Course Overview

Introduction to Anthropology, Psychology, and Sociology, Grade 11, University/College Preparation, HSP3M

Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12,

Social Sciences and Humanities 2000

Description

This course explores the general theories, questions, assumptions, and issues that form the basis of study for anthropology, psychology, and sociology. Methods of research and approaches used by social scientists in examining topics of study will be examined and employed by students. Opportunities to explore theories from a variety of perspectives with a focus on classical and contemporary approaches used by social scientists in the three disciplines will be presented to the students. Students will be encouraged to apply these skills to a wide range of issues that impact society and to critically examine current thinking on these issues. They will also learn to develop and support a thesis, conduct research and analysis, and effectively communicate the results of their inquiries.

How This Course Supports the Ontario Catholic School Graduate Expectations

Being a concerned, informed, and productive citizen are qualities that are highly valued by society in general and the Catholic Church in particular. Students will develop a respect for humanity based upon the study of issues presented in this course. Learning to respect the dignity of self and others according to the teachings of Christ is a key component of social behaviour. Students will be given the opportunity to become aware of and resist forces that are considered destructive to the health of society and individuals. Acquiring and developing a respect for social institutions, such as the family and Catholic Church and the related moral and ethical values inherent in these institutions will also be studied.

Course Notes

The study of the individual and society adds a fascinating and dynamic component to Canadian studies. Cooperation, competition, conflict, and reconciliation are actions that typify human behaviour. For these and many other reasons, it is important for students to gain a basic understanding of the disciplines that form the foundation of social science.

The Ontario Curriculum, Grades 11 and 12 Social Sciences and Humanities, 2000 specifies four categories that invite students to explore the intricate relationships among Anthropology, Psychology, and Sociology. A preliminary examination of the forces that shape individuals and motivate them to engage in particular behaviours is provided. Students examine theorists and vocabulary particular to each discipline and the relationship that these theories have to one another in Canadian society. A more detailed study of Canadian society can then be made. Students gain an understanding of the social, economic, and political structures that form Canadian society and the ways that individuals and groups have modified these institutions.

Unit 1 provides a firm foundation for understanding the terminology and key theories presented in the remainder of the course. This unit familiarizes the students with the principles of anthropology, psychology, and sociology and introduces them to pioneers as well as contemporary researchers within each of these disciplines. The units that follow, build upon this by examining current trends and social issues from the perspectives of each of the disciplines.

The course content lends itself to teaching the research skills unit concurrently with the other units of study. This allows the students to examine in greater detail those social issues touched upon during the regular course of study. This approach also gives the students more time to conduct their research in an organized and systematic fashion. The research and inquiry skills unit could be taught as a separate unit if the teacher so desires.

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 will emphasize the development of both independent research skills and independent learning skills. Students will also be required to demonstrate that they have developed these skills.

Where possible, students should be given the opportunity to use computers and other modern technologies (electronic journals, databases, etc.) to conduct research. Emphasis on these technologies should be made in order to familiarize students with the potential of such technology and to prepare them for both the academic and working world.

This course is divided into three units of study. Table A below indicates a suggested time frame for completion of each unit as a separate unit of study. It is suggested research and inquiry skills be developed on an ongoing basis throughout the units of the course.

Units: Titles and Times

Table A with Research and Inquiry Skills Built Into Other Units

* Unit 1	Self and Others	38 hours
Unit 2	Social Organizations	36 hours
Unit 3	Social Structures and Institutions	36 hours

* This unit is fully developed in this Course Profile.

Unit Overviews

Unit 1: Self and Others

Time: 38 hours

Unit Description

This unit is divided into three areas of concentration. The topics within the unit are organized in a manner that builds upon the understanding and development of a self-concept, which leads to an examination of how others influence the development of self-concept, and how socialization occurs. The fundamental questions that lie at the heart of anthropological, psychological, and sociological thought must be addressed first. These questions would include: Who are we? Where do we come from? How do we develop as a society? Why do humans feel the need to interact with each other? What impact does culture have on our personal development, etc.? Students are asked to evaluate the major contributions of at least one leading practitioner in each of the disciplines. It is expected that students use the terminology of anthropology, psychology, and sociology appropriately as they develop an understanding of the interrelated nature of the three disciplines. The forces that influence and shape behaviour is identified and analysed in order to explain why behaviour varies. The latter part of this unit focuses on identifying the primary and secondary agents of socialization that influence the development of individuals within different cultures while applying the theories of anthropology, psychology, and sociology.

Research and inquiry skills should be developed throughout the course. This unit provides an excellent opportunity to develop student understanding of the foundations of inquiry in anthropology, psychology, and sociology. Students develop an understanding of basic research methodology used within anthropology, psychology, and sociology. Students develop an ethical research design, in which they gather, record, interpret and present data appropriately. Students use a variety of technologies in the research, interpretation, and analysis as well as in the presentation of their final product. An introduction to the inquiry process, critical thinking skills, rudimentary research skills and processes and an introduction to the computer as a research tool should be made. Students should begin the ISU (research paper/assignment) by developing research questions and hypotheses.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	SOV.01, ISV.01, SO1.01, IS1.01, CGE2b, CGE3e	Knowledge/Understanding Thinking/Inquiry Communication Application	Disciplinary approaches to self and others.
2	SOV.01, ISV.01, ISV.02, ISV.03, SO1.02, IS1.03, IS2.03, IS3.02, CGE1e, CGE2c, CGE2d, CGE2e, CGE3e	Knowledge/Understanding Thinking/Inquiry Communication Application	Major theorists of psychology, application of research and inquiry skill, and discussion of ethics in research.
3	SOV.01, SO1.02, CGE2d, CGE3e	Knowledge/Understanding Thinking/Inquiry Communication Application	Major theorists of sociology.
4	SOV.01, ISV.01, ISV.02, ISV.03, SO1.02, IS1.03, IS2.04, IS2.05, IS2.06, IS3.02, CGE2c, CGE2d, CGE2e, CGE3e	Knowledge/Understanding Thinking/Inquiry Communication Application	Major theorists of anthropology and group research.
5	SOV.02, SO2.01, CGE2d, CGE4a, CGE4e, CGE4g	Knowledge/Understanding Thinking/Inquiry Communication Application	Factors influencing one’s personal and social development.
6	SOV.02, SO2.03, IS1.03, CGE3d	Knowledge/Understanding Thinking/Inquiry Communication Application	Factors which influence behaviour.
7	SOV.02, ISV.03, SO2.02, IS3.02, CGE2c, CGE2e	Knowledge/Understanding Thinking/Inquiry Communication Application	Mass media influence on the individual and group behaviour
8	SOV.03, SO3.01, SO3.02, SO3.04, CGE1d, CGE6a	Knowledge/Understanding Thinking/Inquiry Communication Application	Factors influencing socialization.
9	SOV.03, ISV.01, SO3.03, IS1.02, IS1.03, CGE3e	Knowledge/Understanding Thinking/Inquiry Communication Application	Theories of socialization from anthropology, psychology and sociology.
10	ISV.01, IS1.04, CGE3e	Knowledge/Understanding Thinking/Inquiry Communication Application	Developing questions for research and inquiry (ISU)

Unit 2: Social Organization

Time: 36 hours

Unit Description

Students focus on characteristics and influences of groups, conflict and cohesion, and bureaucratic organizations. Students must first trace how and why groups form, identifying the specific needs that are being met by these social groups. Students assess how different group memberships influence individuals, groups, and communities from the perspectives of anthropology, psychology, and sociology. Using an inter-disciplinary approach, students will identify and compare conflict and cohesion among groups. Students analyse the historical practices that formed the basis for social relationships involving discrimination and exclusion in contemporary society using the approaches of the three disciplines. Finally, anthropology, psychology, and sociology are used to compare bureaucratic and non-bureaucratic organizations.

At this point students should review the research process and begin to study the types and uses of research methodologies appropriate to their topic of study. Students should begin a literature review and prepare a methodology that indicates how they will collect data, including ethical consideration of the data collection. By the end of this unit students should have developed a working hypothesis for review. Students continue to research their topics applying the appropriate methodology for their chosen topic/discipline.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	ISV.01, ISV.02, IS1.04, IS2.01, IS2.02, IS2.03, IS2.04, IS2.05	Knowledge/Understanding Thinking/Inquiry Communication Application	Review and apply social science research methodologies to ISU projects.
2	ORV.01, OR1.01, OR1.02, OR1.03, CGE3c, CGE3d, CGE5a, CGE5f, CGE7h	Knowledge/Understanding Thinking/Inquiry Communication Application	Assess the characteristics and impact of groups.
3	ORV.02, OR2.01, OR2.02, CGE1j, CGE3c, CGE7c	Knowledge/Understanding Thinking/Inquiry Communication Application	Examine conflict theory and its impact upon groups in society.
4	ORV.02, OR2.03, CGE3a, CGE7b, CGE7j	Knowledge/Understanding Thinking/Inquiry Communication Application	Discuss the effects of discrimination and exclusion.
5	ORV.02, OR2.04, CGE1a	Knowledge/Understanding Thinking/Inquiry Communication Application	Analyse the historical basis of discrimination and exclusion.
6	ORV.03, OR3.01, CGE7a	Knowledge/Understanding Thinking/Inquiry Communication Application	Describe bureaucratic organizations and their characteristics.
7	ORV.03, OR3.02, CGE3f	Knowledge/Understanding Thinking/Inquiry Communication Application	Make a comparison of bureaucratic and non-bureaucratic organizations.

Unit 3: Social Structures & Institutions

Time: 36 hours

Unit Description

This unit begins with a focus on the development of the social institutions with which the students have the greatest familiarity, those of Canada. This leads to an examination and comparison of social institutions of different cultures and how such institutions change over time from the perspective of at least one of the disciplines. Students analyse in detail the social structure of the worlds of work and education within Canada, in particular how these worlds impact individuals, groups, and communities. Students identify and describe how organizational structures have evolved to resolve conflict among individuals in the workplace. Students analyse decision-making models in education systems to evaluate their impact upon the delivery of education in Canada.

Students should be exposed to a variety of data presentation methods including charts, graphs, diagrams, lab reports, oral presentations, written reports, essays, newspaper style articles, video presentations, and computer presentations. This unit offers students an opportunity to further develop their research skills in the collection, analysis, and interpretation of data related to current trends of Canadian employment and unemployment patterns as well as in an independent study unit. At this point, students should be able to present a rough draft of their research paper for review. This should reflect the students’ abilities to choose appropriate data, and make an analysis of the data in an organized fashion.

At the end of the unit students must submit a final copy of their research topic. This could be in the form of a research paper or a class presentation. The materials and data should be presented in a clear, concise format with proper citations of materials (APA Format). This represents the culminating activity for the Research and Inquiry Skills Unit.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	ISV.02, ISV.03, IS2.06, IS3.01, IS3.02	Knowledge/Understanding Thinking/Inquiry Communication Application	Discuss presentation methods for research data.
2	SSV.01, SSV.02, SS1.01, SS1.02, CGE7g	Knowledge/Understanding Thinking/Inquiry Communication Application	Comparison of social institutions of Canada with those of other cultures.
3	SSV.02, SS1.02, SS1.03, CGE7f	Knowledge/Understanding Thinking/Inquiry Communication Application	Analyse the changes in social institutions over time.
4	SSV.03, SS2.01, SS2.02, SS2.03, CGE5d, CGE5h	Knowledge/Understanding Thinking/Inquiry Communication Application	Factors influencing the changing world of work.
5	SSV.03, SS3.01, SS3.02, SS3.03, CGE1h, CGE1i, CGE7e	Knowledge/Understanding Thinking/Inquiry Communication Application	Factors influencing the changes in Canadian education.

Teaching/Learning Strategies

This course lends itself to a variety of teaching strategies and learning styles. These strategies encourage students to think critically, work cooperatively, conduct ethical research, discuss complex social issues, and make informed decisions for themselves and society. When students are presented with a variety of learning situations they construct meaning and develop skills that are useful throughout life. Students can then apply these skills to real-life situations. This course is ideally suited to conduct independent study units to develop research skills, critical thinking skills, and encourage students to become life-long learners.

The teacher is encouraged to develop learning strategies that meet the needs of students with a wide variety of learning styles and abilities. Suggested learning strategies include: research and data collection, role playing, simulations, collaborative learning, brainstorming, mind mapping, independent study units, seminar presentations, personal reflection, Socratic lessons, guest speakers, and discussion. The teacher should acquire and develop a wide range of classroom resources, many of which are available from government and non-government organizations.

The subject disciplines of anthropology, psychology, and sociology have their own particular ways in which language is used to express concepts. In order to help all students, but especially ESL/ELD students, teaching and learning strategies should pay particular attention to the following aspects of language in written and oral forms:

· Specialized vocabulary/idioms

· Wide range of tense use, active and passive voice

· Word phrases and clausal structures that indicate:

· sequence/chronology

· cause/effect relationships

· contrast/comparatives/superlatives

· statements of opinion, interpretation, inference

· statements of speculation/hypothesis, prediction

· statements of belief, intent, necessity, persuasion, evaluation, definition

· explanations of reason

· formation of questions for formal and informal circumstances oral or written

· active listening skills, for example, phrases, and syntax that express encouragement, requests for repetition, clarification and restatement

· activities such as reading/listening tasks (case-study/video viewing) need a specific and concrete product expected of students

· completion of a graphic organizer/re-enactment or structural oral response

· note taking/summarizing

· non-verbal communication skills of particular importance to presentation tasks

Language development and the expression of concepts taught are greatly facilitated if written tasks are reinforced by oral tasks and vice versa. All learners, especially those with difficulties, will benefit greatly if guidelines for oral and written tasks are initially provided.

Assessment & Evaluation of Student Achievement

Assessment and evaluation in this course are based upon the Achievement Chart in The Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities, 2000 pp.142-145. The four categories identified are: Knowledge/Understanding, Thinking/Inquiry, Communication, and Application. The provincial standard for student achievement is Level 3.

There are opportunities to evaluate any one of the categories or all of the categories, within any of the clusters of expectations for each unit. The teacher may choose to design activities which focus on one or two categories or attempt to include all of them for assessment. For example, if the students are asked to develop a role-playing presentation Knowledge/Understanding, Thinking/Inquiry, Communication, and Application all come into play. Ideally, these categories would be equally balanced.

The teacher is expected to employ both formative and summative evaluation strategies. The independent study unit, a research paper, is best introduced early and developed throughout the course. Each unit provides a framework for introducing research skills in an orderly fashion. The independent research project is a culminating activity in which students demonstrate to what level they have attained these research and inquiry skills.

Some suggestions for assessment and evaluation techniques for this course include:

· providing students with models of skills the teacher expects the students to master (e.g., developing inquiry, questions, formulating a thesis, etc.);

· providing students with a clear articulation of assessment and evaluation criteria (e.g., checklists, rubrics) as well as developing such criteria with the students;

· accommodating a variety of learning styles and special needs through modification when necessary in order to improve students performance;

· using assessment tools that are appropriate for the expectations being addressed and relate to the categories on the achievement charts;

· using performance tasks involving group work to build in positive interdependence and individual accountability.

Students should become able researchers and writers practising and demonstrating their skills in a variety of written and verbal communication tasks.

Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation.

Assessment is the ongoing process of collecting and analysing data on student performance. Evaluation is using the data collected to make an informed judgment about the knowledge, skills, and attitudes that are a part of the student’s learning experience after a specific period-of-time.

Effective classroom instruction is supported and driven by ongoing assessment and must answer the following questions:

· Why do I assess?

· When do I assess?

· What do I assess?

· How do I assess?

Assessment provides the information teachers need to design optimal programs for class instruction, individual learning, and group enrichment. Assessment instruments vary and have very different purposes.

Diagnostic assessment is used to monitor an individual to determine how to remediate or deepen their understanding of skills and concepts. It can include cloze work, applying miscue analysis, rephrasing from written and oral work, and applying assessment scales to identify the desired diagnosis.

Norm-referenced assessment compares a student to a group standard, such as national or provincial scoring scales with exemplars.

Self-referenced assessment places students on the learning continuum. Student performance is re-evaluated periodically and recorded and supported with anecdotal comments or hard copies of the student’s work. Data to support the expectations on this continuum are dated and filed in the student’s record.

Formative assessment is an ongoing process and measures how well an expectation is being met. It is used to ensure that the student is on track in the learning process and includes checklists, conferences, self-evaluation, peer evaluation and journals.

Summative assessment is applied at the end of a unit of study or course. It is used to measure the student’s work against a standard and includes portfolio assessment, unit tests, project work, oral interviews, the application of scoring scales and work examples or exemplars.

A Comprehensive Assessment Plan

· relies on a variety of strategies to measure achievement in order to make judgments about progress and performance, and create a comprehensive profile of the student learner

· uses methods that reflect classroom practice

· reflects the interests of students, parents/guardians, and teachers

· ensures that the methods, expectations, and time lines are understood by the student

· generates performance indicators to support the expectation statements

· includes ongoing cumulative format, such as writing folders and portfolios

· includes student self-assessment and evaluation, goal setting and re-evaluation

· uses assessment methods that are inclusive and unbiased in terms of race and gender

· values process and product

· makes meta-cognition a key component (how the student learned)

Accommodations

Every effort should be made to help students achieve success in this course. The teacher should make any necessary adaptations and accommodations working in collaboration with special education teachers and other professionals. Individual Education Plans provide the teacher with specific learning strategies that work best with individual students. In addition, consideration for students learning English as their second language are necessary. The teacher should be familiar with The Ontario Curriculum, Grades 9 to 12, English As a Second Language and English Literacy Development 1999. There are numerous opportunities throughout the course for the enrichment of gifted students.

Resources

Note: The URLs for the websites have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Textbooks

Secondary Level

Sproule, W. Our Social World: An Introduction to Anthropology, Psychology and Sociology. Prentice Hall, 2001.

Gerrard, Dennis. Images of Society. Toronto: McGraw-Hill Ryerson, 2001.

First Year University Level

Carlson, N. R., W. Buskist, M.E. Enzle, and C.D. Heht. Psychology: The Science of Behaviour (Canadian Edition). Needham Heights, MA: Allyn and Bacon, 2000.

Hock, R.R. Forty Studies the Changed Psychology: Explorations into the History of Psychological Research, 3rd ed. Needham Heights: MA: Allyn and Bacon, 1999.

Other Resources

Cornfield, R.J., K. Coyle, B. Durrant, K. McCutcheon, J. Pollare, and W. Stratton. Making the Grade: Evaluating Student Progress. Scarborough: Prentice-Hall Canada.

Harris, J. R. The Nurture Assumption. New York: The Free Press. 1998.

Jelinek, J. The Pictorial Encyclopedia of the Evolution of Man. New York: Hamlyn Publishing. 1975.

Darwin, C. The Origin of the Species. New York: Gramercy Books. 1979.

Government References

Ministry of Education and Training. Ontario Secondary Schools Grades 9 to 12, Program and Diploma Requirements. 1999

Trafford, L. Educating the Soul: Writing Curriculum for Catholic Secondary Schools. Toronto: Institute for Catholic Education. 1998.

Ministry of Education and Training. The Ontario Curriculum Grades 11 and 12: Social Sciences and Humanities. 2000

Ministry of Education and Training. The Ontario Curriculum Grades 9 to 12: Program Planning And Assessment. 2000

Videos

Note to Teachers

Videos and movies are copyrighted materials. Before you include any video or movie into your lesson plan you should check with the necessary support staff within your board of education to determine whether or not you have the legal right to show the film. Penalties for abusing copyright can be severe. The list of films below is intended as an example of video materials that may be used within this course.

The Clan of the Cave Bear: CBS/FOX Video, 100 minutes.

The Breakfast Club: MCA/ Universal Video, 92 minutes.

As Good as it Gets: TRI STAR, 139 minutes.

Twelve Angry Men, TURNER, 95 minutes.

All About Eve, FOX Video.

One Flew Over the Cuckoo’s Nest.

The Night of the Hunter.

The Best Years of Our Lives, MGM.

Software

Word Processing Program

OSS Policy Considerations

This profile is designed to aid the teacher in developing and delivering the course Introduction to Anthropology, Psychology, and Sociology, Grade 11, University/College Preparation based on The Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities, pp. 100-104. This course would fulfill the requirement for an additional credit in social sciences and the humanities within the 18 compulsory credits required for an Ontario Secondary School Diploma in section 3.1.1 (p. 9) and Appendix 5 (p. 72) of Ontario Secondary Schools, Grades 9 to12, Program and Diploma Requirements, 1999. Expectations for accommodations and modifications are outlined in Section 7.12 (pp. 56-58) and Appendix 6 (pp. 74-75). The basis for assessment, evaluation and reporting practices are outlined on
pp. 13-16 of The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment.

Coded Expectations, Introduction to Anthropology, Psychology, and Sociology, Grade 11, University/College Preparation, HSP3M

Self and Others

Overall Expectations

SOV.01 · describe some differences and similarities in the approaches taken by anthropology, psychology, and sociology to the concept of self in relation to others;

SOV.02 · demonstrate an understanding of the social forces that influence and shape behaviour as described by anthropologists, psychologists, and sociologists;

SOV.03 · analyse socialization patterns from the perspectives of anthropology, psychology, and sociology.

Specific Expectations

Foundations of Anthropological, Psychological, and Sociological Thought

SO1.01 – demonstrate an understanding of the major questions related to “self and others” that are posed by anthropologists (e.g., What are the cultural patterns that help to define the self?), psychologists (e.g., How do defence mechanisms enable us to cope with others?), and sociologists (e.g., What is the relationship between the individual and society?);

SO1.02 – evaluate the major contributions to our understanding of the idea of self in relation to others made by at least one of the leading practitioners in each of anthropology (e.g., Franz Boas, Margaret Mead, Ruth Benedict), psychology (e.g., Sigmund Freud, Jean Piaget, Karen Horney), and sociology (e.g., George Herbert Mead, Irving Goffman).

Forces That Influence and Shape Behaviour

SO2.01 – identify and assess the major influences that contribute to an individual’s personal and social development (e.g., heredity, environment, race, gender);

SO2.02 – analyse the role of the mass media in influencing individual and group behaviour;

SO2.03 – explain why behaviour varies depending on context and on the individuals involved (e.g., at work, within a family, in sports, in a crowd, in a large city or small town).

Socialization

SO3.01 – explain the role of socialization in the development of the individual;

SO3.02 – identify the primary and secondary agents of socialization (e.g., family, school, peers, media, work) and evaluate their influence;

SO3.03 – demonstrate an understanding of anthropological, psychological, and sociological theories that deal with socialization (e.g., enculturation, nature versus nurture, social isolation);

SO3.04 – evaluate the role of cultural influences in socialization (e.g., as they affect gender expectations).

Social Structures and Institutions

Overall Expectations

SSV.01 · identify social institutions common to many different cultures;

SSV.02 · compare how selected social institutions function in a variety of cultures;

SSV.03 · demonstrate an understanding of recent structural changes in work and education and of the impact these changes have on Canadian society.

Specific Expectations

Social Institutions

SS1.01 – identify social and civil institutions in Canadian society (e.g., education, health care, the prison system, policing) and analyse the roles they play in society;

SS1.02 – describe some of the social institutions of at least three diverse cultures (e.g., First Nations communities in Canada, Masai communities in Africa, Tamil communities in Asia);

SS1.03 – demonstrate an understanding of the ways in which social institutions change over time, from the perspective of at least one of anthropology, psychology, and sociology.

Social Structure: The World of Work

SS2.01 – analyse the structural changes that are occurring in the world of work within Canada (e.g., the shift to part-time jobs and home offices, the focus on information technologies);

SS2.02 – describe the structural ways in which conflict (e.g., sexual and racial harassment) is addressed in the workplace (e.g., through the filing of grievances, mediation, arbitration);

SS2.03 – identify current trends in Canadian employment and unemployment patterns, using information from Statistics Canada, and analyse the influence these trends have on individuals, groups, and communities.

Social Structure: The World of Education

SS3.01 – explain the structural changes that are occurring in education in Canada (e.g., distance learning, lifelong learning, education reform);

SS3.02 – analyse the psychological and sociological impact of changes in education on individuals, groups, and communities (e.g., democratization of education, gender balance in higher education, the home as school and office);

SS3.03 – analyse how different decision-making models in education systems (e.g., centralized, consultative, collaborative, democratic) affect the provision of education in a society.

Social Organization

Overall Expectations

ORV.01 · demonstrate an understanding of the characteristics of groups in Canadian society as identified by anthropology, psychology, and sociology;

ORV.02 · analyse the psychological impact of group cohesion and group conflict on individuals, groups, and communities;

ORV.03 · describe the characteristics of bureaucratic organizations.

Specific Expectations

Characteristics and Influences of Groups

OR1.01 – demonstrate an understanding of the various reasons and different ways in which individuals form groups, and categorize various types of groups in Canadian society (e.g., social groups; dyads; primary and secondary groups such as clubs, community groups, and athletic teams);

OR1.02 – describe the different types of groups that form to serve collective needs (e.g., study groups, self-help groups, political groups, cults, youth subcultures);

OR1.03 – explain, from the perspectives of anthropology, psychology, and sociology, how membership in different groups (e.g., cliques, gangs, cults, clubs) influences the individual, the family, and the community.

Conflict and Cohesion

OR2.01 – identify and compare anthropological, psychological, and sociological perspectives on conflict among individuals, groups, and communities;

OR2.02 – analyse anthropological, psychological, and sociological perspectives on group cohesion;

OR2.03 – demonstrate an understanding of discrimination and exclusion in social relationships, from the perspectives of anthropology, psychology, and sociology;

OR2.04 – analyse examples of social or institutional practices in earlier historical periods that formed the basis for social relationships involving discrimination or exclusion in contemporary society (e.g., apartheid, segregation, ghettoization, ostracism, gender discrimination).

Bureaucratic Organizations

OR3.01 – identify examples of bureaucratic organizations (e.g., the military, non-governmental organizations), and describe their characteristics (e.g., cooperative, authoritarian);

OR3.02 – compare a bureaucratic and a non- bureaucratic organization from the perspectives of at least one of anthropology, psychology, and sociology.

Research and Inquiry Skills

Overall Expectations

ISV.01 · use appropriate social science research methods effectively and ethically;

ISV.02 · conduct research to determine the critical differences and similarities among the approaches and concepts of anthropology, psychology, and sociology, and summarize their findings;

ISV.03 · effectively communicate the results of their inquiries.

Specific Expectations

Understanding the Foundations of Inquiry in Anthropology, Psychology, and Sociology

IS1.01 – correctly use the terminology of anthropology, psychology, and sociology (e.g., functionalism, behaviouralism, feminism);

IS1.02 – define the concepts that are central to anthropology (e.g., evolution, diffusion, culture), psychology (e.g., perception, cognition, personality), and sociology (e.g., role, gender, institution);

IS1.03 – demonstrate an understanding of the factors that explain human behaviour from the perspective of anthropology (e.g., myth, kinship), psychology (e.g., conditioning, subconscious), and sociology (e.g., socialization, social interaction);

IS1.04 – formulate appropriate questions for research and inquiry relating to one or more of the main areas of concern in the social sciences.

Using Research Skills

IS2.01 – describe the steps involved in social science research and inquiry, including developing and testing a hypothesis;

IS2.02 – demonstrate an understanding of various research methodologies for conducting primary research (e.g., interviews, surveys and questionnaires, observations);

IS2.03 – demonstrate an understanding of the ethical guidelines of social science research;

IS2.04 – demonstrate an ability to locate and select relevant information from a variety of print and electronic sources (e.g., books, periodicals, television, Internet sites, CD-ROMs);

IS2.05 – evaluate the relevance and validity of information gathered through research;

IS2.06 – demonstrate an ability to organize, interpret, and analyse information gathered from a variety of sources.

Communicating Results

IS3.01 – record information and key ideas from their research, and document sources accurately, using correct forms of citation (e.g., those recommended by the American Psychological Association);

IS3.02 – effectively communicate the results of their inquiries, using a variety of methods and forms (e.g., graphs, charts, diagrams, lab reports, oral presentations, written reports, essays, newspaper-style articles, video presentations).

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good.

Unit 1 | Course Profiles Main Menu

Acknowledgments

Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12,

Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Times

Unit Overviews

Unit 1: Self and Others

Unit 2: Social Organization

Unit 3: Social Structures & Institutions

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

A Comprehensive Assessment Plan

Accommodations

Resources

Textbooks

Government References

Videos

Software

OSS Policy Considerations

Self and Others

Overall Expectations

Specific Expectations

Social Structures and Institutions

Overall Expectations

Specific Expectations

Social Organization

Overall Expectations

Specific Expectations

Research and Inquiry Skills

Overall Expectations

Specific Expectations