The Wasted: Don't Trash the Earth curriculum asks students to examine the impact of the waste we locally and globally produce and seek creative solutions to reduce this wastefulness by answering the driving question: "How can we, as youth, rethink waste?"

How do we, as youth, learn from the conflict in Rwanda to strengthen media access and quality in our own communities? In this program, students will explore the role of the media in Rwanda, before, during, and after the genocide and explore how to expand media access, quality, and equity in their communities and around the world.

Social change, at its core, does not come from one event or incident, but the long, sustained work of individuals and groups in numerous sectors of society. How do we, as youth, participate in sustaining positive social change in our communities?

The teacher will facilitate a class discussion for students to share their opinions about young adulthood before they start the activity. After some teacher modeling, students will read, annotate, and answer questions about a technical document—including tables and graphs—to gather evidence to support conversations with their classmates about young adulthood. Then, students will write a paragraph about how their generation defines young adulthood.

Within this series of lessons, students will explore these essential questions:
What basic human necessities are needed to thrive in society?
How do we measure wealth?
How to move from oppression to resiliency?
How to move from oppression to social change?
Students will examine the extent to which people pass judgment, discriminate and violate human rights in communities of color and to what extent these same communities remain resilient. Students will learn and apply their knowledge of non-violent communication to increase self awareness, school and career readiness skills in the social-emotional domain, and develop an understanding about their bio-reactions. Students will research and analyze strengths and challenges within their community. They will then identify a need and develop action steps to meet that need. We will move our instruction from broad to personal perspectives of understanding the conditions in the larger world as well as their own. By moving from the global/community perspective into the relational/historical experience and end with their personal perspective, students will develop a deeper understanding and appreciation of themselves within time and space.

Introduction to Sociology 2e adheres to the scope and sequence of a typical, one-semester introductory sociology course. It offers comprehensive coverage of core concepts, foundational scholars, and emerging theories, which are supported by a wealth of engaging learning materials. The textbook presents detailed section reviews with rich questions, discussions that help students apply their knowledge, and features that draw learners into the discipline in meaningful ways. The second edition retains the book’s conceptual organization, aligning to most courses, and has been significantly updated to reflect the latest research and provide examples most relevant to today’s students. In order to help instructors transition to the revised version, the 2e changes are described within the preface.

Explain how technology, social institutions, population, and the environment can bring about social changeDiscuss the importance of modernization in relation to social change

Introduction to Sociology is intended for a one-semester introductory sociology course. Conceived of and developed by active sociology instructors, this up-to-date title and can be downloaded now by clicking on the "Get this book" button below. This online, fully editable and customizable title includes sociology theory and research; real-world applications; simplify and debate features; and learning objectives for each chapter

Note: this resource now links to the third edition, released in 2021. Its record is in OER Commons to allow users to see endorsements, reviews, etc...

Sociology is the study of social groups, structures, processes, institutions, and events. This course will focus on understanding and applying the sociological perspective, which stresses the importance of the impact of social forces external to the individual in shaping peopleęs lives and experiences. This idea that we are all profoundly affected by the society in which we live is the guiding light of sociology. Sociologists also study the ways in which people, as they interact, shape their social systems. Topics studied will include socialization, social interaction, culture, groups, social structure, deviance, social inequality, social class, race, gender, institutions (political, economic, educational, family, and religious), collective behavior and social change. Students will be asked to learn the basic concepts, theories, and perspectives of sociology, to see how these operate in terms of social processes, structures, and events, and to apply this knowledge to better understand the social world.

Students will learn why families are important social institutions and how family structures, household sizes, and living arrangements have changed substantially since the 1970s. In part 1, students will work in groups of three to four to analyze census data so that they may understand these changes. In part 2, students will watch a clip from the show “Modern Family” and compare their observations with census data.

In this lesson, students will take action to demonstrate kindness to others in their school community. Additionally, students will use basic math skills of skip counting and/or multiplication to tally their actions.

Using State Facts for Students, a data access tool from the U.S. Census Bureau, students will explore data about their state and voice their opinions on how the population has changed over time. Students will work in small groups to share their opinions, practicing oral communication and small-group discussion skills.

This unit is centered around an anchor text that may be common among content area teachers in a high school setting. Although this unit may be incorporated into any high-school English class, it is aligned with Common Core standards for 9-10. This unit will primarily focus on informational and argumentative texts, and can be used to incorporate more informational texts (as directed by the Common Core) into English classrooms at the high school level. This unit is best suited to a collaborative model of development in which ELA and content area teachers share an anchor text (The Universal Declaration of Human Rights) and communicate about how to connect diverse skills to common texts and essential questions.

This collection uses primary sources to explore the early history of Rock and Roll music. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Here at TILclimate (Today I Learned: Climate), there’s one question we get from our listeners more than any other: “What can I do to make a difference on climate change?” In this special episode of the podcast, three guests who have made acting on climate a big part of their lives join interim host Aaron Krol to share their stories and their advice for those who want to do more. Together, we discuss how to mobilize and inspire others, how small individual actions can lead to large societal ones, and why your contributions to a cooler, more resilient future can have benefits that aren’t just about rising seas or mounting heat waves.

The goal of this exercise is to explore the differential impact of social change on three generations of Americans in the 1970s. Crosstabulations and comparison of means tests will be used.

The founders of sociology in the United States wanted to make a difference. A central aim of the sociologists of the Chicago school was to use sociological knowledge to achieve social reform. A related aim of sociologists like Jane Addams, W.E.B. DuBois, and Ida B. Wells-Barnett and others since was to use sociological knowledge to understand and alleviate gender, racial, and class inequality.

Steve Barkan’s Sociology: Understanding and Changing the Social World makes sociology relevant for today’s students by balancing traditional coverage with a fresh approach that takes them back to sociology’s American roots in the use of sociological knowledge for social reform.

Print on demand edition available here: https://www.uncpress.org/book/9781469659282/sociology/

On April 26, 1913, Confederate Memorial Day, thirteen-year-old Mary Phagan was murdered at the National Pencil Company in Atlanta, Georgia. Leo Frank, the Jewish, New York-raised superintendent of the National Pencil Company, was charged with the crime. At the same time, Atlanta’s economy was transforming from rural and agrarian to urban and industrial. Resources for investing in new industry came from Northern states, as did most industrial leaders, like Leo Frank. Many of the workers in these new industrial facilities were children, like Mary Phagan. Over the next two years, Leo Frank’s legal case became a national story with a highly publicized, controversial trial and lengthy appeal process that profoundly affected Jewish communities in Georgia and the South, and impacted the careers of lawyers, politicians, and publishers. By the early twentieth century, Jewish communities had become well-established in most major Southern cities, continuing a path of migration that began during colonial times. The Leo Frank case and its aftermath revealed lingering regional hostilities from the Civil War and Reconstruction, intensified existing racial and cultural inequalities (particularly anti-Semitism), embodied socioeconomic problems (such as child labor), and exposed the brutality of lynching in the South. The exhibition was created by the Digital Library of Georgia (http://dlg.galileo.usg.edu/). Exhibition Organizers: Charles Pou, Mandy Mastrovita, and Greer Martin.

Transmedia storytelling is the practice of designing, sharing, and participating in a cohesive story experience across multiple traditional and digital delivery platforms - for entertainment, advertising and marketing, or social change.

This course will help you to design a strategy for developing and telling your own transmedia story. You will learn about what it takes to:
• Shape your ideas into compelling and well structured narratives and complex story worlds
• Identify, understand, and engage different audiences in your stories
• Create cohesive user experiences across different platforms
• Evaluate existing and emerging technologies to share your story with the world, and help your audience participate in the larger storyworld you create

The course provides you with a unique, authentic, and industry relevant learning opportunity. You will have access to current theory, industry examples and advice and undertake learning activities that will equip you with the tools you need to start developing your own ideas.