Sociology 12 Unit 1 Application
The concept of the application section is to formatively evaluate your progress on
outcomes. By completing these formative evaluations you will have a better grasp on the
material as well as multiple opportunities to meet and exceed the outcomes.
Please remember that if you have a grade on an evaluation that you would like to improve
you have the opportunity to resubmit that evaluation and I will alter your grade
accordingly.
All formative assessments that are not completed on time will be referred for academic
assistance and intervention. If you do not understand a concept or outcome it is your
responsibility to make an appointment to see me. I am always available to help you I just
need to know that you need the help.
Unit 1 Outcomes:
Discuss and evaluate the ideas, and theories of prominent social scientists
Demonstrate an understanding of the different disciplines involved in the study
of individuals and groups in society (sociology, psychology and anthropology)
Demonstrate an understanding and appreciation of concepts and methods
used in the social sciences.
Apply social science methods to specific situations.
Work co-operatively to apply these concepts and methods.
Explore sources of bias, understand how to detect bias, explore personal bias
and reflect on ways to reduce bias.
Examine evidence using sociological methods of inquiry
Application 1: What kind of social scientist are you?
Outcomes:
Apply social science methods to specific situations.
Explore sources of bias, understand how to detect bias, explore personal bias
and reflect on ways to reduce bias.
Discuss and evaluate the ideas, and theories of prominent social scientists
Demonstrate an understanding of the different disciplines involved in the study of
individuals and groups in society (sociology, psychology and anthropology)
Demonstrate an understanding and appreciation of concepts and methods used
in the social sciences.
Materials:
Appendix A: Information Pack
Appendix B: What Kind of Social Scientist are You?
Appendix C: What Kind of Social Scientist are You? (Evaluation Sheet)
Application:
 Have students review the information pack.
 Ask students to define the terms in the front of each section – they may highlight
the terms or they may write them as a dictionary
 Give out What Kind of Social Scientist are You? Ask students to read the article.
 Discuss the article with students. Ask them for their input – what do they think?
 Give the Evaluation sheet for the exercise. Give 2 days for completion of this
sheet.
Application 2: Sociology V. Anthropology
Outcomes covered:
Discuss and evaluate the ideas, and theories of prominent social scientists
Demonstrate an understanding of the different disciplines involved in the study of
individuals and groups in society (sociology, psychology and anthropology)
Demonstrate an understanding and appreciation of concepts and methods used
in the social sciences.
Materials:
Appendix D: Sociology Article
Appendix E: Anthropology Article
Appendix F: Reflection and Consideration
Application Session:

Students may work in pairs but this is an individual effort.

Hand out copies of both articles and then ask students to complete a Venn
Diagram of Sociology and Anthropology. Remember a Venn Diagram consists of
overlapping circles with space to write in each one. Have the students label one
side Sociology and the other Anthropology. The middle section is to be left blank.
On each one students are to write the key aspects of each one in the appropriate
section and the common aspects in the centre.

Give out the Reflection and Consideration sheet. Have students watch _________.
The sheet is due the class after completion of the movie.

After viewing the movie place a copy of the Reflection and Consideration sheet
on the overhead as a transparency and derive indicators of mastery with the
students.
Lesson 4: Evaluation Unit 1
Outcomes Evaluated:
Discuss and evaluate the ideas, and theories of prominent social scientists
Demonstrate an understanding of the different disciplines involved in the study of
individuals and groups in society (sociology, psychology and anthropology)
Demonstrate an understanding and appreciation of concepts and methods used
in the social sciences.
Apply social science methods to specific situations.
Work co-operatively to apply these concepts and methods.
Explore sources of bias, understand how to detect bias, explore personal bias
and reflect on ways to reduce bias.
Examine evidence using sociological methods of inquiry
Materials:
Overhead & Markers
Transparency of Appendix G
Appendix G: Outcomes Unit 1
Evaluation:
Begin with a quick write 5 minutes – What is the most intriguing thing we have
learned so far?
Have students complete a learning summary.
Learning Summary:
Give students Appendix F: Outcomes Unit 1 and complete with the students on
the overhead. Ask students for each outcome what is expected to show mastery.
A learning summary is 3-5 pages double spaced. Students are to take the
outcomes and address each one in paragraph form. The concept is that they are
to have a discussion with me on paper. They may use all of their notes and
assessments to complete the summary. They should be directed to use their
sheet Outcomes Unit 1.
Students have one class in the classroom and one class in the computer lab.
Evaluations are due within 5 days. (If assigned on a Monday get back on Friday
or other reasonable time frame.) Remind students that if they have 5 days to
complete it I have at least that long to get them back.
Evaluation of their learning summaries will be based on the outcomes.
Appendix A: Information Pack
Who are Important Anthropologists? (Early Researchers)
Who are Important Anthropologists? (Modern Researchers)
Who are Important Sociologists? (Early Researchers)
Who are Important Sociologists? (Modern Researchers)
Who are Important Psychologists? (Early Researchers)
Who are Important Psychologists? (Modern Researchers)
All Articles are from:
Bain, Colin, M; Colyer, Jill, S.; Newton, Acqueline; Hawes, Reg; Canadian Society: A
Changing TapestryOxford University Press; Don Mills, ON; 1994.
Appendix B: What Kind of Social Scientist are You?
Taken From:
Bain, Colin, M; Colyer, Jill, S.; Newton, Acqueline; Hawes, Reg; Canadian Society: A
Changing TapestryOxford University Press; Don Mills, ON; 1994.
Appendix C: What Kind of Social Scientist are You?
Formative Assessment
Outcomes
Indicators of Mastery
Apply social science
methods to specific
situations.
Explore sources of bias,
understand how to detect
bias, explore personal bias
and reflect on ways to
reduce bias.
Discuss and evaluate the
ideas, and theories of
prominent social scientists
Demonstrate an
understanding of the
different disciplines
involved in the study of
individuals and groups in
society (sociology,
psychology and
anthropology)
Demonstrate an
understanding and
appreciation of concepts
and methods used in the
social sciences.
1-5
/25
Notes/Considerations:
1. Which of the three conference speakers most likely made the following statements.
Explain the reasons for your choices.
A. People become prostitutes because they want to be prostitutes.
B. Women have fewer choices in society than men.
C. In any social situation, what the participants feel is happening is more important than
what any social scientists feel is happening.
D. The law punishes the powerless more than the powerful.
E. In prostitution the prostitute and the clients are not likely to attach their own
importance to their actions.
F. Prostitution benefits society.
G. Prostitution victimizes the poor and unskilled.
H. The key to understanding people’s actions is to study the person.
I. Order and agreement are the natural order of society.
J. Men as a group have more power in society than women.
2. How might each speaker explain each of the following situations?
A. Why some people use and sell illegal drugs?
B. Why some people constantly drive above the speed limit while others obey the law?
C. Why some people in Canada are wealthy while others are poor?
D. Why some people in Canada are polite while others are rude?
E. Why some students work hard and always attend classes while others don’t study and
skip?
3. In your opinion, which of the three theories best matches each of the statements in the
first question? Is there any pattern to these answers? Does one theory tend to be the best
explanation for the majority of the situations? What conclusions can you draw from this?
4. The current debate in the punishment of prostitutes and their clients is that harsh and
public punishment is the only means to stop sex crimes. In several states and even in
provinces the pictures of clients are published along with their names. If their car is used
in the commission of the crime it is seized by the police and sold to fund rehabilitation
programs. Jail time is guaranteed.
TAKE A STANCE! Assign yourself a role as either a functionalist, a conflict theorist or a
symbolic interactionist. What do you think? Why do you think that?
Appendix D: Sociology Article
From: Brock University Department of Sociology and Anthropology
What is Sociology?
Sociology, like the other social sciences, is interested in how, where, when and why
people act out the events of their lives in the ways they do. The focus, however, is not on
individual behaviour, as it tends to be in Psychology. Nor does sociology confine itself to
specific kinds of human interaction, as do Economics and Political Science. Introductory
textbooks stress sociology's focus on aggregates of people, and in practice the sociologist
may be interested in everything from small group dynamics to large-scale global trends.
Indeed, sociology can be seen as a kind of "umbrella" social science which addresses
issues in politics, economics, history, anthropology, geography, social psychology, and
culture, while highlighting their specifically social dimensions. Accordingly, sociology,
as a discipline, is concerned with virtually every aspect of how human beings think and
behave.
Historically, sociology grew out of a mixture of European social philosophy, British
liberalism and rationalism. Our field's founders believed that a scientific explanation of
social behaviour and of the diversity of human experience could help remedy social
problems, specifically those arising from the industrial revolution. To this end, they
advocated a combination of social theorizing and empirical research. Today, sociologists
promote a critical awareness and understanding of an extensive range of social issues and
a wide array of social institutions; but theory and research methodology remain central to
our enterprise.
At the time when sociologists were first trying to lay claim to a discrete place in North
American universities, they depicted sociology as a science which aspired to be as
objective, and free of political implications, as physics or mathematics. We now
understand that no science, and especially no social science, can claim to be completely
impartial or free of social determinations. This does not excuse us from the obligation to
seek out the facts and to subordinate our biases to the demands of an honest pursuit of
objective knowledge. However, by giving up the pretence of a pristine, value-free
objectivity (that is, the idea that sociologists can describe and analyze "what is" in society
without being influenced by conceptions of what might be" or "what should be"), the
discipline of sociology has been able to liberate itself to directly address social policy
issues.
Of course this means that sociologists do not always agree. Your course
instructors will not always see eye-to-eye on issues and may approach the teaching of
their courses from very different perspectives. What we do seem to agree upon, however,
is that we would like to help make the world a better place.
One of the main tasks of the Sociology major is to learn to think critically about social
institutions and social problems. This is not only crucial for success in Sociology, it is
also an important life skill. On the job, reading the newspapers, in conversation with
friends, we are bombarded with "facts" about and interpretations of the social world in
which we live. People who have acquired what C. Wright Mills called the "Sociological
Imagination" are well equipped to put this information into a larger, historical context, as
well as to relate it to their own lives and experiences:
2
“[The sociological imagination] is the capacity to shift from one
perspective to another - from the political to the psychological; from
examination of a single family to comparative assessment of the national
budgets of the world; from the theological school to the military
establishment; from considerations of an oil industry to studies of
contemporary poetry. It is the capacity to range from the most impersonal
and remote transformations to the most intimate features of the human self
B and to see the relations between the two.” (Mills, 1959: 7)
When planning the courses you will be taking in our department, you will have noticed
that the required courses, aside from the introductory survey course, are all in social
theory or research methods. Some students think these courses are not as "sexy" as other
courses dealing with controversial topical issues or contemporary social institutions.
However, theory and methods are fundamental to the development of the critical
sociological mind.
The social theory courses provide students with different frameworks for looking at our
social world. Understanding theory, even the perspectives of thinkers who lived long ago,
helps us understand the underlying approaches of contemporary authors, and gives clues
to the potential implications of their work.
For example, you might be reading a newspaper editorial or an article in a magazine on
the changing demographics of Canada. The author expresses ominous concern over the
declining birth rate among well-educated Canadian women. If you have studied Social
Darwinism and know something about the eugenics movement that developed out of this
theoretical framework, you will be able to see the larger picture surrounding the author's
words. If you have also read feminist theory, it will not take you long to figure out the
possible policy implications of the author's dire warnings. Taken to its extreme, the
implied message behind the talk of declining fertility might be one of discouraging young
women of certain social classes and racial groups from pursuing higher education!
As for research methods, the more comfortable you are with them, the better prepared
you will be to be a critical consumer of the "social facts" which bombard us in our
everyday lives. It is a mistake to assume that because something appears in print, even in
an academic journal, it must necessarily be well researched and well founded. In
Sociology, it is not enough to simply report what others have said about a social problem
or social issue. You must continually ask yourself if these "facts" are verifiable and if
they are based on valid and reliable social research.
For example, we are always hearing about "welfare cheaters," or reports of the dollar cost
of "welfare fraud." By definition, people who cheat any system are a hidden population;
if they identified themselves, they would be penalized. We have no way of accurately
calculating their numbers. All we can rely on is anecdotal evidence of cases that have
been uncovered. All attempts to quantify the size of a hidden population can only be
estimates, and those who produce estimates will bid high or bid low, depending on a
variety of personal or political propensities.
Sociologists who understand research methods can effortlessly and automatically ask
crucial questions about the social "facts" to which they are exposed. They think about
uncontrolled or intervening variables, they wonder about how samples were assembled,
they question whether observed differences are large enough to be meaningful, and so on.
What you learn in your methods courses will be of lifetime benefit, even if you are never
required to conduct a research project yourself.
Appendix E: Anthropology Article
Article from: The American Anthropological Association
What is Anthropology?
Are you as interested as I am in knowing how, when, and where human life arose, what the first
human societies and languages were like, why cultures have evolved along diverse but often
remarkably convergent pathways, why distinctions of rank came into being, and how small bands
and villages gave way to chiefdoms and chiefdoms to mighty states and empires?
--Marvin Harris, Our Kind
Those words, written by the American anthropologist Marvin Harris, convey some of his
fascination with the field of anthropology. But what is anthropology?
Study of Humankind
The word anthropology itself tells the basic story — from the Greek anthropos ("human") and
logia ("study") — it is the study of humankind, from its beginnings millions of years ago to the
present day.
Nothing human is alien to anthropology. Indeed, of the many disciplines that study our species,
Homo sapiens, only anthropology seeks to understand the whole panorama — in geographic
space and evolutionary time — of human existence.
Though easy to define, anthropology is difficult to describe. Its subject matter is both exotic
(e.g., star lore of the Australian aborigines) and commonplace (anatomy of the foot). And its
focus is both sweeping (the evolution of language) and microscopic (the use-wear of obsidian
tools). Anthropologists may study ancient Mayan hieroglyphics, the music of African Pygmies, and
the corporate culture of a U.S. car manufacturer.
But always, the common goal links these vastly different projects: to advance knowledge of who
we are, how we came to be that way — and where we may go in the future.
I am a human, and nothing human can be of indifference to me.
--Terence, The Self-Torturer
Curiosity.
In a sense, we all "do" anthropology because it is rooted in a universal human trait:
curiosity. We are curious about ourselves and about other people, the living as well as the dead,
here and around the globe. We ask anthropological questions:






Do all societies have marriage customs?
As a species, are human beings innately violent or peaceful?
Did the earliest humans have light or dark skins?
When did people first begin speaking a language?
How related are humans, monkeys and chimpanzees?
Is Homo sapiens's brain still evolving?
Such questions are part of a folk anthropology practiced in school yards, office buildings and
neighborhood cafes. But if we are all amateur anthropologists, what do the professionals study?
How does the science of anthropology differ from ordinary opinion sharing and "common sense?"
Comparative Method.
As a discipline, anthropology begins with a simple yet powerful idea: any
detail of our behavior can be understood better when it is seen against the backdrop of the full
range of human behavior. This, the comparative method, attempts to explain similarities and
differences among people holistically, in the context of humanity as a whole.
Any detail of our behavior can best be understood when it is seen in the context provided by the
full range of human behavior.
Anthropology seeks to uncover principles of behavior that apply to all human communities. To an
anthropologist, diversity itself — seen in body shapes and sizes, customs, clothing, speech,
religion, and worldview — provides a frame of reference for understanding any single aspect of
life in any given community.
To illustrate, imagine having our entire lives in a world of red. Our food, our clothing, our car —
even the street we live on — everything around us a different shade of red. And yet ironically, in
a scarlet world, isn't it true that we will have no real grasp of the color red itself, nor even the
concept of color, without being able to compare red with yellow, blue, green, and all the hues of
the rainbow?
We [anthropologists] have been the first to insist on a number of things: that the world does not
divide into the pious and the superstitious; that there are sculptures in jungles and paintings in
deserts; that political order is possible without centralized power and principled justice without
codified rules; that the norms of reason were not fixed in Greece, the evolution of morality not
consummated in England. Most important, we were the first to insist that we see the lives of
others through lenses of our own grinding and that they look back on ours through ones of their
own.
--Clifford Geertz
Evolutionary Perspective
As a field, anthropology brings an explicit, evolutionary approach to the study of human
behavior. Each of anthropology's four main subfields — sociocultural, biological, archaeology, and
linguistic anthropology — acknowledges that Homo has a long evolutionary history that must be
studied if one is to know what it means to be a human being.
Cultural Anthropology
In North America the discipline's largest branch, cultural anthropology, applies the comparative
method and evolutionary perspective to human culture. Culture represents the entire database of
knowledge, values, and traditional ways of viewing the world, which have been transmitted from
one generation ahead to the next — nongenetically, apart from DNA — through words, concepts,
and symbols.
Cultural anthropologists study humans through a descriptive lens called the ethnographic
method, based on participant observation, in tandem with face-to-face interviews, normally
conducted in the native tongue. Ethnographers compare what they see and hear themselves with
the observations and findings of studies conducted in other societies. Originally, anthropologists
pieced together a complete way of life for a culture, viewed as a whole. Today, the more likely
focus is on a narrower aspect of cultural life, such as economics, politics, religion or art.
Cultural anthropologists seek to understand the internal logic of another society. It helps
outsiders make sense of behaviors that, like face painting or scarification, may seem bizarre or
senseless. Through the comparative method an anthropologist learns to avoid "ethnocentrism,"
the tendency to interpret strange customs on the basis of preconceptions derived from one's own
cultural background. Moreover, this same process helps us see our own society — the color "red"
again — through fresh eyes.
We can turn the principle around and see our everyday surroundings in a new light, with the
same sense of wonder and discovery anthropologists experience when studying life in a Brazilian
rain-forest tribe. Though many picture cultural anthropologists thousands of miles from home
residing in thatched huts amid wicker fences, growing numbers now study U.S. groups instead,
applying anthropological perspectives to their own culture and society.
Linguistic Anthropology
One aspect of culture holds a special fascination for most anthropologists: language — hallmark
of the human species. The organization of systems of sound into language has enabled Homo
sapiens to transcend the limits of individual memory. Speech is the most efficient medium of
communication since DNA for transmitting information across generations. It is upon language
that culture itself depends — and within language that humanity's knowledge resides.
"As you commanded me, I, Spider Woman, have created these First People. They are fully and
firmly formed; they have movement. But they cannot talk. That is the proper thing they lack. So
I want you to give them speech."
So Sotuknang gave them speech, a different language to each color, with respect for each other's
difference. He gave them also the wisdom and the power to reproduce and multiply.
--Hopi Indian Emergence Myth
Linguistic anthropologists, representing one of the discipline's traditional branches, look at the
history, evolution, and internal structure of human languages. They study prehistoric links
between different societies, and explores the use and meaning of verbal concepts with which
humans communicate and reason. Linguistic anthropologists seek to explain the very nature of
language itself, including hidden connections among language, brain, and behavior.
Language is the hallmark of our species. It is upon language that human culture itself depends.
Linguistic anthropologists, of course, are not the only ones who study historical dimensions of
culture. Anthropologists recognize that, in seeking to understand today's society, they should not
confine attention only to present-day groups. They also need information about what came
before. But how can they trace the long-ago prehistory, reaching far back into the millennia, of
societies that left no written record?
Archaeology
Fortunately, the human record is written not only in alphabets and books, but is preserved in
other kinds of material remains — in cave paintings, pictographs, discarded stone tools,
earthenware vessels, religious figurines, abandoned baskets — which is to say, in tattered shreds
and patches of ancient societies. Archaeologists interpret this often fragmentary but fascinating
record to reassemble long-ago cultures and forgotten ways of life.
Archaeologists, long interested in the classical societies of Greece, Rome, and Egypt, have
extended their studies in two directions — backward some 3 million years to the bones and stone
tools of our protohuman ancestors, and forward to the reconstruction of lifeways and
communities of 19th-century America. Regarding the latter, many archaeologists work in the
growing field of cultural resource management, to help federal, state, and local governments
preserve our nation's architectural, historical, and cultural heritage.
Biological Anthropology
But human history begins in a different place further back in time. It starts at least 4 million
years ago, when a population of apelike creatures from eastern Africa turned onto a unique
evolutionary road. Thus, the anthropologist's comparative perspective must be expanded to
include more than prehistoric human societies, for behavior has primate roots as well. To fully
understand humankind we must learn more about its place in the natural habitat of living things.
Biological (or physical) anthropology looks at Homo sapiens as a genus and species, tracing their
biological origins, evolutionary development, and genetic diversity. Biological anthropologists
study the biocultural prehistory of Homo to understand human nature and, ultimately, the
evolution of the brain and nervous system itself.
These, then, are the four main branches that make anthropology whole: cultural, linguistic,
archaeology, and biological anthropology. Anthropology asks a most difficult and most important
question: What does it mean to be human? While the question may never be fully answered, the
study of anthropology — what the noted anthropologist Loren Eiseley has called the "immense
journey" — has attracted some of the world's greatest thinkers, whose discoveries forever
changed our understanding of ourselves.
Know then thyself . . .
--Alexander Pope
Anthropology as a Career
Anthropologists conduct scientific and humanistic studies of the culture and evolution of humans.
Each of the four fields of American anthropology has its own skills, theories, and databases of
special knowledge. Most anthropologists, therefore, pursue careers in only one of the four
subdisciplines. Anthropologists may specialize in two or more geographic areas of the world, such
as Oceania, Latin America, and Africa, for reasons of comparison.
More than 350 U.S. colleges and universities offer an undergraduate major in anthropology, and
many more offer coursework. Because the subject matter of anthropology is so broad, an
undergraduate major or concentration can be part of a broad liberal arts background for men and
women interested in medicine, government, business, and law. More information on college and
university anthropology can be found in the American Anthropological Association's AAA Guide,
published yearly.
Training
A doctorate is recommended for full professional status as an anthropologist, although work in
museums, physical anthropology labs, and field archaeology is often possible with a master's
degree. There are more nonacademic career opportunities available to Ph.D. anthropologists,
currently, than there are jobs in the academy itself. Increasingly, Ph.D. students begin their
training with academic as well as nonacademic careers in mind, and seek admission to programs
that include applied-anthropology courses.
Academic Work Setting
Academic settings include departments of anthropology, nonanthropology departments (e.g.,
linguistics, anatomy, cultural studies, women's studies, fisheries), campus ethnic centers (African
American studies, Latino studies), campus area studies (Pacific studies, Mexican studies, Latin
American studies), campus research institutes (demography centers, survey research institutes,
archaeology centers), and campus museums.
Nonacademic Work Setting
In recent years, many anthropologists have chosen to utilize their specialized training in a variety
of nonacademic careers. Cultural and linguistic anthropologists work in federal, state and local
government, international agencies, healthcare centers, nonprofit associations, research
institutes and marketing firms as research directors, science analysts and program officers.
Biological anthropologists work in biomedical research, human engineering, private genetics
laboratories, and pharmaceutical firms. Archaeologists work off campus in environmental
projects, human-impact assessment, and resource management.
At present there is no discernible limit for Ph.D. anthropologists targeting the nonacademic realm
for employment. The global economy's focus on internationalism, information and research and
anthropology's world of interests mesh. Today, half of new doctorates find professional jobs off
campus.
Additional information on careers in anthropology is available from AAA.
For More Information
The American Anthropological Association (AAA), founded in 1902, is the world's largest
organization of men and women interested in anthropology. Its purposes are to encourage
research, promote the public understanding of anthropology, and foster the use of
anthropological information in addressing human problems. Anyone with a professional or
scholarly interest in anthropology is invited to join. For further details, please contact AAA.
Authored by David Givens
Appendix F: Reflection and Consideration
Outcome
Indicator of Mastery
Discuss and evaluate the
ideas, and theories of
prominent social scientists
Demonstrate an
understanding of the
different disciplines
involved in the study of
individuals and groups in
society (sociology,
psychology and
anthropology)
Demonstrate an
understanding and
appreciation of concepts
and methods used in the
social sciences.
Level of Mastery 1-5
/15
1. (Reflection) Which field seems to hold the most interest sociology or
anthropology?
2. (Consideration) How could you say that cultural anthropology was related to
sociology?
3. (Reflection) You may need to refer back to your notes. Which key people and
theories are represented in this film? Please describe the theories in your own
words and make sure you include the names of the theorists.
4. (Consideration) A law in the social sciences holds that predictions of human
behaviour cannot and should never be derived from observing animal interaction.
What do you think?
5. (Reflection) You are remaking this film. Pick two characters from the list of
theorists and create one as the protagonist and the other as the antagonist. How
would you set up their conflict? What would their conflict be? Who would win?
What is the plot?
Appendix F: Outcomes of Unit 1
Upon completion of this unit, students should be able to:
1Discuss and evaluate the ideas, and theories of prominent social scientists
2Demonstrate an understanding of the different disciplines involved in the study
of individuals and groups in society (sociology, psychology and anthropology)
3Demonstrate an understanding and appreciation of concepts and methods used
in the social sciences.
4 Apply social science methods to specific situations.
5 Work co-operatively to apply these concepts and methods.
6 Explore sources of bias, understand how to detect bias, explore personal bias
and reflect on ways to reduce bias.
7 Examine evidence using sociological methods of inquiry
Evaluation Task:
Address your understanding of the outcomes in paragraph form. To address the outcomes
properly this should be fairly lengthy at take at least 3-5 pages double spaced. Typed
evaluations are preferable, therefore you will be given time in school to complete this
evaluation. Remember that if you do not have access to a computer at home the Sackville
Public Library offers free computer access.
We will complete the chart labeled Outcome Understanding in class. You should use this
chart to complete the evaluation as well as any notes and received assessments.
Notes:
Outcome Understanding
Outcome
Number
1
What we have worked on
to complete this outcome
2
3
4
5
6
7
8
Due Date Assigned:
Evidence of Mastery in the
Written evaluation
Comments