Sie sind auf Seite 1von 9

Sociology

Unit 5

Unit 5- Human Relationships

Essential Standards 12.H.1; 12.H.1.1; 12.H.1.2; 12.H.1.3; 12.H.1.4


HISTORY

GEOGRAPHY &
ENVIRONMENTA
L LITERACY

CIVICS AND
GOVERNMENT

ECONOMICS &
FINANCIAL
LITERACY

CULTURE

Unit Overview
In this unit, we will examine human relationships within American society. The theoretical
development of perspectives on social problems related to inequalities and stratification will
be analyzed. How individuals and groups respond to and resolve issues of discrimination will
be examined in this unit. How social inequalities and stratifications are perpetuated by social
institutions will be investigated. How socioeconomic class, race, ethnicity, gender and social
standing impact relationships will be researched. How sociological perspectives on inequality
and stratification are used to solve problems and improve the quality of life will be studied in
this unit.

Generalizations
1.
2.
3.
4.
5.
6.
7.

Theories may help to explain social problems.


Social problems may be relative to time, social group, power, and ideology.
People may divide themselves based on many different classifications.
People may handle discrimination in different ways.
Social inequalities may be sustained through the involvement of social institutions.
People relate to each other according to their differences.
Social inequalities may make for difficulties in social relationships.

Essential Questions
1. What are the key human relationships of American society?
2. What is the theoretical development of perspectives on social problems in American
society?
3. How are these perspectives related to inequalities and stratification that have influenced
groups with the society?
4. How has that society impacted those perspectives?
5. How social inequalities and stratifications are perpetuated by social institutions will be
investigated?
6. How socioeconomic class, race, ethnicity, gender and social standing impact
relationships will be researched?

Unit 5

Human Relationships

Sociology
Unit 5
7. How sociological perspectives on inequality and stratification are used to solve problems
and improve the quality of life?

Unit Vocabulary
Social Stratification,
Social Class,
Bourgeoisie,
Proletariat,
Income,
Wealth,
Power,
Prestige,
False Consciousness,
Class Consciousness,
Working Poor,
Underclass,
Absolute Poverty,
Relative Poverty,
Feminization of Poverty,
Social Mobility,
Horizontal Mobility,
Vertical Mobility,
Intergenerational Mobility,
Caste (closed-class system),
Open-Class System,
Minority,
Race,
Ethnic Minority,

Unit 5

Assimilation,
Cultural Pluralism,
Genocide,
Subjugation,
de jure Segregation,
de facto Segregation,
Prejudice,
Racism,
Discrimination,
Hate Crime,
Stereotype,
Self-fulfilling Prophecy,
Institutionalized Discrimination,
Hidden Unemployment,
Underclass,
Sex,
Biological Determinism,
Gender Identity,
Gender Socialization,
Sexism,
Occupational Sex Segregation,
Age Stratification,
Ageism,
Interest Group

Human Relationships

Sociology
Unit 5

Key People
Start here

Unit 5

Human Relationships

Unit 5- Goals

What do students need to KNOW?

What do students need to be able to


DO?

Students will define social stratification and social


inequality and explain why stratification is such a
powerful variable in human experience.
Students will explain intersections of race, class, and
gender in social systems of inequality.
Students will distinguish between systems of class
stratification: slavery, castes and social classes.
Students will explain the components of social class:
wealth, power, prestige, occupation and status.
Students will identify the social classes of American
society: capitalist, upper middle, lower middle,
working, and underclass.
Students will define socio-economic status (SES) and
explain how ascribed status differs from achieved
status.
Students will define social mobility and differentiate
between the types of social mobility: structural,
horizontal, vertical and inter/intra-generational.
Students will evaluate the impact of social institutions
on social mobility.
Students will distinguish between the functionalist,
conflict and interactionist perspectives of
stratification.
Students will examine class consciousness utilizing the
three sociological perspectives.
Students compare and contrast individual vs.
structural perspectives on poverty, especially as they
apply to the feminization of poverty.
Students will differentiate between relative and
absolute poverty and explain how the poverty line is
determined.
Students will discuss the controversies regarding
culture of poverty theory.
Students will compare and contrast modernization and
world systems (dependency) theories of global
inequality.
Students will define race and ethnic group.
Students will explain the social construction of race,
including global and historical variations in
conceptualizations of the notion of race.
Students will distinguish between prejudice and
discrimination and provide an example of symbolic
racism.
Students will distinguish between racism and

Students define social stratification and social


inequality and explain why stratification is such a
powerful variable in human experience.
Students explain intersections of race, class, and
gender in social systems of inequality.
Students distinguish between systems of class
stratification: slavery, castes and social classes.
Students explain the components of social class:
wealth, power, prestige, occupation and status.
Students identify the social classes of American
society: capitalist, upper middle, lower middle,
working, and underclass.
Students define socio-economic status (SES) and
explain how ascribed status differs from achieved
status.
Students define social mobility and differentiate
between the types of social mobility: structural,
horizontal, vertical and inter/intra-generational.
Students evaluate the impact of social institutions on
social mobility.
Students distinguish between the functionalist, conflict
and interactionist perspectives of stratification.
Students examine class consciousness utilizing the
three sociological perspectives.
Students compare and contrast individual vs.
structural perspectives on poverty, especially as they
apply to the feminization of poverty.
Students differentiate between relative and absolute
poverty and explain how the poverty line is
determined.
Students discuss the controversies regarding culture
of poverty theory.
Students compare and contrast modernization and
world systems (dependency) theories of global
inequality.
Students define race and ethnic group.
Students explain the social construction of race,
including global and historical variations in
conceptualizations of the notion of race.
Students distinguish between prejudice and
discrimination and provide an example of symbolic
racism.
Students distinguish between racism and
ethnocentrism.

ethnocentrism.
Students will identify the defining characteristics of a
minority group.
Students will explain the consequences of xenophobia
and other forms of social distancing.
Students will explain the difference between
assimilation and multiculturalism.
Students will explain the sources of prejudice and
discrimination, and especially the resource-conflict
theory.
Students will describe the five most common patterns
of minority group treatment by majority groups
(assimilation, pluralism, subjugation, population
transfer, genocide).
Students will explain how institutional racism works in
American society.
Students will explain the difference between conflict
and functional approaches to racial and ethnic
inequality.
Students will compare and contrast the experiences of
at least two ethnic groups in American society.
Students will evaluate the impact of various social
policies designed to redress institutional
discrimination.
Students will differentiate between sex and gender as
social constructs.
Students will compare and contrast gender identity
and gender roles.
Students will define gender-role socialization and
illustrate the ways in which family, media, and schools
contribute to it.
Students will explain the relationships among the
following concepts: pink-collar jobs, blue-collar jobs,
glass ceiling, and feminization of poverty.
Students will identify the major effects of traditional
gender-role socialization on the health of men and
women.
Students evaluate gender inequality from the
structural functional, conflict, and interactionist
perspectives.
Students will explain and evaluate political programs
that reduce gender inequality.
Students will list three major changes in the age
distribution of the U. S. population during the
twentieth century.
Students will recognize the difference between
biological and sociological approaches to the study of
aging.
Students will define and illustrate the life course
perspective.
Students will explain adolescence as a socially
constructed stage in the life course within industrial
and postindustrial societies.
Students will explain what is meant by the expression
graying of America and identify the major social
changes caused by this trend.
Students will describe and evaluate disengagement
theory and activity theory.
Students will compare and contrast the structural
functional, conflict, and interactionist perspectives on
aging.

Students identify the defining characteristics of a


minority group.
Students explain the consequences of xenophobia and
other forms of social distancing.
Students explain the difference between assimilation
and multiculturalism.
Students explain the sources of prejudice and
discrimination, and especially the resource-conflict
theory.
Students describe the five most common patterns of
minority group treatment by majority groups
(assimilation, pluralism, subjugation, population
transfer, genocide).
Students explain how institutional racism works in
American society.
Students explain the difference between conflict and
functional approaches to racial and ethnic inequality.
Students compare and contrast the experiences of at
least two ethnic groups in American society.
Students evaluate the impact of various social policies
designed to redress institutional discrimination.
Students differentiate between sex and gender as
social constructs.
Students compare and contrast gender identity and
gender roles.
Students define gender-role socialization and illustrate
the ways in which family, media, and schools
contribute to it.
Students explain the relationships among the
following concepts: pink-collar jobs, blue-collar jobs,
glass ceiling, and feminization of poverty.
Students identify the major effects of traditional
gender-role socialization on the health of men and
women.
Students evaluate gender inequality from the
structural functional, conflict, and interactionist
perspectives.
Students explain and evaluate political programs that
reduce gender inequality.
Students list three major changes in the age
distribution of the U. S. population during the
twentieth century.
Students recognize the difference between biological
and sociological approaches to the study of aging.
Students define and illustrate the life course
perspective.
Students explain adolescence as a socially
constructed stage in the life course within industrial
and postindustrial societies.
Students explain what is meant by the expression
graying of America and identify the major social
changes caused by this trend.
Students describe and evaluate disengagement theory
and activity theory.
Students compare and contrast the structural
functional, conflict, and interactionist perspectives on
aging.

I Can Statements
I can define social stratification and social inequality and explain why stratification is
such a powerful variable in human experience.
I can explain intersections of race, class, and gender in social systems of inequality.
I can distinguish between systems of class stratification: slavery, castes and social
classes.
I can explain the components of social class: wealth, power, prestige, occupation and
status.
I can identify the social classes of American society: capitalist, upper middle, lower
middle, working, and underclass.
I can define socio-economic status (SES) and explain how ascribed status differs from
achieved status.
I can define social mobility and differentiate between the types of social mobility:
structural, horizontal, vertical and inter/intra-generational.
I can evaluate the impact of social institutions on social mobility.
I can distinguish between the functionalist, conflict and interactionist perspectives of
stratification.
I can examine class consciousness utilizing the three sociological perspectives.
I can compare and contrast individual vs. structural perspectives on poverty,
especially as they apply to the feminization of poverty.
I can differentiate between relative and absolute poverty and explain how the
poverty line is determined.
I can discuss the controversies regarding culture of poverty theory.
I can compare and contrast modernization and world systems (dependency) theories
of global inequality.
I can define race and ethnic group.
I can explain the social construction of race, including global and historical variations
in conceptualizations of the notion of race.
I can distinguish between prejudice and discrimination and provide an example of
symbolic racism.
I can distinguish between racism and ethnocentrism.
I can identify the defining characteristics of a minority group.
I can explain the consequences of xenophobia and other forms of social distancing.
I can explain the difference between assimilation and multiculturalism.
I can explain the sources of prejudice and discrimination, and especially the resourceconflict theory.
I can describe the five most common patterns of minority group treatment by
majority groups (assimilation, pluralism, subjugation, population transfer, genocide).
I can explain how institutional racism works in American society.
I can explain the difference between conflict and functional approaches to racial and
ethnic inequality.
I can compare and contrast the experiences of at least two ethnic groups in American
society.
I can evaluate the impact of various social policies designed to redress institutional
discrimination.
I can differentiate between sex and gender as social constructs.
I can compare and contrast gender identity and gender roles.
I can define gender-role socialization and illustrate the ways in which family, media,
and schools contribute to it.

I can explain the relationships among the following concepts: pink-collar jobs, bluecollar jobs, glass ceiling, and feminization of poverty.
I can identify the major effects of traditional gender-role socialization on the health of
men and women.
I can evaluate gender inequality from the structural functional, conflict, and
interactionist perspectives.
I can explain and evaluate political programs that reduce gender inequality.
I can list three major changes in the age distribution of the U. S. population during
the twentieth century.
I can recognize the difference between biological and sociological approaches to the
study of aging.
I can define and illustrate the life course perspective.
I can explain adolescence as a socially constructed stage in the life course within
industrial and postindustrial societies.
I can explain what is meant by the expression graying of America and identify the
major social changes caused by this trend.
I can describe and evaluate disengagement theory and activity theory.
I can compare and contrast the structural functional, conflict, and interactionist
perspectives on aging.

Unit 5- Common Core Standards


READING

WRITING

CMS CCSS Power Standards:

CMS CCSS Power Standards:

R.11-12.1 Cite specific textual evidence to support analysis of


primary and secondary sources, connecting insights gained
from specific details to an understanding of the text as a whole.

W.11-12.1 Write arguments focused on discipline-specific


content.

R.11-12.10 Read and comprehend history/social studies texts


in the grade 11-CCR text complexity band independently and
proficiently.

W.11-12.2 Write informative/explanatory texts, including the


narration of historical events, scientific procedures/
experiments, or technical processes.

Additional Reading Standards:

Additional Writing Standards:

R.11-12.2. Determine the central ideas or information of a


primary or secondary source; provide an accurate summary
that makes clear the relationships among the key details and
ideas.

W.11-12.3 not applicable as a separate requirement

R.11-12.3. Evaluate various explanations for actions or events


and determine which explanation best accords with textual
evidence, acknowledging where the text leaves matters
uncertain.
R.11-12.4. Determine the meaning of words and phrases as
they are used in a text, including analyzing how an author uses
and refines the meaning of a key term over the course of a text
(e.g., how Madison defines faction in Federalist No. 10).
R.11-12.5. Analyze in detail how a complex primary source is
structured, including how key sentences, paragraphs, and larger
portions of the text contribute to the whole.
R.11-12.6 Evaluate authors differing points of view on the
same historical event or issue by assessing the authors claims,
reasoning, and evidence.
R.11-12.7 Integrate and evaluate multiple sources of
information presented in diverse formats and media (e.g.,
visually, quantitatively, as well as in words) in order to address
a question or solve a problem.
R.11-12.8 Evaluate an authors premises, claims, and evidence
by corroborating or challenging them with other information.
R.11-12.9 Integrate information from diverse sources, both
primary and secondary, into a coherent understanding of an
idea or event, noting discrepancies among sources.

W.11-12.4 Produce clear and coherent writing in which the


development, organization, and style are appropriate to task,
purpose, and audience.
W.11-12.5 Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific
purpose and audience.
W.11-12.6 Use technology, including the Internet, to produce,
publish, and update individual or shared writing products in
response to ongoing feedback, including new arguments or
information.
W.11-12.7 Conduct short as well as more sustained research
projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under
investigation.
W.11-12.8 Gather relevant information from multiple
authoritative print and digital sources, using advanced searches
effectively; assess the strengths and limitations of each source
in terms of the specific task, purpose, and audience; integrate
information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and overreliance on any one source
and following a standard format for citation.
W.11-12.9 Draw evidence from informational texts to support
analysis, reflection, and research.
W.11-12.10 Write routinely over extended time frames (time
for reflection and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.

Unit 5- Assessment Options:


W1- Literacy Common Core Power Standard: Writing Arguments
Read Enrichment Reading on page 306 and 307 in the Sociology &
You textbook, based on the article, answer the following questions:
o What does the author mean when she writes, All that fresh
wholesome milk spilling out running away . . . leaving the dark
echoing, upended urn of the inner city?
o What are the main issues of what the author calls the problems
of the new rhetoric of racism?
o Why has the author titled this article The Skin Color Tax?
o How does this information compare to the issue involving voter
ID?
W2- Literacy Common Core Power Standard: Writing Informative Texts
Read Enrichment Reading on page 272 and 273 in the Sociology &
You textbook, based on the article, answer the following questions:
o What are the two major problems for the homeless discussed
here?
o Did this article change any of your ideas about the homeless?
Explain using evidence from the text to discuss your ideas.
o What is a solution that you would purpose to solve the issue of
the homeless either in your local community or it the one from
the article?
R1/R10- Literacy Common Core Power Standard: Reading Closely Over Time
with a Variety of Texts
Read Enrichment Reading on page 342 and 343 in the Sociology &
You textbook, based on the article, answer the following questions:
o What was your initial reaction to the story?
o Summarize the underlying hypothesis in the Baby X story.
o Could a scientific experiment be constructed to test this
hypothesis? If so, describe it. If not, explain why.
o Discuss the ethical implications of such an experiment if one
were conducted.
o How does propaganda regarding childrearing affect differences in
the socialization of males and females?

Das könnte Ihnen auch gefallen