Sociology

Unit 4

Unit 4- Human Behavior

Essential Standards 12.C.3, 12.C.3.1, 12.C.3.2, 12.C.3.3, 12.C.3.4, 12.C.3.5

HISTORY

GEOGRAPHY &
ENVIRONMENTA
L LITERACY

CIVICS AND
GOVERNMENT

ECONOMICS &
FINANCIAL
LITERACY

CULTURE

Unit Overview
In this unit, we will analyze human behavior in terms of conformity and deviance. This unit
will investigate sociological theories related to conformity and deviance while further
examining the standards for conformity in American society and how deviance develops in
individuals and groups. We will deepen our understanding on how social control is used
towards deviant behavior. Countercultures development and influence on society will also
be discussed. Finally, we will work to use knowledge gained from our studies to help
understand how to manage daily problems and improve the quality of life.

Generalizations
1.
2.
3.
4.
5.
6.
7.
8.

Deviance may be defined and explained through varying perspectives.

What is deviant in one culture may not be deviant in another culture.
People may choose to conform or not to conform to the norms of a group.
Society may use different techniques to encourage conformity.
Different societies have different expectations for human behavior.
Deviant behavior may be punished.
Countercultures influence their communities to varying degrees.
Countercultures may develop to challenge mainstream culture.

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

What are the definitions of group, social category, and social aggregate?
What are the major characteristics of primary and secondary groups?
What are the five types of social interaction?
What are the advantages and disadvantages of bureaucracy?
What is the difference between formal and informal organizations?
How is power used within an organization and demonstrate its importance with
examples.
7. What is deviance?
8. What is social control?
9. What are the major types of social control?
10. What are the positive and negative consequences of deviance?
11. What are the major functional theories of deviance? How are they different from one
another?

Unit 4

Human Behavior

Sociology
Unit 4
12. What is the conflict theory view of deviance?
13. What are the four approaches to crime control?

Unit Vocabulary
Group,
Social Category,
Social Aggregate,
Primary Group,
Primary Relationships,
Secondary Group,
Secondary Relationships,
Reference Group,
In-Group,
Out-Group,
Social Network,
Cooperation,
Conflict,
Social Exchange,
Coercion,
Conformity,
Groupthink,
Formal Organization,
Bureaucracy,
Power,
Authority,
Rationalization,
Informal Organization,
Iron Law of Oligarchy,

Unit 4

Deviance,
Negative Deviance,
Positive Deviance,
Deviant,
Social Control,
Social Sanctions,
Anomie,
Strain Theory,
Control Theory,
Differential Association Theory,
Labeling Theory,
Primary Deviance,
Secondary Deviance,
Stigma,
Victim Discounting,
White-Collar Crime,
Blue-Collar Crime,
Crime,
Criminal Justice System,
Deterrence,
Retribution,
Incarceration,
Rehabilitation,
Recidivism

Human Behavior

Sociology
Unit 4

Key People
Start here

Unit 4

Human Behavior

Unit 4- Goals

What do students need to KNOW?

What do students need to be able to DO?

Students will define and provide examples of the major

components of social structure: status, role, social
institution, and group.
Students will define social networks.
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 define and illustrate primary group and
secondary group.
Students will distinguish a peer group from a reference
group.
Students define and identify examples of task functions in
a small group.
Students will define and identify examples of expressive
or maintenance functions in a small group.
Students will define and illustrate a complex
organization.
Students will be able to recognize the key characteristics
of rationalization of society.
Students will explain why rationalization is a defining
characteristic of the modern world.
Students will distinguish between a formal and informal
structure in an organization.
Students will distinguish between a conflict and structural
functional analysis of complex organizations.
Students will explain dysfunctions in complex
organizations.
Students will explain the characteristics of bureaucracies
identified by Max Weber.
Students will identify aspects of the learners life that are
influenced by bureaucracies.
Students will discuss how the characteristics of
bureaucracy influence the learners relationships with
others.
Students will illustrate rationalization of society in the
learners own everyday life.
Students will define social control and distinguish between
formal and informal methods of social control.
Students will differentiate between deviance and crime.
Students will be able to give examples that demonstrate
how the definition of deviance is relative to time, place,
situation and social status, that is, how social deviance is
socially constructed.
Students will five examples that demonstrate how
deviance can be both functional and dysfunctional.

Students define and provide examples of the major

components of social structure: status, role, social
institution, and group.
Students define social networks.
Students define and give examples of the major types of
social groups: primary, secondary, in-group, out-group,
peer group, and reference group.
Students define and illustrate primary group and
secondary group.
Students distinguish a peer group from a reference group.
Students define and identify examples of task functions in
a small group.
Students define and identify examples of expressive or
maintenance functions in a small group.
Students define and illustrate a complex organization.
Students explain the key characteristics of rationalization
of society.
Students explain why rationalization is a defining
characteristic of the modern world.
Students distinguish between a formal and informal
structure in an organization.
Students distinguish between a conflict and structural
functional analysis of complex organizations.
Students explain dysfunctions in complex organizations.
Students explain the characteristics of bureaucracies
identified by Max Weber.
Students identify aspects of the learners life that are
influenced by bureaucracies.
Students discuss how the characteristics of bureaucracy
influence the learners relationships with others.
Students illustrate rationalization of society in the learners
own everyday life.
Students define social control and distinguish between
formal and informal methods of social control.
Students differentiate between deviance and crime.
Students give examples that demonstrate how the
definition of deviance is relative to time, place, situation
and social status, that is, how social deviance is socially
constructed.
Students give five examples that demonstrate how
deviance can be both functional and dysfunctional.
Students differentiate between individual (biological,
psychological) explanations of deviance and structural,
sociological theories of deviance and crime.
Students summarize the sociological theories of crime and

Students will differentiate between individual (biological,

psychological) explanations of deviance and structural,
sociological theories of deviance and crime.
Students will be able to summarize the sociological
theories of crime and deviance.
Students will state the various types of crime and assess
their effects on society.
Students will interpret differences in crime and arrest rates
by social categories of people (ethnicity, gender,
socioeconomic status, age, etc.).
Students will compare crime rates in terms of race, class
and gender differences.
Students will explain the effects of the value conflict that
exists between the individual desire for freedom and the
group need for social order and social control.
Students will assess the effects of various policies and laws
relation to social control, such as the question of the
deterrent effect of capital punishment.

deviance.
Students state the various types of crime and assess their
effects on society.
Students interpret differences in crime and arrest rates by
social categories of people (ethnicity, gender,
socioeconomic status, age, etc.).
Students compare crime rates in terms of race, class and
gender differences.
Students explain the effects of the value conflict that
exists between the individual desire for freedom and the
group need for social order and social control.
Students assess the effects of various policies and laws
relation to social control, such as the question of the
deterrent effect of capital punishment.

I Can Statements

I can define and provide examples of the major components of social structure: status,
role, social institution, and group.
I can define social networks.
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 define and illustrate primary group and secondary group.
I can distinguish a peer group from a reference group.
I can define and identify examples of task functions in a small group.
I can define and identify examples of expressive or maintenance functions in a small
group.
I can define and illustrate a complex organization.
I can explain the key characteristics of rationalization of society.
I can explain why rationalization is a defining characteristic of the modern world.
I can distinguish between a formal and informal structure in an organization.
I can distinguish between a conflict and structural functional analysis of complex
organizations.
I can explain dysfunctions in complex organizations.
I can explain the characteristics of bureaucracies identified by Max Weber.
I can identify aspects of the learners life that are influenced by bureaucracies.
I can discuss how the characteristics of bureaucracy influence the learners relationships
with others.
I can illustrate rationalization of society in the learners own everyday life.
I can define social control and distinguish between formal and informal methods of social
control.
I can differentiate between deviance and crime.
I can give examples that demonstrate how the definition of deviance is relative to time,
place, situation and social status, that is, how social deviance is socially constructed.
I can give five examples that demonstrate how deviance can be both functional and
dysfunctional.
I can differentiate between individual (biological, psychological) explanations of deviance
and structural, sociological theories of deviance and crime.
I can summarize the sociological theories of crime and deviance.
I can state the various types of crime and assess their effects on society.

I can interpret differences in crime and arrest rates by social categories of people
(ethnicity, gender, socioeconomic status, age, etc.).
I can compare crime rates in terms of race, class and gender differences.
I can explain the effects of the value conflict that exists between the individual desire for
freedom and the group need for social order and social control.
I can assess the effects of various policies and laws relation to social control, such as the
question of the deterrent effect of capital punishment.

Unit 4- 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 4- Assessment Options:

W1- Literacy Common Core Power Standard: Writing Arguments
Read Enrichment Reading on page 200 and 201 in the Sociology &
You textbook, and then write a reaction to why bullying is such a
difficult problem for schools, use evidence from the article to support
your viewpoints.
W2- Literacy Common Core Power Standard: Writing Informative Texts
Read Enrichment Reading on page 236 and 237 in the Sociology &
You textbook, based on the article answer the following questions:
o According to the article, what are some consequences to black
youth of being arrested, innocent or not? Cite evidence from the
text to support.
o What presuppositions regarding race and class exist in your
neighborhood?
o Do you think color-coding exists in your town or city? Provide
examples to support your viewpoint.
R1/R10- Literacy Common Core Power Standard: Reading Closely Over Time
with a Variety of Texts
Read Focus on Research on page 222 and 223 in the Sociology & You
textbook, based on the article answer the following questions:
o From your understanding of Chamblisss study, is deviance
socially created? Explain citing specific examples from the text
as evidence.
o Which of the three major theoretical perspectives best explains
Chamblisss findings? Support your choice with specific evidence
from the text.