Prentice Hall Sociology 2007, (Macionis) Correlated to: Utah State Core Curriculum for Secondary Social Studies, Sociology (Grades 9-12)

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1 Course Description This course introduces the student to the principles of sociology. Students will study society, one's role in it, issues and problems, social change, and social movements. It includes a study of basic institutions including the family, with an emphasis on political and social organizations. Standard 1 Students will demonstrate through individual and group processes a variety of creative, critical, causal, interpretive and reflective thinking skills through observing, reading, writing, listening, speaking, and problem solving. Objective 1 Develop observation skills to foster sociological inquiry. Explain social interaction through the view of the participants, setting, and activity. SE/TE: Chapter Introductions, 92, 118, 144, 168, 194, 254, 280, 306, 334, 394, 444, 526, 580 Explain the function(s) of social interaction. SE/TE: Dramaturgical Analysis: The Presentation of Self, ; Interaction in Everyday Life: Three Application,

2 Objective 2 Develop sociological reading skills. Define common terms used by sociologists. SE/TE: Key Concepts, 26, 56, 87-88, , 140, 164, 190, , 358, 390, 440, 466, 494, 634 Compare and contrast a variety of written materials, including both primary and secondary sources. Sites to See, Census 2000, NY Times Interpret and synthesize information contained in textbooks and other instructional materials. Study Guide, Thinking Globally, Applying Sociology, Thinking About Diversity: Race, Class, and Diversity Objective 3 Develop sociological writing skills. Write an essay on a social issue, utilizing a thesis, supporting paragraphs, and a conclusion. Write and document a research project on a sociological topic using multiple resources and mediums. Study Guide, Thinking Globally, Applying Sociology, Thinking About Diversity: Race, Class, and Diversity, Thinking It Through Study Guide, Thinking Globally, Thinking About Diversity: Race, Class, and Diversity, Thinking It Through, Applying Sociology, Applications and Exercises Objective 4 Develop listening skills in sociology. Identify the main and supporting ideas from a discussion or lecture. Objectives, Study Guide 2

3 Organize information into notes. Essays may be organized into notes from Study Guide, Thinking Globally, Applying Sociology, Thinking About Diversity: Race, Class, and Diversity, Thinking It Through Objective 5 Develop speaking skills in sociology. Prepare and present an oral report on a social issue. Participate in a group discussion of a social issue. Essay questions may be used orally from Study Guide, Thinking Globally, Thinking About Diversity: Race, Class, and Diversity, Thinking It Through, Applying Sociology, Applications and Exercises Essay topics may be discussed prior to writing from Study Guide, Thinking Globally, Thinking About Diversity: Race, Class, and Diversity, Thinking It Through, Applying Sociology, Applications and Exercises Objective 6 Develop causal reasoning skills in sociology. Separate fact from opinion. Thinking It Through Recognize and describe bias. SE/TE: Thinking it Through, 24, 54-55; Population and Sample, 44; Standardized Testing, 532 TE: Discuss, 148 3

4 Explain causal relationships. SE/TE: Testing A Hypothesis: The Experiment, 41; The Hawthorne Effect, 41-42; Illustration of an Experiment: The Stanford County Prison, 43; Thinking Critically, 159 TE: Pop Culture, 42 Explain that events and actions may have both positive and negative consequences. SE/TE: The Limits of Technology, ; Bureaucratization, 630; Social change is controversial, 639; Structural-Functional Theory: Modernity as Mass Society, 646; The Ever- Expanding State, ; Class Society: Problems of Powerlessness, ; Modernity and Progress, ; Thinking Globally, ; Post-Modernity, ; In the Times, ; Applying Sociology, ; Looking Ahead: Modernization and Our Global Future, ; Thinking it Through, TE: Note, 639 Predict an outcome based on a given scenario. Thinking it Through, Applications and Exercises 4

5 Objective 7 Develop critical analysis skills in sociology. Analyze the importance of collecting sociological data. Infer the motivations and biases of noted sociologists in their social and historical contexts. SE/TE: Putting It All Together: Ten Steps in Sociological Investigation, 53 SE/TE: Karl Marx: Society and Conflict, TE: Note, 104 Collect and categorize data about a specific social phenomenon. Compare, contrast, and analyze differing perceptions. Applications and Exercises SE/TE: Chapter Introduction, 144; Thinking Critically, 159 TE: Global, 643 5

6 Objective 8 Develop creative thinking skills in sociology. Use brainstorming strategies to discuss problems and potential solutions. Develop solutions and predict outcomes to a current sociological problem based on data collected from a variety of sources. Essay topics can be used in groups to brainstorm prior to writing from Study Guide, Thinking Globally, Thinking About Diversity: Race, Class, and Diversity, Thinking It Through, Applying Sociology, Applications and Exercises Study Guide, Thinking Globally, Thinking About Diversity: Race, Class, and Diversity, Thinking It Through, Applying Sociology, Applications and Exercises Standard 2 Students will understand a comprehensive geographical view of the human and physical worlds and why and how they influence and relate to the environment, societies, and to global interconnectedness and interdependence. Objective 1 Describe sociology as a unique discipline within the social sciences. Distinguish sociology from other social sciences; i.e., anthropology, economics, geography, history, political science, psychology. SE/TE: The Sociological Perspective, 2-6; The Importance of a Global Perspective, 6-9; Applying the Sociological Perspective, 10-12; The Origins of Sociology, 12-14; Thinking It Through, 24; Some Limitations of Scientific Sociology, TE: Note, 223 6

7 Explain how social institutions and situations influence individual behaviors from a sociological perspective. SE/TE: Karl Marx: Society and Conflict, ; Max Weber: The Rationalization of Society, Conduct an experiment on a hypothetical or real social situation using the scientific method. Objective 2 Develop and practice methodological techniques, including the scientific method. Employ a variety of approaches in the examination of world social problems; e.g., participant observation, survey, historical analysis, and case study. Applications and Exercises SE/TE: Asking Questions: Survey Research, 43-46; In the Field: Participant Observation, 46-49; Using Available Data: Existing Sources,

8 Objective 3 Identify and compare classical and contemporary theoretical approaches to sociology; e.g., Comte, Durkheim, Marx, Weber, Mills. Compare and distinguish between theoretical perspectives as they relate to the physical and social environment. SE/TE: Seeing Personal Choice in Social Context, 5; Science and Sociology, 13-14; Sociological Theory, 14-21; Applying the Approaches: The Sociology of Sports, 21-23; Interpretive Sociology, 38-39; Critical Sociology, 39; Inequality and Culture: Social-Conflict Analysis, 83; Karl Marx: Society and Conflict, ; Max Weber: The Rationalization of Society, ; Emile Durkheim: Society and Function, ; Critical Review: Four Visions of Society, 111; Applying Sociology, 112; Characteristics of Bureaucracy, ; Bureaucratic Alienation, ; Bureaucratic inertia, 181; Oligarchy, ; Can Rationality Be Irrational?, 188; The Functions of Deviance: Structural-Functional Analysis, ; Stratification and Conflict, ; Socialism and Communism, 425; Power and Authority, ; Theoretical Analysis of Religion, ; Max Weber: Protestantism and Capitalism, ; Emile Durkheim: The Division of Labor, ; Max Weber: Rationalization, ; Karl Marx: Capitalism, TE: Discuss, 20, 226, 419, 645; Note, 172, 268, 644 Apply one or more sociological theories to a contemporary social problem using one of the five themes of geography. Thinking Globally 8

9 Standard 3 Students will demonstrate why and how ideas, attitudes, events, persons, movements, and documents have influenced humanity. Objective 1 Define culture and recognize the characteristics of culture. Recognize nonmaterial, material, and symbolic cultural traits. SE/TE: What is Culture?, 60-61; Material Culture and Technology, 73-74; The Self, ; Nonverbal Communication, TE: Global, 64; Discuss, 79 Describe how cultural components of language, time and space, norms and values form the basis of a unique culture. SE/TE: The Elements of Culture, 64-66, 68-74; Ethnomethodology, ; Reality Building: Class and Culture, 151; Language: The Social Construction of Gender, ; Applications & Exercises, #2, 165 TE: Discuss, 155; Global, 155 Recognize the roles of archeologists and ethnologists. Discuss the processes of cultural transmission. Applying Sociology: The Sociological Perspective SE/TE: A Global Culture?, 81-82; Culture and Change, 640 9

10 Objective 2 Compare a variety of different cultures. Demonstrate a knowledge of other cultures. Compare and contrast the concepts of ethnocentrism and cultural relativity. SE/TE: Thinking Globally, 86, 449, 472 SE/TE: Ethnocentrism and Cultural Relativism, 80-81; The Biological Sciences: The Role of Nature, TE: Note, 80, 173; Discuss, 81; Global, 100, 207, 351; 10

11 Define and identify subcultures; e.g., hippies, gangs, Mexican Americans, Mennonites. SE/TE: Material Culture and Technology, 73-74; Subculture, 75-76; Counterculture, 78-79; The Functions of Culture: Structural-Functional Analysis, 82; Deviant Subcultures, TE: Pop Culture, 75; Resource, 111 Analyze fashion and fads. SE/TE: Fashions and Fads, ; Applications & Exercises, #3, 635 TE: Diversity, 225; Discuss, 619; Note, 619 Objective 3 Understand the factors which promote and inhibit cultural diffusion. Explain how population growth and SE/TE: Culture: Growth and Limits, movement change a culture. TE: Note,

12 Describe how war, technology, environment, and other factors effect cultural diffusion. SE/TE: Societies throughout the world are increasingly interconnected, 9; Causes of Cultural Change, 79-80; A Global Culture?, 81-82; Horticultural and Pastoral Societies, Explain how the vested interests of a culture effect cultural change. SE/TE: N/A Standard 4 Students will demonstrate why people in different societies create and adopt systems of government and how each addresses human needs, rights, and citizen responsibilities. Objective 1 Determine what elements must be present for a society to exist. Compare and contrast American society with other societies. SE/TE: Global Stratification: An Overview, ; Global Wealth and Poverty,

13 Describe changes and differences in American society from 1700 to the present. SE/TE: Society in History: Time Lines, Inside Cover Fold-out Pages; In the Times, 50-51; Cultural Change, 79; Industrial Societies, 96-98; The Sexual Revolution, ; The Sexual Counterrevolution, 200; Premarital Sex, ; The Social Construction of Sexuality, ; The Global Economy and the U.S. Class Structure, 292, 294; Chapter Introduction, 334; Working Women and Men, 340; Table 13-2, 345; Gender: Looking Ahead, 355; African Americans, ; Asian Americans, ; Race and Ethnicity: Looking Ahead, 388; The Graying of the United States, ; Aging: Looking Ahead, 412; The Information Revolution and Postindustrial Society, 421; Work in the Postindustrial Economy, ; The Economy: Looking Ahead, 437; U.S. Culture and the Rise of the Welfare State, ; Child Rearing, ; Thinking It Through, 490; Schooling in the United States, ; The Growth of U.S. Cities, ; What is Social Change?, 639; Ferdinand Tonnies: The Loss of Community, ; Applications & Exercises #1 and #3, 661 TE: Note, 73, 396, 397, 422, 430, 592, 592; Discuss, 323, 422; Then and Now, 428, 431, 481, 484, 486, 575, 595; Global, 428; Diversity, 484; Exercise,

14 Objective 2 Describe the basic types of social organizations and social structures in the United States. Explain the differences among primary groups, secondary groups, aggregates, and categories. Discuss the impact and relationship of reference groups on a group's dynamics. Distinguish between in-groups and outgroups. SE/TE: Social Groups, TE: Note (2), 169; Pop Culture, 169 SE/TE: Reference Groups, 172 TE: Discuss, 173 SE/TE: In-Groups and Out-Groups, 173 TE: Note,

15 Identify types of formal organizations. SE/TE: Rationality, Bureaucracy, and Science, 108; What Children Learn, 129; Formal Organizations, ; Corporations, ; Bureaucracy, Identify the primary characteristics of a bureaucracy. Compare and contrast groups on the basis of their respective activities; e.g., power/authority, norms, criteria for membership, communication. TE: Note, 177 SE/TE: Rational Social Organization, ; What Children Learn, 129; Characteristics of Bureaucracy, ; Organizational Environment, 178; The Informal Side of Bureaucracy, ; Problems of Bureaucracy, ; In the Times, ; Oligarchy, ; Bureaucracy, ; Bureaucratization, 630 TE: Note, 182 SE/TE: An Application: The Doctor s Office,

16 Objective 3 Identify and explain the major social institutions of society. State the purposes and social activities associated with family, education, government, and religion. Distinguish between various philosophies, forms, and practices associated with the family institution; e.g., nuclear, extended, matriarchal, patriarchal. SE/TE: Families: Basic Concepts, 470; Theoretical Analysis of Families, ; Theoretical Analysis of Religion, ; Chapter Introduction, 526; The Functions of Schooling, 530 TE: Q, 475; Note, 651 SE/TE: Patriarchy and Sexism, ; Thinking About Diversity: Race, Class & Gender, 349; Families: Global Variations, 471; Patriarchy,

17 Compare and contrast various philosophies, forms, and practices associated with educational institutions; e.g., public, private, parochial, alternative. SE/TE: The Social-Conflict Approach, 17-18; Institutional Prejudice and Discrimination, 372; Inequality Among Schools, ; Recent Issues in U.S. Education, TE: Note (2), 543; Then and Now, 544; Cyber, 544; Discuss, 545 Evaluate various philosophies, forms, and practices associated with governmental institutions; e.g., authoritarian, totalitarian, monarchical, democratic. Distinguish between various philosophies, forms, and practices associated with economic institutions; e.g., preindustrial and contemporary market, centrally-planned and alternative. SE/TE: Democracy and free enterprise, 69; Politics in Global Perspective, , ; Thinking Globally, 449; Thinking It Through, 464; Medicine in Socialist Nations, 566; Medicine in Capitalist Nations, TE: Note, 446, 448, 448; Pop Culture, 446; Global, 449; Cyber, 449 SE/TE: Gerhard Lenski: Society and Technology, 92-96; Conflict and History, 102; Two Worldviews: Tradition and Rationality, 105; Deviance and Capitalism, 232; The Information Revolution and Postindustrial Society, 421; Economic Systems: Paths to Justice, ; Thinking It Through, 438; Democracy and Freedom: Capitalist and Socialist Approaches, 448 TE: Note, 422,

18 Distinguish between various philosophies, forms, and practices associated with religious institutions; e.g., Buddhist, Christian, Islamic, Jewish. Objective 4 Explain the process of socialization. Explain the nature v. nurture concept regarding socialization. SE/TE: Illustration of the Use of Existing Sources: A Tale of Two Cities, 49-51; Horticultural and Pastoral Societies, 94-95; Weber s Great Thesis: Protestantism and Capitalism, ; World Religions, TE: Diversity, 507; Note (2), 508, (2), 509, 510; Pop Culture, 510; Global, 510 SE/TE: Human Development: Nature and Nurture, ; Applications & Exercises #1, 141; The Biological Context, 223; Personality Factors, TE: Note, 68, 119, 121: Exercise,

19 Describe the effects of social isolation on humans and other primates. Identify the agents of socialization; e.g., family, schools, peer groups, mass media, social structures. SE/TE: Chapter Introduction, 118; Social Isolation, TE: Diversity, 120; Discuss, 120; Note, 120 SE/TE: Development of the Self, ; Agents of Socialization, ;Primary and Secondary Groups, 169; The Incest Taboo, 197; Hirschi s Control Theory, 231; Socialization, 530 TE: Note, 127, 177, 651; Discuss, 127; Pop Culture, 128 Examine the influence of status and roles on the development of individuals. SE/TE: Status, ; Role, ; Thinking About Diversity: Race, Class & Gender, 146; Dramaturgical Analysis: The Presentation of Self, ; Applications & Exercises #1, 165; Stigma, 229 TE: Note, 147, 229; Discuss (2),

20 Describe the effect of social norms and values on human behavior. SE/TE: Key Values of U.S. Culture, 68-71; Ethnomethodology, ; Reality Building: Class and Culture, 151; Applications & Exercises #2, 165; Applications & Exercises, #1 and #2, 191; Cultural Variation, ; The Incest Taboo, 197; What is Deviance?, ; The Social Foundations of Deviance, 224; Durkheim s Basic Insight, TE: Discuss, 155, 224; Global, 155; Resource, 248 Discuss key theories of socialization; e.g., Sigmund Freud s model of personality, Jean Piaget s cognitive development, George H. Mead s social self. SE/TE: Understanding Socialization, ; Thinking It Through, 138; Applications & Exercises #2, 141 TE: Note, 121, 122, 123, 125; Pop Culture,

21 Compare and contrast the modes of socialization in childhood, adolescence, adulthood, and old age. SE/TE: Erik H. Erikson s Eight Stages of Development, ; Agents of Socialization, ; Applying Sociology, 129; Socialization and the Life Course, ; Adultescent, ; Transitions and Challenges of Aging, ; Bereavement, Cite personal observations related to the socialization process. Applications and Exercises Examine different applications of resocialization. SE/TE: Resocialization: Total Institutions,

22 Discuss the impact of racial and/or ethnic discrimination within the United States and other countries. Standard 5 Students will demonstrate why and how commonalities and differences of ideas, attitudes, choices, and technologies influence the interaction and behavior of individuals, groups, institutions, and cultures. Objective 1 Analyze the causes and effects of discrimination, prejudice and racism. SE/TE: The Race-Conflict Approach, 19-20; Thinking about Diversity, 19; Sports and Conflict, 22-23; Diversity Snapshot, 23; Illustration of Survey Research: Studying the African American Elite, 45-46; Applications & Exercises #3, 57; Television and Political Bias, 131; The First Challenge: Race and Gender, ; Hate Crimes, ; Thinking About Diversity: Race, Class, & Gender, 235; Race and Ethnicity, ; Police, ; Minority Women: Intersection Theory, 346; Thinking About Diversity: Race, Class, & Gender, 367; African Americans, ; Asian Americans, ; Hispanic Americans/Latinos, ; Thinking It Through, ; Race and Ethnicity: Looking Ahead, 388; Aging and Poverty, TE: Diversity, 202, 239, 240, 365, 383, 384, 384; Discuss, 243, 372, 388, 388 Discuss explanations for the onset of discrimination; e.g., labeling, stereotyping, ethnocentrism, scapegoating. SE/TE: Thinking About Diversity: Race, Class, & Gender, 136; Prejudic3e, ; Discrimination, 373 TE: Discuss, 367; Note, 367; Diversity, 368,

23 Describe how and why institutions and individuals apply the following: assimilation, accommodation, discrimination, and genocide. Objective 2 Analyze gender discrimination. Observe and relate examples of gender bias and discrimination within the United States and other countries. SE/TE: Assimilation, 373; Genocide, 374; Native Americans, 375 TE: Pop Culture, 374 SE/TE: Feminism and the Gender-Conflict Approach, 18; Sports and Conflict, 22; Gender and Research, 39-40; Carol Gilligan s Theory of Gender and Moral Development, ; Thinking About Diversity: Race, Class & Gender, 124; Middle Adulthood, 135; Window on the World, 148; Gender and Performances, ; The Cultural Side of Emotions, 158; Language: The Social Construction of Gender, ; Two Leadership Roles, 170; The First Challenge: Race and Gender, ; The Sexual Revolution ; Sexuality: Reflecting Social Inequality, ; Deviance and Gender, ; Mobility: Race, Ethnicity, and Gender, ; Poverty and Women, 316; Gender and Inequality, ; Gender and Socialization, ; Applying Sociology, 341; Gender and Social Stratification, ; Aging and Poverty, ; Gender, 485; Schooling in India, 527; Applying Sociology, 546; Population Composition,

24 Explain the origins and consequences of gender discrimination within different cultural contexts. Discuss solutions to gender-based social problems. TE: Social Survey, 123; Global, 156, 339, 343; Discuss, 159, 187, 210, 255, 256, 340, 355, 431; Diversity, 273; Pop Culture, 340,341; Then and Now, 342; Note, 343, 557 SE/TE: Global Map 1-1, 4; Seeing Personal Choice in Social Context, 5; Gender and Research, 39-40; Gender and the Mass Media, 340; Theoretical Analysis of Gender, ; Thinking About Diversity: Race, Class, & Gender, TE: Note, 340 SE/TE: Feminism, ; Thinking About Diversity: Race, Class, & Gender,

25 Objective 3 Analyze social inequality based upon class stratification. Compare examples of class stratification within the United States and other countries. SE/TE: Seeing the General in the Particular, 2; The Importance of a Global Perspective, 6-8; High Culture and Popular Culture, 75; Race and Class, 128; Application & Exercises, #1 and #2, 277; Dimensions of Social Inequality, ; U.S. Stratification: Merit and Caste, ; Social Classes in the United States, ; Seeing Ourselves, 288; The Power-Elite Model: A Few People Rule, 455 TE: Note, 281, 554; Diversity, 287; The Map, 288 Explain the origins and consequences of class stratification in the United States and other countries; e.g., the caste system in India, apartheid in South Africa, worldwide homelessness. SE/TE: The Importance of a Global Perspective, 6-8; Caste and Class Systems, ; The Functions of Social Stratification, ; Stratification and Conflict, ; Stratification and Interaction, ; The Difference Class Makes, ; Poverty in the United States, TE: Note, 259; Global, 260; Diversity, 288; Discuss,

26 Develop solutions to a class stratificationbased social problem; e.g., caste, poverty, sexual harassment. Objective 4 Analyze additional forms of social inequity. Observe and relate examples of social inequity; e.g., age, economics, disability. SE/TE: Critical Review, 296; Thinking Critically, 297 TE: Social Survey, 297; Note, 299 SE/TE: The Importance of a Global Perspective, 6-8; Applying Sociology, 10; The Social-Conflict Approach, 17-18; In the Times, 50-51; Old Age, 135; Thinking About Diversity: Race, Class, & Gender, 146; Window on the World, 202; Hate Crimes, ; Critical Review, 265; Thinking It Through, 274; Global Stratification: An Overview, ; Global Wealth and Poverty, ; Aging and Poverty, ; Ageism, 406; Social- Conflict Analysis: Aging and Inequality, 408; Schooling and Social Inequality, ; Social- Conflict Analysis: Health and Inequality, ; Environmental Racism, 605 TE: Pop Culture, 235, 395, 395; Note, 235, 239, 312, 404; Diversity, 242; Global, 307, 311,

27 Discuss how individuals have assisted minority groups to gain status and affect social change; e.g., Caesar Chavez, Martin Luther King, Eleanor Roosevelt, Sitting Bull. SE/TE: In the Times, Identify and describe how individuals and groups rationalize social inequities. SE/TE: Conflict and History, 102; Weber s Great Thesis: Protestantism and Capitalism, ; Ideology: The Power Behind Stratification, ; Thinking Critically, 264; One View: Blame the Poor, TE: Note, 263; Discuss, 264 Standard 6 Students will demonstrate why societies organize available resources for the production, distribution, and consumption of goods and services. Objective 1 Investigate poverty, crime, conflict and other relevant social problems. Describe why and how a particular economic issue constitutes a social problem; e.g., poverty, wealth, health care. SE/TE: Deviance and Capitalism, ; Poverty in the United States, , 298; Social Class and Race, 556; Paying for Medical Care: The United States, ; Social-Conflict Analysis: Health and Inequality, TE: Q,

28 Examine social problems from different SE/TE: Thinking It Through, 299 economic conditions: welfare, middle-class, affluent. Objective 2 Consider various sociological methods in resolving economic problems. Discuss solutions to past, present, and SE/TE: N/A future economic problems. Synthesize historical and contemporary sociological principles as they apply to the resolution of a socioeconomic problem; e.g. homelessness, school dropouts, unemployed. SE/TE: Global Stratification: Theoretical Analysis, ; Global Stratification: Looking Ahead,

29 Use appropriate strategies to identify and meet needs and goals. Standard 7 Students will demonstrate why and how lifelong learning, collaboration, and responsible citizenship are necessary to promote the personal and public good. Objective 1 Demonstrate the characteristics of lifelong learning in school activities. offers students opportunities to meet needs and goals of text Organize resources and time efficiently. provides resources for students to utilize time efficiently Explore the three major theories of social change and discuss the strengths and weaknesses of each theory. SE/TE: Explaining Social Movements, ; Modernity, ; Theoretical Analysis of Modernity, Recognize the importance of social SE/TE: Claims Making, 624; Social Movements movements in fostering or inhibiting social change. and Social Change, 631 Investigate career opportunities in sociology and social work. SE/TE: Careers: The Sociology Advantage, 11-12; Growing Old: Biology and Culture, 397 TE: Discuss, 11 29

30 Listen with respect to the ideas, beliefs, and views of others. Demonstrate an understanding of a group's needs or goals. Show respect and willingness to participate in problem-solving activities while serving in a variety of roles. Objective 2 Demonstrate collaboration in working with others to achieve specified results. provides opportunities for discussion from essay topics from Study Guide, Thinking Globally, Thinking About Diversity: Race, Class, and Diversity, Thinking It Through, Applying Sociology, Applications and Exercises Thinking Globally, Applying Sociology, Thinking About Diversity: Race, Class, and Diversity provides opportunities for discussion from essay topics from Study Guide, Thinking Globally, Thinking About Diversity: Race, Class, and Diversity, Thinking It Through, Applying Sociology, Applications and Exercises Resolve conflicts positively. provides opportunities for discussion from essay topics from Study Guide, Thinking Globally, Thinking About Diversity: Race, Class, and Diversity, Thinking It Through, Applying Sociology, Applications and Exercises Use resources effectively. provides resources for students Sites to See, NY Times, Census 2000 Distinguish between social movements and collective behavior. SE/TE: Studying Collective Behavior, ; Social Movements, ; Structural-Strain Theory,

31 Understand the role of the media in influencing social change. SE/TE: Applying Sociology, 341; Mass Media and War, 461 TE: Pop Culture, 436; Exercise, 633 Objective 3 Demonstrate an understanding of, and a reasoned commitment to, the rule of law. Respect individual rights and property. Thinking It Through Demonstrate individual responsibility. Thinking It Through Recognize how individual and social decisions affect self, family, and community. Recognize how fashion, fads, media, and advertising can affect social actions and decisions. Applications and Exercises SE/TE: Mass Media and War, 461; Thinking About Diversity: Race, Class & Gender, 558; Public Opinion and Propaganda, 618; Fashions and Fads, TE: Pop Culture,

32 Analyze historical and contemporary examples of social change and determine whether they were positive or negative. Identify individuals who have demonstrated respect and support for the rights, responsibilities, and dignity of people or social groups. SE/TE: Social Movements and Social Change, 631; What is Social Change?, 639 SE/TE: The Race-Conflict Approach, 19-20; Thinking About Diversity, 19; Lawrence Kohlberg s Theory of Moral Development, 123; Feminism, 353; Pictures with caption,