Please note:
This document is best suited for on-screen use. Some layout may have been
altered during the creation of this web page.
It is recommended that you
download the "pdf" version of this Course Profile for printing and
the "Word, Mac, or WordPerfect" versions for working with or adapting
the Course Profile to meet your instructional needs.
Course Profile Challenge and Change in Society (HSB4M),
Grade 12, University/College Preparation, Public
Course Overview
Prerequisite: Any
University, University/College, or College Preparation course in
Social
Sciences and Humanities, English, or Canadian and World Studies
This course examines
the theories and methodologies used in anthropology, psychology, and sociology
to investigate and explain shifts in knowledge, attitudes, beliefs, and
behaviour, and their impact on society. Students will analyse cultural, social,
and biological patterns in human societies, looking at the ways in which those
patterns change over time. Students will also explore the ideas of classical
and contemporary social theorists, and will apply those ideas to the analysis
of contemporary trends.
This course
engages students in the study of humanity from the perspective of three of the
social sciences; anthropology, psychology, and sociology. This is a
University/College Preparation course that includes content designed to equip
students with the knowledge and skills needed to meet the entrance requirements
for specific university and college programs. Teaching and learning strategies
emphasize the development of both independent research skills and independent
learning skills. Social science courses give students essential knowledge and
transferable skills applicable in their personal and family lives as well as in
their post secondary studies and in the workplace. Cooperative education
placements could be found for students in many social science facilities.
Throughout the course, students are encouraged to examine their own biases, as
well as the multiple perspectives found in social science research, and the
disciplines of anthropology, psychology, and sociology. Teachers should survey
students to see who has completed the HSP3M course. These students have a
greater understanding of anthropology, psychology, and sociology.
This Course Profile
has five 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(s) to focus student learning. In each unit, students
are asked to examine the three social sciences and demonstrate their
understanding of how each contributes to our overall knowledge of personal,
societal and global change. The final unit, Unit 5, outlines the process
leading up to one of the suggested course culminating activities, a
presentation of student social science reports. Students should have a Social
Studies Research folder in which they keep work outlining the stages of their
inquiries, their reflections, and their analysis of findings. In the first four
units, students conduct their inquiry and research for the course culminating
activity. The steps of the social science inquiry model are introduced
gradually throughout the units. The expectations of the four strands identified
in the curriculum policy document (Social Change, Social Trends, Social
Challenges, and Research and Inquiry Skills) are integrated in the five
suggested units. The purpose of Unit 1 is to provide students with an
introduction to anthropology, psychology, and sociology. The next four units
focus on answering key questions that social scientists use when exploring what
causes and impedes change individually, socially, and globally. The effects of
societal change are also a focus. Unit 2 provides a more specific analysis of
how cultures, societies and individuals define and promote well-being. Unit 3
focuses on change in Canadian society, Unit 4 on global change, and Unit 5 focuses
on the social science research report process, written product, presentation,
and course examination.
|
* Unit 1 |
What are
Anthropology, Psychology, and Sociology? How do these disciplines research
the causes and effects of personal, societal, and cultural change? |
15 hours + **5
hours for course culminating activity process |
|
Unit 2 |
How do cultures,
societies and individuals define and promote well-being? |
25 hours + **3
hours |
|
Unit 3 |
How and why is
Canadian society changing? |
25 hours + **2
hours |
|
Unit 4 |
How and why are
societies changing worldwide? |
25 hours + **5
hours |
|
Unit 5 |
Course Culminating
Activities - Social Science Report and Final Examination |
5 hours-20 hours
in total (See ** above) |
* This unit is fully
developed in this Course Profile.
** Course
culminating activity process will be ongoing throughout Units 1-4
Time: 15
hours + 5 hours course culminating activity process
Unit Description
Students are
introduced to the purposes, major concepts, terminology, research methods, and
practitioners of the three social science disciplines. The culminating activity
is a unit test. The social science research process begins with students
selecting a topic, forming a hypothesis, and completing an annotated
bibliography.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
CHV.01, ISV.01,
ISV.02, IS2.01, IS2.02, IS2.04, IS3.01 |
Knowledge/
Understanding |
What is a social
science? What are Anthropology, Psychology, and Sociology? |
|
2 |
ISV.03, ISV.04,
ISV.05, IS2.01, IS2.04 |
Knowledge/
Understanding Thinking/Inquiry Application |
How do social
scientists work? |
|
3 |
CHV.02, ISV.01,
ISV.02, IS1.04, IS2.01, IS2.02, IS3.01 |
Thinking/Inquiry
Communication |
Who are some
leading social scientists from the past? |
|
4 |
CHV.01, CHV.02,
ISV.02, ISV.05, CH1.01, CH1.02, CH1.03, CH2.01, IS1.02, IS3.01 |
Knowledge/
Understanding Thinking/Inquiry |
What causes
change? What prevents change? |
|
5 |
All expectations
stated above ISV.02, ISV.03,
ISV.04, IS2.03, IS2.05, IS2.07, IS3.03 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Unit culminating
activity – Unit test Step 1 – Social science research report process. Choose
topic, form hypothesis, research relevant sources, and complete an annotated
bibliography using APA format. |
Time: 25
hours + 3 hours course culminating activity process
Unit Description
Students define and
categorize factors that contribute to a state of mental, emotional and physical
well-being. They examine birth patterns, aging, health care provision,
impediments to accessing health care, and the social and cultural implications
of each of these topics. For the Unit Culminating Activity, students
independently research and orally report on health-impairing activities from at
least two social science perspectives. The social science report process
continues with students proposing and revising a detailed research method.
Unit Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
CHV.01, CHV.02,
STV.02, STV.03, SC1.04, SCV.02 |
Knowledge/
Understanding Thinking/ Inquiry |
What are the
indicators of well-being? Define and analyse well-being and what an
individual needs to attain wellness from the point of view of each of the
three social sciences (e.g., anthropology – cultural prosperity, psychology –
personal growth and lifespan development, sociology – positive social
interactions). Evaluate the wellness of teens using recent Canadian research
(e.g., Bibby and Posterski |
|
2 |
CHV.03, ST3.02,
SC1.03, SC1.04, ST2.02, ST2.03, CH3.02 |
Knowledge/
Understanding |
What issues affect
Canadian birth choices? Identify and evaluate the influence of factors
affecting childbearing and the impact of current birth patterns on different
Canadian communities, using case studies that include statistics (e.g.,
career choice, education, medical advances, new technologies, age of parents,
alternative medicine). |
|
3 |
SC1.04, ST3.03,
ST2.01 |
Thinking/ Inquiry |
What are the
personal, social and cultural implications of the human life cycle? Identify
and explore the implications of an aging population in Canada. (e.g.,
trans-cab services, granny flats, wellness clinics, palliative care,
retirement planning, pre-planned funerals).Formulate strategies to assist in
coping with this demographic change using a response journal. |
|
4 |
SC1.01, SC1.02,
SC1.03, SC1.04 |
Thinking/ Inquiry
Communication |
What are
impediments to accessing health care from a personal, social and cultural
perspective? Identify and analyse ethical issues related to health care
provision (e.g., mental health, medical research, organ donation, blood
supply, euthanasia, hospices, AIDS, the role of pharmaceuticals, midwifery,
alternative health care, Aboriginal health care). |
|
5 |
IS2.04, IS2.02, IS3.01, IS3.02 |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Unit Culminating Activity Research, from the perspective of two of the social sciences, social
practices leading to health impairing activities, and present findings in an
oral presentation. |
|
6 |
ISV.03, ISV.05,
IS2.01, IS2.07 |
|
Step 2 – Social
Science Research Report Process Propose and revise
a detailed research method. |
Time: 25
hours + 5 hours course culminating activity process
Unit Description
Students examine the
nature of Canadian society from the perspective of the three social science
disciplines. They examine positive social change and the role of various social
institutions and policies in promoting or impeding change. The issues of
gender, racism and discrimination are analysed as barriers to full
participation in Canadian society. Students research patterns of hate crimes
and develop materials (e.g., video, pamphlet, school presentation) to educate
and to promote positive social interaction as one unit culminating activity.
The social science report process continues with students conducting primary
research and analysing their data.
Unit Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
STV.01, STV.02,
ST1.02, ST1.03, ST2.01, ST2.02, ST3.01 |
Knowledge/
Understanding Application |
How is the nature
of Canadian society changing? Analyse demographic and social trends in
Canadian society (e.g., baby boom, Generations X Y, and Z, change in
French-speaking, Aboriginal, and ethnic communities) and how they impact on
economic, political, social institutions and decision making (e.g., marketing
as an example of the interaction/conflict between generational needs and
values, or changing Canadian beliefs and values). |
|
2 |
CH3.01, IS1.03 |
Thinking/ Inquiry |
How does
technology impact on the lives of Canadians? Study effects of technology from
the perspectives of the three social sciences (e.g., Barry Wellman’s Networks
in the Global Village). Identify strategies for coping with the stresses
that technology can create in the lives of Canadians. |
|
3 |
SCV.02, SC2.02, SC2.03, IS1.01 |
Knowledge/ Understanding Communication |
What role does diversity play in Canadian society? Identify and assess
the role of stereotyping and racism in Canadian society. Research patterns of
racism and hate crimes in Canada and different ways of understanding these
negative social behaviours (e.g., Julian Roberts’ and Karen Mock’s studies on
hate crimes; George Dei’s critiques of the education system; Carl James and
Adrienne Shad’s essays in Talking About Identity: Encounters in Race,
Ethnicity and Language; books by Lawrence Hill, Peter Edwards, Cecile Foster,
and other Canadian authors of diverse backgrounds). |
|
4 |
SCV.01, SCV.02,
CH2.02, CH2.04, SC3.02, SC3.03 |
Thinking/ Inquiry
Communication Application |
What are the
impediments to gender equality in Canada? Identify and analyse impediments to
gender equality in Canadian society (e.g., perceptions of self,
social/political/ economic institutions, and the structure of decision making
in Canada). Assess the impact of dual income families from the three social
science perspectives and explore policies to strengthen the positive and
ameliorate the negative effects. |
|
5 |
SCV.01, SCV.02,
SC2.02, SC2.03, IS1.03 All of the above
expectations |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Unit Culminating
Activity Anti-discrimination
pamphlet, video or school presentation Test |
|
6 |
ISV.05, IS2.04,
IS2.06, IS2.07, IS3.03 |
|
Step 3 – Social
Science Research Report Process and Product Conduct primary research and
analyse data. |
Time: 25
hours + 5 hours course culminating activity process
Unit Description
Students examine and
debate different views of progress. They examine the causes and effects of
contemporary positive global change in technology, medicine, social justice and
human rights issues, ecological knowledge and resource management, legal and
political developments, and the role Canadians have played in promoting or
impeding change in these areas. The impediments to positive global change are
then examined through case studies. Students independently research and report
on one change that focuses on gender equality from a global perspective. The
unit culminating activity is a summary of social science findings where
students are asked to apply secondary and primary social science research
(e.g., statistical information or interviews) to a specific gender issue.
Unit Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
CHV.03, CH2.01,
CH3.02, CH3.03, STV.02, SCV.01 |
Knowledge/
Understanding |
What is progress?
(i.e., economic prosperity, democratic rights and freedoms, social justice
and equality, improved health, longevity, education) Identify and analyse the
causes of positive global change (focus on technology, medicine, social
justice and human rights, ecological knowledge and resource management, legal
and political developments, demographics, cultural beliefs and attitudes). |
|
2 |
CH2.03, SC3.01,
SC3.02, SC3.03 |
Knowledge/
Understanding |
What global
changes are Canadian social institutions promoting? Evaluate Canada’s role in
global change (e.g., UN, G20, immigration and refugee policies, humanitarian
aid to developing nations, Kyoto Accord, Land Mines Treaty, non-governmental
associations such as Greenpeace and Doctors Without Borders). |
|
3 |
CH3.03, STV.03,
ST1.01, SC3.01, SCV.02, SC3.02, SC2.03 |
Thinking/ Inquiry |
What impedes
positive global change? Identify and explore examples of war, conflict,
poverty and affluence, racism and discrimination, resource management
(economics), political systems and cultural norms. Compare contemporary
social science theorists (both “Western” — Marilyn Waring, Patricia Marchak —
and “Non-Western” — John Ogbu, Arjun Appaduria) who study aspects of social
change. |
|
4 |
CHV.02, CH1.01,
CH2.01, CH3.03, CH2.03, CH2.04, CH3.02, ST3.02, ST3.03, SCV.01, SCV.02,
SC1.01, SC1.03, SC2.01, SC2.02, IS2.03 |
Application |
Why is gender
equity not a global reality? Identify and analyse impediments to global
gender equality (e.g., biological differences, cultural norms and beliefs,
social institutions and socialization, prejudice and discrimination, poverty
and affluence, military conflicts, political representation). Research the
findings of two specific social scientists on one topic of interest regarding
global gender equality (e.g., access to education, access to political
office, division of labour, technology and fertility, the increase in single
parent families, attitudes towards sexuality, violence in relationships.). |
|
5 |
IS1.02, ISV.05 |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Unit Culminating Activity – Summary of Findings: Summarize, explain
and apply research on the chosen gender issue, using focus questions (i.e.,
What key questions are the two social scientists trying to answer? What
social science methods were used to examine this topic? What were their major
findings and conclusions? Which social scientist do you think proved their
theory most effectively and why?). |
|
6 |
SCV.02, ISV.01,
ISV.03, ISV.04, IS3.02, IS2.07 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Social Science
Report Process and Product Teacher conferences and written report submitted. |
Time: 15
hours distributed throughout the course + 5 hours for presentations
Unit Description
Using ethical
guidelines, appropriate methodology, and primary and secondary sources,
students develop a position on a social issue of importance to anthropology,
psychology, or sociology and, using a research design appropriate to the issue
and discipline, carry out a research project in at least one of the
disciplines. Teachers may wish to include steps of the social science report
process in the 70% term work. The final written report and oral presentation
should be included in the 30% course culminating activities along with an exam.
Unit Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
ISV.02, ISV.03,
ISV.04, IS2.03, IS2.05, IS2.07, IS3.03 |
Thinking/Inquiry |
Step 1 – 5 hours Choose topic, form
hypothesis, research relevant sources, complete an annotated bibliography
using APA format. |
|
2 |
ISV.03, ISV.05,
IS2.01, IS2.07 |
Thinking/Inquiry |
Step 2 – 3 hours Propose and revise
a detailed research method. |
|
3 |
ISV.05, IS2.04,
IS2.06, IS2.07, IS3.03 |
Thinking/Inquiry |
Step 3 – 2 hours Conduct primary
research and analyse data. |
|
4 |
SCV.02, ISV.01,
ISV.03, ISV.04, IS3.02, IS2.07 |
Knowledge/
Understanding |
Step 4 – 5 hours Conference with
teacher and submit written report. |
|
5 |
ISV.05, IS1.02, IS3.01, CHV.01, CHV.02, STV.01, STV.03, SCV.01,
SCV.02, ISV.01, ISV.02 |
Communication |
Present social science research report orally. Write an examination. |
This course provides
students the opportunity to explore, analyse, and reflect on the social
sciences through diverse teaching and learning strategies. Many activities
focus on critical-thinking skills, such as formulating a hypothesis;
identifying bias and viewpoint; debating, collecting, and analysing primary
sources; and problem solving. 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 report writing. Cooperative group learning is another important active
learning strategy fundamental to many activities in this profile. 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 process and product of the social science
research report, presentation, and exam. The Social Science Research folder
assists students in each step of the social science inquiry/research model that
leads to the synthesis of their research.
The primary
purpose of assessment and evaluation is to improve student learning. The
Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment 2000,
outlines the philosophy and guiding principles concerning assessment and
evaluation for Ontario teachers.
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 chart identifies four categories: 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. In the case of unit culminating activities, all
categories should be equally balanced for evaluation purposes. The teacher is
expected to employ both formative assessment and summative evaluation
strategies.
Teachers are
advised to create a summative evaluation of critical performance tasks and a
formative assessment plan for the course to share with students. The Unit
Overview Charts suggest an Achievement Chart category focus in each activity
for assessment purposes. Students should be given numerous and varied
opportunities to demonstrate their achievement of the expectations across the
four categories.
Seventy per cent of
the grade will be based on evaluations conducted throughout the course. Thirty
per cent of the grade will be based on a final evaluation in the form of an
examination, social science report, and presentation.
Every effort should be made to assist all
students in achieving success in this course. Specific adaptations and
accommodations are recommended in Unit 1 activities. Individual Education Plans
(IEPs) for exceptional 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 exceptional students. To learn about
specific strategies that work best with individual students, the teacher is
encouraged to work with the Special Education staff, and become familiar with
the IEP. 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 include:
·
extra time, use
of a scribe, use of a computer, audio-taped answers, acceptance of oral answers
(for tests and exams), “chunking” tasks into smaller, more manageable “bits,”
use of enlarged print, and photocopying the teacher’s notes. There are many
enrichment opportunities for gifted students who may explore issues, social
scientists, and their theories in greater depth or from different perspectives.
When evaluating exceptional students, provide a choice among several modalities
(oral, visual, auditory).
The URLs for
the websites were 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.
Units in
this Course Profile make reference to the use of specific texts, videos and
websites. Teachers need to consult their board policies regarding use of any
copyrighted materials.
Bain, Colin,
et al. Transitions in Society. Toronto: Oxford University Press, 2002.
ISBN 19-5417682
The
following Ministry approved texts for the HSP3M course may provide support.
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
Abercrombie,
Nicholas (ed). The Penguin Dictionary of Sociology 4th Edition. New
York: Penguin Books, 2000. ISBN 0140513809
Barnard,
Alan (ed). Encyclopedia of Social and Cultural Anthropology. London:
Routledge Press, 2001.
ISBN 041520318
Lawrie, A.,
S Trombley, A Bullock. The Fontana: Dictionary of Modern Thought.
London: Harper Collins, 1999. ISBN 0006863833
Jackson,
Winston. Methods: Doing Social Research. Scarborough, Ontario:
Prentice-Hall, 1999.
ISBN 0139745025
Reber, Arthur. The
Penguin Dictionary of Psychology, 2nd Ed. Toronto: Penguin, 1995.
ISBN 0140512802
Canadian
Social Trends
–
http://www.statcan.ca/english/indepth/11-008/feature/star2001062000s3a01.pdfon-Print
Statistics
Canada – http://www.statcan.ca/english/Pgdb/
Canadian
Psychological Association – www.cpa.ca.html
The American
Anthropological Association – www.ameranthassn.org
The American
Sociological Association – http://www.asanet.org/members/ecoderev.html
National
Film Board of Canada video catalogue – http://cmm.nfb.ca
Cable in The
Classroom – www.cableducation.ca
Contact school
board, medical institutions, museum, colleges and universities for guest
speakers on various social science topics.
The Schizophrenia
Society’s High School Education Program
Schizophrenia and
other psychotic illnesses are common (1 in 100 for schizophrenia, slightly more
for bipolar disorder), and the age of onset is 15-25. Young people can go for
up to two years with active symptoms before getting help. This is due largely
to ignorance and stigma. This program seeks to dispel both. The program is
targeted at Grade 12 and fills a 90-minute period. It is presented, at no cost,
by a family member and a person who has experienced serious mental illness. The
presentation consists of a video docudrama, “Reaching Out,” made in British
Columbia), a factual presentation about psychosis/schizophrenia by the family
member, a class participation exercise, a first-person story from the person
with the illness, handouts, and pre- and post-test quizzes. The Schizophrenia
Society has more than 30 chapters across Ontario. Contact names, numbers, and
e-mail addresses can be found at www.schizophrenia.on.ca/chapters
See Unit 1 for specific resources listed for each activity.
Print Resources
Bibby,
Reginald and Donald C. Posterski. Teen Trends: A Nation in Motion. Toronto:
Stoddard, 2000.
ISBN 0-7737-6163-2
Bibby,
Reginald. Canada’s Teens: Today, Yesterday, and Tomorrow Toronto: Stoddard,
2001.
ISBN 0773761810
Crellin, J.
K. Alternative Health Care in Canada. Canadian Scholars Press, 1999.
ISBN 1551301148
James,
Waldram et al. Aboriginal Heath in Canada. Toronto: University of
Toronto Press, 1995.
ISBN 0802059562
Mandell, Nancy and
Ann Duffy. Canadian Families: Diversity, Conflict and Change. Toronto:
Harcourt Canada. 2000. ISBN 0-7747-3629-1
Non-Print Resources
Aging and
the Canadian Population.
Centre for Canadian Studies, Mount Allison University.
– www.pch.gc.ca/csp-pec/english/about/aging
The Canadian
Health Network – http://www.canadian-health-network.ca/customtools/homee.html
Health
Canada – http://www.hc-sc.gc.ca/english/index.html
The Clark
Institute of Psychiatry – http://www2.camh.net/clarkepages/
The
Social Indicators Launchpad.
Canadian Council on Social Development. – www.ccsd.ca/lp.html
Special Health
Issues for Immigrants and Refugees: Access to Heath Care Services.
– www.settlement.org/site/HE/conditions.asp.
Adam,
Michael. Sex in the Snow: Canadian Social Values at the End of the Millenium.
Toronto: Penguin, 1997. ISBN 0-670-87173-7
Barrett,
Stanley. Is God a Racist?: The Right Wing in Canada. Toronto: University
of Toronto Press, 1987. ISBN 0802066739
Dei, George,
et al. Reconstructing Dropout: A Critical Ethnography of the Dynamics of
Black Students’ Disengagement from School. Toronto: University of Toronto
Press, 1997.
ISBN 080204199X
Foster,
Cecile. A Place Called Heaven: The Meaning of Being Black in Canada.
Toronto: HarperCollins, 1996. ISBN 0-00-638028-X
Henry,
Francis et al. The Colour of Democracy: Racism in Canada 2000. Toronto:
Harcourt Canada.
ISBN 0774736488
Hill,
Lawrence. Black Berry, Sweet Juice: On Being Black and White in Canada,
Toronto: Harper Collins, 2001. ISBN 0002000202
James, Carl
and Adrienne Shad. Talking About Identity: Encounters in Race, Ethnicity and
Language. Toronto: Between the Lines, 2001. ISBN 1-896357-36-9
Mackie,
Marlene. Gender Relations on Canada. Toronto: Butterworths, 1991. ISBN
0774734353
Mock, Karen.
The Extent of Hate Activity and Racism in Metropolitan Toronto.
Toronto: Access and Equity Centre, The Municipality of Metropolitan Toronto.
June 1996.
Roberts,
Julian. Disproportionate Harm: Hate Crime in Canada: An Analysis of Recent
Statistics. University of Ottawa: Department of Criminology, 1995. (Working
paper.) Available on-line at
– www.nizkor.org/hweb/orgs/canadian/canada/justice/disproportionate-harm
Wellman, Barry.
Networks in the Global Village. Boulder, CO: Westview Press, 1999.
ISBN 0813311500
Berry, Wendell.
In the Presence of Fear: Three Essays for a Changed World. Orion
Society. 2001-12-19
Harrison,
Lawrence and Samuel Huntington (ed). Culture Matters: How Values Shape Human
Progress. New York: Basic Books, 2000. ISBN 0465031757
Harshman,
Robert and Christine Hannel. World Issues in the Global Community.
Toronto: John Wiley & Son, 1998. ISBN 047179692
Homer-Dixon,
Thomas. Environment, Scarcity and Violence. Princeton, NJ: Princeton
University Press, 1999. ISBN 0691027943
Nemiroff,
Greta (ed). Women and Men: Interdisciplinary Readings on Gender.
Toronto: Fitzhenry & Whiteside, 1990. ISBN 0889026491
Ness,
Immanuel and James Ciment. Encyclopedia of Global Population and
Demographics. 2 vols. Armond, NY: Sharpe Reference, 1999. ISBN 15632471000
Prescott-Allen,
Robert. The Wellbeing of Nations. A Country-by Country Index of Quality of
Life and Environment. Ottawa: IDRC/Island Press, 2001. ISBN 0889369550
Worldwatch
Institute. State of the World 2001: A Worldwatch Institute Report on
Progress Towards a Sustainable Society. New York: W.W. Norton, 2001. ISBN
0393048667
World
Almanac and Book of Facts 2002. New
York: World Almanac Educational Group, 2002.
ISBN 0886878721
Wellman, Barry. Networks
in the Global Village. Boulder, CO: Westview Press, 1999.
ISBN 0813311500
Non-Print Resources
CIDA’s
Policy on Gender Equality and Development at a Glance. Canadian International Development Agency.
1999. – www.acdi-cida.gc.ca/home
Global
Policy Forum. Social and Economic Policy: Injustice and Inequity.
– www.globalpolicy.org/socecon/inequal/indexgen.htm
“Of
Hopscotch and Little Girls.” Toronto: National Film Board of Canada, 1999.
52 min.
ICAAP. Social,
Economic and Political Change. http://gsociology.icaap.org
Barrett,
Stanley. Anthropology: A Student’s Guide to Theory and Method Toronto:
University of Toronto Press, 1996. ISBN 0802078338
Jackson,
Winston. Methods: Doing Social Research. Scarborough: Prentice Hall,
1999.
ISBN 0139745025
Bill Trochim’s
Centre for Social Research Methods (Cornell University professor).
– http://trochim.human.cornell.edu/
Coded Expectations, Challenge and Change in Society, Grade
12,
University/College Preparation, HSB4M
CHV.01 · appraise the differences and similarities in
the methodologies and strategies of anthropology, psychology, and sociology
applied to the study of change;
CHV.02 · describe key features of major theories from
anthropology, psychology, and sociology that focus on change;
CHV.03 · analyse patterns of technological change
from the perspectives of anthropology, psychology, and sociology.
Foundations of
Social Change
CH1.01 – identify a major question about social
change posed by anthropology (e.g., What impact does technology have on
cultural norms?), psychology (e.g., How is ego affected by family breakdown?),
and sociology (e.g., How has women’s changing workforce participation affected
gender relations?);
CH1.02 – define and differentiate the theories of
change (e.g., origination, acceptance, acculturation) in anthropology,
psychology, and sociology;
CH1.03 – evaluate the major contribution to
understanding social change made by leading practitioners in the social
sciences (e.g., anthropology: Marvin Harris, Sherry Ortner, Edward Spicer;
psychology: Carl Jung, Abraham Maslow, B.F. Skinner, Marion Woodman; sociology:
Dorothy Smith,
Emanuel Wallerstein, Thelma McCormick).
Forces That
Influence Social Change
CH2.01 – identify conditions for change (e.g.,
objectification, advocacy, personality) and impediments to change (e.g., cost,
penalty, functional repercussions), as revealed in studies of anthropology,
psychology, or sociology;
CH2.02 – explain the relationship among conformity,
alienation, and social change;
CH2.03 – demonstrate an understanding of how social
change is influenced by poverty and affluence (e.g., consequences of unequal
access to personal computers or higher education);
CH2.04 – explain the impact of evolving roles of
individuals or groups (e.g., of women in the workplace) and values (e.g., concern
for the environment) on social change in Canada.
Technological
Change
CH3.01 – identify strategies for coping with the
psychological stress of technological change on the individual;
CH3.02 – evaluate the social impact of new
technologies (e.g., new reproductive technologies, the Internet) on family
structure and dynamics;
CH3.03 – analyse the ways in which ecological
knowledge resulting from advances in technology
(e.g., improved tools, irrigation systems) influences indigenous approaches to
resource management and land tenure.
STV.01 · appraise the
differences and similarities in the approaches taken by anthropology,
psychology, and sociology to the study of trends relating to the baby boom,
fertility and fecundity, and the life cycle;
STV.02 · assess the importance of demography as a
tool for studying social trends;
STV.03 · demonstrate an understanding of the social
forces that influence and shape trends.
Trends Related to
the Baby Boom and Echo Boom
ST1.01 – evaluate the anthropological significance of
war and the impact of returning soldiers on individuals, families, and
communities;
ST1.02 – assess the psychological importance of the
baby boom to Generations “X”, “Y”, and “Z”;
ST1.03 – demonstrate an understanding of the social
impact of the baby boom and echo boom (e.g., on educational facilities,
pensions, health care, entrepreneurial and employment opportunities).
Trends Related to
Fertility and Fecundity
ST2.01 – demonstrate an understanding of the
relationship between fecundity and culture (e.g., age of marriage, average
number of children per family);
ST2.02 – explain the psychological impact of the
choice of whether or not to have children;
ST2.03 – evaluate the social impact of current birth
patterns on Canadian communities.
Trends Related to
the Life Cycle
ST3.01 – demonstrate an understanding of the
influence that anthropological, psychological, and sociological factors have on
youth culture (e.g., in terms of music, television, travel, gender identity);
ST3.02 – evaluate the influence of education, career
choice, and medical advances on decisions about childbearing (e.g., age of
parents at first pregnancy, having children later in life);
ST3.03 – assess the social implications of an aging
population for families and communities, and formulate strategies for
responding to this shift in demographics (e.g., the granny flat, transcab
services, wellness clinics).
SCV.01 · appraise the differences and similarities in
the approaches taken by anthropology, psychology, and sociology to the study of
social challenges pertaining to health, social injustice, and global concerns;
SCV.02 · demonstrate an understanding of the social
forces that shape such challenges.
Health and Wellness
SC1.01 – analyse social practices leading to
health-impairing behaviours from the perspective of at least two of
anthropology (e.g., the impact of formula feeding over breast-feeding in
developing countries), psychology (e.g., the increase of isolation and
depression among the elderly), and sociology (e.g., the rise of smoking among
teenaged girls);
SC1.02 – discuss
cultural, psychological, and sociological barriers to accessing health care;
SC1.03 – demonstrate an
understanding of the ethical issues related to health-care provision (e.g., the
blood supply system, organ donation, medical research);
SC1.04 – evaluate the impact of changing social mores
on the well-being of Canadians (e.g., desensitization to violence and abuse).
Prejudice and
Discrimination
SC2.01 – explain the relationship between prejudice
and discrimination, and assess the impact of both on ideas of self-worth;
SC2.02 – assess the role of stereotyping as a barrier
to full participation in society;
SC2.03 – analyse patterns of hate crimes and
differentiate ways in which social scientists (e.g., John Ogbu, Gordon Allport,
George Dei, Beverly Tatum, Stuart Hall) would attempt to understand racism.
Challenges Facing
Canadians in a Global Context
SC3.01 – demonstrate an understanding of the
anthropological significance of the relationships among globalization,
tribalism, and transnationalism for Canadians;
SC3.02 – analyse, from a Canadian perspective, the
social structures that support, and those that weaken, global inequalities
(e.g., literacy, poverty, new technologies);
SC3.03 – evaluate, from a psychological perspective,
the role of perception in Canadians’ understanding of themselves, their
families, and their local and global communities.
ISV.01 · define and correctly use anthropological,
psychological, and sociological terms and concepts;
ISV.02 · demonstrate an understanding of the main
areas of study in anthropology, psychology, and sociology, and of the
similarities and differences among them;
ISV.03 · demonstrate an understanding of the
different research methods used by anthropology, psychology, and sociology to
investigate questions of importance within each field, and apply relevant
skills correctly and ethically;
ISV.04 · demonstrate an ability to select, organize,
and interpret information gathered from a variety of print and electronic
sources;
ISV.05 · communicate the results of their inquiries
effectively.
Foundations of
Inquiry in Anthropology, Psychology, and Sociology
IS1.01 – define and correctly use the terminology of
anthropology, psychology, and sociology (e.g., in relation to issues of
ethnicity, race, and racism);
IS1.02 – describe and apply to real-life contexts the
theories that are central to anthropology (e.g., cultural materialism,
functionalism, structuralism), psychology (e.g., behaviouralism, psychoanalytic
theory, learning theory), and sociology (e.g., symbolic interactionism,
feminism, Marxism);
IS1.03 – compare explanations of human behaviour
(e.g., aggressive behaviour, competitive behaviour, cult membership) drawn from
anthropology, psychology, and sociology, and evaluate the strengths and
weaknesses of each approach;
IS1.04 – analyse the ways in which the theories of
early social scientists have influenced subsequent social-scientific thinking
(e.g., anthropology: Franz Boaz, Margaret Mead; psychology: Ivan Pavlov,
Sigmund Freud, Harry Harlow; sociology: Emile Durkheim, Max Weber, Karl Marx).
Using Research
Methods and Skills
IS2.01 – demonstrate an
understanding of a variety of research methods and approaches used in
anthropology, psychology, and sociology;
IS2.02 – demonstrate an ability to select, organize,
summarize, and interpret information from a variety of print, media, and
electronic sources;
IS2.03 – analyse for bias, accuracy, and relevance
articles or programs on issues related to anthropology, psychology, and
sociology;
IS2.04 – correctly use the terminology of
anthropological, psychological, and sociological research, including
statistical terminology (e.g., hypothesis testing, prediction, variance,
distribution, correlation, reliability, validity, statistical significance);
IS2.05 – demonstrate an understanding of the purpose
and use of the stylistic guidelines set by the American Anthropological
Association, the American Psychological Association, and the American
Sociological Association;
IS2.06 – use telecommunications tools appropriately
in conducting and reporting on research;
IS2.07 – using ethical guidelines, appropriate
methodology, and a range of primary and secondary sources, develop a position
on a social issue of importance to anthropology, psychology, or sociology; and,
using a research design appropriate to the issue and discipline, carry out a
research project in at least one of the disciplines.
Communicating
Results
IS3.01 – effectively communicate the results of their
inquiries, using a variety of methods and forms (e.g., graphs, charts,
diagrams, oral presentations, lab reports, written reports, essays,
journal-style articles, videos);
IS3.02 – explain conclusions made as a result of an
inquiry, using appropriate structure, argument, and documentation;
IS3.03 – use recognized style guidelines (e.g., those of the American Psychological Association [APA]) to present the methods, results, discussion, conclusions, and documentation of research on a social issue or problem.
Unit 1 | Course Profiles Main
Menu