Sociology II
Course Description:
Sociology is the study of people, social life and society. The development of a sociological imagination will enable students to examine how society shapes human actions and beliefs, and how such actions and beliefs in turn shape society. Exciting online video journeys to different areas of the sociological world are also presented in the course.
Course Details:
| Course Title (District): |
Sociology II |
| Course Title (NCES SCED) : |
Social Science |
| Course Provider : |
Genesee ISD |
| Content Provided By : |
Fuel Education LLC |
| Online Instructor Provided By : |
Fuel Education LLC |
| Standards Addressed : |
CollegeBoard |
| Academic Terms : |
Open Entry / Open Exit |
| NCES SCED Code : 04260 |
| Subject Area : |
Social Sciences and History |
| Course Identifier : |
Social Science |
| Course Level : |
High School (Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
1 of 1 |
|
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: Most courses have no additional costs; however some have required books or other materials that are not included in the course. Some required books or other materials may be available for checkout from schools or public libraries. See the provider's course description for required books/materials or call 810-591-4401 for assistance.
• Learn about different family arrangements around the world.
• Think about the different functions that families provide for individuals and society.
• Examine the patterns in mate selection for marriage.
• Investigate the factors that have led to an increase in divorce.
• Learn what functions religion provides for individuals and society.
• Examine different types of religious organizations.
• Investigate the functions of education in society.
• Examine the relationship between education and social inequality.
• Discuss the growth on online education.
• Learn the differences between capitalism and socialism.
• Discuss several recent trends in the economy.
• Examine the three types of authority.
• Investigate the differences between totalitarianism, authoritarianism, and democracy.
• Discuss several models of power to explain the political system.
• Learn how sports reinforce social inequality in society.
• Discuss how sports contribute to socialization into North American culture.
• Investigate the functions that the mass media provide.
• Consider how the concentration of the media and gate-keeping activities influence what we are exposed to.
• Examine the controversy over violence in the media and how individuals receive messages in the media.
• Understand the basic concepts used in the study of population.
• Investigate several theories of population growth.
• Examine some trends in population growth and the effects that these may have on society and the environment.
• Discuss how the culture of North America contributes to environmental problems.
• Understand what environmental racism is and how it reinforces social inequality.
• Understand some of the factors that led to the development of cities.
• Learn what urbanization is and how it affects society, individuals, and the environment.
• Examine how cities may affect those who live in them.
• Investigate the trends of urban decline, the growth of Sunbelt cities, and sprawl.
• Understand some of the effects that urban decline and sprawl have on society, cities, and individuals.
• Understand the forms of collective behavior.
• Examine explanations for collective behavior in society.
• Investigate the difference categories of social movements and how they change society.
• Discuss why social movements develop and the stages that they go through.
• Understand what social change in society is and what causes it.
• Examine how theorists have explained social change.
• Discuss how society has changed since the Industrial Revolution.
• Learn the common characteristics of postmodern societies.
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments |
Rating
|
Comments |
| 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
|
|
| 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. |
Partially Met
|
|
| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. |
Fully Met
|
|
| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. |
Fully Met
|
|
| Multiple learning resources and materials to increase student success are available to students before the course begins. |
Fully Met
|
|
| Course Overview and Introduction |
Rating
|
Comments |
| Clear, complete course overview and syllabus are included in the course. |
Fully Met
|
|
| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. |
Fully Met
|
|
| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. |
Fully Met
|
|
| Legal and Acceptable Use Policies |
Rating
|
Comments |
| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. |
Fully Met
|
|
| 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
|
|
| Privacy policies are clearly stated. |
Fully Met
|
|
| Instructor Resources |
Rating
|
Comments |
| Online instructor resources and notes are included. |
Fully Met
|
|
| Assessment and assignment answers and explanations are included. |
Fully Met
|
|
| Instructional and Audience Analysis |
Rating
|
Comments |
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. |
Fully Met
|
|
| Course, Unit and Lesson Design |
Rating
|
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
|
|
| Instructional Strategies and Activities |
Rating
|
Comments |
| The course instruction includes activities that engage students in active learning. |
Fully Met
|
|
| 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
|
|
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. |
Fully Met
|
|
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. |
Fully Met
|
|
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. |
Fully Met
|
|
| Communication and Interaction |
Rating
|
Comments |
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. |
Fully Met
|
|
| 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
|
|
| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. |
Fully Met
|
|
| Resources and Materials |
Rating
|
Comments |
| Students have access to resources that enrich the course content. |
Fully Met
|
|
| Accessing Course Effectiveness |
Rating
|
Comments |
| The course provider uses multiple ways of assessing course effectiveness. |
Fully Met
|
|
| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. |
Fully Met
|
|
| Course Updates |
Rating
|
Comments |
| The course is updated periodically to ensure that the content is current. |
Fully Met
|
|
| Certification |
Rating
|
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
|
|
| Instructor and Student Support |
Rating
|
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
|
|
| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. |
Fully Met
|
|
| 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
|
|
| 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
|
|
| 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
|
|
| Students are offered an orientation for taking an online course before starting the coursework. |
Fully Met
|
|
| Evaluation Strategies |
Rating
|
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
|
|
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. |
Fully Met
|
|
| Feedback |
Rating
|
Comments |
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. |
Fully Met
|
|
| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. |
Fully Met
|
|
| Assessment Resources and Materials |
Rating
|
Comments |
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. |
Fully Met
|
|
| Grading rubrics are provided to the instructor and may be shared with students. |
Fully Met
|
|
| The grading policy and practices are easy to understand. |
Fully Met
|
|
| Course Architecture |
Rating
|
Comments |
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. |
Fully Met
|
|
| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. |
Fully Met
|
|
| User Interface |
Rating
|
Comments |
| Clear and consistent navigation is present throughout the course. |
Fully Met
|
|
| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. |
Fully Met
|
|
| Technology Requirements and Interoperability |
Rating
|
Comments |
| All technology requirements (including hardware, browser, software, etc...) are specified. |
Fully Met
|
|
| Prerequisite skills in the use of technology are identified. |
Fully Met
|
|
| The course uses content-specific tools and software appropriately. |
Fully Met
|
|
| The course is designed to meet internationally recognized interoperability standards. |
Fully Met
|
|
| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. |
Fully Met
|
|
| Accessibility |
Rating
|
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
|
|
| Data Security |
Rating
|
Comments |
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). |
Fully Met
|
|
Review Conducted By: Fuel Education LLC
Date of Review:
07/04/2014
Unit 1: Marriage & Family
Unit 2: Religion & Education
Unit 3: The Economy & Politics
Unit 4: Sport & Entertainment
Sociology II Midterm Exam
Unit 5: Population & Environment
Unit 6: Cities & Urban Life
Unit 7: Collective Behavior & Social Movements
Unit 8: Social Change
Sociology II Final Exam
| 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 |
Students can contact their online instructor as needed. Online instructors have posted office hours, and provide contact information.
