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PLEASANT VALLEY SCHOOL DISTRICT

PLANNED COURSE CURRICULUM GUIDE

Sociology11 /12

I. COURSE DESCRIPTION AND INTENT:

This course is designed to give the student a working knowledge of sociology, which is beneficial to the student and to society as a whole. Students will become familiar with the field of sociology and its methods. Students will develop the ability to look at the social world around them more objectively. The course will also enable students to gain insight into how society is structured and how it functions. Sociology will help students understand how all societies develop basic social institutions to regulate social interactions in the society. Major topics to be covered are culture, socialization, social institutions, social change, social stratification and personality development.

II. INSTRUCTIONAL TIME:

Class Periods: 6 per 6-day cycleLength of Class Periods (minutes): 56Length of Course: 9 weeksUnit of Credit: .25Updated: June 18, 2014

COURSE: GRADE(S): STRAND: Reading PDE Standard Area:

1.2 Reading, Analyzing and Interpreting Text

TIMEFRAME:

PA ACADEMIC STANDARDS1.2.11.A: Evaluate and critique text organization and content to determine the author’s purpose and effectiveness according to the author’s theses, accuracy, thoroughness, logic, and reasoning.

1.2.11.B: Distinguish among facts and opinions, evidence, and inference across a variety of texts by using complete and accurate information, coherent arguments and points of view.

1.2.11.C: Examine the author’s explicit and implicit bias and assumptions, beliefs about a subject, use of fact and/or opinion, and/or the author’s argument or defense of a claim as related to essential and non-essential information.

1.2.11.D: Analyze inferences and draw conclusions based on and related to an author’s implicit and explicit assumptions and beliefs about a subject.

1.2.11.E: Examine and respond to essential content of text and documents in all academic areas.

ASSESSMENT ANCHORSN/A

RESOURCES PVHS Library Handbook

PVHS Library Controversial Issues Planner

Text/articles/novels

Teacher created materials

Student selected materials

History Moodle Webpages

Pleasant Valley High School Library Webpage

PV Research and Assessment Handbook

OBJECTIVESPDE Big Idea(s):

Comprehension requires and enhances critical thinking is constructed through the intentional interaction between reader and text

Core Objectives: Cite specific textual evidence to support analysis of primary and secondary sources,

connecting insights gained from specific details to an understanding of the text as a whole (CC.8.5.11-12.A)

Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. (CC.8.5.11-12.B)

Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. (CC.8.5.11-12.C)

Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. (CC.8.5.11-12.E)

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. (CC.8.5.11-12.G)

Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. (CC.8.5.11-12.I)

ESSENTIAL CONTENTPDE Essential Question(s):

How does interaction with text provoke thinking and response?

Core Content: Use of graphs and data representations

Reading of primary sources from various locations

Reading of the secondary sources from various locations

Use maps and charts as visual representations of data

INSTRUCTIONAL STRATEGIES Teacher modeling

Think- Pair- Share

Usage of Reading Apprenticeship strategies

Usage of Best Classroom Practices

ASSESSMENTS Teacher and peer evaluation.

Teacher and peer response on written work.

Rubrics/PV Research and Assessment Handbook

CORRECTIVES / EXTENSIONS Explicit modeling followed by systematic guided practice of each skill

Work in pairs to provide peer evaluation

Use technological support

COURSE: GRADE(S): STRAND: WritingPDE Standard Area:

1.4 Types of Writing 1.5 Quality of Writing

TIMEFRAME:

PA ACADEMIC STANDARDS1.4.12.B: Write complex informational pieces (e.g. research papers, literary analytical essays, evaluations)

Make and support inferences with relevant and substantial evidence and well-chosen details.

Identify and assess the impact of perceived ambiguities, nuances, and complexities within text.

1.4.12.C: Write persuasive pieces.

Use rhetorical strategies (e.g., exposition, narration, description, argumentation, or some combination thereof) to support the main argument or position.

Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.

1.5.12.A: Write with a clear focus, identifying topic, task, and audience.

1.5.12.B: Develop content appropriate for the topic.

Gather, organize, and determine validity and reliability of information.

Employ the most effective format for purpose and audience.

Write fully developed paragraphs that have details and information specific to the topic and relevant to the focus.

1.5.12.C: Write with controlled and/or subtle organization.

Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.

1.5.12.D: Write with an understanding of style using a variety of sentence structures and descriptive word choices.

Create tone and voice through the use of precise language.

1.5.12.E: Revise writing to improve style, word choice, sentence variety, and subtlety of meaning after rethinking how questions of purpose, audience, and genre have been addressed.

1.5.12.F. Use grade appropriate conventions of language when writing and editing.

Spell all words correctly

Use capital letters correctly

Punctuate correctly

Use correct grammar and sentence and formation


RESOURCES PVHS Library Handbook

PVHS Library Controversial Issues Planner

Text/articles/novels

Teacher created materials


History Moodle Webpages

Pleasant Valley High School Library Webpage

PV Research and Assessment Handbook


Purpose, topic and audience guide types of writing

Writing is a recursive process that conveys ideas, thoughts and feelings

Writing is a means of documenting thinking

Core Objectives: Write arguments focused on discipline-specific content. (CC.8.6.11-12.A)

Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. (CC.8.6.11-12.B)

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (CC.8.6.11-12.E)

Gather relevant information from multiple authoritative print and digital sources,

using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (CC.8.6.11-12.G)

Draw evidence from informational texts to support analysis, reflection, and research. (CC.8.6.11-12.H)


To what extent does the writing process contribute to the quality of writing

How do we develop into effective writers?

What role does writing play in our lives?

Core Content: Develop essays with an introduction, 3 body paragraphs, and conclusion.

Write clear, concise paragraphs using correct grammar, spelling, punctuation, usage, and mechanics.

Use writing techniques to experiment and develop a personal writing style.

Write creative and critically in response to literature-based assignments.

Explore different styles and forms in poetry.

Practice writing the four modes.

Incorporate self-reflection into writing.

Assign writing with several stages.

Revise and edit.

INSTRUCTIONAL STRATEGIES Teach grammar units in areas that require special emphasis as reflected in

students’ papers.

Employ a variety of writing techniques such as brainstorming, discussion, modeling, free-writing, and examining writing models.

Examine and re-evaluate past assignments.

Incorporate Reading Apprentice techniques.

ASSESSMENTS Teacher and peer evaluation.

Teacher and peer response on written work.


CORRECTIVES / EXTENSIONS Explicit modeling followed by systematic guided practice of each skill

Work in pairs to provide peer edit.

Use model writing.

Use technological support

COURSE: GRADE(S): STRAND: ResearchPDE Standard Area:

1.8 Research 1.9 Information, Communication, and

Technology Literacy

TIMEFRAME:

PA ACADEMIC STANDARDS1.8.12.A: Formulate a clear research question and design a methodology for gathering and evaluating information on the chosen topic.

1.8.12.B: Conduct inquiry and research on self-selected or assigned topics, issues, or problems using a wide variety of appropriate media sources and strategies.

Demonstrate that sources have been evaluated for accuracy, bias, and credibility.

Synthesize information gathered from a variety of sources, including technology and one’s own research, and evaluate information for its relevance to the research question.

Demonstrate the distinction between one’s own ideas from the ideas of others, and includes a reference page.

1.8.12.C: Analyze, synthesize, and integrate data, creating a reasoned product that supports and appropriately illustrates inference and conclusions drawn from research.

1.9.12.A: Use media and technology resources for research, information, analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.

1.9.12.B: Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness, importance, and social and cultural context.


RESOURCES PV Research and Assessment Handbook

MLA Handbook

Chicago(Turabian) Handbook

PVHS Library web pages and links

Library Research Planner



Information to gain or expand knowledge can be acquired through a variety of sources

Core Objectives: Students read, understand, and respond to informational text – with emphasis on

comprehension, making connections among ideas and between texts with focus on textual evidence.

Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content

Students summarize, represent, interpret data on tables and graphs


How can our knowledge and use of the research process promote lifelong learning?

How do we use information gained through research to expand knowledge?

Core Content: Follow the MLA or Turabian process for conducting research of: evaluating

sources, taking notes, outlining, and writing drafts

Develop, with teacher guidance, an essential question

Answer the essential question to formulate a thesis statement that addresses purpose and audience

During the research process, submit a working annotated bibliography for the purpose of review by teacher and possible revision by student

Differentiate between summarizing, paraphrasing, direct quoting, and using one’s own idea to prevent intentional and unintentional plagiarism

Use a variety of tools to produce an individual critical research paper on a selected social issue with a minimum of five sources and one to five pages.

INSTRUCTIONAL STRATEGIES The classroom teacher and librarians will collaborate and co-teach throughout the

process of planning, conducting, and documenting research

Model various forms of note taking

Peer review

Reference individual research planner checklists for classroom and library activities

ASSESSMENTS Teacher and peer evaluation

The final paper

Pre-research activities


CORRECTIVES / EXTENSIONSCorrectives:

Explicit modeling followed by systematic, guided practice of each skill

Extensions: Provide opportunity for further inquiry

Convert research paper into technology-enhanced research presentation

Apply research to authentic, real-world scenarios

COURSE: Sociology GRADE(S): 11/12STRAND: Unit 1 TIME FRAME: 9 weeks

PA ACADEMIC STANDARDS

n/a

ASSESSMENT ANCHORS

n/a

RESOURCESPVHS Library handbookArticlesTeacher created materialsStudent selected materialsPVHS Library webpagePV Research and Assessment handbookTextbook – TBD not available at this time

PDE Big IdeaWhat is Sociology and how does its study benefit society?

ESSENTIAL CONTENT

List and describe sociologists of note and their contributions to sociology.

Define and explain sociology as it applies to groups.

Compare and contrast the approach of biologists, psychologists and sociologists.

Describe the scientific method of observation in sociology.

Describe human similarities and differences as relating to

the study of sociology. List the social sciences and

describe their relationship to sociology.

Describe the relationship of sociology to social issues.

Describe the history and development of sociology.

List and describe the format for observation.

List and describe groups and the relationship to behavior.

INSTRUCTIONAL STRATEGIES Construct a diagram of groups. Build a sociogram. Keep a journal of observed behaviors.

Discuss behavior and analyze observed behavior in class After reading packet information have students answer questions about E. Durkheim and his work

on suicide, as an illustration of the function of demographics. Using packets answer questions and complete activities on Sociology.

ASSESSMENTS Tests and QuizzesTeacher and Peer ResponseTeacher ObservationDaily Preparation for class as evidenced by written homeworkClass ParticipationRubrics/ PV Research and Assessment Handbook

CORRECTIVES/EXTENSIONSCorrectivesExplicit modeling followed by systematic guided practice of skillsReading Apprenticeship activitiesWork in collaborative groupsGenerate ideas , listen and evaluate ideas.ExtensionsProvide opportunities for further inquiryIntegrate technology as availableStudent-generated authentic learning creative projects

COURSE: Sociology GRADE(S): 11/12STRAND: Unit 2 Culture TIME FRAME: 9 weeks

PA ACADEMIC STANDARDSn/a

ASSESSMENT ANCHORS

n/a

RESOURCESPVHS Library handbookArticlesTeacher created materialsStudent selected materialsPVHS Library webpagePV Research and Assessment handbookTextbook – TBD not available at this time


ESSENTIAL CONTENT Define culture using several different definitions. List and explain components of culture. Explain the role of communication in culture. Define ethnocentrism as it relates to cultural diversity. Describe culture using anthropology and archeology as a method of study. Describe norms, folkways and mores. Define and compare prescriptions, proscriptions and preferences as related to culture and behavior. Describe the normative system as it contributes to cultural development. Trace the origins of culture by examining cultures of the ages. Describe the relationship of morals to the development of a values system. Explain with examples the concept of subcultures. Explain the concept of deviance in society. Compare and contrast conformity and non-conformity in our society.Define and describe various cultural terms

INSTRUCTIONAL STRATEGIES Construct a consensus definition of culture using several different definitions. Research culture through describing elements found on a common object (ex. coins). List norms found in everyday life. Construct a cookbook based on culture. Values clarification by using a simulation exercise "The Kidney Machine". Have students participate in communication games. View the video "Future Shock" and write an essay on the film. After reading 100% American, make a list of truly American items. Read the article on Nacirema and answer questions about the familiar tribe. After discussing the Dobu, kwakiutl and Zuni tribes. Have student list similarities and difficulties.

Have students write an essay about their ethnic heritage.


CORRECTIVES/EXTENSIONSCorrectivesExplicit modeling followed by systematic guided practice of skillsReading Apprenticeship activitiesWork in collaborative groupsGenerate ideas , listen and evaluate ideas.ExtensionsProvide opportunities for further inquiryIntegrate technology as availableStudent-generated authentic learning creative projects

COURSE: Sociology GRADE(S): 11/12STRAND: Unit 3 Personality TIME FRAME: 9 weeks


ASSESSMENT ANCHORSn/a

RESOURCESPVHS Library handbookArticlesTeacher created materialsStudent selected materialsPVHS Library webpagePV Research and Assessment handbookTextbook – TBD not available time

at this


ESSENTIAL CONTENT

Describe elements of emotional development.

Describe agents of socialization and relate to the development of personality.

Define Cooley's looking glass step.

Define George H. Mead's role taking.

Define Sigmund Freud's ID ego and super ego.

Define Erik Erikson's identity crisis.

Define Jean Piaget's cognitive development theory of personality development.

Define Carl Jung's ambivert description of personality development.

Define Margaret Mead's theory of personality

development in relation to culture.

Define Lawrence Kohlberg's theory of moral development.

Describe intensive re-socialization as it relates to personality development.

INSTRUCTIONAL STRATEGIES Have students answer a self-scoring analysis test on introversion and extroversion. Students answer questions about neuro linguistic programming. Students will keep a journal of observations. Students will participate in a simulation game of personality development. Students construct a personality chart. List agents of socialization in developing personality. Construct a definition of personality development. After reading a packet students find solutions to dilemmas.


CORRECTIVES/EXTENSIONSCorrectivesExplicit modeling followed by systematic guided practice of skillsReading Apprenticeship activitiesWork in collaborative groupsGenerate ideas , listen and evaluate ideas.ExtensionsProvide opportunities for further inquiryIntegrate technology as available

Student-generated authentic learning creative projects

COURSE: Sociology GRADE(S): 11/12STRAND: Unit 4 Socialization TIME FRAME: 9 weeks


ASSESSMENT ANCHORSn/a

RESOURCESPVHS Library handbookArticlesTeacher created materialsStudent selected materialsPVHS Library webpagePV Research and Assessment handbookTextbook – TBD not available time

PDE Big Idea

What is Sociology and how does its study benefit society?

ESSENTIAL CONTENT List and describe roles in society. Explain the effect of relationships on society. Define status and apply its effect to roles in society. Describe stratification and its effect on society. Explain the effects of social mobility on society. Describe reciprocal roles and the cause and effect pattern on relationships. Define self, as in self-centered behavior. Explain developmental roles using courtship rituals.

INSTRUCTIONAL STRATEGIES Have students list and describe status symbols. Construct reciprocal role posters to illustrate the idea of interlocking roles in society. After reading an article on the sinking of the Titanic, students answer questions about stratification of

passengers. Students write an essay entitled "Who Am I" to discuss self. Using maps trace social mobility of Americans. Students participate in a simulation game illustrating how society affects self concepts. Students construct lists of the roles they play every day. Students create hex signs reflective of their values.


CORRECTIVES/EXTENSIONSCorrectivesExplicit modeling followed by systematic guided practice of skillsReading Apprenticeship activitiesWork in collaborative groupsGenerate ideas , listen and evaluate ideas.ExtensionsProvide opportunities for further inquiry

Integrate technology as availableStudent-generated authentic learning creative projects

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