Sociology/Anthropology

• The Sociological Perspective and Methods of Inquiry 
  • 1.1 Students will identify sociology as a scientific field of inquiry.
  • 1.2 Students will compare and contrast the sociological perspective and how it differs from other social sciences.
  • 1.3 Students will evaluate the strengths and weaknesses of the major methods of sociological research.
  • 1.4 Students will identify, differentiate among, and apply a variety of sociological theories.
• Social Structure: Culture, Institutions and Society
  • 2.1 Students will describe the components of culture.
  • 2.2 Students will analyze how  culture influences individuals, including themselves 

• CC.8.6.11-12.G. 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.
• CC.8.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.
• CC.8.5.11-12.E. 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.

• 1: Empowered Learner
  • Use strategies leveraging technology to achieve goals. (ISTE-1.1.a)
  • Use and combine technologies to demonstrate learning in a variety of ways. (ISTE-1.1.c)
• 3: Knowledge Constructor
  • Find the best digital resources for learning and creating. (ISTE-1.3.a)
  • Evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.  (ISTE-1.3.b)
  • Curate information from a variety of digital resources and tools for a wide range of projects and purposes. (ISTE-1.3.c)
  • Build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.  (ISTE-1.3.d, ISTE-1.7.d)
• 5: Computational Thinker
  • Break problems into smaller parts (decompose) and extract key information. (ISTE-1.5.c)

• Reasoning: Assess the connection of evidence to determine an association.  A detailed focus between the coincidence, correlation, and causation of the factors should be distinguished.
• Context: Construct a detailed explanation that examines the connections that exist in a particular situation. Examine the connections and determine how parts of the topic fit within a bigger picture utilizing multiple pieces of information to support the analysis.
• Interpretation: Analyze or evaluate historical evidence (thesis, context, content, audience, significance), and make relevant inferences and appropriate conclusions.
   

• Scientific method and hypotheses as it pertains to social sciences.
• Independent and dependent variables. 
• Scientific study of society.
• The Impact of social context on human behavior.
• How to conduct surveys and interviews, experiments, observations, content analysis in an ethical manner.
• The impact of the different foundational perspectives such as Functionalism, Conflict Theory and Symbolic interaction.
• The components of culture. (Norms, Values, Symbols, Power, Material)
• The 5 Key Concepts of Sociological Analysis. (Social Structure, Social Action, Functional Integration, Power, and Culture)

• The impact of understanding one’s culture and how it affects your interaction with others.
• Future work-related interactions and conflict resolution.
• How to research credible sources in order to be an informed citizen and voter in society.
   

• Compare and contrast the components of culture such as values, norms, power and symbols through the examination of one’s own practices.
• Illustrate the components of culture and apply them to various cultural concepts (i.e. cultural diversity, ethnocentrism, assimilation, subcultures).
• Demonstrate an understanding of the dynamics of human behavior.
• Evaluate the sociological perspective and apply it to the analysis of human behavior.
• Interpret the contribution of founding theorists to the contemporary perspectives within the field of Sociology through real-world examples and application.
• Apply the use of the scientific method in sociological research. 
• Students will identify traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces.
   

• What is the significance of scientific research in social sciences?
• How can the sociological perspective help explain human behavior?

• What is the importance of finding credible sources when researching?
• Who are the most influential founders in the subject of sociology?
• Why are ethics important when researching?

• Schoology
• Various news sites for current events
• Purdue Owl-How to Write a Thesis and Literature Review
• Harvard IAT (bias) tests
   

• Culture 
• Norms
• Values
• Scientific Method
• Ethics
• Social Conflict Theory
• Functionalism 
• Symbolic Interaction
• Concepts of Sociology
• Power Dynamics

• Research Proposal 

• Social Relationships: Self, Groups and Socialization
• 3.1 Students will describe the  process of socialization across the life course. 
• 3.2 Students will explain the  process of the social construction of the self.
• 3.3 Students will examine the  social construction of groups  and their impact on the life  chances of individuals.

PA Reading and Writing in Social Studies Standards   

• CC.8.5.11-12.I. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
• CC.8.5.11-12.B. 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.
• CC.8.6.11-12.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CC.8.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.

• 3: Knowledge Constructor
• Find the best digital resources for learning and creating. (ISTE-1.3.a)
• Evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.  (ISTE-1.3.b)
• Curate information from a variety of digital resources and tools for a wide range of projects and purposes. (ISTE-1.3.c)
• Build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.  (ISTE-1.3.d, ISTE-1.7.d)
• 5: Computational Thinker
• Break problems into smaller parts (decompose) and extract key information. (ISTE-1.5.c)

• Context: Construct a detailed explanation that examines the connections that exist in a particular situation. Examine the connections and determine how parts of the topic fit within a bigger picture utilizing multiple pieces of information to support the analysis.
• Interpretation: Analyze or evaluate historical evidence (thesis, context, content, audience, significance), and make relevant inferences and appropriate conclusions.
   

• Socialization and Influence throughout a person’s lifetime. 
• The Agents of Socialization. 
• Social Interaction Theories. 
• Stages of Human Development.
• The process of group indoctrination on an individual. 
   

• Current and future conflict resolution strategies using knowledge about how people are influenced.
• Analyze others' behaviors and understand that different backgrounds can influence positive and negative interactions.

• Demonstrate an understanding of the dynamics of human behavior through the lens of family, school and peer influence.
• Evaluate the major agents of socialization and apply the concept of socialization to human behavior throughout the life cycle of a person.
• Analyze human interaction in various social and cultural settings. 
• Analyze the harmful impact of bias and injustice on the world, historically and today.
   

• How does socialization help shape our personalities and impact our behaviors throughout our lives? 
• How are individuals socialized in society and how does it influence social interaction?
   

• How are people influenced by their family, peers and schools?
• How do people develop psychosocially? 
• How are people indoctrinated in both small and large ways?
   

• Schoology
• “Power of Peers”
• Socialization Theories (Text)
• Levinson’s Stages Reading
   

• Socialization
• Social Structure
• Human Development 
• Indoctrination
• Symbolic Interaction 

• Cults/Indoctrination skills-based assessment 

American Sociological Association Standards

• Social Structure: Culture, Institutions and Society
• 2.3 Students will evaluate important social institutions  and how they respond to  social needs.
• 2.3.1 Social institutions such as: family, education,  religion, economy, and government 
• 2.3.2 Social statuses and roles

PA Reading and Writing on Social Studies Standards  

• CC.8.6.11-12.G. 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.
• CC.8.6.11-12.E. 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.
• CC.8.5.11-12.F. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

Digital Age Learning Standards

• Creative Communicator
  • Choose the appropriate platform and tools for meeting the desired objectives of my creation or communication. (ISTE-1.6.a)
  • Create media projects using original work or reusing/remixing properly cited, copyright free resources. (ISTE-1.6.b, ISTE-1.2.b)
  • Communicate complex ideas by effectively mixing text, visuals, and graphics. (ISTE-1.6.c, ISTE-1.5.b)
  • Prepare, present, and publish content using medium and strategies customized for the intended audience. (ISTE-1.6.d)
• Global Collaborator 
  • Connect with, understand, and develop empathy for others from diverse cultures and backgrounds. (ISTE-1.7.a)
  • Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal. (ISTE-1.7.c)

Thinking Skills (AP and Marzano): 

• Interpretation: Analyze or evaluate historical evidence (thesis, context, content, audience, significance), and make relevant inferences and appropriate conclusions.

• How social status and roles affect people’s interactions and motivations.
• The impact of social groups on individual behaviors.
• The influence of groups on beliefs, values and norms on individuals.
• How social interaction can affect a person’s motivation to break social norms and participate in deviant behavior. 
• The mindset and influence of criminality on groups and individuals. 
• How social control from various parts of society are used to manage people’s behaviors. 
   

• Understanding how one’s interaction can be used to create positive relationships and bonds with different groups within society. 
• Understanding one’s own background in the larger context of how others have psychosocially developed.
   

• Demonstrate an understanding of the dynamics of human behavior.
• Evaluate the impact of social structure, group dynamics, and the role of formal organizations on human behavior.
• Evaluate the role of deviance within society and analyze how social control is used to maintain social order. 

• How do the elements of social structure impact the behavior of individuals?
• What role does deviance play within society? 

• How is someone’s social status determined?
• How do groups influence social status?
• What role does deviance play in society?
   

• Schoology
• Milgram Experiment
• Bystander Effect Stories
• The Kitty Genovese Story
• FBI Crime Statistics
• Bureau of Justice
   

• Statuses and Roles
• Master Status
• Ascribed and Achieved Statuses
• Social Groups and Formal Organizations
• Bystander Effect
• Group Think
• Primary Deviance
• Secondary Deviance
• Social Control
• Recidivism 
   

• Crime Prevention Project

American Sociological Association Standards
Social Structure: Culture, Institutions and Society
2.1 Students will describe the components of culture.
2.2 Students will analyze how  culture influences individuals, including themselves

Stratification and Inequality
4.1 Students will identify common patterns of social inequality.
4.4 Students will assess responses to social inequality.

PA Reading and Writing in Social Studies Standards  
CC.8.6.11-12.F. 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.
CC.8.5.11-12.A. 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.

Digital Age Learning Standards

• Computational Thinker
  • Break problems into smaller parts (decompose) and extract key information. (ISTE-1.5.c)
• Creative Communicator
  • Choose the appropriate platform and tools for meeting the desired objectives of my creation or communication. (ISTE-1.6.a)
  • Create media projects using original work or reusing/remixing properly cited, copyright-free resources. (ISTE-1.6.b, ISTE-1.2.b)
  • Communicate complex ideas by effectively mixing text, visuals, and graphics. (ISTE-1.6.c, ISTE-1.5.b)
  • Prepare, present, and publish content using medium and strategies customized for the intended audience. (ISTE-1.6.d)
• Global Collaborator 
  • Connect with, understand, and develop empathy for others from diverse cultures and backgrounds. (ISTE-1.7.a)
  • Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal. (ISTE-1.7.c)

Thinking Skills (AP and Marzano)

• Reasoning: Assess the connection of evidence to determine an association.  A detailed focus on the coincidence, correlation, and causation of the factors should be distinguished.

• Social Stratification and its economic impact concerning schools, families and the job market.
• How the “poverty cycle” can be used partly as an explanation for generational poverty. Certain aspects of a person’s life can influence their ability to break out from the cycle or not. 
• The societal and historical importance of race and ethnicity in American history.
• Racism and its effects on society historically as well as present-day.
• The impact of discrimination and prejudice in schools, the workplace, and the economy. 
• The effect that privilege can play in a person’s life. The potential benefits and the drawbacks of its absence can impact individuals.
• How civil rights has played a role in shaping a more fair and equal society. 
• How hate crimes and groups are defined, dealt with.
• The relationship between fairness & equality.

• Understanding the role individuals play in the economy and their potential struggles.
• How someone’s socioeconomic status can have an effect on their overall health.
• The impact that discrimination has had on certain groups of people and its modern-day effect.

• Demonstrate an understanding of diversity and change.
• Evaluate social stratification and its impact on society in terms of SES, gender, race/ethnicity, and other forms of diversity within society.
• Apply the concepts of prejudice, discrimination, stereotyping and role expectations to various aspects of society.
• Evaluate human variation from a scientific and cultural perspective.
• Illustrate the components of culture and apply them to various cultural concepts (i.e. cultural diversity, ethnocentrism, assimilation, subcultures).
• Analyze the harmful impact of bias and injustice on the world, historically and today.
• Develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups.
• Examine diversity in social, cultural, political and historical contexts through reading primary documents and accounts.
• Recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination).
• Recognize stereotypes and relate to people as individuals rather than representatives of groups.
• Identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world.
   

• How are various types of diversity approached by our society and to what degree are they embraced?
• What impact does inequality in society have on individuals and society as a whole?

• How can poverty affect someone’s opportunities?
• How can discrimination impact a group’s ability to play a key role in society?
   

• STAR Power Simulation Game
• AAA Statement on Race
• The Poverty Cycle
• PA HHS Website
• 1940's-1980's LIFE magazines
• Teaching Tolerance
   

• Social Stratification
• Socioeconomic status
• The Poverty Cycle
• Race/Ethnicity
• Racism
• Discrimination/Prejudice
• Privilege
• Civil Rights
• Hate Crimes/Groups
• Affirmative Action 
• Social Injustice
• Fairness & Equality

• Thinking skills writing prompt on the impacts of social inequalities

American Sociological Association Standards

• Social Structure: Culture, Institutions and Society
• 2.3 Students will evaluate important social institutions and how they respond to social needs. 
• 2.4 Students will assess how social institutions and cultures change and evolve.
• Stratification and Inequality
• 4.1 Students will explain the relationship between social institutions and inequality.

PA Reading and Writing in Social Studies Standards 

• CC.8.5.11-12.B. 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.
• CC.8.5.11-12.I. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
• CC.8.6.11-12.E. 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.
• CC.8.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.

Digital Age Learning Standards

• Empowered Learner
  • Use strategies leveraging technology to achieve goals. (ISTE-1.1.a)
  • Use and combine technologies to demonstrate learning in a variety of ways. (ISTE-1.1.c)
• Knowledge Constructor
  • Find the best digital resources for learning and creating. (ISTE-1.3.a)
  • Evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.  (ISTE-1.3.b)
  • Curate information from a variety of digital resources and tools for a wide range of projects and purposes. (ISTE-1.3.c)
  • Build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.  (ISTE-1.3.d, ISTE-1.7.d)

Thinking Skills (AP and Marzano)

• Interpretation: Analyze or evaluate historical evidence (thesis, context, content, audience, significance), and make relevant inferences and appropriate conclusions.
• Synthesis: Examine several contexts and develop unique categories to organize the information. Create an original design, or product, that clearly demonstrates connections.

• The impacts of social institutions such as family, education, religion, government, economy, and healthcare on individuals. 
• How social issues that stretch across different institutions can be difficult to solve. 
• How crowd behavior and collective actions can differ from individual behavior. 
• The role of protesting and demonstrating as a constitutional right. 
• How and why social movements start, grow and sometimes fail. The life cycle of a movement gives a glimpse into the society’s culture and current issues.
• How innovations can better life and solve social issues.
• The key factors of how globalization has affected cultures negatively and positively.
• The role that propaganda plays in influencing public opinion. 
   

• Identifying the difference between a biased opinion and one that is strictly based in fact. 
• The impacts of social change and how some can see it as positive and others see it as negative.
• Having the ability to identify social issues that do not necessarily affect someone personally.

• Evaluate the functions of the major social institutions within society and analyze how they have contributed to the transmission of society's values.
• Demonstrate an understanding of diversity through the lens of social change. 
• Compare, contrast, and evaluate the goals, actions, and outcomes of collective behavior and social movements. 
• Examine and evaluate the life cycle of previous and current social movements.
• Analyze the harmful impact of bias and injustice on the world, historically and today. How have past and present events influenced how people view and prioritize social issues.

• What is the relationship between the primary functions and the current trends within our social institutions? 
• What are possible solutions to better social issues and their effects on people in our society? 
• What impact does participating in collective behavior and social movements have on individuals and society? 
• How can innovation lead to social change and therefore affect human behavior?

• What is the relationship between social change and culture?
• How do different social institutions impact each other?
• How do collective actions and crowds influence events?
• Why are social institutions so important to any society?

• Digital Design Formats
• Comparative Writings/Documents
• Peer-reviewed articles
   

• Social Institutions
• Family
• Education
• Religion
• Government
• Economy
• Healthcare 
• Socialization and Influence
• Crowds
• Collective Action
• Protesting
• Social Movements Innovations 
• Social Change
• Globalization 
• Propaganda

• Group projects about a social issue that impacts two social institutions 

American Sociological Association Standards

• Social Structure: Culture, Institutions and Society
  • 2.1 Students will describe the components of culture.
  • 2.2 Students will analyze how culture influences individuals,  including themselves.
    • 2.2.2 Cultural relativity 
  • 2.4 Students will assess how social institutions and cultures change and evolve.
    • 2.4.1 Shifting historical context such as the Industrial Revolution, urbanization, globalization, the Internet age 
    • 2.4.2 Countercultures 

PA Reading and Writing in Social Studies Standards  

• CC.8.5.11-12.B. 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.
• CC.8.5.11-12.I. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
• CC.8.6.11-12.E. 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.
• CC.8.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.

Digital Age Learning Standards

• Empowered Learner
  • Use strategies leveraging technology to achieve goals. (ISTE-1.1.a)
  • Use and combine technologies to demonstrate learning in a variety of ways. (ISTE-1.1.c)
• Knowledge Constructor
  • Find the best digital resources for learning and creating. (ISTE-1.3.a)
  • Evaluate the accuracy, perspective, credibility, and relevance of information, media, data, or other resources.  (ISTE-1.3.b)
  • Curate information from a variety of digital resources and tools for a wide range of projects and purposes. (ISTE-1.3.c)
  • Build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.  (ISTE-1.3.d, ISTE-1.7.d)
• Thinking Skills (AP and Marzano)
• Interpretation: Analyze or evaluate historical evidence (thesis, context, content, audience, significance), and make relevant inferences and appropriate conclusions.
• Synthesis: Examine several contexts and develop unique categories to organize the information. Create an original design, or product, that clearly demonstrates connections.
   

• Methods of recording archaeological evidence and interpreting the evidence in a cultural and social context.
• The origins of culture, religion, and civilizations in the ancient past. 
• Impacts of world media on the content and distribution of culture. (applied anthropology)
• The components of various world cultures from an anthropological perspective.
• The role of applied anthropology within contemporary society. 
• The epidemiology of certain illnesses and their impacts on societies.
• Humans transitioning from hunter/gatherers to permanent, sedentary civilizations.
   

• How geography can create natural boundaries between cultures.
• How our ancient ancestors navigated a world. 
• The similarities between the ancient and modern world. 
   

• Evaluate methods of recording archeological evidence in terms of carbon dating as well as relative dating.
• Discover and examine the origins of one’s own cultural practices and traditions. 
• Explain how applied anthropology can help modern-day society deal with healthcare issues. 
• Evaluate and identify what ties all humans together globally.

• What is the importance of learning the origins of humans and their practices?
• How can anthropology improve people’s understanding of others practices?

• How can various components of culture be analyzed and interpreted to reveal patterns of behavior within and between cultures? 
• How does geography play a role in the development of human civilizations?

• Digital Design Formats
• Comparative Writings/Documents
• Peer-reviewed articles
   

• Evolution
• Natural Selection
• Linguistics
• Dialects
• Human Variation
• Epidemiology 
• Viruses

• Individual projects about the origins of cultural practices