Name of Teacher:
School:
HCPSS Student Learning Objective
Social Studies - Sociology Content
Component
Description
Student Learning Objective 100% of students in will demonstrate growth towards mastery of
(SLO)
the content of Sociology as measured by performance on a range of
HCPSS approved performance tasks
Population
“11th and 12th grade”; students enrolled in Sociology
Learning Content
HCPSS Social Studies Curriculum
Instructional Interval
School year 2014- 2015
Evidence of Growth
1. First quarter administration of baseline teacher- developed
inquiry analysis task based on Sociology concepts
(Sociological Imagination, Structural Functionalism, Social
Conflict or Symbolic Interaction) and graded using districtapproved Inquiry and Analysis Rubric.
2. Quarterly administration of inquiry analysis task using
district-approved Inquiry and Analysis Rubric.
Baseline
Baseline scores on the performance task are on the attached class
roster.
Summary of scores:
 (insert number) students earned a score of 1 on the baseline
performance task.
 (insert number) students earned a score of 2 on the
performance task.
 (insert number) students earned a score of 3 on the
performance task.
 (insert number) students earned a score of 4 on the
performance task.
(Attach class roster to share students’ scores on Beginning-of-theYear Assignment/Performance Task/Assessment.)
Rationale for Student
Learning Objective
.
Growth in social studies skills, processes, concepts, and content will
be measured by district and teacher-developed formative,
summative, and performance assessments. Social studies content,
skills, and processes are based on the State Social Studies Standards
and the College Career and Civic Life (C3) Social Studies Framework.
These standards increase in rigor and complexity each year, and are
designed to prepare students for high school social studies
coursework and advanced level classes in history and other social
sciences.
Target
Criteria for Effectiveness
Strategies
.
Students will show growth in the application of social studies skills,
processes, concepts, and content (as determined by HCPSS on
district measures/or determined by social studies team for locally
developed measures) on a range of summative assessments and/or
performance tasks. Teachers should collect student work samples
throughout the year to assess ongoing growth in student
understanding.
*Please note: Students identified by IEP teams as having significant
cognitive disabilities will have individual targets.
Full Attainment of
Partial Attainment
Insufficient
Target
of Target
Attainment of
Target
More than 90% of
Between 75% and
Less than 75% of
students meet agreed 90% of students meet students meet
upon learning targets. agreed upon learning agreed upon
targets.
learning targets.
 Provide opportunities for students to demonstrate their
understanding of social studies skills, processes, and content
by representing knowledge in multiple ways. Examples
include experiential exercises, processing assignments, maps,
graphics, debate, political cartoons, teacher and/or districtdeveloped assessment tools, and formal and informal writing.
 Have students review their own performance data and
develop individual targets for improvement in identified
areas.
 Have students collect work samples throughout the school
year that will demonstrate their mastery of key ideas and
concepts in social studies content, skills, concepts, and
processes.
Inquiry Analysis Rubric
Process
Criteria
Exemplary
4
Product
Developing
2
Basic
1
Claim/Topic
Selection
Succinctly states a manageable
claim/topic that addresses
potentially significant yet lessexplored aspects of the topic
States a manageable claim/topic
that appropriately addresses
relevant aspects of the topic
States a claim/topic that while
manageable, is too narrowly
focused and omits relevant aspects
of the topic
States a claim/topic that is far too
general and wide-ranging as to be
manageable
Evidence/
Background
Research
Synthesizes in-depth information
and data from multiple credible
sources (primary and secondary)
and various points of view
Presents in-depth information and
data from relevant sources
(primary and secondary)
representing various points of view
Presents information and data
from a few relevant sources and
cites limited points of view
Presents information and data
from irrelevant sources and cites
limited points of view
Analysis of
Evidence and
Reasoning
•
Thoroughly identifies and
evaluates major points of view
Accurately interprets evidence
without any misconceptions
Cites patterns, differences, or
similarities related to the
question
•
Identifies and evaluates
obvious points of view
Interprets evidence without
interfering misconceptions
Cites some patterns,
differences, or similarities
related to the question
•
States or briefly includes more
than one point of view
Interprets evidence with
minimal misconceptions
Cites limited patterns,
differences, or similarities
related to the question
•
The question is fully answered
citing textual and/or statistical
evidence that skillfully
addresses the claim
The conclusions accurately
address future limitations or
implications
•
The question is answered
citing textual and/or statistical
evidence based on research
and plausibly addresses the
claim
The conclusions adequately
address future limitations or
implications
•
Some attempt is made to
answer the question citing
textual and/or statistical
evidence that minimally
addresses the claim
The conclusions ineffectively
address future limitations or
implications
•
•
•
Conclusion/
Implications
•
•
0 = A blank or incoherent response
.
Proficient
3
•
•
•
•
•
•
•
•
•
Does not take into account
more than one point of view
No interpretation due to
significant misconceptions
Does not cite patterns,
differences, or similarities
related to the question
Little or no attempt is made to
answer the question using
textual and/or statistical
evidence and the claim is not
addressed
The conclusions are minimal
or missing
Sociology Lesson Stems
The following are suggestions for inquiry and analysis topics listed in a roughly
chronological order based on HCPSS suggested units for Sociology. Teachers
may select the student created product or mode of presentation.
Each broad topic has several links to specific examples that teachers may use.
The questions above the links are designed to guide students through the task
analysis.

Topic : Social Construction
o
o
o
o

Students can use any or all of the following links to answer the following
questions;
 What social construct is being described?
 Is this a construct you have? Explain.
 How did this idea develop or change over time?
 Why is this idea an example of a social construct?
 Is this a construct we should keep or change? Explain.
http://www.smithsonianmag.com/arts-culture/when-did-girls-start-wearingpink-1370097/?c=y&story=fullstory
http://thesocietypages.org/socimages/2014/05/23/symbolism-the-swastika/
http://thesocietypages.org/socimages/2008/09/08/black-and-white-twins/
Topic: Culture (Language)
o
Students analyze the use and effect of language based on one of the
three sociological theories (Structural Functionalism, Social Conflict,
Symbolic Interaction) Students can use any or all of the following links to
answer the any of following questions ;
 Structural Functionalism
 How does the use of language by certain groups help or hurt
society maintain stability and order?
 Social Conflict
 How does language reflect the major patterns of social
inequality
 How do some categories of people attempt to challenge the
status quo?


.
Symbolic Interaction
 How do human beings interact to create, sustain, and
change social patterns?
 How do individuals attempt to shape the reality perceived by
others?
http://www.r-word.org/r-word-why-pledge.aspx#.U7Lqu8f0tJO



Topic : Socialization
o

Students analyze how each theory ((Structural Functionalism, Social
Conflict, Symbolic Interaction) would explain conformity or deviance.

Conformity
 http://www.flashmobamerica.com/
 https://www.youtube.com/watch?v=jwMj3PJDxuo

Deviance
 https://www.youtube.com/watch?v=FZoUleklIx4
Possible end of year assessment
o
o
.
Students use evidence of choice to rank how the agents of socialization
effect their behavior.
Topic: Conformity/Deviance
o

http://www.thinkb4youspeak.com/psa.asp?play=tvspots&video=TV
_Pizza_30
http://deadspin.com/richard-sherman-explains-what-people-meanwhen-they-cal-1506821800
Students can use sociology concepts to analyze any current event or pop
culture trend.
Examples of possible topics could include the following;
 http://thesocietypages.org/socimages/2013/08/29/doublestandards-and-rape-myths-at-the-vma-awards-what-about-robinthicke/
 https://shine.yahoo.com/parenting/awesome-dad-styles-daughter39-hair-breaks-internet-204400163.html