Social Problems 2: Crisis, Conflicts, & Challenges
Course Description:
The Social Problems 2 course continues to examine the social problems that affect individuals and societies in the world today. Students learn about the overall structure of the social problem as well as how it impacts their lives. Each unit focuses on a particular social problem, including racial discrimination, drug abuse, the loss of community, and urban sprawl, and discusses possible solutions at both individual and structural levels. Students examine the connections in each issue between societies, individuals, governments, and the global arena.
Course Details:
| Course Title (District): |
Social Problems 2: Crisis, Conflicts, & Challenges |
| Course Title (NCES SCED) : |
Humanities |
| Course Provider : |
Genesee ISD |
| Content Provided By : |
eDynamic Learning |
| Online Instructor Provided By : |
Genesee School District |
| Standards Addressed : |
None |
| Academic Terms : |
Semester, Open Entry / Open Exit |
| NCES SCED Code : 04302 |
| Subject Area : |
Social Sciences and History |
| Course Identifier : |
Humanities |
| Course Level : |
High School (Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
2 of 2 |
|
How To Enroll:
Students and Parents: It is important to work closely with your local school counselor or
registrar to follow the school's enrollment procedures. By clicking the "Start Registration
Request" button below, you will be able to notify the school of your interest in registering for
the online course. However, it is the responsibility of the district or school to review the
registration request and approve or deny the request. Please make a note to follow up with
your school after submitting a registration request.
Start Registration Request
Additional Course Information:
- Email: [email protected]
- Phone: 810-591-4401
Additional Cost: $0.0
Additional Cost Description: None
Unit 1: The Individual in Modern Society
- Learn about alienation and anomie in society and their effects on individuals.
- Discuss the issues in developing personal identities in modern society.
- Investigate whether individualism is declining.
- Examine whether communities are decreasing in modern society or changing form.
- Discuss youth suicide and how modern society may affect it.
Unit 2: Consumption and Consumerism
- Learn about consumption and consumerism.
- Examine how “consumers” were created after the Industrial Revolution.
- Discuss the characteristics of a culture of consumption.
- Look at the differing consumption levels around the world.
- Investigate the effects of consumption and consumerism on individuals and society.
Unit 3: Homelessness
- Learn about homelessness and how it is defined.
- Discuss why it is difficult to know how many people are homeless in society.
- Investigate some of the causes of homelessness.
- Examine the effects of homelessness on families, youths, the elderly, veterans, and the rural poor.
- Look at some ways that homelessness might be reduced in society.
Unit 4: Obesity and Health
- Learn what obesity is and how it is measured.
- Look at how many people around the world are considered obese and what the predictions are for the future.
- Examine what factors encourage obesity in modern society.
- Investigate the consequences that obesity can have for individuals and society.
- Discuss some ways to potentially reduce obesity in society.
Unit 5: Science and Technology
- Learn about identity theft and the consequences for individuals.
- Examine why people may have less privacy in the modern age and what technologies are contributing to this area of concern.
- Discuss the digital divide and how it contributes to inequality around the world.
- Investigate the growth of science and technology in society and why this has occurred.
- Examine how new technologies and advances in science can have unintended negative consequences on individuals and society.
Unit 6: Problematic Groups
- Learn how cults, gangs, and extremist groups are defined and what problems there are in defining groups with these labels.
- Examine why individuals join problematic groups and why they continue to participate despite the negative labels.
- Look at the effects that problematic groups have on individuals and society.
- Investigate several problematic groups, including their goals, activities, and role in society.
- Discuss the risks that problematic groups may have for individuals and society.
Unit 7: Alcohol and Drug Abuse
- Learn what alcohol and drug abuse are and how large this problem is in society.
- Look at some of the causes of alcohol and drug abuse at both the individual and societal levels.
- Investigate the effects that alcohol and drug abuse have on society.
- Examine some of the ways that individuals and groups have coped with and tried to reduce this issue.
- Discuss the War on Drugs and whether these policies have been successful or not in reducing drug use.
Unit 8: Globalization
- Learn what globalization is and why it is occurring in modern society.
- Examine the effects of globalization on our daily lives and our communities.
- Look at how globalization is affecting people and communities outside of North America.
- Investigate how globalization may be contributing to the loss of indigenous cultures and customs around the world.
- Discuss what the future of globalization may be and how it may change our lives in the future.
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments |
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| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. |
Fully Met
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| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. |
Fully Met
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| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. |
Fully Met
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| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. |
Fully Met
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| Multiple learning resources and materials to increase student success are available to students before the course begins. |
Fully Met
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| Course Overview and Introduction |
Rating
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Comments |
| Clear, complete course overview and syllabus are included in the course. |
Fully Met
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| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. |
Fully Met
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| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. |
Fully Met
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| Legal and Acceptable Use Policies |
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Comments |
| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. |
Fully Met
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| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. |
Fully Met
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| Privacy policies are clearly stated. |
Fully Met
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| Instructor Resources |
Rating
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Comments |
| Online instructor resources and notes are included. |
Fully Met
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| Assessment and assignment answers and explanations are included. |
Fully Met
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| Accessing Course Effectiveness |
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Comments |
| The course provider uses multiple ways of assessing course effectiveness. |
Fully Met
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| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. |
Fully Met
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| Course Updates |
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Comments |
| The course is updated periodically to ensure that the content is current. |
Fully Met
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| Certification |
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Comments |
| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. |
Fully Met
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| Instructor and Student Support |
Rating
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Comments |
| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. |
Fully Met
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| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. |
Fully Met
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| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. |
Fully Met
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| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. |
Fully Met
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| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. |
Fully Met
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| Students are offered an orientation for taking an online course before starting the coursework. |
Fully Met
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| Instructional and Audience Analysis |
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Comments |
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. |
Fully Met
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| Course, Unit and Lesson Design |
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Comments |
| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. |
Fully Met
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| Instructional Strategies and Activities |
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Comments |
| The course instruction includes activities that engage students in active learning. |
Fully Met
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| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. |
Fully Met
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| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. |
Fully Met
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| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. |
Fully Met
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| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. |
Fully Met
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| Communication and Interaction |
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Comments |
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. |
Fully Met
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| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. |
Fully Met
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| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. |
Fully Met
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| Resources and Materials |
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Comments |
| Students have access to resources that enrich the course content. |
Fully Met
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| Evaluation Strategies |
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Comments |
| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. |
Fully Met
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| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. |
Fully Met
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| Feedback |
Rating
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Comments |
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. |
Fully Met
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| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. |
Fully Met
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| Assessment Resources and Materials |
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Comments |
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. |
Fully Met
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| Grading rubrics are provided to the instructor and may be shared with students. |
Fully Met
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| The grading policy and practices are easy to understand. |
Fully Met
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| Course Architecture |
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Comments |
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. |
Fully Met
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| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. |
Fully Met
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| User Interface |
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Comments |
| Clear and consistent navigation is present throughout the course. |
Fully Met
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| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. |
Fully Met
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| Technology Requirements and Interoperability |
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Comments |
| All technology requirements (including hardware, browser, software, etc...) are specified. |
Fully Met
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| Prerequisite skills in the use of technology are identified. |
Fully Met
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| The course uses content-specific tools and software appropriately. |
Fully Met
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| The course is designed to meet internationally recognized interoperability standards. |
Fully Met
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| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. |
Fully Met
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| Accessibility |
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Comments |
| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). |
Fully Met
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| Data Security |
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Comments |
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). |
Fully Met
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Review Conducted By: eDynamic Learning
Date of Review:
07/22/2018
1. The Individual in Modern Society
2. Consumption and Consumerism
3. Homelessness
4. Obesity and Health
5. Science and Technology
6. Problematic Groups
7. Alcohol and Drug Abuse
8. Globalization
| Term Type |
Enrollment Opens |
Enrollment Ends |
Random Draw Date |
Enrollment Drop Date |
Course Starts |
Course Ends |
# of Seats |
Course Fee |
Potential Additional Costs |
|
Open Entry / Open Exit |
08/01/2024 |
07/31/2025 |
|
|
|
|
100 |
$275 |
$0 |
| Drop Policy |
Completion Policy |
Term Type |
Enrollment Opens |
Enrollment Ends |
| Full refund when withdrawn within 14 days of enrollment. |
EdisonLearning Instructional Support Staff provide instructional feedback on all teacher-graded assignments. Grades are submitted upon course part completion or upon request from the student’s Advisor. |
Open Entry / Open Exit |
08/01/2024 |
07/31/2025 |
Flexible; online facilitator, blended, or traditional classroom
