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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
4.1Students will identify common patterns of
social inequality.
4.1.1- Privilege4.1.2- Power 4.1.3- Racial and ethnic inequality 4.1.4- Class inequality 4.1.5- Gender inequality
4.2Students will analyze the effects of social
inequality on groups and individuals.
4.2.1- Life chances4.2.2- Social problems4.2.3- Inter- and intra-group conflict
4.3Students will explain the relationship
between social institutions and inequality.
4.3.1- Distribution of power through social institutions4.3.2- Potential of institutions to produce, reinforce, or challenge inequality
4.4Students will assess responses to social
inequality.
4.4.1- Individual responses to inequality4.4.2- Group responses to inequality such as social movements4.4.3- Social policy responses to inequality
Domain 4: Stratification and Inequality
Assessable Competencies Essential Concepts
4.1Students will identify common patterns of
social inequality.
4.1.1- Privilege4.1.2- Power 4.1.3- Racial and ethnic inequality 4.1.4- Class inequality 4.1.5- Gender inequality
4.2Students will analyze the effects of social
inequality on groups and individuals.
4.2.1- Life chances4.2.2- Social problems4.2.3- Inter- and intra-group conflict
4.3Students will explain the relationship
between social institutions and inequality.
4.3.1- Distribution of power through social institutions4.3.2- Potential of institutions to produce, reinforce, or challenge inequality
4.4Students will assess responses to social
inequality.
4.4.1- Individual responses to inequality4.4.2- Group responses to inequality such as social movements4.4.3- Social policy responses to inequality
Domain 4: Stratification and Inequality
Assessable Competencies Essential Concepts
4.1Students will identify common patterns of
social inequality.
4.1.1- Privilege4.1.2- Power 4.1.3- Racial and ethnic inequality 4.1.4- Class inequality 4.1.5- Gender inequality
4.2Students will analyze the effects of social
inequality on groups and individuals.
4.2.1- Life chances4.2.2- Social problems4.2.3- Inter- and intra-group conflict
4.3Students will explain the relationship
between social institutions and inequality.
4.3.1- Distribution of power through social institutions4.3.2- Potential of institutions to produce, reinforce, or challenge inequality
4.4Students will assess responses to social
inequality.
4.4.1- Individual responses to inequality4.4.2- Group responses to inequality such as social movements4.4.3- Social policy responses to inequality
Domain 4: Stratification and Inequality
Assessable Competencies Essential Concepts
4.1Students will identify common patterns of
social inequality.
4.1.1- Privilege4.1.2- Power 4.1.3- Racial and ethnic inequality 4.1.4- Class inequality 4.1.5- Gender inequality
4.2Students will analyze the effects of social
inequality on groups and individuals.
4.2.1- Life chances4.2.2- Social problems4.2.3- Inter- and intra-group conflict
4.3Students will explain the relationship
between social institutions and inequality.
4.3.1- Distribution of power through social institutions4.3.2- Potential of institutions to produce, reinforce, or challenge inequality
4.4Students will assess responses to social
inequality.
4.4.1- Individual responses to inequality4.4.2- Group responses to inequality such as social movements4.4.3- Social policy responses to inequality
Domain 4: Stratification and Inequality
Assessable Competencies Essential Concepts
4.1Students will identify common patterns of
social inequality.
4.1.1- Privilege4.1.2- Power 4.1.3- Racial and ethnic inequality 4.1.4- Class inequality 4.1.5- Gender inequality
4.2Students will analyze the effects of social
inequality on groups and individuals.
4.2.1- Life chances4.2.2- Social problems4.2.3- Inter- and intra-group conflict
4.3Students will explain the relationship
between social institutions and inequality.
4.3.1- Distribution of power through social institutions4.3.2- Potential of institutions to produce, reinforce, or challenge inequality
4.4Students will assess responses to social
inequality.
4.4.1- Individual responses to inequality4.4.2- Group responses to inequality such as social movements4.4.3- Social policy responses to inequality
Stratification and Inequality
Domain 44.1.3- 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
LeBron James
Katrina Coverage
Harvard’s IATBackground 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 20th 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
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, [email protected]
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, [email protected]
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, [email protected]
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, [email protected]
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. McSeveney , Ph.D. University of New Orleans, [email protected]
After the Levees Failed: Flooding in New Orleans
Dennis R. McSeveney , Ph.D. University of New Orleans, [email protected]
Ernest M. Morial Convention Center – New Orleans
Dennis R. McSeveney , Ph.D. University of New Orleans, [email protected]
Dennis R. McSeveney , Ph.D. University of New Orleans, [email protected]
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 McConduit-Diggs, The State of Black New Orleans: 10 Years Post Katrina
Dennis R. McSeveney , Ph.D. University of New Orleans, [email protected]
How to Contact Us • Jean Shin, ASA, [email protected]• Beth Floyd, ASA, [email protected]• Margaret Weigers Vitullo, ASA, [email protected]
• Chris Salituro, Stevenson High School, [email protected] • Hayley Lotspeich, Wheaton North High School, [email protected]
• Dennis R. McSeveney, University of New Orleans, [email protected]
• ASA Website: www.asanet.org• Email us at: [email protected]
