Sociology First 9 Nine Weeks lesson Plan

Week 1 Aug 17th
Thursday and Friday Introduction and One Survivor Remembers
Week 2 Aug 21
Teaching days 5
Students shall learn
(A) to describe the development of the field of sociology.
(B) identify leading sociologists in the field of social science, including Auguste Comte, Emile Durkheim, Herbert Spencer, Max Weber, and Karl Marx, and interpret their contributions to the foundation of sociology; and
(C) identify sociologists such as W. E. B. DuBois, Booker T. Washington, Robert E. Park, Harriet Martineau, Jane Addams, Robert Nisbet, and Julian Samora and interpret their contributions to the field.
(2) Foundations of sociology. The student understands how society evolves and cause and effect of social and institutional change. The student is expected to:
(A) differentiate types of societies such as hunting and gathering, agrarian, pastoral, industrial, and post-industrial;
(B) identify and describe the types of societies that exist in the world today;
(C) examine changes in U.S. institutions and society resulting from industrialization, urbanization, and immigrant assimilation; and
(D) analyze information about cultural life in the United States and other countries over time.
Text book C1 S1-3
M C1 Terms T Lecture, W-F Introduction to GURPS, Friday C-1 Test
Week 3 Aug 28
Teaching days 5
Students will explore culture and social structure. The student examines world cultures. The student is expected to:
(A) identify the elements of culture to include language, symbols, norms, and values;
(B) explain how the elements of culture form a whole culture; and
(C) give examples of subcultures and describe what makes them unique.
(4) Culture and social structure. The student understands types of groups and their functions. The student is expected to:
(A) describe models of primary, secondary, formal, informal, and reference groups and e-communities; and
(B) analyze groups in terms of membership roles, status, values, mores, role conflicts, and methods of resolution.
M no school, T C2 Terms W-F Roleplaying with GURPS Focus on societal stratification and Communism.
Week 4 Sept 4
Teaching days 4
Students will understand the relationship between culture and social structure. The student differentiates and recognizes examples of subculture and counterculture. The student is expected to:
(A) compare cultural norms such as ethnicity, national origin, age, socioeconomic status, and gender among various U.S. subculture groups;
(B) describe stereotypes of various U.S. subcultures;
(C) analyze social problems in selected U.S. subcultures; and
(D) examine counterculture movements and analyze their impact on society as a whole.
(6) Individual and society. The student understands the process of socialization. The student is expected to:
(A) define socialization and describe how the process of socialization is culturally determined;
(B) differentiate the agents of socialization and evaluate their functions and roles; and
(C) trace socialization as a lifelong process.
TB C3 S1-3
M C-3 Terms T Lecture on culture and counter culture movements of the 1970’s W-F Finish GURPS scenario one F c-3 Test
Week 5 Sept 11
Teaching days 5
United States Constitution (Constitution Week)
The student understands the American beliefs and principles reflected in the U.S. Constitution and why these are significant.
(8) Government. The student understands the structure and functions of the government created by the U.S. Constitution.
(A) Explain the importance of a written constitution;
(B) Evaluate how the federal government serves the purposes set forth in the Preamble to the U.S. Constitution;
(C) Analyze how the Federalist Papers such as Number 10, Number 39, and Number 51 explain the principles of the American constitutional system of government;
(D) Evaluate constitutional provisions for limiting the role of government, including republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights;
(E) Describe the constitutionally prescribed procedures by which the U.S. Constitution can be changed and analyze the role of the amendment process in a constitutional government;
(F) Identify how the American beliefs and principles reflected in the Declaration of Independence and the U.S. Constitution contribute to both a national identity and federal identity and are embodied in the United States today; and
(G) Examine the reasons the Founding Fathers protected religious freedom in America and guaranteed its free exercise by saying that “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof,” and compare and contrast this to the phrase, “separation of church and state.”
M S-3 Art of Conf., T Discussion over early American Government concepts, W-A More Perfect Union, T-A More Perfect Union, F-United States Constitution,
Weeks 6-7 Sept 25
Teaching days 10
The students shall understand the role of Individual and society. The student understands the process of socialization. The student is expected to:
(A) define socialization and describe how the process of socialization is culturally determined;
(B) differentiate the agents of socialization and evaluate their functions and roles; and
(C) trace socialization as a lifelong process.
(7) Individual and society. The student understands the concept of adolescence and its characteristics. The student is expected to:
(A) explain how education, exclusion from the labor force, and the juvenile justice system led to the development of adolescence as a distinct stage of the life cycle;
(B) identify and interpret the five characteristics of adolescence: biological growth and development, an undefined status, increased decision making, increased pressures, and the search for self;
(C) identify issues and concerns facing contemporary adolescents such as dating, dating violence, sexuality, teen parenting, drug use, suicide, and eating disorders; and
(D) identify and discuss the skills adolescents need to make responsible life choices.
(8) Individual and society. The student understands the life stage of adulthood and its characteristics. The student is expected to:
(A) identify the stages of adult development and compare the differences between male and female development;
(B) analyze the traditional roles of work and how the composition of the labor force has changed in the United States; and
(C) analyze the characteristics of late adulthood and changes on the individual and society such as retirement, physical and mental functioning, dependency on others, and death.
(9) Individual and society. The student will explain the nature and social function of deviance. The student is expected to:
(A) compare theories of deviance such as the functionalist, conflict, and interactionist perspectives;
(B) interpret differences in crime and arrest rates by social categories such as ethnicity, gender, socioeconomic status, and age, including cross-reference with the National Crime Victimization Survey; and
(C) analyze the criminal justice system in the United States in relation to deviant behavior.
(10) Social inequality. The student understands the nature of social stratification in society. The student is expected to:
(A) analyze the characteristics and components of caste and class systems and social mobility and how motivation affects each;
(B) define poverty and its components and analyze poverty’s impact on the individual and society;
(C) contrast theories of social stratification; and
(D) recognize and examine global stratification and inequality.
M-T C-5-6 Terms T lecture W-Lecture T-F Writing assignment How does an individual maintain individuality while simultaneously integrating into a society?
Week 8-9 Oct. 9
Teaching days 10
Students will understand the role of social institutions. The student understands the basic social institutions of science and the mass media and their influence on society. The student is expected to:
(A) identify factors that have contributed to the institutionalization of science, explain the norms of scientific research, and explain how these norms differ from the realities of scientific research;
(B) trace major developments in the history of mass media and identify the types of mass media in the United States;
(C) explain the differences between the functionalist and conflict perspectives of mass media; and
(D) examine contemporary mass media issues.
(17) Changing world. The student understands how population and urbanization contribute to a changing social world. The student is expected to:
(A) describe the study of demography, the basic demographic concepts, and changes in settlement patterns on society; and
(B) explain and critique various theories of population growth and its impact on society.
(18) Changing world. The student understands how collective behavior, social movements, and modernization contribute to a changing social world. The student is expected to:
(A) compare and contrast various types of collective behavior and social movements and how they affect society;
(B) discuss theories that have been developed to explain collective behavior and social movements; and
(C) illustrate three social processes that contribute to social change and discuss and evaluate how technology, population, natural environment, revolution, and war cause cultures to change.
M-Terms C-9 T-Lecture W-Star Trek Patterns of Force T-F Writing assignment what social conditions could/can give rise to extremist groups or tyrannical governments?
Week 9 M-F GURPS scenario