CHALLENGE AND CHANGE IN SOCIETY GRADE 12 HSB 4M1

Description of Course: [Take directly from Ministry document]

This course examines the theories and methodologies used in anthropology, psychology, and sociology to investigate and explain shifts in knowledge, attitudes, beliefs, and behavior, and their impact on society. Students will analyze cultural, social, and biological patterns in human societies, looking at the ways in which those patterns change over time. Students will also explore the ideas of classical and contemporary social theorists, and will apply those ideas to the analysis of contemporary trends.

Pre-Requisite or Co-Requisite:HSP 3M1 Recommended but not required.

Policy Document Reference:Pg. 105, in the Ministry Document, The Ontario Curriculum . Grades 11 and 12, Social Sciences and Humanities.

Textbook(s):Transitions in Society, The Challenge of Change, by Bain and Colyer

Unit Titles (With approximate time allotted per unit)

Unit 1: What are Anthropology, Psychology, and Sociology? How do these disciplines research the causes and effects of personal, societal, and cultural change?

Unit 2: How do cultures, societies and individuals define and promote well-being?

Unit 3: HOw and why is Canadian society changing?

Unit 4: How and why are societies changing worldwide?

Unit 5: Course Culminating Activities - Social Science Report and Final Examination

Assessment and Evaluation 

According to Ministry policy, the primary purpose of assessment and evaluation is to improve student learning. It will be based upon the provincial curriculum expectations and the achievement levels outlined in the secondary curriculum policy documents.

Assessment is the process of gathering information from a variety of sources such as assignments, demonstrations, projects, learning skills, etc.

Evaluation is the process of judging the value of the student’s work on the basis of established criteria and assigning a value to represent that quality. The course evaluation is based on the DSBN Subject Council Consistency in Assessment and Evaluation Agreement, 2003-2004.

Learning Skills 

These skills are supportive of student learning, marks serve another purpose. A student’s ability to work with others, to attend class regularly, to be punctual, and to keep up with the work and maintain an accurate and complete notebook is very important and has an impact on how well a student performs. The report card allows these skills to be recorded for the public record. Therefore, teachers will continue to record information on these skills and assign a value to them for the report card.

Types of Assessment, Evaluation and Activities

- unit tests

- written reports / assignments

- individual and group oral presentations / communication skills

- homework,quizzes

          Term Work Assessment   70%

          Summative Assessment  30%

Tests/Quizzes 20%

Projects/Assignments 25%

Culminating Activities 25%ms or Types of Evaluation/Assessment

                                    OR

Unit Titles Including Types]

Final Examination 20%

Research Paper and Presentation 10% [Types of Summative Assessment (Mark Breakdown)

Specific Course Expectations:

Students should have with them each day:

- 3 ring binder containing lined and unlined paper, with dividers

- pen,pencil, ruler, eraser

- Testbook

- IRP duotang

- A.N.Myer agenda