Course Overview

An Introduction to Anthropology, Psychology, and Sociology, Grade 11, University/College Preparation, HSP3M

Course Description

This course introduces the theories, questions, and issues that are the major concern of anthropology, psychology, and sociology. Students develop an understanding of the way social scientists approach the topics they study and the research methods they employ. Students are given opportunities to explore theories from a variety of perspectives and to become familiar with current theories on a range of issues researched by classical and contemporary social scientists in the three disciplines.

Course Notes

This course engages students in the study of humanity from the perspective of three of the social sciences; anthropology, psychology, and sociology. Students have the opportunity to reflect on their own personal development, issues of mental health and well being, social influences on behaviour, the impact of social institutions on their lives, and the challenges facing human cultures. This course helps students find meaning in the world around them and to understand their own relationship to the world. Through practical applications, discussions, debates, research, and reflection this course helps students become self-motivated, creative, and critical problem-solvers.

This is a University/College Preparation course that has no prerequisites and includes content that is relevant for both university and college programs and related careers. This course is designed to equip students with the knowledge and skills they need to meet the entrance requirements for specific university and college programs. Teaching and learning emphasize the development of both independent research skills and independent learning skills. Social science courses give students essential knowledge and transferable skills that are applicable in various areas of their lives, in their personal and family lives as well as in their post secondary studies and in the workplace. Throughout the course, students are encouraged to examine their own bias as well as biases found in social science research including the Euro-centric perspective that is generally represented by the disciplines of anthropology, psychology, and sociology.

Students should be given the opportunity to use computers to conduct research. Emphasis on computer technology should be made in order to familiarize students with the potential of such technology and to prepare them for both the academic and the working world.

The profile is divided into six units. Overall and specific expectation statements from several strands of the policy documents have been clustered into each unit. All of the units have a key question to assist in course planning, focusing student learning, Assessment/Evaluation methods, and Teaching/Learning Strategies. In each unit, students are asked to examine the three social sciences and demonstrate their understanding of how each contribute to our overall knowledge. The focus of many topics in this course should be on the adolescent and, when possible, examples should be from or challenge students’ point of view.

The final unit, Unit 6, is the suggested course culminating activity, a social science conference on the “Future of Humanity” where students present their secondary research and primary data analysis based on a hypothesis that they have formulated. All students should have a Future of Humanity folder in which they keep work outlining the stages of their inquiries, their reflections, and their analysis of findings. Students conduct their inquiry and research for. The course culminating activity in the five preceding units. The steps of the social science inquiry model are introduced gradually throughout the units. These include formulating appropriate questions, collecting and analysing data, recognizing bias in social studies research, conducting ethical primary research (e.g., survey, questionnaire, statistics, personal interview, experiment, observation), researching information from a variety of sources, critically analysing ideas and facts, using information to solve problems, and predicting trends through both independent effort and collaborative work. These steps lead students to the demonstration of their understanding of key knowledge and skills in the course culminating activity.

The expectations of the four strands identified in the curriculum policy document (Self and Others, Social Institutions, Social Organization, and Research and Inquiry Skills) are integrated in the six suggested units. The purpose of Unit 1 is to provide students with an introduction to anthropology, psychology, and sociology. The next five units focus on answering the key questions that social scientists use when exploring human behaviour, social life, groups, societies, and cultures. The overall focus of the topics of the five units serves to give students a basic understanding of the three social sciences and
Unit 1 provides as an overview. Unit 2 provides a more specific analysis of humanity from the individual. Unit 3 focuses on groups, Unit 4 on structures and institutions, and Unit 5 on the challenges facing humanity. The future of humanity is the focus of the culminating activity (Unit 6). The three social sciences are examined in every unit. Each unit frequently integrates the expectations found in the inquiry and research skills strand including the use of a Future of Humanity folder.

Units: Titles and Times

* Unit 1	How do the Social Sciences Study the Question of Humanness?	12 hours + **1 hour for course culminating activity process
Unit 2	Forces that Influence and Shape Behaviour?	33 hours + **4 hours
Unit 3	How do Groups Affect our Behaviour?	15 hours + **6 hours
Unit 4	How do Social Institutions and Structures Impact on our Lives?	12 hours + **2 hours
Unit 5	Conflict and Cohesion – What Unifies Us; What Divides Us?	15 hours + **5 hours
Unit 6	Course Culminating Activity: Social Science Conference “What is the Future of Humanity?”	23 hours in total (See ** above)

* This unit is fully developed in this Course Profile.

** Course culminating activity will be ongoing throughout Units 1-5

Unit Overviews

Unit 1: How do the Social Sciences Study the Question of Humanness?

Time: 13 hours

Unit Description

This unit provides students with the opportunity to gain knowledge and understanding of the similarities and differences between the questions posed, methods used, and the results of the research of three social sciences. An introduction to anthropology should include such topics as a comparison between physical and cultural anthropology, a discussion of evolution and creation, and a comparison of humans to other primates from both physical and cultural anthropological perspectives. The activities that introduce psychology should include an examination of language, the human brain (reasoning, cognition), and theories on emotions and personality. Students again may compare the reasoning ability of other species to humans. The final topics of this unit should familiarize students with sociology. Defining groups, norms, rules, and values will form the basis of a comparison between human and animal groupings. Students also explore groups within their own lives.

The unit culminating activity is a role-play of an interview with two social scientists from two different fields (anthropology, psychology, and sociology). Students demonstrate their understanding of two of the social sciences by presenting two analyses of one case study on defining what is human.

The course culminating activity, The Future of Humanity Conference, should be introduced and students should become familiar with the assessment tools for the culminating tasks. The Future of Humanity folder is introduced to students as a key demonstration of their growth and learning throughout the course.

Unit Overview Chart

Act.	Expectations	Assessment	Focus Activities
1	SOV.01, SO1.01, IS1.04	Knowledge/ Understanding Thinking/ Inquiry	What are the key questions posed by anthropologists, psychologists, and sociologists? e.g., Brainstorm appropriate questions about humans; group the questions and define the groupings. Interpret a case study by using the key questions posed by the three social sciences.
2	SOV.01, SO1.01, SO1.02, SO2.01, IS1.04, IS2.06, IS2.04, IS3.02	Knowledge/ Understanding Thinking/ Inquiry	What are the similarities and differences between the methods used by anthropologists, sociologists, and psychologists and the results and contributions of their research? e.g., Create a graphic organizer that compares the research methods used by key historic and contemporary anthropologists, sociologists, and psychologists and analyse their effectiveness. Evaluate the relevance and validity of the results of the research of key historical and contemporary social scientists in an argumentative paragraph.
3	SO1.01, SO1.02, SO2.01, IS1.01, IS1.02, IS1.03, IS1.04, IS3.02	Communication Application	How do anthropologists define humanness? -physical anthropology and cultural anthropology -comparison to other primates and other species -development of human culture e.g., Compare physical anthropology to cultural anthropology by writing a job description that correctly uses the terminology of anthropology.
4	SO1.01, SO1.02, SO2.01, IS1.01, IS1.02, IS1.03, IS1.04, IS3.02	Thinking/ Inquiry Communication	How do psychologists define humanness? -the brain, reasoning, cognition -animal communication versus human language -emotions, theories of personality e.g., Compare the reasoning abilities of another species to humans. Create a visual that illustrates the comparison.
5	SO1.01, SO1.02, SO2.01, SO3.01, IS1.01, IS1.02, IS1.03, IS1.04	Knowledge/ Understanding Thinking/ Inquiry	How do sociologists define humanness? -defining groups -what shapes groups (norms, roles, values) -how groups define our lives -compare human and animal groupings e.g., Brainstorm groups that shape adolescent lives, define group expectations and roles within three of those groups (peer group, class, family, work). Prepare an observation checklist based on a hypothesis of group behaviour, conduct the observation on a sample from one group, and report findings.
6	SOV.02, SO2.01, IS1.03, IS1.04, IS2.06, IS3.02	All strands Knowledge/ Understanding	Unit Culminating Activity Analyse case studies/articles on defining humanness. Role-play an interview with two social scientists from two different fields in which they present the analysis of one of the case studies. Future of Humanity Folder – Step 1 Brainstorm focus questions on the future of humanity. Discuss the focus of inquiry and methods that might be used by each of the social sciences to develop and explore two or three of the brainstormed questions.

Unit 2: Forces that Influence and Shape Behaviour

Time: 37 hours

Unit Description

This unit identifies and assesses the major influences that contribute to an individual’s personal and social development. This unit begins with an exploration of the acquisition of language, the ability to communicate and its impact on personal and societal growth. Students study the influence of heredity and environment on human development, socialization - its agents, methods, and impact, and a study of the power of mass media on the adolescent and society. An investigation of the development of the personality should include an examination of the major theories in the field of psychology. In the last topic, students investigate rites of passage in their lives and other cultures.

The unit culminating activity is a test that requires students to demonstrate their achievement of the expectations of the unit. Students should be asked to apply their knowledge in this written test. Test questions should reflect all four categories of the Achievement Chart. Knowledge/Understanding questions could ask students to identify and state the significance of a concept, person, event, etc. A Thinking/Inquiry question may ask students to analyse, compare, or validate a hypothesis. An Application question may ask students to predict future trends, relate topics/concepts to their own lives, or to interpret new case studies. Students’ ability to communicate their ideas effectively in a written form is also assessed in the test.

As part of the course culminating activity students write a five-paragraph essay focusing on the past and present practices related to the topic they have selected for their final culminating activity at the end of the year. Since the final activity focuses on the future trends in the topic of their choice, the essay in this unit, written from the point of view of one of the three disciplines, should be the starting point or basis for their study of future trends.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	SOV.01, SOV.02, SO2.01, SO2.02, SO2.03, SO3.04, ISI.01, ISI.02, ISI.03	Knowledge/ Understanding Communication	Communication -how do humans acquire language?-goals of communication-verbal and non-verbal communication -barriers to communication -culture and communication-future of communication (e.g., Internet chat rooms) e.g., Observe cafeteria conversational groups and write a report on the relative importance of verbal and non-verbal communication. Compare communication in animals in a class discussion.
2	SOV.01, SOV.02, SO2.01, SO2.03, SO3.03, SO3.04, ISV.02, ISI.01, IS1.02, IS1.03	Knowledge/ Understanding Communication Application	Heredity and Environment -nature vs. nurture e.g., Analyse case studies (e.g., “wild”/feral children, isolated children, twin studies, monkey experiments, the impact of environment on cultural development) in cooperative groups and present finding orally to the class.
3	SOV.01, SOV.02, SOV.03, SO1.01, SO1.02, SO2.01, SO2.03, SO3.01, SO3.02, SO3.03, SO3.04, OR1.03, IS1.01, IS1.02, ISI.03	Knowledge/ Understanding Thinking/ Inquiry Communication	Socialization-goals, methods, agents of socialization -impact of socialization on adolescents and society-impact of culture on gender expectations-comparison of socialization in different cultures. e.g., Examine individual, societal, cultural examples. Develop a survival manual for Grade 9 students outlining how they can adapt to the culture of the secondary school.
4	SOV.02, SO2.02, SO2.03, SO3.02, IS1.01, IS1.03 IS3.02	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Mass Media -impact of television and advertising on children’s behaviour and learning -mass media – reality versus fantasy -news – information or entertainment? -advertising -media literacy -music and its effects on adolescent identity e.g., Examine and present musical history focusing on the impact of different trends of pop music on adolescents, their lifestyle, attitudes, and fashion. Create and complete an organizer chart comparing television, radio, and newspaper. Examine a television show aimed at an adolescent audience and identify stereotypes. Create and present a new product aimed at adolescents.
5	SOV.01, SOV.02, SOV.03, SO1.01, SO1.02, SO2.01, SO2.03, SS3.02, IS1.01, IS1.02, IS1.03	Knowledge/ Understanding Thinking/ Inquiry Communication	Personality - a study of forces shaping the adolescent’s attitudes and behaviour -psychology (e.g., Sigmund Freud, Abraham Maslow, Jean Piaget, Karen Horney, B.F. Skinner, Eric Erikson) -anthropology (e.g., Franz Boas, Margaret Mead, Ruth Benedict) -sociology (e.g., George Herbert Mead, Irving Goffman) e.g., Debate the validity of several theories of personality. Complete a self-examination of their own personality that must mention two theories that helped to shape their personality.
6	SOV.01, SOV.02, SOV.03, SO1.01, SO1.02, SO2.01, SO2.03, SO3.01, SO3.03, SO3.04, OR1.03, ISV.02, ISV.03, IS1.01, IS1.02, IS1.03	Knowledge/ Understanding Thinking/ Inquiry Communication	Turning points/Rites of passage -the importance of turning points from anthropological, psychological, and sociological points of view -personal, religious, physical, experiential (crisis, death), and societal age markers -implications for adolescent (personal, psychological, and social) e.g., Identify turning points in students’ past and anticipate future points and present them through a photo collage or role-play.
7	SOV.02, SOV.03, SO1.01, SO1.02, ISV.01, ISV.03, IS1,01, IS1,02, IS1.04, IS2.04, IS2.05, IS2.06, IS3.01, IS3.02	All strands Thinking/ Inquiry Communication	Unit Culminating Activity Test Future of Humanity Folder – Step 2 Choose a topic for research. Formulate key questions from at least two social science perspectives. Complete a research report on past trends on the topic from a social science viewpoint.

Unit 3: How do Groups Affect our Behaviour?

Time: 21 hours

Unit Description

This unit focuses on the characteristics, types, and influences of social groups on the individual, families, and the community. First, students learn about groups from the sociological perspective by studying the characteristics of groups, the different impact of primary and secondary groups, and how they influence group members’ behaviour. Next, they examine the anthropological view on why humans form social groups. The psychological perspective looks at how individual behaviour influences the group or is shaped and controlled by the group. Students study how social scientists research group behaviour and the ethics of social science research. Finally, students conduct a more in-depth examination of a particular group, such as a cult, youth sub-culture, team, club, social group, profession, employee group, or bureaucracy to see the particular influence of the group on the individual, family, and community.

The unit culminating activity requires students to make an oral presentation of an in-depth study of the influence of a group (e.g., a cult, youth sub-culture, team, club, social group, or bureaucracy) on an individual, the family, and the community. As part of the culminating activity, students formulate an arguable and testable working hypothesis for their part of the Future of Humanity Conference, develop key research questions to be answered in order to test this hypothesis, and complete a briefly annotated American Psychological Association (APA) bibliography of relevant secondary sources on their topic.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	ORV.01, ORV.02, OR1.01, OR1.02, OR1.03, SOV.02, SO2.03, IS1.01, IS1.02, IS1.103	Knowledge/ Understanding Application	Sociological Perspective: Social Groups -characteristics of social groups -types (primary/secondary) and effects -influence on group behaviour e.g., Compare roles, the norms and the sanctions at home with those at a teenage party, in a group discussion.
2	ORV.01, ORV.02, OR1.01, OR1.02, OR1.03, SOV.02, SO2.O2, SO2.03, IS1.02, IS1.03	Knowledge/ Understanding Communication	Anthropological Perspective: Why Humans Form Social Groups? -origins of social group behaviour in hunting and gathering societies -impact of civilization, industrialization, and post-industrial technology on groups e.g., Create an organizer to compare a social group in three different historical periods, including today.
3	ORV.01, ORV.02, OR1.01, OR1.02, OR1.03, SOV.02, ORV.03, IS1.01, IS1.02, IS1.03	Communication Application	Psychological Perspective: Individuals and Groups -factors affecting conformity -obedience to authority -group decision making e.g., Role-play situations where there is/is not pressure to conform.
4	IS2.01, IS2.02, IS2.03, IS1.01, ORV.01, ORV.02, OR1.01, OR1.02, OR1.03, SO2.03	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Social Science Research on Groups -how social scientists research groups -examples of such research -ethics of social science research on humans e.g., Create and complete a checklist analysing whether famous experiments on groups followed ethical guidelines for research.
5	ORV.01, ORV.02, ORV.03, OR1.01, OR1.02, OR1.03, SO2.03, SO3.02, OR3.01, IS2.04, IS2.05, IS2.06, IS3.01, IS3.02	Knowledge/ Understanding Thinking/ Inquiry Communication Application	In-depth Study of the Influence of a Group on an Individual, the Family, and the Community -characteristics of the group -who joins and why -control or influence of the group on the individual, the family, and the community Unit Culminating Activity Oral presentation on a group (e.g., a cult, youth sub-culture, team, club, social group, or bureaucracy) chosen for in-depth study.
6	ISV.01, ISV.03, IS1.04, IS2.01, IS2.04, IS2.05, IS2.06, IS3.01, IS3.02	Thinking/ Inquiry Communication	Future of Humanity Folder – Step 3 Formulate an arguable and testable hypothesis on current and future trends on the chosen topic. Develop key research questions. Select relevant secondary sources and complete a brief annotated bibliography using APA guidelines. e.g., Complete two-page research sheet with hypothesis, six key questions, and ten annotated sources.

Unit 4: How do Social Institutions and Structures Impact on our Lives?

Time: 14 hours

Unit Description

This unit starts by examining the characteristics, purpose, and development of social institutions in a familiar Canadian context. Students compare social institutions from a variety of different cultures to gain a broader perspective. This leads to the study of the impact of change, over time, on social institutions from the perspective of at least one of anthropology, psychology, or sociology. In the final two sections, students learn about the recent organizational changes and trends affecting the social structures of work and education in Canada. The handling of conflicts in the workplace (e.g., sexual and racial harassment), the effects of different decision-making models in education, and the overall impact of changes in work and education on individuals, groups, and communities are analysed.

The unit culminating activity requires students to predict five changes in institutions and structural organizations from a variety of cultures and indicate their impact on individuals, groups, and communities. This could be assessed as a written test question or in an oral report.

As part of the course culminating activity on the Future of Humanity, students research current trends from a variety of sources; create a mind map indicating the main topics, subtopics, and inter-connections for their topic; and complete properly referenced research notes for evaluation.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	SSV.01, SS1.01, SOV.02, IS1.01, IS1.02, IS1.03	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Social Institutions in Canada -what are they, what groups belong, what needs do they fulfil, and why did they develop? -roles, norms, values for institutions e.g., Debate which social institution they believe impacts on them the most at this stage of their lives.
2	SSV.02, SS1.02, SOV.02, SO2.03, IS1.01, IS1.02, IS1.03, IS2.06, IS3.02	Knowledge/ Understanding Communication	Comparing Social Institutions in Different Cultures -compare social institutions, such as family, education, or health, in at least three cultures, including First Nation, Western and non-Western. e.g., Develop a comparison chart for three cultures and at least two social institutions for each.
3	SS1.03, SOV.02, SO2.02, IS1.01, IS1.02, IS1.03, OR3.01, OR3.02	Communication Application	Changing Social Institutions -from the perspective of at least one of anthropology, sociology, or psychology know the impact of change on social institutions, such as family, education, health, police, or prisons. e.g., Interview parents/elders to describe changes.
4	SSV.03, SS1.01, SS1.03, SS2.01, SS2.02, SS2.03, IS1.01, IS1.02, IS1.03, OR3.01, OR3.02	Thinking/ Inquiry Communication Application	Recent Changes in Canadian Work -changes relating to the focus, nature, location, and values of work -ways conflict is addressed at work -current Canadian employment trends and their impact on individuals, groups, and the community e.g., Role-play how serious conflicts are addressed and resolved in the workplace.
5	SSV.03, SS1.01, SS1.03, SS3.01, SS3.02, SS3.03, IS1.01, IS1.02, IS1.03, OR3.01, OR3.02	Thinking/ Inquiry Communication Application	Recent Changes in Canadian Education -changes relating to location, nature, and reform -impact of different decision-making models on education systems -effects of educational changes on individuals, groups, and communities e.g., Write a news article on the effects of recent educational reforms on individual students, teachers, and school communities.
6	SSV.01, SSV.02, SS1.03, ORV.02, ORV.03, OR1.03, OR2.01, ISV.01, IS1.03, IS2.05, IS2.06, IS3.02	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Unit Culminating Activity Predict five changes in institutions and structural organizations from a variety of cultures and indicate their impact on individuals, groups, and communities.
7	ISV.01, ISV.02, ISV.03, IS2.04, IS2.05, IS2.06, IS3.01, IS3.02	Thinking/ Inquiry Communication	Future of Humanity Folder – Step 4 Research and analyse current trends from a variety of sources (Internet, journals, magazines, the media, community experts). Create a mind map of topics/subtopics. Complete research notes.

Unit 5: Conflict and Cohesion – What Unifies Us? What Divides Us?

Time: 20 hours

Unit Description

This unit is an overview of the factors that provide both cohesion and conflict within our own culture. Emphasis should be placed on an examination of the historical practices that formed the basis for social relationships involving discrimination and exclusion in contemporary society, using the approaches of the three disciplines (anthropology, psychology, and sociology), as well as studying the causes or forces that continue to shape them today.

Key concepts that might be covered are discrimination and exclusion (e.g., racism, ageism, sexism), the causes and consequences of discrimination and exclusion on a personal and societal level, as well as historical examples of discrimination and exclusion (apartheid, segregation, ghettoization). Student should also explore the topic of social deviance with an emphasis on the adolescent, cultural ties, and the forces that unite us as Canadians (multiculturalism, nationalism).

In the unit culminating activity, students create a video segment summarizing the results of their research on the characteristics and the impact on society of one of the following topics: youth subcultures, youth groups (study groups, political groups, religious groups).

As part of the course culminating activity, students collect primary data in their chosen area on a more specific focus question connected to their topic. This question is posed and research should be conducted from the point of view of one of the three disciplines. Research could take the form of surveys, questionnaires, experiments, interviews, and observations and might involve a presentation to the class of their findings.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	SOV.02, SOV.03, ORV.02, OR2.01, OR2.04, IS1.01, IS1.03, IS2.04, IS2.05, IS2.06, IS3.02	Knowledge/ Understanding Thinking/ Inquiry Communication	Historical examples of discrimination and exclusion and their effects on individuals, groups, and communities (e.g., apartheid, segregation and racism in North America, ethnic ghettoization) e.g., Research assignment/presentation, in cooperative groups, on historical examples of discrimination/exclusion.
2	SOV.01, SOV.02, SO1.01, SO1.02, SO2.02, SO2.03, SO3.04, SS2.02, SS3.02, ORV.01, ORV.02, OR1.02, OR2.01, OR2.02, OR2.03, IS1.01, IS1.02, IS1.03	Thinking/ Inquiry Communication Application	Discrimination and exclusion in contemporary social relationships, such as: -racism, sexism, ageism e.g., Role-play how to effectively resolve conflicts involving discrimination and exclusion.
3	SOV.02, SO2.01, SO2.02, SO2.03, SO3.04, ORV.01, ORV.02, OR2.02, IS1.01, IS1.02, IS3.02, IS2.05	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Cultural ties – the forces in society that bring us together -common institutions -common values (e.g., democracy) -common mores (norms that have force of law) -multiculturalism, nationalism, Canadian culture e.g., Present a panel discussion on the question of which forces are most important in bringing Canadians together (e.g., schools, health care, rights, laws, mass media)
4	SOV.02, SO2.02, SO2.03, SO3.03, SS3.02, ORV.02, OR1.02, OR1.03, OR2.01, OR2.02, OR2.03, IS1.01, IS1.02, IS1.03	Thinking/ Inquiry Communication Application	Social Deviance/Anti-social behaviour -causes, examples, and effects of individuals, groups, and the community e.g., Present the impact of a socially deviant group on their lives.
5	SOV.02, S02.03, ORV.02, OR1.01, OR1.02, OR1.03, IS2.04, IS2.06, IS3.02	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Unit Culminating Activity Create a video segment summarizing the results of research on the characteristics and the impact on society of one of the following topics: youth subcultures, youth groups (study groups, political groups, religious groups).
6	SOV.02, ORV.01, ORV.02, OR2.01, OR2.02, ISV.01, ISV.02, ISV.03, IS2.01, IS2.02, IS2.03, IS2.05, IS2.06, IS3.02	Thinking/ Inquiry Communication Application	Future of Humanity Folder – Step 5 Design an ethical research method to answer a key question(s). Collect primary data. Reflect on results and analyse results in an essay.

Unit 6: Course Culminating Activity: Social Science Conference –

“What is The Future of Humanity?”

Time: 5 hours

Unit Description

Unit 6 is the course culminating activity, a social science conference on the future of humanity. From the beginning, students have been preparing for the conference. Individually, in partners, or in groups, students have formulated questions, chosen a relevant topic, formulated an arguable and testable hypothesis, researched from a variety of sources, designed and completed an ethical research method, and analysed the resulting data. The final stage is the presentation of their results in written, visual, and oral form. A pamphlet is one suggested method by which students could present their results in both visual and written form. Each student makes an oral presentation of approximately five minutes. The use of slides, overheads, charts, and/or electronic technology is encouraged for use during the presentation. The conference could be presented to a larger audience, such as other classes, the entire school, and/or community members. The chart below outlines the focus of the tasks, the unit in which the tasks should be introduced and completed, and the number of suggested hours for the tasks.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	ISV.02, SOV.02, S01.01, IS1.04	Knowledge/ Understanding	Unit 1 (1 hour) Brainstorm and develop focus questions on the future of humanity.
2	ISV.01, ISV.02, ISV.03, SO1.02, IS1.01, IS1.02, IS2.01, IS2.04, IS3.01	Thinking/ Inquiry Communication	Unit 2 (4 hours) Choose a topic for research. Formulate key questions from at least two social science perspectives. Complete a research report on past trends on the topic from a social science viewpoint.
3	ISV.01, ISV.03, IS1.04, IS2.01, IS2.04, IS2.05, IS2.06, IS3.01, IS3.02	Thinking/ Inquiry Communication	Unit 3 (6 hours) Formulate a working hypothesis on current and future trends on a chosen topic. Develop key research questions. Select relevant secondary sources and complete a brief annotated bibliography.
4	ISV.01, ISV.02, ISV.03, IS2.2.04, IS2.05, IS2.06, IS3.01, IS3.02	Thinking/ Inquiry Communication	Unit 4 (2 hours) Research and analyse current trends from a variety of sources (Internet, journals, magazines, the media, community experts). Create a mind map of topics/subtopics. Complete research notes.
5	ISV.01, ISV.02, ISV.03, IS1.01, IS1.02, IS1.03, IS2.02, IS2.05, IS2.06, IS3.01, IS3.02	Thinking/ Inquiry Communication Application	Unit 5 (5 hours) Design an ethical research method to answer a key question(s). Collect primary data. Reflect on results and analyse results in an essay.
6	ISV.01, ISV.02, ISV.03, IS1.01, IS1.02, IS1.03, IS3.01, IS3.02	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Unit 6 (5 hours) The Future of Humanity Conference Synthesis of research and analysis in an oral presentation and pamphlet.

Teaching/Learning Strategies

This course provides students the opportunity to explore, analyse and reflect on the social sciences through diverse teaching and learning strategies. Critical-thinking skills, such as formulating an hypothesis; identifying bias and viewpoint; debating, collecting, and analysing primary sources; and problem solving are a focus of many activities. Focused inquiry, data analysis (e.g., for bias), note taking, and Internet searches are examples of the research skills that students practise. Students have multiple opportunities to hone their skills in communication through formal presentations, role-playing, research journals, and essay and report writing. Cooperative group learning is another important active learning strategy fundamental to many activities in this profile. Examples of cooperative learning strategies that could be used include brainstorming, pairs or heads together, think/pair/share, numbered heads together, peer teaching, round tables, and jigsaw group learning.

Tasks are designed to develop skills and concepts through the use of a range of student learning styles. Students develop their multiple intelligences by demonstrating their learning through writing and speaking, interpreting statistics and creating tables, creating visuals, developing interpersonal and intrapersonal skills, and by demonstrating learning musically and kinaesthetically. Teachers can facilitate the development of multiple intelligences by providing choice in the final demonstration of many of the activities, especially unit culminating activities (e.g., video clip or storyboard, poster or paragraph).

Each unit overview chart states examples of possible teaching/learning strategies as well as the suggested focus of assessment and/or evaluation. Many important skills are developed in the activities in the units. Students are asked to demonstrate a synthesis of their learning in the course by participating in the Course Culminating Activity in Unit 6. The Future of Humanity folder assists students in each step of the social science inquiry/research model that leads to the synthesis of their research in the culminating activity.

The social sciences have their own particular ways in which language is used to express concepts. In order to help all students, but especially ESL/ELD students, teaching and learning strategies should show formative attention to the following aspects of language in written and oral forms:

· specialized vocabulary/idioms

· wide range of tense use, active, and passive voice

· words, phrases, and clausal structures that indicate: sequence/chronology; cause/effect relationships; contrast/comparatives/superlatives; statements of opinion, interpretation, inference; statements of speculation/hypothesis/prediction; statements of belief, intent, necessity, persuasion, evaluation, definition; explanations of reason; and formation of questions

· active listening skills, for example, phrases, and syntax that express encouragement, requests for repetition, clarification, and restatement

· activities such as reading/listening tasks (video-viewing, cooperative group work tasks) need a specific and concrete product expected of students

· completion of a graphic organizers/re-enactments or structured oral responses

· note-taking/summarizing

· non-verbal communication skills, of particular importance to presentation tasks

Language development and the expression of concepts taught are greatly facilitated if written tasks are reinforced by oral tasks, and vice versa. All learners with difficulties benefit greatly if models or scaffolds for oral and written expressive communicative functions are initially provided for them by their teachers.

Assessment & Evaluation of Student Achievement

Assessment and evaluation in this course is based upon the Achievement Chart in The Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities, pp. 142-145. The four categories are Knowledge/Understanding, Thinking/Inquiry, Communication, and Application. The provincial standard for student achievement is Level 3. There are opportunities to evaluate any one of the categories or all of the categories within any of the clusters of expectations for each unit. The teacher may choose to design activities that focus on one or two categories or attempt to include all of them for assessment. Weighting for any particular assignment will depend on what the teacher wishes to assess as well as the tools they use for assessment. In the case of unit culminating activities, all categories come into play and may be equally balanced for assessment purposes. The teacher is expected to employ both formative assessment and summative evaluation strategies. Sample rubrics are provided for the Unit 1 Culminating Activity and the Course Culminating Activity.

The Course Culminating Activity is designed to be a “work in progress” for all students. The teacher should introduce the concept and the topic of a culminating activity at the beginning of the course. The specific task and time allotment for direct instruction of that performance/product is stated in the Unit 6 Overview. Only after this development should students be asked to demonstrate both the knowledge and skills that they have learned in the final Course Culminating Activity. The Future of Humanity folder is one way to both formatively assess and summatively evaluate student achievement of expectations up to and including the course culminating activity, “The Conference on the Future of Humanity”.

The final examination would most appropriately be a case study analysis that asks the student to demonstrate the application of their understanding of the three social sciences. Teachers are reminded to report learning skills, effort, punctuality, and absences separately, not in the determination of the percentage grade.

Create a summative evaluation and formative assessment plan for the entire course to share with students. The Unit Overview Charts suggest an Achievement Chart category focus in each activity for assessment purposes.

Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation.

Accommodations

Every effort should be made to assist all students in achieving success in this course. Specific adaptations and accommodations are recommended in the Unit 1 activities. Individual Education Plans (IEPs) for special needs students provide teachers with specific learning strategies that work best with individual students. As well, the proficiency levels outlined in The Ontario Curriculum, Grades 11 and 12, English as a Second Language and English Literacy Development, provide teachers and school administrators with a guide to receiving and accommodating these learners in the regular classroom.

There are a variety of strategies that can be used for those students with special needs. Teachers are encouraged to work with the Special Education teacher to review students’ IEPs to decide the best course of action to assist them in meeting the expectations of the course. Students with specific learning difficulties require accommodations to meet their particular needs in terms of learning, communication, and expressing strengths and weaknesses. Examples of accommodation are extra time, use of a scribe, use of a computer, audio-taped answers, acceptance of oral answers, “chunking” tasks into smaller, more manageable “bits”, use of enlarged print, and photocopying the teacher’s notes. Students with attention deficit and behavioural challenges need to have opportunities for active learning and interaction within a controlled environment. Teachers will consult individual student IEPs for specific direction on accommodation for individuals. There are many enrichment opportunities for gifted students who may explore the issues, personalities, literature, science, and the arts in greater depth or from different perspectives. When evaluating students with special needs, provide a choice among several modalities (oral, visual, auditory). For example, a student with oral difficulties can be allowed to use electronic media. Major tests can be replaced with several shorter ones. Homework projects can be accepted instead of written tests.

Teachers should select resources that relate to the ESL/ELD strand: Reading, Writing, Oral and Visual Communication, and Social and Cultural Competence. Use a variety of print and illustrative material. ESL/ELD students should be encouraged to use bilingual dictionaries, if necessary, and to use their first language to plan, organize, and write a first draft of either a written or performance product. ESL/ELD learners, like all learners, have different learning styles; therefore a wide variety of teaching/learning strategies and assessment/evaluation techniques should be used in any classroom. Many assessment tools for ESL/ELD students will be formative, both in the assessment of understanding of concepts and the acquisition and practise of the specifically identified language forms necessary to express those concepts.

Resources

Textbooks for Students

Bain, Colin, et al. The Human Way. Toronto: Oxford University Press. 2001. ISBN 19 5415574

Gerrard, Dennis, et al. Images of Society. Toronto: McGraw Hill Ryerson, 2001. ISBN 0 07 088032-8

Spoule, Wayne. Our Social World. Toronto: Pearson, 2001. ISBN 013 041 0683

Books

Aaron, Jane. The Little, Brown Compact Handbook, 1st Canadian ed. Toronto: Addison, Wesley, Longman, 1997. This handbook outlines the processes of report writing and APA referencing.

Bain, Colin M., et al. Canadian Society: A Changing Tapestry. Toronto: Oxford University Press, 1994. An examination of the Canadian Society from a sociological perspective. It delves into beliefs, values, cultures, and institutions in Canada today and the ways that these are adapting in a rapidly changing world.

Bodley, John H. Anthropology and Contemporary Human Problems. Toronto: Oxford University Press, 1995. This resource uses the cross-cultural, evolutionary, and multi-disciplinary perspectives that are unique to anthropology; this text examines contemporary civilizations’ most pressing problems and generates ideas for solutions and hope for the future.

Watson, Robert, ed. Basic Writings in the History of Psychology. Toronto: Oxford University Press, 1979. With readings from 50 of the most eminent contributors to psychology; this text-represents the historical development of psychology from the Renaissance to the present. A concise and pedagogically useful book.

Videos

The Fitting In Package. National Film Board of Canada, 1996. 31 min. Code 193C 0180 268
Girls Fitting In: a discussion among a group of senior high school girls who recall the kind of pressure they grew up with. Being Male: in this film, 16- and 17-year-old boys talk candidly about how the traditional image of maleness fits their own experience as they re-evaluate their role in society.

Intelligence. National Film Board of Canada, 1998. 75 min. Director Kevin McMahon, producer Michael McMahon. Code 149C 9198 022
What is intelligence? The filmmakers challenge simplistic views of intelligence and argue for an all-encompassing perspective that embraces the full range of human capabilities.

What Do You Mean? National Film Board of Canada, 1993. 1 videocassette, 29 min. V971897
In this documentary, a group of ten Halifax high school students take part in a two-week project to explore how issues arising from gender communication affect both their social and intimate relationships.

Eye of the Storm. American Broadcasting Companies Inc: Marlin Motion Pictures Ltd, 1970. 1 video, 26 min. V973444. Experiment of teaching the anatomy of prejudice by the colour of their eyes.

Woman and Man. Multimedia Entertainment, 1986. 1 videocassette, 52 min. V970274.
This program looks at the differences between women and men (e.g., the brain – women generally have a greater response on the logical and analytical side and men on the spatial side.

Nature/Nurture. Multimedia Entertainment, 1986. 1 videocassette, 52 min. V970275. Which behaviours are we born with and which do we learn? This program looks at identical twins separated at birth.

Learning and Memory. Educational Broadcasting Corporation, 1988. 1 video, 32 min. V970944. An exploration of the powers of memory and evidence that learning involves a biological change in the brain.

Community Resources

Guest speakers (e.g., mental heath organizations and community outreach programs)

Handbooks of local resources are available in all municipalities

Local museums and archaeological organizations

Websites

Note: The URLs for the websites have been verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

APA Style Guides on the Net – http://www.psy.uwa.edu.au/user/guy/apa.htm
This site assists students on how to use APA style.

Statistics Canada – http://www.stat.can.ca
Hundreds of tables on Canadian society and institutions updated regularly.

E-STAT free articles on people, education, health, labour, social conditions in Canada and Canada wide information from census plus current and historical record of 450,000 business and socio-economic subjects – http://estat.statcan.ca/content/english/over.htm

The Daily News bin has articles on the labour force and employment in Canada – http://www.statcan.ca/cgi-bin/DAILY/mdaily.cgi

PBS Website – http://www.pbs.org/wgbh/aso/databank/humbeh.html
Good information on human behaviour that includes an interactive game.

Canadian Mental Health Association – http://www.cmba.ca
This Canadian resource provides information that outlines the objectives of the CMHA. It includes Internet links, discussion groups, media releases, and publications. Current research projects are also posted.

“Human Behaviour and Evolution,” September 2000. – http://www.hbes.homepage.com
The Human Behaviour and Evolution Society (HBES) is an interdisciplinary, international society of researchers, primarily from the social and biological sciences, who use evolutionary theory to discover human nature - including evolved cognitive, behavioural, emotional, and sexual adaptations.

ThinkQuest. “Understanding Human Behaviour,” December 2000. – http://library.thinkquest.org/26618/
This resource provides a wealth of information on the following topics: psychological behaviour; the biological base of behaviour; daily behaviour; and behaviour disorders and cognitive processes. This site is particularly useful because it provides summaries of the theory of behaviour for each of the following: Freud; Erikson; Adler; Horney; Skinner; Rogers; Maslow; and Frankl.

Virtual Library of Anthropology. “Links To Cultural Anthropology Links to WWW Pages,” July 1999. – http://lead.csustan.edu/anthro/anthlinks.html
This excellent resource is organized by cultures - both historic and modern cultures.

University of Waterloo. “Resources of Interest to Anthropologists,” July 2000 – http://arts.uwaterloo.ca./ANTHRO/rwpark/anthropointers.html

Sociology Department at Trinity University. “TEMPORALITIES OF SOCIAL INSTITUTIONS.” – http://www.trinity.edu/~mkearl/time-4.html
A general overview of social institutions, including family, school, religion, work, leisure time, and political structures. For each institution the following is provided: a definition and patterns are identified, how the institution has changed over history, relevant statistics, a description of how and why the institution functions and operates, related resources, and timelines.

OSS Considerations

This profile is designed to aid the teacher in developing and delivering Introduction to Anthropology, Psychology, and Sociology, Grade 11, University/College Preparation, based on The Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities, pp. 100-104. This course fulfils the requirement for an additional credit in social sciences and humanities within the 18 compulsory credits required for an Ontario Secondary School Diploma in section 3.1.1 (p.9) and Appendix 5 (p. 72) of Ontario Secondary Schools, Grades 9-12, Program and Diploma Requirements, 1999. Expectations for accommodations and modifications are outlined in section 7.12 (pp. 56-58) and Appendix 6 (pp. 74-75). The basis for assessment, evaluation, and reporting practices is outlined on pp. 13-16 of The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment. This course provides many opportunities for integrating guidance/career education (see Choices Into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999) and cooperative education work experience.

Coded Expectations, Introduction to Anthropology, Psychology, and Sociology, Grade 11, University/College Preparation, HSP3M

Self and Others

Overall Expectations

SOV.01 · describe some differences and similarities in the approaches taken by anthropology, psychology, and sociology to the concept of self in relation to others;

SOV.02 · demonstrate an understanding of the social forces that influence and shape behaviour as described by anthropologists, psychologists, and sociologists;

SOV.03 · analyse socialization patterns from the perspectives of anthropology, psychology, and sociology.

Specific Expectations

Foundations of Anthropological, Psychological, and Sociological Thought

SO1.01 – demonstrate an 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?);

SO1.02 – evaluate the major contributions to our understanding of the idea of self in relation to others made 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).

Forces That Influence and Shape Behaviour

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

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

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).

Socialization

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;

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

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

Social Structures and Institutions

Overall Expectations

SSV.01 · identify social institutions common to many different cultures;

SSV.02 · compare how selected social institutions function in a variety of cultures;

SSV.03 · demonstrate an understanding of recent structural changes in work and education and of the impact these changes have on Canadian society.

Specific Expectations

Social Institutions

SS1.01 – identify social and civil institutions in Canadian society (e.g., education, health care, the prison system, policing) and analyse the roles they play in society;

SS1.02 – describe some of the social institutions of at least three diverse cultures (e.g., First Nations communities in Canada, Masai communities in Africa, Tamil communities in Asia);

SS1.03 – demonstrate an understanding of the ways in which social institutions change over time, from the perspective of at least one of anthropology, psychology, and sociology.

Social Structure: The World of Work

SS2.01 – analyse the structural changes that are occurring in the world of work within Canada (e.g., the shift to part-time jobs and home offices, the focus on information technologies);

SS2.02 – describe the structural ways in which conflict (e.g., sexual and racial harassment) is addressed in the workplace (e.g., through the filing of grievances, mediation, arbitration);

SS2.03 – identify current trends in Canadian employment and unemployment patterns, using information from Statistics Canada, and analyse the influence these trends have on individuals, groups, and communities.

Social Structure: The World of Education

SS3.01 – explain the structural changes that are occurring in education in Canada (e.g., distance learning, lifelong learning, education reform);

SS3.02 – analyse the psychological and sociological impact of changes in education on individuals, groups, and communities (e.g., democratization of education, gender balance in higher education, the home as school and office);

SS3.03 – analyse how different decision-making models in education systems (e.g., centralized, consultative, collaborative, democratic) affect the provision of education in a society.

Social Organization

Overall Expectations

ORV.01 · demonstrate an understanding of the characteristics of groups in Canadian society as identified by anthropology, psychology, and sociology;

ORV.02 · analyse the psychological impact of group cohesion and group conflict on individuals, groups, and communities;

ORV.03 · describe the characteristics of bureaucratic organizations.

Specific Expectations

Characteristics and Influences of Groups

OR1.01 – demonstrate an understanding of the various reasons and different ways in which individuals form groups, and categorize various types of groups in Canadian society (e.g., social groups; dyads; primary and secondary groups such as clubs, community groups, and athletic teams);

OR1.02 – describe the different types of groups that form to serve collective needs (e.g., study groups, self-help groups, political groups, cults, youth subcultures);

OR1.03 – explain, from the perspectives of anthropology, psychology, and sociology, how membership in different groups (e.g., cliques, gangs, cults, clubs) influences the individual, the family, and the community.

Conflict and Cohesion

OR2.01 – identify and compare anthropological, psychological, and sociological perspectives on conflict among individuals, groups, and communities;

OR2.02 – analyse anthropological, psychological, and sociological perspectives on group cohesion;

OR2.03 – demonstrate an understanding of discrimination and exclusion in social relationships, from the perspectives of anthropology, psychology, and sociology;

OR2.04 – analyse examples of social or institutional practices in earlier historical periods that formed the basis for social relationships involving discrimination or exclusion in contemporary society (e.g., apartheid, segregation, ghettoization, ostracism, gender discrimination).

Bureaucratic Organizations

OR3.01 – identify examples of bureaucratic organizations (e.g., the military, non-governmental organizations), and describe their characteristics (e.g., cooperative, authoritarian);

OR3.02 – compare a bureaucratic and a non- bureaucratic organization from the perspectives of at least one of anthropology, psychology, and sociology.

Research and Inquiry Skills

Overall Expectations

ISV.01 · use appropriate social science research methods effectively and ethically;

ISV.02 · conduct research to determine the critical differences and similarities among the approaches and concepts of anthropology, psychology, and sociology, and summarize their findings;

ISV.03 · effectively communicate the results of their inquiries.

Specific Expectations

Understanding the Foundations of Inquiry in Anthropology, Psychology, and Sociology

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

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

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, social interaction);

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

Using Research Skills

IS2.01 – describe the steps involved in social science research and inquiry, including developing and testing a hypothesis;

IS2.02 – demonstrate an understanding of various research methodologies for conducting primary research (e.g., interviews, surveys and questionnaires, observations);

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

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.

Communicating Results

IS3.01 – record information and key ideas from their research, and document sources accurately, using correct forms of citation (e.g., those recommended by the American Psychological Association);

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).

Acknowledgments

Course Description

Course Notes

Units: Titles and Times

Unit Overviews

Unit 1: How do the Social Sciences Study the Question of Humanness?

Unit 2: Forces that Influence and Shape Behaviour

Unit 3: How do Groups Affect our Behaviour?

Unit 4: How do Social Institutions and Structures Impact on our Lives?

Unit 5: Conflict and Cohesion – What Unifies Us? What Divides Us?

Unit 6: Course Culminating Activity: Social Science Conference –

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Textbooks for Students

Books

Videos

Community Resources

Websites

OSS Considerations

Self and Others

Overall Expectations

Specific Expectations

Social Structures and Institutions

Overall Expectations

Specific Expectations

Social Organization

Overall Expectations

Specific Expectations

Research and Inquiry Skills

Overall Expectations

Specific Expectations