Below are the standards that we will use for the class along with the target that we are trying to hit and the success criteria that we will use to hit it.n
Salituro’s Honors Sociology Standards
(Student-directives)
Analyze texts and use
evidence to draw accurate sociological conclusions.
Success criteria:
a.
main ideas
b.
details
c.
structure
d.
purpose
e.
source type
f.
claims from
various sources
g.
the similarities
and differences of various sources
h.
students are able
to use sociological vocabulary and concepts.[3]
i.
Sociological
thinking; connecting thinking and theory to societal structures.
j.
Identifying the
social structures that shape individuals as well as the inequalities that the
structures create.
Data: Research
and Evidence[4]
Accurately interpret data in unfamiliar contexts.
Success criteria:
a.
Identify
patterns/trends/comparisons/causes and effects
b.
Interpolate/Extrapolate-
make predictions
c.
Drawing
conclusions that match the pattern mathematical relationships
d.
Evidence:
Patterns/Trends/Comparisons - How does the data change or not change?
e.
Reasoning: How do
the data connect to the variables in the claim? What does the evidence mean?
What are the data measuring?
f.
Reasoning: How
the evidence support the claim?
g.
Integrate and
evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words.[5]
h.
Gather relevant
information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding
plagiarism.
i.
Students can
connect the data to real world applications associated with jobs and future
occupations and/or areas of study[6].
Critical Thinking/Inquiry: Communicating Conclusions and Taking Informed
Action[7]
Construct arguments to
support sociological claims using valid reasoning and relevant and sufficient
evidence.
Success Criteria:
a.
Use sociological
perspectives: institutions, social structure and cultural reproduction, social
inequality, and symbolic interactionism.
b.
Construct
sociological explanations for individual experiences using examples and
details.
c.
Present arguments
that reach a range of audiences outside the classroom.
d.
Use sociological
vocabulary and concepts.[8]
e.
Higher level
thinking; use logic and reason to create a theoretically informed argument.
f.
Deep Learning[9];
clarify values beyond cognition.
g.
Inquiry-Guided Learning[10];
Construct knowledge through questioning and problem-solving.
h.
Develop compelling and supporting questions
that can advance an inquiry.[11]
i. Explain how a question reflects an enduring issue in
the field.
ii. Explain points of agreement and disagreement experts have
about interpretations and applications of disciplinary concepts and ideas
associated with a compelling question.
iii. Explain how supporting questions contribute to an
inquiry and how, through engaging source work, new compelling and supporting
questions emerge.
iv. Determine the
kinds of sources that will be helpful in answering compelling and supporting
questions, taking into consideration multiple points of view represented in the
sources, the types of sources available, and the potential uses of the sources.
[1] Based on C3 Framework Dimension 2 (page 50) and
Stevenson High School English Standards 11AC reading rubric
[2] C3 Framework ELA/Literacy and Common Core
Connections: Dimension 2 (page 50)
[3] C3 Framework Dimension 2 (page 29) and C3 Sociology
Companion Document (Pages 73-76)
[4] C3 Framework ELA/Literacy and Common Core
Connections: Dimension 3
[5] Next Generation Science Standards for States by States
(2013) Appendix M: Connections to the Common Core State Standards for Literacy
in Science and Technical Subjects.
[6] Kane
and Otto, Critical Sociological Thinking
and Higher-level Thinking: A Study of Sociologists’ Teaching Goals and
Assignments, Teaching Sociology
2018. Vol 46. page 119; “Most students
will not become professional sociologists but the higher-level thinking skills
will be valued by employers.”
[7] C3 Framework ELA/Literacy and Common Core
Connections: Dimension 4
[8] C3 Framework Dimension 2 (page 29) and C3 Sociology
Companion Document (Pages 73-76)
[9] Grauerholz, Teaching
Holistically to Achieve Deep Learning.
College Teaching. Taylor & Francis Ltd. Vol 49(2) Spring,
2001.
[10] Atkinson, Maxine and Lowney, Kathleen. In The Trenches; Teaching and Learning
Sociology. W.W. Norton. 2016 (page
76).
[11] C3 Framework Dimension 1: Developing Questions and
Planning Inquiries (Pages 23-26).
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