Unit/Chapter Design
Unit/Chapter Title: Unit 5 : Social Structure and Society
Course: Sociology
Unit Length: 3.5 weeks
Date Created: Nov. 2-23, 2011
List Relevant ACT/Common Core Standards (numbers and letters):
Key Ideas and Details(2)
 The student determines the main ideas or information of a primary or secondary source; summarize how key events or ideas develop over the course of a text.
Key Ideas and Details (1)
 The student cites specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the
information.
Integration of Knowledge and Ideas (7, 8, 9)
 The student integrates quantitative or technical information presented in charts, graphs, and videos with other information in a print or digital text.
 The student analyzes in detail a series of events described in a text and the causes that link the events; distinguish whether earlier events caused later ones or
simply preceded them.
 The student compares and contrasts treatments of the same topic in several primary
Craft and Structure (4)
 The student determines the meaning of words and phrases in a text, including the vocabulary .
Key Ideas and Details (2)
The student determines the main ideas or information of a primary or secondary source; summarize how key events or ideas develop over the course of a text.
Social Structure and
Status
Unit Vocabulary/
Concepts/Topics
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Social Structure and Roles
Unit Vocabulary/
Concepts/Topics
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Unit Components/Sub-Headings
Preindustrial Societies
Industrial and
Postindustrial Societies
Unit Vocabulary/
Concepts/Topics
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Social
structure
Status
Ascribed
status
Achieved
status
Status set
Master status
1.
Learner/Performance Objectives: The student will . . .
Define and use unit vocabulary.
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Role
Rights
Obligations
Role performance
Social interaction
Role conflict
Role strain
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Society
Hunting and
gathering society
Horticultural
society
Pastoral societies
Agricultural
society
Unit Vocabulary/
Concepts/Topics
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Unit Vocabulary/
Concepts/Topics
Unit Vocabulary/
Concepts/Topics
Industrial society
Mechanization
Urbanization
Gemeinschaft
Gesellschaft
Social solidarity
Mechanical
solidarity
Organic solidarity
Postindustrial
society
Assessments/Evidence (Placement and Frequency)
•Closed-ended selected response (e.g., multiple choice, matching, true/false)
2.
3.
4.
5.
6.
7.
8.
Explain what sociologists mean by social structure
Discuss how statuses and roles are related to social structure.
Identify and illustrate the concepts of social structure.
Explain how culture and social structures are related.
Describe the means of subsistence in preindustrial societies.
Discuss the characteristics of industrial society.
Compare and contrast preindustrial, industrial, and postindustrial societies.
Chapter assessment
•Open-ended constructed response (e.g., fill-in-the-blank, short answer, label,
graphic)
Chapter assessment , plus graphic organizer, summary
•Student Self-Assessment (e.g., journal reflection, portfolio)
Journal responses to prompts ( 4-5 in total)
•Portfolio (e.g., collections of products, performances, artifacts, tests)
Journal check, graphic organizers, cornell notes
Unit/Chapter:
Resources/Materials:
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Writing
Writing Applications
1. Expressive
2. Expository
3. Functional
4. Persuasive
5. Argumentation
6. Literary/Text Response
7. Research
8. Summary
9. Note Taking
Writing Elements
1. Focusing on a Topic
2. Ideas and Content
•Expressing Judgments
•Developing a Position
3. Organization
4. Voice
5. Word Choice/Using
Language
6. Sentence Fluency
7. Conventions
Inquiry
1.
Select/Create Relevant WICOR Strategies/Targets (AVID)
Collaboration
Organize
investigating
relevant issues
2. exploring
intriguing
situations
3. problem solving
4. creating
5. skilled questioning
6. Socratic seminars
7. quick writes
8. discussion
9. critical thinking
activities
10. open-minded
activities
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
paraphrase and listen attentively to
one another
clarify or expand a proposition
create/invent something together
teach each other
Think—Pair—Share
go-arounds
group projects
student groups Jigsaw activities
cooperative learning strategies
read-arounds
response/edit/revision groups
peer editing
group assessments- with both
individual/group grades games
group presentations
Select/Create Adaptations/Accommodations/Differentiation
Content
How will you vary what students will learn and the materials that represent the
1. Self-assessment
2. Planning/time
management
3. Goal Setting
4. Decision
Making
5. Problem
Solving
6. Homework
Reading
College Readiness
Reading Skills
1. Main Idea
2. Significant Details
3. Sequential/ Order
Relationships
4. Comparison
Relationships
5. Cause and Effect
Relationships
6. Understanding and
Using Words
7. Generalizations
and Drawing
Conclusions
8. Problem-Solution
Relationships
9. Interpreting
Instructions
10. Author’s Purpose
and Techniques
Sample Strategies
1. Activating and
building background
information
2. Explicitly teaching
vocabulary
3. Monitoring
Comprehension and
Metacognition
4. Graphic and semantic
organizers
5. Generating questions
and answering
questions
6. Recognizing text/story
structure
7. Summarizing and
extended written
responses to reading
8. Reciprocal teaching
9. Cooperative learning
10. Mental Imagery
Select/Create Corrective and Enrichment Activities/Practices/Strategies
•re-teaching
•alternative textbooks
•tutoring peers
•developing practice exercises
3
content?
Process
How will you vary activities through which students make sense of key ideas
using essential skills?
Product
How will you vary the way students demonstrate and extend what they
understand and can do as a result of a span of learning?
Learning Environment
How will you vary the classroom conditions that set the climate, expectations
for learning, and physical conditions?
•alternative materials
•workbooks
•study guides
•academic games (crossword puzzles,
simulations)
•small group study sessions
•individual tutoring
•learning centers and laboratories
•technology-assisted instruction (e.g.,
Podcasts, computers, video)
•developing related media materials
•completing special projects, experiments
•developing games, problems, and contests
•using advanced computer-assisted lessons
•locating background materials for future or current topics
•developing additional formative assessments
•planning to teach a mini-unit
•creating bulletin boards and displays
•applying knowledge to a new situation