Guelph Collegiate Vocational Institute Department: History and Native Studies

Guelph Collegiate Vocational Institute
Upper Grand District School Board
Course Outline
Department: History and Native Studies
Course Title: An Introduction to
Anthropology, Psychology, and Sociology
Course Type: University
Grade: 11
Course Code: HSP 3U
Credit Value: 1
Department Head: Jill Goodreau
Teachers: Ms. Corrine MacGillivary, Mrs. Deb Shaw, Ms. Jill Goodreau
Teacher email: (not mandatory)
Date of Development: 2014
Curriculum Document: (copy subject-specific
document from secondary curriculum website
Course Prerequisites/Corequisites:
CHC 2D or ENG 2D
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 become
familiar with the current thinking on a range of issues within the three
Term Work (70% of the final mark)
Unit Title, Big Ideas, and Unit Culminating Tasks
B1. Theories, Perspectives, and Methodologies: demonstrate an
understanding of major theories, perspectives, and research methods in
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.
Introduction Unit:
Questioning Assign.
Survey Assignment
Anthropology Unit: Anthropology test
Psychology Unit:
Public Service Announcement
Psychology Test
Sociology Unit:
Sociology Rant
All Units:
Research Process
Culminating Tasks/Exams (30% or the final mark)
Course Culminating Task/Exams and Description
Presentations: 10%
Final Exam:
Based on the range of students’ learning needs, a selection from the strategies listed below may be
utilized. Refer to list of teaching and assessment strategies.
Teaching Strategies:
Evaluation is based on a wide range of learning activities with a major emphasis
on student-orientated activities. Students are given the opportunity to:
1. Use relevant and current case studies to examine issues from
Anthropological, Psychological and Sociological perspectives
2. Participate in cooperative group learning activities e.g. jigsaws, in-class social
science experiments, oral presentations
3. Formulate, present and defend their knowledge and opinions on
controversial issues with reasoned arguments in both written and oral
assignments e.g. discussions, debates, speeches, position papers
4. Identify and evaluate the opinions of others e.g. newspaper/magazine
articles, interviews, video documentaries
5. Conduct in-depth primary and secondary research into social science issues
and topics of personal interest
Assessment and evaluation strategies:
Assessment is a systematic process of collecting information or evidence about
a student's progress towards meeting the learning expectations. Assessment is
embedded in the instructional activities throughout a unit. The expectations for
the assessment tasks are clearly articulated and the learning activity is planned
to make that demonstration possible. This process of beginning with the end in
mind helps to keep focus on the expectations of the course. The purpose of
assessment is to gather the data or evidence and to provide meaningful
feedback to the student about how to improve or sustain the performance in
the course. Scaled criteria designed as rubrics are often used to help the student
to recognize their level of achievement and to provide guidance on how to
achieve the next level. Although assessment information can be gathered from
a number of sources (the student himself, the student's course mates, the
teacher), evaluation is the responsibility of only the teacher. For evaluation
is the process of making a judgment about the assessment information and
determining the percentage grade or level.
Assessment is embedded within the instructional process throughout each unit
rather than being an isolated event at the end. Often, the learning and
assessment tasks are the same, with formative assessment provided throughout
the unit. In every case, the desired demonstration of learning is articulated
clearly and the learning activity is planned to make that demonstration possible.
This process of beginning with the end in mind helps to keep focus on the
expectations of the course as stated in the course guideline. The evaluations are
expressed as a percentage based upon the levels of achievement.
Taken from and
Textbooks/Learning Resource Materials (align with Policy 603)
The Human Way: Introducing Anthropology, Psychology, and
Sociology Hardcover use pre formatted date that complies with legal
requirement from media matrix – Apr 30 2001
by Colin M. Bain (Author), Jill S. Colyer (Author)
Fees for Learning Materials/Activities
Learning Materials/Activities
Please refer to the GCVI Student Handbook for our school policies on:
● academic integrity
● late and missed assignments