Course Outline

Course Name: Introduction to Anthropology, Psychology, and Sociology Grade 11, University/College Preparation

Course Code: HHS4U

Credit Value: 1 credit
Prerequisite: The Grade 10 academic course in English, or the Grade 10 academic history course (Canadian and world studies)
Instructor: Mrs. Kirupa 


 

Curriculum Policy:  English, The Ontario Curriculum, Grades 11 and 12,

                                 (Revised 2007).

 

                                  Growing Success: Assessment, Evaluation, and Reporting in

                                  Ontario Schools, 2010.

Department: Canadian Studies and Humanities 


Course Description

This course provides students with opportunities to think critically about theories, questions, and issues related to anthropology, psychology, and sociology. Students will develop an understanding of the approaches and research methods used by social scientists. They will be given opportunities to explore theories from a variety of perspectives, to conduct social science research, and to become familiar with current thinking on a range of issues within the three disciplines.

 



 


 

Curriculum Expectations

 

RESEARCH AND INQUIRY SKILLS

Throughout this course, students will:

A1. Exploring: explore topics related to anthropology, psychology, and sociology, and formulate

questions appropriate to each discipline to guide their research;

A2. Investigating: create research plans, and locate and select information relevant to their chosen

topics, using appropriate social science research and inquiry methods;

A3. Processing Information: assess, record, analyse, and synthesize information gathered through

research and inquiry;

A4. Communicating and Reflecting: communicate the results of their research and inquiry clearly

and effectively, and reflect on and evaluate their research, inquiry, and communication skills.

 

 

ANTHROPOLOGY

By the end of this course, students will:

B1. Theories, Perspectives, and Methodologies: demonstrate an understanding of major theories,

perspectives, and research methods in anthropology;

B2. Explaining Human Behaviour and Culture: use an anthropological perspective to explain how

diverse factors influence and shape human behaviour and culture;

B3. Socialization: use a cultural anthropology perspective to explain patterns of human socialization.

 

PSYCHOLOGY

C1. Theories, Perspectives, and Methodologies: demonstrate an understanding of major theories,

perspectives, and research methods in psychology;

C2. Explaining Human Mental Processes and Behaviour: use a psychological perspective to explain

how diverse factors influence and shape human mental processes and behaviour;

C3. Socialization: use a psychological perspective to analyse patterns of socialization.

 

 

SOCIOLOGY

D1. Theories, Perspectives, and Methodologies: demonstrate an understanding of major theories,

perspectives, and research methods in sociology;

D2. Explaining Social Behaviour: use a sociological perspective to explain how diverse factors influence

and shape individual and group social behaviour;

D3. Socialization: use a sociological perspective to explain patterns of socialization.

 

 

 
Outline of Course Content:

 

Unit

Titles

Time

Unit 1

Introduction to Social Sciences

25 hours

Unit 2

Anthropology

25 hours

Unit 3

Psychology

25 hours

Unit 4

Sociology

25 hours

 

Final Project

Final Evaluation

8 hours

2 hours

 

 

Teaching/Learning Strategies:

Along with some of the strategies noted in the assessment for, as, and of learning charts, strategies will include (but not limited to):

 


  •   Brainstorming
  •  Graphic Organizers
  •  Interviews
  •  Teacher-Student Conferencing 
  •  Quizzes
  • Oral Presentations
  •  Role Play
  • Peer Assessments
  • Case Studies

  • Self- Assessments
  • Reflection/Journal Exercises
  • Structured discussions
  • Socratic teaching
  • You Tube video support
  • Peer teaching & support
 
 
 

STRATEGIES FOR ASSESSMENT AND EVALUATION OF STUDENT PERFORMANCE:

Assessment and Evaluation

The tools highlighted in yellow will be used for the three different types of assessments:

Assessment as Learning

Assessment for Learning

Assessment of Learning

Student Product

       Journals/Letters/Emails (checklist)

       Self-Assessments

       Learning Logs (anecdotal)

       Entrance tickets

       Exit tickets

 

Student  Product

         Assignment

         Journals/Letters/Emails (checklist)

         Pre-tests (scale/rubric)

         Quizzes (scale/rubric)

         Rough drafts (rubric)

         Portfolios (rubric)

         Posters (rubric/scale)

         Graphic organizers (scale)

         Peer feedback (anecdotal/checklist)

         Reports (rubric)

         Essays (rubric)

         Webbing/Mapping (rubric/scale)

         Entrance ticket

         Vocabulary notebooks (anecdotal)

         Visual Thinking Networks (rubric)

Student  Product

         Assignment (checklist/rubric)

         Journals/Letters/Emails /Memos (checklist/rubric)

         Tests (scale/rubric)

         Posters (rubric/scale)

         Graphic organizers (scale)

         Reports (rubric)

         Case Studies (rubric)

         Essays (rubric)

         Visual Thinking Networks (rubric)

         Portfolio (rubric)

         Exam

 

Observation

       Whole class discussions (anecdotal)

       Self-proofreading (checklist)

 

Observation

         Class discussions (anecdotal)

         Debate (rubric)

         PowerPoint presentations (rubric)

         Performance  tasks (anecdotal/scale)

Observation

         Debate (rubric)

         PowerPoint presentations (rubric)

         Performance  tasks (anecdotal/scale)

 

 

Conversation

       Student teacher conferences (checklist)

       Small Group Discussions (checklist)

       Pair work (checklist)

       Debate (rubric)

 

Conversation

       Student teacher conferences   

(checklist)

       Small group discussions   (checklist)

       Pair work (anecdotal)

       Peer-feedback (anecdotal)

       Peer-editing (anecdotal)

       Oral pre-tests (scale/rubric)

       Oral quizzes (scale/rubric)

Conversation

         Student teacher conferences (checklist)

         Question and Answer Session (checklist)

         Oral tests (scale/rubric)

         Oral presentation (scale/rubric)

 

 

 

The Final Grade:    

 

Percentage of Final Mark

Categories of Mark Breakdown

70%

Assessment of Learning Tasks Throughout the Term

30%

Final Project

 
 

 

The balance of the weighting of the categories of the achievement chart throughout the course is:

 

Knowledge:          25%                                              Communication: 15%

Thinking/Inquiry:   25%                                              Application: 25%

Participation       10%

 

 

Resources:

Social Science An Introduction. Copyright 2011