Course Profile Challenge and Change in Society (HSB4M), Grade 12, University/College
Preparation, Public
Unit 1: What Are Anthropology, Psychology, and
Sociology?
How do these disciplines research
the causes and effects of
personal,
societal, and cultural change?
Time: 15 hours + 5 hours for course culminating activity process
Activity
1 | Activity 2 | Activity
3 | Activity 4 | Activity
5
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
|
Activity |
Time |
Learning Expectations |
Assessment |
Tasks |
|
1 |
4 hours |
CHV.01, ISV.01,
ISV.02, IS2.01, IS2.02, IS2.04, IS3.01 |
Knowledge/
Understanding Communication Assessment of oral
and written responses. |
Establish a
respectful classroom climate. Define social science. Apply social science
methods to issues. Compare, examine, and apply social science methods,
strategies and theories through oral discussion, mind-mapping and written
answers. Reflect on career choices in an argumentative paragraph. |
|
2 |
4 hours |
ISV.03, ISV.04,
ISV.05, IS2.01, IS2.04, IS2.05 |
Thinking/Inquiry Communication Application Assessment of
research design and data analysis. Evaluation of written report. |
Define social
science research and methodologies. Apply knowledge of ethics and bias in
social science research by designing a sample survey. Analyse and present the
results of the sample survey. |
|
3 |
3 hours |
CHV.02, ISV.01,
ISV.02, IS1.04, IS2.01, IS2.02, IS2.03, IS3.01 |
Knowledge/
Understanding Communication Assessment of
summary of information and participation in group activity. |
Examine resources
on past social scientists and prepare research notes. Report and discuss, “in
role,” specific social scientists’ major contributions. Apply knowledge to
role-play. |
|
4 |
2 hours |
CHV.01, CHV.02, ISV.02, ISV.05, CH1.01, CH1.02, CH1.03, CH2.01,
IS1.02, IS3.01 |
Thinking/Inquiry Communication Application Assessment of oral responses, participation in group activities,
concept maps, written notes, and oral presentation. Evaluation of 2-3
paragraph summary. |
Examine causes and impediments to change through analysis of examples
of individual, societal, and cultural change. Report on specific social
science change theories and theorists. Apply concepts learned to examples of
current social change. Write a summary that applies knowledge of social
science research methods to an example of social change. |
|
5 Social Science
Research Report Process |
25 hours |
ISV.01, ISV.03,
CHV.01, CHV.02, CH1.01, CH1.02, CH1.03, CH2.01, IS1.02, IS1.03, IS1.04,
IS2.03, IS2.05, IS2.07, IS3.03 |
Thinking/Inquiry Application Evaluation of test.
Assessment of focus questions, hypothesis, and research notes. Evaluation of
annotated bibliography. |
Write a unit test.
Choose a topic on social change. Form hypothesis. Research a variety of
relevant sources. Complete an annotated bibliography using APA format. |
Activity
1: What is a Social Science? What are
Anthropology,
Psychology, and
Sociology?
Time: 4 hours
Description
Students are
introduced to the purpose, methods and research tools of the social sciences.
Students compare the methods, strategies and theories of anthropology,
psychology, and sociology. Students become familiar with career opportunities
in the disciplines of anthropology, psychology, and sociology. Students apply
their knowledge and understanding of the three social sciences to relevant and
contemporary social issues.
Strand(s) & Learning Expectations
Strand(s): Social Change, Research and
Inquiry Skills
Overall
Expectations
CHV.01 - appraise
the differences and similarities in the methodologies and strategies of
anthropology, psychology, and sociology applied to the study of change;
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.
Specific
Expectations
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;
IS2.04 - correctly
use the terminology of anthropological, psychological, and sociological
research, including statistical terminology;
IS3.01 - effectively
communicate the results of their inquiries, using a variety of methods and
forms.
Prior Knowledge & Skills
·
Students who have
taken HSP3M will be familiar with the purpose, research methods, and
terminology of anthropology, psychology, and sociology. The teacher should
encourage these students to complete suggested extension activities and perhaps
assign them as facilitators during cooperative group activities.
Planning Notes
·
Prepare a course
assessment and evaluation plan to share with students.
·
Survey students
to see who has completed the HSP3M course. These students will have a greater
understanding of anthropology, psychology, and sociology.
·
Create a
four-level checklist based on key criteria (e.g., accurate use of social
science terminology Knowledge/Understanding, effective communication of ideas
for Communication, demonstration of knowledge of the purpose and research
methods of anthropology, psychology, and sociology for Knowledge/Understanding
for self- and peer assessment of a written response.
·
Distribute
research folders. Students should maintain a personal vocabulary list.
Teaching/Learning Strategies
Encouraging a
Respectful and Inquiring Classroom Climate
1. The teacher introduces the fact that this
course involves an exciting examination of human behaviour. Topics, issues, and
concerns will be discussed that are often very sensitive and controversial in
nature. Students could be asked to skim the table of contents in their text or
predict the topics, issues, and concerns covered in this course.
2. The teacher cooperatively establishes with
students a set of rules that will help to develop and maintain a respectful yet
inquiring classroom climate. (e.g., Everyone has the right to express an
informed opinion. We will all strive to have informed opinions (be mindful of
our own biases). We listen with respect and an open mind. We do not have to
agree but when we disagree, we are respectful in our response. Offensive
comments are never permitted [homophobic, sexist, racist etc.]) Everyone in
this class has the right to learn and participate in a climate of scholarly
respect and consideration). The teacher should post these rules in a
permanent location in the classroom, or perhaps duplicate them on paper for
distribution to students.
What is a Social
Science?
1. The teacher writes the following statement on
the board: “Every person in this class is an observer and predictor of human
behaviour.”
2. The teacher asks students to respond to this
statement by recalling human behaviour that the students observed before
arriving to class, making an educated guess as to why people were behaving in
that manner, and explaining why the student expected or did not expect this
behaviour. The teacher could provide the following examples to promote student
discussion:
· Observation 1 – People on the bus don’t speak to each other unless they know each other.
· Why do people behave in this manner? Why did you expect or not expect this behaviour?
· People like their own space; “Beware of strangers”; Keep to yourself; Mind your own business;
· Observation 2 – Certain groups of students are located in certain locations in the hallways.
· Why do people behave in this manner? Why did you expect or not expect this behaviour?
· “Birds of a feather flock together.” People befriend those with similar interests.
3. Students in pairs discuss additional examples
of observations and educated guesses from their experience about the reasons
for the observed behaviour.
4. After students share ideas for five minutes,
the teacher explains that it is common for people to generalize in an effort to
understand each other and anticipate behaviours through the use of cliches,
truisms, proverbs and “common sense” explanations. The teacher explains that
these are all common but non-scientific ways of looking at human behaviour. The
teacher may wish to provide other examples and have students suggest more
examples from their own cultural backgrounds (e.g., “Let sleeping dogs lie”;
“Look before you leap”; “Two heads are better than one”; etc.). The teacher may
also want to include other unscientific sources of information of human
behaviour such as talk shows, self-proclaimed experts, and self-help books that
lack a solid research base. The teacher states that the thing that separates an
amateur observer from a trained social scientist is the use of directed methods
of research.
5. The teacher writes the answer to the question
“What is a social science?” on the board: A social science is a disciplined
understanding of human behaviour.
The teacher explains that “discipline” involves research and data
collection and analysis. Many social scientists also apply their research to
help solve social problems. Social scientists have challenging jobs because
they study extremely complex phenomena that are often subject to multiple
interpretations. The effectiveness of social scientists is demonstrated in the
quality of their research.
6. The teacher provides an example of human
behaviour that is of interest to the students (e.g., Why do some women wear
makeup? Why do some bodybuilders take steroids? Why do some people excel in
mathematics? Why do people gossip? Why do some people get body piercings).
7. With a peer partner, students brainstorm
their common sense answers to one or two of the questions provided, or, as an
alternative approach, to questions that they have generated.
8. Students are directed to approach these
questions as a social scientist. Using a think-pair-share co-operative
strategy, students respond to the following question:
“What are examples of tools of research that a social scientist would
use to examine these questions in a disciplined fashion (versus the vague
generalizations and ‘hunches’ of a non-social scientist)?”
Answers may include surveys, experiments, participant observation,
interviews, secondary data analysis. The teacher records answers on the board
and may provide examples and explanations of the use of these tools.
9. The teacher distributes and reviews with
students Appendix 1.1.1 – Key Methodological Approaches of the Social Sciences.
This appendix outlines the three key methodological approaches of the social
sciences (positivist, interpretive and critical), the purposes of research, the
role of values in research, the type of data collected, and examples of notable
social scientists that used the methodological approach. The teacher reviews
the approaches with the students and answers any questions generated from the
material.
10. Students complete the task outlined at the
bottom of the appendix. They are instructed to apply their knowledge of the
methodological approaches to topics of social concern (e.g., adoption rates,
Internet use and an aging population).
11. Answers could be reviewed by assigning one
topic of social concern to a group of students and asking them to record their
responses on the board, chart paper, or overhead transparencies.
What are
Anthropology, Psychology, and Sociology?
1. Students are introduced to the social science
disciplines of anthropology, psychology, and sociology by using a cooperative
learning jigsaw strategy. Students are placed in home groups of three and are
randomly assigned as an anthropologist and psychologist and sociologist. In the
home group, students discuss, compare and clarify the definitions, using a
textbook or the definition below:
Anthropology – The study of the unity and diversity of humanity (and
related primates) and of human culture * and society from a comparative and
global perspective.
* Culture is a hotly-debated term in anthropology but for general
purpose, culture is understood to be a way of living learned over time and
shared by groups of people (examples of components of culture are language,
abilities [art, technology], ideas and beliefs).
Psychology – The study of the thought processes and behaviour of humans.
Sociology – The study of human social life, groups, and societies.
2. Students then move to expert groups based on
one of the social sciences. In this expert group they consider the following
social phenomenon:
At Old World Collegiate there are currently more boys enrolled in math,
science, and computer programs than girls. There are also more girls enrolled
in English, languages, social sciences, and arts programs than boys.
3. Students are instructed to examine this
phenomenon from their social science (anthropology, psychology, and sociology)
viewpoint. They generate five specific questions that they would ask as social
scientists in response to this finding. They also specify three appropriate
research methods that they might use to answer the questions. Finally they
predict who might want to know the results of the research and why.
4. Students record their answers on board,
overhead transparency, or chart paper and share their findings with the class.
Teachers should make students aware that in some cases, the three social
science disciplines do overlap in their questions and methods, but they differ
in their overall focus.
5. For homework students are assigned another
social phenomenon to examine, this time, from each of the three disciplines.
The teacher should review the homework assignment before introducing the next
topic.
What Career
Opportunities are Available in Anthropology, Psychology, and Sociology?
1. Ask students for ideas of specific jobs and
possible places of employment for anthropologists, psychologists, and
sociologists. Write down responses on the board under the three specific
disciplines.
2. Students may have more answers listed for
psychologists. Ask them why they think this is so (e.g., psychologists are
commonly featured on TV shows and in movies, literature, and newspaper
articles). Teachers may need to clarify the difference between a psychiatrist
and a psychologist (i.e., psychiatrists are MD’s, while psychologists are
PhD’s.)
3. Students consider popular images of
anthropologists (e.g., Jane Goodall observing chimpanzees, anthropologists
studying indigenous populations as featured on the Discovery Channel). The
teacher discusses with students the fact that while these images accurately
reflect the jobs of anthropologists prior to the 1970s, anthropologists today
are more likely to be employed to study aspects of their own culture. For
example, recent research by anthropologists include the following topics: the
cultural significance of the pop singer Madonna, trends in teenage culture, how
to sensitively translate North American advertisements to other nations and
cultures, studies of the residents of Netville (a wired suburb of Toronto), the
workings of courts of law and prisons, and how best to teach students of
diverse cultures in Ontario high schools.
4. Students
consider popular images of sociologists. The teacher may need to provide
examples, such as guest speakers on news shows who are experts on crime, gangs,
prisons, terrorist groups, family dynamics, cults, education, workplaces, etc.
In the past, Sociological studies traditionally focused on the gap between rich
and poor, gender gaps, or issues of ethnicity and multiculturalism. Today,
sociologists are expanding into areas such as the impact of the electronic
media on society, communication patterns among different age groups and
genders, teen gangs, and patterns in crime rates.
5. The teacher provides students with more
information on careers in the three social science disciplines, distributing
Appendix 1.1.2. Students read the material with partners. Students discuss with
their partners “What are you most interested in, anthropology, psychology or
sociology?” “What subdisciplines are the most interesting to you?” “What
specializations appeal to you?”
6. Students individually write a three-paragraph
reflection in response to the following prompt:
Choose two subfields or specializations from two different disciplines
that you find most interesting in terms of career choices. Write a
three-paragraph reflection in which you explain your choices. Your response
must demonstrate your understanding of the purpose, research methods, and
terminology of anthropology, psychology, and sociology.
7. Students self-and peer assess their responses
based on a four level checklist with key criteria (e.g., accurate use of social
science terminology (Knowledge/Understanding), effective communication of ideas
(Communication), demonstration of knowledge of the purpose and of the research
methods of anthropology, psychology, and sociology (Knowledge/Understanding).
Extension
Invite a panel of
speakers representing the three disciplines to discuss their area of expertise,
how they apply their knowledge, and how and why they chose their particular
career.
Assessment & Evaluation of
Student Achievement
·
Formative
assessment of student responses during discussions and oral reports by teacher
observation.
·
Formative
assessment by self and peers of a written response based on a four-level
checklist with key criteria.
·
Teachers should
share with students the assessment and evaluation plan for the course.
Accommodations
·
Provide copies of
board notes, discussion notes, and completed appendices to those with
identified writing/processing difficulties.
·
Simplified copies
of materials may be distributed a day before the activity for pre-reading.
·
Allow exceptional
students and ESL students extra time to complete activities, if required.
·
Assign student
volunteers as scribes for students with writing difficulties.
·
Ensure that any
student groupings are heterogenous.
Resources
Jackson, Winston. Methods:
Doing Social Research. Scarborough, Ontario: Prentice Hall, 1999.
Appendix 1.1.1
Key Methodological Approaches of the
Social Sciences
|
Methodological Approach |
Purpose of Research |
Role of values in research |
Type of data collected Research designs used |
Social Science Practitioneers |
|
Positivist |
- to predict
behaviour - to test theories
of behaviour by testing hypotheses (scientific method) |
research should be
value-free |
- quantitative
research (quantifying with numbers observations about human behaviour) - experiments,
surveys, secondary data analysis |
Anthropology Edward Evans-Prichard, Alfred Reginald,
Radcliffe-Brown, Emile Durkheim Psychology B.F. Skinner Sociology Auguste Comte,
Talcott Parsons, Louis Althusser |
|
Interpretive |
- to provide an
adequate reflection of people’s experience of the social world - to test grounded
theories |
research should be
value-free |
- qualitative
research (emphasizes verbal descriptions and explanations of human behaviour) - participant
observation studies, interviews, in-depth analysis of a single event or case |
Anthropology Franz Boaz, Clifford Geertz, Victor Turner,
Margaret Mead Psychology Carl Rogers, Rollo May, James Bugentha, R.D.
Laing Sociology Max Weber, Peter Berger, Thomas Luckmann,
Irving Goffman, Howard Becker, George Herbert Mead, Karl Mannheim |
|
Critical |
- to improve the
social conditions of the oppressed |
research is
grounded in values derived from theory |
- uses both
quantitative and qualitative research - comparative
studies, in-depth interviews, and analysis of secondary data. Tends to study
societies more than individuals. |
Psychology Thomas Szaz Sociology Thomas Malthus,
Karl Marx, Herbert Marcuses, Jurgen Habermas, Michel Foucault, Wallace
Clement, Paul Willis, William Chambliss Dorothy Smith, bell hooks |
|
Examples of
questions by social scientists with a positivist approach: |
|
What factors are
most important between ________ and _______? |
|
What is the
relationship between ________ and __________? |
|
Is the popularity
of __________ rising or falling? |
|
Examples of
questions by social scientists with an interpretive approach: |
|
What is it like to
be ____________? How does ________ influence people’s lives? |
|
What is
__________’s role in society? |
|
Examples of
questions by social scientists with a critical approach: |
|
How can __________
lead to a more just society? Why are _______ oppressed in this society? |
|
What role does
__________ have in creating inequalities? |
Appendix 1.1.1 (Continued)
Task: As a social
scientist, you have been asked to research the following areas of social
concern:
· Adoption rates
· Internet use
· An aging population
1. Create one specific question for each of the
three key methodological approaches (positivist, interpretive and critical),
for the four areas of social concern (12 questions total).
Adoption rates
Internet use
Aging population
2. Choose one of the areas of social concern
listed above. Speculate on one appropriate method of research and data
collection for each of the three questions you generated.
a)
b)
c)
Appendix 1.1.2
What Career Opportunities are
Available in Anthropology, Psychology, and Sociology?
|
Subdisciplines |
Examples of Specializations and Places of
Employment |
|
Physical
(biological) anthropology The investigation
of the evolutionary origins and physical diversity of the human species |
Paleoanthropology
– studies human biological evolution Primatology –
studies the anatomy, social behaviour, and evolution of primates Human variation –
focuses on differences and similarities among the world’s people in terms of
physical characteristics Forensic
anthropology – analyses human remains for police, government agencies, and
global organizations investigating war crimes - academic
institutions, medical/pharmaceutical research, zoos/animal research, police,
global organizations |
|
Archaeology The investigation
of technological and cultural development of societies over long periods of
time |
Cultural resource
management – locates sites of prehistoric and historic significance and makes
recommendations about their preservation - government
agencies, museums, private companies (contract archaelogists bid
competitively to locate and excavate sites affected by construction) |
|
Cultural
anthropology (ethnology) The investigation
of contemporary and historically recent societies * the largest
subfield in anthropology today |
Ethnopsychiatry –
studies the relationship between society’s mores, roles, and beliefs, and
mental illness Culture and
personality studies – focuses on emotional development and socialization of
humans within their culture Ecological
anthropology – studies the relationship between people and their environments Economic
anthropology – studies how humans use the material world to maintain and
express themselves in social groups Network analysis –
examines how people use contacts (people, marketplaces, organizations) in
their lives - government
agencies, non-profit groups, private corporations, international bodies
(e.g., UN) |
|
Anthropological
linguistics The investigation
of human languages and how they relate to cultures |
Phonology –
describes and analyses the nature and patterning of sounds that make up
language Morphology –
studies meaningful sound sequences and the rules by which they are formed Sociolinguistics –
the study of how speech behaviour is affected by cultural factors - medical
research, health and educational agencies, academic institutions, private
corporations |
|
Applied
Anthropology The use of
anthropological concepts, methods, and theories to solve human problems |
Medical
anthropology – determines the interactions between human health, nutrition,
social environment, and culture Development
anthropology – provides information on communities that help agencies adapt
projects to local conditions and needs Educational
anthropology – trains personnel in multicultural issues, learning styles, and
behaviour of children from various ethnic and national backgrounds - government
agencies (health, education), non-profit groups, private corporations,
international bodies (UN, World Bank, NGOs) |
Appendix 1.1.2 (Continued)
|
Subdisciplines |
Examples of Specializations and Places of
Employment |
|
Social Psychology The investigation
of the ways in which both social and mental processes determine action |
Human experience
as a means of interaction between the world and the self, how individuals’
perceptions, belief systems, moralities, identities, and behaviours are
determined by their positions in social space, social history, institutions,
geographic context, social class. Prejudice,
Discrimination and Diversity – race-related issues, sexism, Cultural
psychology – focuses on cultural resources, ethnic world survey Interpersonal
relations – divorce, family relations, group dynamics. Evolutionary
psychology – knowledge and principles from evolutionary biology are used to
research the structure of the human mind - government
agencies, academic institutions, global organizations, private companies |
|
Clinical
Psychology The investigation
of mental health, behaviour, and treatment |
Clinical and
counselling psychologists – work in mental health settings, hospitals,
rehabilitation practice with clients who need help with mental health and
physical adjustment problems (e.g., addiction, depression, eating disorders,
alcohol and drug addiction, sexual abuse, anxiety, sleep disorders) Health
psychologists – study physical illness and disability Sport and exercise
psychology – help athletes improve - health
agencies, private consulting (e.g., therapy), government agencies (e.g.,
social work), non-profit groups |
|
Forensic
Psychology The investigation
of behavioural science, focusing on criminal and civil matters |
Prison and
correctional psychologists – facilitate prisoner rehabilitation, work in
communities to develop prevention and rehabilitation programs Forensic experts –
offer psychological opinion in the courts Civil forensics –
deal with insurance claims involving emotional suffering, competency,
accidental death claims, criminology - governmental
agencies (e.g.. police, expert witness), private corporations(e.g.,
insurance), international policing |
|
Developmental
Psychology The investigation
of development in the human mind |
School
psychologists – work in school settings to assist teachers, parents and students
understand learning and behaviour problems. Implement effective programs,
training, program evaluations. Child and
adolescent psychiatrists – aid in the understanding and treatment of
developmental, behavioural, and mental disorders which affect children and
adolescents. Conduct research
on child care, adoption, child abuse, family and parenting education, and
developmental disabilities. - government
agencies (i.e., health and education), non-profit groups medical research |
Appendix 1.1.2 (Continued)
|
Subdisciplines |
Examples of Specializations and Places of
Employment |
|
Industrial
Organizational Psychology The investigation
of psychology in all types of organizations to promote human welfare |
Industrial
organizational psychologists – research employee functioning, administrative
systems, and the workplace environment. They are
consultants who develop scientific knowledge and apply it to solving problems
at work. - private
corporations (i.e., private consulting), labour or trade associations, public
agencies, commercial enterprises |
|
Pure sociology The study of life
in human groups |
Theoretical
Sociology – analyse, critique, and formulate theories of social interaction. - academia
(universities, pilot schools, childcare facilities), writer or editor of a professional
journal |
|
Clinical sociology The study and
research of the workings of human groups May be used to
study issues/problems and may form the basis of program development |
Research design –
identify and design inquiries into selected social issues/problems and design
census questions, polls, and other types of questionnaires. - research for
government (e.g., transportation, housing, labour, education) and for private
businesses (e.g., marketing, consumer research, human resources) |
|
Criminology The study of the
causes, nature and distribution of crime in society |
Criminologists –
work with law enforcement agencies and related institutions and governments
to assess policies and procedures related to crime. - parole
boards, public policy analyst |
|
Urban sociology The investigation
of social roles, groupings and interactions within urban centres |
Urban sociologists
– focus on the role of various managers in the distribution of social
resources. - research for
government (transportation, housing, labour, education policy) |
|
Gender sociology The study of the
roles and/or perceptions of masculinity and femininity and their impact on
social relations and social policy |
Gender
sociologists – examine the various gender roles (past and present) and the
social impact of gender stereotyping. Areas of interest
include impediments to career advancement, stay-at-home fathers, dual-income
families, and the impact on society. - government
agencies (labour relations boards, equity offices), private companies (human
resources), labour or trade associations |
|
Medical sociology The examination of
social issues surrounding illness and medical systems |
Medical
sociologists – focus on issues including social factors influencing
fertility, fecundity and mortality, health care provisions, and different
medical systems. They collect and
analyse data related to the social factors contributing to health care issues
and their impact on society (e.g., use of health care by age, gender,
economic, or cultural background). - gerontology,
demographics, government agencies |
Activity
2: How do Social Scientists Work?
Time: 4 hours
Description
Students are
introduced to the methods of social science research and learn to critically
analyse research data and studies. They learn the terminology, procedures, and
reporting methods that are standard practice for social scientists, and apply
their learning to recent studies and to create, administer, and analyse a
sample survey research design.
Strand(s) & Learning Expectations
Strand(s): Research and Inquiry Skills
Overall
Expectations
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.
Specific
Expectations
IS2.01 - demonstrate
an understanding of a variety of research methods and approaches used in
anthropology, psychology, and sociology;
IS2.04 - correctly
use the terminology of anthropological, psychological, and sociological
research, including statistical terminology.
Prior Knowledge & Skills
Students who have
taken HSP3M will be familiar with the method of research in social sciences.
They have also been introduced to the basic methods and tools of research in
the first activity of this unit. Students will have learned basic mathematical
concepts such as mean, median, and mode in Mathematics in previous grades,
along with basic graphing skills used in both Grade 10 Math and Geography.
Teachers are directed to Appendix 1.2.1 for a list of key terms and
definitions.
Planning Notes
·
Gather headlines
from recent newspapers regarding social science studies/findings.
·
Gather data from
Statistics Canada or other source for student analysis.
·
Prepare answer
key for T/L S 4.
·
Prepare or
photocopy guidelines for ethical research.
·
Locate examples
of sensationalized and/or questionable social science research findings from a
newspaper or magazine.
·
Create and
distribute a checklist for sample survey.
Teaching/Learning Strategies
What is social
science research?
1. The teacher introduces this topic by using
current headlines about trends in Canada (e.g., crime rates, school dropout
rates, gang membership). The teacher leads a discussion using the following
questions: Why would this study be performed? Who would likely gather the data?
How would the data be collected? How might this study be used by governments,
citizens, social institutions (e.g., schools), or other interested parties?
2. The teacher reviews the key methodological
approaches in the social sciences from the previous activity. The teacher then
introduces several further distinctions in types and methods of social science
research including qualitative versus quantitative, descriptive versus
explanatory, and applied versus pure research. Students take notes from the
board or overhead.
|
Quantitative |
Qualitative |
|
·
Reports results
in numeric form ·
Strives for
precise measurement ·
Results
expressed in graphs, or tables ·
Used commonly
with the positivist approach; can be combined with qualitative when using
critical approach |
·
Verbal
descriptions, or explanations ·
Uses
observational/anecdotal methods ·
Strives to
reflect relationships within social systems ·
Used commonly
with the interpretive approach |
|
Descriptive |
Explanatory |
|
·
Accurate
portrayal through counting the attributes of society, e.g., number of cell
phones or fast food outlets ·
Deals with the
question of “what” e.g., What percentage of high school students have access
to the Internet at home? |
·
Explain
relationships between attributes and social behaviours ·
Deals with the
question “why” e.g., the relationship between access to the Internet and
desire to enroll in postsecondary programs |
|
Pure |
Applied |
|
·
Tests existing
theories ·
Explains
observed patterns of behaviour e.g., What factors lead teenagers to smoke? |
·
Attempts to
affect/impact social behaviours ·
Focuses on
variables that can be changed to achieve a goal ·
e.g., Designing
advertising campaigns to decrease the number of teenagers who smoke |
3. The teacher provides examples of studies, and
students classify these into the various categories mentioned. There could be
multiple answers for the examples provided.
Sample prompts could include:
· a study of the role of alternative media in shaping the values and behaviours of teenagers (qualitative, explanatory);
· the role of shaman in promoting health and well being in a native community (qualitative, explanatory);
· a study comparing male and female brain function (quantitative, pure);
· identifying societal factors that increase the number of women in positions of political and economic power and influence (applied);
· gender differences and the socialization of children (explanatory, applied);
· body art: interviews with twenty popular tattoo artists and their clients (qualitative).
How do social
scientists analyse data?
1. The teacher introduces the two
general approaches to statistics: central tendency and measures of dispersion.
The teacher provides a set of values, e.g., a set of fictitious test marks.
Sample question:
On a recent test out of 25, selected students
received marks of: 22, 20, 16, 13, 22, 8, 18,
Mean (the average of the values) =
22+20+16+13+22+8+18= 119/7 =17
Median (the middle value) = 22, 22, 20, 18, 16,
13, 8 the middle number = 18
Mode (the most commonly occurring value) = 22
Range (the distance between the highest and lowest values) = 22 – 8 = 14
Standard Deviation (the average distance of values
from the mean) = 
|
Mark |
Distance from the mean |
Distance from the mean squared |
|
22 |
22-17 = 5 |
25 |
|
22 |
22-17 = 5 |
25 |
|
20 |
20-17 = 3 |
9 |
|
18 |
18-17 = 1 |
1 |
|
16 |
16- 17= -1 |
1 |
|
13 |
13- 17 = -4 |
16 |
|
8 |
8- 17 = -9 |
81 |
|
Total |
|
158 |
Variance = standard deviation 2 =26.3
(a) The teacher demonstrates how measures of central tendency can be used to provide a single number that represents the data as a whole. Using the set of marks, the teacher defines the terms mean, median, and mode and demonstrates how they are calculated.
(b) The teacher demonstrates how measures of dispersion can help to illustrate how variable the individual values can be within a set. The teacher explains how these measures give a better picture of how spread out (variable) the individual values are. Using the same set of marks, the teacher demonstrates how to calculate range, standard deviation, and variance.
(c) The teacher also reviews basic graphing skills and introduces the “line of best fit.” The teacher demonstrates that most points of data in a given study will not fit neatly on a straight line. However, in cases of a strong correlation (where the points are closely clustered), a line can be drawn through the data so that as many points as possible are on the line and the line has approximately the same number of points above as below. In other words, the line of best fit bisects the data to give an overall impression of the relationship of the individual points. This helps to predict where additional points might fall.
2. Students are provided with a set of data on a
relevant social issue, e.g., the number of youths charged with criminal
offences between 1996 and 2000 see
www.statcan.ca/english/Pgdb/State/Justice/legal14.htm). Students are placed in
groups to analyse the data provided. Students are assigned one set of data
(e.g., charges laid by gender, or classification of crime) and are asked to
assess both the central tendency and the measures of dispersion for their data
set. Students then graph the data and apply the line of best fit. Students use
the data to write up a one-page summary of the statistics and what they might
tell interested parties about patterns/trends in youth crime.
Ethics and bias in
social science research
1. The
teacher provides a case study (some of most controversial being the 1963
Milgram study, “Behavioural Study of Obedience”; Zimbardo’s prison experiment;
Ewan Cameron’s use of LSD and ‘psychic-driving’ treatments on Montreal mental
patients at Allan Memorial Hospital, in conjunction with the CIA) from which
students may draw potential ethical problems. Using a think-pair-share
strategy, students generate a list of possible ethical dilemmas a social
science researcher may encounter when using human subjects (e.g.,
confidentiality, endangering the subject/respondent, informed consent, etc.)
Students share the responses orally with the class.
2. Students then read copies of ethical
guidelines developed by social science organizations (see resource list). Students
use these readings to create a concept map of ethical considerations on chart
paper.
3. The teacher outlines possible sources of bias
in the research process by providing examples of potential bias in the seven
major areas:
a) The selection of the problem
being researched – When studying problems, some phenomenon are judged as more
important than others. For example, researchers are more likely to study
violent events and behaviours than cooperative ones.
b) The sample design –
Researchers must be aware of androcentrism (Oxford Canadian) (viewing the world
from an exclusively male perspective), sexism, and other “isms” in their
design.
c) Funding decisions – Society
values some research more than others, and funding reflects this fact.
Researchers may choose their research problems based on financial
considerations.
d) Data collection – Researchers
must avoid providing clues to the responses they want in data collection, or
else they might distort the results. Researchers must also avoid specifying the
hypothesis of the study to the respondents because the results might be biased.
e) Data analysis – Researchers
might make random errors (accidental error) and/or systematic errors
(distorting the data in one particular direction) when analysing their data.
f) Reporting findings – Academic
journals decide what studies to print while refusing others. The popular media
also interprets and misinterprets research findings.
Use of research findings – Findings can be misrepresented by those with a particular position in society.
4. The teacher provides articles from current
newspapers or magazines containing sensational headlines and/or questionable
research methods. Students are then directed to generate questions based on the
above examples of bias in social science research. (e.g., Given an article
titled, “Being poor leads to premature death,” possible questions/concerns
arising from the study may be: How was the study conducted? What was the size
of the sample? Where the conclusions distorted? Was there gender, ethnic, and
other kinds of balance in choosing subjects? Who sponsored the study?)
Designing a sample
survey research design
1. Students work in pairs to brainstorm an issue
of interest to a psychologist, sociologist, or anthropologist that could be
examined using a questionnaire. Students generate a list of ethical issues
related to their chosen topic, and use questionnaires as a research method. The
teacher discusses these issues with the students and guides in generating a
plan for resolving potential ethical issues.
2. Students read materials that provide
guidelines for appropriate research design (e.g., bias-free questions/language,
designing appropriate questions, consistent rating scales, etc.). Students
create a list of important points on chart paper to be displayed in the
classroom for reference.
3. Students use their knowledge of bias-free
research design to design a sample survey or questionnaire to be administered
to other members of the class.
4. Students administer the survey to members of
the class (and perhaps another class) and collect data.
5. Students then analyze the data they have
collected from their survey using the appropriate methods learned.
6. Students present their findings in report
format in small group conferences, and individually hand in a short 2-3 page
summary. They discuss the research design, any ethical issues encountered, the
data analysis and address the following questions: Why was the study done? Who
might use this information and how might they use it? What future trends might
be predicted based on the data presented?
7. The reports are evaluated using a
teacher-generated checklist (sample criteria may include: issue clearly
defined, clear hypothesis, identification of appropriate research method,
survey reflects ethical considerations, data is presented clearly, analysis of
central tendency and dispersion is correct and clearly presented,
purpose/trends/possible uses of information are clearly communicated).
Remediation
Teachers should
offer specific practice sessions for students who have difficulty with
mathematical concepts.
Assessment & Evaluation of
Student Achievement
·
Formative
assessment of group data analysis using answer key.
·
Formative
assessment of issue chosen and proposed research design using peer/teacher checklist.
·
Summative
evaluation of sample survey/questionnaire using teacher-designed checklist.
Accommodations
·
Students could be
partnered for support: ESL with non-ESL students, students with weaker math
skills partnered with students with better math skills.
·
Case studies may
be edited/altered for students with reading difficulties.
·
Extra time could
be given to ensure comprehension of instructions.
·
Instructions
should be given in writing and orally.
Resources
Print
Abercrombie,
Nicholas. The Penguin Dictionary of Sociology, 4th ed. Toronto: Penguin,
2000.
Jackson,
Winston. Methods: Doing Social Research. Scarborough Ontario: Prentice
Hall, 1999.
Coles
Notes: Statistics and Data Analysis. Toronto: Coles Publishing, 1999.
Canadian Social
Trends available at
–
http://www.statcan.ca/english/indepth/11-008/feature/star2001062000s3a01.pdfon-Print
Non-Print
Statistics
Canada – http://www.statcan.ca/english/Pgdb/
Ethics resources
Canadian
Code of Ethics for Psychologists – www.cpa.ca/ethics.html
Canadian
Association of Anthropology and Sociology –
http://alcor.concordia.ca/~csaa1/csaa.html
The American
Anthropological Association – www.ameranthassn.org
The American
Sociological Association – www.asanet.org/members/ecoderev.html
Appendix 1.2.1
Key Terms in Data Analysis
|
Correlation |
The relationship
between two variables. A positive correlation exists when both variables move
in the same direction (e.g., one variable increases as the other increases).
A negative correlation exists if the two variables move in opposite
directions (one variable increases as the second variable decreases). |
|
Line of Best
Fit |
A line drawn
through scattered data on a graph such that as many points as possible and on
the line and there is a fairly equal distribution of points above and below
the line. |
|
Mean |
The average of the
data, which is found by dividing the sum of all the values by the number of
items in the set. |
|
Median |
The value in the
middle of the set when data values are arranged from highest to lowest. |
|
Mode |
The most commonly
occurring value in the set of data. |
|
Population |
The group being
studied. |
|
Random Sample |
A sample of people
that has been chosen so that every member is equally likely to be included. |
|
Range |
The gap between
the highest and lowest value in the study. |
|
Reliability |
The extent to
which an indicator will yield similar readings on repeated tests. |
|
Sample |
A group within the
population that will actually provide the information. |
|
Standard
Deviation |
A statistic that
illustrates the average variation of points from the mean of the data. It
reflects the variability of the data (in other words, whether the individual
points in the data are grouped within a small range, or whether there is a
wide range among individual values in the set). It is found by first adding
the distance of each value from the mean squared, then dividing by the number
of values in the set minus 1 (subtracting one for the mean). A standard
deviation of over 1 decreases reliability. |
|
Variance |
Another measure of
the level of differences within a set of data. The greater the spread of
data, the higher the variance. This is calculated by taking the square of the
standard deviation. |
|
Validity |
The extent to
which a measurement reflects the concept being studied. In other words, does
this measurement reflect other variables? |
Activity
3: Who are some leading social
scientists from the past?
Time: 3 hours
Description
Students are
introduced to, and become familiar with, the major contributions made by social
science practitioners in anthropology, psychology, and sociology. Students
apply their knowledge and understanding of the three social sciences through
research on a specific social scientist and through role-play and critical
discussion of that social scientist’s contributions.
Strand(s) & Learning Expectations
Strand(s): Social Change, Research and Inquiry Skills
Overall
Expectations
CHV.02 - describe
key features of major theories from anthropology, psychology, and sociology
that focus on change;
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.
Specific
Expectations
IS1.04 - analyse the
ways in which the theories of early social scientists have influenced
subsequent social-scientific thinking;
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;
IS3.01 - effectively
communicate the results of their inquiries, using a variety of methods and
forms.
Prior Knowledge & Skills
Students who have
taken HSP3M will be familiar with some social scientists of anthropology,
psychology, and sociology. Students should be familiar with role-playing and
group discussions. The teacher should encourage these students to complete
suggested extension activities and assign them as “facilitators” during
cooperative group activities, etc.
Planning Notes
·
The teacher may
wish to slightly modify activity based on the number of students that have
completed the HSP3M course, as they will be familiar with some of the social
science practitioners. Additional practitioners could be substituted (see
Appendix 1.4.1 for additional names).
·
Use library staff
as resource (basic information provided in Appendix 1.3.1). Research and select
an appropriate selection of material (e.g., one article per practitioner) if
not available in student text.
·
Teacher should
decide on the number of social scientists the students will learn about, and
how big each student group will be. Teacher may need to provide extra social
scientists depending on class size and knowledge base/information available.
·
Photocopy
Appendix material.
·
Create a chart,
titled “Major Contributors to the Social Sciences” with the headings “Social
Science Practitioners”/“Focus of Research”/”Major Contributions,” at the top,
and the social scientists listed on the left-hand side, leaving enough space
for point-form notes. See teacher copy of completed chart in Appendix 1.3.1.
·
Create a 4 level
checklist for a role-play based on key criteria (e.g., demonstration of
accurate knowledge of social science practitioner, effective communication of
ideas, accurate use of social science terminology, ability to answer fair
questions about social scientist) for teacher and peer assessment.
·
Teacher locates
and copies an observation checklist (i.e., from the Grade 10, Academic History
Course Profile).
Teaching/Learning Strategies
1. Students brainstorm on the question of what
makes a good social scientist. Review the answers.
2. The teacher lists on the board social science
practitioners that students may know. The teacher classifies the examples as
anthropologists, psychologists, or sociologists. The teacher provides
historical context to explain why the mostly-male and European early social
scientists do not represent diverse groups. The teacher reminds students that
these social scientists were revolutionary for their time.
3. The teacher assigns students to groups of
five to six and instructs them to do research and/or read a selection about one
social scientist. The teacher should ensure that all social scientists are
represented. The students’ research should deal with three main areas:
a) Summarize the major topics and
the research methods used by the social scientist;
b) Explain any potential problems
(ethical concerns, potential bias) created by the research;
c) How did the social scientist influence subsequent social scientific thinking?
4. Students, playing the roles of social scientists, introduce themselves and summarize the results of their research.
5. On the day of the task, each discussion group member introduces themselves as a social scientist, and states some of their major contributions. Students are encouraged to ask questions and respond “in role.”
6. Students continue to work in their groups out of role and complete the Social Scientists Discussion Group Questions (Appendix 1.3.2). Teachers emphasize that each student must hand in a completed sheet for assessment, and that individual answers may differ. Students also submit their research notes for evaluation.
7. Students complete peer assessment of role-play using a four-level checklist.
8. After this activity, students complete the Major Contributors to the Social Sciences chart or the teacher may wish to provide completed copies.
Extension
Students could
create a pamphlet on their social scientist to be presented to the class.
Assessment & Evaluation of
Student Achievement
·
Formative
assessment by teacher of positive participation in the group discussion using
observational checklist.
·
Formative
assessment of role-play by teacher and peers using four-level checklist
(demonstration of accurate knowledge of social science practitioner, effective
communication of ideas, accurate use of social science terminology, ability to
answer questions about social scientist).
·
Evaluation by
teacher of research notes using holistic rubric.
Enrichment
·
Students may wish
to debate with each other on a specific topic as social scientists “in role.”
Accommodations
·
Provide both oral
and written instructions.
·
Provide students
with key vocabulary before the lesson.
·
Distributes
simplified articles and material a day before the activity.
·
Allow exceptional
students and ESL students to have extra copies of the articles as they may need
extra time to complete the activity.
·
Assign student
volunteers as scribes for students with writing difficulties.
·
Ensure that
student groupings are heterogenous.
·
Link weaker students
with stronger partners.
·
Provide
exceptional students with the discussion questions before the class so they may
make notes.
Resources
Coming of
Age: Margaret Mead (975781). Films for the Humanities, 1999. 52 min.
The Emile
Durkheim Archive. – http://durkheim.itgo.com/main.html
Famous
Anthropologists. – http://www.crystalinks.com/anthropologists.html
The
International Society of Malthus. – http://www.igc.org/desip/malthus
Marvin
Harris-The Realm of MacGoddess. – www.users.voicenet.com/~nancymc/marvinharris.html
Marxist
Internet Archive. – http://csf.arxists.edu/mirrors/arxists.org/
PBS website
– www.pbs.org (search for social scientist name)
The PSI Cage: Key
Theorists/Theories in Psychology. –
http://www.psy.pdx.edu/PsiCafe/KeyTheorists/
Appendix 1.3.1
Major Contributors to the Social
Sciences
|
Social Scientist |
Focus of Research |
Major Contribution to Anthropology |
|
Franz Boaz United
States (1858-1942) |
He did field work
in Canada with Inuit of Baffin Island and Kwakiut of British Columbia. |
He was a pioneer
of cultural anthropology. He believed that learned culture, not biology,
largely determines human behaviour (nature versus nurture). He believed that
each culture should be judged by its own standards and values, not by western
ones. |
|
Louis and Mary
Leakey Great Britain (1903-1972), (1913-) |
They studied the
human species in Kenya between 1939 and 1959. |
They “discovered” Australopithecus
and Homo Habilis. They constructed a
series of ancient human civilizations that existed 100 000-200 000 years ago.
They were pioneers of the field of physical anthropology. |
|
Margaret Mead
United States (1901–1978) |
She did field work
with aboriginal peoples in Papua, New Guinea, and other Pacific islands. |
She popularized
the study of anthropology (her books were bestsellers). In her studies of
gender roles, she asserted that gender roles are not universal; they are
formed by cultural history and upbringing (personality traits associated with
“masculinity” and “femininity” are a result of early learning, not heredity). She advocated that
personalities are influenced by the society in which we live. She was a
pioneer of cultural anthropology. |
|
Social Scientist |
Focus of Research |
Major Contribution to Psychology |
|
Sigmund Freud
Germany |
He used dream
interpretation, a form of psychotherapy, on his middle class Viennese women
patients. He believed that
helping patients discover important events from their past, especially
childhood, could help with their diagnosis, since adult behaviour was
determined by events of childhood. |
He is regarded as
the founder of psychology. He developed a theory about personality that
stated that personality is a result of conflict between basic drives and
social pressures. He created a theory and method of treating patients called
psychoanalysis and developed new ideas about human motivation, child
development, personality, and abnormal behaviour. His ideas continue to
permeate popular culture. |
|
Harry Harlow
United States (1905-1981) |
He experimented on
Rhesus monkeys with surrogate mothers made of cloth and of wire, and the
effect on security, socialization, and maternal behaviour (monkeys with a
real mother were playful and showed maternal qualities whereas the monkeys
with a wire mother were afraid, tended not to socialize or mate). |
He proved that
emotional nature is formed through development and maturity. He demonstrated
the relationship between early socialization and cognitive functions,
including curiosity and self-confidence. He believed that the individual is
intrinsically motivated to seek out stimulation. He advocated that comfort
and contact with others is more important than food to ensure healthy
maturation (importance of a mother’s love and attachment). |
Appendix 1.3.1 (Continued)
|
Ivan Pavlov Russia
|
He was a behaviourist
who is remembered for his studies of conditioned behaviour in animals. He
experimented with classical conditioning, an event where the subject reacts
to a situation that is associated with pleasure or displeasure, and their
behaviour changes. He studied the relationship between stimulus and response. |
He changed the
direction of psychology by placing greater value on observable behaviour. He
won the Nobel Peace Prize in Physiology/Medicine for his work on digestion.
His experiments were the basis for modern research into conditioning. He
believed that behaviour can be modified by environmental events and that
aspects of behaviour can be consistent across species. |
|
Social Scientist |
Focus of Research |
Major Contribution to Sociology |
|
Emile Durkheim
France |
He founded the
first journal of sociology and developed the theory of social facts, which
maintained that things such as customs, institution, and organizations exert
control over people. He developed a scientific study of social order using empirical
methods and statistics to explain the forces that made social events regular
and predictable. |
He is regarded as
the founder of the structural functionalism school of sociology. His focus
was on changing the nature of society. He believed that people are a product
of their social environment. He created ways of classifying societies
according to their stages of development. |
|
Karl Marx Germany |
He coined the
terms “class conflict” and “proletariat.” He concentrated on workers’ living
conditions and sought to explain capitalism theoretically and to fight
against it politically. He believed capitalism, the economic system that
brought about class differences, would be replaced by communism (classes
would no longer exist, and everyone would have equal access to products and
benefits). |
He wrote Das
Kapital and founded the conflict school of sociology. He believed that
conflict (struggle for power and wealth) is the driving force behind society.
His political ideas shaped history and still affect our lives, since his
works became the doctrine that shaped the policies of many nations. |
|
Max Weber
(pronounced Vayber) Germany |
He focused on the
study and solutions of social problems and inequities and disagreed with Marx
that class structure was the way to view how society worked. |
He popularized the
belief that society could be reformed and improved. He believed that human
values and beliefs affected how people acted throughout history and that
systems of ideas influence economic behaviour. |
Appendix 1.3.2
Social Scientists Discussion Group
Answer the questions
below following your group introductions. For each question you must give at
least one reason for your decision. These questions should be discussed as a
group, but each student should have a completed question sheet.
1. Which social scientist would generally be
considered the most influential in their discipline?
2. Speculate which two social scientists would
have most agreed with each other’s viewpoints.
3. Which two social scientists were most similar
in terms of research methods?
4. Which social scientist would be most pleased
by the social changes that have occurred in society?
5. Which two social scientists would have
disagreed with each other’s theories?
6. Choose the social scientist who is most
relevant to your life, and explain why.
7. If you were to stage a social scientists’
dinner party, which three social scientists would you invite?
Activity
4: What causes change? What prevents
change?
Time: 2 hours
Description
Students learn how
anthropologists, psychologists, and sociologists examine personal, societal,
and cultural change. Students are introduced to examples of leading
practitioners in the three disciplines. Students apply their learning to social
change scenarios.
Strand(s) & Learning Expectations
Strand(s): Social Change, Research and Inquiry Skills
Overall
Expectations
CHV.01 - appraise
the differences and similarities in the methodologies and strategies of
anthropology, psychology, and sociology as applied to the study of change;
CHV.02 - describe
key features of major theories from anthropology, psychology, and sociology
that focus on change;
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.05 - effectively
communicate the results of inquiries.
Specific
Expectations
CH1.01 - identify a
major question about social change posed by anthropology, psychology, and
sociology;
CH1.02 - define and
differentiate between the theories of change in anthropology, psychology, and
sociology;
CH1.03 - evaluate
the major contribution to understanding social change made by leading
practitioners in the social sciences;
CH2.01 - identify
conditions for change and impediments to change as revealed in studies of
anthropology, psychology, or sociology;
IS1.02 - describe
and apply to real-life contexts the theories that are central to anthropology,
psychology, and sociology;
IS3.01 - effectively
communicate the results of their inquiries, using a variety of methods and
forms.
Prior Knowledge & Skills
·
Students should
be familiar with concept maps (Venn diagrams), role-playing, and panel
discussions.
·
This activity
builds on previous activities that focus on the differences and similarities
between the methodologies of anthropology, psychology, and sociology.
Planning Notes
·
Teachers may wish
to access more detailed information on the nine social science practitioners
listed in Appendix 1.4.1.
·
If the extension activity
is attempted, locate relevant text material on the social scientists suggested.
·
The teacher
creates an evaluation tool for student paragraph.
Teaching/Learning Strategies
What causes
change? What impedes change?
1. The teacher introduces the concept of change
by explaining to students that just as human beings can change their behaviour,
societies and cultures change as well. The conditions for change and
impediments to change are important considerations for social scientists.
2. Students are asked to identify agents of
change and impediments to change for individuals, societies, and cultures by
considering the following scenarios and questions provided by the teacher.
Teachers may have students work on all three scenarios, or just one, in small cooperative
groups.
(Why do people change their behaviour?)
Scenario 1: Student A
tends to procrastinate. After years of this behaviour, Student A decides to
stop procrastinating.
(What might be the agents of change for Student A?)
Possible student answers may include wanting to get rid of feelings of
tension, stress, fear, anxiety; failure at school or work; peer pressure;
influence of authority figures; desire to improve self-esteem; etc.
(What might have impeded Student A in their attempt to change?)
Possible student answers may include peer pressure; fear of failure to change;
loss of a trait associated with personal identity; possible biological/chemical
reasons; behaviour of other people; finding difficulty changing patterns of
behaviour; lack of motivation to change; etc.
(Why do societies change?)
Scenario 2: Women in Canada
did not have the right to vote in federal elections until 1918.
(What were the agents of change in Canada that led to women getting the right
to vote?)
Possible student answers may include the actions of women’s rights groups;
economic factors; political crisis; responses of leaders; changing attitudes;
government actions; etc.
(What might have impeded Canadian society from making this change?)
Possible student answers may include traditional beliefs concerning women’s
role in society.
(Why do cultures change?)
Scenario 3: Canadian culture
today is different from Canadian culture in the nineteenth century.
(What changes can you identify?)
Possible student answers may include closer connections to American culture
than to British culture; a more multilingual and multicultural population; the
growth of cities; a more “high tech” lifestyle at work and leisure.
(Why do you think these changes occurred?)
Possible student answers may include the need for immigrants; push-pull factors
(international crisis); changing beliefs; urbanization; technological advances;
change in social institutions and socialization patterns.
(What might impede cultural change?)
Possible student answers may include lack of technology and resources;
non-adaptive language; traditional social institutions, sanctions, customs, and
beliefs.
Note: Teachers should be aware that sociological and anthropological concepts
often overlap.
3. Teacher leads a student debriefing of the
answers to the questions based on the three scenarios.
4. Students create a concept map (e.g., a Venn
diagram with three circles) of agents of change for individuals, societies, and
cultures.
Social Science
Theories of Change
1. Students are introduced to summaries of the
major contributions to understanding social change made by nine leading
practitioners in the social sciences (Appendix 1.4.1).
2. The teacher may direct student co-operative
groups to examine just one of the social sciences in order to allow more time
to prepare a report of findings to the class. Students deliver the oral report
to the class using chart paper to record key points. Students take notes during
reports since they are responsible for demonstrating their understanding of this
material in the unit test.
Applying Knowledge
of Social Change
1. The teacher records the
following facts about social change on the board:
· More teenagers have part-time jobs today than five years ago.
· The majority of Canadians are living longer.
· The number of Canadians in regular religious attendance is falling.
· A new group of young teenagers (10 to 12 years of age) has become increasingly important to the North American economy. They have been named “tweens.”
· Greater numbers of North American men are taking parental leave today than five years ago.
· The Canadian population is made up of more diverse cultural groups.
2. Students are assigned the following tasks:
· List one major question that an anthropologist, psychologist, and sociologist might ask regarding these particular social changes.
· List the agents of change (what caused the change) and impediments to change.
· Predict the possible effects of these changes on individuals, society, and Canadian culture.
· Outline two appropriate social science research methods for examining this social change.
· Explain the challenges (e.g., possible bias, ethical concern) that a social scientist would face in examining this social change with the research methods you recommended.
3. The teacher chooses one scenario and models
answers to the questions and tasks with the entire class.
4. The teacher chooses a second example for
small group student discussion.
5. Individual students choose a third example to
write up in a two or three paragraph summary or oral report.
Extension Activity
Research another
contemporary social science practitioner and report on their contributions to
the study of social change, i.e., cultural anthropologists (Jane Guyer, Arjun
Appadurai, Eleanor Burke Leacock), psychologists (Eric Erikson, Dorothy Kimura,
Ravi Menon), and sociologists (Dorothy Nelkin, George Ritzer, Thorstein Veblin,
David Lyon).
Assessment & Evaluation of
Student Achievement
·
Formative
assessment of student responses during class discussions and participation in
small group activities through teacher observation.
·
Formative
assessment of accuracy and completeness of concept map, and written notes by
the teacher.
·
Summative
evaluation of two to three paragraph summary or oral presentation based on the
following criteria: correctly identified agents of change and impediments of
change (Knowledge/Understanding), appropriate research methods identified and
the challenges of these methods explained (Thinking/Inquiry), valid predictions
explained (Application).
Accommodations
·
Extra time for task
completion should be given to students with reading and writing difficulties.
·
Teachers should
conference with students with learning difficulties and consult students’ IEPs
to determine appropriate accommodations to ensure success in course activities.
·
Appendix
materials could be handed out to students with reading difficulties a day ahead
of time.
·
Teacher should
assist in forming heterogeneous student co-operative groups.
Resources
Appendix 1.4.1
Appendix 1.4.1
Major Contributions to Understanding
Social Change
Task: Read over the
brief summaries of social scientist contributions to the study of social change
and complete the questions that follow. Be prepared to explain your responses.
Cultural Change
Marvin
Harris (b. 1927) was key in
developing the anthropological school of cultural materialism. In terms of
social change, cultural materialists believe that human culture is shaped most
significantly by the environment (ecological, technological, and demographic
forces) in which humans live.
Sherry Ortner
(b. 1941) co-pioneered
feminist anthropology. In her research, she found that male dominance is a
universal occurrence. At one time, she advocated that men develop and define
culture. Women participate in culture but remain closer to nature because of
physiological differences. She developed an analysis for recognizing and using
key symbols in culture. She also helped to promote and define Practice Theory,
the examination of the things people do and say on a daily basis.
Ed Spicer
(1906-1983) was an applied
anthropologist who studied cultural change and agents of change, focusing on
the impact of European civilization on indigenous cultures. Spicer found that
the social structure of a contact community (e.g., Europeans) was a major
acculturation determinant.
Review the
cultural changes that have occurred in Canada over the last 100 years.
According to Harris, Ortner, and Spicer, what were the main causes of this
cultural change? What impeded this cultural change? What key questions might
each social scientist have in their study of this change?
Personal Change
Carl Jung
(1875-1961) was the founder of
analytical psychology. He developed the idea that human behaviour was often
motivated by opposite tendencies found in the “collective unconscious” (good and
evil, male and female etc.). He also developed a system of personality types
such as extraverts and introverts. In terms of social change, Jung would focus
on the role of the human mind.
Abraham
Maslow (1908-1970) developed a
theory of human motivation based on a hierarchy of needs (e.g., physiological
needs, safety and security, belonging, esteem, self-actualization). Maslow
believed that a person must achieve the lower needs before moving on to the
next level. Maslow believed that humans can control and change their
personality traits as they move upwards to reach their potential.
B.F.
Skinner (1904-1990) advocated
that learning occurs as a result of an organism responding to its environment
(operant conditioning). Skinner believed that behaviour is changed as a result
of conditioning (based on rewards and punishments). His theories are called
“behaviourism.”
Review the case
of the reformed student procrastinator. Predict the hypotheses of Jung, Maslow,
and Skinner regarding the causes of this personal change. Predict what each
social scientist might assert impeded personal change in this case. What key
questions might each social scientist raise in their study of this change?
Appendix 1.4.1 (Continued)
Societal Change
Dorothy
Smith is a Canadian feminist
sociologist who argues that women are excluded from major social institutions
of our culture and that men have traditionally appropriated and maintained
power. Smith’s research is based on the experience of women (feminist
epistemology).
Immanuel
Wallerstein (b.1930) is a
social theorist who believes that the social science theories developed in the
nineteenth century (e.g., history as a linear process moving toward positive
progress) are no longer valid. He has developed the work of Karl Marx into a perspective
called world systems theory. Wallerstein’s theory states that capitalism
involves unequal relationships among nations (not just unequal relationships
between classes in a single nation). Wallerstein examines conflict issues
arising from a global economic system. His theories stress the importance of
economic change, not cultural change.
Marlene
Mackie (b.1946) is a Canadian
sociologist who writes extensively about the role of gender socialization on
the perception of gender roles and social behaviour. She believes that the ways
in which boys and girls are socialized in childhood affects the way they will
perceive their roles in adulthood and the ways in which social behaviour and
social roles are established within societies.
Review the
societal change in Canada that occurred when women gained the vote in federal
elections. Predict the hypotheses of Smith, Wallerstein, and Mackie regarding
the cause of this societal change. Predict what each social scientist might
assert impeded this societal change. What key questions might each social
scientist raise in their study of this change?
Activity
5: Test and Social Science Research
Process
Time: 7 hours (2-3 hours for preparation,
administering and reviewing test,
and 4-5 hours of
research process)
Description
The unit test
evaluates students’ knowledge of skills and content in the first unit. In the
Social Science Research Report Process – Step 1, students prepare for the
course culminating activity by selecting a topic, forming a hypothesis, and completing
an annotated bibliography.
Strand(s) & Learning Expectations
Strand(s): Social
Change, Research and Inquiry Skills
Overall
Expectations
ISV.01 - define and
correctly use anthropological, psychological, and sociological terms and
concepts;
ISV.03 - demonstrate
an understanding of the main areas of study in anthropology, psychology, and
sociology, and of the similarities and differences among them;
CHV.01 - appraise
the differences and similarities in the methodologies and strategies of
anthropology, psychology, and sociology as applied to the study of change;
CHV.02 - describe
key features of major theories from anthropology, psychology, and sociology
that focus on change.
Specific
Expectations
CHI.01 - identify a
major question about social change posed by anthropology, psychology, and
sociology;
CH1.02 - define and
differentiate the theories of change in anthropology, psychology, and
sociology;
CH1.03 - evaluate
the major contributions to understanding social change made by leading
practitioners in anthropology, psychology, and sociology;
CH2.01 - identify
conditions for change and impediments to change as revealed in studies of
anthropology, psychology, or sociology;
IS1.02 - describe
and apply to real-life contexts the theories that are central to anthropology,
psychology, and sociology;
IS1.03 - compare
explanations of human behaviour 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;
IS2.01 - demonstrate
understanding of a variety of research methods and approaches used in
anthropology, psychology, and sociology;
IS2.04 - correctly
use the terminology of anthropological, psychological, and sociological
research, including statistical terminology;
IS3.01 - effectively
communicate the results of inquiries, using a variety of methods and forms.
Prior Knowledge & Skills
The test assesses
students’ knowledge of skills and content. Students should be familiar with
test-taking skills from prior courses.
Planning Notes
·
Teacher should
locate resources to assist in reviewing test-writing skills with students.
·
Teachers create a
test. Questions should reflect all four categories of the Achievement Chart.
·
Emphasize the
importance of completing all research steps.
·
Book the
library/resource centre and computer labs for several periods.
·
Supply a list of
topics and a copy of the assignment to the library staff.
·
Review the issue
of plagiarism and the proper format for American Psychological Association
(APA) referencing.
·
The teacher must
develop an assessment checklist for the annotated bibliography (i.e., analysis
of resources, number of sources, use of current Canadian journals, variety of
sources, proper style and format).
Teaching/Learning Strategies
1. The teacher conducts a review session and
discusses test-taking strategies. Students predict questions for the test. The
teacher encourages questions from all four learning categories.
· Appropriate Knowledge/Understanding focus questions may include: “Identify and state the significance of the following: standard deviation, critical social science approach, Karl Marx, Margaret Mead.”
· An appropriate Thinking/Inquiry focus question may include a statistical example of a social change phenomenon that students must analyse.
· Appropriate Communication/Application focus questions may include: -“Write a dialogue between an early social scientist and contemporary social scientists on the social issue of ____________”
· “Write a paragraph that considers the issue of ________ from anthropological, psychological, and sociological perspectives.” -“Given the data below, calculate mean, median, mode, range, standard deviation” -“Define central tendency and measures of dispersion, and draw conclusions for each of these terms from the data given.” -“Identify one hypothesis that a psychologist, sociologist, and anthropologist might formulate from the data given.” (see www.statcan.ca/english/ads/11-008-XPE/cumulative.htm).
2. Students write the test.
3. Review test answers. Provide exemplars for
students to view and discuss.
4. Students reflect on their test performance
and create a plan on how to improve their achievement on tests.
Social Science
Research Report
Note: The following steps should be integrated
throughout the Unit One activities.
1. The teacher introduces the social science
research report. Students begin to use their Social Science Research Folders to
store all work relating to the report and its development.
2. Students choose a topic for research. The
teacher checks for topic appropriateness.
3. Students receive instruction on how to form
key questions, develop an arguable hypothesis, evaluate resources, and write an
annotated bibliography using APA referencing.
4. Students use the library/resources centres
and computer labs to gather and select relevant secondary sources on the
selected topic; and to complete an annotated bibliography.
Assessment & Evaluation of
Student Achievement
·
The teacher
evaluates the test using a marking scheme based on the achievement chart
categories.
·
The teacher
assesses the first steps of the Research Project (key questions, hypothesis,
evaluating resources) through teacher observation.
·
The teacher
assesses the annotated bibliography using a criteria checklist (i.e., minimum
number and type of resources, Canadian content, contemporary sources,
reliability of resources).
·
The teacher
evaluates the annotated bibliography using a rubric.
Accommodations
·
It is advised that
the teacher review Individual Education Plans (IEPs) of students for
test-taking assistance and accommodations. Exceptional students may have the
option of writing the test in the resource room with provisions such as extra
time, quiet space, scribing, recording responses, etc. Instructions should be
written and oral.
·
Extra time may be
required for completion of the bibliography.
·
Checking of
notebooks prior to test may be advisable.
·
Individual
conferencing on research may be helpful.
·
Some students may
need assistance in developing a clear hypothesis and evaluating resources.
Resources
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, Ontario: Prentice Hall, 1999.
ISBN 0139745025
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