Introduction to Anthropology, Psychology, and Sociology, Grade 11, College Preparation

Introduction to Anthropology, Psychology, and Sociology, Grade 11, College Preparation (HSP3C) Course Outline

Victoria Park Collegiate Institute, TDSB The Ontario Curriculum: HSP3C Gr11, College, IPAS, 1 credit Prerequisites: The Grade 10 academic course in English, or the Grade 10 academic history course (Canadian and world studies) Curriculum Leader: Ms. A Harrison Room 314 Teacher: Ms. Akram Room 313 (416)395-3310 Ext 20075

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.

Resources Teacher will provide resources for students who need to keep an organized binder/folder.

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.

Course Content List Units of Study and Approximate Timelines of each

Unit Timeline Unit 1 How do the Social Sciences Study the Question of Humanness? Unit 2 Self-Concept Unit 3 Mental Health and our Sense of Self Unit 4 Gender/Race and our Sense of Self

*Times listed are approximate. Order of instruction may vary.

Course Evaluation

Learning Skills Students will be assessed on the following Six Learning Skills; Responsibility, Organization, Independent Work, Collaboration, Initiative, Self-Regulation

Knowledge Unit Title and Thinking and Communication Application Understanding Inquiry Unit 1: Quiz X X X Humanness Written Reflection X X X X Unit 2: Movie Review X X X X Self-Concept Quiz X X X

Unit 3: Poster X X X Mental Health Quiz X X X and our Sense of Self Unit 4: Reflection/Poster X X X X Gender/Race Quiz X X X X and our Sense of Self Culminating: Presentation, Reflection, Poster X X X X In Class Exam: In Class Exam X X X X

** Above task list subject to changes. Many of the above tasks will include Higher Order Thinking Skills (HOTS).

Teaching/Assessment and Evaluation Strategies A range of instructional strategies will be used to address student needs. Some of these strategies include direct instruction, interactive instruction, experiential learning and independent study. Students are given opportunities to learn through assessment before evaluations. Summative evaluation for this course is based on a 15% culminating activity and 15% in class exam.

Achievement Chart  Knowledge and Understanding – K & U (25%) Assessment/Evaluation may include quizzes, homework checks, tests, problem sets, assignments, etc.  Communication – C (25%) Assessment/Evaluation may be based on laboratory reports, written reports, essays, oral presentations, in-class questions and answers, terminology, etc.  Thinking and Investigation - T& I (25%) Assessment/Evaluation may include scientific inquiry, technical skills, open ended test questions, concept maps, formulating questions, etc.  Application – A (25%) Assessment/Evaluation may include research, projects, debates, interviews, analyzing issues, assessing impacts and proposing courses of action, etc. 70% Grade on Course Work 30% Grade Based on Common Course-Culminating Activities

All students will: - Write an in class exam: 15% - Complete a culminating activity: 15%

A doctor’s note will be required for absences from culminating activities and exams. For more detail, please consult the Student Agenda.

Late Assignments/Missed Evaluations 5% per school day will be deducted for late assignments at the teacher’s discretion Missed tests or quizzes may result in a mark of zero if appropriate documentation is not provided. Chronic absences from evaluations may result in referral to administration.

Grade Reports throughout the Year The grade for each term/reporting period is based on the evaluations that have been conducted to that point in the course. They will be based on the most consistent level of achievement to that time. The students’ grades may change when all work is evaluated by the end of the course. An interim report will be sent home in October/March. Midterm reports will be sent home with the students approximately half way through the semester. Policies and Procedures See the Victoria Park C.I. Student Agenda for additional details on School Policies on Homework, Attendance, Lateness, Missing and Late Assignments and Assessments, Course Modifications and Academic Honesty.