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Purpose:Below you will find various links to applications and tool which you will need to get logged into in order to complete and participate in assignments, activities, and projects in this course. On our google classroom page I will post a video that gives an overview of these various tools, how to access them and what they will be used for. The objectives is for students to become acclimated to new technology apps and tools used in our sociology classroom.

Standard: 3c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

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Purpose: At the start of each unit students are introduced to the unit big idea and objectives through a case study. This case study called Street Science, which focuses on gang relations in Chicago, teaches students about perspectives. Prior to students reading the case study they are to answer the BEFORE questions on the chart provided. After reading the case study student are to fill the in the rest of the chart as well as respond to the Hypothes.is article from LA Times referencing perspectives from the case study. The learning target is for students to evaluate sociology as a science of collecting data and analyzing society directly through various perspectives.

Students will be assessed based on their discussions on Hypothes.is and discussions as a whole class after all readings have been completed. As a portion of the introductory unit students will explain how perspectives vary and develop differently based on situations and experiences.

Direct instruction will occur through Google slides presentation, introducing the term sociology and then introducing the case study, providing inquiries about perspectives. Further direct instruction will occur after the activity has been completed, video provided by Freakonomics and Charts about gang member life in relation to McDonalds hierarchy of workers. Small group discussion will occur with students as they share with others how their perceptions changed from the before and after portions of the assignments, how does one view a gang and living as a gang member?

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Purpose: Following the Case Study, students are to develop a project that represents who they are through an interactive way. Students are to use quotes, lyrics, books, and experiences to represent their likes, dislikes, characteristics, or goals to their peers. This activity is meant to break down walls or perceived judgments that students may have about one another. It is also an opportunity for students to share to their peers their “invisible backpack” they bring with them to class - all their experiences which have shaped them into who they are today.  I will have students use Flipgrid for this assignment. Students will create a video about themselves in 2 minutes or less, they will then share this video with the class while offering more insight into their SnapShot. I want to get a better idea of who my students are while also getting them comfortable with sharing and presenting information in front of their peers. After this has taken place, for an after assignment, students will respond with questions or connections to at least 2 other peers who had presented. Breaking down barriers and really building upon those connections. Students can use any information and methods to represent to their peers their SnapShot of themselves!

Students will be graded by following the appropriate steps of the assignment. Students must be sure to include and represent a clear understanding of using technology and presenting their SnapShot to their peers.

The first day of school I present a "Who am I?" presentation discussing my background and experiences so my students know better who I am, this is a model they can use for this project.

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Purpose: In the sequence of learning, after students have completed their presentation of themselves project, it is time to dive into content which begins by unpacking the definition of sociology and then after this, comparing and contrasting the other social sciences. For this activity students will collaboratively work together by posting and responding to a Crash Course video called "What is Sociology?" using VideoAnt. Students will receive feedback from me as I respond to their questions and comments. Students will be required to respond with at least two questions or comments to the video and respond to at least one of their peers.

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Purpose: Introductory activity to explain the social sciences. Students will comment on the ThingLink 3 times explaining past experiences and understanding of the social sciences provided on the ThingLink. Students cannot use any notes, textbooks, or other resources to fill in the chart. This is activity is to be used as a preview activity to gauge students understanding of the social sciences before we move forward talking about the concepts of theoretical perspectives and sociological imagination. As a follow up students will receive a “pop quiz” through Google Forms and then receive a reading discussing the importance of sociology for high school students provided by the ASA.

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Purpose: This activity unravels over a few days. I will first introduce theoretical perspectives through a Dove Commercial discussing perspectives of how we see others and ourselves. Then I will go over Notes through Google slides introducing the three perspectives: functionalists, symbolic, and conflict along with examples. To wrap up this portion of the lesson students will use Hypothes.is to annotate connect and response to a Theoretical Perspectives article. The next day, students will complete a small-group activity where each group receives one of three scenarios to unpack each perspective. Students analyze the scenario and develop their own perspectives to each. Students are analyzing, collaborating, and interpreting over the material from the notes, reading, and video to determine the best point of view for each scenario. After students have discussed together and with the class, their own perspectives about each scenario, they will then create a graphic organizer to represent their knowledge and understanding of the three theoretical perspectives of sociology. Student can choose an online application (Popplet or Bubble.us) or complete by hand to represent this. Students will be assessed informally through discussions and formally through their graphic organizers they create which represent their learned knowledge.

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Purpose: The next concept is to unfold the sociological imagination with students. Students will receive notes on this term and then will complete a writing assignment to unpack this term interpreting their own life routines in this new perspective, making connections to their everyday routines and the larger social context. Students will complete this assignment in class, writing out their journal using a template I provide to them on Google Classroom. Students will then submit their journal for peer revisions. Students will peer review two journals (which I will set up when the time comes) where they will offer insight and feedback on their peers journal. When the peer revisions are completed, students will then make adjustments to their journal and submit this to Google Classroom.

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Purpose: This is the last activity in the sequence of learning for this unit. Students will take the terms and concepts they have interpreted, analyzed and unpacked so far to create a presentation that discusses one of the many sociologists that are credited with the disciplines birth. Students will present on the life of the sociologists, social influences, and their contribution to sociology. Students get to choose which technology tool they want to use to present their findings and research.

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Kahoot Review Unit 1 - Foundations of Sociology

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Kahoot Review Unit 1 - Foundations of Sociology

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Purpose: Using Kahoot we will be reviewing material before our Post Assessment on Unit 1 content. Students will participate in the engaging game Kahoot where they compete with their peers in answering questions correctly and quickly to receive the most points. Students love Kahoot as a means of a review, students cannot use any material when answering questions but they can write down information needed to use when studying for the exam. This application allows for educators to reteach any information or material that might be confusing for students or needs to be covered more in detail. Students can ask clarifying questions, as the review is being held. In the sequence of learning Kahoot takes place after students have already completed a study guide in class and answered all essential questions.