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 http://www.edu.gov.on.ca/eng/curriculum/second ary/) 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 disciplines. 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 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. 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 Essay Culminating Tasks/Exams (30% or the final mark) Course Culminating Task/Exams and Description Presentations: 10% Final Exam: 20% 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: 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 https://vhsdev.desire2learn.com/courses/outlines/chc2d.asp and https://sites.google.com/site/mrrobertsonsclasswebsite/chc2dcourse-details 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 Cost Please refer to the GCVI Student Handbook for our school policies on: ● academic integrity ● late and missed assignments