I chose to employ an assortment of texts for my unit on Socialization in a high school Sociology class. The sources include textbooks, tables, empirical studies, articles, and videos. By employing a variety of material with differing levels of complexity, I hope that students will not only be more engaged in the material, but will learn how to read and comprehend several forms of text. Literacy in the social sciences requires that one be a critical thinker. In sociology, students must be willing to critically analyze theories and ideas, looking at both strengths and weaknesses. Students should be able to relate their own life experiences to the text. I will spend time in class teaching students how to engage in active reading, to ensure that students fully comprehend the text. This is especially important considering that much of the unit on socialization contains abstract ideas and theories. I will teach students various comprehension strategies and learning practices, such as QARs and reciprocal teaching. Guided reading will be particularly useful with the more complex text, such as Cooley's "The Looking-Glass Self." This text is difficult to read, but with some practice, I hope that students will be able to comprehend and analyze the content. I will also use class discussions relating to the texts as a method to foster critical thinking skills. These texts do not only promote literacy in my content area, but will help students with general literacy skills that flow into other disciplines. For instance, the empircal study in my annotated bibliography includes statistical data, which promotes student literacy in math courses. The text on gender socialization includes descriptions of biological processes, which will be useful in science classes. Thus, I hope to spend time helping students understand a variety of texts, to promote overall comprehension.