Lessons/Activities:

Discipline/ Time Lesson #/ Topic Major Focus Teaching Activities Learning Assessment Tools
(Major Concepts) Questions and and Strategies Resources
Issues

Anthropology 1. Verbal 1. How do we - Minds On: Class - PowerPoint - Classroom

Communication communicate? discussion about presentation discussions
Duration: 3 days - Introduction of the 2. Why was answering the - YouTube videos to - Exit Cards
anthropological communication question “How do further explain
perspective of “How essential to our we communicate?” evolution of
Do We ancestors? - Action: physical
Communicate?” – 3. How is PowerPoint characteristics and
How language communication presentation about language, and early
evolved essential to us in the evolution of forms of
- Evolution of today’s society? Are physical communication
physical attributes their any similarities characteristics and - Exit Cards given
that enable speech – or differences language, and to students – what I
i.e. Broca’s Area between now and examples of early know, what I want
- Evolution of our ancestors? forms of to know, and what I
human language communication learned
- Early forms of - Consolidation: - The Guardian
communication Have students read article – “Why are
about the the lost tribes now
Sapanahua tribe and emerging from the
discuss the Amazon?”
implications of
“first contact” and
what can we learn
from them about our
past, after give
Days: 1 day students Exit Cards
2. Non-Verbal 1. How important is - Minds On: Non- - PowerPoint - Non-verbal activity
Communication non-verbal Verbal activity – presentation - Classroom
- Various examples communication in pick student - YouTube videos to discussions
and explanations of our everyday lives? volunteers and give demonstrate other
non-verbal 2. Have you ever them a task (i.e. forms of non-verbal
communication – gotten in trouble for walking while being communication
examples, looking at a friend sad/happy, sniffing - Non-verbal
locomotion, or an adult “the the air, showing activity – to show
adornment, silence wrong way”? lack of interest etc.) students that we
etc. and have the class non-verbally
guess what they are communicate
trying to constantly
communicate
- Action:
PowerPoint
presentation of the
different types of
non-verbal
communication and
their explanations
- Consolidation: A
classroom
discussion around
these two questions
– “how important is
non-verbal
communication in
our everyday
lives?” and “have
you ever gotten into
trouble for looking
at a friend or an
 adult “the wrong
Days: 1 day way”?”
3. Body Language 1. How important is - Minds On: Body - PowerPoint - Body language
- Another example body language to language activity – presentation activity
of non-verbal our society? pick student - YouTube videos to - Classroom
communication 2. How important volunteers and give demonstrate body discussion
- Body language in was body language them a facial language - Importance of non-
relationships and to our ancestors? expression or an - Body language verbal
transmitting the 3. How often do we action they have to activity for students communication
proper message use body language preform (i.e. happy, to start thinking reflection
- Interpreting body to communicate sad, scared, about how we use
language – different with others? surprised, playing body language
body language baseball, eating etc.) everyday
examples from and have the class - Classroom chart of
around the world guess what they are “How Humans
doing Communicate”
- Action:
PowerPoint
presentation about
body language and
different examples
of body language
faux pas in different
cultures
- Consolidation:
Creating a
classroom chart of
“How Humans
Communicate” and
give out assignment
– students have to
write a 1-page
reflection paper on
 how important non-
verbal
communication is to
our society, why is
it or why is it not
important, and has
the importance of
body language
changed compared
Days: 1 day to our ancestors?
Psychology 4. Acquiring and 1. Any similarities - Minds On: - PowerPoint - Classroom
Manipulating or differences Students will tell the presentation discussions
Duration: 3 days Language between your story story about when - YouTube videos – - Exit cards
- Describing the and your partners they started demonstrating each - Student stories of
language story of language developing stage of language language
development in development? language to a development in development
young children in 3 2. Do children with partner (or the story children who can
stages significant hearing behind their name, hear and of children
- Discuss that loss go through if they can’t who have
children with these stages as well? remember) – the significant hearing
significant hearing 3. To alter purpose is to have loss
loss go through perspectives and students start - Exit cards given to
these stages as well biases that society thinking about the students – what I
has for people who process of know, what I want
are deaf or hard of developing to know, and what I
hearing, to show language and the learned
that sign language is similarities and
a language differences of how
individuals are
socialized
- Action:
PowerPoint
presentation of the 3
 stages of language
development in
young children
- Consolidation:
Classroom
discussion about
learning spoken
language and sign
language, and Exit
Days: 1 day cards
5. Learning 1. How do these two - Minds On: Review - PowerPoint - Classroom
Theory and Innate theories describe the three stages presentation discussions
Acquisition Theory how we learn discussed the - YouTube videos of - Textbook questions
- Explain the language? previous class examples of each
concept of learning 2. How are the two - Action: theory
theory – theories different PowerPoint - Descriptive
conditioning and and similar? presentation of Charades – to
B.F. Skinner 3. How was learning theory, demonstrate the use
- Explain the language used innate acquisition of language
concept of innate during Descriptive theory and - Classroom
acquisition – natural Charades? Any examples (i.e. feral discussion – how
ability and Noam differences or children, language- language was used
Chomsky similarities? Did acquisition device) during Descriptive
anyone use actions - Consolidation: Charades
when describing? Descriptive - Textbook
Charades – to questions (1, 2, 3,
demonstrate the use and 5 on page 82) in
Days: 1 day of language “Images of Society”
6. Communication 1. Do men and - Minds On: - Textbook - Classroom
Differences women Classroom questions (1, 2, 4 discussions
between Men and communicate discussion – do men and 6) for the - Textbook questions
Women differently? and women textbook passage
“Do Men and
 - Students will read 2. Are we born to communicate Women
“Do Men and communicate differently? Communicate
Women differently or made - Action: Have Differently?” in
Communicate to communicate students read “Do “Images of Society”
Differently?” in differently? Men and Women
“Images of Society” Communicate
textbook Differently?” in
“Images of Society”
textbook and
answer questions 1,
2, 4, and 6
- Consolidation:
Questions are to be
handed in for marks
Days: 1 day after the period
Sociology 7. Impact of 1. What are some - Minds On: The - PowerPoint - Slang activity
Language on slang terms that are Slang Activity – presentation - Classroom
Duration: 6 days Culture used in your students will write, - YouTube videos – discussions
- Explain and everyday life? on chart paper, as explaining - Advertisement
provide examples of 2. What are the many slang words Spanglish and activity
how sociologists subliminal messages they know with Ebonics, and
have studied how media is their meanings, various television
societies or cultures communicating to share their words commercials to
are influenced by society? with the class and critically analyze
language discuss how culture - Various picture
- Describe how is influenced by advertisements to
language defines a language and critically analyze
cultural group and language is - Chart paper and
how it can be influenced by markers
considered the culture
“soul” of a culture - Action: Classroom
discussion about
how culture is
- Communicate how influence by
technology effects language and
language language is
- Explain two new influenced by
languages that have culture, and a
emerged in the last PowerPoint
century that are presentation of
dialects of English language and
with examples and culture
videos – Spanglish - Consolidation:
and Ebonics Advertisement
- Describe how Activity – each
media uses group of students
communication to will get two
socialize society – advertisements and
to promote they have to explain
stereotypes, sexism, what the
racism, advertisements are
heterosexism etc. selling, and
critically analyze
each image to
describe the issues
surrounding them,
they will have to
present their
analysis and hand it
Days: 1 day in to be marked
8. “Killing Us 1. What are the - Students will - “Killing Us Softly: - “Killing Us Softly”
Softly: Part 4” implications of watch documentary Part 4” Reflection
- An American sexist “Killing Us Softly: - Reflection
documentary by advertisements to Part 4” and write a guidelines – 2-
Margaret Lazarus women’s self- reflection about pages, double-
esteem, mental their thoughts, spaced, students
about advertising’s health, and physical feelings and thoughts, feelings
image of women health? wonderings about and wonderings
- Critically 2. How do these the documentary about the
analyzing sexism in advertisements documentary
advertisements contribute to
societal issues such
as, stereotypes,
racism, sexism, and
prejudice?
3. Issues –
prevailing
stereotypes,
prejudice, sexism
Days: 1 day and racism
9. Communication 1. Why does Disney - Minds On: A class - PowerPoint - Classroom
and Disney use these discussion centered presentation discussions
- Discussing ideas/stereotypes in around the question - YouTube videos of
Disney’s sexist, and their movies? – “What do Disney various Disney
racist undertones in 2. Should these movies say to you?” movie songs and
their animated messages be - Action: scenes
movies (from Snow allowed? PowerPoint - “The Little
White to Moana) 3. Do these presentation about Mermaid” to be
messages affect feminist issues critically analyzed
children and in what (Disney Princesses),
way? masculinity
4. Issues – stereotypes
prevailing (strength,
stereotypes, sexism dominance, and
and racism power) and racism
(negative portrayals
of Indigenous,
Middle Eastern and
 African Americans)
in Disney films
- Consolidation:
Watch the movie
“The Little
Mermaid” and have
students write down
stereotypes they see
and keep in mind
three questions:
Why does Disney
use the
ideas/stereotypes in
their movies?
Should these
messages be
allowed? Do these
messages affect
children and in what
way? After the
movie the class will
discuss what
stereotypes they
saw and their
answers to the three
Days: 4 days questions
10. Review Period/ - See questions in - Review period will - Review Package - Unit Test
Unit Test Major Assessment be spent answering - Unit Test
- Reviewing Device section and asking
concepts of the - Anthropological, questions
Anthropological, Psychological and
Psychological and the Sociological
Sociological perspectives on
perspectives on Human
Human Communication
Communication
- Testing the
concepts of the
Anthropological,
Psychological and
the Sociological
perspectives on
Human
Communication

Days: 2 days