Course Profiles
Catholic District School Board Writing Partnership
Course Profile
Introduction to Anthropology,
Psychology, and Sociology
Grade 11
University/College Preparation
HSP3M
 for teachers by teachers
This sample course of study was prepared for teachers to use in meeting local classroom
needs, as appropriate. This is not a mandated approach to the teaching of the course.
It may be used in its entirety, in part, or adapted.
Spring 2001
Course Profiles are professional development materials designed to help teachers implement the new
Grade 11 secondary school curriculum. These materials were created by writing partnerships of school
boards and subject associations. The development of these resources was funded by the Ontario Ministry
of Education. This document reflects the views of the developers and not necessarily those of the
Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are
also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational
purposes.
Any references in this document to particular commercial resources, learning materials, equipment, or
technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any
official endorsement by the Ministry of Education or by the Partnership of School Boards that supported
the production of the document.
© Queen’s Printer for Ontario, 2001
Acknowledgments
Catholic District School Board Writing Teams – Introduction to Anthropology, Psychology, and
Sociology
Lead Board
Windsor-Essex Catholic District School Board
Course Profile Writing Team
William Fabel (Lead Writer), St. Anne Secondary School
Michelle Fabel, St. Anne Secondary School
Lydia D’Angelo, Catholic Central Secondary School
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
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.
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 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
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
Unit 2
Social Organizations
Unit 3
Social Structures and Institutions
* This unit is fully developed in this Course Profile.
38 hours
36 hours
36 hours
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.
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 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
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, Knowledge/Understanding Disciplinary approaches to self
IS1.01, CGE2b, CGE3e
Thinking/Inquiry
and others.
Communication
Application
2
SOV.01, ISV.01, ISV.02, Knowledge/Understanding Major theorists of psychology,
ISV.03, SO1.02, IS1.03,
Thinking/Inquiry
application of research and
IS2.03, IS3.02, CGE1e,
Communication
inquiry skill, and discussion of
CGE2c, CGE2d, CGE2e, Application
ethics in research.
CGE3e
3
SOV.01, SO1.02,
Knowledge/Understanding Major theorists of sociology.
CGE2d, CGE3e
Thinking/Inquiry
Communication
Application
4
SOV.01, ISV.01, ISV.02, Knowledge/Understanding Major theorists of anthropology
ISV.03, SO1.02, IS1.03,
Thinking/Inquiry
and group research.
IS2.04, IS2.05, IS2.06,
Communication
IS3.02, CGE2c, CGE2d,
Application
CGE2e, CGE3e
5
SOV.02, SO2.01,
Knowledge/Understanding Factors influencing one’s
CGE2d, CGE4a, CGE4e, Thinking/Inquiry
personal and social
CGE4g
Communication
development.
Application
6
SOV.02, SO2.03, IS1.03, Knowledge/Understanding Factors which influence
CGE3d
Thinking/Inquiry
behaviour.
Communication
Application
7
SOV.02, ISV.03, SO2.02, Knowledge/Understanding Mass media influence on the
IS3.02, CGE2c, CGE2e
Thinking/Inquiry
individual and group behaviour
Communication
Application
8
SOV.03, SO3.01,
Knowledge/Understanding Factors influencing
SO3.02, SO3.04, CGE1d, Thinking/Inquiry
socialization.
CGE6a
Communication
Application
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 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
9
SOV.03, ISV.01, SO3.03,
IS1.02, IS1.03, CGE3e
10
ISV.01, IS1.04, CGE3e
Knowledge/Understanding
Thinking/Inquiry
Communication
Application
Knowledge/Understanding
Thinking/Inquiry
Communication
Application
Theories of socialization from
anthropology, psychology and
sociology.
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,
Knowledge/Understanding
Review and apply social
IS2.01, IS2.02, IS2.03,
Thinking/Inquiry
science research
IS2.04, IS2.05
Communication
methodologies to ISU
Application
projects.
2
ORV.01, OR1.01, OR1.02,
Knowledge/Understanding
Assess the characteristics and
OR1.03, CGE3c, CGE3d,
Thinking/Inquiry
impact of groups.
CGE5a, CGE5f, CGE7h
Communication
Application
3
ORV.02, OR2.01, OR2.02,
Knowledge/Understanding
Examine conflict theory and
CGE1j, CGE3c, CGE7c
Thinking/Inquiry
its impact upon groups in
Communication
society.
Application
4
ORV.02, OR2.03, CGE3a,
Knowledge/Understanding
Discuss the effects of
CGE7b, CGE7j
Thinking/Inquiry
discrimination and exclusion.
Communication
Application
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 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
5
ORV.02, OR2.04, CGE1a
6
ORV.03, OR3.01, CGE7a
7
ORV.03, OR3.02, CGE3f
Knowledge/Understanding
Thinking/Inquiry
Communication
Application
Knowledge/Understanding
Thinking/Inquiry
Communication
Application
Knowledge/Understanding
Thinking/Inquiry
Communication
Application
Analyse the historical basis of
discrimination and exclusion.
Describe bureaucratic
organizations and their
characteristics.
Make a comparison of
bureaucratic and nonbureaucratic 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, Knowledge/Understanding Discuss presentation methods
IS3.01, IS3.02
Thinking/Inquiry
for research data.
Communication
Application
2
SSV.01, SSV.02,
Knowledge/Understanding Comparison of social
SS1.01, SS1.02, CGE7g Thinking/Inquiry
institutions of Canada with
Communication
those of other cultures.
Application
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 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
3
SSV.02, SS1.02,
SS1.03, CGE7f
4
SSV.03, SS2.01,
SS2.02, SS2.03,
CGE5d, CGE5h
5
SSV.03, SS3.01,
SS3.02, SS3.03,
CGE1h, CGE1i, CGE7e
Knowledge/Understanding
Thinking/Inquiry
Communication
Application
Knowledge/Understanding
Thinking/Inquiry
Communication
Application
Knowledge/Understanding
Thinking/Inquiry
Communication
Application
Analyse the changes in social
institutions over time.
Factors influencing the changing
world of work.
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
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 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
 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.
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 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
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 reevaluated 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.
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 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
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.
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 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
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.
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 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
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.
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 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
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;
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 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
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, newspaperstyle articles, video presentations).
Page 13
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A Discerning Believer Formed in the Catholic Faith Community who
CGE1a
CGE1b
CGE1c
CGE1d
CGE1e
CGE1f
CGE1g
CGE1h
CGE1i
CGE1j
-illustrates a basic understanding of the saving story of our Christian faith;
-participates in the sacramental life of the church and demonstrates an understanding of the
centrality of the Eucharist to our Catholic story;
-actively reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
-develops attitudes and values founded on Catholic social teaching and acts to promote social
responsibility, human solidarity and the common good;
-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)
-seeks intimacy with God and celebrates communion with God, others and creation through
prayer and worship;
-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;
-respects the faith traditions, world religions and the life-journeys of all people of good will;
-integrates faith with life;
-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.
Page 14
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
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.
Page 15
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
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 are 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. This could be accomplished through an introduction to the inquiry process, critical
thinking skills, rudimentary research skills and processes, and an introduction to the computer as a
research tool. Students should begin the ISU (research paper/assignment) by developing research
questions and hypotheses.
Unit Synopsis Chart
Activity
1. “I am…”
Unit 1 - Page 1
Time
90
min
Expectations
SOV.01, ISV.01,
SO1.01, IS1.01,
CGE2b, CGE3e
Ach.
K/U,
T/I,
C, A
Tasks
Students complete, categorize and share
“I am…” statements.
Students define anthropology, psychology and
sociology using a textbook.
Students apply definitions by re-categorizing their
“I am…” lists according to the question each
discipline would ask and share in class discussion
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
2. Theorists
of
Psychology
720
min
SOV.01, ISV.01,
ISV.02, ISV.03,
SO1.02, IS1.03,
IS2.03, IS3.02,
CGE1e, CGE2c,
CGE2d, CGE2e,
CGE3e
K/U,
T/I,
C, A
3. Theorists
of Sociology
270
min
SOV.01, SO1.02,
CGE2d, CGE3e
K/U,
T/I,
C, A
4. Theorists
of Anthropology
340
min
K/U,
T/I,
C, A
5. Personal
and Social
Development
6. Behaviour
60
min
SOV.01, ISV.01,
ISV.02, ISV.03,
SO1.02, IS1.03,
IS2.04, IS2.05,
IS2.06, IS3.02,
CGE2c, CGE2d,
CGE2e, CGE3e
SOV.02, SO2.01,
CGE2d, CGE4a,
CGE4e, CGE4g
SOV.02, SO2.03,
IS1.03, CGE3d
Discuss and apply scientific method to Pavlov’s
classical conditioning experiment.
Examine Watson’s and Skinner’s experiments in
behaviour.
Class discussion on ethical research and Catholic
Church’s position on conducting scientific
research.
Students create plans to change behaviour.
Lecture on Freud’s theory Apply Freud’s theory
to an excerpt from a popular novel or
psychological novel.
Discuss Horney’s theory.
Discuss and read Piaget’s and Erickson’s theories.
Students create list of behaviours indicating
unresolved issues.
Solving dilemmas and discussing Kohlberg’s
theory (Appendix 1.2.1).
Discussion on needs of humans at different points
in life and Maslow’s theory
Role-play scenarios to explore how we construct
meaning from words and discuss George Herbert
Mead’s theory.
Generate list of non-verbal cues and meanings.
Role-play conflicting action statements scenarios.
Discuss Goffman’s Theory.
Discuss language acquisition and acceptable
behaviour.
Read about Harlow monkey experiment and feral
children
Group research and presentation on major
contributions of various anthropologists
(See Appendices 1.4.1 and 1.4.2)
7. Influence
of Media on
the Self
360
min
K/U,
T/I,
C, A
K/U,
T/I,
C, A
K/U,
T/I,
C, A
Brainstorm a list of things that influence personal
and social development.
Analyse milestones of human development
Analyse variances in behaviour from film and
discussion of how an individual alters their
behaviour to suit their audience
View the film Killing Us Softly and then analyse
advertisements and the messages they portray.
Analyse role and prevalence of violence in media
Unit 1 - Page 2
120
min
SOV.02, ISV.03,
SO2.02, IS3.02,
CGE2c, CGE2e
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
8. Agents of
Socialization
60
min
SOV.03, SO3.01,
SO3.02, SO3.04,
CGE1d, CGE6a
K/U,
T/I,
C, A
9. Theories
of
Socialization
10. ISU
Introduction
210
min
SOV.03, ISV.01,
SO3.03, IS1.02,
IS1.03, CGE3e
ISV.01, IS1.04
K/U,
T/I,
C, A
K/U,
T/I,
C, A
60
min
Complete and discuss gender role socialization
handout (Appendix 1.8.1).
List and rank five things that have influenced who
you are.
Categorize lists into primary and secondary
agents of socialization
Video creation and presentation demonstrating an
understanding of the differences in the three
disciplines studied
Students develop research questions and
hypotheses for independent study project
(See Appendix 1.10.1 for ISU essay evaluation
form)
Activity 1: “I am…”
Time: 90 minutes
Description
Students generate a list of statements about themselves. Next the students are asked to develop categories
and classify their statements. Finally, the students are asked to define anthropology, psychology and
sociology, and apply these definitions to their list of statements.
Strand(s) & Learning Expectations
Strand(s): Foundations of Anthropological, Psychological, and Sociological Thought; Understanding
the Foundations of Inquiry in Anthropology, Psychology, and Sociology
Overall Expectations: SOV.01, ISV.01.
Specific Expectations
SO1.01 - demonstrate and 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?);
IS1.01 - correctly use the terminology of anthropology, psychology, and sociology (e.g., functionalism,
behaviouralism, feminism).
Ontario Catholic School Graduate Expectations
CGE2b - reads, understands and uses written materials effectively;
CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and
experience.
Planning Notes
In preparing to discuss classification of “I am...” statements according to the three different disciplines,
the teacher needs to be familiar with the definitions, examples, and analogies of anthropology
(functionalism), psychology (behaviouralism), and sociology (feminism).
Unit 1 - Page 3
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
Teaching/Learning Strategies
1. Students are asked to complete a list of statements beginning with “I am…” (15-20 statements).
Afterwards, they are asked to examine their lists to determine the major influences/groups with
which they identify themselves. Categories are likely to include: gender, ethnicity, religion, physical
descriptors, interests, etc. Students consider their lists independently and then, in a
“Think/Pair/Share” framework, consult a partner in order to re-evaluate their lists and categories.
With their partners, students analyse their lists to determine what their lists suggest about themselves
and what they suggest about the communities in which they live. Using their textbooks and other
sources, students will define anthropology, psychology, and sociology. They apply this new
understanding by re-evaluating their lists according to the questions each discipline would ask, e.g.,
anthropology – about traditions/culture; psychology – about internal factors; sociology – about
external factors.
2. Students share how they have categorized their “I am” statements into the three disciplines facilitated
by the teacher to broaden and deepen student understanding of the disciplines comparing
anthropology (functionalism), psychology (behaviourism), and sociology (feminism).
Assessment & Evaluation of Student Achievement
 Roving conference by the teacher to ensure the students are on task while in small groups and to aid
students with any concerns they may have
 Informal teacher assessment using probe questions to collect evidence of the individual student’s
understanding of the different approaches to self by the three disciplines
 Informal teacher assessment of students’ Understanding and Application of Catholic values by using
probe questions during class discussion
Accommodations
 Consult IEPs for any identified students. Accommodations such as having a scribe, reading
assistance or enlargement of text may be necessary.
 ESL students may have problems understanding the use of slang. They may require encouragement
to share their thoughts with the class.
Resources
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.
Activity 2: Psychological Theorists
Time: 720 minutes
Description
Students will become familiar with some of the different theories and classical experiments of
psychology, such as Pavlov’s classical conditioning, Skinner’s behaviourism, Freud’s psychoanalysis,
Piaget’s cognitive development, Erickson’s psychosocial states of personality development, Kohlberg’s
moral development and Maslow’s hierarchy of needs. Students will examine the steps and ethics
involved in applying the scientific method. Finally, students will explore the Catholic Church’s and
personal stances on controversial issues.
Unit 1 - Page 4
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
Strand(s) & Learning Expectations
Strand(s): Foundations of Anthropological, Psychological, and Sociological Thought; Understanding
the Foundations of Inquiry in Anthropology, Psychology, and Sociology; Using Research Skills;
Communicating Results
Overall Expectation: SOV.01, ISV.01, ISV.02, ISV.03.
Specific Expectations
SO1.02 - evaluate the major contributions to our understanding of the idea of self in relation to others 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);
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 and social interaction);
IS2.03 - demonstrate an understanding of the ethical guidelines of social science research;
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
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);
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE2d - writes and speaks fluently in 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;
CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and
experience.
Prior Knowledge & Skills
Students should be familiar with the scientific method studied in Grades 9 and 10 Science.
Planning Notes
 The teacher will need to comfortable in discussing and explaining the theories of the following
theorists: Pavlov, Skinner, Freud, Piaget, Horney, Erikson, Kohlberg, and Maslow.
 The teacher should create summary charts or models for each of the above-mentioned theorists.
 The teacher should locate any suggested films or videos that they wish to use and book required
equipment.
 The teacher should locate a copy of the Catechism of the Catholic Church
 The teacher should consider assigning research project after discussing scientific method.
Teaching/Learning Strategies
1. The teacher introduces Pavlov’s classical conditioning experiment through discussion or video clip.
After discussing this classical experiment, the teacher will review and apply the steps of the scientific
method to Pavlov’s experiment. Some things to consider include:
a) How can you get a dog to respond to a bell?
b) How can you get a dog to associate a bell with food?
c) How can you measure the effectiveness of the conditioning?
Notes created by the students would include the need to develop a hypothesis, creating a method to
test the hypothesis, noting observations and measurement of achievement, and formulating a
conclusion.
Unit 1 - Page 5
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
2. The teacher introduces Watson’s and Skinner’s operant conditioning experiments (behaviour
modification) through discussion or video clip. Today experiments must be conducted in an ethical
manner. Students could consider the ethical questions that arise from Watson’s experimentation on
young children and fear. (Watson’s experiment involved making a loud noise whenever a young
child was exposed to a fury white animal creating a phobia in the child about rabbits. The experiment
initially was planned to later attempt to remove the fear but the child’s mother immediately withdrew
her child from the experiment and therefore phobia extinction did not occur.) Through a teacher lead
class discussion, students consider the Catholic Church’s position on conducting scientific research,
sections 2292-2294 in the Catechism of the Catholic Church.
3. The teacher assigns pairs of students to develop a behaviour modification plan to change a behaviour,
such as extinguishing a phobia, increasing the frequency of occurrence of a desirable behaviour, or
decreasing the frequency of occurrence of an undesirable behaviour, based on class discussion of
behaviourism. Students will present their behaviour modification plans to the class for evaluation.
4. The teacher lectures on Freud’s theories. Students read an excerpt from popular novels or
psychological journals in order to apply Freud’s theories. What might account for a character’s
abnormal behaviour? Responses may be submitted for evaluation. Karen Horney’s theories are
introduced, illustrating how she tried to balance Freud’s approach by considering both internal and
external forces that shape behaviour, where Freud had only considered the internal forces.
5. Piaget’s theories on cognitive development are introduced by the teacher through illustrations of how
children’s cognitive processes develop (e.g., show a video excerpt of a child developing an
understanding of object permanence, etc.). Students are directed to relevant information about Piaget.
6. The students read about Eric Erickson’s stages of psychosocial development from their textbooks or
teacher created handouts and are asked to generate a list of behaviours that could indicate that an
individual has unresolved issues in one of Erickson’s stages. In addition the students may generate a
list of possible causes for such behaviours (unresolved issues).
7. In presenting Kohlberg’s theories on moral development, students are presented with a dilemma and
asked in groups to evaluate different scenarios analysing the reasoning (Appendix 1.2.1). In addition,
students can be challenged to consider the Catholic Church’s position on a variety of controversial
issues, such as:
a) cloning
b) artificial insemination;(section 2376, 2377 Catechism of the Catholic Church)
c) abortion; (section 2270-2275 Catechism of the Catholic Church)
d) separation of conjoined twins to save one life; (section 2296 Catechism of the Catholic Church)
e) eugenics; (section 2268 Catechism of the Catholic Church)
f) euthanasia; (section 2277 Catechism of the Catholic Church)
g) discontinuing medical treatment; (section 2278, 2279 Catechism of the Catholic Church)
8. Students are asked to generate a list in response to the following question: What specifically do you
need to develop as a human being? To further develop their understanding, small student groups will
brainstorm a list of needs and objectives for a specific age (e.g., a two-year-old, a ten-year-old, a
sixteen-year-old, a twenty-five-year-old, a thirty-five-year-old, a sixty-five-year-old, and a seventyfive-year-old). Students, aided by the teacher, would then fit these needs into Maslow’s hierarchy of
needs.
9. The students will write a test or the students could create an organizer to summarize and compare the
different psychological theories.
Unit 1 - Page 6
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
Assessment & Evaluation of Student Achievement
 Roving conference by the teacher to ensure the students are on task while in small groups and to aid
students with any concerns they may have
 Informal teacher assessment using probe questions to collect evidence of the individual student’s
Understanding of the different approaches to self by psychologists
 Informal teacher assessment of students’ understanding and application of Catholic values by using
probe questions during class discussion
 Peer and teacher evaluations of behaviour modification presentations
 Teacher evaluation of written responses applying Freud’s theory of psychoanalysis to film
 Summative evaluation of the different psychological theories studied or culminating organizer
submitted by students
Accommodations
 Consult IEPs for any identified students. Accommodations such as having a scribe, reading
assistance or enlargement of text may be necessary.
 Modify terms or provide a glossary for each theory for ESL students.
 Provide preferential seating for identified students during presentations.
 Extra time is allotted to students with writing difficulties to complete written tasks and tests.
 Alternative assignments such as collages or verbal reports may be substituted for written
assignments.
Resources
Textbooks
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.
Catechism of the Catholic Church
Websites
Psychology.Net – www.psychology.net
Developmental Psychology – www.apa.org/journals/dev.html
Social Psychology Archives – http://swix.ch/clan/ks/CPSPI.htm
Appendices
Appendix 1.2.1 – Moral Reasoning Dilemmas
Unit 1 - Page 7
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
Appendix 1.2.1
Moral Reasoning Dilemmas
1. A man steals expensive drugs to save his desperately ill wife who will die without the medication.
Should he be punished?
2. A boy steals a loaf of bread to feed his siblings who, like himself, have been abandoned and live on
the street. Should he be arrested?
3. A priest takes confession from a man who has confessed to the brutal murder of a child. What should
he do?
4. Man A murders Man B who had sexually molested man A’s son. Is Man A justified in doing this?
5. A woman accidentally hits a parked car in a parking lot while attempting to leave. There are no
witnesses to the accident. Should she leave her address or phone number?
6. While walking in the mall the person 10 feet ahead of you drops a large roll of money from a pocket
without noticing it. Do you tell the person?
7. You have knowledge that your best friend’s wife is cheating on him. Do you tell him/her?
8. Your father is gravely ill with untreatable cancer. He is in great pain and on life support. He begs you
to disconnect the machine and let him die. What should you do?
9. You are a soldier in combat. One of your comrades is critically wounded and can’t be moved. If the
enemy captures your friend he will most certainly be tortured. What are your options?
10. A man and woman married for 15 years discover they are, in reality, brother and sister, separated and
adopted while infants. They have 3 children. What should they do?
11. You are a doctor in charge of an invitro-fertilization clinic. You have been substituting your sperm
for donor’s sperm and may have fathered over 200 children. What impact might this have on our
society?
12. You are a single, teenage girl (15) who was drugged and raped at a party last night by several young
men. Your parents are practicing Roman Catholics, who cannot stand public embarrassment and
thought you were at the library. What should you do?
Unit 1 - Page 8
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
Activity 3: Sociological Theorists
Time: 270 minutes
Description
Students will become familiar with some of the different theories and experiments of sociology, from
George Herbert Mead, Irvin Goffman, and Harry Harlow.
Strand(s) & Learning Expectations
Strand(s): Foundations of Anthropological, Psychological, and Sociological Thought
Overall Expectations: SOV.01.
Specific Expectations
SO1.02 - evaluate the major contributions to our understanding of the idea of self in relation to others 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).
Ontario Catholic School Graduate Expectations
CGE2d - writes and speaks fluently in one or both of Canada’s official languages;
CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and
experience.
Planning Notes
 In this activity, the teacher will need to discuss and explain the theories or experiments of the
following: George Herbert Mead, Irvin Goffman, and Harry Harlow.
 The teacher should construct role-play scenarios or make arrangements for someone to dramatically
interrupt class.
 The teacher should locate the videos and equipment required.
Teaching/Learning Strategies
1. Propose different scenarios to the students for role-playing exercises in order to explore how we
construct meaning from words, etc. Males are to assume the role of a female and females to assume
the role of a male. While the role-playing is going, other students are assigned to be observers. They
should be directed to take note of participants’ words as well as tone of voice, body language,
proximity, etc. Afterwards, the class examines the observations directed by the teacher leading into
the application of George Herbert Mead’s theories of roles, language, and what we think happened.
(Another option would be to make arrangements for the class to be interrupted by an altercation
where the class is then asked to record their recollections of the event to be examined in light of these
theories as well.) Possible scenarios include:
a) a police officer pulling over a driver on a lonely, dark road
b) an attractive server dealing with a table of patrons of the opposite sex
c) asking someone out on a date
d) teacher-student confrontation
e) doctor-patient in consultation.
f) parent-child; curfew has been broken or the car dented, etc.
Unit 1 - Page 9
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
2. In order to study Irving Goffman’s theories students are first asked to generate a list of ten non-verbal
cues and their meaning, e.g., clothing, colours, etc. Next, students are given an action and a statement
to role-play before the class. The class is to determine what the emotion or message that is being
communicated, e.g., slam the door while saying, “I’m fine.” In addition, or alternatively, the class
could watch an excerpt an acceptable video without the sound in an effort to determine what they
believe is actually going on. After discussing their interpretation the class would then compare their
interpretation with the reality by watching the same excerpt with the sound. Finally, students
summarize Goffman’s theories.
3. Begin class with a discussion of student experiences with language acquisition and learning
acceptable behaviour. How did they learn these things? Use resources to review case studies of
isolates. Afterwards, the teacher may start a class discussion on the effect of neglect on children and
the failure to thrive. In addition, students should read about the Harlow Monkey Experiment.
Students, when presented with the premise of the experiment, could be asked to predict which
“mother” the monkeys would choose and why. Finally, students should read about feral children in
their texts.
4. Students will write a brief evaluation of what they feel is the most important determining factor that
is responsible for the early development of humans (nature vs. nurture).
Assessment & Evaluation of Student Achievement
 Roving conference by the teacher to ensure the students are on task while in small groups and to aid
students with any concerns they may have
 Informal teacher assessment using probe questions to collect evidence of the individual student’s
understanding of the different approaches to self by the sociologists
 Informal teacher assessment of students’ understanding and application of Catholic values by using
probe questions during class discussion
 Teacher evaluation of written responses to determining factors responsible for the early development
of humans
Accommodations
 Consult IEPs for any identified students. Accommodations such as having a scribe, reading
assistance or enlargement of text may be necessary.
 Modify terms or provide a glossary for each theory for ESL students.
 Preferential seating for identified students during presentations.
 Extra time is allotted to students with writing difficulties to complete written tasks.
 Alternative assignments such as collages or verbal reports may be substituted for written
assignments.
Resources
Textbooks
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.
Appropriate video. excerpt to study verbal and non-verbal communication
Websites
– www.ac.wwu.edu/~stephan/timeline.html (Sociology Timeline)
– www.spc.uchicago.edu/ssrl/PRELIMS/theory.html (Classical Sociological Theory)
– www.trinity.edu/~mkearl/family.html (Marriage and Family Resources)
– www.geocities.com/College Park/Library/8419/wbpthfnd.html (Socioworld)
Unit 1 - Page 10
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
Activity 4: Anthropological Theorists
Time: 340 minutes
Description
Students will develop research and Internet skills, as they direct their own learning experiences. Students
will summarize and present the contributions of leading anthropologists, such as Franz Boas, Margaret
Mead, Ruth Benedict, etc.
Strand(s) & Learning Expectations
Strand(s): Foundations of Anthropological, Psychological, and Sociological Thought; Understanding
the Foundations of Inquiry in Anthropology, Psychology, and Sociology; Using Research Skills;
Communicating Results
Overall Expectations: SOV.01, ISV.01, ISV.02, ISV.03.
Specific Expectations
SO1.02 - evaluate the major contributions to our understanding of the idea of self in relation to others 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);
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 and social interaction);
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;
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
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE2d - writes and speaks fluently in 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;
CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and
experience.
Planning Notes
The teacher should book time in the Library/Resource Centre or computer lab in order to facilitate
student research
Teaching/Learning Strategies
1. Use research handouts: a) evaluating websites (Appendix 1.4.1) and b) analysing an issue
(Appendix 1.4.2). Discuss research project expectations.
2. Students form groups in order to research the major contributions of anthropologists such as: Franz
Boas, Margaret Mead, Ruth Benedict, Jane Goodall, Diane Fossey, the Leakeys, etc. Groups can be
evaluated both by themselves, as individuals and their groups as well as by the teacher. Students
could be involved in the process by being asked to collaborate on setting the criteria for assessment
and evaluation.
Unit 1 - Page 11
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
Assessment & Evaluation of Student Achievement
 Roving conference by the teacher to ensure the students are on task while in small groups and to aid
students with any concerns they may have
 Informal teacher assessment of students’ understanding and application of Catholic values by using
probe questions during roving conferences and presentations
 Peer and teacher evaluations of presentations.
Accommodations
 Consult IEPs for any identified students. Accommodations such as having a scribe, reading
assistance, or enlargement of text may be necessary.
 Preferential seating for identified students during presentations.
 Extra time is allotted to students with reading and writing difficulties to complete research and
written tasks.
 ESL students may require greater assistance with understanding through the use of translation
dictionaries or being partnered with cooperative students, and modified teacher expectations where
appropriate.
Resources
Textbooks
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.
Websites
– http://lucy.ukc.ac.uk/afaq.html (Anthropology Resources on the Net)
– www.tamu.edu/anthropolgy/news.html (Anthropology in the News)
– www.ameranthassn.org/careers.htm Careers in Anthropology
– www.wsu.edu:8001/vcsusu/commons/topics/culture/culture-index.html (What is Culture?)
Appendices
Appendix 4.1.1 – Evaluating The Information Highway
Appendix 4.1.2 – Analysis of An Issue
Unit 1 - Page 12
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
Appendix 1.4.1
Evaluating The Information Highway
Evaluating Websites
There is no guarantee that all the free information you receive from the Internet is correct. You can make
better decisions and produce more effective work if you use you critical analysis skills to evaluate
information for relevance, bias, variety of viewpoints, and reliability. Always keep in mind the following
three questions:
1. Who is speaking to me?
2. What is the purpose of the information?
3. Do I have enough information from different viewpoints to reach an accurate conclusion and express
an informed opinion?
Use the following chart to help evaluate a Website:
Website address
How reliable is it?
Who is the author?
Why have they produced this site?
Is the information backed by research,
references, or a bibliography?
Is advertising part of the site?
How well organized is the site?
Are there useful links to other sites?
Are the resources complete, or is there only
an index or table of contents?
When was it last updated?
How well designed is it?
Is it visually appealing?
Is it easy to find things on the site?
Source – Civics Curriculum Resource Manual
Unit 1 - Page 13
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
Appendix 1.4.2
Analysing An Issue
Here are some useful guidelines to keep in mind when analysing information in an article:
1. Read the article first to gain a general understanding of its message.
2. What is the purpose of this article?
 to provide information
 to influence
 to entertain
3. Who wrote the article? Do you know if the writer is connected to the issue?
4. Read the article again and underline any real facts (not opinions) in a bright colour.
5. In another colour, underline any words or terms that are new to you, and that you need to investigate
for meaning. Transfer them to your notebook and write a definition for them – use a dictionary or ask
someone what they mean.
6. Conduct a Who? What? Where? When? Why? Analysis, taking information from the article and
writing the answers in your notebook.
 Who? List the main “players” people or groups involved in the issue. Are all the people involved
in the issue represented in the article? Is there a missing point of view?
 What? What is the issue? What is the position of each of the main players? Write main points
beside each of the “players” in your list.
 Where? Where did the story take place? Are there other important locations involved in the
issue?
 When? When did this story take place? Is time an important factor in the story?
 Why? Why is this an issue?
7. What is the main message of this article?
8. Do you have enough information to form your own opinion on the issue? If not, where would you
look to find more?
9. How does this issue affect you? If it is not a concern in your area, how might it affect a student living
nearby? How might this issue affect us all?
10. Research other sources such as newspapers, the Internet, or television news stories, to see if other
media outlets have also dealt with the issue. Are there differences or similarities among the different
stories?
Source – Civics Curriculum Resource Manual
Unit 1 - Page 14
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
Activity 5: Personal and Social Development
Time: 60 minutes
Description
Students brainstorm a list of influences that have assisted them in developing a self-identity and discuss
the attainment of various milestones in their lives.
Strand(s) & Learning Expectations
Strand(s): Forces That Influence and Shape Behaviour
Overall Expectations: SOV.02.
Specific Expectations
SO2.01 - identify and assess the major influences that contribute to an individual’s personal and social
development (e.g., heredity, environment, race, gender);
Ontario Catholic School Graduate Expectations
CGE2d - writes and speaks fluently one or both of Canada’s official languages;
CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of
others;
CGE4e - sets appropriate goals and priorities in school, work, and personal life;
CGE4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s
choices and opportunities.
Planning Notes
The teacher should be prepared to deal with possible disclosures of abuse.
Teaching/Learning Strategies
1. In groups or as a class, brainstorm a list of things that influence individual personal and social
development, e.g., heredity, environment, race, gender, etc.
2. Through a class discussion have students reflect on a list of milestones in a person’s life focusing on
the influence of heredity, environment, race, gender, etc. The following is a list of milestones that
could be used:
a) When were you toilet trained?
b) When did you start dressing yourself and selecting your own clothing?
c) When did you start school?
d) When were you first allowed to go to school alone?
e) When did you learn to print and recognize your own name?
f) When did you learn to ride a bicycle?
g) When did you learn to distinguish between appropriate and inappropriate language/behaviour?
h) When were you first allowed to participate in recreational activities without parental
supervision?
i) Have you developed a respect or mistrust for authority figures (e.g., police, teachers, parents,
court system, etc.)?
j) When did you learn to drive a car?
k) When, if ever, will you get married?
Using this list ask the students who helped them reach these milestones and what characteristics or stages
of the three disciplines are reflected in the achievement of these goals.
Unit 1 - Page 15
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
Assessment & Evaluation of Student Achievement
 Informal teacher assessment using probe questions to collect evidence of the individual student’s
understanding of the different approaches to self-development
 Informal teacher assessment of students’ understanding and application of Catholic values by using
probe questions during class discussion
Accommodations
Consult IEPs for any identified students. Accommodations such as having a scribe, reading assistance or
enlargement of text may be necessary.
Resources
Textbooks
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.
Activity 6: Behaviour
Time: 120 minutes
Description
Students will determine the how different contexts may affect an individual’s behaviour.
Strand(s) & Learning Expectations
Strand(s): Forces That Influence and Shape Behaviour
Overall Expectations: SOV.02.
Specific Expectations
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 or by mental illness);
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).
Ontario Catholic School Graduate Expectations
CGE3d - makes decisions in light of gospel values with an informed moral conscience.
Teaching/Learning Strategies
1. Show excerpts of a film, where the central characters vary their behaviour according to their
audience. Students should be directed to observe and record the variances in the central characters
behaviour. Students should also suggest possible reasons for the variances in the central characters
differences in behaviour. Student responses could be submitted for evaluation.
2. Through a class discussion and possible role-playing have students explore how their own behaviour
is influenced by the context of the situation and the individuals involved. For example, how does
one’s behaviour change on the question of premarital sex or public displays of affection in the
following contexts alone, among peers, family discussions, in a crowd, etc. Students should also
consider cultural differences that influence these judgments.
Unit 1 - Page 16
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
Assessment & Evaluation of Student Achievement
 Informal teacher assessment using probe questions to collect evidence of the individual student’s
understanding of how situations and context influence behaviour.
 Informal teacher assessment of students’ understanding and application of Catholic values by using
probe questions during class discussion.
 Teacher evaluations of written responses.
Accommodations
 Consult IEPs for any identified students. Accommodations such as having a scribe, reading
assistance or enlargement of text may be necessary.
 Preferential seating for identified students during presentations.
 Extra time is allotted to students with reading and writing difficulties to complete written task.
Resources
Textbooks
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.
Films – (check with your board to see if films are licensed for use)
Rainman
Three Faces of Eve
Sybill
Harvey
Harold and Maude.
Nature of Things: Do Parents Matter?
Nature of Things: The Terror of Being Lost.
Activity 7: Influence of Media on the Self
Time: 360 minutes
Description
Students analyse various types of media to determine how they manipulate the viewer. Students also
investigate the role and prevalence of violence in various forms of media.
Strand(s) & Learning Expectations
Strand(s): Forces That Influence and Shape Behaviour; Communicating Results
Overall Expectations: SOV.02, ISV.03.
Specific Expectations
SO2.02 - analyse the role of the mass media in influencing individual and group behaviour;
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).
Unit 1 - Page 17
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
Ontario Catholic School Graduate Expectations
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE2e - uses and integrated the Catholic faith tradition, in the critical analysis of the arts, media,
technology, and information systems to enhance the quality of life.
Teaching/Learning Strategies
1. Students watch Killing Us Softly or Still Killing Us Softly, which, while somewhat dated, show how
advertisements manipulate the viewer. Afterwards, students working alone or in partners could
analyse advertisements they have found in the print media in order to determine how the advertisers
package their message and the underlying messages concealed in the advertisements. Students should
be directed to consider the following elements:
a) Slogan phrasing
b) Product shape
c) Product placement
d) Model posture
e) Appeal to senses
f) Appeal to emotions
2. Through class discussion or small group discussions have students critically reflect on the following:
a. Do the media feed the violence or does violence feed the media in our society? For example,
what makes gangster rap so violent? Is it a reflection of a violent society or is it created merely
for profit, feeding society’s need for violence?
b. In the absence of violent news stories to cover do the media generate violence to satisfy a need
in our society?
3. In order to determine the influence of violence in the media, students break up into groups and
analyse the role and prevalence of violence in particular television programs, music, video games,
etc. The class must first create a structure for the evaluation. After the expert groups present their
findings in a jigsaw group, they could then decide whether one arm of the media is more violent than
another and explain why they feel that way.
Assessment & Evaluation of Student Achievement
 Roving conference by the teacher to ensure the students are on task while in small groups and to aid
students with any concerns they may have
 Informal teacher assessment using probe questions to collect evidence of the individual student’s
understanding of the media’s influence in individual and group behaviour
 Informal teacher assessment of students’ understanding and application of Catholic values by using
probe questions during class discussions, roving conferences and presentations
 Peer and teacher evaluations of presentations
Accommodations
 Consult IEPs for any identified students. Accommodations such as having a scribe, reading
assistance or enlargement of text may be necessary.
 Preferential seating for identified students during presentations.
 Extra time is allotted to students with reading and writing difficulties to complete research and
written tasks.
Unit 1 - Page 18
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
Resources
Textbooks
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.
Films
Killing Us Softly
Still Killing Us Softly
Other
Local Newspaper
Magazines (Advertisements)
Activity 8: Agents of Socialization
Time: 60 minutes
Description
Students will investigate and compare gender role socialization across cultures through completion of a
handout, small group discussions, and class discussions. Students also create a list of socialization agents
and classify these agents as primary or secondary sources of socialization.
Strand(s) & Learning Expectations
Strand(s): Socialization
Overall Expectations: SOV.03.
Specific Expectations
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;
SO3.04 - evaluate the role of cultural influences in socialization (e.g., as they affect gender expectations).
Ontario Catholic School Graduate Expectations
CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social
responsibility, human solidarity and the common good;
CGE6a - relates to family members in a loving, compassionate and respectful manner.
Planning Notes
Obtain chart paper and markers. If using transparencies, have sufficient quantities of transparencies and
overhead markers on hand.
Unit 1 - Page 19
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
Teaching/Learning Strategies
1. Have students complete gender role socialization handout individually or in small groups
(Appendix 1.8.1) and discuss in class. Complete this assignment with a cultural comparison of
gender expectations. For example, how are women from Japan, Saudi Arabia, and Canada socialized
differently? (Please ensure you cover similarities also.)
2. Students are asked to list five things that have influenced who they are and then rank the influence of
each. Students then share their lists (writing them on the board, on chart paper, or on transparencies).
Lists should later be categorized (family, church, school, etc.). Lists would then be further defined by
determining those that are primary and those that are secondary sources of socialization. The teacher
would facilitate this by asking students with whom they spend the greatest amount of time.
Assessment & Evaluation of Student Achievement
 Roving conference by the teacher to ensure the students are on task while in small groups and to aid
students with any concerns they may have
 Informal teacher assessment using probe questions to collect evidence of the individual student’s
understanding of the agents of socialization involved in gender
 Informal teacher assessment of students’ understanding and application of Catholic values by using
probe questions during class discussion
Accommodations
 Consult IEPs for any identified students. Accommodations such as having a scribe, reading
assistance or enlargement of text may be necessary.
 Extra time is allotted to students with reading and writing difficulties to complete written tasks.
Resources
Textbooks
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.
Films
Nature of Things – Do Parents Matter?
Appendices
Appendix 1.8.1 – The Andarians: A Gender Role Socialization Exercise
Unit 1 - Page 20
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
Appendix 1.8.1
The Andarians: A Gender Role Socialization Exercise
Part I
An observer has sent back a report describing a new community recently discovered. Based upon your
examination of statements pulled from the observer’s report, determine the gender of those described in
each statement.
1. The Andarian, loaded down with packages, grasped the child by the hand to cross the street.
2. The heavily muscled Andarian exhibited little visible sign of pain after being attacked by a creature.
3. This Andarian usually dresses in flowing robes.
4. Many Andarians enjoy playing a game that requires great speed and agility. In fact, there is a highly
paid professional league.
5. Well educated, the Andarian leader is also a highly decorated war veteran.
6. Traditionally, Andarians in clerical work and child-care are paid less than those who are in
construction.
7. As a young Andarian couple prepared to go out together, one was instructed to keep a
communication device handy at all times while the other was threatened with bodily harm should
anything “happen.”
8. As children, these Andarians admire the professional athletes and many assert they too will join “the
pros.”
9. Slim, this Andarian is highly sought after and highly paid as a model.
10. Homemakers are highly respected in the Andarian community. When homemakers unite on a
political issue the government is quick to take notice.
Part II
Examine your responses to each of the statements in Part I to answer the following questions:
A. What were clues that indicated gender, in your opinion? Why?
B. What are factors that may have influenced your view of gender roles? Why?
Unit 1 - Page 21
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
Activity 9: Video Interview
Time: 210 minutes
Description
Students effectively demonstrate their understanding of theories and their application from each of the
disciplines studied in this unit, through the creation of a video presentation.
Strand(s) & Learning Expectations
Strand(s): Socialization Understanding the Foundations of Inquiry in Anthropology, Psychology, and
Sociology
Overall Expectations: SOV.03, ISV.01.
Specific Expectations
SO3.03 - demonstrate an understanding of anthropological, psychological, and sociological theories that
deal with socialization (e.g., enculturation, nature versus nurture, social isolation);
IS1.02 - define 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).
Ontario Catholic School Graduate Expectations
CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and
experience.
Prior Knowledge & Skills
Students need to know how to operate video equipment, if they tape their own presentations.
Planning Notes
 The teacher may arrange to have a videotape and video camera available for taping student
productions.
 The teacher may want to contact the communications teacher in the school to make use of
communication technology students in the taping of video assignment.
 If the classroom space is too confining, the teacher may wish to book a larger area within the school.
 The teacher may want to create an evaluation tool to facilitate student understanding of the
assignment expectations.
Teaching/Learning Strategies
1. Students demonstrate their overall understanding/perception of factors that explain human behaviour,
socialization, or self-development by producing a 10-15 minute video. This video may include
interviews with one theorist from each of the main disciplines or a skit that effectively illustrates the
reasons behind typical human interactions. This skit may include humour, pathos, etc.
Unit 1 - Page 22
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
Assessment & Evaluation of Student Achievement
 Roving conference by the teacher to ensure the students are on task while in small groups and to aid
students with any concerns they may have
 Informal teacher assessment using probe questions to collect evidence of the individual student’s
Understanding of the central concepts and theories in anthropology, psychology, and sociology
 Informal teacher assessment of students’ understanding and application of Catholic values by using
probe questions during roving conferences and presentations
 Peer and teacher evaluations of presentations
Accommodations
Consult IEPs for any identified students. Accommodations such as having a scribe, reading assistance or
enlargement of text may be necessary.
Extra time is allotted to students with reading and writing difficulties to complete written tasks.
Resources
Video camera
Videotape
Editing equipment
Activity 10: ISU Introduction
Time: 60 minutes
Description
Students develop suitable topics of investigation in anthropology, psychology, or sociology. In particular
the students focus on the formulating research questions and hypotheses for their intended topic of
investigation
Strand(s) & Learning Expectations
Strand(s): Understanding the Foundations of Inquiry in Anthropology, Psychology, and Sociology
Overall Expectations: ISV.01.
Specific Expectations
IS1.04 - formulate appropriate questions for research and inquiry relating to one or more of the main
areas of concern in the social sciences.
Ontario Catholic School Graduate Expectations
CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and
experience.
Teaching/Learning Strategies
1. Teacher should present the requirements of the ISU project to the class.
2. Teacher may lead class through an example of formulating questions and hypotheses on a topic of
investigation. Then give students some class time to develop topics of investigation.
3. Students should sign up for topics of investigation in order to receive teacher approval. You may
want to give students a day or two to come up with a topic.
Unit 1 - Page 23
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
Assessment & Evaluation of Student Achievement
Roving conference by the teacher to ensure the students are on task while in small groups and to aid
students with any concerns they may have
Accommodations
 Consult IEPs for any identified students. Accommodations such as having a scribe, reading
assistance or enlargement of text may be necessary.
 Extra time is allotted to students with reading and writing difficulties to complete written tasks.
Resources
Textbooks
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.
Appendices
Appendix 1.10.1 – Essay Evaluation Form
Unit 1 - Page 24
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation
Appendix 1.10.1
Essay (ISU) Marking Scheme
Student
Topic:
Title Page (1)
Format (5)
Page Numbering (1)
Margins/Borders (1)
Line Spacing (1)
Appendices/Graphs (1)
Creation of reader interest (1)
Introduction (5)
Movement from the general topic to
specific topic (2)
Clearly stated theme or thesis (2)
Clarity of information (8)
Content (40)
Quality and coherence of the argument
(8)
Quality and depth of analysis
(supporting facts and details) (8)
Relationship of each paragraph to
theme (8)
Depth of research (8)
Sentence and paragraph structure (3)
Organization (15)
Coherence of the entire essay (3)
Transition and coherence of ideas in
paragraphs (3)
Clarity of topic sentences (3)
Variety of sentence structure (3)
Appropriate level of vocabulary (2)
Style (10)
Consistency of point of view (4)
Consistency of tense (4)
Clarity and freshness of style (2)
Sentences structure (5)
Mechanics (10)
Spelling, grammar, and punctuation (5)
Documentation (10) Correct footnote format (3)
Quality of sources (3)
Correct Bibliography/References (4)
Summary of thesis or theme
Conclusion (5)
Synthesis of arguments and ideas
General Comments
Unit 1 - Page 25
Course:
Date:
Grade
 Introduction to Anthropology, Psychology, and Sociology – University/College Preparation