AN INTRODUCTION TO ANTHROPOLOGY, PSYCHOLOGY, AND SOCIOLOGY HSP3M Grade 11, University/College Preparation TDSB, Martingrove C.I. Revised : September 2009 Credit value: 1..0 Teacher: Ms. Arban Curriculum Leader: Mr. Rakosy Textbook: Hawes, Reg, Hawkes, Charles, Holland, Dick, Gerrard, Dennis, and Keirstead, Marc, Images of Society, Mc-Graw-Hill, 2001 The Ontario Curriculum, Grade 11 and 12, Social Sciences and Humanities, 2000 SECTION ONE - COURSE DESCRIPTION This course introduces the theories, questions, and issues that are the major concern of anthropology, psychology, and sociology. Students develop an understanding of the way social scientists approach the topics they study and the research methods they employ. Students are given opportunities to explore theories from a variety of perspectives and to become familiar with current theories on a range of issues researched by classical and contemporary social scientist in the three disciplines. SECTION 2 - COURSE OVERVIEW This course engages students in the study of humanity from the perspective of three of the social sciences: anthropology, psychology, and sociology. Students have the opportunity to reflect on their own personal development, issues of mental health and well being, social influences on behaviour, the impact of social institutions on their lives, and the challenges facing human cultures. This course helps students find meaning in the world around them and to understand their own relationship to the world. Through practical applications, discussions, debates, research, and reflection this course helps students become self-motivated, creative, and critical problem-solvers. This is a University/College Preparation course that has no prerequisites and includes content that is relevant for both university and college programs and related careers. This course is designed to equip students with the knowledge and skills they need to meet the entrance requirements for specific university and college programs. Teaching and learning emphasize the development of both independent research skills and independent learning skills. Social science courses give students essential knowledge and transferable skills that are applicable in various areas of their lives, as well as in their post secondary studies and in the workplace. SECTION 3 - STRANDS The following are the three strands into which the course Introduction to Anthropology, Psychology, and Sociology is organized: Self and Others Social Structures and Institutions Social Organization Research and Inquiry Skills SECTION 4 - UNITS OF STUDY Unit I: Anthropology Foundations of Evaluation Time anthropology Frame Human Evolution and Group work, September the Future of debate, essay to the Humanity; Genetic and a test end of Engineering November The Birth of Language The Great Apes Cultural Anthropology Presentation Unit II: Psychology Foundations of Minor December Psychology assignments to the end & test of February Nature vs. nurture Feral children and isolates Developmental psychology Infancy and childhood: physical, cognitive, moral and psycho- social development; what shapes human behavior? The Brain That Debate and a Changes Itself seminar (neuroplastic changes) Sigmund Freud Personality Mental health Abnormal psychology Presentation (Mental Illnesses) (or a project) Assignments, Unit III: Sociology Foundations of March to and an sociology the end of interview at a June social agency of your choice, leading to the Summative (explained later) Social structures and institutions Family and family models School and educational reform Conflict and cohesion Delinquent behavior; violence and aggression Bullying Groups and Group behavior; conformity Social concerns and issues SECTION 5: OVERALL EXPECTATIONS By the end of this course, students will: · describe some differences and similarities in the approaches taken by anthropology, psychology, and sociology to the concept of self in relation to others; · demonstrate an understanding of the social forces that influence and shape behavior as described by anthropologists, psychologists, and sociologists; · identify and assess the major influences that contribute to an individual’s personal and social development; · identify social institutions common to many different cultures · demonstrate an understanding of the characteristics of groups in Canadian society as identified by anthropology, psychology, and sociology; · demonstrate an ability to locate, select, and organize information from a variety of sources · demonstrate an ability to think creatively, manage time efficiently, and work effectively in independent and collaborative study SECTION 6 - LEARNING SKILLS Student learning skills will be monitored and evaluated throughout the year. Factors such as academic integrity, good attendance, completion of homework, and submission of assignments on time are critical in achievement of the curriculum expectations and student success. The report card provides a record of the learning skills demonstrated by the students in the five following categories: Works Independently Teamwork Organization Work Habits Initiative These learning skills are evaluated using a four point scale: E(excellent), (G) good, (S) satisfactory, and (N) needs improvement. SECTION 7 - ASSESSMENT AND EVALUATION Throughout this course, students will be provided with numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations, across all four categories of knowledge and skills. 70% of the grade will be based on evaluations conducted throughout the course, with special consideration given to more recent evidence of achievement. 30% of the grade will be based on the summative evaluation of the final culminating activity. All below outlined tasks may have elements that overlap and/or parts that will be included under different categories (i.e. partly under Knowledge/Understanding, partly under Thinking/Inquiry, partly under Communication or Application). The following mark distribution will be applied: Knowledge/Understand Thinking/Inquiry Communication Application 25% 25% 25% 25% Knowledge/Understanding: Test #1 Anthropology Test #2 Developmental Psychology Quizzes Thinking/Inquiry: Inquiry Method Social Darwinism The Whale Rider The Perfect School The Cycle of Violence Minor Assignments Communication: Essay: Genetic research Presentation: World Cultures The Brain That Changes Itself (seminar) Application: Genetic Research (newspaper article/debate) Isolates (nature vs. nurture) Psychology Profiles Who Am I? Mental Illnesses Debates SUMMATIVE ASSIGNMENT: 30% Students will choose and visit a social agency of their choice Students will identify the target group their agency serves (elderly, youth at risk, teenage pregnancies, homeless people etc.) Students will research the topic relevant to their agency and interview a representative of that agency Students will analyze the results, present their findings in class and write a report addressing the social issue they have researched SECTION 8 - RESPONSIBILITIES FOR CREDIT 1. Each student must prepare for each class by reading and answering the homework questions assigned by the teacher. 2. Share information from specifically assigned readings or research with the other members of the group or class. 3. Come to class prepared (pen, pencil, notebook and studying materials). 4. To meet the course expectations, each student must · write unit tests on the dates scheduled · complete all major projects, assignments and the essay · attend all classes unless there is a legitimate reason for absence · define, organize, research, submit and present a topic of independent study (final summative evaluation). SECTION 9 - ATTENDANCE POLICY, CLASS ROUTINES AND PROCEDURES Regular daily attendance and punctuality is a must. Students are responsible for catching up on missed homework and assignments. If you miss a class, you can find all work sheets on the shelf next to the office door. Participation in class activities is an important component in learning how to develop the skills and work habits essential to succeed. Lateness for school is not a legitimate reason for a missed test. Students ill on day of a test must provide a properly dated note by a doctor, parent or guardian. No food or drinks (except water) are permitted in the classroom. All assignments (except those completed in class) must be typed. I will not accept any assignment written in pencil. SECTION 10 - HOMEWORK Homework will be on the side board for the majority of classes. Make sure that as soon as you come to class, you write the homework into your Student Handbook. You are expected to do your homework and to make notes or answer questions on the reading assigned. The taking of notes is a major part of the learning process as you will learn how to condense and summarize information and to put source material into your own words. Homework will be assigned and checked on a regular basis at the beginning of class. If a student is absent at time of checking, it is up to the student to submit homework to the teacher at the beginning of the next class. SECTION 11 - EXTRA HELP I can be found for extra help in history office, room 265A or 267 before classes or by appointments only at lunch.