[Type text]
Brad Hart
Unit One: Culture and Social Structure
Length of
Unit
2 ½ weeks
Core Content/POS
Program of Studies
(understandings):
 SS-H-CS-U1,2,3,4,5,6
(skills and concepts):
 SS-H-CS-S1,2,3,4,5
Core Content

SS-HS-2.1.1,
2.2.1, 2.3.1,
2.3.2
Rowan County Senior High School 2010-2011
Key Concepts/Skills/Guiding Questions
Outline:
1. The Sociological Point of View
2. Cultural Diversity
3. Cultural Conformity and Adaptation
4. Social Structure
Terms:
 Sociology, social sciences, social interaction, social
phenomena, sociological perspective, sociological
imagination
 Social Darwinism, function, ideal type, theory,
theoretical perspective, functionalist perspective,
dysfunction, manifest function, latent function, conflict
perspective, interactionist perspective, symbol, symbolic
perspective
 Culture, material and nonmaterial culture, society,
technology, language, values, norms, folkways, mores,
culture trait, culture complex, culture pattern
 Cultural universals, ethnocentrism, cultural relativism,
subculture, counterculture
 Self-fulfillment, narcissism
 Internalization, sanctions, positive sanctions, negative
sanctions, formal sanctions, informal sanctions, social
control
 Ideology, social movement, diffusion, reformulation,
cultural lag
 Social structure, status, role ascribed status, achieved
status, master status, reciprocal roles, role expectations,
role performance, role set, role conflict, role strain,
social institution
 Exchange, reciprocity, exchange theory, competition,
conflict, cooperation, accommodation
 Group, subsistence strategies, preindustrial society,
hunting and gathering society, pastoral society, division
of labor, horticultural society, agricultural society, barter,
Activities/Assessments/
Resources
Activities:
 Modified lecture/discussion
 Analysis of graphs/charts
 Debate
 Students will create an
individualized group chart;
a whole class
material/nonmaterial culture
board; whole group values
board; sanctions chart; and
a status/role chart.
Assessments:
 Students will write a
response to a bellringer
question everyday. This
will be used as either a quiz
of previous day’s material
or a spring board to the
new day’s topic.
 Terminology quizzes:
These will be 5-10 term
quizzes to check
vocabulary.
 All larger tests and
assessments will be
application/essay.
Students will need to apply
their knowledge to a
sociological situation.
Resources:
 Sociology: The Study of
Human Relationships
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industrial society, urbanization, postindustrial society,
mechanical solidarity, organic solidarity
Aggregate, social category, dyad, triad, small group,
formal group, informal group, primary group, secondary
group, reference group, in-group, out-group, ecommunity, social network, leaders, instrumental
leaders, expressive leaders
Formal organization, bureaucracy, rationality, voluntary
association, iron law of oligarchy
Students will
 Describe what sociology is and explain what it
means to have a sociological imagination
 Explain how the three main theoretical perspectives
in sociology differ in their focus
 Define the meaning of culture and explain how
material culture and nonmaterial culture differ
 Identify factors that account for variations among
and within cultures
 Identify the basic values that form the foundation of
American society
 Identify how the norms of society are enforced,
describing the differences between positive and
negative sanctions and between formal and informal
sanctions
 Identify and describe the main sources of social
change, and the factors that lead people to resist
social change
 Identify and describe the two major components of
social structure, and analyze how these two
components of social structure affect human
interaction
 Distinguish between types of interactions that
stabilize social structure and those that can disrupt
it
 Summarize the major features of primary and
secondary groups, identifying the purposes that
groups fulfill
 Evaluate the effectiveness of bureaucracies
Rowan County Senior High School 2010-2011
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Brad Hart
Guiding Questions
 How does using your sociological imagination help you
understand the world?
 How does culture impact an individual’s behavior?
 What are the ways in which society enforces social
control?
 How does society create statuses and roles for
individuals to balance?
Unit Two: The Individual in Society
Length of
Unit
3 weeks
Core Content/POS
Program of Studies
(understanding):
 SS-H-CS-U1,2,3,4,5,6
(skills and concepts):
 SS-H-CS-S1,2,3,4,5
Core Content

SS-HS-2.1.1,
2.2.1, 2.3.1,
2.3.2
Rowan County Senior High School 2010-2011
Key Concepts/Skills/Guiding Questions
Outline:
1. Socializing the Individual
2. The Adolescent in Society
3. The Adult in Society
4. Deviance and Social Control
Terms:
 Personality, heredity, instinct, sociobiology, aptitude,
feral children
 Socialization, self, looking-glass self, role-taking,
significant others, generalized other, I, me
 Agents of socialization, peer group, mass media, total
institution, resocialization
 Adolescence, puberty, anticipatory, socialization
 Dating, courtship, homogamy
 Drug, social integration
 Life structure, early adulthood, middle adulthood, late
adulthood, novice phase, mentor
 Labor force, profession, unemployment, unemployment
rate
Activities/Assessments/
Resources
Activities:
 Modified lecture/discussion
 Analysis of graphs/charts
 Debate
 Students will create a whole
group socialization graph;
write an adolescent
analysis paper; complete
Merton’s Strain Theory
chart; and write a criminal
justice system purpose
paper.
Assessments:
 Students will write a
response to a bellringer
question everyday. This
will be used as either a quiz
of previous day’s material
or a spring board to the
new day’s topic.
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Gerontology, social gerontology, young-old, middle-old,
old-old, dependency
Deviance, stigma, strain theory, anomie, control theory,
cultural transmission theory, differential association,
techniques of neutralization, labeling theory, primary
deviance, secondary deviance, degradation ceremony
Crime, white-collar crime, crime syndicate, criminaljustice system, police discretion, racial profiling, plea
bargaining, corrections, recidivism
Students will
 Identify the four main factors that affect the
development of personality
 Identify and describe the theories that explain the
process of socialization
 Analyze the most important agents of socialization
in the United States
 Explain how adolescence developed and identify its
five general characteristics
 Describe the functions dating fulfills.
 Traces the causes and consequences of
contemporary teenage problems
 Describe the characteristics and challenges during
early, middle, and late adulthood
 Explain the nature and social functions of deviance
 Compare the theories that explain deviance
 Explain the characteristics of the American criminaljustice system
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Terminology quizzes:
These will be 5-10 term
quizzes to check
vocabulary.
All larger tests and
assessments will be
application/essay.
Students will need to apply
their knowledge to a
sociological situation.
Resources:
 Sociology: The Study of
Human Relationships
Guiding Questions
 What are the agents of socialization, and how does
each impact our development?
 What specific factors shape the behavior of
adolescents?
 How does society define, and deal with, deviance?
Rowan County Senior High School 2010-2011
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Brad Hart
Unit Three: Social Inequality
Length of
Unit
1 ½ week
Core Content/POS
Program of Studies
(understanding):
 SS-H-CS-U1,2,3,4,5,6
(skills and concepts):
 SS-H-CS-S1,2,3,4,5
Core Content

SS-HS-2.1.1,
2.2.1, 2.3.1,
2.3.2
Key Concepts/Skills/Guiding Questions
Activities/Assessments/
Resources
Outline:
1. Social Stratification
2. Racial And Ethnic Relations
3. Gender, Age, and Health
Activities:
 Modified lecture/discussion
 Analysis of graphs/charts
 Debate
Terms:
 Social stratification, social inequality, caste system,
exogamy, endogamy, class system, bourgeoisie,
proletariat, social class, wealth, power, prestige,
socioeconomic status
 Reputational method, subjective method, objective
method, social mobility, horizontal mobility, vertical
mobility, intergenerational mobility
 Poverty, poverty level, life chances, life expectancy,
transfer payments
 Race, ethnicity, ethnic group, minority group
 Discrimination, prejudice, legal discrimination,
institutionalized discrimination, stereotype, self-fulfilling
prophecy, racism, scapegoating, cultural pluralism,
assimilation, segregation, de jure segregation, de facto
segregation, subjugation, slavery, genocide, ethnic
cleansing
 White ethnics
 Gender, gender roles, gender identity, patriarchy,
sexism, women’s movement, suffrage, wage gap, glass
ceiling, second shift
 Ageism, graying of America, baby-boom generation,
dependency ratio, Medicare, Medicaid
 Managed care, alternative medicine
Assessments:
 Students will write a
response to a bellringer
question everyday. This
will be used as either a quiz
of previous day’s material
or a spring board to the
new day’s topic.
 Terminology quizzes:
These will be 5-10 term
quizzes to check
vocabulary.
 All larger tests and
assessments will be
application/essay.
Students will need to apply
their knowledge to a
sociological situation.
Resources:
 Sociology: The Study of
Human Relationships
Students will
 Contrast the major theories of social stratification
 Explain how different motivations and cultural
values influence the American class system
 Describe the steps that have been taken by the
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Brad Hart
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federal government to lessen the effects of poverty
Summarize how sociologists define the terms race,
ethnicity, and minority group
Explain how government policies have affected the
lives of minority groups in the United States
Explain how gender roles are affected by
socialization
Describe and analyze the sociological ramifications
of the state of health care in America
Guiding Questions
 What factors create social inequality in a society?
 How do societal institutions and individuals deal with
social inequality?
Unit Four: Social Institutions
Length of
Unit
3 weeks
Core Content/POS
Program of Studies
(understanding):
 SS-H-CS-U1,2,3,4,5,6
(skills and concepts):
 SS-H-CS-S1,2,3,4,5
Core Content

SS-HS-2.1.1,
2.2.1, 2.3.1,
2.3.2
Rowan County Senior High School 2010-2011
Key Concepts/Skills/Guiding Questions
Outline:
1. The Family
2. The Economy and Politics
3. Education and Religion
4. Science and Mass Media
Terms:
 Family, nuclear family, family of orientation, family of
procreation, extended family, kinship, marriage,
monogamy, polygamy, polygyny, polyandry, patrilocality,
matrilocality, bilocality, neolocality, patrilineal descent,
matrilineal descent, bilateral descent, patriarchy,
matriarchy, egalitarian, incest taboo
 Economic institution, factors of production, primary
sector, secondary sector, tertiary sector, capitalism,
socialism, law of supply, law of demand, laissez-faire
capitalism, free-enterprise systems, communism,
totalitarianism, corporations, oligopoly, protectionism,
Activities/Assessments/
Resources
Activities:
 Modified lecture/discussion
 Analysis of graphs/charts
 Debate
 Students will design the
ideal school system;
choose a leader activity;
and write an evaluation of
the role of religion paper.
Assessments:
 Students will write a
response to a bellringer
question everyday. This
will be used as either a quiz
of previous day’s material
or a spring board to the
new day’s topic.
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free trade, multinational, e-commerce
Power, state, political institution, legitimacy, authority,
traditional authority, rational-legal authority, charismatic
authority, coercion, democracy, monarchy, constitutional
monarchy, democratic socialism, authoritarianism,
absolute monarchy, dictatorship, junta, political party,
proportional representation, interest group, power-elite
model, pluralist model
Education, schooling, hidden curriculum, tracking,
charter schools, school choice, homeschooling, zero
tolerance, bilingual education, special education
Sacred, profane, religion, ritual, animism, shamanism,
totemism, theism, monotheism, polytheism, ethicalism,
ecclesia, denomination, sect, cult, religiosity, secular
Science, sociology of science, scientific method,
universalism, organized skepticism, communalism,
disinterestedness, Matthew effect, paradigm
Mass media, information society, media convergence,
knowledge-gap hypothesis, digital divide, social capital,
spiral of silence, agenda setting, gatekeepers, opinion
leaders
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
Terminology quizzes:
These will be 5-10 term
quizzes to check
vocabulary.
All larger tests and
assessments will be
application/essay.
Students will need to apply
their knowledge to a
sociological situation.
Resources:
 Sociology: The Study of
Human Relationships
Students will
 Identify the basic societal needs that the institution
of the family satisfies
 Analyze some of the trends in American family life
currently being examined by sociologists
 Discuss developments that have transformed the
American economic system
 Describe the sociological impact of the U.S. political
system
 Differentiate the competing sociological theories
views on education
 Describe the basic societal needs that religion
serves and the distinctive features of religion in
American society
 Identify factors that have contributed to the
institutionalization of science
 Explain how the sociological perspectives of mass
Rowan County Senior High School 2010-2011
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media differ
Guiding Questions
 How does the family meet societal needs, and how are
those changing?
 How does religion meet societal needs, and what are
the factors changing those needs?
 What role does the media shaping our understanding of
society?
Unit Five: The Changing Social World
Length of
Unit
2 weeks
Core Content/POS
Program of Studies
(understanding):
 SS-H-CS-U1,2,3,4,5,6
(skills and concepts):
 SS-H-CS-S1,2,3,4,5
Core Content

SS-HS-2.1.1,
2.2.1, 2.3.1,
2.3.2
Rowan County Senior High School 2010-2011
Key Concepts/Skills/Guiding Questions
Outline:
1. Population and Urbanization
2. Collective Behavior and Social Movements
3. Social Change and Modernization
Terms:

Population, demography, birthrate, fertility, fecundity,
mortality, death rate, infant mortality rate, life
expectancy, migration, migration rate, growth rate,
doubling time, Malthusian theory, demographic
transition theory, zero population growth, family planning
 Urbanization, city, overurbanization, urban ecology,
concentric zone model, sector model, multiple nuclei
model, urban sprawl, urban anomie theory,
compositional theory, subcultural theory
 Collective behavior, collectivity, crowd, mob, riot, panic,
moral panic, mass hysteria, fashions, fad, rumor, urban
legend, public, public opinion, propaganda, contagion
theory, emergent-norm theory, value-added theory
 Social movements, reactionary movements,
conservative movements, revisionary movements,
revolutionary movements, relative deprivation theory,
resource mobilization, resource-mobilization theory
Activities/Assessments/
Resources
Activities:
 Modified lecture/discussion
 Analysis of graphs/charts
 Debate
 Students will design the
ideal city.
Assessments:
 Students will write a
response to a bellringer
question everyday. This
will be used as either a quiz
of previous day’s material
or a spring board to the
new day’s topic.
 Terminology quizzes:
These will be 5-10 term
quizzes to check
vocabulary.
 All larger tests and
assessments will be
application/essay.
Students will need to apply
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Brad Hart
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Social change, cyclical theory of social change,
ideational culture, sensate culture, idealistic culture,
principle of immanent change, evolutionary theory of
social change, equilibrium theory of social change,
conflict theory of social change
Modernization, modernization theory, world-system
theory, core nations, peripheral nations, semiperipheral
nations, external debt
their knowledge to a
sociological situation.
Resources:
 Sociology: The Study
Relationship of Human
Relationships
Students will
 Identify factors that affect the size and structure of
populations
 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
 Identify the preconditions necessary for collective
behavior to occur and explain how they build on one
another
 Identify the stages present in the life cycle of social
movements and describe ways in which the
existence of social movements can be explained
 Summarize the theories that social scientists have
offered to explain the process of social change
 Identify some of the positive and negative effects of
modernization on social life and the natural
environment
Guiding Questions
 How does the development of a city (population
distribution) affect the behaviors of those within it?
 How and why do individuals engage in collective
behaviors, and what are the consequences?
 How are human behaviors influenced by the natural
environment, and likewise, how does individual behavior
impact the natural environment?
Unit ?
Rowan County Senior High School 2010-2011
TITLE OF UNIT
Page 9
[Type text]
Length of
Unit
Brad Hart
Core Content/POS
Program of Studies
Key Concepts/Skills/Guiding Questions
Activities/Assessments/
Resources
Terms:

Core Content
Students will

Guiding Questions

Rowan County Senior High School 2010-2011
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