Unit Plan
Introduction to Sociology, Grade 11, University/College
Preparation (HSP3M)
COURSE OVERVIEW
The general social science courses focus on the contributions made by anthropology, psychology, and sociology
to an understanding of human behaviour. They examine the use of social science methodologies to investigate
how social and technological changes affect Canadian society, and introduce students to the gathering and
interpretation of data. These courses examine society through an exploration of contemporary issues and
institutions.
Prerequisite: None
PRE-ASSESSMENT
a. Students within this course may not any previous knowledge of the subject area to see what they know
a KWL chart would be serve the purpose of establishing what the students may know, think they
know and what they want to know
b. To be successful in this course it is important that students are able to evaluate information within a
textbook, work in groups, complete research on their own, able to take notes in point form as well as
complete sentences, analyze information and case studies.
c.
Students’ attitudes will determine their success as they need to bring curiosity about the subject,
independence in carrying out research assignment, cooperation in group work, and self efficacy.
d. To accommodate the diverse range of learning abilities in the classroom it is important that the lessons
be modify for success. The instructional concepts will be wide enough that all the students are given
access to the core content, the content difficulty will be adopted to meet the student IEP in order to do
this the presentation of the content such as demonstrations, textbooks, or lecture would meet the need
of the students. Lesson will also accommodate those with various learning styles such as auditory
learner, visual, and kinesthetic learners. Activities are necessary to engage the student to make sense
of the content. This can be done by scaffolding, flexible grouping manipulative, changing the length
of time for a student to master the content and encouraging the gifted learner to pursue a topic in
deeper intensity. Culminating projects within this unit will allow the students to not only apply what
they have learned but also extend their learning. This will be achieved in this unit by providing
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Mississauga Secondary School Unit Plan – Sociology
various levels of difficulty, group and individual work and a variety of scoring method to assess
students ‘work. The learning environment will be conductive to learning by allowing students to work
quietly and cooperatively with others, and provide materials that shows diverse cultures; as well
develop routines that will allows the students to get help even when the teacher is absent.
RATIONALE

Sociology, provide a third view of humanity, it is the study of people in groups and whining the
social structures they create. Using the ideas and methods of the sociologist, students will
continue the investigation of why and how individuals become part of groups and societies.
Human beings have often been called “social animals”; sociology can help to understand this
description.
OVERVIEW of SOCIOLOGY

The goal of sociology is to understand and explain patterns of social behaviour-how people
interact. Why, for example, would someone give presents on certain occasions, shake hands with
new acquaintances or give up a seat to an elderly man on a bus? Sociologists study small groups
such as two people meeting on a street corner, or larger groups such as families, communities or
nations. They also examine social issues such as aging, poverty, crime and mental illness. Students
will be given opportunities to explore theories from a variety of perspectives and to become familiar
with current thinking on a range of issues that have captured the interest of classical and
contemporary social scientists in the three disciplines.
STRANDS
– Self and Others
– Social Structures and Institutions
– Social Organization
– Research and Inquiry Skills
SELF AND OTHERS
OVERALL EXPECTATIONS
By the end of this unit students will:
 describe some differences and similarities in the approaches taken by anthropology,
 psychology, and sociology to the concept of self in relation to others
 demonstrate an understanding of the social forces that influence and shape behaviour as
 described by anthropologists, psychologists, and sociologists
 analyze socialization patterns from the perspectives of anthropology, psychology, and sociology
SPECIFIC EXPECTATIONS
Foundations of Anthropological, Psychological, and Sociological Thought
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Mississauga Secondary School Unit Plan – Sociology
By the end of this unit students will:
 Demonstrate an understanding of the major questions related to “self and others” that are posed by
anthropologists (e.g., what are the cultural patterns that help to define the self?), psychologists (e.g.,
How do defence mechanisms enable us to cope with others?), and sociologists (e.g., what is the
relationship between the individual and society?)
 evaluate the major contributions to our understanding of the idea of self in relation to others made by
at least one of the leading practitioners in each of anthropology (e.g., Franz Boas, Margaret Mead, Ruth
Benedict), psychology (e.g., Sigmund Freud, Jean Piaget, Karen Horney), and sociology (e.g., George
Herbert Mead, Irving Goffman)
Forces That Influence and Shape Behaviour
By the end of this unit students will:



identify and assess the major influences that contribute to an individual’s personal and social
development (e.g., heredity, environment, race, gender)
analyze the role of the mass media in influencing individual and group behaviour;
Explain why behaviour varies depending on context and on the individuals involved (e.g., at work,
within a family, in sports, in a crowd, in a large city or small town)
Socialization
By the end of this unit students will:



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explain the role of socialization in the development of the individual
identify the primary and secondary agents of socialization (e.g., family, school, peers, media, work) and
evaluate their influence
demonstrate an understanding of anthropological, psychological, and sociological theories that deal
with socialization (e.g., enculturation, nature versus nurture, social isolation)
Evaluate the role of cultural influences in socialization (e.g., as they affect gender expectations)
SOCIAL STRUCTURES AND INSTITUTIONS
OVERALL EXPECTATIONS
By the end of this unit students will:



identify social institutions common to many different cultures
compare how selected social institutions function in a variety of cultures
demonstrate an understanding of recent structural changes in work and education and of the Impact
these changes have on Canadian society
SPECIFIC EXPECTATIONS
Social Institutions
By the end of this unit students will:
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Mississauga Secondary School Unit Plan – Sociology
 identify social and civil institutions in Canadian society (e.g., education, health care, the prison
system, policing) and analyze the roles they play in society
 describe some of the social institutions of at least three diverse cultures (e.g., First Nations communities
in Canada, Masai communities in Africa, Tamil communities in Asia)
 demonstrate an understanding of the ways in which social institutions change over time, from the
perspective of at least one of anthropology, psychology, and sociology
Social Structure: The World of Work
By the end of this unit students will:



analyze the structural changes that are occurring in the world of work within Canada (e.g., the shift to
part-time jobs and home offices, the focus on information technologies)
describe the structural ways in which conflict (e.g., sexual and racial harassment) is addressed in the
workplace (e.g., through the filing of grievances, mediation, arbitration)
identify current trends in Canadian employment and unemployment patterns, using information from
Statistics Canada, and analyze the influence these trends have on individuals, groups, and
communities
Social Structure: The World of Education
By the end of this unit students will:



explain the structural changes that are occurring in education in Canada (e.g., distance learning,
lifelong learning, and education reform)
analyze the psychological and sociological impact of changes in education on individuals, groups, and
communities (e.g., democratization of education, gender balance in higher education, the home as
school and office)
analyze how different decision-making models in education systems (e.g., centralized, consultative,
collaborative, democratic) affect the provision of education in a society
SOCIAL Organization
OVERALL EXPECTATIONS
By the end of this unit students will:



demonstrate an understanding of the characteristics of groups in Canadian society as identified by
anthropology, psychology, and sociology
analyze the psychological impact of group cohesion and group conflict on individuals, groups, and
communities
describe the characteristics of bureaucratic organizations
SPECIFIC EXPECTATIONS
Characteristics and Influences of Groups
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Mississauga Secondary School Unit Plan – Sociology
By the end of this unit students will:



demonstrate an understanding of the various reasons and different ways in which individuals form
groups, and categorize various types of groups in Canadian society (e.g., social groups; dyads; primary
and secondary groups such as clubs, community groups, and athletic teams)
describe the different types of groups that form to serve collective needs (e.g., study groups, self-help
groups, political groups, cults, youth subcultures)
Explain from the perspectives of anthropology, psychology, and sociology, how membership in
different groups (e.g., cliques, gangs, cults, clubs) influences the individual, the family, and the
community
Conflict and Cohesion
By the end of this unit students will:




identify and compare anthropological, psychological, and sociological perspectives on conflict among
individuals, groups, and communities
analyze anthropological, psychological, and sociological perspectives on group cohesion;
demonstrate an understanding of discrimination and exclusion in social relationships, from the
perspectives of anthropology, psychology, and sociology
Analyze examples of social or institutional practices in earlier historical periods that formed the basis
for social relationships involving discrimination or exclusion in contemporary society (e.g., apartheid,
segregation, ghettoization, ostracism, gender discrimination)
Bureaucratic Organizations
By the end of this unit students will:


identify examples of bureaucratic organizations (e.g., the military, non-governmental organizations),
and describe their characteristics (e.g., cooperative, authoritarian);
Compare a bureaucratic and a non-bureaucratic organization from the perspectives of at least one of
anthropology, psychology, and sociology.
RESEARCH AND INQUIRY SKILLS
OVERALL EXPECTATIONS
By the end of this unit students will:



use appropriate social science research methods effectively and ethically
conduct research to determine the critical differences and similarities among the approaches and
concepts of anthropology, psychology, and sociology, and summarize their findings
Effectively communicate the results of their inquiries.
Specific Expectations
Understanding the Foundations of Inquiry in
Anthropology, Psychology, and Sociology
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Mississauga Secondary School Unit Plan – Sociology
By the end of this unit students will:



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correctly use the terminology of anthropology, psychology, and sociology (e.g., functionalism,
behaviouralism, feminism);
define the concepts that are central to anthropology (e.g., evolution, diffusion, culture), psychology
(e.g., perception, cognition, personality), and sociology (e.g., role, gender, institution);
demonstrate an understanding of the factors that explain human behaviour from the perspective of
anthropology (e.g., myth, kinship), psychology (e.g., conditioning, subconscious), and sociology(e.g.,
socialization, social interaction)
formulate appropriate questions for research and inquiry relating to one or more of the main areas of
concern in the social sciences
Using Research Skills
By the end of this unit students will:






describe the steps involved in social science research and inquiry, including developing and testing a
hypothesis;
demonstrate an understanding of various research methodologies for conducting primary research
(e.g., interviews, surveys and questionnaires, observations);
demonstrate an understanding of the ethical guidelines of social science research;
demonstrate an ability to locate and select relevant information from a variety of print and electronic
sources (e.g., books, periodicals, television, Internet sites, CD-ROMs);
evaluate the relevance and validity of information gathered through research;
demonstrate an ability to organize, interpret, and analyze information gathered from a variety of
sources
Communicating Results
By the end of this unit students will:


record information and key ideas from their research, and document sources accurately, using correct
forms of citation(e.g., those recommended by the American Psychological Association);
effectively communicate the results of their inquiries, using a variety of methods and forms (e.g.,
graphs, charts, diagrams, lab reports, oral presentations, written reports, essays, newspaper-style
articles, video presentations)
Unit Focus

Famous Sociologist

Socialization

Social Institutions

Work

Education
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Mississauga Secondary School Unit Plan – Sociology
The Development of the Social Sciences
Learning Expectations
By the end of this unit students will be able to:

Evaluate the major contribution to our understanding of the idea of self in relation to others made
by at least one of the leading practitioners in each of the social sciences

Define the concepts that are central to the social sciences

Demonstrate an understanding of the factors that explain human behaviour from the perspective
of the social sciences

Correctly use the terminology of the social sciences

Formulate appropriate questions for research and inquiry relating to one or more of the main
areas of concern in the social sciences
Socialization
Learning Expectations
By the end of this course, students will:

Explain the role of socialization in the development of the individual

Identify the primary and secondary agents of socialization s and evaluate their influence

Demonstrate an understanding of anthropological, psychological, and sociological theories that
deal with socialization enculturation nature versus nurture, social isolation

Evaluate the role of cultural influences in socialization
Social Institutions
Learning Expectations
By the end of this unit students will be able to:

Identify social and civil institutions in Canadian society and analyze the roles they play in society

Compare how selected social institutions (marriage, the criminal justice system) function

Describe the social institution of marriage in three diverse cultures

Demonstrate an understanding of the ways in which social institutions change over time form a
social science perspective
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Mississauga Secondary School Unit Plan – Sociology
Work Structures
Learning Expectations
At the end of this unit students will be able to:

Analyze the structural changes that are occurring in the world of work within Canada

Identify current trends in Canadian employment and employment patterns and analyze the
influence these trends have on individuals, groups, and communities

Describe the structural ways in which conflict is addressed in the workplace
Education Structures
Learning Expectations
At the end of this unit students will be able to:

Explain the structural changes that are occurring in education in Canada

Analyze the psychological and sociological impact of changes in education on individuals, groups
and communities

Analyze how different decision-making models in education systems affect the provision of
education in a society
Learning Experiences
At the end of this units students will
1.
Write response paper
2. Participate in group work
3. Write lecture notes
4. Discuss through questions and answers
5. Create Venn diagrams and map concepts
6. Participate in Role play situations
7. Analyze case studies
8. Examine TV shows
9. Complete homework sheets
10. Explain terms
11. Compare and apply knowledge
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Mississauga Secondary School Unit Plan – Sociology
Instructional Strategies

Anticipation guides

Categorizing

Didactic questions

K.W. L charts

Stimulations

Think, Pair, Share

Structured Controversy

Assigned questions

Response journal

Discussions

Role- play

Compare and contrast
Materials
1.
DVD Player
2. Episode _ Modern Family”
3. Episode “Scared Straight
4. Markers
5. PowerPoint notes
6. Handout –
7. Textbook
8. Case studies
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Mississauga Secondary School Unit Plan – Sociology
Organize the Learning
The Development of the Social Sciences
Overview

The development of Sociology
Week One (December 5th -December 9th 2011)
Monday – Test Review - Psychology
Tuesday – Sociology
Focus Questions

What different schools of thought exist in sociology?

Who were the leading sociologists?

What do Canadian sociologist today study?
Wednesday – Day 3 Test for Psychology
Thursday – Socialization
Focus Questions

Which of your important personal characteristics are biologically inherited and which have been
learned through your experience?

How do social scientists define the term “socialization?”

What evidence would a social scientist give to prove that the times of day we are hungry are
determined more by socialization than by our biology?
Friday – Agents of Socialization
Focus Questions

What agents socialize us?

What differences are there in the way they influence us?

Why are these agents so import to us
Instructional Strategies
Monday
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Mississauga Secondary School Unit Plan – Sociology

Review – using the game Jeopardy based on psychology
Tuesday



Teacher will use introduction the lesson using a - KWL chart on the SMART board will allow teacher to access prior
knowledge of all students
Teacher will present PowerPoint notes on sociology to students to copy into notebook
Teacher will ask the class the following question - which sociological approach do you believe is
the most appropriate for examining society in the twenty-first century? Making specific
reference to the four views described in the text
1.
What are the four approaches to sociology in a brief paragraph on the characteristics of each
2. Teacher will ask the student to illustrate them understand the ideas of the lesson by
answering the following questions in a paragraph
3. Which approach to sociology would be most concerned with each of the following issues?
Provide reasons for your choice. What major goals should schools have? Why do we need
nursery schools? How can we provide a better standard of living for the working poor? How
do people view their work and their workplace? Why do women continue to make less money
than men for equal work?
Wednesday – Test on Psychology
Thursday –
Teacher will show lecture notes on socialization using PowerPoint

Students will copy the notes on socialization into their notebook
Teacher will give students case study handout on isolated children as they work with a partner

Students will work with a partner using the following questions on isolated children to analyze
information on isolated children

Identify at least three components necessary for normal development

What evidence is there that human contact and socialization are essential for normal
development?
Teacher will have students apply their learning of socialization through writing

Students will write a list of five characteristics or abilities they believe they possess and decide
which of the characteristics or abilities they share with other members of their family and share
their findings with their partner
Friday
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Mississauga Secondary School Unit Plan – Sociology
Teacher will show PowerPoint notes on agents of socialization

Students will copy the PowerPoint notes into their notebooks
Teacher will give student types of socialization causing problems for Shenaz, Pal and Lynette and have
student work in group of three

Students will think and evaluate how they would deal with each of the given situations giving
reason for their course of action
Teacher will distribute a questionnaire to students for homework on discipline

Students will take questionnaire for homework and them have ask their parents the following

What method do they use to discipline children? And what are they reason for choosing one
method over another?

What discipline strategies would they use to encourage positive socialization in their children?
Teacher will give student a copy of society matters – Who Is Responsible for Socializing Children?
And have them answer the question independently then share their answers with the a partner

Students will answer the following questions on the article Who Is Responsible for Socializing
Children?
1.
According to this article, how are families failing in their role of socializing children?
2. Do you think that other agents of socialization such as schools, family centers and Children’s
Aid Societies should pick up the slack?
3. Do you agree that families today are not successful in socializing their children why or why
not?
Teacher will show on the LCD a concept map of socialization and have them create their own

Students will create their own concept map of socialization illustrating what they believe if
the most important socializing agent for children
Evaluation
Formative – Class participation and discussion
Summative – concept map
Week two (December 12th -December 16th 2011)
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Mississauga Secondary School Unit Plan – Sociology
Monday – Criminal Justice System (1)
Focus Questions
1.
What is the role of the criminal justice system in Canada?
Tuesday – Criminal Justice System (2)
Focus Questions
1.
Is punishment an effective way of changing behaviour?
2. How can society play a role in reducing crime?
Wednesday – Marriages and Canada (1)
Focus Questions
1.
Why does marriage continue to be a popular institution?
2. Why do most people in mainstream Canadian culture base their decision to get married on
“romantic love”?
3. Why is it hard to define a “typical” Canadian wedding?
Thursday – Marriages and Canada (2)
Focus Questions
4. What various forms of marriage exist throughout the world?
5. What are the major differences between Western and non-Western attitudes toward marriage?
6. Which form of marriage has the greatest benefits for men, and which has the greatest benefits for
women?
Friday- Education (1)

What changes have been implemented to improve school discipline?

How is dropping out of school linked to a cycle of poverty?

What are schools doing to reduce violence?
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Mississauga Secondary School Unit Plan – Sociology
Instructional Strategies
Monday
Teacher will have students examine the criminal justice system through PowerPoint lecture note formal
and informal social controls, punishment and its goal

Students will transfer information into their notebook
Teacher will have students provide examples of informal and formal social control

Students will provide examples to show how you would distinguish between informal and formal
social controls
Teacher will start a discussion with student on the question “why do you think police activities are subject
to such close attention by society

Students will participate in the discussion and express their opinion if the police warrant such
intense scrutiny why or why not
Teacher will show episode of beyond scared straight to help student understand the criminal justice
system

Students will watch an episode of beyond scared straight to understand
Teacher will debrief with the class the episode of beyond scared straight
Evaluation
Formative
Summative
Tuesday (criminal Justice continues)
Teacher will ask student why young offenders are treated differently from adults.

Student will answer the question as a class
Teacher will ask the class how effective is prisons as a form of social control

Students will answer question through class discussion
Teacher will give handout on “getting Tough on Youth Crime Doesn’t Pay and have student work within a
small group of three to answer the following questions

Students will answer the questions ton Getting tough on Youth Crime Doesn’t Pay
o What do you think Michele Landsberg believes is the purpose of punishment?
Do you agree with the writer’s opinion about society’s response to youth crime? Why or why not? Teacher
will have students independently write a response to be handed in on the article Getting Tough on Youth
Crime Doesn’t Pay
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Mississauga Secondary School Unit Plan – Sociology

Student will write a response to the article form the point of view of someone who wants tougher
laws for young offenders. Which of the goals of punishment do you think this person would
support

Evaluation

Formative

Summative
o
Wednesday
Teacher will present a PowerPoint note on the family

Student will copy their the information to their notebook
Teacher will ask the class “how does the family act as an agent of socialization?

Students will ask the question through class discussion and participation
Teacher will give student a chart on family to fill out working with a partner

Students will work with a partner to complete a chart on the various families
Teacher will take up with the class the answer to the completed chart on family
Teacher will show an episode of modern family

Students will watch an episode of modern family

Evaluation

Formative

Summative
Thursday

Teacher will debrief the movie with the students of how family has changed

Teacher will introduce the stages of family life and types of marriages through PowerPoint notes

Students will copy notes into their notebook
Teacher will ask student to list three things they think they know about arranged marriages
Teacher will have students read article on arranged marriage, free-choice marriages and falling in love

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Students will write down what they have learned into their notebook
Mississauga Secondary School Unit Plan – Sociology

Teacher will have students make a Venn diagram on characteristics of arranged and freechoice marriages

Teacher will have students do a PMI chart on arranged marriages and answer the question
what kinds of differences between partners are likely to make for a happier marriage? Give
reasons for your view

Teacher will talk about battered women and Stockholm syndrome with the class

Teacher will give student a copy of the article Are Single Parents Treated Fairly? To complete
for homework

Students will complete Are Single parents Treated Fairly?

Evaluation

Formative

Summative
Friday (EDUCATION I)

Teaching Strategies

Teacher will present the purpose of education to the students in PowerPoint lecture

Students will transfer the information into their notebooks

Teacher will ask student; and write the students answer on the board, how does education vary
from one society to another?

Students will answer the questions as a class

Teacher will have the student define education from a traditional and contemporary view

Teacher will give students a case study of Japanese education and the Inuit Education and have
them descript each and the benefit and disadvantages

Teacher will give student a position paper to complete during class– “Canadian students, like
Japanese students, should be required to take a national examination to determine secondaryschool placement. Do you agree or disagree? Give three reasons to support your position

Teacher will have students review the two case studies, traditional and Japanese education
systems. Which one of the two learning environments appeals to you? Provide three reasons to
explain your choice

Teacher will have student compare the functionalist approach and the conflict approach to
education
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Mississauga Secondary School Unit Plan – Sociology

Student will do a case study: An alternative “Afrocentric” Program and answer the following
questions I; in what ways do school promote white, mainstream cultural values

Explain how this could have a negative effect on non-white students. Describe the Nighana
program. Could your school benefit from this program or a program for (an) other cultural/ethnic
groups(s)/ (specify the group(s)
Evaluation
Formative
Summative
Week three (December 19th -December 23rd 2011)
Monday – Education (2)

Why do we have a formal system of education?

How do functionalists view the purpose of education?

In what ways does the functionalist position contrast with the conflict perspective

Tuesday – Work(1)
Focus questions
What is work?
How is the nature of work changing?
Wednesday – Work (2)
Focus questions
What role has technology play in the historical development of the modern economy?
What roles have human play in the historical development to the modern economy?
Thursday – Movie
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Mississauga Secondary School Unit Plan – Sociology
Friday - Movie
Monday – Education (2)

Teacher will have student predict what a multicultural education is

Teacher will have students work with a partner to consider if school more difficult for girls or boys
p. 256 and answer the questions

Teacher will present notes on various form of education models

Teacher will have student list five criteria they would use to assess an education system. In what
order would they rank these criteria?

Teacher will give article “is Distance Learning the School of the Future? For home
Evaluation
Formative
Summative
Tuesday

Teacher will present notes on work

Teacher will have students predict why a clock is a symbol of industrialization

Teacher will have class debate one of the following issues: the Family farm in Western Canada
Wednesday

will disappear in favour of “mass production” agriculture; or communities in Atlantic Canada will
survive in spite of the depletion of cod stocks.

Teacher will have student do will you have a job case study
Evaluation
Formative
Summative
Thursday

Teacher will have student watch a movie to further study work and its effect on society
Friday
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Mississauga Secondary School Unit Plan – Sociology

Teacher will have student watch a movie to further study work and its effect on society
Evaluation Tool
Rubric
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Mississauga Secondary School Unit Plan – Sociology