Course Profile Introduction to Anthropology, Psychology, and Sociology, Grade 11, University/College Preparation, Catholic

Unit 1: Self and Others

Time: 38 hours

Unit Description

This unit is divided into three areas of concentration. The topics within the unit are organized in a manner that builds upon the understanding and development of a self-concept, which leads to an examination of how others influence the development of self-concept, and how socialization occurs. The fundamental questions that lie at the heart of anthropological, psychological, and sociological thought must be addressed first. These questions would include: Who are we? Where do we come from? How do we develop as a society? Why do humans feel the need to interact with each other? What impact does culture have on our personal development? etc. Students are asked to evaluate the major contributions of at least one leading practitioner in each of the disciplines. It is expected that students use the terminology of anthropology, psychology, and sociology appropriately as they develop an understanding of the interrelated nature of the three disciplines. The forces that influence and shape behaviour are identified and analysed in order to explain why behaviour varies. The latter part of this unit focuses on identifying the primary and secondary agents of socialization that influence the development of individuals within different cultures while applying the theories of anthropology, psychology, and sociology.

Research and inquiry skills should be developed throughout the course. This unit provides an excellent opportunity to develop student understanding of the foundations of inquiry in anthropology, psychology, and sociology. This could be accomplished through an introduction to the inquiry process, critical thinking skills, rudimentary research skills and processes, and an introduction to the computer as a research tool. Students should begin the ISU (research paper/assignment) by developing research questions and hypotheses.

Unit Synopsis Chart

Activity	Time	Expectations	Ach.	Tasks
1. “I am…”	90 min	SOV.01, ISV.01, SO1.01, IS1.01, CGE2b, CGE3e	K/U, T/I, C, A	Students complete, categorize and share “I am…” statements. Students define anthropology, psychology and sociology using a textbook. Students apply definitions by re-categorizing their “I am…” lists according to the question each discipline would ask and share in class discussion
2. Theorists of Psychology	720 min	SOV.01, ISV.01, ISV.02, ISV.03, SO1.02, IS1.03, IS2.03, IS3.02, CGE1e, CGE2c, CGE2d, CGE2e, CGE3e	K/U, T/I, C, A	Discuss and apply scientific method to Pavlov’s classical conditioning experiment. Examine Watson’s and Skinner’s experiments in behaviour. Class discussion on ethical research and Catholic Church’s position on conducting scientific research. Students create plans to change behaviour. Lecture on Freud’s theory Apply Freud’s theory to an excerpt from a popular novel or psychological novel. Discuss Horney’s theory. Discuss and read Piaget’s and Erickson’s theories. Students create list of behaviours indicating unresolved issues. Solving dilemmas and discussing Kohlberg’s theory (Appendix 1.2.1). Discussion on needs of humans at different points in life and Maslow’s theory
3. Theorists of Sociology	270 min	SOV.01, SO1.02, CGE2d, CGE3e	K/U, T/I, C, A	Role-play scenarios to explore how we construct meaning from words and discuss George Herbert Mead’s theory. Generate list of non-verbal cues and meanings. Role-play conflicting action statements scenarios. Discuss Goffman’s Theory. Discuss language acquisition and acceptable behaviour. Read about Harlow monkey experiment and feral children
4. Theorists of Anthro-pology	340 min	SOV.01, ISV.01, ISV.02, ISV.03, SO1.02, IS1.03, IS2.04, IS2.05, IS2.06, IS3.02, CGE2c, CGE2d, CGE2e, CGE3e	K/U, T/I, C, A	Group research and presentation on major contributions of various anthropologists (See Appendices 1.4.1 and 1.4.2)
5. Personal and Social Development	60 min	SOV.02, SO2.01, CGE2d, CGE4a, CGE4e, CGE4g	K/U, T/I, C, A	Brainstorm a list of things that influence personal and social development. Analyse milestones of human development
6. Behaviour	120 min	SOV.02, SO2.03, IS1.03, CGE3d	K/U, T/I, C, A	Analyse variances in behaviour from film and discussion of how an individual alters their behaviour to suit their audience
7. Influence of Media on the Self	360 min	SOV.02, ISV.03, SO2.02, IS3.02, CGE2c, CGE2e	K/U, T/I, C, A	View the film Killing Us Softly and then analyse advertisements and the messages they portray. Analyse role and prevalence of violence in media
8. Agents of Socialization	60 min	SOV.03, SO3.01, SO3.02, SO3.04, CGE1d, CGE6a	K/U, T/I, C, A	Complete and discuss gender role socialization handout (Appendix 1.8.1). List and rank five things that have influenced who you are. Categorize lists into primary and secondary agents of socialization
9. Theories of Socialization	210 min	SOV.03, ISV.01, SO3.03, IS1.02, IS1.03, CGE3e	K/U, T/I, C, A	Video creation and presentation demonstrating an understanding of the differences in the three disciplines studied
10. ISU Introduction	60 min	ISV.01, IS1.04	K/U, T/I, C, A	Students develop research questions and hypotheses for independent study project (See Appendix 1.10.1 for ISU essay evaluation form)

Activity 1: “I am…”

Time: 90 minutes

Description

Students generate a list of statements about themselves. Next the students are asked to develop categories and classify their statements. Finally, the students are asked to define anthropology, psychology and sociology, and apply these definitions to their list of statements.

Strand(s) & Learning Expectations

Strand(s): Foundations of Anthropological, Psychological, and Sociological Thought; Understanding the Foundations of Inquiry in Anthropology, Psychology, and Sociology

Overall Expectations: SOV.01, ISV.01.

Specific Expectations

SO1.01 - demonstrate and understanding of the major questions related to “self and others” that are posed by anthropologists (e.g., What are the cultural patterns that help to define the self?), psychologists (e.g., How do defence mechanisms enable us to cope with others?), and sociologists (e.g., What is the relationship between the individual and society?);

IS1.01 - correctly use the terminology of anthropology, psychology, and sociology (e.g., functionalism, behaviouralism, feminism).

Ontario Catholic School Graduate Expectations

CGE2b - reads, understands and uses written materials effectively;

CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experience.

Planning Notes

In preparing to discuss classification of “I am...” statements according to the three different disciplines, the teacher needs to be familiar with the definitions, examples, and analogies of anthropology (functionalism), psychology (behaviouralism), and sociology (feminism).

Teaching/Learning Strategies

1. Students are asked to complete a list of statements beginning with “I am…” (15-20 statements). Afterwards, they are asked to examine their lists to determine the major influences/groups with which they identify themselves. Categories are likely to include: gender, ethnicity, religion, physical descriptors, interests, etc. Students consider their lists independently and then, in a “Think/Pair/Share” framework, consult a partner in order to re-evaluate their lists and categories. With their partners, students analyse their lists to determine what their lists suggest about themselves and what they suggest about the communities in which they live. Using their textbooks and other sources, students will define anthropology, psychology, and sociology. They apply this new understanding by re-evaluating their lists according to the questions each discipline would ask, e.g., anthropology – about traditions/culture; psychology – about internal factors; sociology – about external factors.

2. Students share how they have categorized their “I am” statements into the three disciplines facilitated by the teacher to broaden and deepen student understanding of the disciplines comparing anthropology (functionalism), psychology (behaviourism), and sociology (feminism).

Assessment & Evaluation of Student Achievement

· Roving conference by the teacher to ensure the students are on task while in small groups and to aid students with any concerns they may have

· Informal teacher assessment using probe questions to collect evidence of the individual student’s understanding of the different approaches to self by the three disciplines

· Informal teacher assessment of students’ Understanding and Application of Catholic values by using probe questions during class discussion

Accommodations

· Consult IEPs for any identified students. Accommodations such as having a scribe, reading assistance or enlargement of text may be necessary.

· ESL students may have problems understanding the use of slang. They may require encouragement to share their thoughts with the class.

Resources

Sproule, W. Our Social World: An Introduction to Anthropology, Psychology and Sociology. Prentice Hall, 2001.

Gerrard, Dennis. Images of Society. Toronto: McGraw-Hill Ryerson, 2001.

Activity 2: Psychological Theorists

Time: 720 minutes

Description

Students will become familiar with some of the different theories and classical experiments of psychology, such as Pavlov’s classical conditioning, Skinner’s behaviourism, Freud’s psychoanalysis, Piaget’s cognitive development, Erickson’s psychosocial states of personality development, Kohlberg’s moral development and Maslow’s hierarchy of needs. Students will examine the steps and ethics involved in applying the scientific method. Finally, students will explore the Catholic Church’s and personal stances on controversial issues.

Strand(s) & Learning Expectations

Strand(s): Foundations of Anthropological, Psychological, and Sociological Thought; Understanding the Foundations of Inquiry in Anthropology, Psychology, and Sociology; Using Research Skills; Communicating Results

Overall Expectation: SOV.01, ISV.01, ISV.02, ISV.03.

Specific Expectations

SO1.02 - evaluate the major contributions to our understanding of the idea of self in relation to others by at least one of the leading practitioners in each of anthropology (e.g., Franz Boas, Margaret Mead, Ruth Benedict), psychology (e.g., Sigmund Freud, Jean Piaget, Karen Horney), and sociology (e.g., George Herbert Mead, Irving Goffman);

IS1.03 - demonstrate an understanding of the factors that explain human behaviour from the perspective of anthropology (e.g., myth, kinship), psychology (e.g., conditioning, subconscious), and sociology (e.g., socialization and social interaction);

IS2.03 - demonstrate an understanding of the ethical guidelines of social science research;

IS3.02 - effectively communicate the results of their inquiries using a variety of methods and forms (e.g., graphs, charts, diagrams, lab reports, oral presentations, written reports, essays, newspaper-style articles, video presentations).

Ontario Catholic School Graduate Expectations

CGE1e - speaks the language of life… “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it” (Witnesses to Faith);

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently in one or both of Canada’s official languages;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experience.

Prior Knowledge & Skills

Students should be familiar with the scientific method studied in Grades 9 and 10 Science.

Planning Notes

· The teacher will need to comfortable in discussing and explaining the theories of the following theorists: Pavlov, Skinner, Freud, Piaget, Horney, Erikson, Kohlberg, and Maslow.

· The teacher should create summary charts or models for each of the above-mentioned theorists.

· The teacher should locate any suggested films or videos that they wish to use and book required equipment.

· The teacher should locate a copy of the Catechism of the Catholic Church

· The teacher should consider assigning research project after discussing scientific method.

Teaching/Learning Strategies

1. The teacher introduces Pavlov’s classical conditioning experiment through discussion or video clip. After discussing this classical experiment, the teacher will review and apply the steps of the scientific method to Pavlov’s experiment. Some things to consider include:

a) How can you get a dog to respond to a bell?

b) How can you get a dog to associate a bell with food?

c) How can you measure the effectiveness of the conditioning?

Notes created by the students would include the need to develop a hypothesis, creating a method to test the hypothesis, noting observations and measurement of achievement, and formulating a conclusion.

2. The teacher introduces Watson’s and Skinner’s operant conditioning experiments (behaviour modification) through discussion or video clip. Today experiments must be conducted in an ethical manner. Students could consider the ethical questions that arise from Watson’s experimentation on young children and fear. (Watson’s experiment involved making a loud noise whenever a young child was exposed to a fury white animal creating a phobia in the child about rabbits. The experiment initially was planned to later attempt to remove the fear but the child’s mother immediately withdrew her child from the experiment and therefore phobia extinction did not occur.) Through a teacher lead class discussion, students consider the Catholic Church’s position on conducting scientific research, sections 2292-2294 in the Catechism of the Catholic Church.

3. The teacher assigns pairs of students to develop a behaviour modification plan to change a behaviour, such as extinguishing a phobia, increasing the frequency of occurrence of a desirable behaviour, or decreasing the frequency of occurrence of an undesirable behaviour, based on class discussion of behaviourism. Students will present their behaviour modification plans to the class for evaluation.

4. The teacher lectures on Freud’s theories. Students read an excerpt from popular novels or psychological journals in order to apply Freud’s theories. What might account for a character’s abnormal behaviour? Responses may be submitted for evaluation. Karen Horney’s theories are introduced, illustrating how she tried to balance Freud’s approach by considering both internal and external forces that shape behaviour, where Freud had only considered the internal forces.

5. Piaget’s theories on cognitive development are introduced by the teacher through illustrations of how children’s cognitive processes develop (e.g., show a video excerpt of a child developing an understanding of object permanence, etc.). Students are directed to relevant information about Piaget.

6. The students read about Eric Erickson’s stages of psychosocial development from their textbooks or teacher created handouts and are asked to generate a list of behaviours that could indicate that an individual has unresolved issues in one of Erickson’s stages. In addition the students may generate a list of possible causes for such behaviours (unresolved issues).

7. In presenting Kohlberg’s theories on moral development, students are presented with a dilemma and asked in groups to evaluate different scenarios analysing the reasoning (Appendix 1.2.1). In addition, students can be challenged to consider the Catholic Church’s position on a variety of controversial issues, such as:

a) cloning

b) artificial insemination;(section 2376, 2377 Catechism of the Catholic Church)

c) abortion; (section 2270-2275 Catechism of the Catholic Church)

d) separation of conjoined twins to save one life; (section 2296 Catechism of the Catholic Church)

e) eugenics; (section 2268 Catechism of the Catholic Church)

f) euthanasia; (section 2277 Catechism of the Catholic Church)

g) discontinuing medical treatment; (section 2278, 2279 Catechism of the Catholic Church)

8. Students are asked to generate a list in response to the following question: What specifically do you need to develop as a human being? To further develop their understanding, small student groups will brainstorm a list of needs and objectives for a specific age (e.g., a two-year-old, a ten-year-old, a sixteen-year-old, a twenty-five-year-old, a thirty-five-year-old, a sixty-five-year-old, and a seventy-five-year-old). Students, aided by the teacher, would then fit these needs into Maslow’s hierarchy of needs.

9. The students will write a test or the students could create an organizer to summarize and compare the different psychological theories.

Assessment & Evaluation of Student Achievement

· Roving conference by the teacher to ensure the students are on task while in small groups and to aid students with any concerns they may have

· Informal teacher assessment using probe questions to collect evidence of the individual student’s Understanding of the different approaches to self by psychologists

· Informal teacher assessment of students’ understanding and application of Catholic values by using probe questions during class discussion

· Peer and teacher evaluations of behaviour modification presentations

· Teacher evaluation of written responses applying Freud’s theory of psychoanalysis to film

· Summative evaluation of the different psychological theories studied or culminating organizer submitted by students

Accommodations

· Consult IEPs for any identified students. Accommodations such as having a scribe, reading assistance or enlargement of text may be necessary.

· Modify terms or provide a glossary for each theory for ESL students.

· Provide preferential seating for identified students during presentations.

· Extra time is allotted to students with writing difficulties to complete written tasks and tests.

· Alternative assignments such as collages or verbal reports may be substituted for written assignments.

Resources

Textbooks

Sproule, W. Our Social World: An Introduction to Anthropology, Psychology and Sociology. Prentice Hall, 2001.

Gerrard, Dennis. Images of Society. Toronto: McGraw-Hill Ryerson, 2001.

Catechism of the Catholic Church

Websites

Psychology.Net – www.psychology.net

Developmental Psychology – www.apa.org/journals/dev.html

Social Psychology Archives – http://swix.ch/clan/ks/CPSPI.htm

Appendices

Appendix 1.2.1 – Moral Reasoning Dilemmas

Appendix 1.2.1

Moral Reasoning Dilemmas

1. A man steals expensive drugs to save his desperately ill wife who will die without the medication. Should he be punished?

2. A boy steals a loaf of bread to feed his siblings who, like himself, have been abandoned and live on the street. Should he be arrested?

3. A priest takes confession from a man who has confessed to the brutal murder of a child. What should he do?

4. Man A murders Man B who had sexually molested man A’s son. Is Man A justified in doing this?

5. A woman accidentally hits a parked car in a parking lot while attempting to leave. There are no witnesses to the accident. Should she leave her address or phone number?

6. While walking in the mall the person 10 feet ahead of you drops a large roll of money from a pocket without noticing it. Do you tell the person?

7. You have knowledge that your best friend’s wife is cheating on him. Do you tell him/her?

8. Your father is gravely ill with untreatable cancer. He is in great pain and on life support. He begs you to disconnect the machine and let him die. What should you do?

9. You are a soldier in combat. One of your comrades is critically wounded and can’t be moved. If the enemy captures your friend he will most certainly be tortured. What are your options?

10. A man and woman married for 15 years discover they are, in reality, brother and sister, separated and adopted while infants. They have 3 children. What should they do?

11. You are a doctor in charge of an invitro-fertilization clinic. You have been substituting your sperm for donor’s sperm and may have fathered over 200 children. What impact might this have on our society?

12. You are a single, teenage girl (15) who was drugged and raped at a party last night by several young men. Your parents are practicing Roman Catholics, who cannot stand public embarrassment and thought you were at the library. What should you do?

Activity 3: Sociological Theorists

Time: 270 minutes

Description

Students will become familiar with some of the different theories and experiments of sociology, from George Herbert Mead, Irvin Goffman, and Harry Harlow.

Strand(s) & Learning Expectations

Strand(s): Foundations of Anthropological, Psychological, and Sociological Thought

Overall Expectations: SOV.01.

Specific Expectations

Ontario Catholic School Graduate Expectations

CGE2d - writes and speaks fluently in one or both of Canada’s official languages;

CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experience.

Planning Notes

· In this activity, the teacher will need to discuss and explain the theories or experiments of the following: George Herbert Mead, Irvin Goffman, and Harry Harlow.

· The teacher should construct role-play scenarios or make arrangements for someone to dramatically interrupt class.

· The teacher should locate the videos and equipment required.

Teaching/Learning Strategies

1. Propose different scenarios to the students for role-playing exercises in order to explore how we construct meaning from words, etc. Males are to assume the role of a female and females to assume the role of a male. While the role-playing is going, other students are assigned to be observers. They should be directed to take note of participants’ words as well as tone of voice, body language, proximity, etc. Afterwards, the class examines the observations directed by the teacher leading into the application of George Herbert Mead’s theories of roles, language, and what we think happened. (Another option would be to make arrangements for the class to be interrupted by an altercation where the class is then asked to record their recollections of the event to be examined in light of these theories as well.) Possible scenarios include:

a) a police officer pulling over a driver on a lonely, dark road

b) an attractive server dealing with a table of patrons of the opposite sex

c) asking someone out on a date

d) teacher-student confrontation

e) doctor-patient in consultation.

f) parent-child; curfew has been broken or the car dented, etc.

2. In order to study Irving Goffman’s theories students are first asked to generate a list of ten non-verbal cues and their meaning, e.g., clothing, colours, etc. Next, students are given an action and a statement to role-play before the class. The class is to determine what the emotion or message that is being communicated, e.g., slam the door while saying, “I’m fine.” In addition, or alternatively, the class could watch an excerpt an acceptable video without the sound in an effort to determine what they believe is actually going on. After discussing their interpretation the class would then compare their interpretation with the reality by watching the same excerpt with the sound. Finally, students summarize Goffman’s theories.

3. Begin class with a discussion of student experiences with language acquisition and learning acceptable behaviour. How did they learn these things? Use resources to review case studies of isolates. Afterwards, the teacher may start a class discussion on the effect of neglect on children and the failure to thrive. In addition, students should read about the Harlow Monkey Experiment. Students, when presented with the premise of the experiment, could be asked to predict which “mother” the monkeys would choose and why. Finally, students should read about feral children in their texts.

4. Students will write a brief evaluation of what they feel is the most important determining factor that is responsible for the early development of humans (nature vs. nurture).

Assessment & Evaluation of Student Achievement

· Roving conference by the teacher to ensure the students are on task while in small groups and to aid students with any concerns they may have

· Informal teacher assessment using probe questions to collect evidence of the individual student’s understanding of the different approaches to self by the sociologists

· Informal teacher assessment of students’ understanding and application of Catholic values by using probe questions during class discussion

· Teacher evaluation of written responses to determining factors responsible for the early development of humans

Accommodations

· Consult IEPs for any identified students. Accommodations such as having a scribe, reading assistance or enlargement of text may be necessary.

· Modify terms or provide a glossary for each theory for ESL students.

· Preferential seating for identified students during presentations.

· Extra time is allotted to students with writing difficulties to complete written tasks.

· Alternative assignments such as collages or verbal reports may be substituted for written assignments.

Resources

Textbooks

Sproule, W. Our Social World: An Introduction to Anthropology, Psychology and Sociology. Prentice Hall, 2001.

Gerrard, Dennis. Images of Society. Toronto: McGraw-Hill Ryerson, 2001.

Appropriate video. excerpt to study verbal and non-verbal communication

Websites

– www.ac.wwu.edu/~stephan/timeline.html (Sociology Timeline)

– www.spc.uchicago.edu/ssrl/PRELIMS/theory.html (Classical Sociological Theory)

– www.trinity.edu/~mkearl/family.html (Marriage and Family Resources)

– www.geocities.com/College Park/Library/8419/wbpthfnd.html (Socioworld)

Activity 4: Anthropological Theorists

Time: 340 minutes

Description

Students will develop research and Internet skills, as they direct their own learning experiences. Students will summarize and present the contributions of leading anthropologists, such as Franz Boas, Margaret Mead, Ruth Benedict, etc.

Strand(s) & Learning Expectations

Overall Expectations: SOV.01, ISV.01, ISV.02, ISV.03.

Specific Expectations

IS2.04 - demonstrate an ability to locate and select relevant information from a variety of print and electronic sources (e.g., books, periodicals, television, Internet sites, CD-ROMs);

IS2.05 - evaluate the relevance and validity of information gathered through research;

IS2.06 - demonstrate an ability to organize, interpret, and analyse information gathered from a variety of sources;

Ontario Catholic School Graduate Expectations

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently in one or both of Canada’s official languages;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experience.

Planning Notes

The teacher should book time in the Library/Resource Centre or computer lab in order to facilitate student research

Teaching/Learning Strategies

1. Use research handouts: a) evaluating websites (Appendix 1.4.1) and b) analysing an issue
(Appendix 1.4.2). Discuss research project expectations.

2. Students form groups in order to research the major contributions of anthropologists such as: Franz Boas, Margaret Mead, Ruth Benedict, Jane Goodall, Diane Fossey, the Leakeys, etc. Groups can be evaluated both by themselves, as individuals and their groups as well as by the teacher. Students could be involved in the process by being asked to collaborate on setting the criteria for assessment and evaluation.

Assessment & Evaluation of Student Achievement

· Roving conference by the teacher to ensure the students are on task while in small groups and to aid students with any concerns they may have

· Informal teacher assessment of students’ understanding and application of Catholic values by using probe questions during roving conferences and presentations

· Peer and teacher evaluations of presentations.

Accommodations

· Consult IEPs for any identified students. Accommodations such as having a scribe, reading assistance, or enlargement of text may be necessary.

· Preferential seating for identified students during presentations.

· Extra time is allotted to students with reading and writing difficulties to complete research and written tasks.

· ESL students may require greater assistance with understanding through the use of translation dictionaries or being partnered with cooperative students, and modified teacher expectations where appropriate.

Resources

Textbooks

Sproule, W. Our Social World: An Introduction to Anthropology, Psychology and Sociology. Prentice Hall, 2001.

Gerrard, Dennis. Images of Society. Toronto: McGraw-Hill Ryerson, 2001.

Websites

– http://lucy.ukc.ac.uk/afaq.html (Anthropology Resources on the Net)

– www.tamu.edu/anthropolgy/news.html (Anthropology in the News)

– www.ameranthassn.org/careers.htm Careers in Anthropology

– www.wsu.edu:8001/vcsusu/commons/topics/culture/culture-index.html (What is Culture?)

Appendices

Appendix 4.1.1 – Evaluating The Information Highway

Appendix 4.1.2 – Analysis of An Issue

Appendix 1.4.1

Evaluating The Information Highway

Evaluating Websites

There is no guarantee that all the free information you receive from the Internet is correct. You can make better decisions and produce more effective work if you use you critical analysis skills to evaluate information for relevance, bias, variety of viewpoints, and reliability. Always keep in mind the following three questions:

1. Who is speaking to me?

2. What is the purpose of the information?

3. Do I have enough information from different viewpoints to reach an accurate conclusion and express an informed opinion?

Use the following chart to help evaluate a Website:

Website address
How reliable is it?
Who is the author?
Why have they produced this site?
Is the information backed by research, references, or a bibliography?
Is advertising part of the site?
How well organized is the site?
Are there useful links to other sites?
Are the resources complete, or is there only an index or table of contents?
When was it last updated?
How well designed is it?
Is it visually appealing?
Is it easy to find things on the site?

Source – Civics Curriculum Resource Manual

Appendix 1.4.2

Analysing An Issue

Here are some useful guidelines to keep in mind when analysing information in an article:

1. Read the article first to gain a general understanding of its message.

2. What is the purpose of this article?

· to provide information

· to influence

· to entertain

3. Who wrote the article? Do you know if the writer is connected to the issue?

4. Read the article again and underline any real facts (not opinions) in a bright colour.

5. In another colour, underline any words or terms that are new to you, and that you need to investigate for meaning. Transfer them to your notebook and write a definition for them – use a dictionary or ask someone what they mean.

6. Conduct a Who? What? Where? When? Why? Analysis, taking information from the article and writing the answers in your notebook.

· Who? List the main “players” people or groups involved in the issue. Are all the people involved in the issue represented in the article? Is there a missing point of view?

· What? What is the issue? What is the position of each of the main players? Write main points beside each of the “players” in your list.

· Where? Where did the story take place? Are there other important locations involved in the issue?

· When? When did this story take place? Is time an important factor in the story?

· Why? Why is this an issue?

7. What is the main message of this article?

8. Do you have enough information to form your own opinion on the issue? If not, where would you look to find more?

9. How does this issue affect you? If it is not a concern in your area, how might it affect a student living nearby? How might this issue affect us all?

10. Research other sources such as newspapers, the Internet, or television news stories, to see if other media outlets have also dealt with the issue. Are there differences or similarities among the different stories?

Source – Civics Curriculum Resource Manual

Activity 5: Personal and Social Development

Time: 60 minutes

Description

Students brainstorm a list of influences that have assisted them in developing a self-identity and discuss the attainment of various milestones in their lives.

Strand(s) & Learning Expectations

Strand(s): Forces That Influence and Shape Behaviour

Overall Expectations: SOV.02.

Specific Expectations

SO2.01 - identify and assess the major influences that contribute to an individual’s personal and social development (e.g., heredity, environment, race, gender);

Ontario Catholic School Graduate Expectations

CGE2d - writes and speaks fluently one or both of Canada’s official languages;

CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4e - sets appropriate goals and priorities in school, work, and personal life;

CGE4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities.

Planning Notes

The teacher should be prepared to deal with possible disclosures of abuse.

Teaching/Learning Strategies

1. In groups or as a class, brainstorm a list of things that influence individual personal and social development, e.g., heredity, environment, race, gender, etc.

2. Through a class discussion have students reflect on a list of milestones in a person’s life focusing on the influence of heredity, environment, race, gender, etc. The following is a list of milestones that could be used:

a) When were you toilet trained?

b) When did you start dressing yourself and selecting your own clothing?

c) When did you start school?

d) When were you first allowed to go to school alone?

e) When did you learn to print and recognize your own name?

f) When did you learn to ride a bicycle?

g) When did you learn to distinguish between appropriate and inappropriate language/behaviour?

h) When were you first allowed to participate in recreational activities without parental supervision?

i) Have you developed a respect or mistrust for authority figures (e.g., police, teachers, parents, court system, etc.)?

j) When did you learn to drive a car?

k) When, if ever, will you get married?

Using this list ask the students who helped them reach these milestones and what characteristics or stages of the three disciplines are reflected in the achievement of these goals.

Assessment & Evaluation of Student Achievement

· Informal teacher assessment using probe questions to collect evidence of the individual student’s understanding of the different approaches to self-development

· Informal teacher assessment of students’ understanding and application of Catholic values by using probe questions during class discussion

Accommodations

Consult IEPs for any identified students. Accommodations such as having a scribe, reading assistance or enlargement of text may be necessary.

Resources

Textbooks

Sproule, W. Our Social World: An Introduction to Anthropology, Psychology and Sociology. Prentice Hall, 2001.

Gerrard, Dennis. Images of Society. Toronto: McGraw-Hill Ryerson, 2001.

Activity 6: Behaviour

Time: 120 minutes

Description

Students will determine the how different contexts may affect an individual’s behaviour.

Strand(s) & Learning Expectations

Strand(s): Forces That Influence and Shape Behaviour

Overall Expectations: SOV.02.

Specific Expectations

SO2.03 - explain why behaviour varies depending on context and on the individuals involved (e.g., at work, within a family, in sports, in a crowd, in a large city or small town or by mental illness);

Ontario Catholic School Graduate Expectations

CGE3d - makes decisions in light of gospel values with an informed moral conscience.

Teaching/Learning Strategies

1. Show excerpts of a film, where the central characters vary their behaviour according to their audience. Students should be directed to observe and record the variances in the central characters behaviour. Students should also suggest possible reasons for the variances in the central characters differences in behaviour. Student responses could be submitted for evaluation.

2. Through a class discussion and possible role-playing have students explore how their own behaviour is influenced by the context of the situation and the individuals involved. For example, how does one’s behaviour change on the question of premarital sex or public displays of affection in the following contexts alone, among peers, family discussions, in a crowd, etc. Students should also consider cultural differences that influence these judgments.

Assessment & Evaluation of Student Achievement

· Informal teacher assessment using probe questions to collect evidence of the individual student’s understanding of how situations and context influence behaviour.

· Informal teacher assessment of students’ understanding and application of Catholic values by using probe questions during class discussion.

· Teacher evaluations of written responses.

Accommodations

· Consult IEPs for any identified students. Accommodations such as having a scribe, reading assistance or enlargement of text may be necessary.

· Preferential seating for identified students during presentations.

· Extra time is allotted to students with reading and writing difficulties to complete written task.

Resources

Textbooks

Sproule, W. Our Social World: An Introduction to Anthropology, Psychology and Sociology. Prentice Hall, 2001.

Gerrard, Dennis. Images of Society. Toronto: McGraw-Hill Ryerson, 2001.

Films – (check with your board to see if films are licensed for use)

Rainman

Three Faces of Eve

Sybill

Harvey

Harold and Maude.

Nature of Things: Do Parents Matter?

Nature of Things: The Terror of Being Lost.

Activity 7: Influence of Media on the Self

Time: 360 minutes

Description

Students analyse various types of media to determine how they manipulate the viewer. Students also investigate the role and prevalence of violence in various forms of media.

Strand(s) & Learning Expectations

Strand(s): Forces That Influence and Shape Behaviour; Communicating Results

Overall Expectations: SOV.02, ISV.03.

Specific Expectations

SO2.02 - analyse the role of the mass media in influencing individual and group behaviour;

Ontario Catholic School Graduate Expectations

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2e - uses and integrated the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life.

Teaching/Learning Strategies

1. Students watch Killing Us Softly or Still Killing Us Softly, which, while somewhat dated, show how advertisements manipulate the viewer. Afterwards, students working alone or in partners could analyse advertisements they have found in the print media in order to determine how the advertisers package their message and the underlying messages concealed in the advertisements. Students should be directed to consider the following elements:

a) Slogan phrasing

b) Product shape

c) Product placement

d) Model posture

e) Appeal to senses

f) Appeal to emotions

2. Through class discussion or small group discussions have students critically reflect on the following:

a. Do the media feed the violence or does violence feed the media in our society? For example, what makes gangster rap so violent? Is it a reflection of a violent society or is it created merely for profit, feeding society’s need for violence?

b. In the absence of violent news stories to cover do the media generate violence to satisfy a need in our society?

3. In order to determine the influence of violence in the media, students break up into groups and analyse the role and prevalence of violence in particular television programs, music, video games, etc. The class must first create a structure for the evaluation. After the expert groups present their findings in a jigsaw group, they could then decide whether one arm of the media is more violent than another and explain why they feel that way.

Assessment & Evaluation of Student Achievement

· Roving conference by the teacher to ensure the students are on task while in small groups and to aid students with any concerns they may have

· Informal teacher assessment using probe questions to collect evidence of the individual student’s understanding of the media’s influence in individual and group behaviour

· Informal teacher assessment of students’ understanding and application of Catholic values by using probe questions during class discussions, roving conferences and presentations

· Peer and teacher evaluations of presentations

Accommodations

· Consult IEPs for any identified students. Accommodations such as having a scribe, reading assistance or enlargement of text may be necessary.

· Preferential seating for identified students during presentations.

· Extra time is allotted to students with reading and writing difficulties to complete research and written tasks.

Resources

Textbooks

Sproule, W. Our Social World: An Introduction to Anthropology, Psychology and Sociology. Prentice Hall, 2001.

Gerrard, Dennis. Images of Society. Toronto: McGraw-Hill Ryerson, 2001.

Films

Killing Us Softly

Still Killing Us Softly

Other

Local Newspaper

Magazines (Advertisements)

Activity 8: Agents of Socialization

Time: 60 minutes

Description

Students will investigate and compare gender role socialization across cultures through completion of a handout, small group discussions, and class discussions. Students also create a list of socialization agents and classify these agents as primary or secondary sources of socialization.

Strand(s) & Learning Expectations

Strand(s): Socialization

Overall Expectations: SOV.03.

Specific Expectations

SO3.01 - explain the role of socialization in the development of the individual;

SO3.02 - identify the primary and secondary agents of socialization (e.g., family, school, peers, media, work) and evaluate their influence;

SO3.04 - evaluate the role of cultural influences in socialization (e.g., as they affect gender expectations).

Ontario Catholic School Graduate Expectations

CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE6a - relates to family members in a loving, compassionate and respectful manner.

Planning Notes

Obtain chart paper and markers. If using transparencies, have sufficient quantities of transparencies and overhead markers on hand.

Teaching/Learning Strategies

1. Have students complete gender role socialization handout individually or in small groups
(Appendix 1.8.1) and discuss in class. Complete this assignment with a cultural comparison of gender expectations. For example, how are women from Japan, Saudi Arabia, and Canada socialized differently? (Please ensure you cover similarities also.)

2. Students are asked to list five things that have influenced who they are and then rank the influence of each. Students then share their lists (writing them on the board, on chart paper, or on transparencies). Lists should later be categorized (family, church, school, etc.). Lists would then be further defined by determining those that are primary and those that are secondary sources of socialization. The teacher would facilitate this by asking students with whom they spend the greatest amount of time.

Assessment & Evaluation of Student Achievement

· Roving conference by the teacher to ensure the students are on task while in small groups and to aid students with any concerns they may have

· Informal teacher assessment using probe questions to collect evidence of the individual student’s understanding of the agents of socialization involved in gender

· Informal teacher assessment of students’ understanding and application of Catholic values by using probe questions during class discussion

Accommodations

· Consult IEPs for any identified students. Accommodations such as having a scribe, reading assistance or enlargement of text may be necessary.

· Extra time is allotted to students with reading and writing difficulties to complete written tasks.

Resources

Textbooks

Sproule, W. Our Social World: An Introduction to Anthropology, Psychology and Sociology. Prentice Hall, 2001.

Gerrard, Dennis. Images of Society. Toronto: McGraw-Hill Ryerson, 2001.

Films

Nature of Things – Do Parents Matter?

Appendices

Appendix 1.8.1 – The Andarians: A Gender Role Socialization Exercise

Appendix 1.8.1

The Andarians: A Gender Role Socialization Exercise

Part I

An observer has sent back a report describing a new community recently discovered. Based upon your examination of statements pulled from the observer’s report, determine the gender of those described in each statement.

1. The Andarian, loaded down with packages, grasped the child by the hand to cross the street.

2. The heavily muscled Andarian exhibited little visible sign of pain after being attacked by a creature.

3. This Andarian usually dresses in flowing robes.

4. Many Andarians enjoy playing a game that requires great speed and agility. In fact, there is a highly paid professional league.

5. Well educated, the Andarian leader is also a highly decorated war veteran.

6. Traditionally, Andarians in clerical work and child-care are paid less than those who are in construction.

7. As a young Andarian couple prepared to go out together, one was instructed to keep a communication device handy at all times while the other was threatened with bodily harm should anything “happen.”

8. As children, these Andarians admire the professional athletes and many assert they too will join “the pros.”

9. Slim, this Andarian is highly sought after and highly paid as a model.

10. Homemakers are highly respected in the Andarian community. When homemakers unite on a political issue the government is quick to take notice.

Part II

Examine your responses to each of the statements in Part I to answer the following questions:

A. What were clues that indicated gender, in your opinion? Why?

B. What are factors that may have influenced your view of gender roles? Why?

Activity 9: Video Interview

Time: 210 minutes

Description

Students effectively demonstrate their understanding of theories and their application from each of the disciplines studied in this unit, through the creation of a video presentation.

Strand(s) & Learning Expectations

Strand(s): Socialization Understanding the Foundations of Inquiry in Anthropology, Psychology, and Sociology

Overall Expectations: SOV.03, ISV.01.

Specific Expectations

SO3.03 - demonstrate an understanding of anthropological, psychological, and sociological theories that deal with socialization (e.g., enculturation, nature versus nurture, social isolation);

IS1.02 - define concepts that are central to anthropology (e.g., evolution, diffusion, culture), psychology (e.g., perception, cognition, personality), and sociology (e.g., role, gender, institution);

Ontario Catholic School Graduate Expectations

CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experience.

Prior Knowledge & Skills

Students need to know how to operate video equipment, if they tape their own presentations.

Planning Notes

· The teacher may arrange to have a videotape and video camera available for taping student productions.

· The teacher may want to contact the communications teacher in the school to make use of communication technology students in the taping of video assignment.

· If the classroom space is too confining, the teacher may wish to book a larger area within the school.

· The teacher may want to create an evaluation tool to facilitate student understanding of the assignment expectations.

Teaching/Learning Strategies

1. Students demonstrate their overall understanding/perception of factors that explain human behaviour, socialization, or self-development by producing a 10-15 minute video. This video may include interviews with one theorist from each of the main disciplines or a skit that effectively illustrates the reasons behind typical human interactions. This skit may include humour, pathos, etc.

Assessment & Evaluation of Student Achievement

· Roving conference by the teacher to ensure the students are on task while in small groups and to aid students with any concerns they may have

· Informal teacher assessment using probe questions to collect evidence of the individual student’s Understanding of the central concepts and theories in anthropology, psychology, and sociology

· Informal teacher assessment of students’ understanding and application of Catholic values by using probe questions during roving conferences and presentations

· Peer and teacher evaluations of presentations

Accommodations

Consult IEPs for any identified students. Accommodations such as having a scribe, reading assistance or enlargement of text may be necessary.

Extra time is allotted to students with reading and writing difficulties to complete written tasks.

Resources

Video camera

Videotape

Editing equipment

Activity 10: ISU Introduction

Time: 60 minutes

Description

Students develop suitable topics of investigation in anthropology, psychology, or sociology. In particular the students focus on the formulating research questions and hypotheses for their intended topic of investigation

Strand(s) & Learning Expectations

Strand(s): Understanding the Foundations of Inquiry in Anthropology, Psychology, and Sociology

Overall Expectations: ISV.01.

Specific Expectations

IS1.04 - formulate appropriate questions for research and inquiry relating to one or more of the main areas of concern in the social sciences.

Ontario Catholic School Graduate Expectations

CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experience.

Teaching/Learning Strategies

1. Teacher should present the requirements of the ISU project to the class.

2. Teacher may lead class through an example of formulating questions and hypotheses on a topic of investigation. Then give students some class time to develop topics of investigation.

3. Students should sign up for topics of investigation in order to receive teacher approval. You may want to give students a day or two to come up with a topic.

Assessment & Evaluation of Student Achievement

Roving conference by the teacher to ensure the students are on task while in small groups and to aid students with any concerns they may have

Accommodations

· Consult IEPs for any identified students. Accommodations such as having a scribe, reading assistance or enlargement of text may be necessary.

· Extra time is allotted to students with reading and writing difficulties to complete written tasks.

Resources

Textbooks

Sproule, W. Our Social World: An Introduction to Anthropology, Psychology and Sociology. Prentice Hall, 2001.

Gerrard, Dennis. Images of Society. Toronto: McGraw-Hill Ryerson, 2001.

Appendices

Appendix 1.10.1 – Essay Evaluation Form

Appendix 1.10.1

Essay (ISU) Marking Scheme

Student		Course:	Grade
Topic:		Date:	Grade
Format (5)	Title Page (1)
	Page Numbering (1)
	Margins/Borders (1)
	Line Spacing (1)
	Appendices/Graphs (1)
Introduction (5)	Creation of reader interest (1)
	Movement from the general topic to specific topic (2)
	Clearly stated theme or thesis (2)
Content (40)	Clarity of information (8)
	Quality and coherence of the argument (8)
	Quality and depth of analysis (supporting facts and details) (8)
	Relationship of each paragraph to theme (8)
	Depth of research (8)
Organization (15)	Sentence and paragraph structure (3)
	Coherence of the entire essay (3)
	Transition and coherence of ideas in paragraphs (3)
	Clarity of topic sentences (3)
	Variety of sentence structure (3)
Style (10)	Appropriate level of vocabulary (2)
	Consistency of point of view (4)
	Consistency of tense (4)
	Clarity and freshness of style (2)
Mechanics (10)	Sentences structure (5)
	Spelling, grammar, and punctuation (5)
Documentation (10)	Correct footnote format (3)
	Quality of sources (3)
	Correct Bibliography/References (4)
Conclusion (5)	Summary of thesis or theme
	Synthesis of arguments and ideas
General Comments

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