Sociology

Unit 1

Unit 1- Sociology Foundations

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

GEOGRAPHY &
ENVIRONMENTA
L LITERACY

CIVICS AND
GOVERNMENT

ECONOMICS &
FINANCIAL
LITERACY

CULTURE

Unit Overview
In this unit, we will understand the discipline of sociology using various perspectives and
research methods. The primary focus of this unit is to learn to think like a social scientist.
Sociology looks at groups rather than at individuals (psychology). Sociologists used the
scientific method as a problem-solving tool to think critically by being open-mined,
intellectually curious, as they make assumptions and look for evidence and conclusions in
their research.

Generalizations
1.
2.
3.
4.

Sociology as a social science examines groups and their interactions.

All sociological events have patterns of impact relating to their causes and effects.
Culture and social structure influence our behaviors as individuals.
Sociologist use the scientific method to determine patterns of behavior from evidence
obtained through their research.
5. The study of human relationships reveals the ideals, beliefs, values, and institutions of a
culture.
6. The study of human nature reveals the ideals, beliefs, values, and institutions of a
culture.
7. Theoretical perspectives can explain social phenomena.
8. Quantitative and qualitative studies are used to conduct sociological research.
9. People may learn about the social world through research
10. Research studies and methods may not always be free of bias, valid, reliable, applicable,
or ethical.

Essential Questions
1.
2.
3.
4.
5.
6.

Why should you study Sociology?

How does Sociology differ from other social sciences?
Why are patterns significant for Sociologists?
Who are the major pioneers in sociology and what were their contributions?
Trace the development of sociology in the United States.
Identify the three major theoretical perspectives of sociology today and explain their
differences.
7. Explain what the basic quantitative and qualitative research methods are used in
sociology.
8. What are the basic research concepts, including variables and correlations?

Unit 1

Sociology Foundations

Sociology
Unit 1
9. What are the standards for proving cause-and-effect relationships?
10. What are the steps that sociologist use to guide their research?
11. Explain the ethics that must be considered when involved in doing sociological research.

Unit Vocabulary
Sociology,
Perspective,
Sociological Perspective,
Positivism,
Social Statics,
Social Dynamics,
Bourgeoisie,
Capitalist,
Proletariat,
Class Conflict,
Mechanical Solidarity,
Organic Solidarity,
Verstehen,
Rationalization,
Theoretical Perspective,
Functionalism,
Manifest Functions,
Latent Functions,
Dysfunction,
Conflict Perspective,
Power,
Symbol,
Symbolic Interactionism,
Dramaturgy,
Survey,
Population,

Unit 1

Social Structure,
Sociological Imagination,
Sample,
Representative Sample,
Questionnaire,
Interview,
Closed-ended Questions,
Open-ended Questions,
Secondary Analysis,
Field Research,
Case Study,
Participant Observation,
Causation,
Multiple Causation,
Variable,
Quantitative Variable,
Qualitative Variable,
Independent Variable,
Intervening Variable,
Correlation,
Spurious Correlation,
Scientific Method,
Hypothesis

Sociology Foundations

Sociology
Unit 1

Key People
Auguste Comte,
Harriet Martineau,
Herbert Spencer,
Karl Marx,
Emile Durkheim,

Unit 1

Sociology Foundations

Max Weber,
Jane Addams,
W. E. B. DuBois,

Unit 1- Goals

What do students need to KNOW?

What do students need to be able to DO?

Students need to define sociology.

Students need to explain why sociology is a
social science.
Students need to explain and illustrate the
sociological imagination.
Students need to be able to recognize how
sociologys focus differs from and is similar to
the focus of each of the other social sciences.
Students need to differentiate micro and macro
approaches to the study of society.
Students need to define theory and explain its
role in science.
Students will explain the basic principles of the
functional perspective from Auguste Comte and
Emile Durkheim.
Students will explain the basic principles of the
conflict perspective from Karl Marx, Max Weber,
and
W. E. B. DuBois.
Students will explain the basic principles of the
symbolic interaction perspective of Charles
Cooley and George Herbert Mead.
Students will explain the concept of empirical
research.
Students will explain why a particular way of
knowing (empiricism) is the defining
characteristic of any science.
Student will list the seven steps of the scientific
method of investigation.
Students will differentiate between qualitative and
quantitative methods of research.
Students will define hypothesis, independent
variable, dependent variable and intervening
variable.
Students will evaluate scientific evidence and
describe its applications and limitations.
Students will calculate the measures of central
tendency: the mean, median, and mode.
Student will explain the relationships between two

Student will create a chart that defines

sociology explain why it is a social science at
the top of the chart and then compare the
information to the other social sciences
underneath.
Student will use an approach they chose to
illustrate the term sociological imagination.
Students will differentiate between micro and
macro approaches to the study of society.
Students will define theory and explain its role
in science.
Students will create a presentation that
examines the three basic perspectives of
sociology and use examples from different
leaders of each perspective to provide
evidence to support each perspective.
Students will explain the difference between
qualitative and quantitative methods and use
the previous problem to provide examples.
Students will use the previous problems to
explain the meaning of hypothesis, the three
variables of dependent, independent, &
intervening, and then explain how scientific
evidence is applied and its limitations.
Students will use the previous problems
research to calculate and explain mean,
median, and mode.
Students will use the previous problems
research for calculating all types of
correlations.
Students will use the previous problems
research to explain the different types of
research and how only certain types should
only be used for certain kinds of research.
Students will need to discuss the various
aspects to the ethics of conducting research on
human beings.

variables (such as positive and negative

correlations) and distinguish causal relationships
from correlations.
Students need to distinguish between an
experiment, participant observation, survey and
a field study.
Students need to identify the ethical dilemmas of
conducting research on human beings.

I Can Statements

I can create a chart that defines sociology explain why it is a social science at the top of
the chart and then compare the information to the other social sciences underneath.
I can illustrate the term sociological imagination.
I can differentiate between micro and macro approaches to the study of society.
I can theory and explain its role in science.
I can create a presentation that examines the three basic perspectives of sociology and use
examples from different leaders of each perspective to provide evidence to support each
perspective.
I can explain the difference between qualitative and quantitative methods and use the
previous problem to provide examples.
I can use the previous problems to explain the meaning of hypothesis, the three variables of
dependent, independent, & intervening, and then explain how scientific evidence is applied
and its limitations.
I can use the previous problems research to calculate and explain mean, median, and
mode.
I can use the previous problems research for calculating all types of correlations.
I can use the previous problems research to explain the different types of research and how
only certain types should only be used for certain kinds of research.
I can discuss the various aspects to the ethics of conducting research on human beings.

Unit 1- Common Core Standards

READING

WRITING

CMS CCSS Power Standards:

CMS CCSS Power Standards:

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

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

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

content.

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

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

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

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

Additional Reading Standards:

Additional Writing Standards:

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

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

W.11-12.3 not applicable as a separate requirement

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

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

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

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

Unit 1- Assessment Options:

W1- Literacy Common Core Power Standard: Writing Arguments
Examine the idea of perspectives by identifying an issue that you look
at in one way and your parent(s) or other adults look at in a different
way. Write about the issue from both perspectives with evidence to
support each perspective.
W2- Literacy Common Core Power Standard: Writing Informative Texts
Max Weber introduced the concept of verstehen. How would you use
this approach to social research if you wanted to investigate the
importance of money to your peers? Explain with supporting reasons
and evidence.
R1/R10- Literacy Common Core Power Standard: Reading Closely Over Time
with a Variety of Texts
Read Tech Trends on page 28 and 29 in the Sociology & You textbook,
based on the article answer the following questions:
o Which perspective would you choose to conduct an in-depth
study of the Internets effect on society? Explain why you chose
this perspective.
o Do you think that the Internet has some dysfunctions that
Americans should consider? Consider the advantages and
disadvantages of the Internet or society.