Sociology

• 1/8/13: Receive syllabus, overview of policies and procedures, review final exam, lecture and reading on "Schooling and Society"
• 1/9: "Schooling and Society" continued, Tracking Assignment
• 1/11: Finish "Schooling and Society", begin lecture and reading on "Socialization and the Life Course", Schooling and Society HW (DUE Tues. 1/15):

1. List and describe each of the 3 components in the Functionalist view of education

2. How does Conflict Theory view education?

3. What is the connection between SES (Socio Economic Status), occupational, and educational attainment?

4. Describe each of the 3 criticisms of standardized testing

5. What was the argument made by 'The Bell Curve', and what are its criticisms?

6. Why was tracking developed, and what have the consequences been?

7. Describe how the Teacher Expectancy Effect relates to the Self-Fulfilling Prophecy

• 1/15: "Socialization and the Life Course", First Week of School Activity (DUE Weds. 1/16):

Think back to your first week at Sky Islands...

1. What expectations were communicated to you and by whom?

2. Who or what were the most significant socialization agents?

3. What expectations were communicated formally and informally?

4. How did this experience differ from your socialization at other schools? Be specific.

• 1/16: "Socialization and the Life Course" continued
• 1/18: "Socialization and the Life Course" continued
• 1/22: "Socialization and the Life Course" continued
• 1/23: "Socialization and the Life Course" continued, Socialization and Play Assignment (DUE Fri. 1/25):

-Think back to your early experiences with play in childhood (OR observe the play interactions between young children, if possible, and tailor the following questions to your observations):

1. What play activities were you involved in?

2. What differences were there between the play or roles of boys and girls?

3. How were your play experiences a form of socialization?

• 1/25: "Socialization and the Life Course" continued
• 1/29: "Socialization and the Life Course" continued
• 1/30: Receive "Final Project Guidelines" (DUE Fri. 5/10, but with smaller due dates along the way), Project Topic HW (DUE Fri. 2/1):

1. Describe your ideas for your topic. Also, why do you want to study this topic?

2. What is your initial plan for your Action Component?

• 2/1: "Socialization and the Life Course" continued
• 2/5: Finish "Socialization and the Life Course", Socialization HW (DUE Fri. 2/8):

1. What is the Nature vs. Nurture controversy, and what role does socialization play in it?

2. How is socialization a form of social control?

3. Describe each of the 4 consequences of socialization

4. Describe each of the 6 agents of socialization

5. How does psychoanalytic theory describe human behavior?

6. What is the "Looking Glass Self", and how does it shape human behavior?

7. Describe each of the 3 main phases of development in childhood

8. How do rites of passage and resocialization transform one's identity?

• 2/6: Introduce "Culture and the Media", lecture and reading on "Caucasian American Education", Final Project Topic HW (DUE Fri. 2/8):

1. Describe your topic in detail- what exactly do you plan to study?

2. What is your plan now for your Action Component?

• 2/8: Finish "Caucasian American Education", lecture and reading on "Culture and the Media", Cultural Anthropology Assignment (DUE Weds. 2/13):

Choose a particular social situation or interaction, observe it as a cultural outsider, and then write down the following:

1. What the situation or interaction is, and a detailed observation of it

2. Your objective interpretation of what the interactions or behaviors mean

3. Assuming that you were an outsider, how accurate would your ability to interpret cultural interactions and meanings be, and why?

• 2/12: Unit Quiz 1 and Binder Check, "Culture and the Media" continued
• 2/13: Lukas out- Shari covers
• 2/15: Lukas out- Shari covers
• 2/19: Receive "Research Paper Outline" and discuss, NOTE: Your sources for your research must be collected and approved by Fri. 3/8!
• 2/20: "Culture and the Media" continued, Symbols of American Culture Activity
• 2/22: No School- Rodeo Break
• 2/26: "Culture and the Media" continued
• 2/27: Watch "In Whose Honor?"
• 3/1: Finish "In Whose Honor?", "Culture and the Media" continued
• 3/5: "Culture and the Media" continued, Ethnomethodology HW (DUE Fri. 3/8):

1. Identify a norm and violate it, then record peoples' reactions

2. How did they try to normalize the situation or impose social sanctions?

3. Explain whether this norm was implicit or explicit, and why

• 3/6: "Culture and the Media" continued, Culture HW I (DUE Tues. 3/12):

1. Describe the difference between material and nonmaterial culture, and give an example of each

2. How does a society as diverse as the U.S. still share a common culture?

3. In what ways is culture learned?

4. What are symbols, and what role do they play in shaping culture?

5. Define the Sapir-Worf Hypothesis, and state why most scholars think it's only partially correct

6. Describe how language can be used to reinforce power or social inequality

7. Define 'norms', and state the differences between implicit and explicit norms

8. What's the difference between folkways, mores, and taboos? How are they enforced?

9. What are beliefs, and how do they hold a culture together?

10. What are values, and how do they relate to peoples' behavior in a society?

• 3/8: "Culture and the Media" continued, Subcultures at School Activity, Research Outline (DUE Tues. 3/12):

Create a list of topics using your sources that will be used to address the different key points in your paper, and state which sources will be used for each topic.

• 3/12: Finish "Culture and the Media", begin lecture and reading on "The Mass Media and Popular Culture", Methodology Report (DUE Fri. 3/15):

Write up a research outline for your project-

1. What kinds of data will you collect?

2. Which tool will you use to collect your data? (i.e. survey, interviews, content analysis, historical analysis, controlled experiment), and why?

3. How will you collect your data?

• 3/13: "The Mass Media and Popular Culture" continued
• 3/15: "The Mass Media and Popular Culture" continued, Action Proposal (DUE Tues. 3/19):

1. Describe your idea for your Action Component. What do you plan to do, and why?

2. Write up a brief timeline. When do you plan to start your Action Component, how long are you going to do it for, and how often?

3. How will you know when your Action Component is finished?

4. What resources, materials, or help do you need in setting it up? How do you plan to obtain them?

Also receive Media Analysis HW (DUE Fri. 4/5):

-Watch a particular kind of TV show, and make careful and detailed notes on the depictions of:

1. Men

2. Women

3. Racial/ ethnic minorities

4. Any other groups (such as age, class, sexual orientation, region, etc.)

-Then, describe what your observations tell you about the cultural ideals of the dominant/ pop culture

• 3/19: Midterm Exam and Binder Check
• 3/20: Review exam
• 3/22: No Class- Special Event
• 3/25-4/1: NO SCHOOL- SPRING BREAK
• 4/3: "The Mass Media and Popular Culture" continued
• 4/5: "The Mass Media and Popular Culture" continued, Data Analysis Guidelines (DUE Fri. 4/12):

Once you've conducted your own research, analyze it and write down the following:

1. What patterns, trends, or relationships did you find?

2. Why do you think these occurred? What factors may have influenced the results?

3. Did your findings match your hypothesis or what you expected to observe? Why or why not?

4. If you were to conduct this research again, what would you do to obtain better or more reliable data?

-Include your data with your analysis!

• 4/9: AIMS Testing
• 4/10: "The Mass Media and Popular Culture" continued
• 4/12: Finish "The Mass Media and Popular Culture", begin lecture and reading on "Race and Ethnicity", Research Paper Outline (DUE Fri. 4/19):

Create an outline (based on the examples in your "Research Paper Outline" handouts), that includes the following:

1. Introduction

2. Thesis statement

3. Each paragraph with topics

4. Conclusion

5. Inclusion of your background research

6. Inclusion of your own research

7. Inclusion of which sources you will use in each paragraph

8. Correct outline formatting

 also receive Culture HW II (DUE Tues. 4/16):

1. Describe the differences between a subculture and a counterculture

2. What is cultural relativism, and how is it different from ethnocentrism?

3. How does the dominant culture relate to cultural hegemony?

4. Describe how the media influences culture

5. Describe each of the ways in which cultures can change

• 4/16: "Race and Ethnicity" continued
• 4/17: "Race and Ethnicity" continued
• 4/19: "Race and Ethnicity" continued, Salience and Stereotypes Activity (DUE Tues. 4/23):

1. Observe people over the weekend and make a list of the first thing (most salient characteristic) that you notice about them

2. Once you've made your list, write down whether these observations lead you to stereotype these people. Why or why not?

3. On what are your stereotypes based?

• 4/23: Watch "Play Again", Play Again Analysis
• 4/24: Continue watching "Play Again", with analysis
• 4/26: Unit Quiz 2 and Binder Check, Rough Draft of Research Paper DUE, continue watching "Play Again", with analysis, Final Draft of Research Paper and Action Component Evaluation (Both DUE Fri. 5/3):

1. Summarize the experience you had in completing your action component. What changed from your original plan, and why?

2. What challenges did you face, and how did you overcome them?

3. How has your action component contributed towards enacting a positive change or raising awareness about your topic?

4. Were you to do this again, how might you do it differently, and why?

5. After this experience, do you feel that one person can make a difference? Why or why not?

• 4/30: Finish "Play Again", with analysis
• 5/1: Continue lecture and reading on "Race and Ethnicity"
• 5/3: "Race and Ethnicity" continued
• 5/7: "Race and Ethnicity" continued
• 5/8: No Class- All-School Event
• 5/8: Final Project DUE (Research Paper and Completed Action Component), "Race and Ethnicity" continued, Race and Ethnicity HW (DUE Tues. 5/14):

1. Describe how race and ethnicity differ

2. How is race socially constructed?

3. How does racialization differ from racial formation?

4. Define the 'out-group homogeneity effect', and explain how it relates to racial formation

5. How does prejudice differ from discrimination?

6. Describe each of the forms of racism

7. How does each sociological theory interpret prejudice and racism?

8. Describe the criticisms of the Assimilation Perspective

• 5/14: Project presentations 
• 5/15: "Smoke Signals" Film Analysis
• 5/17: "Smoke Signals" Film Analysis continued
• 5/21: Final Exam and Binder Check, Class Evaluations (DUE first thing Weds. morning)
• 5/22: All- school cleaning and moving
• 5/24: NO SCHOOL- Summer Break

Integrated Science

• 1/7/13: Receive syllabus, overview of policies and procedures, review Final Exam, lecture and reading on "How Plants Cope With the Desert Environment" continued
• 1/10: Finish "How Plants Cope With the Desert Environment", lecture and reading on "Adaptations of Desert Reptiles and Amphibians", Desert Adaptations HW (DUE Mon. 1/14):

1. Describe the methods that organisms use to endure both lack of water and high temperatures

2. How is torpor a type of thermoregulation?

3. Describe the 3 ways that organisms lose water, and give an example of a specific adaptation for each

4. How is the color black an adaptation?

5. Describe a specific example of plant adaptations for succulence, drought tolerance, and drought avoidance

6. What were the challenges for amphibians evolving in arid environments? How have they adapted to them?

7. How are reptiles more suited to living in arid environments?

• 1/14: Lecture and reading on "Case Studies of Desert Animal Adaptations"
• 1/17: "Case Studies of Desert Animal Adaptations" continued, receive Sonoran Desert Species Profile Project Guidelines (DUE Mon. 1/28)
• 1/21: No School- Martin Luther King, Jr. Day
• 1/24: "Case Studies of Desert Animal Adaptations" continued
• 1/28: Project presentations, "Case Studies of Desert Animal Adaptations" continued, receive Field Trip Permission Slips for Flandrau Science Center's "Exploring the Sky Islands" exhibit (DUE Mon. 2/4, the trip is Thurs. 2/7 from 12:15-4pm. Bring a lunch and $7.50 for admission, or $5 if you can verify that you're 15 or under).

Here's a link to the exhibit: http://www.flandrau.org/exhibits/esi

• 1/31: Bake Sale Day, finish "Case Studies in Desert Animal Adaptations", lecture and reading on "Ecology of Organ Pipe Cactus National Monument", Sonoran Desert Species Graphic Organizer (DUE Mon. 2/4)
• 2/4: Lecture and reading on "Ecology of the Northern Gulf"
• 2/7: Field Trip to Flandrau Science Center (make sure to bring a lunch and $7.50 for admission- we'll be back by 4:00)
• 2/11: Unit Quiz 1 and Binder Check, "Ecology of the Northern Gulf" continued, Ecology of the Northern Gulf HW (DUE Thurs. 2/14):

1. What have the consequences of dams and diversions of the CO River been for: the Upper Gulf, migratory birds, and indigenous groups?

2. What ecosystem services does the Delta provide?

3. Describe the main abiotic (nonliving) factors that shape the Northern Gulf ecosystem

4. What ecosystem services do estuaries provide?

5. Describe what the challenges of living in the Intertidal Zone are, and how organisms are adapted to them

• 2/14: Lukas out- Shari covers
• 2/18: Lukas out- Sub covers
• 2/21: Finish "Ecology of the Northern Gulf", lecture and readings on "Review of Key Concepts in Intertidal Ecology" and "Information on Common Animals in Puerto Penasco Tide Pools", receive "Sea of Cortez Species Profile Project Guidelines" (Project is DUE Thurs. 2/28- be ready to present!)
• 2/25: Finish "Information on Common Animals in Puerto Penasco Tide Pools", Tide Pool Ecology HW (DUE Thurs. 2/28):

Identify and describe-

1. Examples of each feeding strategy

2. Examples of each feeding mode

3. Two different examples of defense strategies against predation

4. One example of mutualism

5. One example of commensalism

• 2/28: Discuss Kickstarter Project and fundraising, Project Presentations, Kickstarter Project HW (DUE Mon. 3/4):

1. Go to Kickstarter's website (http://www.kickstarter.com/) and see what the projects are like and what's being funded, and write it down

2. Write down what you would be able to contribute to this project

• 3/4: Begin lecture and reading on "Vertebrate Adaptations in the Sea of Cortez", receive Parent Meeting information Slip (MUST be signed and returned by Tuesday, 3/5)
• 3/6: Desert/ Sea Trip Parent Meeting (5:30- in the science room)
• 3/7: "Vertebrate Adaptations in the Sea of Cortez" continued
• 3/11: Finish "Vertebrate Adaptations in the Sea of Cortez", begin lecture and reading on "Discovering the Vaquita in the Gulf of California", Vertebrates in the Sea of Cortez HW (DUE Thurs. 3/14):

1. Describe the adaptations that fish have for each of the 5 habitats in teh Sea of Cortez

2. What is the thermocline, and what challenges does it present to fish?

3. What are the characteristics of mammals?

4. What adaptations do all marine mammals have?

5. Describe the characteristics of the different types of cetaceans

6. What adaptations do cetaceans have to the marine environment?

• 3/14: Finish "Discovering the Vaquita in the Gulf of California"
• 3/18: Midterm Exam and Binder Check
• 3/21: Review exam
• 3/25-4/1: NO SCHOOL- SPRING BREAK
• 4/2: Begin lecture and reading on "Threats to the Sonoran Desert Region"
• 4/4: "Threats to the Sonoran Desert Region" continued
• 4/8: "Threats to the Sonoran Desert Region" continued, receive Sonoran Desert Species Conservation Project Guidelines (DUE Thurs. 4/18)
• 4/11: Plan for Chile Cookoff, "Threats to the Sonoran Desert Region" continued
• 4/15: Jefferson County Open School Arrives, plan for event, Chili Cookoff (5-8 PM, set up begins at 4)
• 4/16: Hike with JCOS (be prepared with at least 2 water bottles, food, and sun protection)
• 4/18: "Threats to the Sonoran Desert Region" continued, Threats to the Sonoran Desert HW (DUE Mon. 4/22):

1. How do grazing animals impact the desert ecosystem?

2. What have been the consequences of urbanization on biodiversity?

3. Why are invasive species a problem, and what are the consequences of the spread of Buffelgrass?

4. What are the effects of agriculture on the desert environment?

5. How has agriculture in the Sonoran Desert changed over time?

6. How does mining impact the environment?

7. Describe each of the 4 types of migration to the Sonoran Desert

8. What are the environmental impacts of recreation?

• SUN. 4/21: Reid Park Water Festival from 8:30-2:30 (near the amphitheater on Country Club)
• 4/22: Finish "Threats to the Sonoran Desert Region", lecture and reading on "Threats to the CO River Delta", Threats to the CO River Delta HW (DUE Thurs. 4/25):

1. How does the Totoaba depend on the CO River and Delta for survival?

2. Describe how fishing caused Totoaba populations to collapse over time

3. What impacts has the alteration of the CO River's flow regime had on the Delta ecosystem?

4. Why has the salinity of the CO River and Delta increased?

5. How will Minute 319 help conserve the Delta ecosystem?

• 4/25: Unit Quiz 2 and Binder Check, begin lecture and reading on "Northern Gulf Species Conservation"
• 4/29: "Northern Gulf Species Conservation" continued
• 5/2: Finish "Northern Gulf Species Conservation", begin lecture and reading on "Seafood and the Sea of Cortez", receive Sea of Cortez Species Conservation Project Guidelines (DUE Mon. 5/13), Northern Gulf Conservation HW (DUE Mon. 5/6):

1. What factors caused the Vaquita to become endangered?

2. What conservation efforts are underway to protect it?

3. Why is the Least Tern endangered?

4. How can the Least Tern and Yuma Clapper Rail be protected?

5. Why are California Sea Lions considered an indicator species?

• 5/6: Finish "Seafood and the Sea of Cortez", begin lecture and reading on "Harvesting the Sea of Cortez", Seafood and the Sea of Cortez HW (DUE Thurs. 5/9):

1. Describe a specific example of how people are fishing down the food chain, and explain why

2. Describe the different forms of fishing, and explain how each one works

3. Why is aquaculture unsustainable?

4. How has the Mexican government tried to conserve the Upper and Northern Gulf ecosystems and fisheries?

• 5/9: Finish "Harvesting the Sea of Cortez"
• 5/13: Project presentations, begin "The Big Picture of the Sonoran Desert" activity
• 5/16: "The Big Picture of the Sonoran Desert" activity continued (DUE Mon. 5/20)
• 5/20: Final Exam and Binder Check, Class Evaluations (DUE first thing Weds. morning)
• 5/23: No Class- Graduation