School District: Bremen School District 228
Department: Social Studies
Course: Psychology
Unit #/3Title: Socialization
Grade Level: 11th and 12th
Topic Area: Sociology
Time Frame: 3 weeks
Date Created: 2006
Date Modified: 2010-11
Unit Designers: Eric Mollin, Jodie Hausken, Jim Curtin, Robert Reiser, Steve Kushner
Stage 1 – Desired Results: Begin with the end in mind by identifying what students should
know and be able to do.
Content Standard(s):
Compare characteristics of culture as reflected in language, literature, the arts, traditions,
and institutions.
Understand the roles and interactions of individuals and groups in society.
Understand how social systems form and develop over time.
Summary of the Unit:
Unit 3 covers theoretical perspectives of socialization, agents of socialization, and the processes
of socialization.
Enduring Understanding(s) / goal(s)
Students will understand:
Socialization is the process of learning to
participate in a group.
There are several agents of socialization at
work in a person’s life.
Essential Questions:
1. Explanation: Can you explain the
difference between desocialization and
resocialization?
2. Interpretation: What are the different
theories concerning socialization?
3. Application: How might a school
socialize an individual using hidden
curriculum?
4. Perspective: What are the strengths
and weaknesses of socialization by
peer groups?
5. Empathy: How might the different
agents of socialization work together
to socialize an individual?
6. Self-knowledge: How has my
environment affected my socialization
process?
Key Words:
Socialization, social isolation, self-concept, looking-glass self, significant others, generalized
others, hidden curriculum, peer groups, mass media, total institutions, desocialization,
resocialization, anticipatory socialization
Student objectives (outcomes):
Students will be able to:
Identify the process of desocialization, resocialization, and anticipatory socialization in their
lives and the lives of others.
Analyze the role of family, school, peer groups, and media in young people.
Students will know:
The characteristics of total institutions.
The agents of socialization.
Stage 2 – Assessment Evidence: Establish evidence of student understanding through
Performance Tasks and other assessments.
Performance Task (GRASP):
Other Evidence:
Create a Board Game
Class discussions, skits, quizzes, test
Stage 3 – Learning Plan: Create learning experiences and instruction that promote student
understanding through the WHERETO process.
Learning Activities:
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understandings?
W = How will you ensure that all students know where they are headed in the unit, why they are
headed there, and how they will be evaluated?
Lesson plan objectives provided.
Rubrics will be used as an assessment tool.
UbD Stage 1 “Identifying Desired Results” provided for students.
UbD Stage 1 “Identifying Desired Results” will be assessed as short answer, essay, unit test,
etc
H = How will you hook students at the beginning of the unit? (Unit Specific)
Students will participate in three minute conversations with other members of the class to
introduce the concept of socialization and agents of socialization. They will be asked about their
experience and then they will read the introduction pages to the socialization unit.
E = What events will help students experience and explore the big idea and questions in the unit?
How will you equip them with the needed skills and knowledge? (Unit Specific)
Students will explore children who were raised in isolation through case studies, documentaries
and recent news stories.
Students will participate in a scavenger hunt (with questions) to find out about how socialization
techniques have changed in schools.
Students will prepare and present skits that challenge gender stereotypes in our society.
R = How will you cause students to reflect and rethink? How will you guide them in rehearsing,
revising, and refining their work?
Students will reflect on their own upbringing/socialization after reading and having lectures
about the agents of socialization and theories of socialization.
E = How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit? (Unit Specific)
Students will analyze and reflect upon socialization techniques used on them growing up and
how they have used techniques of socialization in their own peer groups.
T = How will you tailor and otherwise personalize the learning plan to optimize the engagement
and effectiveness of ALL students, without compromising the goals of the unit?
Multiple intelligence research will be utilized in creating assessments.
EPAS reading scores will assist teachers in tailoring instruction and assessment.
Students will be given a variety of assessment choices.
O = How will you organize and sequence the learning activities to optimize the engagement and
achievement of ALL students? (Unit Specific)
Children raised in isolation will be taught first followed by agents of socialization, theories of
socialization, processes of socialization and ended with a fishbowl discussion encompassing
many of the topics of the unit using current day articles.