Introduction to Anthropology, Psychology, and Sociology, HSP3U- Anthro.

Unit

Unit Overview
This unit, “Anthropology” will take place at the beginning of the course, immediately

following the research and inquiry overview. Anthropology is the study of humankind. The unit

will examine the four different subfields of anthropology while focusing on cultural anthropology.

The class will examine various schools of anthropological thought and how they relate to

culture. Anthropologists use research and fieldwork to gain insight into how humans live, think,

communicate, and interact with their social and physical environments (Haskings-Winner, 2011).

Unit Expectations

Overall Expectations

Strand A. Research and Inquiry Skills

A1. Exploring: ​explore topics related to anthropology, psychology, and sociology, and
formulate questions appropriate to each discipline to guide their research
A2. Investigating: ​create research plans, and locate and select information relevant to their
chosen topics, using appropriate social science research and inquiry methods
A.3 Processing Information: ​access, record, analyse, and synthesize information gathered
through research and inquiry
A.4 Communicating and Reflecting:​ communicate the results of their research and inquiry
clearly and effectively, and reflect on and evaluate their research, inquiry, and communication
skills
Strand B. Anthropology
B1. Theories, Perspectives, and Methodologies:​ demonstrate an understanding of major
theories, perspectives, and research methods in anthropology;
​B2. Explaining Human Behaviour and Culture: ​use an anthropological perspective to explain
how diverse factors influence and shape human behaviour and culture;
B3. Socialization: ​use a cultural anthropology perspective to explain patterns of human
socialization
Specific Expectations​__________________________________________________________
A1.1 ​explore a variety of topics related to anthropology, psychology, and sociology to identify
topics for research and inquiry
A1.2 ​identify key concepts (​e.g., through discussion, brainstorming, use of visual organizers​)
related to their selected topic
A2.1 ​use appropriate research plans to investigate their selected topics (​e.g., outline purpose
and method, identify sources of information; develop research tools such as surveys or
questionnaires​), ensuring that their plans follow guidelines for ethical research
A2.2​ locate and select information relevant to their investigations from a variety of primary
courses and/or secondary sources
A3.1​ assess various aspects of information gathered from primary and secondary sources
A3.3​ analyse and interpret research information
A3.4​ demonstrate academic honesty by documenting the sources of all information generated
through research
A4.1​ use an appropriate format to communicate the results of their research and inquiry
effectively for a specific purpose and audience
A4.4 ​demonstrate an understanding of the general research process by reflecting on and
evaluating their own research, inquiry, and communication skills

Overview of Teaching/Learning Strategies

Throughout this unit, there will be an assortment of teaching strategies and learning

strategies used to engage students to succeed, these include: direct teaching, research and

inquiry, think-pair-share, mind maps, graphic organizers, role play, internet research, use of

technology, and different media presentations.

Overview of Lessons

There will be a total of seven lessons in the Anthropology unit with an additional eighth

unit that will be the introduction and work periods for the culminating task. Each lesson

averages one to two periods with four periods designated to complete the culminating task. This

unit is designated a month to complete, with three extra days included so that the teacher can

accommodate to the learning needs of their class.

Lesson 1: Introduction to Anthropology

Time: ​150 (two periods)
This lesson focuses on a basic introduction to anthropology including understanding the

four different fields within anthropology; physical, cultural, archeology, and linguistic. Throughout

the unit, the class will be focusing primarily on cultural anthropology and how it relates to and

influences the world and society. In addition, the class will begin to develop and inquire into

anthropological research and fieldwork as it will relate to the culminating task.

Main Activities
The class will join into small groups of three to four and begin a think-pair-share activity

by building mind maps on what they believe the answer to “what is anthropology?” The class will

then post their maps on the walls and students will have a chance to look at their peers’

interpretations.

Learning Goals/Specific Expectations:

B1.3​ explain significant issues in different areas of anthropology
B1.4​ explain the main research methods used for conducting anthropological research and
assess critiques of various methods

Lesson 2: Schools of Anthropological Thought

Time: ​3x 75 minutes (three periods)
In this lesson, the class will be focusing on the different schools of anthropological

thought: cultural relativism, functionalism, cultural materialism, feminist anthropology, and post

modernism. Afterwards they will be asked to think about two things: how do each of these

schools theorize the concept of culture and how do these understandings of culture challenge or

support the treatment of societies.

Main Activities
Students will divide into five groups and each group will be assigned an anthropological

school of thought. Students will spend the rest of the class time researching their assigned

school of thought. They will have one full class day to prepare a poster presentation that they

will share with the class on the designated third class day and that will be displayed in the

classroom for the duration of the course. Further explanation and expectations will be explained

on a secondary handout on the first day of this lesson.

Learning Goals/Specific Expectations:

B1.1​ explain the significance of contribution of influential anthropologists
B1.2​ outline the key ideas of the major anthropological schools of thought and explain how they
can be used to analyse features of cultural systems
Lesson 3: Culture and Identity
Time: ​75 minutes
Throughout this lesson, the class will be introduced to the concept of culture and the

basic factors that influence culture and identity. Students will be asked to think about their own

culture and how these factors have influenced them. As well, the class will analyse how culture

shapes values and beliefs. As a class, we will discuss what determines culture and the rites of

passage that most cultures have within them.

Main Activities

Students will be asked to write a one page write up about how the factors discussed in

the lesson influenced their own culture: environment, behaviours, values, attitudes, fundamental

assumptions, and beliefs. Students are encouraged to use their creativity and create mind

maps, charts, drawings, or writing to explain what they believe is their own culture.

Learning Goals/Specific Expectations:

B2.1​ explain, from an anthropological perspective, how various factors (​e.g., physical
environment, globalization, pandemics​) influence and shape human behaviour and culture

Lesson 4: Culture, Gender Roles, and Gender Identity

Time: ​150 minutes (2 periods)

Students will focus on the differences between sex and gender; the biological and the

cultural. As well as gender roles, gender identity, and gender stereotypes. The class will be

reminded of respectful discussions and begin engaging in dominant LGBTQ2S (Lesbian, Gay,

Bisexual, Trans, Queer, and 2 Spirit) issues arising in society presently and the context that has

been placed on the stereotypes by cultural influences. This lesson will include the various ways

that genders are constructed; clothing, symbols, classifications of “male” and “female”, relative
values of genders, and acceptable behaviours. The overall discussion will relate to how culture

influences gender roles and gender identity.

Main Activity
Class discussion will be encouraged to construct and share ideas on how what we have

learned about culture so far in the unit influences gender roles and gender identity. Students will

be asked how to change the way culture shapes gender and various methods to support those

affected by gender roles and stereotypes. In addition, the class will look at different films and

scripts and reverse genders of the main characters to examine the popular culture’s influence

on gender roles.

Learning Goals/Specific Expectations:

B3.1​ explain how culture produces diverse forms of human behaviour

Lesson 5: Anthropological Influences on Behaviour

Time: ​150 minutes (two periods)

In this lesson, the class will examine of various factors influence and shape human

behaviour and cultures. Students will consider how technological change can change a culture

and how technology influences culture. They will further examine how language and culture are

interrelated and how different norms in body language can cause confusion, misinterpretations,

and possibly offence across various cultures. As well as how the environment and culture are

interrelated.

Main Activities

In pairs or groups of three, students will each research food culture around the world and

analyse how environment is taken into consideration with the difference food dishes in each

culture. This will relate to farming and agriculture but can also begin to spread into technological

inventions relating to different farming techniques.

Learning Goals/Specific Expectations:

B2.1​ explain, from an anthropological perspective, how various factors influence and shape
human behaviour and culture

Lesson 6: Kinship Systems

Time: ​150 minutes (two periods)

This lesson will introduce the class to how culture is an agent of socialization. The class

will examine influences that family has on individual identity as well as look at different kinship

systems including bilineal, matrilineal, kinship, and fictive kinship. The class will also examine

the different types of marriage relationships and different non-marriage societies. The class will

be asked to consider: how they define themselves and how their family defines them.

Main Activities

Students will be assigned a reading task in which they read a patrilineal case study and

a bilineal case study and create a visual assignment on how each system works, how the

marriage happens, obligations involved in the marriage, etc.

Learning Goals/Specific Expectations:

B3.2 ​explain ways in which culture is an agent of socialization (​e.g., in communicating and
upholding things such as kinship rights and obligations, social customs, religious practices​)

Lesson 7: Globalization and Culture

Time: ​75 minutes (one period)
In this lesson student will examine the concept of globalization and its effects, both

positive and negative on culture. The class will learn the differences between cultural

transmission and transculturation as well as consider how they are connected to other cultures

outside of their own through globalization, cultural transmission, and transculturation. Students

will consider how trade movements, exchange of technologies and the sharing and adoption of

cultures has impacted the host culture.

Main Activities
 There will be no main activities for this unit as the class will be beginning their

culminating task the following day.

Learning Goals/Specific Expectations:

B2.1 ​explain, from an anthropological perspective, how various factors influence and shape
human behaviour and culture
B2.2​ describe, from an anthropological perspective, the effects that diffusion, assimilation, and
multiculturalism have on culture

Lesson 8: Thinking Like an Anthropologist

Time: ​4x 75 minutes (consecutive four periods)
Students will be using all their critical thinking skills and anthropological knowledge to

examine a culture. Using these skills, they will consider good, investigative questions about a

culture and create a research paper with a thesis of their choosing. In 4-6 pages, students will

use anthropological language to explain the practices of a culture and to explain what the

components of said culture might be. Students will use their anthropological knowledge and

language skills to explain what has influenced the development of a culture. The class will be

reminded to follow the research and inquiry skills explained at the beginning of the course and

to practice good formatting (​A4.1​) and to demonstrate academic honesty (​A3.4​) by supplying a

full reference page.