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Introduction to Anthropology, Psychology, and Sociology
Grade 11
Self and Others
Patricia McNeil
Friday, June 28, 2013
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Introduction to Anthropology, Psychology, and Sociology:
Self and Others
Author: Patricia McNeil
Length of Unit: 7 lessons
Grade: 11
Rationale – Why Am I Teaching This Unit?
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The following unit is appropriate at this time because students are beginning to think
about where their interests lie with respect to their future endeavours outside of
secondary school. There is no prerequisite for this course, so many of the students will
learn about many concepts and theories in this course for the first time.
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Due to the fact that many of the students may not be familiar with the course content,
writing reflections will help to solidify that knowledge and will allow them to explain it in
their own words.
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This unit is based upon the three overall expectations and several of the corresponding
specific expectations stated within the Ministry of Education curriculum.
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This unit will assist in developing their skills to think critically and reflect on the new
information learned. It will also involve research and inquiry into many issues that are
relevant in today’s society.
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Learners’ needs will be addressed in several ways
Intellectually – students will be introduced to new information and will engage in thoughtprovoking discussion
Socially – students will do many activities in groups or pairs, working as a team
Physically – the activities will involve some movement around the classroom, allowing
students to stretch and walk around (they won’t be sitting in every single lesson)
Emotionally – the students will write in their journals at certain times, which will allow
them to reflect on how they felt about a certain activity, or information within a lesson, as
well as on their learning that day.
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The abilities and diversities are reflected in this unit in the group work. Students will have
the opportunity to choose their groups, but at times I will be the one assigning the
groups, to ensure that each group reflects diversity and includes a variety of abilities.
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Overall Expectations
 describe some differences and similarities in the approaches taken by anthropology,
psychology, and sociology to the concept of self in relation to others
 demonstrate an understanding of the social forces that influence and shape behaviour
as described by anthropologists, psychologists, and sociologists
 analyse socialization patterns from the perspectives of anthropology, psychology, and
sociology
Specific Expectations
 Identify and assess the major influences that contribute to an individual’s personal and
social development (e.g., heredity, environment, race, gender)
 Analyse the role of the mass media in influencing individual and group behaviour.
 Evaluate the role of cultural influences in socialization (e.g., as they affect gender
expectations).
 Identify and assess the major influences that contribute to an individual’s personal and
social development (e.g., heredity, environment, race, gender);
 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).
 Demonstrate an understanding of anthropological, psychological, and sociological
theories that deal with socialization (e.g., enculturation, nature versus nurture, social
isolation)
Pre-Assessment/Prior Knowledge
Learners
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The learners in this unit will be coming from a variety of different experiences and
backgrounds, as some students may be from cultures or religious backgrounds which
view the concepts and theories differently than Western culture.
 The learners may also have never thought critically about the concepts within this unit,
and therefore taking a step by step approach to this unit is necessary for all levels of
understanding.
Learning Environment
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For this unit, learning would best occur in the classroom.
The desks will be arranged in pairs to allow for creative partner and group activities to
occur, with space between each grouped set, so that I will have room to move between
and around the desks to assess students’ work.
For class discussions, students will be asked to move their desks into a horseshoe
shape or circle.
During class activities, either group or individual, students will sit at their desks.
Demonstration Statements/Culminating Activity
To demonstrate learning throughout this unit, students will:
 Answer class questions and participate in discussion periods
 Write reflection journals to log their progress and to demonstrate what they have learned
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Teacher Planning Sheet (Formal lesson plans are in bold)
Lesson
Introduction to
Theories
Regarding the
Self in Relation
to Others
Nature vs.
Nurture
Motivation
Social Groups
Specific Expectation
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, psychology,
and sociology.
Identify and assess the major
influences that contribute to
an individual’s personal and
social development
Identify and assess the major
influences that contribute to
an individual’s personal and
social development.
Identify and assess the major
influences that contribute to
an individual’s personal and
social development
Explain why behaviour varies
depending on context and on
the individuals involved.
Demonstrate an
understanding of
anthropological,
psychological, and
sociological theories that
deal with socialization
Teaching/Learning
Strategies
Resources
Assessment Evaluation
In this lesson, students will
learn about the theories
regarding the self through
note-taking, class discussion,
and group work to further
investigate these theories.
Textbook “Images of the world:
introduction to
Anthropology, Psychology and
Sociology” McGraw-Hill
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Observation
Anecdotal notes
Class discussion
Refection journal
This lesson will use class
discussions, research
exploration, and reflection
questions to explore the
debate of genetics vs.
environment.
The students will work in small
groups to discuss and examine
theories on motivation and
how motivation may affect
behaviour.
http://www.mcgrawhill.ca/school/
products/9780071058186/
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Observation
Anecdotal notes
Class discussion
Reflection journal
Images of the world: introduction
to Anthropology, Psychology
and Sociology
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Observation
Anecdotal notes
Class discussion
In this lesson, students will
reinforce previous knowledge
of factors that influence
behaviour through a class
debate on nature vs. nurture.
Sociobiology and You:
http://www.thenation.com/article/
sociobiology-andyou#axzz2XS5at4Kr
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Observation
Checklist (debate)
Self-assessment
Class discussion
http://www.sciencenewsforkids.o
rg/2008/12/double-take-2/
Textbook “Images of the world:
introduction to
Anthropology, Psychology and
Sociology” McGraw-Hill
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Agents of
Socialization
Gender Roles
And The Mass
Media
Analyse the role of the mass
media in influencing
individual and group
behaviour
Explain the role of
socialization in the
development of the individual
Identify the primary and
secondary agents of
socialization and evaluate
their influence
Analyse the role of the mass
media in influencing
individual and group
behaviour
Evaluate the role of cultural
influences in socialization
How the Media
Influences
Behaviour
Evaluate the role of cultural
influences in socialization
(e.g., as they affect gender
expectations).
Explain the role of
socialization in the
development of the
individual.
Culminating
Task
Analyze the role of the mass
media in influencing
individual and group
behaviour
Identify and assess the major
influences that contribute to
an individual’s personal and
social development
Effectively communicate the
results of their inquiries,
using a variety of methods
and forms
This lesson will teach students
about the various agents of
socialization and how those
agents can determine
behaviour. Students will
engage in role-play to
demonstrate their
understanding.
In this lesson, there will be
class discussions/debates,
reflection questions, and oral
presentations to explore, think
about, and present ideas on
gender roles in the media.
In this lesson, students
participate in a questionnaire
to reflect on their own body
image, then as a group
analyze and interpret images
within magazine ads, finally
presenting their selections to
one another.
In this culminating task,
students take what they have
learned throughout the unit
and apply it to creating an
advertisement as a group.
Each group with present their
ad to the class.
Images of the world: introduction
to Anthropology,
Psychology and Sociology
http://en.wikipedia.org/wiki/Socia
lization#Socialization
http://www.youtube.com/watch?
v=S5pM1fW6hNs
http://www.youtube.com/watch?
v=3exzMPT4nGI
http://www.youtube.com/watch?
v=uOIIUQehzDI
http://www.mcgrawhill.ca/school/
products/9780071058186/
Body Image Questionnaire was
found as a word doc through
Google, and I have made a few
modifications to it in order to
ensure it is appropriate for this
lesson.
Images of the world: introduction
to Anthropology,
Psychology and Sociology
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Observation
Anecdotal notes
Role-playing
Class discussion
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Observation
Anecdotal notes
Class discussion
Oral presentation
Reflection journal
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Observation
Anecdotal notes
Class discussion
Oral presentation
Reflection journal
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Observation
Presentation
Rubric
Peer-assessment
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Accommodations
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I will frequently repeat questions asked in class, to ensure that all students are able to
hear it and keep up with the discussion that is happening, particularly if they have low
vision.
I will ensure that all discussion questions and activity instructions are posted visually so
that students who are hard of hearing, or who do not happen to hear instructions in that
moment, are able to read the instructions/questions themselves.
I will arrange the classroom so that students who are heard of hearing and have low
vision are seated closer to the front.
When I show audio-visuals, I will pause often to discuss/explain what is happening, and
will ensure students who have low vision or are heard of hearing are sitting closer to the
screen so they can see/hear.
I will hand out study sheets with a summary of the information learned at the end of each
class, so that students are all able to review what they learned.
I will offer alternatives to formal testing for assessment, opting for anecdotal notes,
reflections, class discussions, and fun activities.
I will offer opportunities for one-on-one time with all students, particularly those with
exceptionalities, as they may have additional questions or require additional support.
Diversity Issues
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I will encourage both males and females equally to participate in my lesson activities,
and will hopefully be a role model to the female students in the class for my love of
science.
The environment will be set up as a safe space where students who come from cultures
which may disagree with my lessons can express their views freely and without
reprimand. The class discussions will be set up in a way to simply encourage students to
think critically about their bodies.
I will ensure there are a variety of different things for students to do, to accommodate for
learning styles, including (but not limited to) activities, discussion, and independent
reflection.
Evaluation will be primarily based on my own anecdotal notes and the students’
reflections. This way assessment is based on the student as an individual, without
comparing them to their classmates.