Sociology Standards Domain 4 Stratification and Inequality A
- Slides: 40
Sociology Standards Domain 4: Stratification and Inequality • • • A Welcome from the ASA Team Lessons and Teaching Resources Hurricane Katrina Discussion NCSS Annual Conference Friday, November 13, 2015 New Orleans, LA
ASA National Standards for High School Sociology First Part of the Document: Background and Content • Introduction • Why Sociology is Important • Development of the Standards • Using the National Standards • Learning Domains
ASA National Standards for High School Sociology Second Part of the Document: How to Use Them • How the Standards Address Larger Curricular Goals • Future Considerations • Conclusions • Appendix: Enrichment Concepts • Contributors
Domain 4: Stratification and Inequality
Domain 4: Stratification and Inequality Assessable Competencies Essential Concepts 4. 1. 1 - Privilege 4. 1. 2 - Power Students will identify common patterns of 4. 1. 3 - Racial and ethnic inequality social inequality. 4. 1. 4 - Class inequality 4. 1. 5 - Gender inequality 4. 2. 1 - Life chances Students will analyze the effects of social 4. 2. 2 - Social problems inequality on groups and individuals. 4. 2. 3 - Inter- and intra-group conflict 4. 3. 1 - Distribution of power through social institutions Students will explain the relationship 4. 3. 2 - Potential of institutions to produce, between social institutions and inequality. reinforce, or challenge inequality 4. 4. 1 - Individual responses to inequality Students will assess responses to social 4. 4. 2 - Group responses to inequality such as inequality. social movements 4. 4. 3 - Social policy responses to inequality
Domain 4: Stratification and Inequality Assessable Competencies Essential Concepts 4. 1. 1 - Privilege 4. 1. 2 - Power Students will identify common patterns of 4. 1. 3 - Racial and ethnic inequality social inequality. 4. 1. 4 - Class inequality 4. 1. 5 - Gender inequality 4. 2. 1 - Life chances Students will analyze the effects of social 4. 2. 2 - Social problems inequality on groups and individuals. 4. 2. 3 - Inter- and intra-group conflict 4. 3. 1 - Distribution of power through social institutions Students will explain the relationship 4. 3. 2 - Potential of institutions to produce, between social institutions and inequality. reinforce, or challenge inequality 4. 4. 1 - Individual responses to inequality Students will assess responses to social 4. 4. 2 - Group responses to inequality such as inequality. social movements 4. 4. 3 - Social policy responses to inequality
Domain 4: Stratification and Inequality Assessable Competencies Essential Concepts 4. 1. 1 - Privilege 4. 1. 2 - Power Students will identify common patterns of 4. 1. 3 - Racial and ethnic inequality social inequality. 4. 1. 4 - Class inequality 4. 1. 5 - Gender inequality 4. 2. 1 - Life chances Students will analyze the effects of social 4. 2. 2 - Social problems inequality on groups and individuals. 4. 2. 3 - Inter- and intra-group conflict 4. 3. 1 - Distribution of power through social institutions Students will explain the relationship 4. 3. 2 - Potential of institutions to produce, between social institutions and inequality. reinforce, or challenge inequality 4. 4. 1 - Individual responses to inequality Students will assess responses to social 4. 4. 2 - Group responses to inequality such as inequality. social movements 4. 4. 3 - Social policy responses to inequality
Domain 4: Stratification and Inequality Assessable Competencies Essential Concepts 4. 1. 1 - Privilege 4. 1. 2 - Power Students will identify common patterns of 4. 1. 3 - Racial and ethnic inequality social inequality. 4. 1. 4 - Class inequality 4. 1. 5 - Gender inequality 4. 2. 1 - Life chances Students will analyze the effects of social 4. 2. 2 - Social problems inequality on groups and individuals. 4. 2. 3 - Inter- and intra-group conflict 4. 3. 1 - Distribution of power through social institutions Students will explain the relationship 4. 3. 2 - Potential of institutions to produce, between social institutions and inequality. reinforce, or challenge inequality 4. 4. 1 - Individual responses to inequality Students will assess responses to social 4. 4. 2 - Group responses to inequality such as inequality. social movements 4. 4. 3 - Social policy responses to inequality
Domain 4: Stratification and Inequality Assessable Competencies Essential Concepts 4. 1. 1 - Privilege 4. 1. 2 - Power Students will identify common patterns of 4. 1. 3 - Racial and ethnic inequality social inequality. 4. 1. 4 - Class inequality 4. 1. 5 - Gender inequality 4. 2. 1 - Life chances Students will analyze the effects of social 4. 2. 2 - Social problems inequality on groups and individuals. 4. 2. 3 - Inter- and intra-group conflict 4. 3. 1 - Distribution of power through social institutions Students will explain the relationship 4. 3. 2 - Potential of institutions to produce, between social institutions and inequality. reinforce, or challenge inequality 4. 4. 1 - Individual responses to inequality Students will assess responses to social 4. 4. 2 - Group responses to inequality such as inequality. social movements 4. 4. 3 - Social policy responses to inequality
Stratification and Inequality Domain 4 4. 1. 3 - Racial and ethnic inequality 4. 4. 1 - Individual responses to inequality
What do you see here?
Sometimes what we see are our attitudes, not the facts
Implicit Racism • 4. 1. 3 - Racial and ethnic inequality • 4. 4. 1 - Individual responses to inequality • Benefits of teaching implicit racism
Le. Bron James
Katrina Coverage
Harvard’s IAT Background info on IAT in my handout. Vedantam, Shankar “See No Bias”. Washington Post. January 23, 2005.
IAT Results
Implicit Bias in the news • Stevenson High School basketball article that is full of implicit bias Then checkout this post showing that Jewish players were dominant in basketball in the first half of the 20 th century. • B)And another example of implicit bias is how people react in a split second when they confront someone with a weapon. See here for that. C)Here is an article showing that traffic stops in Illinois have an implicit racial bias: D)This study shows a racial bias in NBA foul calling. E)Here is a study showing that immigrants are treated differently based on skin color. F)Having an African American sounding name will result in biased treatment as well.
Debriefing Implicit Bias
Introduction to TRAILS Hayley Lotspeich, Wheaton North High School, hayley. lotspeich@cusd 200. org
Lesson Plan Ideas for Domain 4 Stratification and Inequality https: //trails. asanet. org/Pages/default. aspx Assessable Competencies 4. 1 - Students will identify common patterns of social inequality. (4. 1. 5 - Gender inequality) From TRAILS “Intersectionality in the Toy Store” (Author – Jeffery P. Dennis, SUNY Oneonta) Hayley Lotspeich, Wheaton North High School, hayley. lotspeich@cusd 200. org
Lesson Plan Ideas for Domain 4 Stratification and Inequality Assessable Competencies 4. 1 - Students will identify common patterns of social inequality. (4. 1. 4 - Class inequality) (4. 2. 1 - Life Chances) Trails Resource “Poverty and Life Chances” Hayley Lotspeich, Wheaton North High School, hayley. lotspeich@cusd 200. org
Lesson Plan Ideas for Domain 4 Stratification and Inequality Assessable Competencies 4. 1 - Students will identify common patterns of social inequality. (4. 1. 4 - Class inequality) (4. 2. 1 - Life Chances) Trails Resource “Poverty and Life Chances” Hayley Lotspeich, Wheaton North High School, hayley. lotspeich@cusd 200. org
Lesson Plan Ideas for Domain 4 Stratification and Inequality Assessable Competencies 4. 1 - Students will identify common patterns of social inequality. (4. 1. 4 - Class inequality) (4. 2. 1 - Life Chances) Trails Resource “Poverty and Life Chances” Hayley Lotspeich, Wheaton North High School, hayley. lotspeich@cusd 200. org
Domain 4 – Stratification and Inequality “The sociological imagination enables us to grasp history and biography and the relations between the two within society. ” C. Wright Mills, The Sociological Imagination Dennis R. Mc. Seveney , Ph. D. University of New Orleans, dennis. mcseveney@uno. edu
Hurricane Katrina Dennis R. Mc. Seveney , Ph. D. University of New Orleans, dennis. mcseveney@uno. edu
After the Levees Failed: Flooding in New Orleans Dennis R. Mc. Seveney , Ph. D. University of New Orleans, dennis. mcseveney@uno. edu
Ernest M. Morial Convention Center – New Orleans Dennis R. Mc. Seveney , Ph. D. University of New Orleans, dennis. mcseveney@uno. edu
1372 Madrid Street, New Orleans, LA. Presented by Dennis R. Mc. Seveney – dennis. mcseveney@uno. edu
Who Could Evacuate? Dennis R. Mc. Seveney , Ph. D. University of New Orleans, dennis. mcseveney@uno. edu
Dennis R. Mc. Seveney , Ph. D. University of New Orleans, dennis. mcseveney@uno. edu
Who Did Not Evacuate? Dennis R. Mc. Seveney , Ph. D. University of New Orleans, dennis. mcseveney@uno. edu
Social Class Dennis R. Mc. Seveney , Ph. D. University of New Orleans, dennis. mcseveney@uno. edu
Remembering Katrina “Devastation. Awe. Pure and utter raw emotion pulled on the heartstrings of native New Orleanians as we watched our city drown, forced to figure out next steps for stabilizing our lives and families. Amid government disruption, downed communication, mass citizen displacement, and crumbles infrastructure, New Orleans was a city in shambles with its future in question. ” – Erika Mc. Conduit-Diggs, The State of Black New Orleans: 10 Years Post Katrina Dennis R. Mc. Seveney , Ph. D. University of New Orleans, dennis. mcseveney@uno. edu
Devastation Dennis R. Mc. Seveney , Ph. D. University of New Orleans, dennis. mcseveney@uno. edu
Differential Recovery Dennis R. Mc. Seveney , Ph. D. University of New Orleans, dennis. mcseveney@uno. edu
Differential Recovery Dennis R. Mc. Seveney , Ph. D. University of New Orleans, dennis. mcseveney@uno. edu
Differential Recovery Dennis R. Mc. Seveney , Ph. D. University of New Orleans, dennis. mcseveney@uno. edu
Differential Recovery Dennis R. Mc. Seveney , Ph. D. University of New Orleans, dennis. mcseveney@uno. edu
How to Contact Us • Jean Shin, ASA, shin@asanet. org • Beth Floyd, ASA, bfloyd@asanet. org • Margaret Weigers Vitullo, ASA, mvitullo@asanet. org • Chris Salituro, Stevenson High School, csalituro@d 125. org • Hayley Lotspeich, Wheaton North High School, hayley. lotspeich@cusd 200. org • Dennis R. Mc. Seveney, University of New Orleans, dennis. mcseveney@uno. edu • ASA Website: www. asanet. org • Email us at: highschool@asanet. org
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