Sociology(#2108300)
NextGenerationSunshineStateStandards
Unit2Overview:Culture
Inthisunit,studentswillidentifywhatcultureisandbeabletoapplythe
concepttothebroaderideaofsociety.Theywillidentifythedifferenttypes
ofculturesandsubcultures,thedifferentnormsandpractices,andhow
culturescreateandmaintaingroups.
FocusContentStandards
(Mastery):Focusstandardsarethebigideasin
theunit-whichstudentsmustwalkawayto
havecontentmastery.
SS.912.S.1.8 - 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.
SS.912.S.2.1 - Define the key components of a
culture, such as knowledge, language and
communication, customs, values, norms, and
physical objects.
SS.912.S.2.2 - Explain the differences between a
culture and a society.
HighlightedStandardsforPractice
EmbeddedStandards:are incorporated into the
unit of learning and are an integral part of the
big picture of learning. Most often embedded
standards involve skills that students need to
grasp the focus standards.
SS.912.S.1.4 - Examine changing points of view of
social issues, such as poverty, crime and
discrimination.
SS.912.S.1.9 Develop a working definition of
sociology that has personal application.
SS.912.S.2.6 Identify the factors that promote cultural
diversity within the United States.
SS.912.S.2.4 - Give examples of subcultures and
describe what makes them unique.
SS.912.S.3.3 Examine and analyze various points of
view relating to historical and current events.
SS.912.S.2.5 - Compare social norms among
various subcultures.
SS.912.S.5.7 Use various resources to interpret
information about cultural life in the United States
and other world cultures, both in the past and today.
SS.912.S.2.7 - Explain how various practices of
the culture create differences within group
behavior.
SS.912.S.7.1 Identify characteristics of a “social”
problem, as opposed to an “individual” problem.
SS.912.S.2.8 - Compare and contrast different
types of societies, such as hunting and gathering,
agrarian, industrial, and post-industrial.
SS.912.S.8.4 Define a social issue to be analyzed.
SS.912.S.5.5 - Define ethnocentrism and explain
how it can be beneficial or destructive to a
culture.
EnglishLanguageArtsandMathStandardsasthey
applytoSocialStudiescontent.Thesestandardsare
tobeusedwhenapplicableinthelearning.
SS.912.S.6.11 - Evaluate a current issue that has
resulted from scientific discoveries and/or
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OngoingStandards:alignwiththeCommonCore
RH.11-12.1 Cite specific textual evidence to support
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Sociology(#2108300)
technological innovations.
analysis of primary and secondary sources, connecting
insights gained from specific details to an
understanding of the text as a whole.
RH.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.
RH.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.
WHST.11-12.1 Write arguments focused on disciplinespecific content.
WHST.11-12.2 Write informative/explanatory texts,
including the narration of historical events, scientific
procedures/ experiments, or technical processes.
WHST.11-12.4 Produce clear and coherent writing in
which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.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.
WHST.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.
WHST.11-12.9 Draw evidence from informational
texts to support analysis, reflection, and research.
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Sociology(#2108300)
VOCABULARYUnit2
Culture
MaterialCulture
Non-materialCulture
Ethnocentrism
Folkway
More
Taboo
CulturalRelativism
Sanction
IdealCulture
RealCulture
BeliefsValues
Nettling
Subculture
Counterculture
Sapir-WhorfHypothesis
FocusQuestions/LearningTargetsUnit2
•
•
•
•
HowdoSociologists
understandculture?
Whatareculturalrelativism
andethnocentrism?
Whatarethecomponentsof
materialculture?
Whyislanguagesignificantto
culture?
•
•
•
Howdonorms,
sanctions,folkways,
andmoresreflect
culture?
Howdosubcultures
andcountercultures
differ?
Whataresomeof
thecorevaluesin
theU.S.?
•
•
Doculturaluniversalsexist?
Howistechnologychangingculture?
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RESOURCES
TextbookAlignedResources
th
Sociology:ADowntoEarthApproach–11 Edition-Henslin
Chapter2
TryTheseforSure!
AdditionalResources
Dollface
https://www.youtube.com/watch?v=zl6hNj1uOkY
DoveEvolution
https://www.youtube.com/watch?v=iYhCn0jf46U
*Additionalinstructionalresourcesmaybenecessary
Differentiation&Enrichment
ELL,ESEStrategies:
Providestudentswithoralandvisualcuesfordirections
Flexible groups (may change daily or weekly)
Choices for students
Providestudentswithpictures,graphs,charts,andvideos.
Providestudentswithoralreadingstrategies(i.e.,read-a-loud,jumpinreading)
Providestudentswithpeergroupingforactivities
Providestudentswithteacherread-a-loudstrategies
Content connected
Authentic Learning Experiences/Tasks
Increased depth, breadth, or complexity
Providestudentswiththeopportunitytouseofaudiobooks
Sometimes independent activities, sometimes direct instruction
Providestudentswiththeuseofmanipulativeitems(i.e.,3-Dobjects)
Cross-curricular
Providestudentswithcooperativelearningactivities(small/largegroupsettings)
Different or differentiated, work – not just more work
Providestudentswithstructuredparagraphsforwritingassignments
Providestudentswiththeuseofsimplified/shortenedreadingtext
High-level thinking skills applied to content
Providestudentswithsemanticmappingactivitiestoenhancewriting
ProvidestudentswiththeopportunitytousetheLanguageExperienceApproach
Providestudentswithclozereadingnotes
Planned and purposeful
Responsive to students’ needs and situations
http://www.literacyconnections.com/InTheirOwnWords.php
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Unit 2 Scale: The unit scale is a curricular organizer for PLCs to use to begin unpacking the unit. It should prompt PLCs to further explore question #1, “What do we expect all
students to learn?” Notice that all standards are placed at a 3.0 on the scale, regardless of their complexity. A 4.0 extends beyond 3.0 content and helps students to acquire deeper
understanding/thinkingatahighertaxonomylevelthanrepresentedinthestandard(3.0).Itisimportanttonotethatalevel4.0isnotagoalfortheacademicallyadvanced,butratheragoalforALL
students to work toward. A 2.0 on the scale represents a “lightly” unpacked explanation of what is needed, procedural and declarative knowledge i.e. key vocabulary, to move students towards
proficiencyofthestandards.
4.0
Inadditiontodisplayinga3.0performance,thestudentmustdemonstratein-depthinferencesandapplicationsthatgobeyondwhatwastaughtwithinthese
standards.Examples:
•Analyzeotherculturesfromaroundtheworldandbeabletoexplainthedevelopment,whileunderstandingtheconceptofculturalrelativism.
3.0
TheStudentwill:
•Identifythedifferencebetweensociobiologyandsocially-drivendevelopment
•Analyzethewaythatculturesformtheirideasofreality
•Listwaysthatculturesenforcedifferenttypesofnorms
•IdentifyexamplesofculturewithintheU.S.
2.0
Thestudentwillrecognizeorrecallspecificvocabulary,suchas:
•Culture,MaterialCulture,Non-materialCulture,Ethnocentrism,Folkway,More,Taboo,CulturalRelativism,Sanction,Values,Nettling,Subculture,
Counterculture
Thestudentwillperformbasicprocesses,suchas:
•Listingthetypesofculturalchange
1.0
Withhelp,partialsuccessat2.0contentbutnotatscore3.0content
Unit2:UnpackingtheStandard(s):WhatdowewantstudentstoKnow,UnderstandandDo(KUD):ThepurposeofcreatingaKnow,Understand,andDoMap(KUD)istofurtherthe
unwrappingofastandardbeyondwhattheUnitScaleprovidesandassistPLCsinansweringquestion#1,“Whatdoweexpectallstudentstolearn?”ItisimportantforPLCstostudythefocus
standardsintheunittoensurethatallmembershaveamutualunderstandingofwhatstudentlearningwilllookandsoundlikewhenthestandardsareachieved.Additionally,collectivelyunwrapping
thestandardwillhelpwiththecreationofthelearningprogressionscale(forusewithstudents).WhencreatingaKUD,itisimportanttoconsiderthestandardunderstudywithinaK-12progression
andidentifytheprerequisiteskillsthatareessentialformastery.
Unit:Culture
Standard(s):
SS.912.S.1.8 - 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.
SS.912.S.2.1 - Define the key components of a culture, such as knowledge, language and
Thisaworkingdocumentthatwillcontinuetoberevisedandimprovedtakingyourfeedbackintoconsideration.
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Sociology(#2108300)
communication, customs, values, norms, and physical objects.
SS.912.S.2.2 - Explain the differences between a culture and a society.
SS.912.S.2.4 - Give examples of subcultures and describe what makes them unique.
SS.912.S.2.5 - Compare social norms among various subcultures.
SS.912.S.2.7 - Explain how various practices of the culture create differences within group behavior.
SS.912.S.2.8 - Compare and contrast different types of societies, such as hunting and gathering,
agrarian, industrial, and post-industrial.
SS.912.S.5.5 - Define ethnocentrism and explain how it can be beneficial or destructive to a culture.
SS.912.S.6.11 - Evaluate a current issue that has resulted from scientific discoveries and/or
technological innovations.
Understand
“Essentialunderstandings,”orgeneralizations,representideasthataretransferabletoothercontexts.
Culturalawarenessisessentialtounderstandingeachofthedifferentcategoriesinsocietyandbeabletopositivelyinteractwiththem.
Know
Declarativeknowledge:Facts,vocab.,information
Culture,MaterialCulture,Non-materialCulture,
Ethnocentrism,Folkway,More,Taboo,Cultural
Relativism,Sanction,Values,Nettling,
Subculture,Counterculture
Do
Proceduralknowledge:Skills,strategiesandprocessesthataretransferrabletoothercontexts.
Level4(KnowledgeUtilization)
•Whileanalyzingthemajortenantsofculture,beabletoshowtherelationshipbetweendifferentstylesofsanctions,andapplythem
totheconceptsofvaluesandbeliefs.
Level3(Analysis)
•Explaintheidealsbetweenmaterialcultureversusnonmaterialcultureanddiscussthepropersanctionstoapplytoeach
•Determinethemostbeneficialqualitiesofculturalchange
Level2(Comprehension)
•ExplainthedifferencesbetweenU.S.cultureandothercultures.
Level1(Retrieval)
•Listthedifferenttypesofnormsandtheircharacteristics.
Prerequisiteskills:Whatpriorknowledge(foundationalskills)dostudentsneedtohavemasteredtobesuccessfulwiththisstandard?
Unit:SampleLearningProgressionScale(forachunkoflearning):Thelearningprogressionscaleunwrapsthecognitivecomplexityofafocusstandardfortheunit,usingstudentfriendlylanguage.
Thepurposeistoarticulatedistinctlevelsofknowledgeandskillsrelativetoaspecifictopicandprovidearoadmapfordesigninginstructionthatreflectsaprogressionoflearning.Thesamplelearning
progressionscaleshownbelowisjustoneexampleforPLCstouseasaspringboardwhencreatingtheirownscalesforstudent-ownedprogressmonitoring.Thelearningprogressionscaleshould
promptteamstofurtherexplorequestion#2,“Howwillweknowifandwhenthey’velearnedit?”foreachofthefocusstandardsintheunitandmakeconnectionstoDesignQuestion1,
“CommunicatingLearningGoalsandFeedback”(Domain1:ClassroomStrategiesandBehaviors).Keepinmindthata3.0onthescaleindicatesproficiencyandincludestheactualstandard.Alevel
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4.0extendsthelearningtoahighercognitivelevel.Liketheunitscale,thegoalisforallstudentstostriveforthathighercognitivelevel,notjusttheacademicallyadvanced.Alevel2.0outlinesthe
basicdeclarativeandproceduralknowledgethatisnecessarytobuildtowardsthestandard.
NextGenerationSunshineStateStandards:
LearningProgression
Score
4.0
Ican
Icanevaluatewhichtypesofelementsneedtobepresentforaculturetofunctionand
detailthemtomakeacohesivecultureonmyown
3.5
Icandoeverythingata3.0,andIcandemonstratepartialsuccessatscore4.0.
3.0
Icanevaluate.
Icanevaluatehowdifferentsanctionsarestructuredanddetermineappropriate
measuresfordifferentsituations
2.5
2.0
1.0
Icandoeverythingata2.0,andIcandemonstratepartialsuccessatscore3.0.
Icanidentify
Icanidentifythe3typesofnorms
Ineedpromptingand/orsupporttocomplete2.0tasks.
SampleTasks
Studentsaregiventhetaskofcomingupwiththeirownculture,detailingthemost
importantaspectswithinabrochure
Studentswillusetheconceptsofformalversusinformalsanctionstodeterminethe
correctsocialresponsestopredeterminedsituations
Createachartthatshowstheprogressionfromfolkwaystolaws
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