What groups of Americans are affected by poverty and what impact does this have on society?
Unit Results
Students will ...
Identify the characteristics of caste systems and class systems.
Contrast the major theories of social stratification.
Identify the characteristics of the American class system.
Explain how different motivations and cultural values influence the American class system.
Identify the groups of Americans that are affected by poverty.
Describe the steps that have been taken by the federal government to lessen the effects of poverty.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Suggested Readings
Selected Titles will be taken from the following list of journals:
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
American Sociological Review
Contemporary Sociology
Contexts
Journal of Health and Social Behavior
Social Psychology Quarterly
Sociological Methodology
Sociological Theory
Sociology of Education
Teaching Sociology
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: Racial and Ethnic Relations
Target Course/Grade Level: Sociology/HS
Duration:
2-3 weeks
Description :
The primary focus of this unit will examine the sociological definitions of race, ethnicity and minority groups and identify the
characteristics that distinguish minority groups from one another. Students will learn to distinguish between discrimination and
prejudice and describe the common patterns of minority group treatment. In addition, students will examine and explain the
conditions under which minority groups live in the United States and the impact of government policies implemented to deal
with these issues.
Concepts & Understandings
Concepts
Race
Ethnicity
Discrimination
Prejudice
Racism
Understandings
A category of people who share inherited physical
characteristics.
The set of cultural characteristics that distinguishes one
group from another group.
The denial of equal treatment to individuals based on their
group membership.
The unsupported generalization about a category of
people.
The belief that one’s own racial or ethnic group is naturally
superior to other races or ethnic groups.
Learning Targets
CPI Codes
6.3.12.A.1
6.3.12.A.2
6.3.12.C.1
6.3.12.D.1
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
How might race stratify society?
How might discrimination relate to poverty?
What characteristics distinguish minority groups from one another?
How do discrimination and prejudice differ?
How have government policies affected the lives of minority groups in the United States?
Unit Results
Students will ...
Summarize how sociologists define the terms race, ethnicity and minority groups.
Identify the characteristics that distinguish minority groups from one another.
Distinguish between discrimination and prejudice.
Describe the patterns of minority group treatment.
Describe the conditions under which minority groups in the United States live.
Explain how government policies have affected the lives of minority groups in the United States.
Suggested Activities
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
The following activities can be incorporated into the daily lessons:
Suggested Readings
Selected Titles will be taken from the following list of journals:
American Sociological Review
Contemporary Sociology
Contexts
Journal of Health and Social Behavior
Social Psychology Quarterly
Sociological Methodology
Sociological Theory
Sociology of Education
Teaching Sociology
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: Gender, Age and Health
Target Course/Grade Level: Sociology/HS
Duration:
2-3 weeks
Description :
The primary focus of this unit will analyze how gender roles affect the opportunities available to men and women in society and
explain how gender roles are affected by socialization. Students will discuss the effect that the aging of the population is having
on society and explore how the aging of the population is affecting the life chances of older Americans. Also, students will
examine the state of health care in the United States and identify some of the special health care concerns of various segments of
American society.
Concepts & Understandings
Concepts
Understandings
Gender Roles
Sexism
Glass Ceiling
Managed Care
The specific behaviors and attitudes that a society
establishes for men and women.
The belief that one sex is naturally superior to the other
sex.
The invisible barrier that prevents women from gaining
upper level positions in business.
The attempt to control health expenditures by using
alternative health insurance plans.
Learning Targets
CPI Codes
6.3.12.A.1
6.3.12.A.2
6.3.12.C.1
6.3.12.D.1
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
How might discrimination affect a woman’s ability to achieve her goals?
How might a person’s social class relate to the access to health care?
What effect is the aging of the population having on society?
What is the state of health care in the United States?
What are some of the special health care concerns of various segments of American society?
Unit Results
Students will ...
Analyze how gender roles affect the opportunities available to men and women in society.
Explain how gender roles are affected by socialization.
Discuss the effect that the aging of the population is having on society.
Explain how the aging of the population is affecting the life chances of older Americans.
Describe the state of health care in the United States.
Identify some of the special health care concerns of various segments of American society.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Suggested Readings
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Selected Titles will be taken from the following list of journals:
American Sociological Review
Contemporary Sociology
Contexts
Journal of Health and Social Behavior
Social Psychology Quarterly
Sociological Methodology
Sociological Theory
Sociology of Education
Teaching Sociology
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: The Family
Target Course/Grade Level: Sociology/HS
Duration:
2-3 weeks
Description :
The primary focus of this unit will describe the norms that influence the ways marriage patterns are organized around the world
and identify the basic societal needs that the institution of the family satisfies. Students will examine how American families
begin and describe some disruptions they might face. Also, students will analyze some of the trends in American family life
currently being examined by sociologists.
Concepts & Understandings
Concepts
Understandings
Family
Nuclear Family
Monogamy
Homogamy
A group of people who are related by marriage, blood or
adoption and who often live together and share economic
resources.
One or both parents and their children
The marriage of one man to one woman.
Individuals who marry individuals who have social
characteristics similar to their own.
Learning Targets
CPI Codes
6.3.12.A.1
6.3.12.A.2
6.3.12.C.1
6.3.12.D.1
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
What might be some universal characteristics of families around the world?
How might family patterns in a society change over time?
What are some disruptions families might face?
Why have we seen higher divorce rates in the United States in recent decades?
Why has the number of married women in the work force increased?
Unit Results
Students will ...
Describe the norms that influence the ways in which marriage patterns are organized around the world.
Identify the basic societal needs that the institution of the family satisfies.
Explain how American families begin and describe some of the disruptions they might face.
Analyze some of the trends in American family life currently being examined by sociologists.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Suggested Readings
Selected Titles will be taken from the following list of journals:
American Sociological Review
Contemporary Sociology
Contexts
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Journal of Health and Social Behavior
Social Psychology Quarterly
Sociological Methodology
Sociological Theory
Sociology of Education
Teaching Sociology
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: The Economy and Politics
Target Course/Grade Level: Sociology/HS
Duration:
2-3 weeks
Description:
The primary focus of this unit will compare and contrast the characteristics of the capitalist and the socialist economic systems as
well as discuss developments that have transformed the American economic system. Students will explain how the exercise of
power varies by the type of government and describe the major characteristics of the U.S. political system.
Concepts & Understandings
Concepts
Understandings
Economic Institution
Capitalism
Socialism
Democracy
Political Party
A system of roles and norms that governs the production,
distribution and consumption of goods and services.
The factors of production are owned by individuals rather
than by the government.
The factors of production are owned by the government,
which regulates economic activity.
The right of the people to participate in the political
decision-making process.
An organization that seeks to gain power through
legitimate means.
Learning Targets
CPI Codes
6.3.12.A.1
6.3.12.A.2
6.3.12.C.1
6.3.12.D.1
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
Why might a sociologist be interested in the economy?
How might political systems reflect the ideals of a society?
Which form of government do you believe would work best in the U.S.?
Why might immigrants choose to start their own businesses?
How does the exercise of power vary by type of government?
How does propaganda help or hurt a political party or cause?
Unit Results
Students will ...
Compare and contrast the characteristics of the capitalist and socialist economic systems.
Discuss developments that have transformed the American economic system.
Explain how the exercise of power varies by type of government.
Describe the major characteristics of the U.S. political system.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Suggested Readings
Selected Titles will be taken from the following list of journals:
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
American Sociological Review
Contemporary Sociology
Contexts
Journal of Health and Social Behavior
Social Psychology Quarterly
Sociological Methodology
Sociological Theory
Sociology of Education
Teaching Sociology
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: Education and Religion
Target Course/Grade Level: Sociology/HS
Duration:
2-3 weeks
Description:
The primary focus of this unit will explain how the views of the functionalist, conflict and interactionist sociologists differ
concerning education and Identify some of the current issues in American education. Also, students will identify the basic
societal needs that religion serves and describe the distinctive features of religion in American society.
Concepts & Understandings
Concepts
Understandings
Education
Schooling
Religion
Monotheism
Polytheism
The roles and the norms that ensure the transmission of
knowledge, values and patterns of behavior from one
generation to the next.
The formal education which involves instruction by
specially trained teachers who follow officially recognized
policies.
The system of roles and norms that is organized around
the sacred realm and that binds people together in social
groups.
The belief in one god.
The belief in a number of gods.
Learning Targets
CPI Codes
6.3.12.A.1
6.3.12.A.2
6.3.12.C.1
6.3.12.D.1
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
How might the educational institution reflect a society’s goals and core values?
How might the institution of religion help unite a society?
What two major events helped contribute to the development of modern education?
Why is the achievement gap between the U.S. and other nations widening?
Why might religious leaders be attracted to the media of television to spread their messages?
Unit Results
Students will ...
Explain how the views of functionalist, conflict and interactionist sociologists differ concerning education.
Identify some of the current issues in American education.
Identify the basic societal needs that religion serves.
Describe the distinctive features of religion in American society.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Suggested Readings
Selected Titles will be taken from the following list of journals:
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
American Sociological Review
Contemporary Sociology
Contexts
Journal of Health and Social Behavior
Social Psychology Quarterly
Sociological Methodology
Sociological Theory
Sociology of Education
Teaching Sociology
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: Science and the Mass Media
Target Course/Grade Level: Sociology/HS
Duration:
2-3 weeks
Description:
The primary focus of this unit will identify factors that have contributed to the institutionalization of science and explain how the
norms of scientific research differ from realities of scientific research. Students will trace the major developments in the history
of mass media and identify the types of mass media in the United States. Also, explain how the sociological perspectives of mass
media differ and discuss some contemporary mass media issues.
Concepts & Understandings
Concepts
Understandings
Scientific Method
Paradigm
Mass Media
Digital Divide
An objective and systematic way of collecting information
and arriving at conclusions.
A set of shared concepts, methods and assumptions that
make up scientific reality at any point in time.
The instruments of communication that reach large
audiences with no personal contact between those
sending information and those receiving it.
The gap between those with access to new technologies
and those without; exists and may be widening.
Learning Targets
CPI Codes
6.3.12.A.1
6.3.12.A.2
6.3.12.C.1
6.3.12.D.1
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
How might scientific advances affect a society?
What role might mass media play in a society?
How have advances in technology impacted our society?
Do scientists have a societal obligation to share their research rather than keeping it secret in hopes of gaining an
economic profit?
Has mass media had a positive or negative effect on our society in recent years?
Should there be censorship in certain types of media?
Unit Results
Students will ...
Identify factors that have contributed to the institutionalization of science.
Explain how the norms of scientific research differ from the realities of scientific research.
Trace the major developments in the history of mass media and identify the types of mass media in the United States.
Explain how the sociological perspectives of mass media differ.
Discuss some contemporary mass media issues.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Suggested Readings
Selected Titles will be taken from the following list of journals:
American Sociological Review
Contemporary Sociology
Contexts
Journal of Health and Social Behavior
Social Psychology Quarterly
Sociological Methodology
Sociological Theory
Sociology of Education
Teaching Sociology
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: Population and Urbanization
Target Course/Grade Level: Sociology/HS
Duration:
2-3 weeks
Description:
The primary focus of this unit will identify factors that affect the size and structure of populations and explain how sociologists
measure these factors. Also, students will summarize how sociologists explain population change and describe the programs that
have been instituted to control population growth. In addition, students will explain how cities evolved and why urbanization is
such a recent event. Students will identify the models that have been proposed to explain the structure of cities and summarize
the theories that have been put forth to explain city life.
Concepts & Understandings
Concepts
Understandings
Population
Birthrate
Death Rate
Urbanization
City
The number of people living in an area at a particular time.
The annual number of live births per 1,000 members of a
population.
The annual number of deaths per 1,000 members of a
population.
The concentration of populations in cities.
A permanent concentration of a relatively large number of
people who engaged mainly in non-farming activities.
Learning Targets
CPI Codes
6.3.12.A.1
6.3.12.A.2
6.3.12.C.1
6.3.12.D.1
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
How might population growth affect a society?
Why might the populations of cities grow faster than other areas?
Why might a country’s income inequality affect its infant mortality rate?
How has improved medical treatment in the U.S. affected life-expectancy and population?
Why is it difficult to predict population growth?
What are some strategies for reducing unemployment and underemployment in rapidly growing cities?
Unit Results
Students will ...
Identify factors that affect the size and structure of populations and explain how sociologists measure these factors.
Summarize how sociologists explain population change and describe the programs that have been instituted to control
population growth.
Explain how cities evolved and why urbanization is such a recent event.
Identify the models that have been proposed to explain the structure of cities and summarize the theories that have been put
forth to explain city life.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Suggested Readings
Selected Titles will be taken from the following list of journals:
American Sociological Review
Contemporary Sociology
Contexts
Journal of Health and Social Behavior
Social Psychology Quarterly
Sociological Methodology
Sociological Theory
Sociology of Education
Teaching Sociology
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: Collective Behavior and Social Movements
Target Course/Grade Level: Sociology/HS
Duration:
2-3 weeks
Description: The primary focus of this unit will contrast the various types of collectivities and describe the explanations for
collective behavior that have been proposed. It will also identify the preconditions necessary for collective behavior to occur and
explain how they build on one another. In addition, students will describe the types of social movements that exist and explain
how they differ as well as identify the stages present in the life cycle of social movements and describe ways in which the
existence of social movements can be explained.
Concepts & Understandings
Concepts
Understandings
Collective Behavior
Mass Hysteria
Public Opinion
Social Movement
The relatively spontaneous social behavior that occurs
when people try to develop common solutions to unclear
situations.
The unfounded anxiety shared by people who can be
scattered over a wide geographic area.
Refers to the differing attitudes that members of the
public have about a particular issue.
A long term conscious effort to promote or prevent social
change.
Learning Targets
CPI Codes
6.3.12.A.1
6.3.12.A.2
6.3.12.C.1
6.3.12.D.1
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
How might population density shape collective behavior?
How might mass media play a role in social movements?
How does propaganda influence public opinion?
How has the new communications technology affected the way social movements are organized?
Are social movements good or bad for society?
Unit Results
Students will ...
Contrast the various types of collectivities and describe the explanations for collective behavior that have been proposed.
Identify the preconditions necessary for collective behavior to occur and explain how they build on one another.
Describe the types of social movements that exist and explain how they differ.
Identify the stages present in the life cycle of social movements and describe ways in which the existence social movements can
be explained.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Suggested Readings
Selected Titles will be taken from the following list of journals:
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
American Sociological Review
Contemporary Sociology
Contexts
Journal of Health and Social Behavior
Social Psychology Quarterly
Sociological Methodology
Sociological Theory
Sociology of Education
Teaching Sociology
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: Social Change and Modernization
Target Course/Grade Level: Sociology/HS
Duration:
2-3 weeks
Description:
The primary focus of this unit will summarize the theories that social scientists have offered to explain the process of social
change and explain how the theories on social change have evolved. Students will contrast the views of modernization theory
and world-system theory on modernization in less-developed nations. In addition, students will identify some of the positive and
negative effects of modernization on social life and the natural environment.
Concepts & Understandings
Concepts
Understandings
Social Change
Cyclical Theory of Social Change
Modernization
Modernization Theory
The alterations in various aspects of society over time.
The view of change from a historical perspective viewing
societies as going through various stages of development
and decline.
The process by which a society’s institutions become
increasingly complex as the society moves toward
industrialization.
The more-developed nations modernized because they
were the first to industrialize.
Learning Targets
CPI Codes
6.3.12.A.1
6.3.12.A.2
6.3.12.C.1
6.3.12.D.1
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
What might be some causes and effects of social change?
What might be some effects of modernization on a society?
Do you believe that social interaction truly takes place when individuals have no face-to-face contact?
Why might people in more-developed countries be more politically active than people in less-developed countries?
How has globalization contributed to social change?
Unit Results
Students will ...
Summarize the theories that social scientists have offered to explain the process of social change.
Explain how the theories on social change have evolved.
Contrast the views of modernization theory and world-system theory on modernization in less-developed nations.
Identify some of the positive and negative effects of modernization on social life and the natural environment.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Suggested Readings
Selected Titles will be taken from the following list of journals:
American Sociological Review
Garfield High School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Contemporary Sociology
Contexts
Journal of Health and Social Behavior
Social Psychology Quarterly
Sociological Methodology
Sociological Theory
Sociology of Education
Teaching Sociology