Course
Profile An
Introduction to Anthropology, Psychology, and Sociology, Grade 11,
University/College Preparation, Public
Unit 1: How do the Social Sciences Study the Question of Humanness?
Time: 13 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5 | Activity 6
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 the evolution of humans, 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 groupings. Students also
explore groups within their own lives. The unit culminating activity is a
role-play of an interview of two social scientists from two different fields
(anthropology, psychology, or 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 in this unit and students
should become familiar with the assessment tools to be used 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.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
1.1:
What are the Key Questions Posed by Anthropologists, Psychologists, and
Sociologists? |
1 hour |
SOV.01,
SO1.01, IS1.04 |
Assessment
of the questions and criteria (T/I) Evaluation-quiz
|
Brainstorming,
grouping and formulating appropriate focus questions. |
|
1.2:
What are the Similarities and Differences Between the Methods and Contributions
of Anthropologists, Psychologist, and Sociologists? |
2 hours |
SOV.01,
SO1.01, SO1.02, SO2.01, ISI.04, IS2.01, IS2.04, IS2.06, IS3.02 |
Assessment
of understanding of the steps of social science research (K/U), graphic
organizer, and paragraph (T/I, C) Evaluation
of an argumentative paragraph and a quiz (T/I, C, A) |
Applying
the steps of social science research to a general statement. Summarizing, in
a chart, the questions used and contributions of a famous social scientist.
Writing an argumentative paragraph on the contributions of two social
scientists. |
|
1.3:
How do Anthropologists Define Humanness? |
2 hours |
SOV.02,
SO1.01, SO1.02, SO2.01, ISI.01, IS1.02, ISI.03, ISI.04, IS3.02 |
Assessment
of notes, mind-maps, posters. (K/U, C) Evaluation
of newspaper ads for a physical and cultural anthropology |
Note
taking, mind-mapping, creating a poster that illustrates human uniqueness,
and writing two employment ads. |
|
1.4: How do Psychologists Define Humanness? |
2 hours |
SOV.02, ISV.03, SO1.01, SO1.02, SO2.01,
ISI.01, ISI.02, ISI.03, ISI.04, IS3.02 |
Assessment of group work, written notes |
Demonstrating understanding of an article and
a “charade” on human communication. |
|
1.5:
How do Sociologists Define Humanness? |
2 hours |
SOV.02,
ISV.03, SO1.01, SO1.02, SO2.01, SO3.01, IS1.01, IS1.02, IS1.03, IS1.04 |
Assessment
of group work, role-play, and completion of notes (K/U, T/I, C, A) |
Brainstorming,
developing, utilizing, and assessing an observational checklist. Role-playing Discussing |
|
1.6:
Unit Culminating Activity: “Defining Humanness” and Course Culminating
Activity: Future of Humanity Folder Step 1 |
3 hours |
SOV.02,
ISV.02, ISV.03, SO1.01, SO2.02, ISI.03, ISI.04, IS2.06, IS3.02 |
Assessment
of student responses, written analysis, role-play, and reflection Evaluation
of role-play (K/U, T/I, C, A) Assessment
of student understanding of tasks and focus questions (K/U, T/I) |
Written
analysis of two case studies/articles. Creating and presenting a role-play.
Writing a personal reflection on learning. Discussing,
brainstorming, and assessing focus questions, in writing. Creation
of a portfolio |
Psychologists,
and Sociologists?
Time: 60 minutes
Students
are asked to brainstorm appropriate questions about human behaviour that
interest them. Teachers may wish to give students current newspaper headlines,
brief case studies, or a video clip to help students think of questions. After
teacher modeling, students group the questions under the three social science
headings and define the groupings. Students apply their understanding by
developing key questions that each of the three social sciences might use to
analyse human behaviour. This provides students with opportunities to do
inductive and deductive thinking as they define groupings and develop focus
questions for each social science. This activity also introduces students to
one way, the key questions posed, that anthropology, psychology, and sociology
are different. Overall, the activity introduces important basic concepts that
are crucial for student understanding in subsequent activities in which they
explore in greater detail the similarities and differences between these three
social sciences.
Strand(s): Self and Others, Research and Inquiry Skills
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.
Specific
Expectations
SO1.01 - demonstrate an understanding of the
major questions related to “self and others” that are posed by anthropologists,
psychologists, and sociologists;
IS1.04 -
formulate appropriate questions for research and inquiry relating to one or
more of the main areas of concern in the social sciences.
From
Grade 10 History and Civics and other courses, students should be familiar with
brainstorming, categorizing, and developing questions, as well as cooperative
learning activities.
Teachers
should have one or more brief case studies examining human behaviour for each
of the three social sciences. Prepare an overhead of the rules for
brainstorming and the cooperative learning strategy, Round Robin, where
students take turns sharing their understanding.
1. After a brief review of brainstorming rules
by the teacher, students, in small cooperative groups, are asked to generate a
list of questions they would be interested in learning about human behaviour
(e.g., why are some individuals more aggressive than others? Do all groups have
rules for their members? Do all human communities have religious beliefs?).
Student groups write their lists on the board or chart paper. Teachers can add
questions or encourage the formation of new questions if a social science area
has too few questions (e.g., questions on the behaviour of early humans).
2. Create a chart with each social science
heading one of the columns and put two or three of students’ questions in the
appropriate place on the chart. Students try and add questions they think would
fit in each column. After many questions have been correctly placed, students
define the criteria for appropriate questions of interest for anthropology
(focus on: human physical and cultural origins and development, whole societies
and cultures of humankind), psychology (focus on: the individual mind,
feelings, personality, or emotions), and sociology (focus on: the social
behaviour of humans in groups within a society). Teachers check student notes
to ensure that all students have accurate criteria and three or four correct
examples of major questions posed by each of the three social sciences in their
notes.
3. Students apply their understanding of
appropriate questions by individually developing two to four questions for each
social science for a brief case study or studies supplied by the teacher.
4. After a brief review of the cooperative
learning strategy, round robin, students are asked in turn to share and
evaluate each other’s questions in groups of three or four.
5. Ask each group for sample appropriate
questions for each of the social sciences so that students can verify their
work and make corrections where necessary. Discuss with students any bias that
may be evident in the questions. Teachers may wish to re-check students’ notes
to see that they are corrected.
·
Formative
teacher assessment of group questions and criteria for grouping them by
examining notes.
·
Peer
assessment of each other’s questions using the criteria developed earlier.
·
Teacher
evaluation of student knowledge and understanding of the focus of interest and
major questions for three of the social sciences, and students’ application to
a new situation by means of a quiz or homework assignment at the end of
Activity 2.
·
Oral
and written (overhead) instructions for brainstorming and round robin are
helpful for ESL and Special Education students.
·
A
graphic organizer, which could be given to all students, for the placement of
appropriate questions and criteria for defining this for each of the three
social sciences helps ESL and Special Education students. Teachers could then
use an overhead to get students started or provide additional help.
·
Partner
students to provide support.
A variety
of texts should have useful brief case studies on human behaviour. Teachers
could also use newspaper clippings or video clips (e.g., CBC News in Review).
and
Contributions of Anthropologists, Psychologists, and Sociologists?
Time: 120 minutes
Students
explore in more detail the similarities and differences between anthropology,
psychology, and sociology. Students compare less scientific sources of learning
about human behaviour with the social scientific method of discovery shared by
these three social sciences. This builds on students’ understanding of
scientific research previously acquired in Science courses and prepares them
for interpreting social science research and doing their own research later.
Using case studies of leading anthropologists, psychologists, and sociologists,
students create a graphic organizer to compare some of the main questions,
methods, and contributions of these social sciences. Students write an
argumentative paragraph evaluating the relevance and validity of the
contributions of at least two of these social sciences to their lives. The
comparison and evaluation deepen students’ understanding of the three social
sciences and prepares them for the in-depth examination of how each social
science defines humanness in the activities to follow.
Strand(s): Self and Others, Research and Inquiry Skills
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.
Specific
Expectations
SO1.01 -
demonstrate an understanding of the major questions related to “self and
others” that are posed by anthropologists;
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, psychology, and sociology;
SO2.01 -
identify and assess the major influences that contribute to an individual’s
personal and social development;
IS1.04 -
formulate appropriate questions for research and inquiry relating to one or
more of the main areas of concern in the social sciences;
IS2.01 -
describe the steps involved in social science research and inquiry, including
developing and testing a hypothesis;
IS2.04 -
demonstrate an ability to locate and select relevant information from a variety
of print and electronic sources;
IS2.06 - demonstrate an ability to organize,
interpret, and analyse information gathered from a variety of sources;
IS3.02 -
effectively communicate the results of their inquiries, using a variety of
methods and forms.
From
Grade 9/10 Science students should be familiar with the scientific method of
research. The Methods of Historical Inquiry strand of expectations in the Grade
10 History course should provide students with a foundation for understanding
the social science research and inquiry method. Students are familiar with how
to write an argumentative paragraph from Grade 10 History and Civics.
·
Provide
text materials on the steps of social science research and inquiry; case
studies on anthropologists, psychologists, and sociologists; and a review of
writing argumentative paragraphs.
·
Provide
an Argumentative Paragraph Rubric such as Appendix 1.1.2, p. 22 of the Canadian
History in the Twentieth Century, Grade 10, Academic.
1. Present students with the statement “Many
teenagers today have unhealthy levels of stress.” Ask them in pairs to decide
if the statement is true and to list all of the ways they have come to believe
that this is so (e.g., personal experiences, news articles, movies). Ask the
pairs to share their answers with the class and make a general class list of
ways of knowing about this human behaviour. Then ask the class to suggest more
scientific ways of discovering the truth. Teachers may have to remind students
of science and history methods to get them started.
2. Provide students with a description of the
steps of social science research and inquiry and have students, in pairs,
relate this to the discovery of whether “many teenagers today have unhealthy
levels of stress.” Have each pair combine with another pair and check each
other’s work for accuracy.
3. Organize students in cooperative groups of
three and assign one case study/biography on the work of an anthropologist, a
psychologist, or a sociologist to each member of the group. Students use a
Round Robin strategy to share their findings and, as a group, complete a chart
to compare some of the main questions, methods, and contributions. Groups check
the answers of other groups.
4. In a follow-up class discussion, ask each
group for sample appropriate answers for each of the social sciences so students
can verify their work and make corrections where necessary.
5. Review how to write an argumentative
paragraph. Then, students evaluate how two of the social scientists made
contributions that were relevant and valid to their lives. Peer editing of
these paragraphs using a rubric should be done before they are submitted for
teacher evaluation.
·
Formative
peer and teacher assessment of students’ understanding of the steps of social
science research and inquiry as applied to the question of teen responsibility,
based on group discussion and teacher observation.
·
Formative
peer and teacher assessment of accuracy and completeness of graphic organizers.
·
Formative
peer assessment of paragraphs using an Argumentative Paragraph Rubric followed
by a summative teacher evaluation using the same rubric.
·
Summative
teacher evaluation of a quiz based on the knowledge and understanding of
comparing the key questions, methods, and contributions of the three social
sciences, including the steps of social science research and inquiry.
·
Oral
and written instructions, plus a correct model, for writing an argumentative
paragraph are helpful for ESL and Special Education students. Teachers could
also provide a scaffold.
·
A
graphic organizer with some answers filled in helps ESL and Special Education
students understand the task and what they have to do to complete it.
·
Pairing
strong and weak language students for the peer evaluation of the paragraphs
will help both partners gain understanding of how to improve their product.
·
Give
a quiz as a homework assignment, or allow quiz answers to be presented orally.
A variety
of textbooks have descriptions of the steps of the social science research and
inquiry model, as well as case studies on anthropologists, psychologists, and
sociologists. An Argumentative Paragraph Rubric is in Appendix 1.1.2, p. 22 of
Canadian History in the Twentieth Century, Grade 10, Academic.
Time: 120 minutes
Students
briefly explore the origins of humans. This leads directly into the
anthropological answer to what defines humanness: humans have evolved
physically and culturally. Students research and develop a mind-map to
illustrate how physical and cultural anthropology study the origins and
development of human physiques and culture. Using a variety of sources,
students develop a mini-poster to show the physical and cultural uniqueness of
humans in comparison with other animals. As a summative activity, they compare
physical and cultural anthropology by writing a newspaper employment ad for
physical and cultural anthropologists.
Strand(s): Self and Others, Research and Inquiry Skills
Overall
Expectations
SOV.02 -
demonstrate an understanding of the social forces that influence and shape
behaviour as described by anthropologists, psychologists, and sociologists.
Specific
Expectations
SO1.01 -
demonstrate an understanding of the major questions related to “self and
others” that are posed by anthropologists;
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, psychology, and sociology;
SO2.01 -
identify and assess the major influences that contribute to an individual’s
personal and social development;
IS1.01 -
correctly use the terminology of anthropology, psychology, and sociology;
IS1.02 -
define the concepts that are central to anthropology, psychology and sociology;
IS1.03 -
demonstrate an understanding of the factors that explain human behaviour from
the perspective of anthropology, psychology and sociology;
IS1.04 -
formulate appropriate questions for research and inquiry relating to one or
more of the main areas of concern in the social sciences;
IS3.02 -
effectively communicate the results of their inquiries, using a variety of
methods and forms.
From Grade
10 History and Civics, students should be familiar with mind-mapping and
designing posters.
·
Teachers
need lecture information or text materials on the origins of humans.
·
Provide
text materials on how physical and cultural anthropology study the origins and
development of human physiques and culture, and provide Appendix 1.3.4 –
Newspaper Employment Ad Rubric.
1. Provide a brief outline of the origins of
humans by means of a short lecture and board outline or a short text reading or
a short video with a question sheet. The teacher should ensure that students
understand the evolution of humans, the time sequence, and the scientific
evidence by checking their notes.
2. Review mind-mapping. Teachers could also provide
an example of a mind-map that is partially completed to get students started on
the task of researching and developing a mind-map to illustrate how physical
and cultural anthropology study the origins and development of human physiques
and culture. In pairs, students check their mind-maps for accuracy and share
them with the rest of the class so that the teacher can provide additional
formative assessment.
3. Introduce the topic of human uniqueness by
asking students to speculate on the main similarities and differences between
humans and other animals especially primates. Using audio-visual and/or text
information, students design a poster to illustrate the physical and cultural
uniqueness of humans in comparison with other animals. In cooperative groups of
four, students assess each other’s posters for accuracy and effectiveness of
communication using a rubric, Appendix 1.4.1 in the Grade 10 Applied Canadian
History profile. Then ask each group to highlight one feature of each group
member’s poster.
4. Teachers should outline the criteria for a
newspaper employment ad and perhaps provide a model from a newspaper to clarify
the exercise. Students should be assigned the summative task of comparing
physical and cultural anthropology by writing a newspaper employment ad for
physical and cultural anthropologists.
·
Formative
teacher assessment of students’ understanding of origins of humans, based on
teacher observation of student notes.
·
Formative
peer and teacher assessment of accuracy and completeness of mind-maps.
·
Formative
peer assessment of posters using an appropriate rubric (see Appendix 1.4.1 in
the
Grade 10 Applied Canadian History Profile)
·
Summative
teacher evaluation of the newspaper employment ads for physical and cultural
anthropologists using an Appendix 1.3.4 – Newspaper Employment Ad Rubric.
·
A
mind-map with some answers filled in helps ESL and Special Education students
understand the task and what they have to do to complete it.
·
Oral
and written instructions, plus an effective model for how to design a poster,
are helpful for ESL and Special Education students.
·
Sample
job descriptions and a discussion and written copies of the rubric for
assessing the written job description will help students unfamiliar with this
task. Peer formative evaluation before the teacher summative evaluation would
help weaker language students.
A
variety of textbooks, books, videos, and websites outline the origins of humans
and have information on how physical and cultural anthropology study the
origins and development of human physiques and culture.
Evolution
versus creationism debate –
ww.lawyernet.com/members/jimfesq/wca/1996/26/deep.html
Reynolds,
Dan. “Creationism Connection.” January 1996. Informational resources for
Biblical Creation point of view – http://members.aol.com/dwr51055/Creation.html
The
Virtual Library of Anthropology (cultural and biophysical anthropology) –
http://vlib.anthrotech.com/
Microevolution. Coast Community College District:
Magic Lantern Communications (distributor), 1996. 1 videocassette, 28 min.
V973999. The major elements of the theory of evolution by natural selection.
Nova-In Search of Human Origins:
Story of Lucy, Episode 1. WGBH Educational Foundation: Marlin Motion Pictures Ltd.
(distributor), 1994. 1 videocassette, 56 min. V972862.
Origin of Species: Beyond Genesis. Discovery Communications Inc.:
Universal Studios Home Video Canada (distributor), 1993. 1 videocassette, 52
min. V974094.
Time: 120 minutes
This
activity introduces psychology and the role it plays in illustrating and
explaining humanness, which is achieved by employing “tests” that are specific
to psychology. The first, which is the primary one of motivation, directly
compares humans and animals, illustrating the complex nature of motivation in
humans. An article comparing humans with the most intelligent of mammals (e.g.,
chimpanzee or dolphin) highlights the differences in reasoning ability. The
second “test” demonstrates the importance of communication in human development
and how it separates us from animals. Students participate in a charade such as
role-play, comparing and contrasting the efficiency of verbal and non-verbal
communication in the learning process.
Strand(s): Self and Others, Research and Inquiry Skills
Overall
Expectations
SOV.02 -
demonstrate an understanding of the social forces that influence and shape
behaviour as described by anthropologists, psychologists, and sociologists;
ISV.03 -
effectively communicate the results of their inquiries.
Specific
Expectations
SO1.01 -
demonstrate an understanding of the major questions related to “self and others”
that are posed by anthropologists, psychologists, and sociologists;
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, psychology, and sociology;
SO2.01 -
identify and assess the major influences that contribute to an individual’s
personal and social development;
IS1.01 -
correctly use the terminology of anthropology, psychology, and sociology;
IS1.02 -
define the concepts that are central to anthropology, psychology, and
sociology;
IS1.03 - demonstrate an understanding of the
factors that explain human behaviour from the perspective of anthropology,
psychology, and sociology;
IS1.04 -
formulate appropriate questions for research and inquiry relating to one or
more of the main areas of concern in the social sciences;
IS3.02 -
effectively communicate the results of their inquiries, using a variety of
methods and forms.
·
This
activity builds on the concepts developed in the previous anthropology
activity.
·
From
Grade 10 History, students should be familiar with brainstorming, categorizing,
and developing questions, as well as cooperative learning activities.
·
From
Grade 10 History, students should be familiar with role-playing and analysis
afterwards.
·
Obtain
an article on human versus animal reasoning ability.
·
Develop
sufficient examples of situations with specific behaviours, which students act
out in their role-play. The situations should be simple to demonstrate examples
and some fairly complex ones (see Teaching/Learning Strategies).
1. Develop a board note with students to
introduce the three main concepts of psychology dealt with in the next two
lessons: complex motivation – how humans have a variety of factors shaping
their behaviour; ability to reason and how this has determined human survival
and development; and finally the importance of communication in human progress.
2. Introduce students to the fact that a main
difference between animals and humans can be found in the motivation of/for
behaviour or why we do what we do. The teacher might introduce this concept by
brainstorming why animals eat and then brainstorming reasons why humans eat.
Students should recognize that animals eat because they are hungry but humans
eat for a variety of reasons. Further the discussion by asking the question,
“Why don’t humans eat in some situations?” Responses may include not being
hungry, physical illness, emotional stress, anorexia, religious reasons
(fasting), going hungry to save loved ones, or participating in a hunger strike
as a protest. The teacher should point out that some of these reasons might
lead to serious health problems or even death. The example of eating
illustrates that motivation in humans is often very intricate and is an
important quality of humanness.
3. Students then examine a second attribute of
humanness - our ability to reason. Students are asked to analyse an article
that compares humans with another highly developed mammal (dolphin or
chimpanzee). Students are requested to determine what sets humans apart from
the animal, significant characteristics (e.g., as covered in Activity 3)
coupled with our ability to reason.
4. Introduce the third ability of humans that
separate us from the animals: our ability to communicate in a highly
sophisticated manner. Develop with students two mind maps, one discussing the
purposes of communication – e.g., to pass on information/knowledge, express
emotions, share and brainstorm ideas and concepts (much as they are doing at
the moment), and the other dealing with the types of human communication under
the headings, verbal and non-verbal.
5. Students are instructed that the next
activity will illustrate the sophistication and importance of verbal
communication for humans. Students are divided into groups of three or four and
are given various situations that one or more of them has to convey to the
others in their group without using verbal communication. Examples range from
simple behaviours, such as how to brush teeth properly, how to eat in a
restaurant, or a confrontation between two students (one who feels he/she is
justifiably angry and the other who feels totally innocent), to more complex situations,
such as how to ask for a date, how to prepare for a job interview, or how to
write an essay. Debriefing after this exercise should deal with which groups
were successful in communicating their ideas non-verbally and which were not,
and the reasons why. A discussion follows on the importance of verbal
communication to humans.
6. Students make notes summarizing the
discussion on communication.
·
Formative
teacher assessment of students working in groups, Observational Checklist for
Assessing Group Discussions, Appendix 1.1.1, Canadian History in the Twentieth
Century, Grade 10, Academic.
·
Formative
teacher assessment of student ability to read and comprehend print material,
through observation of written work (e.g., notes) to ensure completion and
accuracy.
·
Written
material may be altered for students with reading or writing difficulties. For
example, a case study may be read aloud to the class, or in small groups.
·
ESL
students may work with an English-speaking partner or begin with another
student in the same language group to first discuss examples in brainstorming
session before participating in group discussions, to assist in reading the
material and in writing.
·
Extra
time could be given to students with reading and writing difficulties.
Caldwell,
Mark. POLLY WANNA PHD? Discover the
World of Science, Encyclopaedia Britannica; January 2000.
Are
Animals Intelligent? –
http://www.pbs.org/wnet/nature/animalmind/intelligence.html
Jones Roccos,
Linda. A Bibliographic Guide to the Study of Dolphin Intelligence. –
http://www.scils.rutgers.edu/~roccos/dophint.html
Time: 120 minutes
This
activity is designed to introduce the discipline of sociology and use it to
explain and illustrate humanness. The focus of the activity is on groups. An
introductory brainstorming session generates a list of groups, which is then
narrowed to a specific definition. The list is used to illustrate the various
characteristics of groups (e.g., expectations, norms, roles, values) through a
student analysis assignment based on a hypothesis developed by the class and
the teacher. The last part of the activity, modelled on the Asch experiment, is
designed to examine the power of the group to enforce conformity. Debriefing
following this lesson shows how groups have been and will continue to be
essential to human development.
Strand(s): Self and Others, Research and Inquiry Skills
Overall
Expectations
SOV.02 -
demonstrate an understanding of the social forces that influence and shape
behaviour as described by anthropologists, psychologists, and sociologists;
ISV.03 -
effectively communicate the results of their inquiries.
Specific
Expectations
SO1.01 -
demonstrate an understanding of the major questions related to “self and
others” that are posed by anthropologists, psychologists, and sociologists;
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, psychology, and sociology;
SO2.01 -
identify and assess the major influences that contribute to an individual’s
personal and social development;
SO3.01 -
explain the role of socialization in the development of the individual;
IS1.01 -
correctly use the terminology of anthropology, psychology, and sociology;
IS1.02 -
define the concepts that are central to anthropology, psychology, and
sociology;
IS1.03 -
demonstrate an understanding of the factors that explain human behaviour from
the perspective of anthropology, psychology, and sociology;
IS1.04 -
formulate appropriate questions for research and inquiry relating to one or
more of the main areas of concern in the social sciences.
From
Grade 10 History, students should be familiar with brainstorming, categorizing
and developing questions, as well as cooperative learning activities.
·
Prepare
a list of the key terms used in sociology and the definitions of these terms.
·
Plan
the experiment ahead of time by drawing three or four lines (letters to
identify each) on one side of the board with a variety of arrow heads so that
all are different, and then one line to the right of one of the four lines
which matches one of them (Asch experiment).
·
Consider
the choice of the “experimental subject” student and possibly provide a small
reward.
1. Introduce the concept of groups by
brainstorming different types of groups (e.g., families, school teams, clubs,
work, social, ethno-cultural, etc.). This should lead to a discussion on the
characteristics of a group, and finally a definition of the term “group.’
2. Students are divided into cooperative groups
of three or four, with each group selecting an example from the list that has
been developed on the board. The example is analysed under the following
categories: a) purpose (expectations), b) rules of behaviour (norms), c) parts
people play (roles), and d) values expressed. Before the activity begins the
teacher might use the actual student group just created to illustrate this
analysis assignment on groups (e.g., a purpose (to complete the assignment on
the analysis of a group), b) rules of behaviour (sharing information, taking
turns), c) roles (leader, recorder), d) values (cooperation, hard work).
3. Groups present their findings. A board note
of the common characteristics is developed and the teacher uses these to
develop the major definitions concerning groups- expectations, norms, roles,
and values.
4. The teacher and students develop an
observation checklist based on a hypothesis of a group (e.g., all groups talk
and dress the same way). Before the next class, students should conduct an
observation of one group in the school or in the community using the checklist.
Teachers should address the issue of student personal safety when conducting
surveys or observations (i.e., work in pairs). The findings are reported to the
class. The brief oral report should include an analysis on what they actually
observed, how applicable their checklist was, and any modifications that they
would make to the checklist.
5. Before
beginning this part of the lesson, the teacher sends one student out of the
class on an errand. While the student is absent, the teacher explains to the
class that they are going to do an experiment (the Asch experiment) on the
power of groups. The teacher puts the “experiment” on the board (four lines
with different markings and another on the right side corresponding to one of
the four) and then the class is told that they will all agree, when asked
individually by the teacher, that the answer to the problem will be the same
incorrect answer and that the last person asked will be the absent student.
There might be a brief discussion at this point on what answer they think the
absent student will give. Later this student, whether they follow the class lead
or not, would be asked to describe how they arrived at their answer. Discussion
could then centre on the power of group pressure or conformity and the way in
which groups define our lives. Discussion should be extended to include ethics
in experiments and social sciences using the class experiment as an example.
6. Students summarize the ideas presented during
the discussion in a brief paragraph for their notes.
·
Formative
teacher assessment of cooperative group work. (See rubric in Canadian History
in the Twentieth Century, Grade 10, Academic – Groupwork effectiveness,
Appendix 1.2.2).
·
Formative
teacher assessment of students’ comprehension and writing ability (e.g.,
paragraph in notes) using observation
·
Special
Education and ESL students could be paired with a strong English-speaking
student where appropriate. Pair with a same language student, if appropriate.
·
Extra
time could be given for comprehension of instructions, which should be given in
writing or orally on how to organize and how to work in groups.
·
For
enrichment, students research a more extreme or fringe group to see if they fit
the definitions the class studied and report back to the class.
A
variety of textbooks could offer a description of the Asch experiment or others
on conformity.
Classic
Research in Social Conformity (Asch, Milgram, Zimbardo) –
http://sociology.about.com/science/sociology/library/blconformity.htm
Time: 180 minutes
This
activity has two major parts. The first part is the introduction of the Future
of Humanity folder and course culminating tasks. Students become familiar with
the assessment and evaluation tools used for the culminating tasks. They
complete the first steps of the research and inquiry process: brainstorming
questions on the future of humanity; selecting examples of the questions for
further inquiry; and discussing the focus of inquiry and methods that may be
used by the three social sciences to explore their questions. The second part
is the Unit 1 Culminating Activity. Students demonstrate their understanding of
some of the key concepts, methods of research, and the effects of the research
of anthropology, psychology, and sociology. Students analyse case studies and
or/articles on topics that can be related to defining humanness. They then
write and perform a role-play of an interview with two social scientists from
two different fields, in which they present the analysis of one of the case
studies from two different perspectives.
Strand(s): Self and Others, Foundations of Anthropological,
Psychological and Sociological Thought, Research and Inquiry Skills
Overall
Expectations
SOV.02 -
describe some differences and similarities in the approaches taken by
anthropology, psychology, and sociology to the concept of self in relation to
others;
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
SO1.01 -
demonstrate an understanding of the major questions related to “self and others”
that are posed by anthropologists, psychologists, and sociologists;
SO2.02 -
identify and assess the major influences that contribute to an individual’s
personal and social development;
IS1.03 -
demonstrate an understanding of the factors that explain human behaviour from
the perspective of anthropology, psychology, and sociology;
IS1.04 -
formulate appropriate questions for research and inquiry relating to one or
more of the main areas of concern in the social sciences;
IS2.06 -
demonstrate an ability to organize, interpret, and analyse information gathered
from a variety of sources;
IS3.02 -
effectively communicate the results of their inquiries, using a variety of
methods and forms.
Students
used brainstorming methods in Grade 10 History and Civics, have experience in
preparing and presenting role-plays, and learned the social science inquiry
model in Activities 1 and 2.
·
Locate
relevant case studies and/or articles on topics relating to defining humanness.
·
Locate
examples of conference promotional materials (e.g., student conferences,
educational conferences, computer conferences, etc.).
·
Prepare
copies of the Course Culminating Activity Sheet and rubrics, Appendices 1.6.2a,
1.6.2b
·
Distribute
Future of Humanity folders and Appendix 1.6.5 – Future of Humanity Folder
Rubric.
·
Create
a rubric or modify an existing rubric for the role-play (e.g., Grade 10 History
Academic Course Profile, Appendix 3.2.2 – Role Play: A Holistic Rubric).
Part A:
Course Culminating Activity
1. Students share any knowledge they have about
conferences (purpose, audience, format, etc.). The teacher may provide a copy
of a pamphlet(s) promoting different types of conferences to assist in student
discussion. Students are asked to develop some criteria for an effective
conference, using various headings (e.g., theme, guest speakers, workshop
topics, location, participants).
2. Introduce
the course culminating activity, The Future of Humanity Conference and distribute
the student handout, Appendix 1.6.2a. Students partner up to read the sheet and
develop questions that they have regarding the tasks. The teacher may
distribute and briefly outline rubrics that may be used to evaluate conference
presentations and pamphlets. Rubrics should be revisited in greater detail at a
later part of the course. Criteria on rubrics could be modified with student
input.
3. Distribute
file folders, which become students’ Future of Humanity folders. Explain that
one of the main purposes of the folder is to demonstrate how effectively
students move through the stages of social science inquiry.
4. The first step of the inquiry process that
students should complete and put in their folder is a brainstorming of focus
questions on the future of humanity. Clarify the criteria for a good focus
question (e.g., the wording of the question is clear and easily understood, the
issues raised in the question may be partially explored through social science
research, the question is not biased, the question is not too broad nor too
narrow in its focus, the question is one of prediction) and provide examples
for students (e.g., Will learning on-line replace traditional classroom
learning? Will more people opt not to get married in the future?).
5. With a partner, students develop three or
four focus questions.
6. Partners then form a cooperative group to
assess the quality of the focus questions. They discuss what the focus of
inquiry would be (e.g., culture, groups, individuals) and what methods (e.g.,
surveys, interviews, observations, experiments) might be used by each of the
three social sciences to explore some of the issues and trends arising from two
or three of these questions.
7. Groups record one of their questions on chart
paper. They pass the question to another group who assess the question and make
changes and/or develop alternative questions. Groups then record what they
believe are appropriate methods used by each of the three social sciences to
answer the question.
8. Groups debrief the entire class on the
conclusions of their discussion.
9. Introduce the rubric (Appendix 1.6.5) that
will be used to assess and evaluate the inquiry and research components of the
Future of Humanity folder. This appendix should be kept in the folder. The teacher
should explain that the folder may contain other visual and written products
that support any of the culminating activity tasks, such as personal
reflections, learning logs, posters, visual organizers, and formative
assessment tools. These additional tasks could be added to the rubric by the
teacher.
Part B:
Unit 1 Culminating Activity
1. Students, working in pairs, answer the unit
focus question, “How do the three social sciences study the question of
humanness?” as a review activity. Partners then join another group to share
answers. The teacher debriefs student answers.
2. Introduce the unit culminating activity by
explaining to students that they will apply their knowledge of the unit focus
question by analysing a case study and/or article on a topic related to
defining humanness. One case study/article should be assigned to each group for
analysis.
3. Students create a role-play involving two
social scientists from different fields presenting their analysis of the case
study/article assigned. The focus of the analysis is on defining what is human.
For example, a case study/article on human cloning will lead students to
examine if clones could be defined as human from two of the three social
science perspectives. Other topics may include: “Was Peking Man or Neanderthal
human?”, “Should primates be given the same rights as humans?”, “Are computers
becoming more human?”, “Will DNA manipulation create super humans?”, “Is a
person with animal organs human?”, “Why has society considered some people less
‘human’ than others?”(e.g., treatment of criminals, beliefs in racial
superiority, attitudes, and treatment of disabled people).
4. A
rubric for role-plays should be presented and modified by students before they
begin planning.
5. Role-plays are presented and possibly
videotaped and debriefed by the class.
6. Students write a personal reflection on the
unit culminating activity. Guiding statements for the reflection could include,
“This topic was very controversial because...”, “I learned from the other
presentations that...”, “I feel strongly that...”, “One strength of our
role-play and one improvement that might have been made was...”, “I would
define humanness as...” The reflection may be placed in the Future of Humanity
folder.
Part A
·
Formative
assessment of student understanding of the course culminating tasks through
teacher observation of class discussion and individual student questions.
·
Formative
assessment of the first step of the research/inquiry process in the student
Future of Humanity folder (see Appendix 1.6.5.).
Part B
·
Formative
assessment of student answers to the unit focus question by teacher
observation.
·
Formative
assessment of analysis of case study/article by group presentation of notes to
the teacher.
·
Formative
assessment of role-play by self and peers using a rubric.
·
Summative
evaluation of role-play by the teacher using a rubric.
·
Formative
assessment of reflection entries (see directing statements in Teaching/Learning
Strategies).
·
Summative
evaluation considers data gathered in all of the above.
·
Make
use of contracts and checklists as appropriate (e.g., break down large tasks
into small tasks providing reinforcement as each part is completed and providing
targets and due dates).
·
Create
tools that may be used to help students produce each component of the
culminating activity folder (e.g., scripts, writing scaffolds, research steps).
·
Provide
audio-visual example of “experts” presenting their points of view on a topic
(e.g., TVO’s Counterpoint).
·
Students
can demonstrate understanding using a variety of media including oral
presentations, audio or video taped assignments, bulletin board displays,
dramatizations, and demonstrations.
·
Allow
students to tape lessons for more intense listening at a later time.
·
Encourage
students to question for clarification and additional information.
·
Provide
opportunities for collaborative writing and peer editing (e.g., reflections).
·
The
teacher keeps the Future of Humanity folder in the class throughout the course.
A
variety of textbooks.
Cohen,
Irwin. In Search Of The Origins Of Humanness: A Journey Into Physical
Anthropology. http://www.buckley.pvt.k12.ca.us/AnthroLink/teach.html. 1997.
This resource explores important questions raised in this unit.
1st SPOT Psychology –
http://www.1st-spot.freeservers.com/topic_psychology.html. Copyright 1998-2000.
This resource explores the theories of personality and emotion. This site also
explores topics including reputation, behavioural traits, environment and
genes, and the evolution of human nature.
ScienceNet.
Social Sciences and Psychology –
http://www.sciencenet.org.uk/database/Social/Lists/behaviour.html. January
2001.
This
resource answers anthropological, sociological and psychological based
questions. Students can pose their own questions as well.
Appendix
1.6.2a – Future of Humanity Conference Assignment Sheet
Appendix
1.6.2b – Future of Humanity Pamphlet Rubric
Appendix
1.6.5 – Future of Humanity Folder Rubric
The
purpose of this class conference is to showcase your knowledge of a specific
topic from an anthropological or psychological or sociological perspective. You
will share with others your exploration of a focus question on the future of
humanity. Everyone will learn something new and exciting from your research,
conclusions, and predictions. There are three tasks that will be evaluated:
1. The Culminating Activity Folder
The ongoing work that makes up your culminating activity folder is crucial to
your success in this course and at the conference. You proceed through the
steps of social science inquiry just like any social scientist. Your research
includes past trends and your data collection focuses on present trends. Then
you leave the role of pure social scientist and focus on making predictions for
the future based on your findings.
2. A Pamphlet
You will create a pamphlet that participants in the conference can read as a
summary of your social science inquiries and your predictions for the future.
The pamphlet will be evaluated using the following criteria: clear
communication, quality of research, effective use of visuals, colour, graphics,
text, captions, and creativity in design.
3. A Multimedia Presentation
You will make a ___ minute presentation at the conference that involves the use
of at least two media (video, electronic presentation, photographs, music,
artwork, graphs, etc.). The presentation will be evaluated using the following
criteria: clear expression of ideas, quality and quantity of research, clear
organization, effective use of media, and effective oral presentation skills.
Topics
The
following are some general ideas for topics. What will the future hold for
humanity in these areas? You are encouraged to develop your own topics.
|
Gender
relations |
Work |
Social
Groups |
|
Learning |
Global
culture versus nationalism |
The
Environment |
|
Family
relationships |
Mass
media |
Health |
|
Bureaucracies |
Ethics |
Adolescence |
|
Personal
identity |
Discrimination |
|
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Clear
expression of ideas [C] |
-
communicates information as isolated pieces in a random fashion |
-
communicates information but not a clear theme or overall structure |
-
clearly communicates main idea, theme, or point of view |
-
clearly and effectively communicates main idea, theme, or viewpoint to
audience |
|
Evidence
of Research [T/I] |
-
little evidence of research in product |
- text
and/or symbols show some evidence of research |
- text
and/or symbols show clear evidence of research |
-text
and symbols show evidence of considerable research |
|
Layout -
Effective use of visuals, colour, graphics -
Creativity [A
and C] |
- uses
colour and/or symbols and graphics used with limited effectiveness -
limited innovation and appeal to the eye |
- uses
colours and/or symbols and graphics with some effectiveness - some
innovation and appeal to the eye |
- uses
colours and/or symbols and graphics with considerable effectiveness -
considerable innovation and appeal to the eye |
- uses
colour symbols and graphics with a high degree of effectiveness - high
degree of innovation and appeal to the eye |
Assessed
by: ____ self ____ peer
Comments:
Teacher
Evaluation Level
achieved ___________________
Comments:
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
Name
|
Unit |
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
1 |
Develop
focus questions on the future of humanity |
- few
questions with a limited understanding of the key issues |
- some
questions with some understanding of the key issues |
- many
questions and considerable understanding of the key issues |
-
numerous questions and a thorough understanding of the key issues |
|
2 |
Choose
a topic and formulate key questions from at least two social science
perspectives |
-
unclear topic, few questions showing a limited understanding, from one
perspective |
-
somewhat clear topic, some questions showing some understanding, from one/two
perspectives |
- clear
topic, questions showing considerable understanding, from two perspectives |
- clear
topic, questions showing thorough understanding, from two or more
perspectives |
|
2 |
Complete
a research essay of past trends on the topic from one social science
perspective |
-
limited understanding, research, and communication skills demonstrated |
- some
understanding, research, and communication skills demonstrated |
-
considerable understanding, research, and communication skills demonstrated |
- a
thorough understanding and strong research and communication skills
demonstrated |
|
3 |
Formulate
a working hypothesis (T/I) |
-
unclear hypothesis of limited use |
-
somewhat clear and useful hypothesis |
- clear
and quite useful hypothesis |
-
thoroughly clear and useful hypothesis |
|
3 |
Develop
key research questions for the hypothesis (T/I) |
-
questions of limited usefulness |
-
related questions of some use |
-
related questions that are quite useful |
- many
thoroughly related and useful questions |
|
3 |
Complete
an annotated bibliography of relevant secondary sources (T/I, C) |
- few
relevant secondary sources, with limited annotation |
- some
relevant secondary sources, with some annotation |
-
several relevant secondary sources, with a useful annotation |
- many
relevant secondary sources, with a thorough annotation |
|
4 |
Research
current trends from a variety of sources (T/I) |
-
limited research evident from a few sources |
- some
research evident from some variety of sources |
-
considerable research from several sources |
-
thorough research from a variety of sources |
|
Unit |
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
4 |
Create
a mind map of topics and subtopics |
-
limited understanding of topics and subtopics |
- some
understanding of topics and subtopics |
-
considerable understanding of topics and subtopics |
- a
thorough understanding of topics and subtopics |
|
4 |
Complete
research notes (T/I, C) |
- notes
of limited value |
- notes
of some value |
- notes
that are quite useful |
- notes
that are very useful |
|
5 |
Design
an ethical research method to answer a key question (T/I, A) |
-
limited understanding of an ethical research method |
- some understanding
of an ethical research method |
-
considerable understanding of an ethical research method |
- a
thorough understanding of an ethical research method |
|
5 |
Collect
primary research data and reflect and analyse results in report (T/I, A, C) |
-
little data collected and the analysis shows a limited understanding |
- some
data collected and the analysis shows some understanding |
-
considerable data collected and the analysis shows significant understanding |
-
extensive data collected and the analysis shows a through understanding |
|
6 |
The
Future of Humanity Conference – synthesize research and analysis in an oral
presentation and pamphlet (K/U, T/I, C, A ) |
-
limited understanding, analysis, and communication skills demonstrated in
oral presentation and pamphlet |
- some
understanding, analysis, and communication skills demonstrated in oral
presentation and pamphlet |
-
considerable understanding, analysis, and communication skills demonstrated
in oral presentation and pamphlet |
- a
thorough understanding, analysis, and strong communication skills
demonstrated in oral presentation and pamphlet |
|
1-6 |
Other
tasks |
|
|
|
|
Assessed
by: ____ self ____ peer
Comments:
Teacher
Evaluation Level
achieved ___________________
Comments:
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.