What is a DBQ/TDQ? - Shelby County Schools Socio Q2 Final... · Web viewIt requires daily...

Curriculum Framework Quarter 2 / Quarter 4 SociologyHigh School (Elective)

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.

Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating.

Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:Shelby County Schools 2016/2017

Trouble with Links? Try Using Google Chrome or Mozilla Firefox! 1 of 17


(1) Regular practice with complex text and vocabulary.(2) Reading, writing, and speaking grounded in evidence from texts. (3) Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.

Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. Document–Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage.

“The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.”Source: TN Core

http://www.tncurriculumcenter.org/social_studies

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.

Shelby County Schools 2016/2017Trouble with Links? Try Using Google Chrome or Mozilla Firefox! 2 of 17

http://www.tncurriculumcenter.org/social_studies


What is a DBQ/TDQ?Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information. DBQS/TDQs, may not only be in the form of an actual question, but rather in the form of tasks or activities that requires students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents. Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills.

*If hyperlinks in this document are not active due to digital translation issues, the user should copy and paste the link into the address bar of a web browser such as Google Chrome or Mozilla Firefox!


KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)


Common Core State Standards: Focus on Vocabulary

Effective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts.

Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts and with nonverbal communication. Tier 1 words rarely require explicit instruction. (Ex: write, read and gather)

Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas. (Ex: obvious, expose, establish and verify.)

Content Vocabulary (Tier 3) - Words are used in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are integral to content instruction. (Ex: lynching, abolitionist, slavery)

Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction.

Teaching Vocabulary for Mastery…

1. Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.2. Provide a student-friendly definition of the word.3. Suggest synonyms or antonyms for the word.4. Put the new word into a context or connect it to a known concept, morpheme, or root.5. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).6. Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word

with the written word on the wall.7. Use the new words in context of the lesson.8. Ask questions that contain the new word; so, students must process its meaning in multiple ways.9. Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.10. Expect pairs of students to construct semantic word maps for new vocabulary.11. Give students extra credit points for hearing or seeing content vocabulary in other contexts.References

McEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press.

WIDA



WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Example: Reading 9-12 Behavior of individuals & groupsEntering:Locate visually supported information on social issues (e.g., from photographs, headlines, and bylines in newspapers, magazines, or on the Internet)

Beginning:Locate visually supported information on social issues (e.g., in newspaper, magazine, or website articles)

Developing:Compare and contrast visually supported information on social issues or inequities from various news sources

Expanding:Interpret visually supported information on social issues or inequities from various news sources

Bridging:Evaluate authenticity of information on social issues or inequities from various news sources

Example: Speaking 9-12 Social issues & inequitiesEntering:Name major social issues or inequities depicted in illustrations (e.g., war)

Beginning:Characterize major social issues or inequities depicted in illustrations (e.g., slavery)

Developing:Give examples or descriptions of social issues or inequities depicted in illustrations or political cartoons

Expanding:Explain how major social issues or inequities depicted in illustrations or political cartoons have changed our lives

Bridging:Explain how major social issues or inequities depicted in illustrations or political cartoons have changed our lives

Sociology Pacing Guide


WIDAhttps://www.wida.us/standards/ELP_standardlookup.aspx

Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.


Time 1st Quarter Week 1 The Sociological Point of View

Weeks 2-3 The Role of Culture for Individuals and Society

Weeks 4-5 Social Interaction and Social Structure

Weeks 6-7 Groups and Organizations in Society

Weeks 8-9 The Process of Socialization

Time 2nd QuarterWeeks 1-2 Deviance

Weeks 3-6 Functions and Structures of Social Institutions

Weeks 7 Major Social Problems

Weeks 8-9 How Society Changes

* Please note that these time frames are suggested/estimated times. Instructional timing may vary due to schedule complications, remediation efforts or other factors.

Deviance Weeks 1-2

New Textbook: Holt McDougal, Sociology: The Study of Human Relationships.

TN State Social Studies Standards Big Ideas, Questions & Vocabulary Suggested TDQs, Activities & ResourcesShelby County Schools 2016/2017



S.26 Distinguish between conformity with and deviation from cultural norms. (C)

S.27 Differentiate between various explanations or theories for deviant behavior. (C,H)

S.28 Analyze various social control techniques. (C)

The student will analyze deviance as a social construct relative to time, place,

and social circumstances.

S.26 What happens when a person ignores the rules of society?

S.26 Does deviance have any positive function(s) in society?

S.27 What are some theories that attempt to explain deviant behavior?

S.28 What are some social control techniques that are used to try and control deviant behavior?

S.29 How are the various types of crimes classified?

S.30 What is the state of the American criminal justice system?

S.30 How well does the American criminal justice system respond to deviant behavior?

Textbook Reference: Holt McDougal, Sociology: The Study of Human Relationships.

Chapter 7-Social Control and Deviance? pages 158-175

Lesson Review Questions: pages 160, 167, 174

Chapter 7 Assessments: Lesson Review Questions- page 178-179; Comprehension & Critical Thinking; Reviewing Vocabulary, Sociology in Your Life

SUGGESTED ACTIVITIESS.26 Use a T-chart or another graphic organizer to compare and distinguish between conformity with and deviation from cultural norms. What behaviors were seen as deviant in the period between the 1960s-1970s? Today?Literacy RI.11-12.1,2

S.26 As a motivator, the instructor should discuss the increase of teen participation in gangs. (There is a case study on American Youth Gangs on page 178.) What are some of the factors that cause teenagers to join gangs? What are the benefits for teenagers? What are some of the effects on the teens and on the community? Students should create a Venn diagram. One side of the Venn diagram is reasons teenagers join gangs. The other side of the Venn diagram should be the benefits to belonging to a gang. The middle ground is other ways those needs could be met, instead of joining a gang. Literacy RH.9-10.1

S.27 Copy the table on page 165 and use it to describe a



S.29 Classify types of crime. (C)

S.30 Research evidence to write an opinion piece that evaluates the American criminal justice system’s response to deviant behavior. (C,P)

Vocabulary (Tier 3)Internalization, sanctions, positive sanction, negative sanction, formal sanction, informal sanction, social control, Deviance, stigma, strain theory, anomie, control theory, cultural transmission theory, labeling theory, primary deviance, secondary deviance, crime syndicate, plea bargaining , recidivism

Academic Vocabulary (Tier 2): Crime, white-collar crime, criminal justice system, police discretion, racial profiling, corrections

(For Vocabulary Strategies- see page 5)

deviant behavior’s mode of adaptation, reaction to cultural goals, and cultural norms. Use the responses to facilitate a class discussion on how certain behaviors come to be viewed as deviant, for example: Choosing homeless living.Literacy RI.11-12.1,2

S.28 Use the table on page 159 and your observation skills about the norms people follow in social interaction. TDQ - Analyze various social control techniques: What conclusions can you draw about the social norms people followed by the people you observed? Did any of the people you observed violate social norms? How did other people react to the violation? Finally, write a reflection discussing your observations. Be sure to include information about how the control theory would be applied in this situations. Literacy 11-12.2; WHST.11-12.1.B

S.28 In cooperative groups, students will identify a conflict taking place at their school or in the community. Write an explanation of how you might use the four approaches for conflict resolution discussed in the text (persuasion, compromise, debate, negotiation) to bring the situation to a satisfactory resolution. Groups will share out their suggested approaches. Conclude with a discussion on which approach is the most effective and why.S.29 Research and classify the principal types of crime in America. Has there been a noticeable change in the last 20 years? In cooperative groups, create a PowerPoint or Prezi presentation explaining the principal types of crime in the United States. What are some of the specific types of crime that fall into the various categories? What are some characteristics of the American criminal justice system? Include case studies of true crimes that have taken place in the past 20 years. Be prepared to present findings to the



class. Literacy 11-12.2; WHST.11-12.1.B

S.30 Research evidence to write an opinion piece that evaluates the American criminal justice system’s response to deviant behavior then write a two page analysis paper discussing the impact that accepted deviant behaviors in our society has on the criminal justice system in America.Literacy RI.11-12.1; WHST.11-12.1TDQs: Are there behaviors that are labeled as deviant (begging for money, for example) that should be handled in different ways? Does the criminal justice system criminalize behaviors that are not criminal (there is no victim) and what stigma does that place on the people who are accused of these crimes? Do you believe that minor acts of deviance serve as a safety valve for society? Why or why not? Be sure to cite evidence from the text to support your assertions. Use APA formatting. WHST.11-12.1.B

Functions and Structures of Social Institutions (Weeks 3-6)

Anchor Text: Holt McDougal, Sociology: The Study of Human Relationships.

TN State Social Studies Standards Guiding Questions/Vocabulary Suggested TDQs, Activities & Resources

The student will analyze the functions and structures of social

institutions.

**Because each of these chapters deal with “social institutions”, activities are


Chapter 11 The Family? pages 260-277Chapter 12 The Economy and Politics pages 282-302Chapter 13 Education and Religion pages 308-331Chapter 14 Sport and the Mass Media pages 338-359



S.31 Determine how social institutions evolve. (C)

very broad in discussion and range. Please visit the additional resources at the end of this document for more ideas.**

S. 31 How do social institutions evolve?

Lesson Review Questions:Ch 11 Review Questions: 265, 270, 275Ch 12 Review Questions: 286, 291, 296, 301Ch 13 Review Questions: 315, 320, 326, 330Ch 14 Review Questions: 341, 346, 352, 358Chapter 11 Assessments: Lesson Review Questions- page 278-279; Comprehension & Critical Thinking; Reviewing Vocabulary, Sociology in Your Life


Chapter 13 Assessments: Lesson Review Questions- page 334- 335; Comprehension & Critical Thinking; Reviewing Vocabulary, Sociology in Your Life


SUGGESTED ACTIVITIES: S.31 Interview an older member of your family. If possible, interview more than one person. Ask them about how your family has changed over the years. Ask what has impacted the changes. Attempt to trace your matrilineal and patrilineal descent as far back as you can. Create a presentation –allow students to choose the medium (posterboard, PowerPoint, Prezi, video). Discuss how your family, as a social institution, has evolved. Discuss the impact it has had on the overall family unit.



S.32 Identify and evaluate the functions of social institutions. (C,H)

S.33 Cite specific textual evidence from primary sources and informational text to evaluate the role and effectiveness of social institutions. (C,H)

S.34 Assess the social integration of social institutions. (C,H)

S.32 What are the functions of social institutions?

S.33 How effective are social institutions in our society?What is the role of social institutions in our society?

S.34 What impact do social institutions have on social integration?

Vocabulary (Tier 3)CH 11:nuclear family, family of orientation, family of procreation, extended family, kinship, monogamy, polygamy, heterogamy, dual-earner familiesm, sandwich generation, voluntary childlessness

CH 12:Economic institution, factors of production, primary sector, secondary sector, tertiary

Literacy RI.11-12.1,2

S.32 Use a T-chart or other graphic organizer to identify at least five social institutions in our society. What are the roles of the institutions? What impact is the institution supposed to have on society? Do the institutions meet, exceed, or fall short of those expectations? Explain. Or Connecting to Economics: Dual Earner Families – page 314 (What two types of evidence do the studies use to suggest that gender roles in dual-earner families may be changing? What changes in the way people work do you think need to be made to make life easier for the dual-earner families? Explain.)

S.33 Interpret the charts on page 311-312 in the textbook. Describe trends shown in the various groups depicted in the charts. What do you think helped to bring about these trends? Literacy RH.9-10.3 Or Consult the Statistical Abstract of the United States, and other sources to find other information on changes in the American family. Use your findings to create a chart and graph booklet titled “Statistics on Changes in the American Family.” www.census.gov https://catalog.data.gov/dataset/statistical-abstract-of-the-


https://catalog.data.gov/dataset/statistical-abstract-of-the-united-states

http://www.census.gov/


sector, law of supply, law of demand, laissez-faire capitalism, Oligopoly, protectionism, multinational, e-commerce, political institution, legitimacy, traditional authority, rational-legal authority, charismatic authority, constitutional monarchy, junta, totalitarianism, proportional representation, power-elite model, pluralist model

CH 13:Hidden curriculum, charter schools, school choice, zero tolerance, bilingual education, sacred, profane, animism, theism, monotheism, polytheism, ethicalism, ecclesia, denomination, sect, cult, religiosity, secular, fundamentalism

CH 14:Secularization, rationalization, stacking, Title IX, information society, media convergence, knowledge-gap hypothesis, digital divide, social capital, spiral of silence, agenda setting, gatekeepers, opinion leaders

Academic Vocabulary (Tier 2) : CH 11: relate

CH 12: Interact, disseminate,Capitalism, socialism, communism, free-enterprise systems, corporation, free trade, dictatorship, political party, interest group

united-states

S.34 Connecting to Economics: Dual Earner Families – page 314 (What two types of evidence do the studies use to suggest that gender roles in dual-earner families may be changing? What changes in the way people work do you think need to be made to make life easier for the dual-earner families? Explain.) Or Write an argument essay discussing whether the “typical American family” exists anymore. What does the phrase refer to? What are some disruptions that American families face? And what are some recent developments in American family patters? Use MLA formatting.Literacy WHST.9-10.2,3 Opinion/Argument Writing Rubric: http://www.tncore.org/sites/www/Uploads/Op-Arg%20Grid%20Rubric_1_9_13_State%20_logo.pdf


http://www.tncore.org/sites/www/Uploads/Op-Arg%20Grid%20Rubric_1_9_13_State%20_logo.pdf

http://www.tncore.org/sites/www/Uploads/Op-Arg%20Grid%20Rubric_1_9_13_State%20_logo.pdf




CH 13:Education, schooling, tracking, homeschooling, religion, ritual

CH 14:Sport


Major Social Problems (Week 7)


TN State Social Studies Standards Guiding Questions/Vocabulary Suggested TDQs, Activities & ResourcesS.35 Describe major social problems and social issues. (C,H)

S.36 Analyze cause and effects of social problems and issues. (C,H)

S.37 Construct possible solutions to given social problems and offer one solution in a presentation that integrates multiple sources of information from diverse formats and media. (C)

S.35 What are some major social problems and social issues affecting our lives today?

S.36 What are some of the root causes of social problems and issues affecting our lives today? What are some effects of social problems and issues on our lives today?

S.37 What are some possible solutions to the major social problems affecting society today?

VOCABULARY (Tier 3)demography, birthrate, fertility, fecundity, death rate, life expectancy, , migration rate,


Chapter 15 – Population and Urbanization pages 370-387

Lesson Review Questions: pages 377, 381, 387

Chapter 7 Assessments: Lesson Review Questions- page 390-391; Comprehension & Critical Thinking; Reviewing Vocabulary, Sociology in Your Life S.35 Using the article on page 219 and the Newsweek article, “The Rise of the Overclass” http://www.newsweek.com/rise-overclass-184502And have students read the texts in order to complete the graphic organizer analyzing the sources. Once students have read the sources and completed the graphic organizer


http://www.newsweek.com/rise-overclass-184502


growth rate, Malthusian theory, demographic transition theory, family planning, urbanization, overurbanization, urban ecology, concentric zone model, multiple nuclei model urban sprawl, urban anomie theory, compositional theory, subculture theory, fundamentalism

Academic Vocabulary (Tier 2): Population, migration, city, epidemic

(For Vocabulary Strategies- see page 4)Connection to the Language StandardsGreek Affixes:-ism – being of a distinctive body of belief systemExamples from the unit: totalitarianism, capitalism, protectionism, animism, theism, monotheism, polytheism, ethicalism

Language StandardsL. 6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

analyzing each source, have the students complete teacher-generated text dependent questions about the central idea and significant ideas about the overclass. The teacher can then create a guided class discussion using the questions that were created by the teacher. The students will then be prepared to explain their answers by citing from the text.Literacy RH.9-10.1,2,6S.35 Write an informative essay discussing how the number of births and the length of life affect a country’s population structure and size. How has improved medical treatment for infants and longer life expectancy for adults in the United States affected the U.S. population? Use the textbook pp. 405-409 as well as the internet to find this information.

S.36 Write a letter to the editor of a newspaper, naming some of the social problems and issues affecting your community. In your letter, cite some of what you believe are the root causes and effects of those social problems. Be sure to offer solutions for dealing with those social issues and problems. S.36 Use the primary sources, which includes charts and graphs, found in the online U.S. Census Bureau on poverty levels for 2014, https://www.census.gov/content/dam/Census/library/publications/2015/demo/p60-252.pdf, and the following USA Today article, http://www.usatoday.com/story/money/2015/02/15/cheat-sheet-states-poverty/23325629/, to write an informational essay on poverty in the United States. Be sure to cite evidence from the sources to support assertions.Literacy RH.9-10.6

S.37 In cooperative groups, create a presentation that Shelby County Schools 2016/2017


http://www.usatoday.com/story/money/2015/02/15/cheat-sheet-states-poverty/23325629/

http://www.usatoday.com/story/money/2015/02/15/cheat-sheet-states-poverty/23325629/

https://www.census.gov/content/dam/Census/library/publications/2015/demo/p60-252.pdf

https://www.census.gov/content/dam/Census/library/publications/2015/demo/p60-252.pdf


Connection to Language StandardsGreek & Latin Roots and Affixeswww.cognatarium.com

describes social problems/issues that have a major impact on today’s society. Use the textbook as well as the internet to gather information about social problems. Within your presentation offer various media to portray the pervasiveness of the social issues/problems. Also, offer solutions that your group members comes up with over the course of doing the research. Be prepared to present your findings. Literacy SL.11-12.2.3

How Society ChangesWeeks 8-9


TN State Social Studies Standards Guiding Questions/Vocabulary Suggested TDQs, Activities & ResourcesS.38 Describe the theoretical approaches used to study social change. (C,H)

S.39 Analyze the differing points of view offered by sociologists to evaluate the causes and effects of social change. (C,H)

S.40 Describe ways groups resist and accommodate change. (C,H)

S.38 What are some of the theoretical approaches used to study social change?

S.39 What are the points of view offered by sociologists to evaluate causes and effects of social change?

S.40 What are some of the ways that different groups resist change? What are some of the ways that groups accommodate change?

VOCABULARY (Tier 3)Collective behavior, mass hysteria, collective preoccupations, public opinions, Social change, social movement, reactionary


Chapter 16 -Collective Behavior and Social Change pages 394 -423

Lesson Review Questions: pages 402, 408, 413, 418, 423


SUGGESTED ACTIVITIES: S.38 There are many different theoretical approaches used to study social change of communities. Choose two and write a comparison-contrast paper discussing similarities


http://www.cognatarium.com/


movement, conservative movement, revisionary movement, revolutionary movement, resource mobilization, ideology, reformulation, cyclical theory, principle of imminent change, evolutionary theory, equilibrium theory, modernization, modernization theory, world-system theory, infrastructure

Academic Vocabulary (Tier 2): Crowd, mob, riot, panic, technology, class conflict


and differences between the two. Be sure to explain each theory thoroughly. Cite at least two points for comparison/contrast for the two. Theories on social change have not changed over time. And most sociologists combine several theories to explain social change. Be sure to explain how sociologists use these theories and why theories that were used in the late 1900s are still prevalent and relevant today. Literacy WHST 9-10.1

S.39 Write a paragraph explaining the process of modernization. What are some of the positive and negative effects of modernization on social life and the natural environment? Literacy WHST 9-10.1S.40 Connecting to History – page 469 (Read the text on The American Civil Rights Movement in the textbook. The Civil Rights Movement is an historical example of how a group of people resisted as well as accommodated change. After the students have read the short article, the teacher should facilitate a discussion about the Civil Rights Movement and other instances where people had to respond to change in society. Teacher can then choose to show one of the following videos: http://www.history.com/topics/black-history/the-greensboro-sit-in

http://www.theguardian.com/world/video/2014/jun/04/tiananmen-square-25-years-protest-massacre-china-video-report





http://www.history.com/topics/black-history/the-greensboro-sit-in

http://www.history.com/topics/black-history/the-greensboro-sit-in


Additional Resources http://scs-socialstudies.weebly.com/http://edugoodies.com/index.htm

SocializationInternet socializing: http://www.nytimes.com/2008/11/20/us/20internet.html?_r=0Media as an Influence on Socialization: http://www.education.com/reference/article/media-as-influence-socialization/

G.I. Jane (full movie): TeacherTube

Deviant Behavior Deviance in Sociology video:

http://study.com/academy/lesson/deviance-in-sociology-definition-theories-examples.html

Sociological theories of deviance video:

http://study.com/academy/lesson/sociological-theories-of-deviance-definitions-and-theoretical-perspectives.html

Societal Change Reasons People Resist Change: http://www.forbes.com/sites/lisaquast/2012/11/26/overcome-the-5-main-reasons-people-resist-change/

The Socialization of Povertyhttp://www.ascd.org/publications/books/109074/chapters/How-Poverty-Affects-Behavior-and-Academic-Performance.aspxhttp://www.huffingtonpost.com/2013/07/28/poverty-unemployment-rates_n_3666594.htmlhttp://www.foxnews.com/transcript/2015/01/16/changing-american-family/

http://www.nlchp.org/documents/No_Safe_Placehttp://nationalhomeless.org/issues/civil-rights/

http://www.ips-dc.org/the-poor-get-prison-the-alarming-spread-of-the-criminalization-of-poverty/




http://nationalhomeless.org/issues/civil-rights/

http://www.nlchp.org/documents/No_Safe_Place

http://www.foxnews.com/transcript/2015/01/16/changing-american-family/

http://www.huffingtonpost.com/2013/07/28/poverty-unemployment-rates_n_3666594.html

http://www.huffingtonpost.com/2013/07/28/poverty-unemployment-rates_n_3666594.html

http://www.ascd.org/publications/books/109074/chapters/How-Poverty-Affects-Behavior-and-Academic-Performance.aspx

http://www.ascd.org/publications/books/109074/chapters/How-Poverty-Affects-Behavior-and-Academic-Performance.aspx

http://www.forbes.com/sites/lisaquast/2012/11/26/overcome-the-5-main-reasons-people-resist-change/

http://www.forbes.com/sites/lisaquast/2012/11/26/overcome-the-5-main-reasons-people-resist-change/





http://www.education.com/reference/article/media-as-influence-socialization/

http://www.nytimes.com/2008/11/20/us/20internet.html?_r=0

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