Explain social interaction through the view of the participants, setting, and activity. 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. SE/TE: Chapter Introduction Pages, 1, 35-36, 95, 125, 147-148, 197, 291, 325, 361, 449, 485, 513, 545, 579, 615, 645 Explain the function(s) of social interaction. SE/TE: 28-29, 97 Objective 2 Develop sociological reading skills. Define common terms used by sociologists. SE/TE: Definition Boxes, 6,7, 19, 36, 37, 39, 46, 47, 48, 49, 58, 68, 72, 101, 201, 260, 276 Compare and contrast a variety of written materials, including both primary and secondary sources. SE/TE: See Suggested Readings TR: Instructor s Manual Interpret and synthesize information contained in textbooks and other instructional materials. TR: Instructor s Manual Objective 3 Develop sociological writing skills. Write an essay on a social issue, utilizing a thesis, supporting paragraphs, and a conclusion. SE/TE: See Thinking Critically questions throughout chapter and in end-of-chapter material. 1
TR: Instructor s Manual, Test Bank Write and document a research project on a sociological topic using multiple resources and mediums. SE/TE: The Research Model, 126-127, 134 2
Objective 4 Develop listening skills in sociology. Identify the main and supporting ideas from a discussion or lecture. SE/TE: Summary and Review, end of chapter TR: Instructor s Manual Organize information into notes. SE/TE: Summary and Review, end of chapter Objective 5 Develop speaking skills in sociology. Prepare and present an oral report on a social issue. Participate in group discussion of a social issue. Objective 6 Develop causal reasoning skills in sociology. SE/TE: See Thinking Critically questions throughout chapter and in end-of-chapter material. Separate fact from opinion. SE/TE: Down-to-Earth Sociology, Sociological Findings Versus Common Sense, 7; Values in Social Research, 11-12; Social Construction of Reality, 117; Down-to-Earth Sociology, Exploring Myths about the Poor, 280 Recognize and describe bias. SE/TE: Values in Social Research, 11-12; Downto-Earth Sociology, 132; 133; The Death Penalty and Bias, 219-220, Thinking Critically, 222. Explain causal relationships. SE/TE: Table 5.4 Cause, Effect, and Spurious Correlations, 136 Explain that events and actions may have both positive and negative consequences. SE/TE: When a Tornado Strikes: Social Organization Following a Natural Disaster, 121-122, Life After the Lottery, 267; Disabling Environments 570 Predict an outcome based on a given scenario. SE/TE: Formulating a Hypothesis, 127; How Research and Theory Work Together, 143-144 Objective 7 Develop critical analysis skills in sociology. 3
Analyze the importance of collecting sociological data. SE/TE: Common Sense and the Need for Sociological Research, 126; How Research and Theory Work Together, 143-144 Infer the motivations and biases of noted sociologists in their social and historical contexts. Collect and categorize data about a specific social phenomenon. Compare, contrast, and analyze differing perceptions. SE/TE: Addams and DuBois, 16-17; Conflict Theory, 27-28; Marx: Capitalism Broke Tradition, 174-175; Weber: Religion Broke Tradition, 175-176; Women in Studies of Social Mobility, 277; Opium of the People, 523 TR: Instructor s Manual, Test Bank SE/TE: Cultural Diversity around the World, 71; The Social Construction of Reality, 117-118; Thinking Critically, 294-295 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. SE/TE: See Thinking Critically questions throughout chapter and in end-of-chapter material. SE/TE: See Thinking Critically questions and For Your Consideration Questions, examples: 161, 168, 199, 212, 253, 359. 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. 4
Distinguish sociology from other social sciences; i.e., anthropology, economics, geography, history, political science, psychology. SE/TE: The Social Sciences, 4-6; Competing Explanations of Deviance: Sociology, Sociobiology, and Psychology, 202 Explain how social institutions and situations influence individual behaviors from a sociological perspective. SE/TE: Social Institutions, 101-104; Consequences of Social Class, 272-276; Diversity in U.S. Families, 462-466; The Symbolic Interactionist Perspective: Fulfilling Teacher Expectations, 501-502 Objective 2 Develop and practice methodological techniques, including the scientific method. SE/TE: A Research Model, 126-128 Compare and distinguish between theoretical perspectives as they relate to the physical and social environment. SE/TE: Theoretical Perspectives in Sociology, 21-28; Table 1.1, 29; Comparing Functionalist and Conflict Perspectives, 103-104; The Symbolic Interactionist Perspective, 203-208, 520-522; The Functionalist Perspective, 208-214, 369-372, 515-519; The Conflict Perspective, 214-216, 372-377, 523-525; Why is Social Stratification Universal?, 238-241; Sociological Models of Social Class, 266-272; Issues of Sex and Gender, 292-297; Theories of Prejudice, 335-338; Who Rules the United States?, 434-436; Marriage and Family in Theoretical Perspective, 452-456; The Functionalist Perspective: Providing Social Benefits, 492-494; The Conflict Perspective: Perpetuating Social Inequality, 496-500; The Symbolic Interactionist Perspective: Fulfilling Teacher Expectations, 501-502 5
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Identify and compare classical and contemporary theoretical approaches to sociology; e.g., Comte, Durkheim, Marx, Weber, Mills. Apply one or more sociological theories to a contemporary social problem using one of the five themes of geography. SE/TE: Origins of Sociology, 6-14; What Holds Society Together?, 105-106; The Rationalization of Society, 174-176; Can Deviance Really Be Functional for Society?, 208; What Determines Social Class?, 236-238; Why is Social Stratification Universal?, 238-241; The New Global Division of Labor, 400; Micropolitics and Macropolitics, 420-421; What is Religion?, 514-515; Opium of the People, 523; Religion and the Spirit of Capitalism, 524-525; Capitalism, Modernization, and Industrialization, 646-647; Changes in Ideology, 654 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: Components of Symbolic Culture, 39-48; Technology in the Global Village, 57-60; The Symbolic Interactionist Perspective, 520-522 7
Describe how cultural components of language, time and space, norms and values form the basis of a unique culture. SE/TE: Language, 42-46; Values, Norms, and Sanctions, 46-47; Folkways and Mores, 47-48; Values in U.S. Society, 49, 52-57; Isolated Children, 65; Social Institutions in Industrial and Postindustrial Societies, 102; What is Deviance?, 198-201 Recognize the roles of archeologists and ethnologists. SE/TE: The Social Sciences, 4; Cultural Universals, 56 Discuss the processes of cultural transmission. SE/TE: Technology in the Global Village, 57-60; Ogburn's Theory, 651-652 Objective 2 Compare a variety of different cultures. Demonstrate a knowledge of other cultures. SE/TE: Chapter Introduction, 229-230 Compare and contrast the concepts of ethnocentrism and cultural relativity. SE/TE: Culture and Taken-for-Granted Orientations to Life, 37-39 8
Define and identify subcultures; e.g., hippies, gangs, Mexican Americans, Mennonites. SE/TE: Subcultures, 48-49; Looking at Subcultures, 50-51; Cultural Diversity in the United States, 107; Chapter Introduction, 147-148; Embracing Labels: The Example of Outlaw Bikers, 206-207; Bikers and Bibles, 537 Analyze fashion and fads. SE/TE: Mass Media in Social Life, 114-115; Fads in Humanizing the Work Setting, 190; Fads and Fashions, 626-627 Objective 3 Understand the factors which promote and inhibit cultural diffusion. Explain how population growth and movement change a culture. SE/TE: Implications of Different Rates of Growth, 588-589 Describe how war, technology, environment, and other factors effect cultural diffusion. SE/TE: Technology in the Global Village, 57-60; Controlling Information and Using Technology, 241-242; Mass Media in Social Life, 542; Evaluation of Ogburn s Theory, 652 Explain how the vested interests of a culture effect cultural change. SE/TE: An Overview of U.S. Values, 52; Technology in the Global Village, 57-60 9
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 SE/TE: Values in U.S. Society, 49, 51-55; Cultural other societies. Diversity around the World, 193; The Changing Face of Politics, 320; The Graying of the Globe, 362-363; Life Expectancy in Global Perspective, 365; Women and Work, 409; Population in World's Largest Megacities, 598 Describe changes and differences in American society from 1700 to the present. SE/TE: Adolescence (ages 13-17), 88; Societies and Their Transformation, 148-153; The Changing Role of Women, Foldout Page Between Pages 304 and 305; Race and Ethnicity, Foldout Page Between Pages 336 and 337; Race and Ethnic Relations in the United States, 341-355; The Transformation of Economic Systems, 390-392; The Transformation of the Medium of Exchange, 392-394; Work in U.S. Society, 408-413; Diversity in U.S. Families, 462-466; Trends in U.S. Families, 466-471; Industrialization and Universal Education, 487-489; Historical Patterns of Health, 553; U.S. Urban Patterns, 598-601; When Old Technology Was New: The Impact of the Automobile, 655-657 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. SE/TE: Groups Within Society, 153-156 10
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Discuss the impact and relationship of reference groups on a group's dynamics. SE/TE: Reference Groups, 157-158 Distinguish between in-groups and out-groups. SE/TE: Many Cultural Worlds, 48-49; Looking at Subcultures, 50-51; Peer Groups, 83-84; In- Groups and Out-Groups, 156-157 Identify types of formal organizations. SE/TE: Formal Organizations and Bureaucracies, 176-179 Identify the primary characteristics of a bureaucracy. SE/TE: Formal Organizations and Bureaucracies, 176-183 Compare and contrast groups on the basis of their respective activities; e.g., power/authority, norms, criteria for membership, communication. SE/TE: How Do Elites Maintain Stratification?, 241-242 12
Objective 3 Identify and explain the major social institutions of society. State the purposes and social activities associated with family, education, government, and religion. SE/TE: Agents of Socialization, 78-85; Social Institutions in Industrial and Postindustrial Societies, 102; Comparing Functionalist and Conflict Perspectives, 103-104; Consequences of Social Class, 272-275; The Development of Modern Education, 486-489; Education in Global Perspective, 489-491; The Functionalist Perspective: Providing Social Benefits, 492-494; Down-to-Earth Sociology, 497; Functions of Religion, 515-517 Distinguish between various philosophies, forms, and practices associated with the family institution; e.g., nuclear, extended, matriarchal, patriarchal. SE/TE: The Origins of Patriarchy, 299-300; Common Cultural Themes, 451-452; Diversity in U.S. Families, 462-466 Compare and contrast various philosophies, forms, and practices associated with educational institutions; e.g., public, private, parochial, alternative. SE/TE: Social Stratification in Great Britain, 242-243; Education, 275; Down-to-Earth Sociology, 488, 495, 497; Sociology and the New Technology, 503; Computers in Education, 658-659 Evaluate various philosophies, forms, and practices associated with governmental institutions; e.g., authoritarian, totalitarian, monarchical, democratic. SE/TE: Leadership Styles, 165; Types of Government, 424-427; The U.S. Political System, 427-434; Who Rules the United States?, 434-436 13
Distinguish between various philosophies, forms, and practices associated with economic institutions; e.g., preindustrial and contemporary market, centrally-planned and alternative. SE/TE: The Transformation of Economic Systems, 390-392; World Economic Systems, 394-399; The Functionalist Perspective on the Globalization of Capitalism, 399-402; The Conflict Perspective on the Globalization of Capitalism, 403, 406-408; Work in U.S. Society, 408-413 Distinguish between various philosophies, forms, and practices associated with religious institutions; e.g., Buddhist, Christian, Islamic, Jewish. SE/TE: The World s Major Religions, 525-531 Objective 4 Explain the process of socialization. Explain the nature v. nurture concept regarding socialization. SE/TE: What is Human Nature?, 64-68; Issues of Sex and Gender, 292-297 Describe the effects of social isolation on humans and other primates. SE/TE: What is Human Nature?, 64-68 14
Identify the agents of socialization; e.g., family, schools, peer groups, mass media, social structures. SE/TE: Socialization into Gender, 75-78; Mass Media in Social Life, 79; Agents of Socialization, 78-85; An Example: The Mass Media as an Emerging Social Institution, 103; Education in Global Perspective, 489-491; The Functionalist Perspective: Providing Social Benefits, 492-494; Down-to-Earth Sociology, 497 Examine the influence of status and roles on the development of individuals. SE/TE: Mead and Role Taking, 68-70; The Sociological Significance of Social Structure, 97-101 Describe the effect of social norms and values on human behavior. SE/TE: Social Institutions in Industrial and Postindustrial Societies, 102; What is Deviance?, 198-201 Discuss key theories of socialization; e.g., Sigmund Freud s model of personality, Jean Puget s cognitive development, George H. Mead s social self. SE/TE: Socialization into the Self and Mind, 68-71; Freud and the Development of Personality, 72 15
Compare and contrast the modes of socialization in childhood, adolescence, adulthood, and old age. SE/TE: Socialization into the Self and Mind, 68-71; Learning Personality, Morality, and Emotions, 72-75; Socialization Through the Life Course, 86-91 Cite personal observations related to the socialization process. Examine different applications of resocialization. SE/TE: Thinking Critically, 93. SE/TE: Resocialization, 85-86; Down-to-Earth Sociology, 86 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. Discuss the impact of racial and/or ethnic SE/TE: The Death Penalty and Bias, 219-220; discrimination within the United States and other countries. Race and Ethnic Relations in the United States, 341-355; Playing God, 571 Discuss explanations for the onset of discrimination; e.g., labeling, stereotyping, ethnocentrism, scapegoating. SE/TE: Stereotypes and the Hidden Corporate Culture, 186-187; The Trouble with Official Statistics, 223; Learning from Association, 332; Frustration and Scapegoats, 335-336; Genocide, 338-339 16
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: Global Patterns of Intergroup Relations, 338-340 SE/TE: Socialization into Gender, 75-78; Mass Media in Social Life, 79; The Death Penalty and Bias, 219-220; Global Stratification and the Status of Females, 236; Gender Inequality in Global Perspective, 297-304; Gender Inequality in the United States, 304-312; Gender Inequality in the Workplace, 312-317; The Changing Face of Politics, 320-321; Down-to-Earth Sociology, 411, Cultural Diversity around the World, 592 Explain the origins and consequences of gender discrimination within different cultural contexts. Discuss solutions to gender-based social problems. SE/TE: Socialization into Gender, 75-78; Women in the Estate System, 236; Gender Inequality in Global Perspective, 297-304; Gender Inequality in the United States, 304-312; Gender Inequality in the Workplace, 312-317; The Changing Face of Politics, 320-321; Why the Least Industrialized Nations Have So Many Children, 585-588; Cultural Diversity around the World, 592 SE/TE: Solutions, 320; Glimpsing the Future with Hope, 321 17
Objective 3 Analyze social inequality based upon class stratification. Compare examples of class stratification within the United States and other countries. 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: Chapter Introduction, 229-230; Systems of Social Stratification, 231-236, How Do Elites Maintain Stratification?, 241-242; Comparative Social Stratification, 242-244; What is Social Class?, 260-266; Sociological Models of Social Class, 266-272; Consequences of Social Class, 272-276; Diversity in U.S. Families, 462-465; The Conflict Perspective: Perpetuating Social Inequality, 496-500; Social Class, 534-535; Effects of Global Stratification on Health Care, 548-550; Social Inequality, 555; Cultural Diversity around the World, 574-575 SE/TE: Agricultural Societies, 150-151; Industrial Societies, 151-152; Systems of Social Stratification, 231-236; Cultural Diversity around the World, 457; The Conflict Perspective: Perpetuating Social Inequality, 496-500; A Legitimation of Social Inequalities, 523-524 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: Race of Social Class? A Sociological Debate, 348-349; Problems of Dependency, 377-382; Social Integration, 493; National Health Insurance, 562 18
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: Jane Addams and W.E.B. Du Bois, 16-17; The Rise of Feminism, 304; Social Change, 517 Identify and describe how individuals and groups rationalize social inequities. SE/TE: Systems of Social Stratification, 231-236; Evaluating the Theories, 254; Genocide, 338-339 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 SE/TE: Effects of Global Stratification on Health issue constitutes a social problem; e.g., poverty, wealth, health care. Care, 548-550; Social Inequality, 555; National Health Insurance, 562; Cultural Diversity around the World, 574-575 Examine social problems from different economic conditions: welfare, middle-class, affluent. SE/TE: Consequences of Social Class, 272-276; Thinking Critically, 284-285; Welfare Reform, 285 19
Objective 2 Consider various sociological methods in resolving economic problems. Discuss solutions to past, present, and future economic problems. SE/TE: Effects of Values and Lifestyles, 572-573 Synthesize historical and contemporary sociological principles as they apply to the resolution of a socioeconomic problem; e.g. homelessness, school dropouts, unemployed. SE/TE: Poverty, 278-287; Gender Inequality in Education, 308-311 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. Use appropriate strategies to identify and meet needs and goals. SE/TE: Additional Resources, end of chapter Organize resources and time efficiently. SE/TE: Additional Resources, end of chapter Explore the three major theories of social change and discuss the strengths and weaknesses of each theory. Recognize the importance of social movements in fostering or inhibiting social change. SE/TE: Theories and Processes of Social Change, 649-652 SE/TE: Social Movements, 628-630; On the Success and Failure of Social Movements, 639-640 20
Investigate career opportunities in sociology and social work. SE/TE: Down-to-Earth Sociology, 20; Epilogue: Why Major in Sociology?, 671-672 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. Resolve conflicts positively. Use resources effectively. Objective 2 Demonstrate collaboration in working with others to achieve specified results. Distinguish between social movements and collective behavior. SE/TE: Chapter Introduction Page, 614; Collective Behavior, 615; Forms of Collective Behavior, 619-620; Social Movements, 628-629; Types and Tactics of Social Movements, 629-631 Understand the role of the media in influencing social change. Respect individual rights and property. Demonstrate individual responsibility. SE/TE: Propaganda and the Mass Media, 632; Down-to-Earth Sociology, 633; Social Movements and Propaganda, 634-635 Objective 3 Demonstrate an understanding of, and a reasoned commitment to, the rule of law. 21
Recognize how individual and social decisions affect self, family, and community. Recognize how fashion, fads, media, and advertising can affect social actions and decisions. SE/TE: Down-to-Earth Sociology, 633 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: The Changing Role of Women, Foldout Page Between Pages 304 and 305 SE/TE: Karl Mark, 8-9; Jane Addams, 16; W.E.B. Dubois, 17; Carol Gilligan, 72; Bill Gates, 269; Rosa Parks, Martin Luther King, 347; William Julius Wilson, 349; Margaret Kuhn, 377; Nelson Mandela 22