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Unit 5
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.
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
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.
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.
WRITING