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NOTE

EDRS PRICEDESCRIPTORS

ABSTRACT

Sociology.Bensalam Township School District, CornwellsHeights, Pa.34p.

EDRS Price MF-$0.65 HC-$3.29*Curriculum Guides, *High School Curriculum,*Secondary Education, *Social Sciences, *So,:iology

GRADES OR AGES: High school (grades not specified).SUBJECT MATTER: Sociology. ORGANIZATION AND PHYSICAL APPEARANCE: Thecourse contains 13 units. The material is set out incolumns -- content, student activities, time, teacher activity orstrategy, materials, and evaluation. The guide is mimeographed andspiral bound with a soft cover. OBJECTIVES AND ACTIVITIES: Theintroductory material lists six objectives for tha student. Detailsof activities are given for each unit. INSTRUCTIONAL MATERIALS:Chapter references in the basic texts, films, and other resourcematerials are listed for each unit. STUDENT ASSESSMENT: The method ofevaluating each activity by quiz, interview, paper, or project isstated, details are not included. (MBM)

111r4

OSCHOOL DISTRICT OF BENSALEM TOWNSHIP

CORNWELLS HEIGHTS, PA.

SOCIOLOGY

U S DEPARTMENT OF HEALTH,LOJCATION & WELFAREOFFICE OF EOUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG(SATING IT POINTS OF VIEW OR CONNIONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE Of EOUCATION POSITION OR POLICY

3330 Hulnieville RoaCornwells Heights,

t.t1ei SOCIOLOGY0.1'-4 I. OVERVIEWLet

Sociology is the study of man as companion, of man in hie life aspeople in groups, in their social relations. Sociology shares common grsuch as history, economics, and political scieuce; and it is distinguisheemphasis. Sociology approaches the study of human groups with emphasconcerned chiefly with the way people conduct themselves toward one anfamily, church, school, community. Sociology treats of human groupspies, functions, and problems.

More precisely defined, sociology is the study of human interactsis the science which studies patterned, shared human behavior. Man foof his social organization that have been erected as the signposts leadingprocess of acting in awareness of others, called social interaction, is ologist in order to identify and classify the main forces of human society.

TEACHia OBJECTIVES (GENERAL)

To develop an understanding of sociology as the study of men intewide variety of human needs and the part of the sociologist in developingapprcpriate to this study.

TEACHER OBJECTIVES (SPECIFIC)

Upon completion of this course the student should be able to:

1. Recognize the various factors which influence the sociologist'

2. Define and recognise in their sociological context the terms u

3. Infer the sociologist's point of view from selected portions of

2

SOCIOLOGY

study of man as companion, of man in his life and living with others. It views;ir social relations. Sociology shares common ground with other social sciences,nics, and political science; and it is distinguished from them in its own peculiarpproaches the study of human groups with emphasis upon social behavior. It isale way people conduct themselves toward one another in their varied associations

community. Sociology treats of human groups - their nature, institutions, princi-'oblerna.

defined, sociology is the study of human interaction am' social organization. ItAles patterned, shared human behavior. Man follows the rules, laws, and customsPn that have been erected as the signposts leading to group satisfaction. Thispraness of others, called social interaction, is observed and analyzed by the socio-y and classify the main forces of human society.

IVES (GENERAL)

derstanding of sociology as the study of men interacting in groups to satisfy aeeds and the part of the sociologist in developing and applying methods and toolsr.

EVES (SPECIFIC)

of this course the student should be able to:

various factors which influence the sociologist's point of view.

Eognize in their sociological context the terms used in this course.

plogist's point of view from selected portions of his work.

rr"

TEACHER OBJECTIVES (SPECIFIC) - Continued

4. Demonstrate familiarity with the methods by which a sociologist determines theauthenticity of evidence.

5. Write a brief summary explaining the uses of sociology.

6. Construct, develop and/or demonstrate a minimum of one major project.

4

LI

What?Content?

I. The Viewpoint ofSociology

A. Nature ofB. Scope ofC. Methods ofD. Va!ues of

Studying

Suggestions for nextyearWhat worked?What did not work?

student Objectives rime Activity or Teac1

Etudent will be able to de- 11 weekfine verbally sotiology

Etudent will be able to sug-gest a solution to a problem'arising in everyday life

Given a list of sociologicalitems the learner will beable to define same

family ethnocentirsmgroup cultureinstitution communitymobility ethic groupstratification

Given a list of steps used injthe scientific method the et -dent will be able to arrangein ascending order

The student will be able toexplain:

a. How the case study tech-nique is chiefly usedb. describe another methodor technique used by socio-logists

Given a currentdent will state saa short descriptiwould approach tlusing the scientif

Readingfor H

Sankowsky, Cha

Lecture: Sociologveys questionnairsearch techniauegstudies, cornmundies, polling, grcs is , experimentsearch projects

Objectives Time

will be able to de- 11 weebally sociology

will be able to sug-olution to a problem;in everyday life

list of sociologicale learner will beefine same

ethnoce».cultur,,

on communityethnic group

ation

list of steps used inntific method the st -1 be able to arrangeding order

ent will be able to

he case study tech-chiefly usedibe another method'qua used by socio-

Activity or Teaching Strategy Materials

Given a current problem, stu-dent will state same and writea short description of how hewould approach the problemusing the scientific method

ReadingSociology for High SchoolSankowsky, Chapter I

Lecture: Sociological sur-veys questionnaires - re-search technioues. Casestudies, community stu-dies, polling, group analy -sis, experiment and re-search projects

Text:Sociology for HighSchool

Saukowsky,S. H.

Text:Readings in Soc.Sci.

O'Brien, Shrag,MartinUnit #1, Teaching#2

Transparency:Steps in Scien-tific Method

Readings in Soc.Sci.O'Brien, Schrag,Martin, Ch. #1

Evaluation

Quiz

Interview

Quiz

Quiz

Quiz

I

1.klihat?

IContent? Student Activities

1.1.Heredity and En-vironment in De-

velopment of Personral ity

A. Effects ofHeredity

B. Effects ofEnviron-ment

C. Person-ality

D. The SodalSelf

7

Student will be able to list10 inheritable and 10 ac-quired characteristics ofhuman beings

Student will be able to re-cognize the merits andshortcomings of an 1. Q.test

Student will be able todefine alist of

tonne used in the studyof heredity and environ-ment 17 out of 10 ba15 min. )

hereditychromosomesgenesphysical environmentculturecultural heritagesocial environmentpersonalitysocial selflooking-glass self

Time

2

Per.

2

Per.

Activi or 'reachin

Lecture:

ReadingSociolo for the HiSankowsky, Ch. 2

School psychologist tlimitations of I. Q. todemonstrate how suctesting may result inating scores - explaia psychologist compintelligence quotient

Lecture: Inherited cisticsPhysical structureIntelligence and speccitiesTempermentDrives

Film presentation ancritique

Film

tivities Time Activi or Teachin: Strate Materials

Page -2--

Evaluation:

Quiz11 be able to listble and 10 ac-racteriotics ofngs

11 be able to re-e merits andngs of an I.Q.

11 be able tofine a'list ofin the studyand environ-

t of 10 in

es

nvironment

'ritageironmerity

ass self

2

Per.

2

Per.

Lecture:

ReadingSociolo for the Hi :h SchoolSankowsky, Ch. 2

School psychologist to explainlimitations of 1. Q. test anddemonstrate how successivetesting may result in fluctu-ating scores - explain howa psychologist computes anintelligence quotient

Lecture: Inherited character-isticsPhysical structureIntelligence and special capa-citiesTempermentDrives

Film presentation andcritique

Film

Our Changing_OrderGaylen, Gray, GroveCh. 6

Sociology for theHigh SchoolSankowsky Ch. 2

School guidancecounselor andI. Q. tests

Readings in Gen.SociologyO'Brien,Schrag,Martin

Bucks CountyFilm s:Genetics -Mendel' s Laws5320 (132min)

Heredity andFamily en-vironment472 (9min)

8

uiz

uiz

rittenritique

What?Content?M. Socialization

A. ProcessB. IngredientsC. Social Ad-

justment

9

Student ActivitiesStudent will be able to de-fine socialization list andstudent will be able to de-fine the socializing agen-cies

Stud,:nt will be able to ex-plain what happens to child-ren who grow up away fromhuman contacts

Student will be able to ana-lyze an area of social ad-justment, i. e. , his extra-curricular involvement

Student will be able to de-fine p_nd explain termscommon to a sociologicalstudy of social adjustmentin written form 15 min.quizrepressionprojectionprocrastinationrationalizationdaydreamingcompensationintrovertextrovertambivert

is Activity or TeachinTeacher presentation

Group discussion wit.sensue re agencies

2

Per.

2

Per.

2

Per.

Presentation - casese.g., "Wolf Boy"

Preparation of a papegesting why student p

.pstes in extra-curricactivities with whichinvolved

to de-ist andto de-agen-

to ex-to child-ay from

to ana-ial ad-extra-ent

to de-maogic alstmentmin.

Time Activity or Teachin StrateTeacher presentation

Group discussion with con-sensus re agencies

Presentation - casese.g. . hWolf Boy"

Preparation of a paper sug-gesting why student partici-

\pates in extra-curricularactivities with which he isinvolved

MaterialsText;Sociology fot theHigh School Ch. 3

Text:Ch. 3

Ditto sheets (sev-eral case studies) Project

Pa e -

EvaluationQuiz

Quiz

Readings in Gen.SociologyO'Brien,Schrag,Martin Sec. #5

in

Qui z

.Z11

What?Content?IV. Deviation fromthe social norm

A. Personalityconflicts in modernsociety1.. Adjusting tc5, an

ever-changingsociety

Z. Contradictionsin our society

3. Identificationaldeviants

B. Causes ofdeviation1. Unrealistic goalsZ. Conflicting norms3. Gangs and delin-

quency4. Poor socializa-

tion process5. Excessive ten-

sion6. Minority g 'ups

C. CriminalbehaviorI. Definition of

crime (robbery,theft, larceny,etc. )

Student ActivitiesThe student will be able torecognize that society isdynamic and not static

Given a list of 10 situationstudent can identify and explain at least 5 contradict-ions

The student will be able todescribe the difference be-tween psychotic and crimi-nal

Student will be able tc,list at least 5 reasonsfor each of the 6 causesof deviations

Given a list of crimes,students can matchcrimn with definition

Time1

Per.

1

Per.

1

Per.

1

Per.

Activit or TeachinClass discussion

Show overhead tra

Lecture

Panel discussion oras signmentLecture by social cer

Film and state polito comment and ansquestions

Filmstrip presesta

Page -4-

E.valuatict,bserva-c.on anddiscuss-ion

Time1

Per.

Activity or Teaching Strategy Materials

1

Per.

1

Per.

1

Per.

Class discussion

Show overhead transparency

Lecture

Panel discussion on readingassignmentLecture by social case work-er

Film and state police officerto comment and answerquestions

Filmstrip presentation

Basic Text P.43

Overhead trans-parency with listof examples

Texts:Crime andJuvenile De-linquencyLeniwald, Gerald

Pcit_..rerV and thePoorWashington Sq.Press

Bucks Co. Films:Crime Lab 5089(13i min)Modern:Thin Blue LineModern talk-ing (30min)Crime and Ju-venile Delia-

F. B. L UniformCrime ReportBucks Co. FilmWar on Crime71 fr. (B&W)

12

WrittenQuiz

Class-roomQue stioniObser-vation ofclass par-ticipationin discus-s ion

WrittenQuin

What?Content?

C. Cont'd2. Juvenile offendersdefinition3. Transitional de-finitions4. Misconceptions

a. retardationb. race factorc. economicd. single and

groupe. broken home

1 '2

Student ActivitiesGiven a case study of juvenile delinquency, student wilt 1

favor decisions based upon weeklawful behavior

Time Activi or TeachinCase study

Student will be able to iden-tify and differentiate be-tween/among 5 misconcept-ions

Lecture /discus sion

paSe -

Time

14 1

week

Activity or Teaching StrategyCase study

Lecture /discussion

Material sS. R. S. S.Kid Who Had aThing for Lincoln

Juvenile Delin-quency, Gavin

14

EvaluationEssay onMike'sadjudicatic n

Writtenquiz

I

IWhat?Content?

IV. Basic social unitsA. The groupCompulsoryVoluntary

3. Majority17:: Minority

Peer6. 1n-Group

Out-Group8. Reference

B. Group mobility111. Specialization

2. Interdependence

15

Student ActivitiesThe student will be able toidentify and give examplesof each type of group

The student will be able toidentify at least 3 groupswhich he is a member

Student will be able to com-pare and contrast role ineach of six groups in whichhe has membership

The student will be able towrite a 2 page account abouta sub-culture in his imrnediate geographical vacinitynoting:a. life style, b. deviationfrom established pattern,c. justification for, d. pro-gnosis

Time

1

week

Activity or TeacharStudents investigate,information of comagroups - through intonewspaper readings,mass-media viewing

Class discussion ofgathered from above

Reading assignment

Construct a sociogradiscussion (instructi

Film and written reF

Timeble toIvies 1

week

le toups

com-e in

which

le tot about

edinity

tionrn,. pro-

[Activity or Teacher StrategyStudents investigate, gatherinformation of community 1

groups - through interviews,newspaper readings, andmass-media viewing

Class discussion of datagathered from above study

Reading assignment

Construct a sociogram -discussion (instructions)

Film and written report

MaterialsRadio - TV

Text: Ch. 8(P.133 #11)

Sociogram

Bucks Co. FilmThe Old OrderAmish 10100(32 min)

16

Evaluation -Writtensummary offindings

Quiz

Writtenreport

IrWhat?1; Content? Student Activities Time Activity or Teache

VI. Intro. to SocialInstitutions

I. A. Nature ofB. Development

1. Family2. Government3. Economic4. Religion5. Education

C. Structure1. Differences2. Similarities

D. Institutional resistance

E. Political In-stitutionsI. Complexity2. Division of

labor3. Concern for

wealth

1

II

I

I

I

I

I 17

The student will be able toillustrate each of the 5 in-stitutions e.nd be able toverbalize the importanceof each

The student will be able tocompare and contrast the5 institutions in our societywith similar 'institutions inChina, Israel, etc.

Given a list of 10 behaviorpatterns in a culture, thestudent will be able to sel-ect and explain 5 examplesof cultural lag

The student will be able todifferentiate verbally be-tween/among economic andpolitical institutions

The student will be able towrite and present a shortpaper (2pgs.) in which hecan trace the source anddevelopment of someAmerican institution otherthan the family

Lecture

Oral report to clas

Written presentati,

Page -

esI be able toof the 5 in-s able toriportance

Time

he able totreat theour societytitutions intc.

behaviortitre, theMe to sel-

examples

be able tobally be -,nomic andone

be able to.t a shortwhich herce and

ornetion other

Activity or Teacher Strategy_ MaterialsLecture

Oral report to class

Written presentation

EvaluationReadings in General QuizSociologyO'Brien, Shrag,MartinSelection f10

Middletown, Lynd, Report toR & H class

Sociology & SocialLifeYoung & MackCh. 19

18

Quiz

Interview

Project

What?Content?VII. The Family

A. The universalinstitution

B. The Americanfamily1. Development

ofZ. The family

today3. The solid-

arity factor

19

student ActivitiesAfter reading material re-lating to role of family inother cultures, the studentwill be able to describeverbally at least 3 chara-cteristics common to allcultures

Time

The student should developan awareness that the Am-erican family is in a periodof evolution by being able toexplain the transition offamily values in the areasof:

sex moralsdivorce & marriagerole of mother & father

and in relation to:

generation gapfamily size, etc.

3

weeks

student will draw inferencesfrom data that will allow himto make some inferencesabout the nature of die familyof the next generation

Activity or Teaching StRead text

Resource speakers.i_tocal MinisterMarriage Counselor

Library researchDivorceMarriagePopulation growth

al re-'ly intudentibeara-all

velopAm-

periodable toofreds

9ther

Time3

weeks

encesw himesfamily

Activity or Teaching StrateRead text

Resource speakersvocal MinisterMarriage Counselor

Library researchDivorceMarriagePopulation growth

MaterialsResource speakers

Reading in GeneralSociologyO'Brien, Schrag,Morton Ch. 10,11

Our Changing So-cial OrderGavian, Gray GroveCh. 13-16

Sociology_ and SocialLifeYoung & MackCh. 20

Understanding otherCulturesCh. 3,4

20

Page -eJ-

rvaluationWrittensummary

Oral dis-cussion

Short eau yon changingnature offamilystructure

1.

1

li

II

1

I

^1"

What?Content?VIII. The religiousinstitution

A. Development1. primitive so.defies2. modern so-cieties

B. Fun' .ion of re-ligious bodies1. stability2. reinforce-ment of morals

C. Religion in to-day's world1. location2. size

D. Religion in theU. S.1. membership2. activities

E. Religious con-troversies1. toleration2. separation of The student will he able toChurch & State accept and defend a position3. Soluting theflag, Lo rd'sprayer, inter-faith marriages,Blue Laws

Student Activities TimeThe student will be able toverbally descrive the mainbeliefs and policies of oneof the following religions:Buddhism, 'Confucianism,Hinduism, Islam, Christianity

The student will be able tolist and explain briefly thechief functions of religionfrom a sociological point ofview

2eeks

The student will be able tolist and describe the functionsthat the church has surrender-ed in whole or in part over theyears and describe what otherfactors have tended to decreasethe import and influenceof thechurch.

21

re "blue laws"

Activity or TeachLecture:Oral reports I

Reading: SocioloSchool Sankowsky

Film presentatio

ble tomain

f oneions:

istian-

ble toly theigionoint of

le tofunctionsrrender-over the

hat otherdecrease

ceof the

Time

2weeks

le toosition

Activity or Teacher StrateLecture:Oral reportsReading: Sociology for HighSchool Sankoweky Ch. 11

Film presentation

Pa

MaterialsGeneral SociologyO'Brien, Shrag,MartinCh. 10 Sec. #2

Sociology andS 3 cial LifeCh. 22

Understandingother CulturesBrown, CorinneCh. 8

Bucks Co. FilmsThe Old OrderAmish 10100(32 min)

22

EvaluationOral re-portWrittenreport

Quiz

Critique cffilm

Quiz

I

I

What?(,content?'31C. The Educational

InstitutionA. BackgroundB. Education inthe United States1. the early per-

iod2. public schools3. higher educa-

tion4. changeC. Problems1. physical2. culturally de-

prived3. drop-outs4. racial inte-

gration5. exceptional

student

I

li

I.

23

Student ActivitiesThe student will be able todescribe the educationalprocess in a non-literatesociety

The student will be able toidentify instruction ofhigher education that willhave some relevance forhim re course offerings,etc.

The student will preparea written report and be ableto deliver the gist of sameorally re the most impor-tant problem facing the ed-ucational system of the U.S. today. He will explain:(a) nature of problem(b) why important (c) howproblem arose (d) whatsteps are being taken tosolve it (e) prognosis

Time Activity_o_r TeLecture:Reading:Sociology for tSankowsky Ch

Check with guletins and liteing (a) type of(b) size (c) co(d) type of co(f) entrance r:(g) Extra- Curties

Oral reports

Filmstrip pre

Activity or Teacher StrategyLecture:Reading;Sociology for the High SchoolSankowsky Ch, 12

Check with guidance for bul-letins and literature describ-ing (a) type of insti:ution(b) size (c) courses offered(d) type of community (e)fees(fj entrance requirements(g) Extra-Curricular activi-ties

Oral reports

Filmstrip presentation

MaterialChaplin ocialOrderGairan, _ ay,Groves Ch. 31,32.

Sociology & SocialLifeYount & MackCh. 22

Sound-FilmstripDropping Out:Road to NowherePhono. R. 301.43(30 min)

Bensalem C. M. C.How to Make aCareer DecisionF.S. 37142(color 39 fr. )

24

Page -10-

Evaluatior

roject(paperwritten)

Evaluateoral report

. What?Contact?X. The American

CommunityA. Types

1. urban2. rural3. suburb

B. Patterns oflife1. primary

group smallcommunity

Z. primarygroup urbancommunity

3. city and eth-nic groups

C. Community pat.terns

D.

Student Activities TimeThe student will be able tolist the chief factors whichusually determine the lo-cation of a town or city andexplain how each of thesefactors applies (or doesnot apply) to his community

The student will be able tolist and describe a village,town, city, suburb, metro-politan community, megal-opolis.

The student will be able todescribe how and why a shundevelopes in a typical Am-erican city.

1. zone - Burgess2. slums iThe student will be able toUrban renewel list, identify, and explain:1. federal plans2. community

response3. patterns of I

developmenta. transportationb. communicationc. public accomo- The student will be able

dations ! to describe an urban re-d. (inancial aspectstewat program

blighted areaurban planningzoningdecentralizationsuburbcommunity

11C

Activity or TeLecture:Reading Text

Film presenta

Oral reportselopment prog

Timeable to

whiche lo-ity andtheseoes

unityl

ble toillage,metro-megal-

hie toy a slumI Arn-

ble tolain:

e ablean re-

Activity or Teacher StrategyLecture:Reading Text Ch. 14

Film presentation

Oral reports urban dev-elopment programs

MaterialsUrban Society5th Ed. Gist ttFava (all)

Sociology for HiehSchoolGairan, Gray,Grove Ch. 20

Statistical Ab-stractCensus, etc

How the OtherHalf LivesRiffs, Jacob

Bucks Co. FilmsLevittown, Pa.10029 (28 min)

Sound - FilmstripModel Cities(H. U. D)

Page -11-

Evaluatic nQuiz

Evaluateoral report

What?Content?XL Minority groups

A. Heterogeneoussociety1. importance

of race2. Difficulties

in classi-fication

3. Theory oforigin ofracial dif-ferences

B. Racial super-iority1. scientific

dataC. Prejudice -

discrimination1. patterns of

prejudice2, scape Boat-

ing3. hate groups

know nothingsb. K. K. K.c. Black Pan-

thers4, Effects of

discrimin-ation

Student ActivitiesThe student will be able to Lecture:list and explain in what re- I Reading: Text Ch. 15spects all human beings ar weekalike and in what respectsmay the members of variousraces differ."" list and explain the wayin which racial differencesprobably originated

Time Activit or Teacher

The student will be able toinfer the point of view of agiven author re the questionof race by reading a sampleof the author's work andwriting a short essay ona ame

The student will be able to analyzeanalyze how contemporaryAmerican publics view theminorities question

Student will collect fromfiles of newspapers and

magazines for one monthall articles pertaining tominorities and analyzein order to arrive at Am-erican public's view ofminorities

27

Critical Review of esMein Eampf

Time Activity or Teacher Strategy Materialsable to

what re- 1

sings are weekespectsof various

the wayerences

able toiew of aquestiory

a samplek anday on

able to analyzeporaryew tt

fromrs anamonthing to

lyzeat Am -w of

Lecture: Sociology for HighReading: Text Ch. 15 School

Sankowsky Ch. 15

Critical Review of essayMein Kampf

Race, Class, andPowerMack

Minorities in Am-erican SocietyMarden, Myer

Sociology Purposeand ScopeRedelan & SealCh. 8

Mein KampfHitler, A.Ch. 11

Readc...s Guideto Pcl.JdicalLiterature

28

Page -12-

EvaluationQuiz

Quiz

Project

Projectevaluation

What?Content? tudent Activities Time Activity or Tea

5. Reactions of The student will be able toNegro corn- list organizations and listmunity conduct of same which have Out-

D. Integration at various times been tar- sideI. social effect gets of prejudice and die- work2. political ef- crimination in our country

fects and to give examples of3. economic ef organizations which have

feces helped spread such atti- 10 Film presentatictunes min

Film presentatio

29

Pare -13-

Time Activity or Teacher Strategy Materials Evaluatiorle tolisthave Out -tar- sidetie- workntry

ye10 Film presentationmin

Film presentation

K. K, K.Haas

Prejudice andDiscriminationHolmes, Fred

Bucks Co. *Films:Boundary Lines28 (10 min)

In Search of aPost 10301

30

Quiz

What?IContent?

XII. Mobility andStratificationA. Individual

roles1. status-

ascribedachieved

2. social classB. Stratification

1. definition2. caste3. mobility

C. Upper classD. Middle

classE. Lower classF. Effects of

stratification1. life-roles2. education3. mobility

le

Student ActivitiesThe student will be able tolist examples of differentroles which people playthroughout their lives. Hewill be able to explainorally how these roles dif-fer Eccorcling to (a) age(b) sex (c) special classor position

He will be able to list anddefine a list of terms com-mon to the jargon of thesociologist

rolerole behaviorstatusinabilityprestigeupper crassmiddle classlower classachieved statusascribed statussocial classstratificationcastewhite collarblue collar

Time Activity or Teacher StrateCl. Oral report

3

wka.Lecture

Reading:Text Ch. 16

Film presentation

Timeable to Cl.ferent 3

play wks.es, Hedin1es dif-agelass

st andCO/li-

the

Activity or Teacher StrategyOral report

Lecture

Reading:Text Ch. 16

Film presentation

Pa e

EvaluationSociology f:s-e H. Eva lu-School ationSankowsky Ch. 16 oral

reportRace, Class andPowerMack Ch. 11

Readings in Gen.ScienceO'Brien,Schrag,Martin Ch. 9

Bucks Co. FilmThe Eye of theBeholder 10294

32

Writtenquiz

I

What?

I

Content?at Student Activities Time Activities or Teach

Society -I The Public

A. Crowds1. charac-

teristicsB. Public

1. definition2. impact up-

on society3. opinion

1 4. Propagandatechniques

5. pressuregroupsI

I

The student will be able towrite a short account ofcontemporary work inthe field of mobility orstratification of role inour society

The student will be able toidentify advertisements thamake a direct appeal to"status awareness"

33

t

out-sidere-ports

Make a collection ofwhich in student'sattempt to make a dappeal to status awaness

Time0

out-sidere-ports

0kat

P

Activities or Teacher Strate: aterials

Make a collection of ads,which in student's opinionattempt to make a directappeal to status aware-ness

Page-15_z

Evaluat ion

The Status Seekersackard Vance

The Hidden Per-suaders

White CollarMills, C. Wright

The Power Elite

ow the Other HalfLive

lie Jacobs

The Uprootedand in, Oscar

ass Media Publ-ications and forescriptions ofadio and TVds

34

Project