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School City of Hobart Sociology Students study human social behavior from a group perspective, including recurring patterns of attitudes and actions and how these patterns vary across time, among cultures, and in social groups. Students examine society, group behavior, and social structures, as well as the impact of cultural change on society, through research methods using scientific inquiry. |
| Cultural Perspective |
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Foundations of Sociology
The learner will be able to describe the development of sociology as a social science, by identifying methods and strategies of research and by examining the contributions of sociology to the understanding of social issues.
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S.1.1
The learner will be able to discuss the development of the field of sociology as a social science. (History).
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S.1.2
The learner will be able to identify early leading theorists within social science. (History) Examples: Auguste Comte; Emile Durkheim; Herbert Spencer; Max Weber; C. Wright Mills, and Karl Marx. .
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S.1.3
The learner will be able to compare sociology with other social science disciplines. (Civics and Government; Economics, Geography; History).
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S.1.4
The learner will be able to examine changing points of view of social issues, such as poverty, crime, and discrimination. (History).
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S.1.5
The learner will be able to evaluate various types of sociologic research methods. (History).
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S.1.6
The learner will be able to distinguish fact from opinion in data sources to analyze various points of view about a social issue.
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S.1.7
The learner will be able to determine cause and effect relationship issues among events as they relate to sociology.
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S.1.8
The learner will be able to identify, evaluate, and use appropriate reference materials and technology to interpret information about cultural life in the United States and other world cultures, both in the past and today. (Geography; History).
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S.1.9
The learner will be able to prepare original written and oral reports and presentations on specific events, people, or historical eras as related to sociological research. (History).
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S.1.10
The learner will be able to develop a working definition of sociology that has personal application.
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S.1.11
The learner will be able to choose a social issue and conduct research using the scientific method of inquiry, including developing a hypothesis, conducting research, interpreting data, and drawing conclusions about the issue.
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Culture
The learner will be able to examine the influence of culture on the individual and the way cultural transmission is accomplished. They will study the way culture defines how people in a society behave in relation to groups and to physical objects. They will also learn that human behavior is learned within the society. Through the culture, individuals learn the relationships, structures, patterns, and processes to be members of the society.
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S.2.1
The learner will be able to define the key components of a culture, such as knowledge, language and communication, customs, values, norms, and physical objects. (Geography, History).
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S.2.2
The learner will be able to explain the differences between a culture and a society.
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S.2.3
The learner will be able to recognize the influences of genetic inheritance and culture on human behavior.
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S.2.4
The learner will be able to give examples of subcultures and describe what makes them unique.
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S.2.5
The learner will be able to compare social norms among various subcultures.
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S.2.6
The learner will be able to identify the factors that promote cultural diversity within the United States. (Civics and Government; Economics; Geography; History).
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S.2.7
The learner will be able to explain how various practices of the culture create differences within group behavior.
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S.2.8
The learner will be able to compare and contrast different types of societies (e.g., hunting and gathering, agrarian, industrial, post-industrial). (History).
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S.2.9
The learner will be able to prepare original written and oral reports and presentations on specific events, people, or historical eras as related to sociological research. (History).
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S.2.10
The learner will be able to work independently and cooperatively in class and the school, and provide leadership in age-appropriate activities.
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S.2.11
The learner will be able to identify both rights and responsibilities the individual has to the group. (Civics and Government).
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S.2.12
The learner will be able to demonstrate democratic approaches to managing disagreements and resolving conflicts. (Civics and Government) Examples: Persuasion, compromise, debate, and negotiation. .
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S.2.13
The learner will be able to compare and contrast ideas about citizenship and cultural participation from the past with those of the present community. (Civics and Government; History).
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Social Status
The learner will be able to identify how social status influences individual and group behaviors and how that status relates to the position a person occupies within a social group.
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S.3.1
The learner will be able to describe how social status affects social order. (Economics; History) Examples: Upper class/middle class/lower class, professional/blue collar/unemployed. .
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S.3.2
The learner will be able to explain how roles and role expectations can lead to role conflict. (History) Examples: Roles of men and women; age; racial and/or ethnic groups within different societies. .
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S.3.3
The learner will be able to examine and analyze various points of view relating to historical and current events. (History).
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S.3.4
The learner will be able to determine a cause-and-effect relationship among historical events, themes, and concepts in United States and world history as they relate to sociology. (History).
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S.3.5
The learner will be able to conduct research on the various types of status found in the local community using various types of data gathering.
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Social Groups
The learner will be able to explore the impacts of social groups on individual and group behavior. They will understand that social groups are comprised of people who share some common characteristics, such as common interests, beliefs, behavior, feelings, thoughts, and contact with each other.
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S.4.1
The learner will be able to describe how individuals are affected by different social groups to which they belong.
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S.4.2
The learner will be able to identify major characteristics of social groups familiar to the students.
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S.4.3
The learner will be able to examine the ways that groups function such as roles, interactions, leadership. (Civics and Government).
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S.4.4
The learner will be able to discuss social norms of at least two groups to which the student belongs.
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S.4.5
The learner will be able to analyze what can occur when the rules of behavior are broken, and analyze the possible consequences for unacceptable behavior. .
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S.4.6
The learner will be able to identify the various types of norms (folkways, mores, laws and taboos) and explain why these rules of behavior are considered important to society. .
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S.4.7
The learner will be able to discuss the concept of deviance and how society discourages deviant behavior using social control. .
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S.4.8
The learner will be able to explain how students are members of primary and secondary groups and how those group memberships influence students' behavior. .
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S.4.9
The learner will be able to discuss how formal organizations influence behavior of their members. (Civics and Government; History) Examples: Churches/synagogues/mosques; political parties, fraternal organizations. .
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S.4.10
The learner will be able to distinguish the degree of assimilation that ethnic, cultural, and social groups achieve within the United States culture. (History).
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S.4.11
The learner will be able to discuss how humans interact in a variety of social settings.
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S.4.12
The learner will be able to determine the cultural patterns of behavior within such social groups as rural/urban or rich/poor. (Economics; Geography).
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S.4.13
The learner will be able to investigate and compare the ideas about citizenship and cultural participation of social groups from the past with those of the present community.
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Social Institutions
The learner will be able to identify the effects of social institutions on individual and group behaviors. They will understand that social institutions are the social groups in which an individual participates, and that these institutions influence the development of the individual through the socialization process.
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S.5.1
The learner will be able to discuss the impact(s) of major social institutions on individuals, groups, and organizations within society.
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S.5.2
The learner will be able to identify basic social institutions and how they contribute to the transmission of society's values. Examples: Familial, religious, educational, economic, and political institutions. .
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S.5.3
The learner will be able to discuss the concept of political power and factors that influence political power. (Civics and Government) Examples: Social class, racial/ethnic group membership, cultural group; sex, age. .
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S.5.4
The learner will be able to discuss how societies recognize rites of passage (e.g., baptism or other religious ceremonies, school prom, graduation, marriage, and retirement.).
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S.5.5
The learner will be able to investigate stereotypes of the various United States subcultures such as "American Indian," "American cowboys," "teenagers," "Americans," "gangs," "hippies" from a world perspective. (History).
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S.5.6
The learner will be able to define ethnocentrism, and explain how it can be beneficial or destructive to a culture.
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S.5.7
The learner will be able to interpret the factors that influence change in social norms over time. (History).
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S.5.8
The learner will be able to use various resources to interpret information about cultural life in the United States and other world cultures, both in the past and today. (History).
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S.5.9
The learner will be able to analyze the primary and secondary groups common to different age groups in society.
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S.5.10
The learner will be able to conduct research and analysis on an issue associated with social structure or social institutions.
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S.5.11
The learner will be able to identify both rights and responsibilities the individual has to primary and secondary groups. (Civics and Government).
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S.5.12
The learner will be able to demonstrate democratic approaches to managing disagreements and solving conflicts. (Civics and Government) Examples: Persuasion, compromise, debate, and negotiation. .
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S.5.13
The learner will be able to explain how roles and role expectations can lead to role conflict. Examples: Roles of men and women; age, racial and/or ethnic groups within different societies. .
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Social Change
The learner will be able to examine the changing nature of society. They will explain that social change addresses the disruption of social functions caused by numerous factors and that some changes are minor and others are major.
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S.6.1
The learner will be able to describe how and why societies change over time. (Economics; Geography; History).
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S.6.2
The learner will be able to examine various social influences that can lead to immediate and long-term changes. (Economics; Geography; History) Examples: natural and man-made disasters, spatial movement of people, technology, urbanization, industrialization, immigration, wars, challenge to authority, laws, diffusion of cultural traits, discrimination, discoveries and inventions, and scientific exploration. .
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S.6.3
The learner will be able to describe how collective behavior (working with others) can influence and change society.
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S.6.4
The learner will be able to examine how technological innovations and scientific discoveries have influenced major social institutions. (History) Example: Examine the impacts that mass telecommunications, television, and innovations in transportation had on the family, education, government, or other institutions. .
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S.6.5
The learner will be able to discuss how social interactions and culture could be affected in the future due to innovations in science and technological change. (History).
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S.6.6
The learner will be able to describe how the role of the mass media has changed over time, and project what changes might occur in the future.
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S.6.7
The learner will be able to distinguish major differences between social movements and collective behavior with examples from history and the contemporary world. (History).
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S.6.8
The learner will be able to investigate the consequences to society as a result of changes. (Civics and Government; Economics; Geography; History) Examples: Natural and man-made disasters, spatial movement of people, technology, urbanization, industrialization, immigration, wars, challenge to authority, laws, diffusion of cultural traits, discrimination, discoveries and inventions, and scientific exploration.
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S.6.9
The learner will be able to trace the development of the use of a specific type of technology in the community. (History) Examples: Access to computers at school and at home and cellular phones. .
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S.6.10
The learner will be able to propose a plan to improve a social structure, and design the means needed to implement the change.
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S.6.11
The learner will be able to cite examples of the use of technology in social research.
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S.6.12
The learner will be able to evaluate a current issue that has resulted from scientific discoveries and/or technological innovations. (History).
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Social Problems
The learner will be able to analyze a range of social problems in today's world. Social problems result from imbalances within the social system and affect a large number of people in an adverse way.
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S.7.1
The learner will be able to identify characteristics of a "social" problem, as opposed to an "individual" problem.
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S.7.2
The learner will be able to escribe how social problems have changed over time. (History) Examples: Juvenile delinquency, crime, poverty, and discrimination. .
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S.7.3
The learner will be able to explain how patterns of behavior are found with certain social problems. Examples: Educational level of mother contributes to educational success of the child and juvenile offenses often are found in the histories of adult criminals. .
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S.7.4
The learner will be able to discuss the implications of social problems for society.
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S.7.5
The learner will be able to examine how individual and group responses are often associated with social problems. Examples: "I'm only one person. What can I do?", "Not in my backyard!", "If I ignore it, it will go away.", "But everyone else is doing it." .
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S.7.6
The learner will be able to evaluate possible solutions to resolving social problems and the consequences that might result from those solutions.
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S.7.7
The learner will be able to survey local agencies involved in addressing social problems to determine the extent of the problems in the local community. (Civics and Government).
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S.7.8
The learner will be able to design and carry out school and community-based projects to address a local aspect of a social problem.
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Individual and Community
The learner will be able to examine the role of the individual as a member of the community. They will also explore both individual and collective behavior.
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S.8.1
The learner will be able to describe traditions, roles, and expectations necessary for a community to continue. (History).
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S.8.2
The learner will be able to describe how collective behavior (working in groups) can influence and change society. Use historical and contemporary examples to define collective behavior. (History).
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S.8.3
The learner will be able to discuss theories that attempt to explain collective behavior. Examples: Contagion theory and convergence theory. .
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S.8.4
The learner will be able to define a social issue to be analyzed.
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S.8.5
The learner will be able to examine factors that could lead to the breakdown and disruption of an existing community. (Civics and Government; Economics; Geography; History).
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S.8.6
The learner will be able to discuss the impact of leaders of different social movements. (History) Examples: Gandhi, Hitler, Martin Luther King, Jr., or Susan B. Anthony. .
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S.8.7
The learner will be able to define propaganda and discuss the methods of propaganda used to influence social behavior (e.g., examine news media; advertisements; textbooks; etc.).
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S.8.8
The learner will be able to discuss both the benefits and social costs of collective behavior in society.
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S.8.9
The learner will be able to determine a cause-and-effect relationship among historical events, themes, and concepts in United States and world history as they relate to sociology. (History).
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S.8.10
The learner will be able to identify a community social problem, and discuss appropriate actions to address the problem.
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S.8.11
The learner will be able to investigate how incorrect communications, such as rumors or gossip, can influence group behavior. Examples: Orson Welles "The War of the Worlds" radio broadcast or rumors in the mass media, on the Internet, or in the community. .
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