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About the course

This course provides students with opportunities to think critically about theories, questions, and issues related to anthropology, psychology, and sociology. Students will develop an understanding of the approaches and research methods used by social scientists. They will be given opportunities to explore theories from a variety of perspectives, to conduct social science research, and to become familiar with current thinking on a range of issues within the three disciplines.

Introduction to Anthropology, Psychology, and Sociology

Course Credit


Course Price

$ 550.00

Course Developer

My Learning Oasis

Prerequisite(s) (Text)

The Grade 10 academic course in English, or the Grade 10 academic history course (Canadian and world studies) (ENG2D) OR (CHC2D)

Course Code

Department Head & Contact Information


Course Type


Grade Level

Grade 11

Course Development Date

June 10th, 2021

Course Outline

Research and Inquiry Skills

In this unit students will look at certain research skills, as follows:
Exploration - finding relevant topics in anthropology, psychology, and sociology, and formulate questions appropriate to each discipline to guide their research
Investigating: They will be taught how to create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods
Processing Information: They will learn how to assess, record, analyse, and synthesize information gathered through research and inquiry.
Communicating and Reflecting: They will learn to communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.

Expected Hours of Instructions: 12 hours


Students will be introduced to major theories, perspectives, and research methods in anthropology. They will explore the contributions of notables in the area such as Noam Chomsky, Charles Darwin, Jane Goodall, the Leakeys, Margaret Mead, Edward Sapir, Marvin Harris, Richard Lee, Biruté Galdikas, Sherry Ortner. Students will be introduced to ideas of the major anthropological schools of thought (e.g., functionalism, structuralism, cultural materialism, feminist anthropology, postmodern or postcolonial anthropology) and explain how they can be used to analyse features of cultural systems. They will investigate how, from an anthropological perspective, how factors such as pandemic, environment, and globalization influence and shape human behaviour and culture. Students will look, from an anthropological perspective, the effects that diffusion, assimilation, and multiculturalism have on culture and how studying cultural systems of different times, places, and groups helps anthropologists understand human behaviour and culture in the present. They will look at how culture produced diverse forms of behavior and explore ways in which culture is an agent of socialization

Expected Hours of Instructions: 31 hours


Students will explore the significance of contributions of influential psychologists (e.g., Erik Erikson, Sigmund Freud, Carl Jung, Abraham Maslow, Ivan Pavlov, Carl Rogers, B. F. Skinner, Thomas Bouchard, Mary Ainsworth, Leta Stetter Hollingworth, Carol Gilligan). They will be introduced to major theories in psychology and investigate how those theories (e.g., psychodynamic theory, behaviourism, cognitive theory, humanistic theory, feminist psychology theory), can be used to explain and understand human behaviour. They will look at the contribution of different psychological approaches to understanding human behavior, for instance, clinical, experimental, personality, abnormal, and developmental psychology. Students will look from a psychological perspective, how various influences (e.g., heredity, environment, personality, identity, developmental stage, attachment) contribute to an individual’s psychological development. Students will look at how ‘context’, from a psychological perspective can influence behavior. They will look at how diverse psychological factors (e.g., motivation, perception, attitudes, mental health, temperament) influence individual behaviour. identify and describe the role of socialization in the psychological development of the individual (e.g., effects of social isolation on language development, effects of group play experiences on emotional development). Students will assess how diverse personality traits (e.g., introversion, openness to experience, perfectionism) shape human behaviour and interaction in a variety of environments. They will also analyse the procedures of and ethical problems associated with major psychological experiments in socialization

Expected Hours of Instructions: 35 hours


In this unit students will be introduced to various theories, perspectives, and research methods in sociology. They will look at how individual and social behavior is shaped from a sociological perspective. They will also look, from a sociological perspective, patterns of socialization. More specifically, students will look at contributions from various theorists to the field of sociology (e.g., Emile Durkheim, Karl Marx, Edward Said, Max Weber, Dorothy Smith, Charles Wright-Mills, Reginald Bibby, Gordon Allport, George Dei, Ibn Khaldun). Students will delve, from a sociological perspective, how diverse factors (e.g., social norms and expectations, social structures, social distinctions, socio-economic status, geographic location, physical environment, media coverage) influence and shape individual and group behaviour. They will also explore, from a sociological perspective, the relationship between prejudice and individual and systemic discrimination. STudents will look from a sociological perspective, how diverse influences (e.g., culture, religion, economics, media, technology) shape social behaviour (e.g., dating and courtship, social networking, bullying, following trends and fads). Students will explore how structural changes take place in social institutions (e.g., family; religious institutions; legal, political, educational, and health systems; the military) in response to diverse influences (e.g., demographic or economic change, introduction of the Canadian Charter of Rights and Freedoms, social movements). They will look at how class influences social behavior. Students will look at the relative influence of primary agents of socialization (e.g., family, peers) and secondary agents of socialization (e.g., media, religion) on the socialization of the individual

Expected Hours of Instructions: 30 hours


This is a proctored exam worth 30% of your final grade.

Expected Hours of Instructions:2 hours

Total 110 hours


The course material (class notes and necessary handouts) will be provided by the

The students will be required to have:

● Access to a library or the Internet to do research

● Access to internet as well as electronic devices for note taking and communication for those taking the class online

Overall Curriculum Expectations


A1 explore topics related to anthropology, psychology, and sociology, and formulate questions appropriate to each discipline to guide their research;
A2 create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods;
A3 assess, record, analyse, and synthesize information gathered through research and inquiry;
A4 communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.


B1 demonstrate an understanding of major theories, perspectives, and research methods in anthropology
B2 use an anthropological perspective to explain how diverse factors influence and shape human behaviour and culture;
B3 use a cultural anthropology perspective to explain patterns of human socialization.


C1 demonstrate an understanding of major theories, perspectives, and research methods in psychology;
C2 use a psychological perspective to explain how diverse factors influence and shape human mental processes and behaviour;
C3 use a psychological perspective to analyse patterns of socialization.


D1 demonstrate an understanding of major theories, perspectives, and research methods in sociology;
D2 use a sociological perspective to explain how diverse factors influence and shape individual and group social behaviour;
D3 use a sociological perspective to explain patterns of socialization.

Special Accommodations

Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate.

These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*). It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners.

The three types of accommodations that are going to be used are:

i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples).

For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.

* Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 9 to 12: Social Sciences and Humanities, 2013; Pg 35-38 Date of extraction: Sunday, March 14, 2021

Program Considerations For English Language Learners

Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English-language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.

Teaching/Learning Strategy

The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other.

This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members.

This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and have each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this.

The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself.

Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.

Assessment And Evaluation

At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies.

Concrete assessments are made through projects and assignments. However, the evaluation is based on “our flavor” of the Mastery Teaching technique. This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations. At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution.

Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:

● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.

● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course

Final Exam:30%

Grading for all course work, projects, presentation, participation, interim quizzes and exams: 70%

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