Warwick School District

Curriculum❯Anthropology (sem)

Anthropology (sem)

Grade Levels: 11 | 12 |

Course Description

This course emphasizes the study of the origin of man and the development of cultures since prehistoric time.  The emphasis is a hands-on approach to physical anthropology and how cultures interact and cope with a changing environment.

Core Curriculum Content Standards

PA Common Core: History and Social Studies (2012)

  • Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

    • GRADES 11-12

      • Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.(8.5.11-12.A)
      • Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.(8.5.11-12.B)
      • Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.(8.5.11-12.C)
      • Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).(8.5.11-12.D)
      • Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.(8.5.11-12.F)
      • Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.(8.5.11-12.G)
      • Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.(8.5.11-12.H)

  • Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

    • GRADES 11-12

      • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.(8.6.11-12.C)
      • Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.(8.6.11-12.E)
      • Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.(8.6.11-12.F)
      • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.(8.6.11-12.G)
      • Draw evidence from informational texts to support analysis, reflection, and research.(8.6.11-12.H)
      • Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.(8.6.11-12.I)

NCSS - Curriculum Standards for Social Studies (1994)

  • Grades K-12

    • Culture - Social studies programs should include experiences that provide for the study of culture and cultural diversity, so that the learner can:(NCSS.I)
    • Time, Continuity, & Change Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time, so that the learner can:(NCSS.II)
    • People, Places, & Environments Social studies programs should include experiences that provide for the study of people, places, and environments, so that the learner can:(NCSS.III)
    • Individual Development & Identity Social studies programs should include experiences that provide for the study of individual development and identity, so that the learner can:(NCSS.IV)
    • Individuals, Groups, & Institutions Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions, so that the learner can:(NCSS.V)
    • Global Connections Social studies programs should include experiences that provide for the study of global connections and independence, so that the learner can:(NCSS.IX)

Units

Unit #1 - The Search For Our Ancestors

Unit #2 - Comparative Anatomy in the Study of Evolution

Unit #3 - The Pleistocene: Challenge and Change

Unit #4 - Evolution: Process of Change

Unit #5 - Primates and Culture

Unit #6 - Brains, Tools, and Society

Unit #7 - Middle Pleistocene - Hunters and Gatherers

Unit #8 - The Mysterious Neanderthals

Unit #9 - Modern Humans of the Late Pleistocene

Unit #10 - Human System of Adaptation

Unit #11 - Incorporating the Four C's