Sociology
Social Studies Vision
The vision for social studies in the Connecticut Technical Education and Career System (CTECS) is to empower students to think critically about the past in order to navigate and shape the future. Within our technical high school setting, we connect historical knowledge to real-world industries, civic responsibility, innovation, and workforce readiness. Through inquiry, analysis of diverse perspectives, and application of historical thinking skills, students develop informed judgment, ethical awareness, and the ability to engage thoughtfully in a rapidly changing global society.
Our vision is to graduate college and career-ready students who understand the historical foundations of their trades, communities, and democratic institutions—and who are prepared to contribute responsibly as skilled professionals and informed citizens.
Social Studies Curriculum Philosophy
The CTECS Social Studies Curriculum 24-25 revision was modeled after the CSDE Social Studies Model Curriculum. The curricula were constructed using the Connecticut State Department of Education (CSDE) K–12 Curricula Design Principles Handbook as a framework to structure the design process in order to ensure access to high quality, high-impact teaching and learning aligned to the content standards adopted by the Connecticut Board of Education to provide CTECS’s students access to equitable educational opportunities within a culture of high expectations.
This standards-based curriculum defines what students are expected to learn by course and grade; it provides a roadmap of the essential learning outcomes for mastery by the end of the grade/course. The curriculum combines how teachers will teach to develop skills, content knowledge, and assess students’ ability to transfer learning. The structure and organization of curriculum are guided by a curriculum framework that must include standards aligned concepts, skills, high impact instructional methods, high quality materials, and multiple means of assessment aligned to standards.
Aligned Prioritized Standards
- CT State Social Studies Standards
- The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History
- Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science, and Technical Subjects
Sociology Curriculum Prioritized Standards by Unit
Unit Priority Standards
1.1
1.2
1.3
1.4
2.1
2.2
2.4
3.1
3.2
4.2
4.3
4.1
4.4
2.3
3.1
3.3
2.3
3.1
3.3
2.3
2.4
-
1.1
1.2
1.3
1.4
-
2.1
2.2
2.4
-
3.1
3.2
-
4.2
4.3
-
4.1
4.4
-
2.3
3.1
3.3
-
2.3
3.1
3.3
-
2.3
2.4
|
|
Unit 1 |
Unit 2 |
Unit 3 |
Unit 4 |
Unit 5 |
Unit 6 |
Unit 7 |
Unit 8 |
|---|---|---|---|---|---|---|---|---|
|
Unit Priority Standards |
1.1 1.2 1.3 1.4 |
2.1 2.2 2.4 |
3.1 3.2 |
4.2 4.3 |
4.1 4.4 |
2.3 3.1 3.3 |
2.3 3.1 3.3 |
2.3 2.4 |
Sociology Curriculum Prioritized Standards by Unit
Unit Priority Standards
Unit 1
1.1
1.2
1.3
1.4
Unit 2
2.1
2.2
2.4
Unit 3
3.1
3.2
Unit 4
4.2
4.3
Unit 5
4.1
4.4
Unit 6
2.3
3.1
3.3
Unit 7
2.3
3.1
3.3
Unit 8
2.3
2.4
Sociology Curriculum Unit 1
-
1.1
Students will identify sociology as a scientific field of inquiry.
1.2
Students will compare and contrast the sociological perspective and how it differs from other social sciences.
1.3
Students will evaluate the strengths and weaknesses of the major methods of sociological research.
1.4
Students will identify, differentiate among, and apply a variety of sociological theories.
-
INQ 9–12.6
Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.
INQ 9–12.9
Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both.
INQ 9–12.10
Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.
-
An Effective Communicator
-
clearly and concisely conveys information for shared understanding
-
Inq.9-12.10 (Supporting Standard)
-
command of the language; written and verbal
-
Inq.9-12.10 (Supporting Standard)
Skilled Socially
-
uses effective verbal and non-verbal communication skills
-
Inq.9-12.10 (Supporting Standard)
A Critical Thinker
-
applies unbiased analysis and evaluation
-
1.2
-
1.3
-
1.4
-
Evaluates sources of information for reliability
-
1.2
-
1.3
-
willing to adapt new information and question things
-
1.2
-
1.3
-
1.4
A Problem Solver
-
can persevere and adapt
-
1.2
-
1.3
-
1.4
-
-
-
Sociology helps us understand how society works: It provides tools to analyze human behavior, social relationships, and the structure of societies.
-
Sociological theories offer different lenses for understanding society: Perspectives such as functionalism, conflict theory, and symbolic interactionism explain how and why social patterns exist.
-
Culture and socialization shape individual behavior: Norms, values, and social learning influence how people interact and develop identities.
-
Social structures and institutions organize society: Institutions like family, education, religion, and government play key roles in maintaining or challenging social order.
-
Inequality is embedded in social systems: Class, race, gender, and other social categories influence access to power, resources, and opportunities.
-
Sociologists use research methods to study society scientifically: Both qualitative and quantitative methods help uncover patterns and generate evidence-based conclusions.
-
-
-
What is sociology, and why is it important to study?
-
What does it mean to have a sociological imagination? How can it be used as a tool?
-
What is sociological perspective?
-
What sociological perspectives are currently utilized?
-
How do sociologists conduct research, and what methods do they use?
-
What are the key sociological theories, and how do they explain social phenomena?
-
-
Students will know: As evidenced by: (oral, written, or performance): Standard 1.1
-
The definition and purpose of sociology as a social science.
Standard 1.1
-
Identify and explain the major sociological perspectives and apply them to real-world situations.
Standard 1.2
-
The difference between sociology and other social sciences (e.g., psychology, anthropology).
Standard 1.2
-
Compare and contrast sociology with other social sciences in terms of focus, methods, and questions.
Standard 1.3
-
The importance of using evidence and research methods in sociological inquiry.
Standard 1.3
-
Conduct a simple sociological observation or survey, collect data, and present findings.
-
Work collaboratively to examine a current event or social issue from a sociological perspective.
Standard 1.4
-
Key sociological perspectives: functionalism, conflict theory, and symbolic interactionism.
Standard 1.4
-
Reflect on their own socialization and how it has shaped their identity and worldview.
-
Use sociological vocabulary accurately in both written and spoken explanations.
-
Analyze everyday social interactions and institutions using a sociological lens.
-
-
-
Sociology
-
Sociological Imagination
-
Research Methods
-
Qualitative
-
Quantitative
-
Theoretical Perspectives
-
Functionalism
-
Conflict Theory
-
Symbolic Interactionism
-
-
Technology:
-
Actively Learn
-
Blooket
-
BreakoutEDU
-
EdPuzzle
-
Kahoot!
-
Kami
-
Padlet
-
SORA
-
YouTube
Suggested Texts:
-
Article- Body Rituals of the Nacerima
-
Storybook- Real Story of the Big Bad Wolf – model sociological perspective.
Cross Cycle Tasks:
Suggestions:
Last day of the Cycle:
-
Have students begin reading a brief connected text at the end of the academic and finish during trade cycle.
-
Use Google Forms for a questionnaire or survey about upcoming topic.
-
Brief writing task related to end of cycle lesson or as a discussion piece for upcoming lesson.
-
Student question development about upcoming topic. Provide question starters: Classroom Question Stems by Cormier; Hess; DOK; Bloom's Taxonomy.
First day of the New Cycle:
-
Students meet in small groups to discuss reflection, response, and question posts (approx. 15 minutes)
-
-
Formative Assessments
Required:
-
Unit CFAs will be posted to Performance Matters by Fall 2026.
Suggested:
-
Brief Source Analysis
-
Anecdotal observations of students in groups or partnerships
-
Quick writes and on-demand writing samples
-
Do Nows/Bell Ringers
-
Exit tickets
-
1:1 or small group conferring
Summative Assessments
Required:
-
In development.
Suggested:
-
Case Studies
-
Field Studies
-
-
Connecticut Core Standards for Literacy in History/Social Studies, Science Technical Subjects
Connecticut Secondary Social Studies Standards: Social Studies Inquiry Arc
Mathematical Practice Standards
Next Generation Science Standards
Standards for students that are aligned to priority standards
International Society for Technology in Education (ISTE)
Standards for students that are aligned to priority standards
CTE Competency Standards
- Utilizing tasks, projects and assignments that connect to trade technologies:
- Aerospace Manufacturing
- Architecture
- Automotive Technology
- Automotive Collision Repair and Refinishing
- Bioscience and Environmental Technology
- Biotechnology
- Building and Civil Construction
- Culinary Arts
- Criminal Justice and Protective Services
- Digital Media
- Diesel and Heavy - Duty Equipment Repair
- Electrical
- Graphic Design
- Heating
- Ventilation and Air Conditioning
- Health Technology
- Hairdressing and Cosmetology
- Information Technology
- Landscape Design
- Installation and Equipment
- Masonry
- Mechanical Design and Engineering Technology
- Precision Machining Technology
- Plumbing and Heating
- Plumbing, Heating and Cooling
- Robotics and Automation
- Tourism
- Hospitality and Guest Services Management
- Veterinary Science
- Welding and Metal Fabrication
Components of Social, Emotional, and Intellectual Habits
- Develop logic and reasoning/Critical and analytic thinking
- Use evidence and critical thinking to support claims, make arguments and critique the reasoning of others; explain own nking and responds to others’ thinking
- Develop logic and reasoning/Applying known information to new experiences
- Compare, contrast and evaluate experiences, tasks and events building on prior knowledge
- Develop logic and reasoning/Reasoning and problem solving
- Analyze attributes to classify, compare and contrast objects, events and experiences (similarities, differences and associations)
- Develop a positive attitude toward learning/Cooperation during learning experiences
- Listen, discuss, and negotiate ideas in order to discover new learning with peers
Sociology Curriculum Unit 2
Content Standards
2.1
Students will describe the components of culture.
2.2
Students will analyze how culture influences individuals, including themselves.
2.4
Students will assess how social institutions and cultures change and evolve.
Inquiry Standards (all units)
INQ 9–12.6
Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.
INQ 9–12.9
Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both.
INQ 9–12.10
Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.
An Effective Communicator
- clearly and concisely conveys information for shared understanding
- Inq.9-12.10 (Supporting Standard)
- command of the language; written and verbal
- Inq.9-12.10 (Supporting Standard)
Skilled Socially
- uses effective verbal and non-verbal communication skills
- Inq.9-12.10 (Supporting Standard)
A Critical Thinker
- applies unbiased analysis and evaluation
- 2.2
- 2.4
- willing to adapt new information and question things
- 2.2
- 2.4
A Problem Solver
- can persevere and adapt
- 2.2
- 2.4
- able to determine the root cause of issues
- 2.2
- Culture is the foundation of social life: It includes the shared beliefs, values, norms, symbols, and practices that guide human behavior in society.
- Cultural elements shape how we see the world: Language, symbols, and material objects influence communication, identity, and meaning-making.
- Culture varies across and within societies: Cultural diversity includes subcultures and countercultures, each offering unique perspectives and ways of life.
- Culture influences identity and social norms: It helps individuals understand their roles and behaviors within a society, shaping both personal and group identity.
- Culture is dynamic and changes over time: Innovation, diffusion, globalization, and social movements contribute to ongoing cultural transformation.
- What is culture, and why is it important in sociology?
- What are the main components of culture?
- How do norms, values, and symbols influence human behavior and social interactions?
- What roles do language and material culture play in shaping societies?
- How do subcultures and countercultures differ from mainstream culture?
- What factors contribute to cultural diversity and cultural change?
- How does globalization impact culture and cultural exchanges?
|
Students will know: |
As evidenced by: (oral, written, or performance): |
|---|---|
|
Standard 2.1
|
Standard 2.1
|
|
Standard 2.2
|
Standard 2.2
|
|
Standard 2.4
|
Standard 2.4
|
- Culture
- Norms
- Values
- Symbols
- Language
- Material Culture
- Cultural Universals
- Subculture
- Counterculture
- Ethnocentrism
- Cultural Relativism
- Cultural Diffusion
- Globalization
- Multiculturalism
- Socialization
Technology:
- Actively Learn
- Blooket
- BreakoutEDU
- EdPuzzle
- Kahoot!
- Kami
- Padlet
- SORA
- YouTube
Suggested Texts:
Suggestions:
Last day of the Cycle:
-
Have students begin reading a brief connected text at the end of the academic and finish during trade cycle.
-
Use Google Forms for a questionnaire or survey about upcoming topic.
-
Brief writing task related to end of cycle lesson or as a discussion piece for upcoming lesson.
-
Student question development about upcoming topic. Provide question starters: Classroom Question Stems by Cormier; Hess; DOK; Bloom's Taxonomy.
First day of the New Cycle:
-
Students meet in small groups to discuss reflection, response, and question posts (approx. 15 minutes)
Formative Assessments
Required:
-
Unit CFAs will be posted to Performance Matters by Fall 2026.
Suggested:
-
Brief Source Analysis
-
Anecdotal observations of students in groups or partnerships
-
Quick writes and on-demand writing samples
-
Do Nows/Bell Ringers
-
Exit tickets
-
1:1 or small group conferring
Summative Assessments
Required:
-
In development.
Suggested:
-
Case Studies
Connecticut Core Standards for Literacy in History/Social Studies, Science Technical Subjects
Connecticut Secondary Social Studies Standards: Social Studies Inquiry Arc
Mathematical Practice Standards
Next Generation Science Standards
Standards for students that are aligned to priority standards
International Society for Technology in Education (ISTE)
Standards for students that are aligned to priority standards
CTE Competency Standards
- Utilizing tasks, projects and assignments that connect to trade technologies:
- Aerospace Manufacturing
- Architecture
- Automotive Technology
- Automotive Collision Repair and Refinishing
- Bioscience and Environmental Technology
- Biotechnology
- Building and Civil Construction
- Culinary Arts
- Criminal Justice and Protective Services
- Digital Media
- Diesel and Heavy - Duty Equipment Repair
- Electrical
- Graphic Design
- Heating
- Ventilation and Air Conditioning
- Health Technology
- Hairdressing and Cosmetology
- Information Technology
- Landscape Design
- Installation and Equipment
- Masonry
- Mechanical Design and Engineering Technology
- Precision Machining Technology
- Plumbing and Heating
- Plumbing, Heating and Cooling
- Robotics and Automation
- Tourism
- Hospitality and Guest Services Management
- Veterinary Science
- Welding and Metal Fabrication
Components of Social, Emotional, and Intellectual Habits
- Develop logic and reasoning/Critical and analytic thinking
- Use evidence and critical thinking to support claims, make arguments and critique the reasoning of others; explain own thinking and responds to others’ thinking
- Develop logic and reasoning/Applying known information to new experiences
- Compare, contrast and evaluate experiences, tasks and events building on prior knowledge
- Develop logic and reasoning/Reasoning and problem solving
- Analyze attributes to classify, compare and contrast objects, events and experiences (similarities, differences and associations)
- Develop a positive attitude toward learning/Cooperation during learning experiences
- Listen, discuss, and negotiate ideas in order to discover new learning with peers
-
Content Standards
2.1
Students will describe the components of culture.
2.2
Students will analyze how culture influences individuals, including themselves.
2.4
Students will assess how social institutions and cultures change and evolve.
Inquiry Standards (all units)
INQ 9–12.6
Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.
INQ 9–12.9
Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both.
INQ 9–12.10
Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.
-
An Effective Communicator
- clearly and concisely conveys information for shared understanding
- Inq.9-12.10 (Supporting Standard)
- command of the language; written and verbal
- Inq.9-12.10 (Supporting Standard)
Skilled Socially
- uses effective verbal and non-verbal communication skills
- Inq.9-12.10 (Supporting Standard)
A Critical Thinker
- applies unbiased analysis and evaluation
- 2.2
- 2.4
- willing to adapt new information and question things
- 2.2
- 2.4
A Problem Solver
- can persevere and adapt
- 2.2
- 2.4
- able to determine the root cause of issues
- 2.2
- clearly and concisely conveys information for shared understanding
-
- Culture is the foundation of social life: It includes the shared beliefs, values, norms, symbols, and practices that guide human behavior in society.
- Cultural elements shape how we see the world: Language, symbols, and material objects influence communication, identity, and meaning-making.
- Culture varies across and within societies: Cultural diversity includes subcultures and countercultures, each offering unique perspectives and ways of life.
- Culture influences identity and social norms: It helps individuals understand their roles and behaviors within a society, shaping both personal and group identity.
- Culture is dynamic and changes over time: Innovation, diffusion, globalization, and social movements contribute to ongoing cultural transformation.
-
- What is culture, and why is it important in sociology?
- What are the main components of culture?
- How do norms, values, and symbols influence human behavior and social interactions?
- What roles do language and material culture play in shaping societies?
- How do subcultures and countercultures differ from mainstream culture?
- What factors contribute to cultural diversity and cultural change?
- How does globalization impact culture and cultural exchanges?
-
Students will know:
As evidenced by: (oral, written, or performance):
Standard 2.1
- The key components of culture: symbols, language, norms, values, beliefs, and material culture.
- The difference between material and nonmaterial culture.
- How culture is learned, shared, and transmitted across generations.
- The distinction between dominant culture, subculture, and counterculture.
Standard 2.1
-
Identify and define the core components of culture.
-
Provide real-world or media-based examples of each cultural component.
-
Distinguish between material and nonmaterial aspects of culture in everyday life.
-
Describe a subculture or counterculture and analyze how its components differ from the dominant culture.
Standard 2.2
-
How norms and values shape behavior, identity, and social expectations.
-
The concept of cultural socialization and its role in shaping beliefs and behaviors.
-
The influence of culture on perspectives, decision-making, and group interactions.
Standard 2.2
-
Analyze how their personal identity and behaviors have been shaped by cultural norms and values.
-
Reflect on and explain how cultural expectations influence their daily decisions.
-
Use sociological vocabulary to describe how individuals internalize cultural norms.
-
Compare how individuals from different cultural backgrounds might interpret or respond to the same situation.
Standard 2.4
-
How culture changes over time due to social movements, innovation, globalization, and diffusion.
-
The role of institutions (e.g., education, family, media) in reinforcing or reshaping cultural norms.
-
Examples of historical and contemporary cultural change.
Standard 2.4
-
Explain how and why cultural values, norms, or practices have evolved over time.
-
Analyze the role of social institutions in promoting or resisting cultural change.
-
Evaluate the impact of cultural change on individuals and groups.
-
Investigate and present a cultural shift or movement and explain its causes and effects.
-
- Culture
- Norms
- Values
- Symbols
- Language
- Material Culture
- Cultural Universals
- Subculture
- Counterculture
- Ethnocentrism
- Cultural Relativism
- Cultural Diffusion
- Globalization
- Multiculturalism
- Socialization
-
Technology:
- Actively Learn
- Blooket
- BreakoutEDU
- EdPuzzle
- Kahoot!
- Kami
- Padlet
- SORA
- YouTube
Suggested Texts:
-
Suggestions:
Last day of the Cycle:
-
Have students begin reading a brief connected text at the end of the academic and finish during trade cycle.
-
Use Google Forms for a questionnaire or survey about upcoming topic.
-
Brief writing task related to end of cycle lesson or as a discussion piece for upcoming lesson.
-
Student question development about upcoming topic. Provide question starters: Classroom Question Stems by Cormier; Hess; DOK; Bloom's Taxonomy.
First day of the New Cycle:
-
Students meet in small groups to discuss reflection, response, and question posts (approx. 15 minutes)
-
-
Formative Assessments
Required:
-
Unit CFAs will be posted to Performance Matters by Fall 2026.
Suggested:
-
Brief Source Analysis
-
Anecdotal observations of students in groups or partnerships
-
Quick writes and on-demand writing samples
-
Do Nows/Bell Ringers
-
Exit tickets
-
1:1 or small group conferring
Summative Assessments
Required:
-
In development.
Suggested:
-
Case Studies
-
-
Connecticut Core Standards for Literacy in History/Social Studies, Science Technical Subjects
Connecticut Secondary Social Studies Standards: Social Studies Inquiry Arc
Mathematical Practice Standards
Next Generation Science Standards
Standards for students that are aligned to priority standards
International Society for Technology in Education (ISTE)
Standards for students that are aligned to priority standards
CTE Competency Standards
- Utilizing tasks, projects and assignments that connect to trade technologies:
- Aerospace Manufacturing
- Architecture
- Automotive Technology
- Automotive Collision Repair and Refinishing
- Bioscience and Environmental Technology
- Biotechnology
- Building and Civil Construction
- Culinary Arts
- Criminal Justice and Protective Services
- Digital Media
- Diesel and Heavy - Duty Equipment Repair
- Electrical
- Graphic Design
- Heating
- Ventilation and Air Conditioning
- Health Technology
- Hairdressing and Cosmetology
- Information Technology
- Landscape Design
- Installation and Equipment
- Masonry
- Mechanical Design and Engineering Technology
- Precision Machining Technology
- Plumbing and Heating
- Plumbing, Heating and Cooling
- Robotics and Automation
- Tourism
- Hospitality and Guest Services Management
- Veterinary Science
- Welding and Metal Fabrication
Components of Social, Emotional, and Intellectual Habits
- Develop logic and reasoning/Critical and analytic thinking
- Use evidence and critical thinking to support claims, make arguments and critique the reasoning of others; explain own thinking and responds to others’ thinking
- Develop logic and reasoning/Applying known information to new experiences
- Compare, contrast and evaluate experiences, tasks and events building on prior knowledge
- Develop logic and reasoning/Reasoning and problem solving
- Analyze attributes to classify, compare and contrast objects, events and experiences (similarities, differences and associations)
- Develop a positive attitude toward learning/Cooperation during learning experiences
- Listen, discuss, and negotiate ideas in order to discover new learning with peers
- Utilizing tasks, projects and assignments that connect to trade technologies: