An Introduction to Anthropology, Psychology and Sociology,
Grade 11, University/College Preparation (HSP3M)
(Email: william.peat@hsc.on.ca or estelle.arthur@hsc.on.ca
Prerequisite: None
Text: Hawkes, Charles. Images of Society: Introduction to Anthropology, Psychology, and Sociology. McGraw-Hill Ryerson Limited. Toronto, 2001.
Gladwell, Malcolm. Outliers: The Story of Success. New York: Little Brown and Co., New York, 2008.
Overall Expectations:
The course introduces students to the theories, questions and issues that are the major concerns of anthropology, psychology and sociology. Students will develop an understanding of the way in which social scientists approach the topics they study and the research methods they employ. Students will be given opportunities to explore theories from a variety of perspectives and to become familiar with current thinking on a range of issues that have captured the interest of classical and contemporary social scientists in the three disciplines.
The approach taken by these disciplines can aid students in seeing the often taken-for-granted details of life in a new way. The course may on occasion take a radical issues-centred approach, which may challenge some student’s core beliefs. An atmosphere of mutual respect is essential to the successful completion of the course. Students are encouraged to be independent, self-directed learners. Ultimately, however, the program aims to enable students to undertake a personal journey of discovery, aimed at better understanding their own beliefs, culture(s) and values, as well as providing an opportunity to explore their own strengths and limitations, and ways in which they might be “employed” in both the school context and beyond.
A Note on the Organization of the Course
At HSC, we have four reporting periods (November, January, April and June). The HSP3M course, rather than being organized by units, is therefore largely organized into four blocks, which mirror these reporting periods. As such although the course aims to cover all of the ministry expectations, it does so within this context.
Course Overview - Units and Topics:
1. Block One: Introduction
Students will learn the meaning of anthropology, psychology and sociology, and be able to identify the major sub-fields within these disciplines (i.e., physical and cultural anthropology). They will also understand the way each of the disciplines approach problem solving and learn the names and key contributions of key figures in each of the three fields. Students will examine the Kitty Genovese case (the “By-Stander Effect”), as a means of introducing methods of behavioural research and analysis. Students will produce be an essay which evaluates the work of a pioneer of one of the three disciplines (Freud, Jung, Maslow, Kohlberg, Erikson, Marx, Loftus, etc), and evaluates his or her contributions to their respective fields and to the wider society, which students will present in the form of a PowerPoint presentation. As a segue into Block 2, our second reporting period, students will examine the work of Malcolm Gladwell, exploring the concept of outliers in his work of that name.
Assignments:
1. Kitty Genovese: Staying Safe Poster
2. Pioneers of Social Science Essay
3. PowerPoint Presentation of Pioneer Essay
4. Anthropology Quiz
2. Block Two: Humaness and Communication
This block will examine the way in which the behavioural sciences understand what it means to be human; students will begin by producing a personality profile/personal case study, based on the work of Myers-Briggs and Mel Levine, which draws upon the work of pioneers they have already examined; they will also analyze and evaluate the work of Charles Darwin and Carolus Linneaus, be assessed on their knowledge of Darwinism, and its detractors; and produce a film review of the recent motion picture, “Creation.” They will also explore the development of human communication, via the work of Noam Chomsky, as well as the concept of non-verbal communication through the medium of sign language.
Assignments:
1. Personality Profile
2. “Darwin’s Dangerous Idea” Quiz/Test
3. “Creation” film review
4. Nomenclature (Key word/Vocabulary Quiz)
3. Block 3: Forces that Shape Behaviour/Group Behaviour
This unit examines the forces that shape behaviour, whether they be genetic or environmental, and will examine the realm of abnormal psychology and various “disorders”. Students will undertake a formal film review, dealing with one. It will also discuss anxiety (students will participate in a workshop, led by our Hurst Place resident psychologist), and the treatment thereof. Through the National Geographic’s “Taboo” series, it will explore the nature of deviance, gender, culture, peer pressure and rites of passage. Students will produce an essay outline dealing with a negotiated topic which investigates a social issue of interest to teens, examples of which might include: Why Teens Smoke, Why Teens Use Drugs, and whether teens should be tried as adults, or any number of other issues.
Assignments:
1. Abnormal Psychology Group Presentations
2. Film Review
3. Essay Outline
4. In-Class Essay
4. Block 4: Social Institutions & Structures/ Conflict & Cohesion
The course’s culminating activity (introduced in the final term) is a research paper in which students are required to identify and research an area of personal interest, selecting a key question from which a thesis is to be developed. Students will then undertake field research, which can be in the form of a survey, questionnaire, interview or controlled experiment or observation. (Based on their experience to date, students will use appropriate research methods effectively and ethically.) The final papers are to be written in an academic format (including internal citations and a bibliography), and students will presented their findings in the form of a seminar to their peers. Students will assist in designing the rubric by which the activity is to be graded. Students will, however, select a theme, which finds itself in the general area of Social Institutions and Structures and/or Conflict and Cohesion, that is, deals with issues such as social inequality, social justice, poverty, discrimination, social organization, movements and trends.
Assignments:
1. Academic Research Paper, using the language of social science and demonstrating the ability to construct a thesis, using evidence to support their conclusions
2. Seminar based on Research Findings
Additional Resources
Although, the text, Images of Society, will served as the course’s primary resource, the National Geographic Society’s DVD series, Taboo (2004), Canadian Social Trends (Statistics Canada), and excerpts from the work of Mel Levine (All Kinds of Minds ), as well as various other magazine and newspaper articles (Also See: Module for full listing)
Assessment & Evaluation
Class Assessment and Evaluations will include quizzes, tests, research projects, essays and presentations (both group and individual), and debates, as a well as the major concluding research paper. The total assessment will comprise 70% for the formative work completed throughout the academic year, and 30% for the final evaluation, and aims to take a balanced approach. However, the emphasis of course is on critical thinking, and the ability to evaluate ideas, events and various products, as well as upon the acquisition of knowledge, and the student’s ability to apply it to a variety of contexts. See weightings outlined below:
Knowledge: Unit Tests, Quizzes, Assignments, Inquiry-Sequences, Homework Submissions (15%)
Inquiry : Case Studies, Research Projects, Independent Assignments (25%)
Communication: Oral Presentations, Monologue, PowerPoint Presentations, Graphic Illustrator, Essays (15%)
Application: Major and Minor Assignments, Homework Submissions, Essays, Correct Application of Citation Method (15%)
Final Evaluation: Independent Research Project, and presentation thereof (30%)
Late Assignments
Students are encouraged to be responsible in the timely completion and submission of all assigned work. Extensions, where reasonable and possible, should be negotiated well in advance. Late submissions will be treated in accordance with the Social Sciences Department Policy on Late Work.
Academic Dishonesty/Plagiarism
In accordance with the College Policy for Grade 11 courses, any work submitted by a student which has been produced entirely or in part by some other person or means (that is, worked deemed to be academically dishonest) will result in a mark of zero. Students are encouraged to consult “What is Plagiarism?” on pages 31-32 of the Senior School Research Guide for information on plagiarism and how to avoid it.
Student Expectations
1. Consistent and Punctual Attendance
2. Preparation for class (i.e., notebook, textbook, writing materials)
3. Completion of homework reading and assignments on time
4. Participation in class discussions
5. Appropriate behaviour and uniform
6. Submission of assignments in person by hard copy, unless otherwise instructed.
7. Advance contact in the case of absences
8. Catch up and complete all work when away from class.
Additional Assistance
Open Door Policy: Students are welcome to drop in any time, and should take advantage of the First Class system.
