Sociology

Unit 3

Unit 3- Socialization
Essential Standards 12.C.2, 12.C.2.1, 12.C.2.2, 12.C.2.3, 12.C.2.4, 12.C.2.5
HISTORY

GEOGRAPHY &
ENVIRONMENTA
L LITERACY

CIVICS AND
GOVERNMENT

ECONOMICS &
FINANCIAL
LITERACY

CULTURE

Unit Overview
In this unit, we will examine the importance of socialization, the idea of the self, agents of
socialization, and processes of socialization. To follow up on our study of socialization, we
will further examine the social institutions of society, these will be investigated for the
uniqueness of each and as they interact interdependently with the others. The social
institutions that we will deepen our understanding of are family, education, politics,
economy, religion, and sports.

Generalizations
1.
2.
3.
4.

All people have a perspective on themselves as individuals.

All people have a perspective of a person based on that persons projected perspective.
All people play various different roles within the social institutions of a society.
All people at times experience role conflict when the primary purposes of those roles
collide.
5. All people resolve the role conflict with some type of compromise.
6. We are all influenced in some way by the power and/or authority of social institutions in
our culture.
7. Social institutions exert influence in a variety of ways through multiple means and
perspectives over time.
8. The way people understand society and culture may be influenced by several factors.
9. People may view the process of socialization differently.
10. Many factors may influence behaviors, values and beliefs.
11. Some factors may influence behaviors, values, and beliefs more strongly than others.
12. The social environment may impact ones socialization.
13. The individual and a society may be impacted by social structures.
14. People learn cultural ways through different means of social interactions.
15. Different types of social groups may shape a society.

Essential Questions
1. What does the term socialization mean?
2. How does role socialization influence human development?
3. How does extreme isolation effect humans particularly children?
4. What are the key concepts of socialization?
5. What is the symbolic interactionist perspective?
6. What is a persons role?
7. How does that role change based on environment and/or location?
8. How is socialization different in childhood than adulthood?
9. What are social institutions?
10. What are the social institutions and define their primary & secondary functions?
11. What are the challenges to societys social institution in todays world?
12. What have been the responses to those challenges?

Unit 3

Socialization

Sociology
Unit 3

Unit Vocabulary
Socialization,
Self-Concept,
Looking-Glass Self,
Significant Others,
Role Taking,
Imitation Stage,
Play Stage,
Game Stage,
Generalized Other,
me,
I,
Hidden Curriculum,
Peer Group,
Mass Media,
Total Institutions,
Desocialization,
Resocialization,
Anticipatory Socialization,
Reference Group,
Family,
Marriage,
Nuclear Family,
Extended Family,
Patrilineal,
Matrilineal,
Bilateral,
Patriarchy,
Matriarchy,
Equalitarian,
Patrilocal,
Matrilocal,
Neolocal,
Monogamy,
Polygamy,
Polygyny,
Polyandry,
Exogamy,
Incest Taboo,
Endogamy,
Homogamy,

Unit 3

Heterogamy,
Socioemotional
Maintenance,
Marriage Rate,
Divorce Rate,
Blended Family,
Adolescents,
Dual-employed Marriages,
Cohabitation,
Boomerang Kids,
Formal Schooling,
Open Classroom,
Cooperative Learning,
Integrative Curriculum,
Voucher System,
Charter Schools,
Magnet Schools,
For-Profit Schools,
Manifest Function,
Latent Function,
Tracking,
Meritocracy,
Competition,
Educational Equality,
Cognitive Ability,
Cultural Bias,
School Desegregation,
Multicultural Education,
Compensatory Education,
Self-Fulfilling Prophecy,
Economic Institution,
Political Institution,
Power,
Coercion,
Authority,
Charismatic Authority,
Traditional Authority,
Rational-Legal Authority,
Representative
Democracy,

Socialization

Totalitarianism,
Authoritarianism,
Political Socialization,
Pluralism,
Elitism,
Interest Group,
Power Elite,
Capitalism,
Monopolies,
Oligopolies,
Socialism,
Corporation,
Interlocking Directorates,
Conglomerates,
Multinationals,
Primary Sector,
Secondary Sector,
Tertiary Sector,
Occupations,
Core Tier,
Peripheral Tier,
Downsizing,
Contingent Employment,
Religion,
Sacred,
Profane,
Legitimate,
Spirit of Capitalism,
Protestant Ethic,
Church,
Denomination,
Sect,
Cult,
Religiosity,
Secularization,
Fundamentalism,
Sport,
Sport Subculture,
Stacking,

Sociology
Unit 3

Key People
Start here

Unit 3

Socialization

Unit 3- Goals
What do students need to KNOW?
Students will define and provide examples of the major
components of social structure: status, role, social institution,
and group.
Students will explain and illustrate role strain and role conflict.
Students will define social networks.
Students will explain the functions of each of the primary
institutions in the American society.
Students will illustrate how social institutions are linked and
interdependent within a social system.
Students will define and give examples of the major types of
social groups: primary, secondary, in-group, out-group, peer
group, and reference group.
Students will discuss how these groups shape the learners life
and how individuals influence the groups.
Students will be able to recognize the difference between
conflict, functional, and symbolic interaction approaches to
the study of social science.
Students will define social institutions and identify the primary
institutions in a society.
Students will identify secondary institutions which are
significant in the functioning of complex industrial and
postindustrial societies (science, medicine, sport, etc.).
Students will identify which basic societal needs are satisfied
by the family institution.
Students will analyze ways in which family life can be
disrupted.
Students will identify the major changes that have taken place
in the American family in the 20th century and the beginning
of the 21st century.
Students will explain how preindustrial and industrial societies
view the individual and groups.
Students will analyze the functions of at least one major
institution other than the family.
Students will explain the relationship of institutions to stability,
to explicate the change-resistant characteristic of
institutions.
Students will explain the relationship of institutions to stability,
to explicate the change-resistant characteristic of
institutions.
Students will delineate the relationship of at least one
institution to reproduction of social inequality (racial, sexual,
or socioeconomic).
Students will compare and contrast the functionalism
perspective and conflict perspective on institutions.

What do students need to be able to DO?

Students define and provide examples of the major
components of social structure: status, role, social institution,
and group.
Students explain and illustrate role strain and role conflict.
Students define social networks.
Students explain the function of each of the primary
institutions in the American society.
Students illustrate how social institutions are linked and
interdependent within a social system.
Students define and give examples of the major types of social
groups: primary, secondary, in-group, out-group, peer group,
and reference group.
Students discuss how these groups shape the learners life and
how individuals influence the groups.
Students explain the difference between conflict, functional,
and symbolic interaction approaches to the study of social
science.
Students define social institutions and identify the primary
institutions in a society.
Students identify secondary institutions which are significant in
the functioning of complex industrial and postindustrial
societies (science, medicine, sport, etc.).
Students identify basic societal needs that are satisfied by the
family institution.
Students analyze ways in which family life can be disrupted.
Students identify the major changes that have taken place in
the American family in the 20th century and the beginning of
the 21st century.
Students explain how preindustrial and industrial societies view
the individual and groups.
Students analyze the functions of at least one major institution
other than the family.
Students explain the relationship of institutions to stability, to
explicate the change-resistant characteristic of institutions.
Students delineate the relationship of at least one institution to
reproduction of social inequality (racial, sexual, or
socioeconomic).
Students compare and contrast the functional perspective and
conflict perspective on institutions.

I Can Statements

I can define and provide examples of the major components of social structure: status, role,
social institution, and group.
I can explain and illustrate role strain and role conflict.
I can define social networks.
I can explain the function of each of the primary institutions in the American society.
I can illustrate how social institutions are linked and interdependent within a social system.
I can define and give examples of the major types of social groups: primary, secondary, in-

group, out-group, peer group, and reference group.

I can discuss how these groups shape the learners life and how individuals influence the
groups.
I can explain the difference between conflict, functional, and symbolic interaction

approaches to the study of social science.

I can define social institutions and identify the primary institutions in a society.
I can identify secondary institutions which are significant in the functioning of complex

industrial and postindustrial societies (science, medicine, sport, etc.).

I can identify basic societal needs that are satisfied by the family institution.
I can analyze ways in which family life can be disrupted.

I can identify the major changes that have taken place in the American family in the 20 th
century and the beginning of the 21st century.
I can explain how preindustrial and industrial societies view the individual and groups.
I can analyze the functions of at least one major institution other than the family.
I can explain the relationship of institutions to stability, to explicate the change-resistant

characteristic of institutions.
I can delineate the relationship of at least one institution to reproduction of social inequality

(racial, sexual, or socioeconomic).

I can compare and contrast the functional perspective and conflict perspective on
institutions.

Unit 3- 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 3- Assessment Options:

W1- Literacy Common Core Power Standard: Writing Arguments
After completing the R1/R10 and W2 task below, write a critique of the
guideline that you created providing evidence both for and against
each of the guidelines.
W2- Literacy Common Core Power Standard: Writing Informative Texts
After completing the R1/R10 task below, read the following statement
and create the guideline explained below using the information
provided.
o Based on your knowledge from the article, your knowledge of
television/media viewing & access, the boundaries your parents
placed on your television/media viewing and your personal
viewpoints, write a set of principles or guideline that you would
recommend for future parents.
R1/R10- Literacy Common Core Power Standard: Reading Closely Over Time
with a Variety of Texts
Read Enrichment Reading on page 136 and 137 in the Sociology &
You textbook, based on the article answer the following questions:
o What was the stated purpose of the first study?
o Why does the report state that the contextual factors for viewing
violence are the most important?
o Do you think the report reaches its stated purpose (see Question
#1)? Why or why not and use the text as evidence to support
your position?