Prentice Hall Sociology, 12th Edition (Macionis) 2008 High School C O R R E L A T E D T O High School
Standard 1 - Foundations of Sociology as a Social Science Students will describe the development of sociology as a social science, by identifying methods and strategies of research and by examining the contributions of sociology to the understanding of social issues. S.1.1 Discuss the development of the field of sociology as a social science. (History) SE/AIE: The Origins of Sociology 12-14, Making the Grade: Sociological Perspective Visual Summary 23-24, Social Experience: The Key to Our Humanity 116-118 S.1.2 Identify early leading theorists within social science. (History) Example: Auguste Comte, Emile Durkheim, Herbert Spencer, Max Weber, C. Wright Mills and Karl Marx SE/AIE: Seeing Personal Choice in Social Context 3-6, The Structural-Functional Approach 14-15, The Social-Conflict Approach 15-16, Feminism and the Gender-Conflict Approach 16, The Race-Conflict Approach 16-17, The Symbolic-Interaction Approach 17-18, Thinking about Diversity: Race, Class, Gender (An Important Pioneer: Du Bois on Race) 18, Making the Grade: Sociological Perspective Visual Summary 23-24, Interpretive Sociology 36-37, Gerhard Lenski: Society and Technology 90-97, Karl Mar: Society and Conflict (Society and Production, Conflict and History, Capitalism and Class Conflict, Capitalism and Alienation, Revolution) 97-101. Max Weber: The Rationalization of Society (Two Worldviews: tradition and Rationality, Is Capitalism Rational? Weber s Great Thesis: Protestantism and Capitalism, Rational Social Organization) 101-105, Emile Durkheim: Society and Function (Structure: Society beyond our Selves, Function: Society as System, Personality: Society in Ourselves, Modernity and Anomie, Evolving Societies: The Division of Labor) 105-108, 1
(Continued) S.1.2 Identify early leading theorists within social science. (History) Example: Auguste Comte, Emile Durkheim, Herbert Spencer, Max Weber, C. Wright Mills and Karl Marx (Continued) Seeing Sociology in Everyday Life: Today s Information Revolution: What would Durkheim, Weber, and Marx have thought, 109, Making the Grade: Society Visual Summary, 111-113, Understanding Socialization Theories 118-125, The Functions of Deviance Structural-Functional Analysis 222-223, Merton s Strain Theory 223-224, Deviant Subcultures 224-225, Theoretical Analysis of Power in Society 442-450, Religion and Social Change 497-498, Making the Grade: Religion Visual Summary 515-517, Urbanism as a Way of Life 586-587, Making the Grade: Population Visual Summary 601-603, Modernity 637-640, Making the Grade: Social Change Visual Summary 653-655 AIE: 1-37, 90-125, 222-225, 442-450, 586-589 (Each chapter has the following sections: Annotations, Notes, Applied Concepts, Supplement Materials, Discussion Topics and Questions, Student Guided Exercises, Diversity Notes, Global Associations, and Statistics) 2
S.1.3 Compare sociology with other social science disciplines. (Economics, Government, Geography, History) SE/AIE: The Origins of Sociology 12-14, (ECONOMY) The Economy: Historical Overivew 414-417, Economic Systems: Paths to Justice 417-422, Making the Grade: Society Visual Summary, 433-435, (GOVERNMENT) Power and Authority, 438-439, Politics in Global Perspective 439-442, Politics in the United States 442-446, Theoretical Analysis of Power in Society 448-450, Making the Grade: Politics and Government Visual Summary 459-461 (GEOGRAPHY) The Study of Population 574-578, History of Population Growth 578-580, Urbanization 581-586, Urbanism 586-589, Environment and Society 591-599, Making the Grade Population Visual Summary 601-603, (HISTORY) The Graying of the United States 390-392, Religion in History 499-500 VangoNotes (mp3 format 3
S.1.4 Examine changing points of view of social issues, such as poverty, crime and discrimination. (History) SE/AIE: The Social-Conflict Approach 15-16, The Social-Conflict Approach 15-16, Thinking about Diversity: Race, Class, Gender (An Important Pioneer: Du Bois on Race) 18, Controversy & Debate (Is Sociology nothing more than stereotypes?) 21, Making the Grade: Sociological Perspective Visual Summary 23-24, Gender and Research 38, Thinking about Diversity: Race, Class, Gender (Studying the Lives of Hispanics) 40, Thinking about Diversity: Race, Class, Gender (The African American Elite: Reading Data in a Table) 45, Cultural Diversity: Many Ways of Life in One World 70-78, Social Construction of Reality 146-148, Social Groups 166-172, Deviance and Inequality: Social-Conflict Analysis 229-231, Deviance, Race, Gender 233-234, Crime 235-238, What is Social Stratification 252, Caste and Class System 253-261, Stratification and Conflict 263-265, Making the Grade Social Stratification Visual Summary 273-275, Dimensions of Social Inequality 278-281, U.S. Stratification: Merit and Caste 281-283, Social Class in the United State 283-285, The Difference Class Makes 286-287, Poverty in the United States 291-298, Making the Grade Social Class Visual Summary 299-301, Global Wealth and Poverty 309-312, Making the Grade Global Stratification Visual Summary 325-327, Gender and Inequality 330-332, Gender and Social Stratification 336-346, Feminism 349-350, Making the Grade Gender Visual Summary 351-353, The Social Meaning of Race and Ethnicity 358-361, Prejudice and Stereotypes 361-366, Discrimination 368, Majority and Minority: Patterns of Interactions 369-370, Race and Ethnicity in the United States 371-382, Making the Grade Race and Ethnicity Visual Summary 385-387, Theoretical Analysis of Aging 402-403, Work in the Postindustrial U.S. Economy 422-428, Politics in the United States 442-446, U.S. Families: Class, Race, and Gender 474-477, Religion in the United States: Class, Ethnicity, and Race 507 4
S.1.5 Evaluate various types of sociologic research methods. (History) SE/AIE: Three Ways to Do Sociology 30-37, Research Orientations and Theory 37-38, Methods of Sociological Research 39-49, The Interplay of Theory and Method 49-50, Putting it all Together: Ten Steps in Sociological Investigation 50-52 Summing Up Table-Four Research 49, Theoretical Analysis of Culture 78-82 S.1.6 Distinguish fact from opinion in data sources to analyze various points of view about a social issue. SE/AIE: Three Ways to Do Sociology 30-37, Research Orientations and Theory 37-38, Methods of Sociological Research 39-49, The Interplay of Theory and Method 49-50, Putting it all Together: Ten Steps in Sociological Investigation 50-52 Summing Up Table-Four Research 49, Theoretical Analysis of Culture 78-82 5
S.1.7 Determine cause-and-effect relationship issues among events as they relate to sociology. SE/AIE: The Origins of Sociology 12-14, Making the Grade: Sociological Perspective Visual Summary 23-24, Scientific Sociology 30-36, Social Experience: The Key to Our Humanity 116-118 S.1.8 Identify, evaluate and use appropriate reference materials and technology to interpret information about cultural life in the United States and other world cultures, both in the past and today. (Geography, History) SE/AIE: What is Culture 58-62, The Elements of Culture 62-70, Norms 68, Culture Diversity: Many Ways of Life in One World 80-78, Subculture 71, Multiculturalism 71-72, Ethnocentrism & Culture Relativism 74-75, 78, Theoretical Analysis of Culture 78-80, Inequality & Culture: Social-Conflict Analysis 80-81, Evolution & Culture: Sociobiology 80-81, Thinking globally: The United States and Canada: Are They Culturally Different? 83, Making the Grade Visual Summary: Culture 85-87 S.1.9 Prepare original written and oral reports and presentations on specific events, people or historical eras as related to sociological research. (History) SE/AIE: Three Ways to Do Sociology 30-37, Research Orientations and Theory 37-38, Methods of Sociological Research 39-49, The Interplay of Theory and Method 49-50, Putting it all Together: Ten Steps in Sociological Investigation 50-52 6
S.1.10 Develop a working definition of sociology that has personal application. SE/AIE: The Origins of Sociology 12-14, Making the Grade: Sociological Perspective Visual Summary 23-24, Social Experience: The Key to Our Humanity 116-118 S.1.11 Choose a social issue and conduct research using the scientific method of inquiry, including developing a hypothesis, conducting research, interpreting data and drawing conclusions about the issue. SE/AIE: Three Ways to Do Sociology 30-37, Research Orientations and Theory 37-38, Methods of Sociological Research 39-49, Summing Up Table-Four Research 49, The Interplay of Theory and Method 49-50, Putting it all Together: Ten Steps in Sociological Investigation 50-52 7
Standard 2 Culture Students will examine the influence of culture on the individual and the way cultural transmission is accomplished. They will study the way culture defines how people in a society behave in relation to groups and to physical objects. They will also learn that human behavior is learned within the society. Through the culture, individuals learn the relationships, structures, patterns and processes to be members of the society. S.2.1 Define the key components of a culture, such as knowledge, language and communication, customs, values, norms, and physical objects. (Geography, History) SE/AIE: What is Culture 58-62, The Elements of Culture 62-70, Norms 68, Culture Diversity: Many Ways of Life in One World 80-78, Subculture 71, Multiculturalism 71-72, Ethnocentrism & Culture Relativism 74-75, 78, Theoretical Analysis of Culture 78-80, Inequality & Culture: Social-Conflict Analysis 80-81, Evolution & Culture: Sociobiology 80-81, Thinking globally: The United States and Canada: Are They Culturally Different? 83, Making the Grade Visual Summary: Culture 85-87 8
S.2.2 Explain the differences between a culture and a society. SE/AIE: What is Culture 58-62, The Elements of Culture 62-70, Gerhard Lenski: Society and Technology 90-97, Karl Mar: Society and Conflict (Society and Production, Conflict and History, Capitalism and Class Conflict, Capitalism and Alienation, Revolution) 97-101. Max Weber: The Rationalization of Society (Two Worldviews: tradition and Rationality, Is Capitalism Rational? Weber s Great Thesis: Protestantism and Capitalism, Rational Social Organization) 101-105, Emile Durkheim: Society and Function (Structure: Society beyond our Selves, Function: Society as System, Personality: Society in Ourselves, Modernity and Anomie, Evolving Societies: The Division of Labor) 105-108, Seeing Sociology in Everyday Life: Today s Information Revolution: What would Durkheim, Weber, and Marx have thought, 109, Making the Grade: Society Visual Summary, 111-113 S.2.3 Recognize the influences of genetic inheritance and culture on human behavior. SE/AIE: Culture and Human Freedom 84, Making the Grade Visual Summary: Culture 85-87, Understating Socialization 118-124, Agents of Socialization 125-129 9
S.2.4 Give examples of subcultures and describe what makes them unique. SE/AIE: What is Culture 58-62, The Elements of Culture 62-70, Subculture 71, Making the Grade Visual Summary: Culture 85-87 S.2.5 Compare social norms among various subcultures. SE/AIE: What is Culture 58-62, The Elements of Culture 62-70, Norms 68, Culture Diversity: Many Ways of Life in One World 80-78, Subculture 71, Multiculturalism 71-72, Making the Grade Visual Summary: Culture 85-87 S.2.6 Identify the factors that promote cultural diversity within the United States. (Economics, Government, Geography, History) SE/AIE: How many cultures? 61-62, Cultural Diversity: Many ways of life in one world 70-75, 78, Theoretical Analysis of Culture 78-80, Inequality & Culture: Social-Conflict Analysis 80-81, Evolution & Culture: Sociobiology 80-81, Making the Grade Visual Summary: Culture 85-87 10
S.2.7 Explain how various practices of the culture create differences within group behavior. SE/AIE: What is Culture 58-62, The Elements of Culture 62-70, Norms 68, Culture Diversity: Many Ways of Life in One World 80-78, Subculture 71, Multiculturalism 71-72, Ethnocentrism & Culture Relativism 74-75, 78, Theoretical Analysis of Culture 78-80, Inequality & Culture: Social-Conflict Analysis 80-81, Evolution & Culture: Sociobiology 80-81, Thinking globally: The United States and Canada: Are They Culturally Different? 83, Making the Grade Visual Summary: Culture 85-87 Social Groups 166-174, Formal Organizations 175-179, The Evolution of Formal Organizations 179-186, Making the Grade Visual Summary: Groups and Organizations 187-189 11
S.2.8 Compare and contrast different types of societies, such as hunting and gathering, agrarian, industrial, and post-industrial. (Economics, History) SE/AIE: Gerhard Lenski: Society and Technology (Hunting and Gathering Societies, Horticulture and Pastoral Societies, Agrarian Societies) 90-92, Karl Mar: Society and Conflict (Society and Production, Conflict and History, Capitalism and Class Conflict, Capitalism and Alienation, Revolution) 97-101. Max Weber: The Rationalization of Society (Two Worldviews: tradition and Rationality, Is Capitalism Rational? Weber s Great Thesis: Protestantism and Capitalism, Rational Social Organization) 101-105, Emile Durkheim: Society and Function (Structure: Society beyond our Selves, Function: Society as System, Personality: Society in Ourselves, Modernity and Anomie, Evolving Societies: The Division of Labor) 105-108, Seeing Sociology in Everyday Life: Today s Information Revolution: What would Durkheim, Weber, and Marx have thought, 109, Making the Grade: Society Visual Summary, 111-113, Stratification and Tenchonolgy: A Global Perspectives (Hunting and Gathering Societies, Horticulture and Pastoral Societies, Agrarian Societies, Industrial Societies) 268-270 S.2.9 Prepare original written and oral reports and presentations on specific events, people or historical eras as related to sociological research. (History) SE/AIE: Three Ways to Do Sociology 30-37, Research Orientations and Theory 37-38, Methods of Sociological Research 39-49, The Interplay of Theory and Method 49-50, Putting it all Together: Ten Steps in Sociological Investigation 50-52 Summing Up Table-Four Research 49, Theoretical Analysis of Culture 78-82 12
S.2.10 Work independently and cooperatively in class and the school and provide leadership in age-appropriate activities. SE/AIE: Schooling in the United States 523, The Function of Schooling 523-524 S.2.11 Identify both rights and responsibilities the individual has to the group. (Government) SE/AIE: Social Structure: A Guide to Everyday Living 142-143, Role 143-146, The Social Construction of Reality, 146-148, Interaction in Everyday Life: Three Applications 155-160, Social Groups 166-174, Power and Authority, 438-439, Politics in Global Perspective 439-442, Politics in the United States 442-446, Theoretical Analysis of Power in Society 448-450 S.2.12 Demonstrate democratic approaches to managing disagreements and resolving conflicts. (Government) Example: Persuasion, compromise, debate and negotiation SE/AIE: Democracy 440, Democracy and Freedom: Capitalists and Socialist Approaches 440-441, Political Spectrum 442-443, Special Interest Groups 446-448, Making the Grade Politics and Government Visual Summary 459-461 13
S.2.13 Compare and contrast ideas about citizenship and cultural participation from the past with those of the present community. (Government, History) SE/AIE: Methods of Sociological Research 39-48, Types of Government 436-439, The U.S Political System 439-444 Standard 3 - Social Status Students will identify how social status influences individual and group behaviors and how that status relates to the position a person occupies within a social group. S.3.1 Describe how social status affects social order. (Economics, History) Example: Upper class, middle class and lower class; and professional, blue collar and unemployed SE/AIE: Status 142-143, Stratification and Conflict 263-267, Dimensions of Social Inequality 278-281, Social Class in the United States (The Upper Class, The Middle Class, The Working Class, The Lower Class) 283-286, The Difference Class Makes 286-287, Social Mobility 287-291, US Poverty 291-298, Making the Grade Social Class in the United States Visual Summary 299-301, Working in the Postindustrial U.S. Economy 422-427, Unemployed and Underemployment 426 14
S.3.2 Explain how roles and role expectations can lead to role conflict. (History) Example: Roles of men and women, age, and racial and ethnic groups within different societies SE/AIE: Seeing Personal Choice in Social Context 3-5, The Social-Conflict Approach 15-16, The Social-Conflict Approach 15-16, Making the Grade: Sociological Perspective Visual Summary 23-24, Gender and Research 38, Role 143-145, U.S. Stratification: Merit and Caste 281-283, Social Class in the United States) 283-286, The Difference Class Makes 286-287, Social Mobility 287-291, US Poverty 291-298, Making the Grade Social Class in the United States Visual Summary 299-301, Working in the Postindustrial U.S. Economy 422-427, Unemployed and Underemployment 426 Ethnicity and Race 475-477, Gender 477 S.3.3 Examine and analyze various points of view relating to historical and current events. (History) SE/AIE: The Importance of a Global Perspective 6-8, Research Orientations and Theory 37-38, Methods of Sociological Research 39-49, The Interplay of Theory and Method 49-50, Putting it all Together: Ten Steps in Sociological Investigation 50-52 S.3.4 Determine cause-and-effect relationships among historical events, themes and concepts in United States and world history as they relate to sociology. (Economics, History) SE/AIE: The Study of Population 574-578, History and Theory of Population Growth 578-581 15
S.3.5 Conduct research on the various types of status found in the local community using various types of data gathering. SE/AIE: Three Ways to Do Sociology 30-37, Research Orientations and Theory 37-38, Methods of Sociological Research 39-49, The Interplay of Theory and Method 49-50, Putting it all Together: Ten Steps in Sociological Investigation 50-52 Summing Up Table-Four Research 49, Theoretical Analysis of Culture 78-82 Standard 4 - Social Groups Students will explore the impacts of social groups on individual and group behavior. They will understand that social groups are comprised of people who share some common characteristics, such as common interests, beliefs, behavior, feelings, thoughts and contact with each other. S.4.1 Describe how individuals are affected by the different social groups to which they belong. SE/AIE: Primary and Secondary Groups 166-167, Group Leadership 167, Group Conformity 168-170, Group Size 171, Social Diversity: Race, Gender, and Class 172 16
S.4.2 Identify major characteristics of social groups familiar to the students. SE/AIE: Primary and Secondary Groups 166-167, In-Groups and Out-Groups 170-171 S.4.3 Examine the ways that groups function, such as roles, interactions and leadership. (Government) SE/AIE: Primary and Secondary Groups 166-167, Group Leadership 167, Group Conformity 168-170, Group Size 171, Social Diversity: Race, Gender, and Class 172, Power and Authority 438-439, Politics in the United States 442-448, S.4.4 Discuss the social norms of at least two groups to which the student belongs. SE/AIE: The Elements of Culture 62-70, Norms 68, Culture Diversity: Many Ways of Life in One World 80-78, Subculture 71, Multiculturalism 71-72 S.4.5 Analyze what can occur when the rules of behavior are broken and analyze the possible consequences for unacceptable behavior. SE/AIE: What is Deviance? 220-222, Criminal Statistics 236, The Street Criminal: A Profile 236-238, The United States Criminal Justice System 239-242, Punishment 242-244, Community Based Corrections 244-246 17
S.4.6 Identify the various types of norms (folkways, mores, laws and taboos) and explain why these rules of behavior are considered important to society. SE/AIE: The Elements of Culture 62-70, Norms (Mores and Folkways) 68-69, Social Control 68-69 S.4.7 Discuss the concept of deviance and how society discourages deviant behavior using social control. SE/AIE: What is Deviance? 220-222, Criminal Statistics 236, The Street Criminal: A Profile 236-238, The United States Criminal Justice System 239-242, Punishment 242-244, Community Based Corrections 244-246 S.4.8 Explain how students are members of primary and secondary groups and how those group memberships influence students behavior. SE/AIE: Social Groups 166, Primary and Secondary Groups 166-167, Group Leadership 167-168, Group Conformity 168-170 18
S.4.9 Discuss how formal organizations influence behavior of their members. (Government, History) Example: Churches, synagogues and mosques; political parties; and fraternal organizations SE/AIE: Formal Organizations 175, Types of Formal Organizations 175, Political Spectrum 445-448, Types of Religious Organizations 498-499, Religion in History 499-500, World Religions 500-506, S.4.10 Distinguish the degree of assimilation that ethnic, cultural and social groups achieve within the United States culture. (History) Example: forced versus voluntary assimilations, association with different groups, interaction within a cultural community and adaptation within families due to education S.4.11 Discuss how humans interact in a variety of social settings. SE/AIE: Social Groups 166, Primary and Secondary Groups 166-167, Group Leadership 167-168, Group Conformity 168-170, Majority and Minority: Patterns of Interaction (Assimilation) 369-370, Race and Ethnicity in the United States 371-384 SE/AIE: Formal Organizations 175, Types of Formal Organizations 175, Political Spectrum 445-448, Types of Religious Organizations 498-499, Religion in History 499-500, World Religions 500-506 19
S.4.12 Determine the cultural patterns of behavior within such social groups as rural/urban or rich/poor. (Economics, Geography) SE/AIE: The Social-Conflict Approach 15-16, The Social-Conflict Approach 15-16,Controversy & Debate (Is Sociology nothing more than stereotypes?) 21, Making the Grade: Sociological Perspective Visual Summary 23-24, Gender and Research 38, Thinking about Diversity: Race, Class, Gender (Studying the Lives of Hispanics) 40, Thinking about Diversity: Race, Class, Gender (The African American Elite: Reading Data in a Table) 45, S.4.13 Investigate and compare the ideas about citizenship and cultural participation of social groups from the past with those of the present community. SE/AIE: Primary and Secondary Groups 166-167, Group Leadership 167, Group Conformity 168-170, Group Size 171 20
Standard 5 - Social Institutions Students will identify the effects of social institutions on individual and group behavior. They will understand that social institutions are the social groups in which an individual participates, and that these institutions influence the development of the individual through the socialization process. S.5.1 Identify basic social institutions and explain their impact on individuals, groups and organizations within society and how they transmit the values of society. Example: Familial, religious, educational, economic and political institutions SE/AIE: Social Groups 166, Primary and Secondary Groups 166-167, Group Leadership 167-168, Group Conformity 168-170, Types of Formal Organizations 175, Economic Systems 417-422, Making the Grade Economy and Work Visual Summary 433-435, Politics in Global Perspective 439-442, Theoretical Analysis of Power in Society 448-450, Making the Grade Politics and Government 459-461, Theoretical Analysis of Families 468-470, Making the Grade Families Visual Summary 487-489, Theoretical Analysis of Religion 492-497, Types of Religious Organizations 498-499, World Religions 500-506, Making the Grade Religion Visual Summary 515-517, Schooling and Social Interaction 524-525, Making the Grade Visual Summary 541-543 S.5.2 Discuss the concept of political power and factors that influence political power. (Government) Example: Social class, racial and ethnic group memberships, cultural group, sex, and age SE/AIE: Power and Authority 438-439, Politics in Global Perspective 439-448, Theoretical Analysis of Power in Society 448-450, Power beyond the Rules 450-452, War and Peace 452-456, Making the Grade Politics and Government Visual Summary 459-501 21
S.5.3 Discuss how societies recognize rites of passage. Example: Baptism or other religious ceremonies, school prom, graduation, marriage, and retirement SE/AIE: Socialization and the Life Course 129-134, Stages of Family Life 471-474, Transitions and Problems in Family Life, Retirement 397-399 S.5.4 Investigate stereotypes of the various United States subcultures, such as American Indian, American cowboys, teenagers, Americans, gangs and hippies, from a world perspective. (History) SE/AIE: What is Culture 58-62, The Elements of Culture 62-70, Subculture 71, Prejudice and Stereotypes 361-364 S.5.5 Define ethnocentrism and explain how it can be beneficial or destructive to a culture. SE/AIE: Ethnocentrism and Cultural Relativism 74-78 22
S.5.6 Identify the factors that influence change in social norms over time. (History) SE/AIE: The Elements of Culture 62-70, Norms (Mores and Folkways) 68-69, Social Control 68-69,Social Groups 166, Primary and Secondary Groups 166-167, Group Leadership 167-168, Group Conformity 168-170, Types of Formal Organizations 175 S.5.7 Use various resources to interpret information about cultural life in the United States and other world cultures, both in the past and today. (History) SE/AIE: What is Culture 58-62, The Elements of Culture 62-70, Key Values of U.S Culture 66-67, Multiculturalism 71-73, Counterculture 73-74, Theoretical Analysis of Culture 78-84, Making the Grade Culture Visual Summary 85-87, S.5.8 Analyze the primary and secondary groups common to different age groups in society. SE/AIE: Primary and Secondary Groups 166-167, Group Leadership 167-168, Group Conformity 168-170, Types of Formal Organizations 175 23
S.5.9 Conduct research and analysis on an issue associated with social structure or social institutions. SE/AIE: The Structural-Functional Approach 14-15, Three Ways to Do Sociology 30-37, Research Orientations and Theory 37-38, Methods of Sociological Research 39-49, The Interplay of Theory and Method 49-50, Putting it all Together: Ten Steps in Sociological Investigation 50-52 Summing Up Table-Four Research 49, Theoretical Analysis of Culture 78-82, Rational Social Organizations 104-105 S.5.10 Identify both rights and responsibilities the individual has to primary and secondary groups. (Government) SE/AIE: Social Groups 166, Primary and Secondary Groups 166-167, Group Leadership 167-168, Group Conformity 168-170 S.5.11 Demonstrate democratic approaches to managing disagreements and solving conflicts. (Government) Example: Persuasion, compromise, debate and negotiation SE/AIE: Politics in Global Perspective 439-442, Theoretical Analysis of Power in Society 448-450, Making the Grade Politics and Government 459-461 24
S.5.12 Explain how roles and role expectations can lead to role conflict. Standard 6 - Social Change SE/AIE: Status 142-143, Roles (Role Conflict and Role Strain)143-145 Students will examine the changing nature of society. They will explain that social change addresses the disruption of social functions caused by numerous factors and that some changes are minor and others are major. S.6.1 Describe how and why societies change over time. (Economics, Geography, History) SE/AIE: Social Groups 166, Types of Formal Organizations 175, Economic Systems 417-422, Making the Grade Economy and Work Visual Summary 433-435, Politics in Global Perspective 439-442, Theoretical Analysis of Power in Society 448-450, Making the Grade Politics and Government 459-461, Theoretical Analysis of Families 468-470, Making the Grade Families Visual Summary 487-489, Theoretical Analysis of Religion 492-497, Types of Religious Organizations 498-499, World Religions 500-506, Making the Grade Religion Visual Summary 515-517, Schooling and Social Interaction 524-525, Making the Grade Visual Summary 541-543 25
S.6.2 Examine various social influences that can lead to immediate and long-term changes. (Economics, Geography, History) Example: Natural and man-made disasters, spatial movement of people, technology, urbanization, industrialization, immigration, wars, challenge to authority, laws, diffusion of cultural traits, discrimination, discoveries and inventions, and scientific exploration SE/AIE: (Natural and man-made disasters) Environment and Society 591-599, (Spatial movement of people),, (Technology ) Material Culture and Technology 69, Gerhard Lenski: Society and Technology 90-97, (Urbanization & Industrialization) The Study of Population 574-578, History of Population Growth 578-580, Urbanization 581-586, Urbanism 586-589, Environment and Society 591-599, Making the Grade Population Visual Summary 601-603 (Immigration) Migration 575, Growth of U.S Cities 583-584, (Wars. Challenge to Authority & Laws) Power and Authority 438-439, Politics in Global Perspective 439-448, Theoretical Analysis of Power in Society 448-450, Power beyond the Rules 450-452, War and Peace 452-456, (Diffusion of Cultural Traits) What is Culture 58-62, The Elements of Culture 62-70, Key Values of U.S Culture 66-67, Multiculturalism 71-73, Counterculture 73-74, Causes of Social Change 635-636, (Discrimination) The Race Conflict Approach 17-18, What is Social Stratification 252-253, Discrimination 368-369 (Discoveries and Inventions, and Scientific Exploration) Scientific Sociology 30-33 S.6.3 Describe how collective behavior* can influence and change society. Example: Riots and a rise in crime leading to community curfews and organized protests leading to governmental changes of policy SE/AIE: The Functions of Deviance: Structural- Functional Analysis 222-225, Localized Collectivities: Crowds 607-610, Dispersed Collectivities: Mass Behaviors 610-614, Social Movements 615-626, Making the Grade Collective Behavior and Social Movements Visual Summary 627-629 26
* collective behavior: the spontaneous, unstructured and temporary behavior of a group in response to an event or situation S.6.4 Examine how technological innovations and scientific discoveries have influenced major social institutions. (Economics, History) Example: The impacts that mass telecommunications, television and innovations in transportation had on the family, education, government or other institutions SE/AIE: Limits of Technology 96-97, Agents of Socialization 125-129, Socialization and the Life Course 129-136, Gender and Socialization 334-336 S.6.5 Discuss how social interactions and culture could be affected in the future due to innovations in science and technological change. (Economics, History) SE/AIE: Cultural Change 73-74, Social Structure 142-143, Interaction in Everyday Life: Three Applications 155-160 S.6.6 Describe how the role of the mass media has changed over time and project what changes might occur in the future. SE/AIE: Limits of Technology 96-97, Agents of Socialization 125-129, Socialization and the Life Course 129-136, Gender and Socialization 334-336 27
S.6.7 Distinguish major differences between social movements and collective behavior with examples from history and the contemporary world. (History) Example: The Civil Rights marches on Washington vs. race riots during the 1960s SE/AIE: (The Civil Rights marches on Washington) African Americans 373-374, The Functions of Deviance: Structural-Functional Analysis 222-225, Localized Collectivities: Crowds 607-610, Dispersed Collectivities: Mass Behaviors 610-614, Social Movements 615-626, Explaining Social Movements 616-623, Making the Grade Collective Behavior and Social Movements Visual Summary 627-629 28
S.6.8 Investigate the consequences to society as a result of changes. (Economics, Government, Geography, History) Example: Natural and man-made disasters, spatial movement of people, technology, urbanization, industrialization, immigration, wars, challenge to authority, laws, diffusion of cultural traits, discrimination, discoveries and inventions, and scientific exploration SE/AIE: (Natural and man-made disasters) Environment and Society 591-599, (Spatial movement of people),, (Technology ) Material Culture and Technology 69, Gerhard Lenski: Society and Technology 90-97, (Urbanization & Industrialization) The Study of Population 574-578, History of Population Growth 578-580, Urbanization 581-586, Urbanism 586-589, Environment and Society 591-599, Making the Grade Population Visual Summary 601-603 (Immigration) Migration 575, Growth of U.S Cities 583-584, (Wars. Challenge to Authority & Laws) Power and Authority 438-439, Politics in Global Perspective 439-448, Theoretical Analysis of Power in Society 448-450, Power beyond the Rules 450-452, War and Peace 452-456, (Diffusion of Cultural Traits) What is Culture 58-62, The Elements of Culture 62-70, Key Values of U.S Culture 66-67, Multiculturalism 71-73, Counterculture 73-74, Causes of Social Change 635-636, (Discrimination) The Race Conflict Approach 17-18, What is Social Stratification 252-253, Discrimination 368-369 (Discoveries and Inventions, and Scientific Exploration) Scientific Sociology 30-33 S.6.9 Trace the development of the use of a specific type of technology in the community. (History) Example: Access to computers at school and at home and cellular phones SE/AIE: (Computers) New Information Technology and Work 427-428 29
S.6.10 Propose a plan to improve a social structure, and design the means needed to implement the change. (Economics) S.6.11 Cite examples of the use of technology in social research. SE/AIE: Three Ways to Do Sociology 30-37, Research Orientations and Theory 37-38, Methods of Sociological Research 39-49, The Interplay of Theory and Method 49-50, Putting it all Together: Ten Steps in Sociological Investigation 50-52 Summing Up Table-Four Research 49, Theoretical Analysis of Culture 78-82 S.6.12 Evaluate a current issue that has resulted from scientific discoveries and/or technological innovations. (Economics, History) SE/AIE: Scientific Sociology 30-36 30
Standard 7 - Social Problems Students will analyze a range of social problems in today s world. Social problems result from imbalances within the social system and affect a large number of people in an adverse way. S.7.1 Identify characteristics of a social problem, as opposed to an individual problem. SE/AIE: The Functions of Deviance: Structural- Functional Analysis 222-225, Deviance, Race and Gender 233-235, Crime Statistics 236-238, The Social Meaning of Race and Ethnicity 358-361, Prejudice and Stereotypes 361-366, Discrimination 368, Majority and Minority: Patterns of Interactions 369-370, Race and Ethnicity in the United States 371-382, Making the Grade Race and Ethnicity Visual Summary 385-387 S.7.2 Describe how social problems have changed over time. (History) Example: Juvenile delinquency, crime, poverty and discrimination SE/AIE: The Functions of Deviance: Structural- Functional Analysis 222-225, Deviance, Race and Gender 233-235, Crime Statistics 236-238, The Social Meaning of Race and Ethnicity 358-361, Prejudice and Stereotypes 361-366, Discrimination 368, Majority and Minority: Patterns of Interactions 369-370, Race and Ethnicity in the United States 371-382, Making the Grade Race and Ethnicity Visual Summary 385-387, Theoretical Analysis of Aging 402-403, Work in the Postindustrial U.S. Economy 422-428, Politics in the United States 442-446, U.S. Families: Class, Race, and Gender 474-477, Religion in the United States: Class, Ethnicity, and Race 507 31
S.7.3 Explain how patterns of behavior are found with certain social problems. Example: Juvenile offenses, such as gang membership, crime, sexual behavior and teen pregnancy, are found in the histories of adult criminals. SE/AIE: (Juvenile Offenses) The Functions of Deviance: Structural-Functional Analysis 222-225, Deviance, Race and Gender 233-235, Crime Statistics 236-238(Gang Members) Deviant Subcultures 224-225 (Sexual Behavior & Teen Pregnancy) Sexual Issues and Controversies 204-208, Theoretical Analysis of Sexuality 208-214 S.7.4 Discuss the implications of social problems for society. Example: Drug addiction, child abuse, school dropout rates and unemployment SE/AIE: (Drug Addiction) Medicalization of Deviance 227-229 (Child Abuse) Violence against Children 480 (School Dropout Rates) Dropping Out 534-535, Current Issues in U.S. Education 536-540 (Unemployment) Underemployment and Underemployment 426-427 S.7.5 Examine how individual and group responses are often associated with social problems. Example: But everyone else is doing it and If I ignore it, it will go away. SE/AIE: Gender and Peer Group 335 32
S.7.6 Evaluate possible solutions to resolving social problems and the consequences that might result from those solutions. S.7.7 Survey local agencies involved in addressing social problems to determine the extent of the problems in the local community. (Economics, Government) SE/AIE: The Nursing Shortage 561 S.7.8 Design and carry out school- and community-based projects to address a local aspect of a social problem. (Economics) SE/AIE: Community Based Corrections 244-246 33
Standard 8 - Individual and Community Students will examine the role of the individual as a member of the community. They will also explore both individual and collective behavior. S.8.1 Describe traditions, roles and expectations necessary for a community to continue. (History) SE/AIE: Community Based Corrections 244-246 S.8.2 Describe how collective behavior (working in groups) can influence and change society. Use historical and contemporary examples to define collective behavior. (History) SE/AIE: The Functions of Deviance: Structural- Functional Analysis 222-225, Localized Collectivities: Crowds 607-610, Dispersed Collectivities: Mass Behaviors 610-614, Social Movements 615-626, Making the Grade Collective Behavior and Social Movements Visual Summary 627-629 S.8.3 Discuss theories that attempt to explain collective behavior. Example: Contagion theory and convergence theory SE/AIE: The Functions of Deviance: Structural- Functional Analysis 222-225, Localized Collectivities: Crowds 607-610, Dispersed Collectivities: Mass Behaviors 610-614, Social Movements 615-626, Making the Grade Collective Behavior and Social Movements Visual Summary 627-629 34
S.8.4 Define a social issue to be analyzed. S.8.5 Examine factors that could lead to the breakdown and disruption of an existing community. (Economics, Government, Geography, History) SE/AIE: The Functions of Deviance: Structural- Functional Analysis 222-225, Localized Collectivities: Crowds 607-610, Dispersed Collectivities: Mass Behaviors 610-614, Social Movements 615-626, Making the Grade Collective Behavior and Social Movements Visual Summary 627-629, Causes of Social Change 635-637 S.8.6 Discuss the impact of leaders of different social movements. (History) Example: Gandhi; Hitler; Martin Luther King, Jr.; and Susan B. Anthony SE/AIE: Majority and Minority: Patterns of Interaction 369-370, Race and Ethnicity in the United States 370-384 35
S.8.7 Define propaganda and discuss the methods of propaganda used to influence social behavior. Example: News media and advertisements SE/AIE: Gender Socialization 335-336, Public Opinion and Propaganda 610-612 S.8.8 Discuss both the benefits and social costs of collective behavior in society. SE/AIE: The Functions of Deviance: Structural- Functional Analysis 222-225, Localized Collectivities: Crowds 607-610, Dispersed Collectivities: Mass Behaviors 610-614, Social Movements 615-626, Making the Grade Collective Behavior and Social Movements Visual Summary 627-629 S.8.9 Determine a cause-and-effect relationship among historical events, themes and concepts in United States and world history as they relate to sociology. (History) SE/AIE: The Origins of Sociology 12-14, Making the Grade: Sociological Perspective Visual Summary 23-24, Scientific Sociology 30-36, Social Experience: The Key to Our Humanity 116-118 36
S.8.10 Identify a community social problem and discuss appropriate actions to address the problem. (Economics) S.8.11 Investigate how incorrect communications, such as rumors or gossip, can influence group behavior. Example: Orson Welles The War of the Worlds radio broadcast, or rumors in the mass media, on the Internet or in the community. SE/AIE: Social Groups 166, Primary and Secondary Groups 166-167, Group Leadership 167-168, Group Conformity 168-170, Majority and Minority: Patterns of Interaction (Assimilation) 369-370, Race and Ethnicity in the United States 371-384 SE/AIE: Gender Socialization 335-336, Public Opinion and Propaganda 610-612 Rumor and Gossip 610 37