Overall Expectations

By the end of this course, students will:

Strand: Social Change

• appraise the differences and similarities in the methodologies and strategies of anthropology, psychology, and sociology applied to the study of change;

• describe key features of major theories from anthropology, psychology, and sociology that focus on change;

• analyse patterns of technological change from the perspectives of anthropology, psychology, and sociology.

Strand: Social Trends

• appraise the differences and similarities in the approaches taken by anthropology, psychology, and sociology to the study of trends relating to the baby boom, fertility and fecundity, and the life cycle;

• assess the importance of demography as a tool for studying social trends;

• demonstrate an understanding of the social forces that influence and shape trends.

Strand: Social Challenges

• appraise the differences and similarities in the approaches taken by anthropology, psychology, and sociology to the study of social challenges pertaining to health, social injustice, and global concerns;

• demonstrate an understanding of the social forces that shape such challenges.

Strand: Research and Inquiry Skills

• define and correctly use anthropological, psychological, and sociological terms and concepts;

• demonstrate an understanding of the main areas of study in anthropology, psychology, and sociology, and of the similarities and differences among them;

• demonstrate an understanding of the different research methods used by anthropology, psychology, and sociology to investigate questions of importance within each field, and apply relevant skills correctly and ethically;

• demonstrate an ability to select, organize, and interpret information gathered from a variety of print and electronic sources;

• communicate the results of their inquiries effectively.

• communicate effectively through written and audio-visual presentations, using accepted social science research format;

• demonstrate effective collaborative group skills.

Units:  Titles and Time

EVALAUTION POLICY

Students will be assessed and evaluated according to the work they have produced and skills they have displayed. Methods of providing feedback will include assessing completed assignments, tests, co-operative learning activities, simulations and presentations. Student marks will be determined by assessing and evaluating process and product according to the Achievement Level Chart given below.

Grade Range	Achievement Level	Achievement Level Description
80–100%	Level 4	A very high to outstanding level of achievement. Achievement is above the provincial standard.
70–79%	Level 3	A high level of achievement. Achievement is at the provincial standard.
60–69%	Level 2	A moderate level of achievement. Achievement is below, but approaching, the provincial standard.
50–59%	Level 1	A passable level of achievement. Achievement is below the provincial standard.
Below 50%		Insufficient achievement of curriculum expectations. A credit will not be granted.

EVALUATION STRUCTURE

Student work will be assessed and evaluated according to the four achievement categories defined in the curriculum document (Ontario Curriculum, Social Sciences and Humanities, 1999).

Category and Description
Knowledge and Understanding: Includes content acquired throughout the course and comprehension of its meaning and significance.	25%
Thinking: Deals with the use of critical and creative thinking skills and or processes.	25%
Communication: Is conveying meaning through various forms.	25%
Application: Includes the use of knowledge and skills to make connections within and between various contexts.	25%

FINAL GRADES

The four assessment and evaluation categories are reflected in day-to-day activities, quizzes, unit tests, culminating activities, and on the final examination.

The final grade in this course will be based on:

HSB4M1	Grade Distribution
Term Work	70%
Course Culminating Activity	10%
Examination	20%

RESOURCES

Bain, C. Transitions in Society: The Challenge of Change. Oxford. Toronto, 2002.

REPLACEMENT COST AND DAMAGE

The replacement cost for a lost, stolen, or damaged textbook which is beyond repair is $60. The cost of repairing a damaged textbook will be paid by the student.

OTHER EVALUATION ISSUES

Please refer to the Student Agenda Handbook (2009/2010) for school policies on late assignments, incomplete assignments, missed tests and examinations, plagiarism, absences, school suspensions and other related issues.