2013 REVISED The Ontario Curriculum Grades 9 to 12 Social Sciences and Humanities The Ontario Public Service endeavours to demonstrate leadership with respect to accessibility in Ontario. Our goal is to ensure that Ontario government services, products, and facilities are accessible to all our employees and to all members of the public we serve. This document, or the information that it contains, is available, on request, in alternative formats. Please forward all requests for alternative formats to ServiceOntario at 1-800-668-9938 (TTY: 1-800-268-7095). CONTENTS

PREFACE 4 Secondary Schools for the Twenty-First Century ...... 4 Supporting Students’ Well-being and Ability to Learn ...... 4 INTRODUCTION 7 The Importance of the Social Sciences and Humanities Curriculum ...... 7 Ideas Underlying the Social Sciences and Humanities Curriculum ...... 8 Roles and Responsibilities in the Social Sciences and Humanities Program ...... 9 THE PROGRAM IN SOCIAL SCIENCES AND HUMANITIES 13 Overview of the Program ...... 13 Curriculum Expectations ...... 20 Strands in the Social Sciences and Humanities Curriculum ...... 22 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT 24 Basic Considerations ...... 24 The Achievement Chart for Social Sciences and Humanities, Grades 9–12 . . . . . 27 SOME CONSIDERATIONS FOR PROGRAM PLANNING IN SOCIAL SCIENCES AND HUMANITIES 33 Instructional Approaches ...... 33 Health and Safety in Social Sciences and Humanities ...... 34 Planning Social Sciences and Humanities Programs for Students with Special Education Needs ...... 35 Program Considerations for English Language Learners ...... 38 Environmental Education and Social Sciences and Humanities ...... 40 Healthy Relationships and Social Sciences and Humanities ...... 41 Equity and Inclusive Education in the Social Sciences and Humanities Program . . . 42 Financial Literacy in Social Sciences and Humanities ...... 44 Literacy, Mathematical Literacy, and Inquiry/Research Skills ...... 45 Critical Thinking and Critical Literacy in Social Sciences and Humanities ...... 46 The Role of the School Library in the Social Sciences and Humanities Program . . . 48

Une publication équivalente est disponible en français sous le titre suivant : Le curriculum de l’Ontario, de la 9e à la 12e année – Sciences humaines et sociales, 2013.

This publication is available on the Ministry of Education’s website, at www.ontario.ca/edu. The Role of Information and Communications Technology in the Social Sciences and Humanities Program ...... 49 The Ontario Skills Passport: Making Learning Relevant and Building Skills . . . . . 50 Education and Career/Life Planning through the Social Sciences and Humanities Curriculum ...... 51 Cooperative Education and Other Forms of Experiential Learning ...... 52 Planning Program Pathways and Programs Leading to a Specialist High Skills Major ...... 52 Ethics in Social Sciences and Humanities ...... 53 COURSES EQUITY STUDIES 57 Overview ...... 57 Gender Studies, Grade 11, University/College Preparation (HSG3M) ...... 58 Equity, Diversity, and Social Justice, Grade 11, Workplace Preparation (HSE3E) . . . . 70 Equity and Social Justice: From Theory to Practice, Grade 12, University/ College Preparation (HSE4M) ...... 81 World Cultures, Grade 12, University/College Preparation (HSC4M) ...... 92 FAMILY STUDIES 103 Overview ...... 103 Exploring Family Studies, Grade 9 or 10, Open (HIF1O/2O) ...... 104

Fashion and Housing ...... 113 Clothing, Grade 10, Open (HNL2O) ...... 114 Understanding Fashion, Grade 11, College Preparation (HNC3C) ...... 123 Housing and Home Design, Grade 11, Open (HLS3O) ...... 132 The World of Fashion, Grade 12, University/College Preparation (HNB4M) . . . . . 141

Food and Nutrition ...... 151 Food and Nutrition, Grade 9 or 10, Open (HFN1O/2O) ...... 152 Food and Culture, Grade 11, University/College Preparation (HFC3M) ...... 163 Food and Culture, Grade 11, Workplace Preparation (HFC3E) ...... 172 Nutrition and Health, Grade 12, University Preparation (HFA4U) ...... 181 Nutrition and Health, Grade 12, College Preparation (HFA4C) ...... 192 Food and Healthy Living, Grade 12, Workplace Preparation (HFL4E) ...... 202

General Family Studies ...... 213 Dynamics of Human Relationships, Grade 11, Open (HHD3O) ...... 214 Families in Canada, Grade 12, University Preparation (HHS4U) ...... 226 Families in Canada, Grade 12, College Preparation (HHS4C) ...... 235 Human Development throughout the Lifespan, Grade 12, University/ College Preparation (HHG4M) ...... 244 Personal Life Management, Grade 12, Open (HIP4O) ...... 254

2 Raising and Caring for Children ...... 265 Working with Infants and Young Children, Grade 11, College Preparation (HPW3C) ...... 266 Raising Healthy Children, Grade 11, Open (HPC3O) ...... 277 Working with School-Age Children and Adolescents, Grade 12, College Preparation (HPD4C) ...... 288 GENERAL SOCIAL SCIENCES 299 Overview ...... 299 Introduction to Anthropology, Psychology, and Sociology, Grade 11, University Preparation (HSP3U) ...... 300 Introduction to Anthropology, Psychology, and Sociology, Grade 11, College Preparation (HSP3C) ...... 309 Challenge and Change in Society, Grade 12, University Preparation (HSB4U) . . . 318 PHILOSOPHY 327 Overview ...... 327 Philosophy: The Big Questions, Grade 11, University/College Preparation (HZB3M) ...... 328 Philosophy: Questions and Theories, Grade 12, University Preparation (HZT4U) ...... 337 WORLD RELIGIONS 355 Overview ...... 355 World Religions and Belief Traditions: Perspectives, Issues, and Challenges, Grade 11, University/College Preparation (HRT3M) ...... 356 World Religions and Belief Traditions in Daily Life, Grade 11, Open (HRF3O) . . . . 369 GLOSSARY 383

3 PREFACE

This document replaces The Ontario Curriculum: Social Sciences and Humanities, Grades 9–10, 1999 and The Ontario Curriculum: Social Sciences and Humanities, Grades 11–12, 2000. Beginning in September 2014 , all social sciences and humanities courses for Grades 9–12 will be based on the expectations outlined in this document.

SECONDARY SCHOOLS FOR THE TWENTY-FIRST CENTURY

The goal of Ontario secondary schools is to support high-quality learning while giving individual students the opportunity to choose programs that suit their skills and interests. The updated Ontario curriculum, in combination with a broader range of learning options outside traditional classroom instruction, will enable students to better customize their high school education and improve their prospects for success in school and in life.

The revised curriculum recognizes that, today and in the future, students need to be crit- ically literate in order to synthesize information, make informed decisions, communicate effectively, and thrive in an ever-changing global community. It is important that students be connected to the curriculum; that they see themselves in what is taught, how it is taught, and how it applies to the world at large. The curriculum recognizes that the needs of learners are diverse, and helps all learners develop the knowledge, skills, and perspectives they need to be informed, productive, caring, responsible, healthy, and active citizens in their own communities and in the world.

SUPPORTING STUDENTS’ WELL-BEING AND ABILITY TO LEARN

Promoting the healthy development of all students, as well as enabling all students to reach their full potential, is a priority for educators across Ontario. Students’ health and well-being contribute to their ability to learn in all disciplines, including social sciences and humanities, and that learning in turn contributes to their overall well-being.

Educators play an important role in promoting children and youth’s well-being by creating, fostering, and sustaining a learning environment that is healthy, caring, safe, inclusive, and accepting. A learning environment of this kind will support not only students’ cognitive, emotional, social, and physical development but also their mental health, their resilience, and their overall state of well-being. All this will help them achieve their full potential in school and in life.

A variety of factors, known as the “determinants of health”, have been shown to affect a person’s overall state of well-being. Some of these are income, education and literacy, gender and culture, physical and social environment, personal health practices and coping skills, and availability of health services. Together, such factors influence not

4 only whether a person is physically healthy but also the extent to which he or she will have the physical, social, and personal resources needed to cope and to identify and achieve personal aspirations. These factors also have an impact on student learning, and it is important to be aware of them as factors contributing to a student’s performance.

An educator’s awareness of and responsiveness to students’ cognitive, emotional, social, and physical development is critical to their success in school. A number of research- based frameworks, including those described in Early Learning for Every Child Today: A Framework for Ontario Early Childhood Settings (2007) and Stepping Stones: A Resource on Youth Development (2012),1 identify developmental stages that are common to the majority of students from Kindergarten to Grade 12. At the same time, these frameworks recognize that individual differences, as well as differences in life experiences and exposure to opportunities, can affect development, and that developmental events are not specifically age-dependent.

The framework described in Stepping Stones is based on a model that illustrates the complexity of human development. Its components – the cognitive, emotional, physical, and social domains – are interrelated and interdependent, and all are subject to the influence of a person’s environment or context. At the centre is an “enduring (yet changing) core” – a sense of self, or spirit – that connects the different aspects of development and experience (p. 17).

nment/Co viro nte En xt

Cognitive Emotional

Self/Spirit

Social Physical

Source: Stepping Stones: A Resource on Youth Development, p.17

Educators who have an awareness of a student’s development take each component into account, with an understanding of and focus on the following elements: • cognitive development − brain development, processing and reasoning skills, use of strategies for learning • emotional development − emotional regulation, empathy, motivation • social development − self-development (self-concept, self-efficacy, self-esteem); identity formation (gender identity, social group identity, spiritual identity); relationships (peer, family, romantic) • physical development – physical activity, sleep patterns, changes that come with puberty, body image, nutritional requirements

1. Best Start Expert Panel on Early Learning, Early Learning for Every Child Today: A Framework for Ontario PREFACE Early Childhood Settings (2007) is available at http://www.children.gov.on.ca/htdocs/English/topics/ earlychildhood/early_learning_for_every_child_today.aspx, and Government of Ontario, Stepping Stones: A Resource on Youth Development (2012), is available at http://www.children.gov.on.ca/htdocs/ English/topics/youthopportunities/steppingstones/youth_policy.aspx. 5 The Role of Mental Health Mental health touches all components of development. Mental health is much more than the absence of mental illness. Well-being is influenced not only by the absence of problems and risks but by the presence of factors that contribute to healthy growth and development. By nurturing and supporting students’ strengths and assets, educators help promote positive mental health in the classroom. At the same time, they can identify students who need additional support and connect them with the appropriate services.2

What happens at school can have a significant influence on a student’s well-being. With a broader awareness of mental health, educators can plan instructional strategies that contribute to a supportive classroom climate for learning in all subject areas, build awareness of mental health, and reduce stigma associated with mental illness. Taking students’ well-being, including their mental health, into account when planning instructional approaches helps establish a strong foundation for learning. Social Sciences and Humanities Social Sciences |

THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO 2. The Ministry of Education is making materials available to Ontario schools and school boards to support educators in this regard. 6 INTRODUCTION

THE IMPORTANCE OF THE SOCIAL SCIENCES AND HUMANITIES CURRICULUM

The discipline of social sciences and humanities in the Ontario secondary school curriculum encompasses five subject areas: equity studies, family studies, general social sciences, philosophy, and world religions. Although these subject areas are very different from one another, they all systematically explore the ways in which individuals influence and are influenced by families, communities, cultures, institutions, and societies, and by ideas, norms, and values.

The social sciences – represented in this curriculum by courses in equity studies, family studies, and general social sciences – explore individual and collective human behaviour and needs as well as patterns and trends in society. Courses in this area shed light on a variety of social structures, institutions, relationships, and power dynamics. The humanities – represented in the curriculum by courses in philosophy and world religions – explore fundamental questions and ideas about human nature and the human condition. In all five subject areas encompassed by the secondary program in social sciences and humanities, students are exposed to social theories, specialized concepts, and research findings, as well as a range of tools related to investigation and analysis, to help them understand themselves, their families, their communities, and society as they strive to find meaning in the world around them.

Students in social sciences and humanities develop a critical lens through which they can build their awareness of and make decisions with respect to critical issues in our increasingly complex, multifaceted, and diverse society. Study of this discipline helps to build understanding about individuals, families, and diverse groups – what people think, how they live, and how we all interact with one another and the world around us. Knowledge and understanding developed through the study of social sciences and humanities can help inform discussion on critical social, cultural, economic, technological, environmental, and wellness issues, and can provide a strong foundation for vibrant, healthy, and engaged citizenship.

Study in social sciences and humanities requires systematic inquiry: through sustained practice, students develop their planning, processing, problem-solving, and decision- making capabilities, often while exploring issues of deep personal relevance. The essential questions with which students engage in these courses are often thought provoking and open ended, and have no single correct answer. The questions stimulate inquiry, debate, and further questions, and can be re-examined over time. Systematic inquiry in social sciences and humanities can help students analyse problems and determine appropriate actions that they can take as individuals, or that can be taken by families, diverse groups, and even societies in response to complex local or global challenges.

7 8 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities other subjectssuchashistory, geography, arts,and English. perspective, integrateusefulknowledge,andapplycritical-thinkingskillswhenstudying studies insocialsciencesandhumanitiescourses,studentsare abletobringabroader has connectionswithmanyotherdisciplinestaughtinsecondaryschool.Through their The disciplineofsocialsciencesandhumanities,itsrelated knowledgeandskills, and sociology. sciences, humanresources, philosophy, psychology, religious studies,socialwork, studies, familyandchildfoodnutritionsciences,genderhealth programs infieldssuchas anthropology, businessstudies,education,environmental construction, andfoodpreparation), orbusiness(e.g.,humanresources); anduniversity services work),creative endeavours (e.g.,thefashionindustry, fashiondesign, garment services (e.g.,earlychildhoodeducation,childandyouthwork,developmental destinations: positionsintheretail andserviceindustries;collegeprograms incommunity courses provide students with afoundationforvarietyofpossiblepostsecondary family livesaswellintheirpostsecondarystudiesandtheworkplace.Individual transferable skillsthatare applicableinvariousareas oftheirlives–inpersonaland Social sciencesandhumanitiescoursesprovide studentswithessentialknowledgeand depends onthedevelopmentofskillsandunderstandinginfourareas: Effective learninginallsubjectsofthesocialsciencesandhumanitiescurriculum IDEAS UNDERLYING THE SOCIALSCIENCESANDHUMANITIESCURRICULUM • • • world views are formed. standing andappreciation ofthecontextsthrough whichtheirownandothers’ attitudes, values,andbeliefs withthoseofothers,studentsdevelopanunder­ and livedexperiencesofothers. Through ajuxtapositionoftheirownper systems andalsoofthefoundations andimplicationsofdifferent viewpoints and understandingofothersthrough anexaminationoftheirpersonalbelief courses are provided withrichopportunitiestoenhancetheirself-understanding Understanding ofSelfandOthers: and groups differently. that are sometimescontroversial becausetheyaffect diverseindividuals These problems are oftenmorallyandpoliticallycomplex,withsolutions courses varyfrom theabstractandtheoretical totheeverydayandconcrete. groups, institutions,andsocieties.Theproblems thatstudentsconfr engage activelyinsolvingproblems confronted byindividuals,families, diverse Problem Solving: interests theyserve. and beyond”textsquestioninghowtheyinfluenceusotherswhose literacy skillsenablesstudentstochallengetexts,reading “underneath,behind, individual behaviourandfamilysocial/cultural life.Developingtheircritical encourage studentstoidentifyandquestionassumptionsvaluesthatunderlie limitations ofreason asawayoflearning,knowing,andunderstanding.They of reason aspartofthestr beings, humanbehaviour, andhumannature. Thesecoursespromote theuse courses focusontheuseofdisciplined,structured inquirytounderstand human Disciplined InquiryandCriticalLiteracy: Social sciencesandhumanitiescoursesrequire studentsto uctured inquiryprocess, whilealsorecognizing the Students insocialsciencesandhumanities Social sciencesandhumanities ont inthese ceptions, • Local and Global Mindedness: Social sciences and humanities courses develop students’ awareness that people do not live in isolation; each person affects and is affected by his or her social, cultural, economic, and environmental context. Students examine the norms underlying different familial, societal, institutional, and cultural practices. Students are encouraged to be mindful of their responsi­ bilities with respect to the environment and of the importance of making morally and ethically responsible decisions. Students explore how theories and concepts can influence social action, and how such action can affect the well-being of individuals, families, and communities throughout the world.

ROLES AND RESPONSIBILITIES IN THE SOCIAL SCIENCES AND HUMANITIES PROGRAM Students Students’ responsibilities with respect to their own learning develop gradually and increase over time as they progress through elementary and secondary school. With appropriate instruction and with experience, students come to see how applied effort can enhance learning and improve achievement. As they mature and develop their ability to persist, to manage their behaviour and impulses, to take responsible risks, and to listen with understanding, students become better able to take more responsibility for their learning and progress. There are some students, however, who are less able to take full responsibility for their learning because of special challenges they face. The attention, patience, and encouragement of teachers can be extremely important to the success of these students. Learning to take responsibility for their improvement and achievement is an important part of every student’s education.

Developing a fluency with social science and humanities concepts, research and inquiry skills, and critical thinking and other appropriate habits of mind requires a sincere com­ mitment to active engagement and sustained practice. Students can further contribute to their own learning by exploring the connections between the concepts addressed in their social sciences and humanities courses and their own lived experience and current events.

Parents Parents3 have an important role to play in supporting student learning. Studies show that students perform better in school if their parents are involved in their education. By becoming familiar with the curriculum, parents can better appreciate what is being taught in the courses their daughters and sons are taking and what they are expected to learn. This awareness will enhance parents’ ability to discuss their children’s work with them, to communicate with teachers, and to ask relevant questions about their children’s progress. Knowledge of the expectations will also enhance parents’ ability to work with teachers to improve their children’s learning.

Effective ways in which parents can support their children’s learning include attending parent-teacher interviews, participating in parent workshops, and becoming involved in school council activities (including becoming a school council member). Parents who INTRODUCTION encourage and monitor homework or project completion further support their children in their social sciences and humanities studies.

3. The word parent(s) is used in this document to refer to parent(s) and guardian(s). It may also be taken to include caregivers or close family members who are responsible for raising the child. 9 10 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities and becomethoughtful effective communicators. teachers helpstudentsassess information,developinformedopinions,drawconclusions, skills. Byassigningtasksthat promote thedevelopment ofhigher give themthespecificfeedback theyneedinorder to furtherdevelopandrefine their practise theirskillsandapplynewlearningand,through regular andvariedassessment, Social sciencesandhumanitiesteacherspr to becomesuccessfulproblem solvers. can alsoencouragestudentstoexplore alternativesolutionsandtotaketherisksnecessary considerable expenditure oftimeandenergy andagooddealofperseverance.Teachers Teachers canhelpstudentsunderstandthatproblem solvingofanykindoftenrequires a and engagedcitizenstobecomelifelonglearners. opportunities willmotivatestudentstoparticipatein theircommunitiesasresponsible mental, andeconomicconditionsconcernsoftheworldinwhichtheylive.Such their knowledgeofandskillsinthesocialscienceshumanitiestosocial,environ­ projects, andexploration.Theactivitiesoffer solving, andcommunicationskillswhileengagedinsocialscienceshumanitiesactivities, numerous opportunitiesforstudentstodevelopandrefine theircritical-thinking,problem- Using avarietyofinstructional, assessment,and evaluationstrategies,teachersprovide to thebestofhisorherability. adjustments tothemasnecessaryhelpeverystudentachievethecurriculumexpectations Teachers reflect ontheresults ofthelearningopportunitiestheyprovide, andmake different studentneedsandensuringsoundlearningopportunitiesforeverystudent. enthusiasm andvariedteachingassessmentapproaches totheclassroom, addressing as appropriate methodsforassessingandevaluatingstudentlearning.Teachers bring instructional strategiestohelpstudentsachieve thecurriculumexpectations,aswell Teachers andstudentshavecomplementaryresponsibilities. Teachers developappropriate Teachers in hands-onactivitiessuchassewingorfood-preparation activities. can alsohelpensure that their children cometoschoolprepared toparticipatesafely should informteachersoftheirchildren’s allergies and full participationintheexperientiallearningcomponentsofthesecourses,parents work withavarietyofequipmentandmaterials.To ensure students’safetyandtheir In manysocialsciencesandhumanitiescourses,studentswillhaveopportunitiesto of Parliamentonissuesconcern). volunteering atacommunityorganization, orwritingletterstotheeditortheirmember encouraging children totake partinactivitiesthatdevelopresponsible citizenship(e.g., their communities,andsocietyingeneral.Parents canalsoprovide valuablesupportby reflect ontheimpactofthese eventsandissuesontheirimmediatelives,families, sciences andhumanities,toprovide theirchildren withopportunitiestoquestionand wish todemonstrateanactiveinterest incurrent eventsandissuesrelating to social curriculum andotherareas oflife.To supporttheirchildren’s learning,parents may classroom byhelpingtheir children makeconnectionsbetweenideasandissuesinthe Parents cancontributeto students’ successinthesocialsciencesandhumanities ovide studentswithfrequent opportunitiesto ed shouldgivestudentsopportunitiestorelate /or foodrestrictions. Parents -order thinkingskills, Social sciences and humanities can play a key role in shaping students’ views about life and learning. By developing an understanding of the contextualized nature of their ideas, values, and ways of life, students come to appreciate and honour, rather than fear, the diversity with which they are surrounded. It is the teacher’s responsibility to help students see the connections between the knowledge and skills they develop in the social sciences and humanities classroom and their lived realities. Teachers should also encourage students to understand the importance of, and to use the transferable skills they develop in, this discipline. Although many students may choose not to pursue careers that are directly related to the social sciences and humanities, through these courses they develop directly applicable, vocationally relevant skills, including critical-thinking, problem-solving, research, and communication skills.

As part of effective teaching practice, teachers communicate with parents about what their children are learning. This communication occurs through the sharing of course outlines, ongoing formal and informal conversations, curriculum events, and other means of regular communication, such as newsletters, website postings, and blogs. Communication enables parents to work in partnership with the school, promoting discussion, follow-up at home, and student learning in a family context. Stronger connections between the home and the school support student learning and achievement.

Principals The principal works in partnership with teachers and parents to ensure that each student has access to the best possible educational experience. To support student learning, prin­ cipals ensure that the Ontario curriculum is being properly implemented in all classrooms using a variety of instructional approaches. They also ensure that appropriate resources are made available for teachers and students. To enhance teaching and learning in all subjects, including social sciences and humanities, principals promote learning teams and work with teachers to facilitate their participation in professional development activities. Principals are also responsible for ensuring that every student who has an Individual Education Plan (IEP) is receiving the modifications and/or accommodations described in his or her plan – in other words, for ensuring that the IEP is properly developed, implemented, and monitored.

Principals are responsible for ensuring that up-to-date copies of the outlines of all of the courses of study for courses offered at the school are retained on file. These outlines must be available for parents and students to examine. Parents of students under the age of eighteen are entitled to information on course content since they are required to approve their child’s choice of courses, and adult students need this information to help them choose their courses.

Community Partners Community partners can be an important resource for schools and students. They can be models of how the knowledge and skills acquired through the study of the curriculum relate to life beyond school. Partnerships with community organizations can enrich not only the educational experience of students but also the life of the community. INTRODUCTION

11 Schools and school boards can play a role by coordinating efforts with community partners. They can, for example, help organize visits by students to community centres, libraries, museums, science centres, or farmers’ markets; facilitate contact between students and advocacy or volunteer groups working in areas of interest to students; and work with leaders of existing community programs to find ways to promote such programs, and to publicize the issues underlying them, within schools.

In choosing community partners, schools should build on existing links with their local communities and create new partnerships in conjunction with ministry and school board policies. These links are especially beneficial when they have direct connections to the curriculum. For example, schools could develop links with different faith groups in the community, inviting members of those groups to participate in presentations to enrich the world religions courses. In addition, local ethnocultural groups could be asked to demonstrate specialized food preparation skills in a food and nutrition class or traditional fabrics and apparel in fashion classes. Social Sciences and Humanities Social Sciences | THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

12 THE PROGRAM IN SOCIAL SCIENCES AND HUMANITIES

OVERVIEW OF THE PROGRAM

All five of the subject areas in the secondary social sciences and humanities program – equity studies, family studies, general social sciences, philosophy, and world religions – are concerned with how students view themselves, their families, their communities, and the broader society, and how they come to understand and respond to the world around them. Through practical experience, discussion, debate, research, reflection, and the development of critical and creative thinking skills, social sciences and humanities courses help students become self-motivated problem solvers equipped with the skills and knowledge that will enable them to face their changing world with confidence.

Courses in Social Sciences and Humanities, Grades 9–12 Five types of courses are offered in the social sciences and humanities program: university preparation, university/college preparation, college preparation, workplace preparation, and open courses. Students choose between course types on the basis of their interests, achievement, and postsecondary goals. The course types are defined as follows:

University preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for university programs.

University/college preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for specific programs offered at universities and colleges.

College preparation courses are designed to equip students with the knowledge and skills they need to meet the requirements for entrance to most college programs or for admission to specific apprenticeship or other training programs.

Workplace preparation courses are designed to equip students with the knowledge and skills they need to meet the expectations of employers, if they plan to enter the workplace directly after graduation, or the requirements for admission to many apprenticeship or other training programs.

Open courses are designed to broaden students’ knowledge and skills in subjects that reflect their interests and prepare them for active and rewarding participation in society. They are not designed with the specific requirements of universities, colleges, or the workplace in mind.

13 Courses in Social Sciences and Humanities, Grades 9–12*

Grade Course Name Course Type Course Code** Prerequisite

Equity Studies

11 Gender Studies University/College HSG3M None

Equity, Diversity, and 11 Workplace HSE3E None Social Justice

Any university, college, or university/college Equity and Social preparation course in 12 Justice: From Theory University/College HSE4M social sciences and to Practice humanities, English, or Canadian and world studies

Any university, college, or university/college preparation course in 12 World Cultures University/College HSC4M social sciences and humanities, English, or Canadian and world studies

Family Studies

Exploring Family 9 or 10 Open HIF1O/2O‡ None Studies Fashion and Housing

10 Clothing Open HNL2O None

Understanding 11 College HNC3C None Fashion

Housing and Home 11 Open HLS3O None Design

Any university, college, or university/college preparation course in 12 The World of Fashion University/College HNB4M social sciences and humanities, English, or Canadian and

Social Sciences and Humanities Social Sciences world studies | Food and Nutrition

9 or 10 Food and Nutrition Open HFN1O/2O‡ None

11 Food and Culture University/College HFC3M None

11 Food and Culture Workplace HFC3E None

Any university or university/college preparation course in 12 Nutrition and Health University HFA4U social sciences and humanities, English, or Canadian and THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO world studies

14 Grade Course Name Course Type Course Code** Prerequisite

Food and Nutrition (continued)

Any university, college, or university/college preparation course in 12 Nutrition and Health College HFA4C social sciences and humanities, English, or Canadian and world studies

Food and Healthy 12 Workplace HFL4E None Living

General Family Studies

Dynamics of Human 11 Open HHD3O None Relationships

Any university or university/college preparation course in 12 Families in Canada University HHS4U social sciences and humanities, English, or Canadian and world studies

Any university, college, or university/college preparation course in 12 Families in Canada College HHS4C social sciences and humanities, English, or Canadian and world studies

Any university, college, or university/college Human Development preparation course in 12 throughout the University/College HHG4M social sciences and Lifespan humanities, English, or Canadian and world studies

Personal Life 12 Open HIP4O None Management THE PROGRAM IN SOCIAL SCIENCES AND HUMANITIESTHE PROGRAM Raising and Caring for Children

Working with Infants 11 College HPW3C None and Young Children

Raising Healthy 11 Open HPC3O None Children

Any university, college, or university/college Working with preparation course in 12 School-Age Children College HPD4C social sciences and and Adolescents humanities, English, or Canadian and world studies

15 Grade Course Name Course Type Course Code** Prerequisite

General Social Sciences

The Grade 10 academic Introduction to course in English, or Anthropology, 11 University HSP3U the Grade 10 academic Psychology, and history course (Canadian Sociology and world studies)

Introduction to Anthropology, 11 College HSP3C None Psychology, and Sociology

Any university or university/college preparation course in Challenge and 12 University HSB4U social sciences and Change in Society humanities, English, or Canadian and world studies

Philosophy

Philosophy: The Big 11 University/College HZB3M None Questions

Any university or university/college preparation course Philosophy: Questions 12 University HZT4U in social sciences and and Theories humanities, English, or Canadian and world studies

World Religions

World Religions and Belief Traditions: 11 University/College HRT3M None Perspectives, Issues, and Challenges

World Religions and 11 Belief Traditions in Open HRF3O None Daily Life

* Each course has a credit value of 1.

Social Sciences and Humanities Social Sciences ** Course codes consist of five characters. The first three characters identify the subject; the fourth | character identifies the grade (i.e., Grade 9 courses are represented by 1, Grade 10 by 2, Grade 11 by 3, and Grade 12 by 4); and the fifth character identifies the type of course (i.e., U refers to “university”, M to “university/college”, C to “college”, E to “workplace”, and O to “open”). ‡ These courses may be taken at either the Grade 9 or the Grade 10 level. Only one credit may be earned in each of these courses. THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

16 Course Chart for Social Sciences and Humanities, Grades 9–12

This chart maps out all of the courses in the discipline by subject and grade, and indicates possible movement from course to course. It does not attempt to depict all possible movements from course to course. For an explanation of course codes, see the second note to the chart on page 16.

Grade 9 Grade 10 Grade 11 Grade 12

Equity Studies

Equity and Gender Studies Social Justice: From (HSG3M) Theory to Practice (HSE4M)***

Equity, Diversity, World Cultures and Social Justice (HSC4M)*** (HSE3E)

Family Studies

Fashion and Housing

Exploring Exploring Understanding Family Studies OR Family Studies Fashion (HIF1O) (HIF2O) (HNC3C) The World of Fashion (HNB4M)*** Housing and Clothing Home Design (HNL2O) (HLS3O)

Food and Nutrition

Exploring Exploring Nutrition Food and Culture Family Studies OR Family Studies and Health (HFC3M) (HIF1O) (HIF2O) (HFA4U)** THE PROGRAM IN SOCIAL SCIENCES AND HUMANITIESTHE PROGRAM

Nutrition Food and Nutrition Food and Nutrition Food and Culture and Health (HFN1O) OR (HFN2O) (HFC3E) (HFA4C)***

Food and Healthy Living (HFL4E)

17 Grade 9 Grade 10 Grade 11 Grade 12

General Family Studies

Exploring Exploring Dynamics of Human Families in Canada Family Studies OR Family Studies Relationships (HHS4U)** (HIF1O) (HIF2O) (HHD3O)

Families in Canada (HHS4C)***

Human Development throughout the Lifespan (HHG4M)***

Personal Life Management (HIP4O)

Raising and Caring for Children

Working with Exploring Exploring Working with Infants School-Age Family Studies OR Family Studies and Young Children Children and (HIF1O) (HIF2O) (HPW3C) Adolescents (HPD4C)*** Raising Healthy Children (HPC3O)

General Social Sciences

Introduction to Challenge and Anthropology, Change in Society Psychology, (HSB4U)** and Sociology Social Sciences and Humanities Social Sciences * | (HSP3U)

Introduction to Anthropology, Psychology, and Sociology (HSP3C) THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

18 Grade 9 Grade 10 Grade 11 Grade 12

Philosophy

Philosophy: Philosophy: Questions and The Big Questions Theories (HZB3M) (HZT4U)**

World Religions

World Religions and Belief Traditions: Perspectives, Issues, and Challenges (HRT3M)

World Religions and Belief Traditions in Daily Life (HRF3O)

* Prerequisite: The Grade 10 academic course in English, or the Grade 10 academic history course (Canadian and world studies) ** Prerequisite: Any Grade 11 or 12 university or university/college preparation course in social sciences and humanities, English, or Canadian and world studies *** Prerequisite: Any Grade 11 or 12 university, college, or university/college preparation course in social sciences and humanities, English, or Canadian and world studies

Half-Credit Courses The courses outlined in the Grade 9 to 12 social sciences and humanities curriculum document are designed as full-credit courses. However, with the exception of Grade 12 university and university/college preparation courses, they may also be delivered as half- credit courses.

Half-credit courses, which require a minimum of fifty-five hours of scheduled instructional IN SOCIAL SCIENCES AND HUMANITIESTHE PROGRAM time, adhere to the following conditions:

• The two half-credit courses created from a full course must together contain all of the expectations of the full course. The expectations for each half-credit course must be drawn from all strands of the full course and must be divided in a manner that best enables students to achieve the required knowledge and skills in the allotted time. • A course that is a prerequisite for another course in the secondary curriculum may be offered as two half-credit courses, but students must successfully com­ plete both parts of the course to fulfil the prerequisite. (Students are not required to complete both parts unless the course is a prerequisite for another course they wish to take.) • The title of each half-credit course must include the designation Part 1 or Part 2. A half credit (0.5) will be recorded in the credit-value column of both the report card and the Ontario Student Transcript. 19 20 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities The specificexpectationsare gr The are expectedtodemonstrate bytheendofeachcourse. expectations. The diagramonpage21showsalloftheelementsto befoundonapageofcurriculum the diversityofstudentpopulationand oftheprovince. implemented intheclassroom, theymust,wherever possible,beinclusiveandreflect Whatever thespecificwaysinwhichr or theymaydeveloptheirownapproaches thatr choose tousetheexamplesandprompts thatare appropriate fortheirclassrooms, as suggestionsforteachersratherthanexhaustiveormandatorylists.Teachers can for thedisciplineandare meanttoserveasillustrationsforteachers.Bothare intended examples andtheteacherprompts havebeendevelopedtomodelappropriate practice teachers mightposeinrelation totherequirement specifiedintheexpectation.Both expectation entails.Theteacherprompts are meanttoillustratethekindsofquestions the specificarea oflearning,thedepthand/or thelevelofcomplexitythat the r as requested byeducators.Theexamples,giveninparentheses, are meanttoclarify Most specificexpectationsare accompaniedbyexamplesand“teacherprompts”, activities fortheirstudents. to helpteachersfocusonparticularaspectsofknowledgeandskillsastheyplanlearning independently oftheexpectationsinothergroups. Thesubheadingsare usedmerely This organization isnotmeanttoimplythattheexpectationsinanyonegroup are achieved sponds (e.g.,“B2”indicatesthatthegroup relates tooverallexpectation2instrandB). the strandandoverallexpectationtowhichgroup ofspecificexpectationscorre­ The Taken together, theoverallandspecificexpectationsrepresent themandatedcurriculum. each Two setsofexpectations–overallandspecificare listedfor in variousotheractivitiesonwhichtheirachievementisassessedandevaluated. students are expectedtodevelop anddemonstrateintheirclasswork,ontests, The expectationsidentifiedforeachcoursedescribetheknowledgeandskillsthat October Report. above, andwillreport all half-credit coursestotheministryannuallyinSchool Boards willensure thatallhalf-credit coursescomplywiththeconditionsdescribed CURRICULUM EXPECTATIONS overall expectations specific expectationsdescribetheexpectedknowledgeandskillsingreater detail. equirements specifiedintheexpectation,illustratingkindofknowledgeorskill, strand, orbroad area ofthecurriculum.(Thestrandsar describe ingeneraltermstheknowledgeandskillsthatstudents ouped undernumbered headings,eachofwhichindicates equirements out eflect asimilarlevelofcomplexity. lined intheexpectationsare e numbered A, B,C,etc.) A numbered subheading introduces The overall expectations describe in general each overall expectation. The same terms the knowledge and skills students are heading is used to identify the group expected to demonstrate by the end of each of specific expectations that relates course. Two to four overall expectations are to the particular overall expectations provided for each strand in every course. The (e.g., “C1. The Effects on Individuals” numbering of overall expectations indicates relates to overall expectation C1 for the strand to which they belong (e.g., C1 strand C and to the specific expectations through C3 are the overall expectations for under that heading). strand C).

Each course in the social sciences and humanities is organized into strands, numbered A, B, C, and so on.

The specific expectations describe the expected knowl­ edge and skills in greater detail. The expectation num­ ber identifies the strand to which the expectation belongs and the overall expectation to which it relates (e.g., C1.1, C1.2, and C1.3 relate to the first overall expectation in strand C). THE PROGRAM IN SOCIAL SCIENCES AND HUMANITIESTHE PROGRAM

The examples help to clarify the requirement Teacher prompts illustrate the kinds of specified in the specific expectation and questions teachers might pose in relation to to suggest its intended depth and level of the requirement specified in the expectation. complexity. The examples are illustrations They are illustrations only, not requirements. only, not requirements. They appear in Teacher prompts follow the specific expectations parentheses and are set in italics. and examples.

21 22 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities taught andassessedinconjunctionwiththecontentstrands(strandsC–H). Foundations, includesphilosophicalreasoning andcritical-thinkingskillsthatare tobe philosophy differs somewhat from thispattern.Incourse,strandB,Philosophical course tocourse,represent themajorcontentareas foreachcourse.Thestructure ofGrade12 skills, whichare similarfor allcourses;theremaining strands,whichvaryinnumberfrom into distinctbutrelated strands. Thefirststrand(strand A) focusesonresearch andinquiry The expectationsfortheGrade9to12socialsciencesandhumanitiescoursesare organized each inquiryisuniqueand willrequir move backandforthamong theareas astheypractise andrefine theirskills. In addition, page 23illustrates,inquiry maybegininanyoneoftheareas, andstudentswilltendto Skills inthesefourareas are notnecessarilyperformedsequentially. As thefigure on and reflecting. stages ofinquiry–exploring,investigating,processing information,andcommunicating The research andinquiryskillsare organized undersubheadingsrelated tothefour other strandsofthecourse. These skillsapplyto,andshouldbedevelopedinconjunctionwith,thecontentofall that are consider related toresearch andinquiryskills.Theexpectationsinthisstranddescribetheskills The firststrandinallcoursessocialsciencesandhumanitiesoutlinesrequired learning whether insocialsciencesandhumanitiesorsomeotherarea ofendeavour. in students’everydaylivesandwillhelpthempursuingtheirpostsecondarygoals, to extendtheirunderstandingofsocialsciencesandhumanities,buttheyare alsouseful evaluate information.Notonlydotheseskillsunderpincriticalthinkingandallowstudents opportunities todeveloptheskillsandhabitsofmindneededanalyse,synthesize, terminology, memorizeisolatedfacts,orrepeat atheory. Rather, studentsmustbegiven in thesubjectcannotbeevaluatedsolelytermsofstudents’abilitytousespecialized just providing studentswith knowledgeoffacts. A deepunderstandingofandfluency A well-rounded educationinsocialsciencesandhumanitiesisaboutmuchmore than Skills Strand A:Research andInquiry STRANDS IN THE SOCIALSCIENCESANDHUMANITIESCURRICULUM • • • • for improvement. includes theabilitytoreflect ontheresearch pr of communicationforaspecificpurposeandaudience. Thissetofskillsalso Communicating andreflecting skills synthesize findings,documentsources, andformulateconclusions. Processing informationskills thesis statements. tools; locaterelevant sources; andformulatehypotheses,research questions,or Investigating skills concepts, andformulateeffective questionstoguideinquiry Exploring skills ed tobeessentialforalltypesofresearch andinquiryinthediscipline. include theabilitytoidentifyandrefine topics,identifykey include theabilitytocreate r include theabilitytoassesssources, organize and e aparticularmixandsequence ofskills. include theabilitytouseappr esearch plans;developresear ocess inorder toidentifysteps . opriate modes ch Interaction among the Four Areas of Research and Inquiry

Exploring: explore topics related to the subject area, identify concepts, and formulate questions to guide research and inquiry

Investigating: Communicating create research plans and Reflecting: and locate and select communicate the results information relevant to of research and inquiry chosen topics, using clearly and effectively, and appropriate research reflect on and evaluate and inquiry methods; research, inquiry, and formulate hypotheses, communication skills questions, theses

Processing Information: assess, record, organize, analyse, and synthesize information; document sources; form conclusions

Teachers should ensure that students develop their research and inquiry skills in appro­ priate ways as they work to achieve the curriculum expectations in the other strands of IN SOCIAL SCIENCES AND HUMANITIESTHE PROGRAM the course. In some courses, it may be appropriate for students to develop research and inquiry skills as they complete a major research project. In others, students might develop these skills as they read and interpret texts, assess texts for bias and perspective, and communicate their findings. In either case, skills development must be assessed and evaluated as part of students’ achievement of the overall expectations for the course.

The Content Strands Because of the diversity of courses in social sciences and humanities, the content strands in each course are distinct, reflecting the skills and understandings that are inherent to each area. Although the strands vary, they all connect to the four key ideas underlying the social sciences and humanities curriculum (see pages 8–9).

23 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

BASIC CONSIDERATIONS

Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, Covering Grades 1 to 12, 2010 sets out the Ministry of Education’s assessment, evaluation, and reporting policy. The policy aims to maintain high standards, improve student learning, and benefit students, parents, and teachers in elementary and secondary schools across the province. Successful implementation of this policy depends on the professional judgement4 of educators at all levels as well as on their ability to work together and to build trust and confidence among parents and students.

A brief summary of some major aspects of the current assessment, evaluation, and reporting policy, with a focus on policy relating to secondary schools, is given below. Teachers should refer to Growing Success for more detailed information.

Fundamental Principles The primary purpose of assessment and evaluation is to improve student learning.

The following seven fundamental principles lay the foundation for rich and challenging practice. When these principles are fully understood and observed by all teachers, they will guide the collection of meaningful information that will help inform instructional decisions, promote student engagement, and improve student learning.

To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that:

• are fair, transparent, and equitable for all students; • support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;

4. “Professional judgement”, as defined in Growing Success (p. 152), is “judgement that is informed by professional knowledge of curriculum expectations, context, evidence of learning, methods of instruction and assessment, and the criteria and standards that indicate success in student learning. In professional practice, judgement involves a purposeful and systematic thinking process that evolves in terms of accuracy and insight with ongoing reflection and self-correction”. 24 • are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students; • are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course; • are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning; • provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement; • develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

Learning Skills and Work Habits The development of learning skills and work habits is an integral part of a student’s learning. To the extent possible, however, the evaluation of learning skills and work habits, apart from any that may be included as part of a curriculum expectation in a course, should not be considered in the determination of a student’s grades. Assessing, evaluating, and reporting on the achievement of curriculum expectations and on the demonstration of learning skills and work habits separately allows teachers to provide the information to the parents and student that is specific to each of these two areas of achievement.

The six learning skills and work habits are responsibility, organization, independent work, collaboration, initiative, and self-regulation.

Content Standards and Performance Standards The Ontario curriculum for Grades 9 to 12 comprises content standards and performance standards. Assessment and evaluation will be based on both the content standards and the performance standards.

The content standards are the overall and specific curriculum expectations identified in the curriculum documents for every subject and discipline. ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT The performance standards are outlined in the achievement chart, which is provided in the curriculum documents for every subject or discipline (see pages 28–29). The achievement chart is a standard province-wide guide and is to be used by all teachers as a framework within which to assess and evaluate student achievement of the expectations in the par­ ticular subject or discipline. It enables teachers to make consistent judgements about the quality of student learning based on clear performance standards and on a body of evidence collected over time. It also provides teachers with a foundation for developing clear and specific feedback for students and parents.

25 26 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities strategic timesthroughout thecourse,oftenatend ofaperiodlearning. based onassessmentof know andcandowithrespect totheoverallcurriculumexpectations.Evaluation is employers, institutionsoffurthereducation,andstudents themselveswhatstudents Evaluation accuratelysummarizesandcommunicates toparents, otherteachers, of establishedperformancestandards andassigningavaluetorepresent thatquality. Evaluation refers totheprocess ofjudgingthequalitystudentlearningonbasis Evaluation student learningisseenasboth“assessment assessment istoimprove studentlearning. Assessment forthepurposeofimproving student isachievingthecurriculumexpectationsinacourse.Theprimarypurposeof Assessment istheprocess ofgatheringinformationthataccuratelyreflects howwella Assessment The purposesoftheachievementchartare to: As essentialstepsinassessmentfor their thinkingandlearning. set individualgoals,monitortheirownprogress, determinenextsteps,andreflect on students developtheircapacitytobeindependent,autonomouslearnerswhoare ableto and coachingforimprovement. Teachers engageinassessment As partofassessmentfor • • • • • • • • • • • • help studentsdevelopskillsofpeerassessmentandself-assessment. give andreceive specificandtimelydescriptive feedbackaboutstudentlearning; analyse andinterpr their progress towards achievingtheirlearninggoals; establish categoriesandcriteriawithwhichtoassessevaluatestudents’learning. to provincial contentandperformancestandar pr help teachersplaninstruction forlearning; (including rubrics); guide thedevelopmentofhigh-qualityassessmenttasksandtools for allsubjects/courses across grades; provide acommonframework thatencompassesallcurriculumexpectations to ensure thatstudentsand teachershaveacommonandshar share learninggoalsandsuccesscriteriawithstudentsattheoutsetof plan assessmentconcurrently andintegrateitseamlesslywithinstruction; use assessmenttoinforminstruction, guidenextsteps,andhelpstudentsmonitor end ofaperiodinstr gather informationaboutstudentlearningbefore, during,andatornearthe of thesegoalsandcriteriaaslearningprogresses; ovide abasisforconsistentandmeaningfulfeedbacktostudentsinrelation for Learning andas learning thatprovides evidenceofstudentachievement at learning, teachersprovide studentswithdescriptivefeedback et evidenceoflearning; uction, usingavarietyofassessmentstrategiesandtools; learning andas Learning for learning” and“assessment learning, teachersneedto: ds; as learning byhelpingall ed understanding as learning”. All curriculum expectations must be accounted for in instruction and assessment, but evaluation focuses on the students’ achievement of the overall expectations. A student’s achievement of the overall expectations is evaluated on the basis of his or her achieve­ ment of related specific expectations. The overall expectations are broad in nature, and the specific expectations define the particular content or scope of the knowledge and skills referred to in the overall expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate the achievement of the overall expectations, and which ones will be accounted for in instruction and assessment but not necessarily evaluated.

Determining a report card grade involves the interpretation of evidence collected through observations, conversations, and student products (tests/exams, assignments for evaluation), combined with the teacher’s professional judgement and consideration of factors such as the number of tests/exams or assignments for evaluation that were not completed or submitted and the fact that some evidence may carry greater weight than other evidence.

Seventy per cent of the final grade (a percentage mark) in a course will be based on evaluation conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement, with special consideration given to more recent evidence. Thirty per cent will be based on a final evaluation administered at or towards the end of the course.

Reporting Student Achievement The Provincial Report Card, Grades 9–12, shows a student’s achievement at specific points in the school year or semester. There are two formal reporting periods for a semestered course and three formal reporting periods for a non-semestered course. The reports reflect student achievement of the overall curriculum expectations, as well as development of learning skills and work habits.

Although there are formal reporting periods, communication with parents and students about student achievement should be continuous throughout the course, by means such as parent-teacher or parent-student-teacher conferences, portfolios of student work, student- led conferences, interviews, phone calls, checklists, and informal reports. Communication ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT about student achievement should be designed to provide detailed information that will encourage students to set goals for learning, help teachers establish plans for teaching, and assist parents in supporting learning at home.

THE ACHIEVEMENT CHART FOR SOCIAL SCIENCES AND HUMANITIES, GRADES 9–12

The achievement chart, on pages 28–29, identifies four categories of knowledge and skills and four levels of achievement in social sciences and humanities. The components of the chart are explained on the pages following the chart. (See also the section “Content Standards and Performance Standards”, on p. 25.)

27 THE ACHIEVEMENT CHART: Social Sciences and Humanities, Grades 9–12

50–59% 60–69% 70–79% 80–100% Categories (Level 1) (Level 2) (Level 3) (Level 4)

Knowledge and Understanding – Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)

The student:

Knowledge of content demonstrates demonstrates demonstrates demonstrates (e.g., facts, terms, limited knowledge some knowledge considerable thorough definitions, safe practices of content of content knowledge knowledge and procedures, use of of content of content technologies) Understanding demonstrates demonstrates some demonstrates demonstrates of content (e.g., concepts, limited understand­ understanding considerable under­ thorough under­ theories, ideas, processes; ing of content of content standing of content standing of content relationship between theory and action)

Thinking – The use of critical and creative thinking skills and/or processes

The student:

Use of planning skills uses planning skills uses planning skills uses planning skills uses planning skills (e.g., formulating questions, with limited with some with considerable with a high degree identifying problems, gen ­ effectiveness effectiveness effectiveness of effectiveness erating ideas, gathering and organizing information, focusing research, selecting strategies) Use of processing skills uses processing uses processing uses processing uses processing (e.g., analysing, detecting skills with limited skills with some skills with consider­ skills with a point of view and bias, effectiveness effectiveness able effectiveness high degree interpreting, evaluating, of effectiveness synthesizing, forming conclusions) Use of critical/creative uses critical/creative uses critical/creative uses critical/creative uses critical/creative thinking processes thinking processes thinking processes thinking processes thinking processes (e.g., goal setting, decision with limited with some with considerable with a high degree making, problem solving, effectiveness effectiveness effectiveness of effectiveness invention, critiquing, reviewing)

Communication – The conveying of meaning and expression through various forms Social Sciences and Humanities Social Sciences | The student:

Organization and organizes and organizes and organizes and organizes and expression of ideas, expresses ideas, expresses ideas, expresses ideas, expresses ideas, information, and under­ information, and information, and information, and information, and standings in oral, visual, understandings understandings understandings understandings and/or written forms with limited with some with considerable with a high degree (e.g., oral: role plays, inter­ effectiveness effectiveness effectiveness of effectiveness views, presentations, debates; visual: demonstrations, multimedia presentations, posters, graphic organizers; written: pamphlets, journals, reports, web pages) THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

28 50–59% 60–69% 70–79% 80–100% Categories (Level 1) (Level 2) (Level 3) (Level 4)

Communication for communicates for communicates for communicates for communicates for different audiences different audiences different audiences different audiences different audiences (e.g., peers, adults, younger and purposes with and purposes with and purposes and purposes with children, community limited effectiveness some effectiveness with considerable a high degree of members) and purposes effectiveness effectiveness (e.g., to inform, instruct, persuade) in oral, visual, and/or written forms Use of conventions uses conventions, uses conventions, uses conventions, uses conventions, (e.g., research conventions vocabulary, and vocabulary, and vocabulary, and vocabulary, and such as surveys, documen­ terminology with terminology with terminology with terminology with tation conventions, commu­ limited effectiveness some effectiveness considerable a high degree of nication conventions), effectiveness effectiveness vocabulary, and termi­ nology of the discipline in oral, visual, and/or written forms

Application – The use of knowledge and skills to make connections within and between various contexts

The student:

Application of knowl­ applies knowledge applies knowledge applies knowledge applies knowledge edge and skills (e.g., and skills in familiar and skills in familiar and skills in familiar and skills in familiar concepts, procedures, contexts with limit­ contexts with some contexts with contexts with a processes, methodologies, ed effectiveness effectiveness considerable high degree of technologies) in familiar effectiveness effectiveness contexts Transfer of knowledge transfers knowl­ transfers knowl­ transfers knowl­ transfers knowl­ and skills to new con­ edge and skills to edge and skills to edge and skills edge and skills to texts (e.g., other subjects; new contexts with new contexts with to new contexts new contexts with experiences in the family, limited effectiveness some effectiveness with considerable a high degree of community, society; using effectiveness effectiveness theory to help understand personal experiences)

Making connections makes connections makes connections makes connections makes connections ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT within and between within and between within and between within and between within and between various contexts various contexts various contexts various contexts various contexts (e.g., past, present, future; with limited with some with considerable with a high degree environmental, personal, effectiveness effectiveness effectiveness of effectiveness social, religious, cultural, socio-economic contexts)

Note: A student whose achievement is below 50% at the end of a course will not obtain a credit for the course.

29 30 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Thinking. (knowledge), andthecomprehension ofitsmeaningandsignificance(understanding). Knowledge andUnderstanding. The categoriesofknowledgeandskillsare asfollows: also ontheirdevelopmentoftheskillsthinking,communication,andapplication. The categorieshelpteachersfocusnotonlyonstudents’acquisitionofknowledgebut of learning. should beconsidered asinterrelated, reflecting thewholenessandinterconnectedness expectations foranygivensubjectorcoursecanbeorganized. Thefourcategories The categoriesrepresent fourbroad areas ofknowledgeandskillswithinwhichthe Categories ofKnowledge and Skills Knowledge andUnderstanding the criteriaforeachcategoryare asfollows: a guidetowhatteacherslookfor aspects ofstudentperformancethatare assessedand/or evaluated,andtheyserveas subsets oftheknowledgeandskillsthatdefinecategory. Thecriteriaidentifythe A setofcriteriaisidentifiedforeachcategoryintheachievementchart.Theare achievement chartprovides “criteria”and“descriptors”. To further guideteachersintheirassessmentandevaluationofstudentlearning,the Criteria andDescriptors course, andininstructional practice. should reflect theemphasisaccorded totheminthecurriculumexpectationsfor The importanceaccorded toeachofthefourcategoriesinassessmentandevaluation that fordifferent courses,the the process ofinstruction, learning,assessment,andevaluation.However, italsoindicates fact thatallcategoriesoftheachievementchartar consider with respect tothefourcategories,andthatachievementof particularexpectationsis T all fourcategoriesofknowledgeandskills. to demonstratethefullextentoftheirachievementcurriculumexpectationsacross In allsubjectsandcourses,studentsshouldbegivennumerous andvariedopportunities various contexts. Application. Communication. eachers willensure thatstudentlearningisassessedandevaluated inabalancedmanner • • understanding ofcontent knowledge ofcontent ed withintheappropriate categories.Theemphasison“balance”reflects the The useofcriticalandcreative thinkingskillsand/ The useofknowledgeandskillstomakeconnectionswithinbetween The conveyingofmeaningandexpr relative Subject-specific contentacquired ineachgradeorcourse . Inthesocialsciencesandhumanitiescurriculum, importance ofeachthecategoriesmayvary. e importantandneedtobeapartof ession through variousforms. or processes. Thinking

• use of planning skills • use of processing skills • use of critical/creative thinking processes

Communication

• organization and expression of ideas, information, and understandings in oral, visual, and/or written forms • communication for different audiences and purposes in oral, visual, and/or written forms • use of conventions, vocabulary, and terminology of the discipline in oral, visual, and/or written forms

Application

• application of knowledge and skills in familiar contexts • transfer of knowledge and skills to new contexts • making connections within and between various contexts

“Descriptors” indicate the characteristics of the student’s performance, with respect to a particular criterion, on which assessment or evaluation is focused. Effectiveness is the descriptor used for each of the criteria in the Thinking, Communication, and Application categories. What constitutes effectiveness in any given performance task will vary with the particular criterion being considered. Assessment of effectiveness may therefore focus on a quality such as appropriateness, clarity, accuracy, precision, logic, relevance, signifi­ cance, fluency, flexibility, depth, or breadth, as appropriate for the particular criterion.

Levels of Achievement The achievement chart also identifies four levels of achievement, defined as follows:

Level 1 represents achievement that falls much below the provincial standard. The student demonstrates the specified knowledge and skills with limited effectiveness. Students must work at significantly improving in specific areas, as necessary, if they are ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT to be successful in a course in the next grade.

Level 2 represents achievement that approaches the standard. The student demonstrates the specified knowledge and skills with some effectiveness. Students performing at this level need to work on identified learning gaps to ensure future success.

Level 3 represents the provincial standard for achievement. The student demonstrates the specified knowledge and skills with considerable effectiveness. Parents of students achieving at level 3 can be confident that their children will be prepared for work in subsequent courses.

31 Level 4 identifies achievement that surpasses the provincial standard. The student demonstrates the specified knowledge and skills with a high degree of effectiveness. However, achievement at level 4 does not mean that the student has achieved expectations beyond those specified for the course.

Specific “qualifiers” are used with the descriptors in the achievement chart to describe student performance at each of the four levels of achievement – the qualifier limited is used for level 1; some for level 2; considerable for level 3; and a high degree of or thorough for level 4. Hence, achievement at level 3 in the Thinking category for the criterion “use of planning skills” would be described in the achievement chart as “[The student] uses planning skills with considerable effectiveness”. Social Sciences and Humanities Social Sciences | THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

32 SOME CONSIDERATIONS FOR PROGRAM PLANNING IN SOCIAL SCIENCES AND HUMANITIES

INSTRUCTIONAL APPROACHES

Effective instruction is key to student success. To provide effective instruction, teachers need to consider what they want students to learn, how they will know whether students have learned it, how they will design instruction to promote the learning, and how they will respond to students who are not making progress.

When planning what students will learn, teachers identify the main concepts and skills described in the curriculum expectations, consider the contexts in which students will apply the learning, and determine students’ learning goals.

Instructional approaches should be informed by the findings of current research on instructional practices that have proved effective in the classroom. For example, research has provided compelling evidence about the benefits of explicit teaching of strategies that can help students develop a deeper understanding of concepts. Strategies such as “compare and contrast” (e.g., through Venn diagrams and comparison matrices) and the use of analogies give students opportunities to examine concepts in ways that help them see what the concepts are and what they are not. Although such strategies are simple to use, teaching them explicitly is important in order to ensure that all students use them effectively.

A well-planned instructional program should always be at the student’s level, but it should also push the student towards his or her optimal level of challenge for learning, while providing the support and anticipating and directly teaching the skills that are required for success.

33 34 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities same forallstudents. what Unless studentshaveanIndividualEducationPlanwithmodifiedcurriculumexpectations, to suitthewaytheirstudentslearnandhowtheyare bestabletodemonstratetheirlearning. allowing awiderchoiceoftopics,evenadjustingthelearningenvironment, ifappropriate, approaches –adjustingthe methodorpaceofinstruction, usingdifferent typesofresources, they canrespond more effectively tothestudents’needsbydifferentiating instructional erences. As teachersdevelopanddeepentheir understandingofindividualstudents, and assessingtheirreadiness tolearn,theirinterests, andtheirlearningstylespref­ continually buildtheirawareness ofstudents’learningstrengths andneedsbyobserving life experiences,canhelpteachersplaneffective instruction andassessment.Teachers An understandingofstudents’strengths andneeds,aswelloftheirbackgrounds and A Differentiated Approach to Teaching andLearning some ofthehands-oncomponents ofsocialsciencesandhumanitiescourses. of MedicAlertbracelets)contribute toasafeenvironment whenstudentsare engagingin shoes, tyingbacklonghair, andremoving loosejewellery(ortapingitdowninthecase necessary fortheirsafeuse.Inaddition,simpleprecautions suchaswearingclosed-toe demonstrate knowledgeoftheequipmentandproducts beingusedandtheprocedures one’s responsibility –athome,school,andintheworkplace.Studentsmust beableto As partofeverycourse,studentsmustbemadeaware thathealthandsafety are every­ humanities isimportantandvaluableforallstudents. on thebeliefsthatallstudentscanbesuccessfuland that learninginsocialsciencesand or reading closelyandcommunicatingclearly. To beeffective, instruction mustbebased think, question,challenge,andbechallenged;anawareness ofthevaluelistening instils positivehabitsofmind,suchascuriosityandopen-mindedness;awillingnessto sciences andhumanities.Effective instruction inthesesubjectsmotivates studentsand be abletothinkcriticallythroughout theirlivesaboutissuesrelated tothesubjectsinsocial skills, andattributesthattheyneedinorder toachievethecurriculumexpectationsand Instruction insocialsciencesandhumanitiesshould helpstudentsacquire the knowledge, Approaches Sciences andHumanities inSocial Instructional (e.g., “MindsOn, Action, andConsolidation”)isoftenusedtostructure theseelements. and skillstoconsolidatereflect ontheirlearning. A three-part lessondesign goals. Teachers provide multipleopportunitiesforstudentstoapplytheirknowledge students’ understandingandtoassesstheirprogress towards achievingtheirlearning meet theneedsoftheirstudents. At thesametime,theyconsiderwhenandhowtocheck introduce concepts,andconsiderhowtheywillscaffold instruction inwaysthatwillbest usefulness ofwhattheyare learning.Teachers selectinstructional strategiestoeffectively for learning,andmakingconnectionstocontextsthatwillhelpthemseetherelevance and a lessonbyactivatingthestudents’priorlearningandexperiences,clarifyingpurpose Effective lessondesigninvolvesseveralimportantelements.Teachers engagestudentsin Lesson Design HEALTH INSOCIALSCIENCES ANDHUMANITIES AND SAFETY they learncontinuestobeguidedbythecurriculumexpectationsandremains the Teachers must model safe practices at all times and communicate safety requirements to students in accordance with school board and Ministry of Education policies and Ministry of Labour regulations.

In planning learning activities to help students achieve the social sciences and humanities curriculum expectations, teachers need to ensure that students have opportunities to consider health and safety issues. In food and fashion courses, for example, use of hot equipment and sharp or hot tools must be carefully monitored, and such items must be securely stored when not in use. Food safety protocols must be in place in all food class­ rooms to avoid food spoilage, cross-contamination, and allergic reactions. Appropriate routines need to be in place in both food and fashion classrooms to help students avoid physical injury. Social sciences and humanities teachers must work together with all other teachers using dedicated facilities and with their school administration to ensure that the physical layout of food and fashion classrooms contributes to students’ safety.

Health and safety issues not usually associated with social sciences and humanities education may be important when the learning involves field trips. Out-of-school field trips can provide an exciting and authentic dimension to students’ learning experiences, but they also take the teacher and students out of the predictable classroom environment and into unfamiliar settings. Teachers must preview and plan these activities carefully to protect students’ health and safety.

PLANNING SOCIAL SCIENCES AND HUMANITIES PROGRAMS FOR STUDENTS WITH SPECIAL EDUCATION NEEDS

Classroom teachers are the key educators of students who have special education needs. They have a responsibility to help all students learn, and they work collaboratively with special education resource teachers, where appropriate, to achieve this goal. Classroom teachers commit to assisting every student to prepare for living with the highest degree of independence possible.

Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12 (Draft 2011) describes a set of beliefs, based in research, that should guide program planning for students with special education needs in all disciplines. Teachers planning social sciences and humanities courses need to pay particular attention to these beliefs, which are as follows: SOME CONSIDERATIONS PLANNING FOR PROGRAM • All students can succeed. • Each student has his or her own unique patterns of learning. • Successful instructional practices are founded on evidence-based research, tempered by experience. • Universal design5 and differentiated instruction6 are effective and interconnected means of meeting the learning or productivity needs of any group of students.

5. The goal of Universal Design for Learning (UDL) is to create a learning environment that is open and accessible to all students, regardless of age, skills, or situation. Instruction based on principles of universal design is flexible and supportive, can be adjusted to meet different student needs, and enables all students to access the curriculum as fully as possible. 6. Differentiated instruction, as discussed on page 34 of this document, is effective instruction that shapes each student’s learning experience in response to his or her particular learning preferences, interests, and readiness to learn.

35 36 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities 8. 8. Schools, FirstEdition,CoveringGrades 1to12,2010 and/or individualizedequipment (see 7. “Accommodations”refers toindividualizedteachingand assessmentstrategies,humansupports, needs todeterminewhichofthefollowingoptionsisappr appropriate fortheindividualstudentandstudent’sparticularstrengths andlearning needs, teachersshouldbeginbyexaminingboththecurriculumexpectationsincourse In planningsocialsciencesandhumanitiescoursesforstudentswithspecialeducation modate a diversityoflearningneeds. and theprovision ofongoing assessmentare importantelementsofprograms thataccom­ benefit from theteachingandlearningpr that respect theirparticular abilitiessothatallstudentscanderivethegreatest possible Teachers planprograms thatrecognize thisdiversityandgivestudentsperformancetasks In anygivenclassroom, students maydemonstrateawiderangeofstrengths andneeds. or courses. A student’sIEP islikelytoreflect thesame accommodationsformany, orall,subjects the student’slearningmustbeidentifiedinhisorher IEP (see without anychangestothecourseexpectations.Theaccommodations required tofacilitate Accommodations allowthestudentwithspecialeducation needstoaccessthecurriculum participate intheregular coursecurriculumandtodemonstratelearningindependently. Some studentswithspecialeducationneedsare able,withcertainaccommodations, to Students RequiringAccommodations Only Standards, 2000).(Bothdocumentsare availableatwww.ontario.ca/edu.) for Development,Program Planning,andImplementation,2000(referred tohereafter asIEP discussion oftheministry’srequirements forIEPs,see Resource Guide,2004 or herIndividualEducationPlan(IEP).Mor relevant information,asdescribedinthefollowingparagraphs,mustberecorded inhis If thestudentrequires eitheraccommodationsormodifiedexpectations,both,the native programs and/orcourses, grams forstudentswithspecialeducationneeds,includingwhorequire alter­

Alternative programs are identifiedontheIEP form bytheterm“alternative(ALT)”. • • • • • • • Fairness isnotsameness. environment thatsupports studentswithspecialeducationneeds. Classroom teachersneed the supportoflarger communitytocreate alearning development. Classroom teachersare keyeducatorsforastudent’sliteracyandnumeracy no accommodations for acourseandwhichconstitutealternativeprograms and/or courses. alternative expectations,whichare notderivedfrom thecurriculumexpectations modified expectations,withthepossibilityofaccommodations;or accommodations only;or (referred tohereafter astheIEPResource Guide,2004).Foradetailed 7 or modifiedexpectations; Growing Success:Assessment,Evaluation,andReportinginOntario 8 can befoundinTheIndividualEducationPlan(IEP):A ocess. Theuseofflexiblegroupings forinstruction , p.72). e detailedinformationaboutplanningpro­ Individual EducationPlans:Standards opriate forthestudent: IEP Standards,2000,p.11). Providing accommodations to students with special education needs should be the first option considered in program planning. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.

There are three types of accommodations:

• Instructional accommodations are changes in teaching strategies, including styles of presentation, methods of organization, or use of technology and multimedia. Some examples are the use of graphic organizers, photocopied notes, or assistive software. • Environmental accommodations are changes that the student may require in the classroom and/or school environment, such as preferential seating or special lighting. • Assessment accommodations are changes in assessment procedures that enable the student to demonstrate his or her learning, such as allowing additional time to complete tests or assignments or permitting oral responses to test questions (see page 29 of the IEP Resource Guide, 2004 for more examples).

If a student requires “accommodations only” in social sciences and humanities courses, assessment and evaluation of his or her achievement will be based on the regular course curriculum expectations and the achievement levels outlined in this document. The IEP box on the student’s provincial report card will not be checked, and no information on the provision of accommodations will be included.

Students Requiring Modified Expectations In social sciences and humanities courses, modified expectations for most students with special education needs will be based on the regular course expectations, with an increase or decrease in the number and/or complexity of the expectations. Modified expectations must represent specific, realistic, observable, and measurable goals, and must describe specific knowledge and/or skills that the student can demonstrate independently, given the appropriate assessment accommodations.

It is important to monitor, and to reflect clearly in the student’s IEP, the extent to which expectations have been modified. The principal will determine whether achievement of the modified expectations constitutes successful completion of the course, and will decide whether the student is eligible to receive a credit for the course. This decision SOME CONSIDERATIONS PLANNING FOR PROGRAM must be communicated to the parents and the student.

Modified expectations must indicate the knowledge and/or skills that the student is expected to demonstrate and that will be assessed in each reporting period (IEP Standards, 2000, pp. 10 and 11). Modified expectations should be expressed in such a way that the student and parents can understand not only exactly what the student is expected to know or be able to demonstrate independently, but also the basis on which his or her perform­ ance will be evaluated, resulting in a grade or mark that is recorded on the provincial report card. The student’s learning expectations must be reviewed in relation to the student’s progress at least once every reporting period, and must be updated as necessary (IEP Standards, 2000, p. 11).

37 38 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities steps forthestudent’slearningincourse. on thestudent’sdemonstratedlearningofmodifiedexpectations,aswellnext commentsshouldincluderelevant information page 62,mustbeinserted.Theteacher’s Evaluation, andReportinginOntarioSchools,FirstEdition,CoveringGrades1to12,2010, IEP boxmustbechecked and theappropriate statementfrom such anextentthattheprincipaldeemsacredit willnotbegrantedforthecourse, the provincial report card. If,however, thestudent’slearningexpectationsare modifiedto is workingtowards acredit forthecourse,itissufficient simplytocheckthe IEP boxon If someofthestudent’slearningexpectationsforacourseare modifiedbutthestudent expectations identifiedintheIEP andontheachievementlevelsoutlinedinthisdocument. assessment andevaluationofhisorherachievementwillbebasedonthelearning If astudentrequires modifiedexpectationsinsocialsciencesandhumanitiescourses, their language-learningneeds: support through oneoftwodistinctprograms from teacherswhospecialize inmeeting During theirfirstfewyears inOntarioschools,Englishlanguagelearnersmay receive community membersasa resource. find opportunitiestobringstudents’languagesinto the classroom, usingparents and for languageandliteracydevelopmentinEnglish.It is alsoimportantforteachersto to continueusetheirownlanguageathomeinrich andvariedwaysasafoundation of theirfirstlanguagewhiletheyar there are importanteducationalandsocialbenefitsassociatedwithcontinueddevelopment in theirfirstlanguage. Although theyneedfrequent opportunitiestouseEnglishatschool, Most EnglishlanguagelearnersinOntarioschoolshave anage-appropriate proficiency into theirinstructional programs andintotheclassroom environment. the classr only supporttheirlearninginnewenvironment butalsobecomeacultural assetin and experiencetotheclassroom. Thesestudents’linguisticandculturalbackgrounds not language inEnglish-languageschools)bringarichdiversityofbackground knowledge English languagelearners(studentswhoar English-language development. and culturalenvironment. All teachersshare intheresponsibility forthesestudents’ When theystartschoolinOntario,manyofthesestudentsare enteringanewlinguistic come from regions where accesstoformalschoolingwaslimited. may haveexperienceofhighlysophisticatededucationalsystems,orthey English languagelearnersarriveinOntarioasnewcomersfrom othercountries;they varieties ofEnglishthatdiffer from thelanguageusedinclassroom, are spoken.Other have beenraisedinfamiliesandcommunitieswhichlanguagesotherthanEnglish,or for successinOntarioschools.ManyEnglishlanguagelearnerswere borninCanadaand English –alsoreferred toasdialects–thatdiffer significantlyfrom theEnglishrequired schools isalanguageotherthanEnglish.Inaddition,somestudentsusevarietiesof first languageofapproximately 20percentofthestudentsinOntario’sEnglish-language Ontario schoolshavesomeofthemostmultilingualstudentpopulationsinworld.The PROGRAM CONSIDERATIONS FORENGLISHLANGUAGE LEARNERS oom community. Teachers willfindpositivewaystoincorporatethisdiversity e learningEnglish.Teachers needtoencourageparents e learningEnglishasasecondoradditional Growing Success: Assessment, Growing Success:Assessment, English as a Second Language (ESL) programs are for students born in Canada or new­ comers whose first language is a language other than English, or is a variety of English significantly different from that used for instruction in Ontario schools.

English Literacy Development (ELD) programs are primarily for newcomers whose first language is a language other than English, or is a variety of English significantly different from that used for instruction in Ontario schools, and who arrive with significant gaps in their education. These students generally come from countries where access to education is limited or where there are limited opportunities to develop language and literacy skills in any language. Some First Nations, Métis, or Inuit students from remote communities in Ontario may also have had limited opportunities for formal schooling, and they also may benefit from ELD instruction.

In planning programs for students with linguistic backgrounds other than English, teachers need to recognize the importance of the orientation process, understanding that every learner needs to adjust to the new social environment and language in a unique way and at an individual pace. For example, students who are in an early stage of English-language acquisition may go through a “silent period” during which they closely observe the interactions and physical surroundings of their new learning environment. They may use body language rather than speech, or they may use their first language until they have gained enough proficiency in English to feel confident of their interpretations and responses. Students thrive in a safe, supportive, and welcoming environment that nurtures their self-confidence while they are receiving focused literacy instruction. When they are ready to participate, in paired, small-group, or whole-class activities, some students will begin by using a single word or phrase to communicate a thought, while others will speak quite fluently.

In a supportive learning environment, most students will develop oral language proficiency quite quickly. Teachers can sometimes be misled by the high degree of oral proficiency demonstrated by many English language learners in their use of everyday English and may mistakenly conclude that these students are equally proficient in their use of aca­ demic English. Most English language learners who have developed oral proficiency in everyday English will nevertheless require instructional scaffolding to meet curriculum expectations. Research has shown that it takes five to seven years for most English lan­ guage learners to catch up to their English-speaking peers in their ability to use English for academic purposes. SOME CONSIDERATIONS PLANNING FOR PROGRAM Responsibility for students’ English-language development is shared by the classroom teacher, the ESL/ELD teacher (where available), and other school staff. Volunteers and peers may also be helpful in supporting English language learners in the language class­ room. Teachers must adapt the instructional program in order to facilitate the success of these students in their classrooms. Appropriate adaptations include: • modification of some or all of the subject expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher; • use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, and scaffolding; previewing of textbooks; pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first languages);

39 • use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity); • use of assessment accommodations (e.g., granting of extra time; use of oral inter­ views, demonstrations or visual representations, or tasks requiring completion of graphic organizers or cloze sentences instead of essay questions and other assess­ ment tasks that depend heavily on proficiency in English).

Teachers need to adapt the program for English language learners as they acquire English proficiency. For students in the early stages of language acquisition, teachers need to modify the curriculum expectations in some or all curriculum areas. Most English language learners require accommodations for an extended period, long after they have achieved proficiency in everyday English.

When curriculum expectations are modified in order to meet the language-learning needs of English language learners, assessment and evaluation will be based on the documented modified expectations. Teachers will check the ESL/ELD box on the provincial report card only when modifications have been made to curriculum expectations to address the language needs of English language learners (this box should not be checked to indicate simply that they are participating in ESL/ELD programs or if they are only receiving accommodations). There is no requirement for a statement to be added to the “Comments” section of the report cards when the ESL/ELD box is checked.

Although the degree of program adaptation required will decrease over time, students who are no longer receiving ESL or ELD support may still need some program adaptations to be successful.

For further information on supporting English language learners, refer to the following documents: • The Ontario Curriculum, Grades 9–12: English as a Second Language and English Literacy Development, 2007 • English Language Learners – ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12, 2007 • Supporting English Language Learners with Limited Prior Schooling: A Practical Guide for Ontario Educators, Grades 3 to 12, 2008 • Many Roots, Many Voices: Supporting English Language Learners in Every

Social Sciences and Humanities Social Sciences Classroom, 2005 | ENVIRONMENTAL EDUCATION AND SOCIAL SCIENCES AND HUMANITIES

Ontario’s education system will prepare students with the knowledge, skills, perspectives, and practices they need to be environmentally responsible citizens. Students will under­ stand our fundamental connections to each other and to the world around us through our relationship to food, water, energy, air, and land, and our interaction with all living things. The education system will provide opportunities within the classroom and the community for students to engage in actions that deepen this understanding.

Acting Today, Shaping Tomorrow: A Policy Framework for Environmental Education

THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO in Ontario Schools, 2009, p. 6

40 Acting Today, Shaping Tomorrow: A Policy Framework for Environmental Education in Ontario Schools outlines an approach to environmental education that recognizes the needs of all Ontario students and promotes environmental responsibility in the operations of all levels of the education system.

The three goals outlined in Acting Today, Shaping Tomorrow are organized around the themes of teaching and learning, student engagement and community connections, and environmental leadership. The first goal is to promote learning about environmental issues and solutions. The second is to engage students in practising and promoting environmental stewardship, both in the school and in the community. The third stresses the importance of having individuals and organizations within the education system provide leadership by implementing and promoting responsible environmental practices throughout the system so that staff, parents, community members, and students become dedicated to living more sustainably.

There are many opportunities to integrate environmental education into the teaching of social sciences and humanities. Family studies courses provide opportunities for students to explore ways in which varying notions of “need” affect how various individuals, families, communities, and societies use – or overuse – resources. Students come to understand the environmental impact of their choices – and those of the broader society – with respect to food, clothing, housing, and other aspects of life. In general social sciences and equity studies courses, students examine the impact of climate change on individuals and diverse groups and communities, including the disproportionate impact on the poor and mar­ ginalized. In world religions courses, students explore the ways in which environmental stewardship and responsible environmental practices are woven into the tenets of a number of religions and belief traditions. Philosophy courses provide opportunities for students to reflect on the ethics associated with differing attitudes and actions with respect to the environment.

A resource document – The Ontario Curriculum, Grades 9–12: Environmental Education – Scope and Sequence of Expectations, 2011 – has been prepared to assist teachers in planning lessons that integrate environmental education with other subject areas. It identifies cur­ riculum expectations and related examples and prompts in disciplines across the Ontario curriculum that provide opportunities for student learning “in, about, and/or for” the environment. Teachers can use the document to plan lessons that relate explicitly to the environment, or they can draw on it for opportunities to use the environment as the

context for learning. The document can also be used to make curriculum connections to SOME CONSIDERATIONS PLANNING FOR PROGRAM school-wide environmental initiatives. This publication is available on the Ministry of Education’s website, at www.edu.gov.on.ca/eng/curriculum/secondary/environ9to12curr.pdf.

HEALTHY RELATIONSHIPS AND SOCIAL SCIENCES AND HUMANITIES

Every student is entitled to learn in a safe, caring environment, free from violence and harassment. Research has shown that students learn and achieve better in such environments. A safe and supportive social environment in a school is founded on healthy relationships – the relationships between students, between students and adults, and between adults. Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive in an environment in which diversity is honoured and accepted. Healthy relationships do not tolerate abusive, controlling, violent, bullying/harassing, or

41 42 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities strategy, are designedtofostercaringandsafelearningenvir School framework,theequityandinclusiveeducationstrategy, andtheSafeSchools Several provincial policies andinitiatives,includingtheFoundationsforaHealthy relationships withtheirpeers, teachers,andothermembersoftheschoolcommunity. members ofaninclusivesocialenvironment, studentsneedtobeinvolvedinhealthy other inappropriate behaviours. To experiencethemselvesasvaluedandconnected and integralcomponent ofthestrategy. and contribute tosociety. Antidiscrimination educationcontinuestobeanimportant systemic barriers,andpower dynamicsthatlimittheabilityofstudentstolearn, grow, promoting inclusiveeducation,andidentifying eliminatingdiscriminatorybiases, The Ontarioequityandinclusive educationstrategyfocusesonrespecting diversity, healthy relationships. understanding ofselfandothers,providing afoundationforformingandmaintaining sciences andhumanitiesencourageopen-mindedness aswellrespect forand deep The knowledge,skills,andhabitsofmindthatare addressed inallcoursessocial power dynamicsthatcanfacilitateorhindertheformation ofhealthyrelationships. gender andidentity, andethnoculturalreligious background –contributeto also allowstudentstoexplore thewaysinwhichcore aspectsofidentity–includingsex, in whichpowerdynamicsare anintegralcomponentofallrelationships. Thesecourses courses provide opportunitiesforstudentstodeveloptheirunderstandingoftheways tion abouthowtorecognize andrespond tounhealthyrelationships. Theequitystudies to formingstrong, healthyrelationships andprovides studentswithimportantinforma­ str opportunities forstudentstoexplore thetopicofhealthyrelationships andtodevelop curriculum. Forexample,theDynamicsofHumanRelationshipscourseprovides The studyofhealthyrelationships occursthroughout thesocialsciencesandhumanities immediate relationship issuesthatmayariseamongstudents. healthy relationships, andbytakingadvantageof“teachablemoments”toaddress by modellingthebehaviours,values,andskillsthatare neededtodevelopandsustain students buildhealthyrelationships. Teachers canalsohaveapositiveinfluenceonstudents interschool sportsprovide additionalopportunitiesforthekindofinteractionthathelps analysis, andothermeans.Co-curricularactivitiessuchasclubsintramural solving strategiesandtoaddress issuesthrough group discussions,role play, casestudy healthy relationships bygivingthemopportunitiestoapplycriticalthinkingandproblem- example, theycanhelpstudentsdevelopandpractisetheskillsneedforbuilding school curriculum”(p.11). Teachers canpromote thislearninginavarietyofways.For enable allstudentstolearnabouthealthyandrespectful relationships isthrough the Relationships, theSafeSchools Action Team confirmed“thatthemostef In its2008report, ShapingaCulture ofRespect inOurSchools:Promoting SafeandHealthy encourage academicachievement,andhelpallstudentsreach theirfullpotential. and teachingenvironments thatsupportthedevelopmentofhealthyrelationships, healthy andinclusiveschools.Thesepoliciesinitiativespromote positivelearning HUMANITIES PROGRAM ANDINCLUSIVE EDUCATIONEQUITY IN THE SOCIALSCIENCES AND ong socialskillsandcommunicationstrategies.Thiscoursealsoexplores thebarriers onments inthecontextof fective wayto In an environment based on the principles of inclusive education, all students, parents, caregivers, and other members of the school community – regardless of ancestry, culture, ethnicity, sex, physical or intellectual ability, race, religion, gender identity, sexual orien­ tation, socio-economic status, or other similar factors – are welcomed, included, treated fairly, and respected. Diversity is valued, and all members of the school community feel safe, comfortable, and accepted. Every student is supported and inspired to succeed in a culture of high expectations for learning. In an inclusive education system, all students see themselves reflected in the curriculum, their physical surroundings, and the broader environment, so that they can feel engaged in and empowered by their learning experiences.

The implementation of antidiscrimination principles in education influences all aspects of school life. It promotes a school climate that encourages all students to work to high levels of achievement, affirms the worth of all students, and helps students strengthen their sense of identity and develop a positive self-image. It encourages staff and students alike to value and show respect for diversity in the school and the broader society. Antidiscrimination education promotes fairness, healthy relationships, and active, responsible citizenship.

Teachers can give students a variety of opportunities to learn about diversity and diverse perspectives. By drawing attention to the contributions of women, the perspectives of various ethnocultural, religious, and racial communities, and the beliefs and practices of First Nations, Métis, and Inuit peoples, teachers enable students from a wide range of backgrounds to see themselves reflected in the curriculum. It is essential that learning activities and materials used to support the curriculum reflect the diversity of Ontario society. In addition, teachers should differentiate instruction and assessment strategies to take into account the background and experiences, as well as the interests, aptitudes, and learning needs, of all students.

Interactions between the school and the community should reflect the diversity of both the local community and the broader society. A variety of strategies can be used to communicate with and engage parents and members from diverse communities, and to encourage their participation in and support for school activities, programs, and events. Family and community members should be invited to take part in teacher interviews, the school council, and the parent involvement committee, and to attend and support activities such as plays, concerts, co-curricular activities and events, and various special events at the school. Schools may consider offering assistance with childcare or making

alternative scheduling arrangements in order to help caregivers participate. Students can SOME CONSIDERATIONS PLANNING FOR PROGRAM help by encouraging and accompanying their families, who may be unfamiliar with the Ontario school system. Special outreach strategies and encouragement may be needed to draw in the parents of English language learners and First Nations, Métis, or Inuit students, and to make them feel more comfortable in their interactions with the school.

When planning social science and humanities curriculum materials, lessons, assessment strategies, and student groupings, teachers must ensure that they know their students and plan with full awareness of their students’ needs. Accommodations consistent with the board’s religious accommodations guidelines must be made for students from various faith communities – for example, same-sex partnering for small-group activities may be required, dietary restrictions must be accommodated in food courses, and cultural variations with respect to modesty must be respected in fashion courses. Ethnocultural connections can be readily incorporated into courses throughout the social sciences and humanities.

43 44 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities ar students withtoolsforunderstanding,analysing,andchallenginginequityinvarious These courses–onequityandsocialjustice,genderstudies,worldcultures –provide and humanitiescurriculum,reflect theaimsofequityandinclusiveeducationstrategy. The fourcoursesinequitystudies,whichconstituteanewsubjectarea inthesocialsciences or thequillworkaccessoriesofMi’kmaq). Nations, thesashesofMétispeople,deerskindresses ofHaudenosauneewomen, associated withspecificgroups (e.g.,thewampumbeltsofMohawkandotherFirst peoples, suchasmoccasins,fashionteachersmightexplore awiderrangeofclothing than referring onlytothe more obviousitemsofclothingassociatedwith Aboriginal possible andmovebeyondobviousorstereotypical illustrations.Forexample,rather In order fortheseconnections tobeauthentic,teachersshouldmakethemasspecific one thatcanhelp ensure thatOntarians willcontinuetoprosper inthefuture. reasons, financialliteracyisanessentialcomponent of theeducationOntariostudents– ronmental, andethicalimplicationsoftheirownchoices asconsumers.Forallofthese responsible citizensintheglobaleconomy, they will needtounderstandthesocial,envi­ their ownandfamilies’ economicandfinancialcircumstances. Finally, tobecome level. Inorder tomakewisechoices,theywillneed understandhowsuchforces affect world economicforces andtheeffects ofthoseforces atthelocal,national,andglobal accompany variousfinancialchoices.Theyalsoneed todevelopanunderstandingof literacy related tofinancialissues,sothattheycananalyseandmanagetherisks that broader skillsinpr specifics ofsaving,spending,borrowing, andinvesting,studentsneedtodevelop knowledge andskillsinawidevarietyofareas. Inadditiontolearningabout the an increasingly complexundertakinginthemodernworld,studentsneedto build Because makinginformeddecisionsabouteconomic andfinancialmattershasbecome changing financialworld. Ontario studentsneedtomakeinformeddecisionsandchoicesinacomplexfast- citizens intheglobaleconomy. Financialliteracyeducationcanprovide thepreparation preparing youngpeopletotaketheirplaceasinformed,engaged,andknowledgeable There isagrowing recognition thattheeducationsystemhasavitalrole toplayin (p. 4)setsoutthevisionthat: The documentA SoundInvestment:FinancialLiteracyEducationinOntarioSchools,2010 of thestatusquoandcontinuingchallengestoaninclusive,fair, andjustsociety. courses promote anunderstandingofandrespect fordiversity, andacriticalawareness the world,andimportanceofpersonalengagementsocialaction.Together, the contributions ofvariousindividualsandgroups tosocialjusticeinCanadaandaround dynamics, thebarriersthatprevent somepeoplefrom participatingfullyinsociety, the of identity, thedifferences amongdiverseindividualsandgroups, thenature ofpower the larger society, aswellintheglobalarena. Thecoursesexplore theconstruction FINANCIAL LITERACY INSOCIALSCIENCESANDHUMANITIES FINANCIAL LITERACY eas, includinginterpersonalrelationships, thefamily, theschool,workplace, and awareness oftheworldaround them. their personalfinancialwell-beingwithconfidence,competence,andacompassionate Ontario studentswillhavetheskillsandknowledgetotakeresponsibility formanaging oblem solving,inquiry, decisionmaking,criticalthinking,and Throughout social sciences and humanities courses, there are clear connections to financial literacy. Social sciences and humanities students learn the skills required to manage their personal and family finances, to be critical consumers, and to understand the ways in which larger economic factors can enhance or limit the ability of individuals and families to meet their needs. Students also explore ethical questions inherent in issues related to wealth distribution, needs and wants, and capitalist economies.

A resource document – The Ontario Curriculum, Grades 9–12: Financial Literacy – Scope and Sequence of Expectations, 2011 – has been prepared to assist teachers in bringing financial literacy into the classroom. This document identifies the curriculum expectations and related examples and prompts in disciplines across the Ontario curriculum through which students can acquire skills and knowledge related to financial literacy. Teachers can use this document to plan integrated lessons focusing on financial literacy within disciplines. This publication is available on the Ministry of Education’s website, at www.edu.gov.on.ca/eng/document/policy/FinLitGr9to12.pdf.

LITERACY, MATHEMATICAL LITERACY, AND INQUIRY/RESEARCH SKILLS

Literacy is defined as the ability to use language and images in rich and varied forms to read, write, listen, view, represent, and think critically about ideas. It involves the capacity to access, manage, and evaluate information; to think imaginatively and analytically; and to communicate thoughts and ideas effectively. Literacy includes critical thinking and reasoning to solve problems and make decisions related to issues of fairness, equity, and social justice. Literacy connects individuals and communities and is an essential tool for personal growth and active participation in a cohesive, democratic society.

Reach Every Student: Energizing Ontario Education, 2008, p. 6

Literacy instruction must be embedded across the curriculum. All teachers of all subjects … are teachers of literacy.

Think Literacy Success, Grades 7–12: The Report of the Expert Panel on Students at Risk in Ontario, 2003, p. 10

As these quotations suggest, literacy involves a range of critical-thinking skills and is essential for learning across the curriculum. Literacy instruction takes different forms of emphasis in different subjects, but in all subjects, literacy needs to be explicitly taught. SOME CONSIDERATIONS PLANNING FOR PROGRAM Literacy, mathematical literacy, and inquiry/research skills are critical to students’ success in all subjects of the curriculum and in all areas of their lives.

Many of the activities and tasks that students undertake in the social sciences and humanities curriculum involve the literacy skills relating to oral, written, and visual communication. For example, students use language to understand sources, to analyse and evaluate arguments and evidence, and to present findings in oral, visual, and written forms. In all social sciences and humanities courses, students are required to use appropriate and correct terminology and are encouraged to use language with care and precision in order to communicate effectively.

45 The Ministry of Education has facilitated the development of materials to support literacy instruction across the curriculum. Helpful advice for integrating literacy instruction in social sciences and humanities courses may be found in the following resource materials: • Me Read? And How! Ontario Teachers Report on How to Improve Boys’ Literacy Skills, 2009 • Think Literacy: Cross-Curricular Approaches, Grades 7–12, 2003

The social sciences and humanities program also builds on, reinforces, and enhances mathematical literacy. For example, students are exposed to various concepts related to measurement. Accurate measurement of materials is addressed in food and fashion courses. Students in a range of courses draw on numeracy skills when conducting and interpreting surveys and questionnaires or working with statistical data. In addition, students use and produce diagrams, charts, tables, and graphs for various purposes.

Inquiry and research are at the heart of learning in all subject areas. In social sciences and humanities courses, students are encouraged to develop their ability to ask questions and to explore a variety of possible answers to those questions. As they advance through the grades, they acquire the skills to locate relevant information from a variety of print and electronic sources, such as books, periodicals, dictionaries, encyclopedias, interviews, videos, and relevant Internet sources. The questioning they practised in the early grades becomes more sophisticated as they learn that all sources of information have a particular point of view and that the recipient of the information has a responsibility to evaluate it, determine its validity and relevance, and use it in appropriate ways. The ability to locate, question, and validate information allows a student to become an independent, lifelong learner.

CRITICAL THINKING AND CRITICAL LITERACY IN SOCIAL SCIENCES AND HUMANITIES

Critical thinking is the process of thinking about ideas or situations in order to understand them fully, identify their implications, make a judgement, and/or guide decision making. Critical thinking includes skills such as questioning, predicting, analysing, synthesizing, examining opinions, identifying values and issues, detecting bias, and distinguishing between alternatives. Students who are taught these skills become critical thinkers who can move beyond superficial conclusions to a deeper understanding of the issues they are examining. They are able to engage in an inquiry process in which they explore com­ plex and multifaceted issues, and questions for which there may be no clear-cut answers. Social Sciences and Humanities Social Sciences | Students use critical-thinking skills in social sciences and humanities when they assess, analyse, and/or evaluate the impact of something and when they form an opinion about something and support that opinion with a rationale. In order to think critically, students need to examine the opinions and values of others, detect bias in their sources, determine why a source might express a particular bias, look for implied meaning, and use the information gathered to form a personal opinion or stance, or a personal plan of action with regard to making a difference. THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

46 Students approach critical thinking in various ways. Some students find it helpful to discuss their thinking, asking questions and exploring ideas. Other students, including many First Nations, Métis, and Inuit students, may take time to observe a situation or consider a text carefully before commenting; they may prefer not to ask questions or express their thoughts orally while they are thinking.

In developing critical-thinking skills in social sciences and humanities, students must ask themselves effective questions in order to interpret information, detect bias in their sources, determine why a source might express a particular bias, and consider the values and perspectives of a variety of groups and individuals.

Students use critical-thinking skills in social sciences and humanities when they make reasoned judgements about what to do or what to believe about problems that do not have clear solutions. Because social sciences and humanities is concerned with human thought and behaviour (at both the individual and the cultural/societal level), much of its content is inherently “fuzzy”, with many possible interpretations that may be equally valid. Students need support to develop skills that enable them to make critical judge­ ments, considering alternative points of view, assessing evidence, and drawing logical conclusions. To support this development, teachers should infuse the curriculum with opportunities for critical thinking. It is of vital importance that teachers encourage stu­ dents to explore issues, interpret information, and develop thoughtful responses in all social sciences and humanities courses.

Students need support in developing their critical-thinking skills, they need to see these skills modelled in the classroom, and they need to be assessed and evaluated on these skills (and not just on the products of such thinking). Expectations that focus on critical- thinking skills – analysing, interpreting, assessing, evaluating, synthesizing, and reflecting – are included throughout the social sciences and humanities curriculum. When assessing and evaluating these expectations, teachers should focus not on the product (i.e., the conclusion) but on the effectiveness with which the student has used critical-thinking skills in arriving at that conclusion.

Critical literacy is the capacity for a particular type of critical thinking that involves looking beyond the literal meaning of a text to determine what is present and what is missing, in order to analyse and evaluate the text’s complete meaning and the author’s intent. Critical literacy goes beyond conventional critical thinking by focusing on issues related to fair­

ness, equity, and social justice. Critically literate students adopt a critical stance, asking SOME CONSIDERATIONS PLANNING FOR PROGRAM what view of the world the text advances and whether they find this view acceptable, who benefits from the text, and how the reader or viewer is influenced.

Critically literate students understand that meaning is not found in texts in isolation. People make sense of a text, or determine what a text means, in a variety of ways. Students therefore need to be aware of points of view (e.g., those of people from various cultures), the context (e.g., the beliefs and practices of the time and place in which a text was created and those in which it is being read or viewed), the background of the person interacting with the text (e.g., upbringing, friends, communities, education, experiences), intertextuality (e.g., information that a viewer or reader brings to a text from other texts experienced previously), gaps in the text (e.g., information that is left out and that the reader or viewer must fill in), and silences in the text (e.g., voices of a person or group not heard).

47 In social sciences and humanities, students who are critically literate are able, for example, to actively analyse media texts and determine potential motives and underlying messages. They are able to determine what biases might be contained in texts, media, and resource material and why that might be, how the content of the text might be determined and by whom, and whose perspectives might have been left out and why. Students would then be equipped to produce their own interpretation of the issue. Opportunities should be provided for students to engage in a critical discussion of “texts”, which can include books (including textbooks), television programs, movies, web pages, advertising, music, gestures, oral texts, visual art works, clothing, journals, newspapers, and magazines, and other means of expression. Such discussions empower students to understand the impact on members of society that was intended by the text’s creators. Language and communication are never neutral: they are used to inform, entertain, persuade, and manipulate.

Another aspect of critical thinking is metacognition, which involves developing one’s thinking skills by reflecting on one’s own thought processes. Metacognitive skills include the ability to monitor one’s own learning. Acquiring and using metacognitive skills has emerged as a powerful approach for promoting a focus on thinking skills in literacy and across all disciplines. In social sciences and humanities, students reflect on their own learn­ ing most explicitly when applying the expectations in the research and inquiry strand to the content strands. When developing their research and inquiry skills, students are required to reflect on what they have learned, how they have come to know what they have learned, and what other resources they may need to consult to reach an informed conclusion.

Outside of the research and inquiry strand, students are given many opportunities to reflect on and monitor their learning. As they develop hands-on practical skills related to daily life, as well as relationship skills, communication skills, and critical-thinking skills, students are given opportunities to reflect on their strengths and needs and to monitor their progress. In addition, they are encouraged to advocate for themselves to get the support they need in order to achieve their goals. In all areas of social sciences and humanities, students are expected to reflect on how they can apply the knowledge and skills they acquire in their courses to their lives, in meaningful, authentic ways – in the classroom, in the family, with peers, and within the community. This process helps students to move beyond the amassing of information to an appreciation of the relevance of social sciences and humanities knowledge and skills to their lives.

THE ROLE OF THE SCHOOL LIBRARY IN THE SOCIAL SCIENCES Social Sciences and Humanities Social Sciences

| AND HUMANITIES PROGRAM

The school library program can help build and transform students’ knowledge in order to support lifelong learning in our information- and knowledge-based society. The school library program supports student success across the social sciences and humanities curriculum by encouraging students to read widely, teaching them to examine and read many forms of text for understanding and enjoyment, and helping them improve their research skills and effectively use information gathered through research.

The school library program enables students to: • develop a love of reading for learning and for pleasure;

THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO • become independent, thoughtful, critical researchers;

48 • obtain access to programs, resources, and integrated technologies that support all curriculum areas; • understand and value the role of public library systems as a resource for lifelong learning.

The school library program plays a key role in the development of information literacy and research skills. Teacher librarians, where available, collaborate with classroom or content-area teachers to design, teach, and provide students with authentic information and research tasks that foster learning, including the ability to: • access, select, gather, process, critically evaluate, create, and communicate information; • use the information obtained to explore and investigate issues, solve problems, make decisions, build knowledge, create personal meaning, and enrich their lives; • communicate their findings to different audiences, using a variety of formats and technologies; • use information and research with understanding, responsibility, and imagination.

In addition, teacher librarians can work with teachers of social science and humanities courses to help students: • develop literacy in using non-print forms, such as the Internet, CDs, DVDs, and videos, in order to access information, databases, and demonstrations; • design inquiry questions for research projects; • create and produce single-medium or multimedia presentations.

Teachers need to discuss with students the concept of ownership of work and the impor­ tance of copyright in all forms of media.

THE ROLE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY IN THE SOCIAL SCIENCES AND HUMANITIES PROGRAM

Information and communications technologies (ICT) provide a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ learning. ICT tools include multimedia resources, databases, websites, digital cameras, and word-processing programs. Tools such as these can help students to collect, organize, SOME CONSIDERATIONS PLANNING FOR PROGRAM and sort the data they gather, and to write, edit, and present reports on their findings. ICT can also be used to connect students to other schools, at home and abroad, and to bring the global community into the local classroom.

A wide range of technologies can be easily integrated into the social sciences and humanities curriculum. In food and nutrition courses, for example, students’ learning is enhanced through the use of Canadian nutrient databases and nutrition analysis software. In fashion and housing courses, computer assisted design (CAD) software provides opportunities to enrich students’ learning. Statistical analysis software and Statistics Canada databases can be used in all courses, especially when addressing expectations related to research and inquiry.

49 Whenever appropriate, students should be encouraged to use ICT to support and com­ municate their learning. For example, students working individually or in groups can use computer technology and/or websites to gain access to museums, galleries, and archives in Canada and around the world. They can also use portable storage devices to store information, as well as CD-ROM and DVD technologies and digital cameras and projectors to organize and present the results of their research and creative endeavours to their classmates and others.

Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students must be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred.

ICT tools are also useful for teachers in their teaching practice, both for whole-class instruction and for the design of curriculum units that contain varied approaches to learning in order to meet diverse student needs. A number of educational software programs to support learning in social sciences and humanities are licensed through the ministry and are listed at www.osapac.org/db/software_search.php?lang=en.

THE ONTARIO SKILLS PASSPORT: MAKING LEARNING RELEVANT AND BUILDING SKILLS

The Ontario Skills Passport (OSP) is a free, bilingual, web-based resource that provides teachers and students with clear descriptions of the “Essential Skills” and work habits important in work, learning, and life. Teachers planning programs in social sciences and humanities can engage students by using OSP tools and resources to show how what they learn in class can be applied in the workplace and in everyday life.

The Essential Skills identified in the OSP are: • Reading Text • Writing • Document Use • Computer Use • Oral Communication • Numeracy: Money Math; Scheduling or Budgeting and Accounting; Measurement and Calculation; Data Analysis; and Numerical Estimation Social Sciences and Humanities Social Sciences

| • Thinking Skills: Job Task Planning and Organization; Decision Making; Problem Solving; and Finding Information

Work habits specified in the OSP are: working safely, teamwork, reliability, organization, working independently, initiative, self-advocacy, customer service, and entrepreneurship.

Essential Skills, such as Reading Text, Document Use, and Problem Solving, are used in virtually all occupations and are the foundation for learning other skills, including tech­ nical skills. OSP work habits such as organization, reliability, and working independently are reflected in the learning skills and work habits addressed in the provincial report card. Essential Skills and work habits are transferable from school to work, independent

THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO living, and further education or training, as well as from job to job and sector to sector.

50 Included in the OSP are videos and databases that focus on everyday tasks and occupation- specific workplace tasks, which teachers can use to connect classroom learning to life outside of school. Teachers can also consult A Guide to Linking Essential Skills and the Curriculum, 2009, which illustrates how to integrate explicit references to Essential Skills into classroom activities as well as how to give feedback to learners when they demonstrate these skills.

For further information on the Ontario Skills Passport, including the Essential Skills and work habits, visit http://skills.edu.gov.on.ca.

EDUCATION AND CAREER/LIFE PLANNING THROUGH THE SOCIAL SCIENCES AND HUMANITIES CURRICULUM

The goals of the Kindergarten to Grade 12 education and career/life planning program are to:

• ensure that all students develop the knowledge and skills they need to make informed education and career/life choices; • provide classroom and school-wide opportunities for this learning; and • engage parents and the broader community in the development, implementation, and evaluation of the program, to support students in their learning.

The framework of the program is a four-step inquiry process based on four questions linked to four areas of learning: (1) knowing yourself – Who am I?; (2) exploring opportunities – What are my opportunities?; (3) making decisions and setting goals – Who do I want to become?; and, (4) achieving goals and making transitions – What is my plan for achieving my goals?

Who am I?

What is my plan for EDUCATION AND CAREER/ What are my achieving my goals? LIFE PLANNING opportunities? SOME CONSIDERATIONS PLANNING FOR PROGRAM

Who do I want to become?

Classroom teachers support students in education and career/life planning by providing them with learning opportunities, filtered through the lens of the four inquiry questions, that allow them to apply subject-specific knowledge and skills to work-related situations; explore subject-related education and career/life options; and become competent, self- directed planners. The curriculum expectations in social science and humanities courses provide opportunities to relate classroom learning to education and career/life planning that will prepare students for success in school, work, and life. 51 52 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities sciences orhumanitiescourseasther Students whochoosetotakeatwo-credit cooperativeeducationprogram withasocial education, thefashionindustry, andsocialpolicyresearch. nities inawiderangeoffields,includingfoodandnutritionsciences,earlychildhood and humanitiescurriculumhelpbroaden students’knowledgeofemploymentopportu­ Experiential learningopportunitiesassociatedwithvariousaspectsofthesocialsciences acquire adirect understandingofemployerandworkplaceexpectations. learning, studentsdeveloptheskillsandworkhabitsrequired intheworkplaceand ondary schoolandontotheirpostsecondarydestination.Inaddition,through experiential school andwork,explore acareer ofinterest astheyplantheirpathway through sec­ to seetherelevance oftheir classroom learninginaworksetting,makeconnectionsbetween field trips,workexperience,andcooperativeeducation,provide studentswithopportunities Planned learningexperiencesinthecommunity, includingjobshadowingandtwinning, training, andworkplacedestinations. but alsoforvariousprogram pathwaystopostsecondary education,apprenticeship credits thatprovide theworkplace experiencerequired notonlyforsomeSHSM programs sciences andhumanitiescoursescanserveasthein-school linkwithcooperativeeducation in theworkplaceandpostsecondaryeducation,including apprenticeship training. Social knowledge andskillsimportanttoparticulareconomic sectorsandrequired forsuccess courses inthiscurriculumcanbebundledwithother coursestoprovide theacademic apprenticeship, college,university, orworkplacedestinations.InsomeSHSMprograms, Skills Majors(SHSMs)orinprograms designedtoprovide pathwaystoparticular Social sciencesandhumanitiescoursesare wellsuitedforinclusioninSpecialist High persons tobeinorworkingspecificworkplacesettings. minimum agerequirements outlinedintheOccupationalHealthandSafety Act for at www.edu.gov.on.ca/extra/eng/ppm/76a.html. Teachers shouldalsobeaware ofthe and InsuranceCoverageforStudentsinW of more thanoneday, seePolicy/Program MemorandumNo.76A,“Workplace Safety coverage forstudentswhoare atleastfourteenyearsofageandare onworkplacements For guidelinestoensure theprovision ofWorkplace SafetyandInsuranceBoard (WSIB) curricul/secondary/coop/cooped.pdf. 2000, availableontheministrywebsite,atwww.edu.gov.on.ca Other FormsofExperientialLearning:PoliciesandProcedures forOntarioSecondarySchools, work experience,andcooperativeeducation,are outlinedin Policies andguidelinesregarding workplaceopportunities,includingjobshadowing, requirements for Gr courses, tomeettheOntarioSecondarySchoolDiplomaadditionalcompulsorycredit COOPERATIVE EDUCATION ANDOTHER FORMSOFEXPERIENTIAL LEARNING HIGH SKILLS MAJOR HIGH SKILLSMAJOR PROGRAMPATHWAYSPLANNING ANDPROGRAMSLEADING TO ASPECIALIST oups 1,2,and3. elated courseare able,through thispackageof ork EducationPrograms” (September2000), Cooperative Educationand /eng/document/ ETHICS IN SOCIAL SCIENCES AND HUMANITIES

The social sciences and humanities curriculum provides varied opportunities for students to learn about ethical issues, explore ethical standards, and demonstrate ethical responsi­ bility. Many such opportunities arise in the Research and Inquiry strand, where students are required to follow ethical guidelines in developing and implementing research plans. It is crucial that teachers provide support and supervision to students at all stages of the research process, ensuring that students engaged in research are aware of potential ethical concerns and address them in acceptable ways. For example, when students are planning research that involves human participants, teachers need to monitor their plans to ensure that relevant discipline-specific ethical standards and principles are reflected in the research design. In social sciences and humanities research, the Tri-council Policy Statement: Ethical Conduct for Research Involving Humans (2005) provides the set of ethical standards to which research must adhere. Teachers must continue to supervise students’ activities to ensure that all aspects of their research projects adhere to these ethical standards and that they respect the dignity, privacy, and confidentiality of their research participants (e.g., when conducting surveys or interviews). It is particularly important for teachers to ensure that students are aware of ethical considerations specific to working with vul­ nerable populations. In addition, teachers must closely supervise the choice of research topics to ensure that student researchers are not inadvertently exposed to information and/or perspectives for which they are not emotionally or intellectually prepared (e.g., personal interviews that lead to disclosure of abuse).

Teachers should ensure that they thoroughly address the issue of plagiarism with students. In a digital world in which we have easy access to abundant information, it is very easy to copy the words of others and present them as one’s own. Students need to be reminded, even at the secondary level, of the ethical issues surrounding plagiarism, and the conse­ quences of plagiarizing should be clearly discussed before students engage in research and writing. It is important to discuss not only the more “blatant” forms of plagiarism, but also more nuanced instances that can occur. Students often struggle to find a balance between writing in their own voice and acknowledging the work of theorists and researchers in the field. Merely telling students not to plagiarize, and admonishing those who do, is not enough. The skill of writing in one’s own voice, while appropriately acknowledging the work of others, must be explicitly taught to all students in social sciences and humanities classes. SOME CONSIDERATIONS PLANNING FOR PROGRAM

53

COURSES

EQUITY STUDIES

OVERVIEW

Equity studies examines various aspects of diversity, including those related to gender, race, ethnicity, religion, socio-economic background, and ability. The four equity studies courses differ in their focus. Yet, regardless of whether the topic is social justice, gender studies, or world cultures, all of these courses, at their core, address similar fundamental issues: the social construction of identity; the nature and impact of power relations; the importance of respecting diversity; and the role of personal engagement and social action.

Students explore the idea that identity is constructed through a complex interplay between the individual and social groups and institutions – the family, peers, cultural and religious groups, the media, educational institutions, and so on. Through this exploration, students learn that values are not neutral and often reflect the norms, values, and interests of the dominant group in society. This recognition leads to an examination of the nature of power relations and of their impact on individuals and groups within Canada and elsewhere in the world. Students explore power dynamics and various manifestations of oppression, including racism, homophobia, religious intolerance, and gender-based violence. Understanding the nature of power relations within and between groups helps students develop a critical framework for analysing social phenomena from an equity and social justice perspective.

Throughout these courses, students explore differences among individuals and groups and develop an appreciation for the importance of valuing and respecting these differences. Students develop their understanding of policies and laws that support human rights while recognizing the existence of continuing challenges to equity and social justice. By exploring the contributions of individuals and groups towards the creation of a more just society, students come to realize the importance of personal engagement and social action. In each course, students move from theory to practice by developing and implementing an initiative to address an equity-related issue.

57 Gender Studies, Grade 11

University/College Preparation HSG3M

This course enables students to explore the social construction of gender. Students will learn about the dynamic nature of gender roles and norms; sexism and power relations; and the impact of representations of women and men in the media, popular culture, and the arts. Students will analyse a range of gender equity issues, including gender-based violence and workplace equity, in both Canadian and global contexts. Students will develop and apply research skills and will design and implement a social action initiative relating to gender equity.

Prerequisite: None

58 ResearchGender and StudiesInquiry Skills RESEARCH AND INQUIRY SKILLS 59 HSG3M HIF10/20 (e.g., ce? (e.g., critical analysis in ces om a variety of primary elevance of the information sour “What strategies can you use “What is the difference “What is the difference esearch question, and use it to esearch esearch esearch (e.g., interviews; observations; surveys ests are advanced if you believe the main ests are assess various aspects of information gath­ based on preliminary research, for each research, based on preliminary locate and select information relevant to locate and select information relevant ed from primary and secondary sources primary and secondary sources ed from message of this source?” message of this source?” er accuracy, relevance, reliability, inherent values and inherent reliability, relevance, accuracy, bias, voice) prompts: Teacher to determine the r “If two information sources you have gathered?” how might you determine contradict each other, “What values are reliable?” which is more Whose voices are embedded in these sources? absent?” “Whose and whose are represented inter journals; book reviews, magazine articles, textbooks) magazine journals; book reviews, prompts: Teacher between a primary and a secondary sour is How can you determine whether a source primary or secondary?” “Why is it important on a variety of sources?” to base your research thesis investigation formulate a hypothesis, statement, or r focus their r their investigations fr sources original documents and media and questionnaires; such as film, photographs, songs, advertisements) secondary and/or A3. Information Processing Throughout this course, students will: Throughout A3.1 A2.3 A2.2 related to related to identify topics for ces of information; develop ovide evidence of how “If you were studying the “If you were create research plans, and locate and select information relevant to their chosen and select information relevant plans, and locate research create explore topics related to gender studies, and formulate questions to guide their research; their research; and formulate questions to guide to gender studies, related topics explore e viewed?” he videos? What other elements of t RESEARCH AND INQUIRY SKILLS SKILLS INQUIRY AND RESEARCH formulate effective questions to guide their formulate effective explore a variety of topics related to related a variety of topics explore discussion, identify key concepts (e.g., through create appropriate research plans to investi­ plans research appropriate create Investigating: Exploring: and inquiry methods; social science research topics, using appropriate through information gathered analyse, and synthesize assess, record, Processing Information: and inquiry; research and inquiry clearly and of their research Reflecting: communicate the results Communicating and and communication skills. inquiry, research, on and evaluate their and reflect effectively, esearch and inquiry esearch esearch and inquiry esearch the videos might pr women ar Teacher prompt: prompt: Teacher portrayals of girls and women in music videos, how might you select which videos to analyse? What behaviour or symbols might you exam­ ine in r gender studies (e.g., self-esteem in adolescent teachers girls; experiences of male primary school or female auto mechanics) brainstorming, use of visual organizers) their selected topics r gate their selected topics (e.g., outline purpose and method; identify sour or tools such as surveys, questionnaires, research interviews), ensuring that their plans follow guidelines for ethical research A2. Investigating A1. Exploring A2. A1.3 Throughout this course, students will: this course, students Throughout A1.1 A1.2 A3. A4. Throughout this course, students will: Throughout A1. Throughout this course, students will: Throughout A2.1 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS A. 60 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, University/College Preparation A4.1 Throughout thiscourse,studentswill: A3.4 A3.3 A3.2 A3.5 4 Communicating andReflecting A4. specific purposeandaudience of theirresearch andinquiryeffectively fora presentation, webpage)tocommunicatetheresults tion, writtenresearch report, poster, multimedia menting thesour different sources) determine whethercommonthemesarisein (e.g., compare results ofsurveysandinterviews; organizers, summaries,audio/digitalrecords) using avarietyofformats ideas the answertotheirr (e.g., weighandconnectinformationtodetermine through research use anappropriate format demonstrate academichonestybydocu­ analyse andinterpret research information record andorganize informationandkey synthesize findingsandformulateconclusions synthesize ces ofallinformationgenerated esearch question) (e.g., oralpr (e.g., notes,graphic esenta­ A4.3 A4.2 A4.4 inquiries transgender, sexism) norms, intersectionality, genderrepresentation, gender equity(e.g.,powerr use languageconventionspr (e.g., generatear APA conventionsforacknowledgingsources research/inquiry skills?” “What stepsmightyoutaketoenhanceyour used haveaf Teacher prompts: and communicationskills and evaluatingtheirownresearch, inquiry, general r in-text author-datecitations) clearly communicatetheresults oftheir correctly usetermsrelating tosexand demonstrate anunderstandingofthe esearch process byreflecting on (e.g., writeclearly fected ther efer “ How mightthemethodsyou ence listinAPA style,use esults youobtained?” , organize ideaslogically operly), andfollow elations, gender , ResearchGender and StudiesInquiry Skills FOUNDATIONS 61 HSG3M HIF10/20 , / ?” femininities (e.g., indigeneity femininity and elations with and es and historical periods e-Angus, a Mohawk woman, mean describe a range of gender roles in a describe a range of gender roles analyse ways in which gender intersects analyse ways in which gender intersects cumstances and your response.” “How cumstances and your response.” variety of cultur might an individual’s personal preferences might an individual’s personal preferences self-presentation his or her and choices affect of gender?” expectations?” “Do you ever find yourself in expectations?” “Do you ever find yourself in conflict with the gender norms accepted the your family or community? If so, explain cir and young women, regarding acceptable behav­ and young women, regarding of emotion? Regarding iour and expression choices? What factors influence the career maintenance of or changes to such norms with other aspects of identity ability) race, socio-economic status, sexual orientation, expectations diverse gender role to create and experiences “What does Patricia prompts: Teacher Montur artificially separate my when she writes, ‘To me to forces my race and culture gender from deny the way I experience the world’?” “How might factors such as socio-economic status or (dis)ability influence a person’s experience of sense to gender?” “Why might it make more use the terms masculinities rather than masculinity (e.g., in Western and non-Western countries; and non-Western (e.g., in Western traditions; in rural and within various religious in First Nation, Métis, or urban environments; in middle-class Canada after World Inuit cultures; B1.4 B1.3 e; demonstrate an understanding of how attitudes, behaviours, of how attitudes, behaviours, demonstrate an understanding (e.g., atti­ ?” “In what ways essure; religious expec­ religious essure; a simple binary between

gender?” “What is meant by and sex

fer for boys and girls, and young men ucted and may be culturally specific some gender research challenge under­ some gender research FOUNDATIONS FOUNDATIONS

s explain key terms and concepts relating to explain key terms and concepts relating explain how gender norms are socially explain how gender norms are The Social Construction of Gender: The Social Construction as a and of the complexity of gender socially constructed, are to gender norms relating and roles, experience; concept and as a lived the dynamics of power r and Gender: analyse sexism and Power Relations, Sex, sex and gender in a variety of contexts; to respect men in media, popular culture, of women and Gender: analyse representations Representations of of these representations. the effects and the arts, and assess oe d the term gender performance (e.g., sex and gender, female, male, gender studies (e.g., sex and gender, gender transsexual, intersex, gender performance, transgender, gender norms, gender stereotypes, roles, masculinity/masculinities, femininity/femininities, hypermasculinity, intersectionality, gender binary, patriarchy, sexism, matriarchy, emphasized femininity, sexual minorities, sexual orientation, gender hierarchy, misandry) homophobia, two-spirited, misogyny, “What is the difference prompts: Teacher between constr ethnic group, culture, (e.g., the influence of one’s or heritage, and of the media and popular cultur family expectations; peer pr male and female?” “What did Simone de ‘One is when she wrote, mean Beauvoir not born a woman, one becomes one’?” standings ofstandings sex as tations), and describe possible tensions between an individual’s gender performance tudes, behaviours, roles) and societal norms tudes, behaviours, roles) “How do individuals come to prompts: Teacher know the gender norms of their communities?” “In what ways do norms and expectations typ­ ically dif B1. Social of Gender Construction The By the end of this course, students will: By the end of this course, students will: B1.1 B2. B3. By the end of this course, students will: By the end of this B1. B1.2 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS B. 62 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, University/College Preparation B1.5 B2.1 By theendofthiscourse,studentswill: B2.2 2 Power Relations, Sex, andGender B2. and r students haveequalaccesstosportsfacilities Teacher prompts: to communityresources) leadership opportunities,assignedduties,access chores, childandseniorcare, teacherattention, reference tofinancialdecision-making,domestic workplaces, andcommunitysettings and amongmalesfemalesinhomes,schools, choose tochallengegenderr Teacher prompts: and globally women’s andmen’slivedexperienceslocally gender r many FirstNations?” significance ofthetermtwo-spirited and differences?” “Whatisthemeaningand What mightaccountforthesesimilarities such asrural Kenyaoralarge cityinIndia? or different from thoseofadolescentsinplaces and roles andthoseofyourpeerssimilarto “In whatwaysare yourgenderexpectations in yourparents’ orgrandparents’ generation?” r Teacher prompts: have changedovertime War II),andexplainhowwhytheseroles par What are itseffects?” “Whatpr not, whatare theimplicationsofthisdifference? privilege ar differently thanmenwhodonotwantchildr are womenwhodonotwantchildren judged norms overthepastdecade?”“Howandwhy and menchallenginggenderexpectations What are somespecificinstancesofwomen limit whatispossibleformenandwomen? what wayscangendernormsandexpectations these formsmanifest themselves and discrimination,describe waysinwhich between individualandsystemic formsofsexism relation toCanadianwomenasawhole?” women withinCanadaand their positionin Canada reveal aboutthe position of Aboriginal than 500 Aboriginal womenare missingin poverty line?”“Whatdoesthefactthatmore proportion ofthesehouseholds livebelowthe ar people acceptthem?”“Whattypesoffactors oles todaysimilartoanddifferent fr e linkedtodiversegenderperformances?”“In assess waysinwhichsociallyconstructed assess analyse thewaysinwhichpowerand explain thedifferences aswellthelinks ent householdsare headed bywomen?What esources inyourschooland community?If oles andnormsreflect therealities of e unequallydistributedbetween “Why mightsomepeople “In whatwaysare gender “Do maleandfemale oles whileother oportion ofsingle- among om those (e.g., with en?” B2.3 B2.4 B3.1 By theendofthiscourse,studentswill: 3 Representations ofGender B3. the family itself incontemporaryCanadiansociety to systemicsexismanddiscrimination?” patriar relevant today?” “Whatismeantbytheterm To whatextentandinwaysare theystill mean? Whenandwhywere thesetermscoined? glass ceiling,payequity,andemployment temic formsofsexism?”“Whatdotheterms roles, trainingandeducationaloptions) decision making,economicresponsibilities, leadership roles andresponsibilities (e.g.,parental roles, of China) Nations andtheMosuoNaxiindigenouspeoples Mohawk, Seneca,Tuscarora, orOnondagaFirst matrilineal societiessuchastheOneida,Cayuga, and matriarchal societies between menandwomenwithinpatriar schools taketoaddress sexism?” take inschools?Whatstepsdoorshould Aboriginal women?”“Whatformsdoessexism socio-economic status,orsexualorientation?” gender roles differ according torace, ethnicity, what waysdomediarepresentations ofmale characters ontelevisionorin themovies?”“In lesbian, gay males?” “Howvariedare thegender r news anchors)andpositiveimages ofnurturing positions ofauthority(e.g.,judges,surgeons, can youfindpositiveimagesofwomenin traditional genderroles?” “Where inthemedia of children’s toyscontributetoperpetuating Teacher prompts: “Howdoesthemarketing online media) television shows,advertisements,comics,blogs, games, toys,musicandvideos,movies and popularcultur Teacher pr ways toaddress thesemanifestationsofsexism tunities oraccesstoeconomicresources) jokes andlanguage;intermsofemploymentoppor­ ment; through theclimateatworkorschool;through Indian sexist society?Whyorwhynot?”“Howdothe sexism?” “Howar Who wouldyouturntoifexperienced can thesebehavioursbeavoidedordiscouraged? at home,school,orintheireverydaylife?How which individualsmightexhibitsexistbehaviour Teacher prompts: analyse waysinwhichsexismcanmanifest explain variationsinpowerrelations analyse representations ofgenderinmedia chal dividend?Howisthistermrelated Act andBillC-31discriminateagainst , withr , sportsandathletics,politicsgovern­ ompts: , bisexual,andtransgender(LGBT) eference toavarietyofsocial “What ar “Do youthinkCanadaisa e sexistjokesr e (e.g.,withreference tovideo (e.g., inmatriarchal or e someofthewaysin elated tosys­ , andassess oles for chal (e.g., in “What range of gender roles in families is por­ Teacher prompts: “How diverse are images trayed in children’s books?” “What does the of women and men in the beauty and fashion representation of gender roles in the media industry with respect to race, ethnicity, or body suggest about the relative power of women shape?” “What are the common characteristics and men?” of images of models in fashion magazines? How B3.2 are these characteristics achieved? What impact analyse the impact on individuals (e.g., with can these images have on readers, especially reference to their self-concept, aspirations, notions those who may perceive themselves as not Studies Gender of appropriate behaviour, relationships, sense of ‘fitting the mould’?” “How can media images belonging or alienation) of stereotypical represen­ of unrealistic bodies lead to unhealthy behav­ tations of gender in media and popular culture iours in males and females?” “What types of Teacher prompts: “What effects can dolls and fashions are evident in music videos? Do such action figures have on girls’ and boys’ behav­ styles affect the way you dress? Why or why iour?” “Do you think gender representations not?” “Where in the media or popular culture in the media and popular culture reinforce can you find positive, healthy images of women ‘hypermasculinity’ and ‘hyperfemininity’? and men?” Give reasons for you answer.” “What effects B3.4 do the images of men and women in comic describe how visual art works, literature, books and graphic novels have on female and film can raise awareness of gender equity readers? On male readers?” and changing gender expectations in society (e.g., art work by Judy Chicago, Guerrilla Girls, B3.3 analyse images of female and male bodies Joyce Wieland, Joanne Tod, Barbara Kruger, Cindy and representations of beauty and fashion in Sherman, Shelley Niro, Rebecca Belmore; literature media and popular culture, and describe their by Caryl Churchill, Margaret Atwood, David Sedaris, impact (e.g., how images of underweight, digitally Nawal El Saadawi, David Alexander Robertson, altered fashion models can contribute to unhealthy Madison Blackstone; films by Deepa Mehta, Stephen eating habits among girls and women; how images Daldry, Tracey Deer) HSG3M showing celebrities who have had a variety of cosmetic procedures can affect individuals’ self-image or the choices they make) FOUNDATIONS

63 C. GENDER ISSUES AND GENDER­ RELATED POLICY IN CONTEXT

OVERALL EXPECTATIONS By the end of this course, students will:

C1. Securing Rights and Social Supports: demonstrate an understanding of concerns and objectives of women’s rights movements and men’s movements, and explain issues related to the rights of sexual minorities; C2. Local and Global Challenges: analyse a range of social, political, economic, and environmental issues relating to gender in Canadian and global contexts; C3. Gender-Based Violence and Its Prevention: demonstrate an understanding of homophobic and gender-based violence in both Canadian and global contexts, and of violence-prevention strategies. Grade 11, University/College Preparation Preparation University/College 11, Grade SPECIFIC EXPECTATIONS

C1. Securing Rights and Social specific issues confront, or have confronted, First Supports Nation, Métis, and Inuit women?” “What issues do young feminists address today through groups By the end of this course, students will: such as the Miss G__ Project and RebELLEs?” C1.2 C1.1 describe the relevant social context of and evaluate the objectives of various men’s issues of concern to contemporary and historical movements (e.g., men's liberation movements; women’s movements (e.g., issues such as women’s men's health, pro-feminist, and anti-sexist move­ suffrage, property ownership, birth control and ments) in relation to gender equity and changing reproductive rights, equal pay for equal work and gender roles equal pay for work of equal value, violence against Teacher prompts: “Can men be feminists?” women and children, education for girls and women “What role do you think men should have in developing nations, the contribution of women’s in the women’s movement? How can men be unpaid domestic and volunteer work to the family effective allies in the anti-sexist movement?” and the economy, discrimination in development “What type of approach to gender relations assistance), and evaluate the achievements of is advocated by the National Organization these movements for Men Against Sexism?” Teacher prompts: “What were the reasons C1.3 describe issues associated with the recognition Social Sciences and Humanities Social Sciences for establishing the Royal Commission on the | of the rights of sexual minorities (e.g., same-sex Status of Women in Canada?” “How and why marriage laws, adoption rights for same-sex families, has feminism been critiqued for excluding issues rights of hijras in India), and explain how they of concern to women who were not white and/or relate to gender issues privileged?” “What changes have resulted from the debates within the women’s movement Teacher prompt: “What are some of the assump­ relating to marginalization of women of colour, tions about appropriate gender roles that might women with disabilities, and lesbians?” “What affect people’s views on same-sex marriage or adoption rights for same-sex families?” THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

64 C2. Local and Global Challenges C3. Gender-Based Violence and Its Prevention By the end of this course, students will: By the end of this course, students will: C2.1 analyse a range of social and political issues relating to gender equity in both Canadian and C3.1 analyse the impact of gender-based violence global contexts (e.g., issues related to employment, (e.g., bullying; harassment; child and spousal abuse;

poverty, health care, sports, violence; the use of rape as sexual assault, including date rape; gay bashing) Studies Gender a tool of war; infanticide and fetal sex selection; access Teacher prompts: “What forms can gender- to education and training; political representation) based violence take?” “What is the impact of Teacher prompts: “How has the preference for emotional or psychological abuse, including male children in some societies led to a skew­ bullying? How is it similar to or different from ing of sex ratios? What is the possible impact the impact of physical abuse?” of such skewing for women and men in those C3.2 societies?” “What is meant by the term the fem­ analyse how the media and popular culture inization of poverty? What are some factors that portray gender-based violence and aggression account for the disproportionate number of (e.g., in video games, popular music and music women who live in poverty?” videos, television shows, sports), and assess the possible impact of these portrayals C2.2 describe the effects of globalization and Teacher prompts: “Who are the perpetrators international trade and economic policies on of violence most commonly depicted in the gender-related issues in both Canadian and movies and television shows you watch and global contexts (e.g., sex trafficking and tourism; the video games you play? Who are the victims? mail-order brides; the proportion of women in What, if any, patterns do you notice? What sweatshops; the impact of changing economies impact do you think these patterns may have?” on women’s and men’s social roles; the impact of “How do news reports represent female victims HSG3M Western advertising and consumerism on gender of violent crimes? How are these representations roles in newly industrializing countries; deindustri­ affected by factors such as the victim’s race, alization and the loss of traditionally male-dominated religion, or occupation (e.g., whether the victim jobs in manufacturing; an increase in male employ­ is a sex trade worker)?” “Do you think playing ment in the service and retail sectors) violent video games desensitizes participants Teacher prompts: “What policies encourage to violence and aggression in real life? Why or nannies from developing countries to work in why not? Do you think that first-person shooter Canada? What are the effects of these policies games have a greater impact on players than on nannies and their families in their countries other video games? Why or why not?” of origin?” “In what ways do international aid C3.3 and banking programs discriminate against explain how social institutions or systems women?” (e.g., criminal justice, legal, social service, immigra­ tion, and international development systems) can C2.3 analyse the relationship between gender perpetuate or decrease homophobic and gender- and environmental issues in both Canadian based violence and harassment in both Canadian and global contexts (e.g., with reference to the and global contexts GENDER ISSUES AND GENDER-RELATED POLICY IN CONTEXT work of Wangari Maathai or Vandana Shiva; the Teacher prompts: “Why do critics argue that relationship between chemical use and birth defects/ violence against women is significantly under- infertility; the impact of desertification on arable reported? Why might a woman be reluctant to land, family farms, and the roles of women and report domestic abuse, sexual harassment, or men; differences in the impact of climate change sexual assault? What are her options if she on men and women) reports abuse? How are these options affected Teacher prompts: “What is meant by the term by factors such as poverty?” “It is only in the ecofeminism?” “Where would you find data to past few decades that marital rape has been determine the relationship between the use of recognized as a crime in many countries. Why pesticides and fertility rates?” “What effects did it take so long for these laws to be imple­ has oil sands development in Alberta had on mented? Why do some countries still not rec­ women in the Lubicon First Nation?” “What ognize it as a crime?” “What is the ‘don’t ask, evidence exists of the impact on boys and men of don’t tell’ policy in the U.S. military? What increased levels of estrogen in drinking water?” message does this policy send to potential new

65 66 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, University/College Preparation C3.4 crisis centres) and Children [METRAC],sexualassaultorrape Action CommitteeonViolence AgainstWomen Directorate, KidsHelpPhone,theMetropolitan websites suchasthoseoftheOntarioWomen’s Take BacktheNightcampaign;informationon of Canada;theIAmaKindMancampaign; in SpiritinitiativeoftheNativeWomen’s Association ment assault andgender-based bullyingandharass­ forms ofgender-based violence,includingsexual awar in cultures where itisaccepted?” this practicereveal aboutthestatusofwomen meant bytheterm gay bashingdeclared ahatecrime?”“Whatis recruits?” “Whyare groups lobbyingtohave demonstrate anunderstandingofarange eness andprevention strategiesrelating to (e.g., theWhiteRibbonCampaign;Sisters honour killing?Whatdoes community canpr Teacher prompts: “Whichagenciesinyour to prevent gender-based violence?” in whichwomenandmencanworktogether egies theyrecommend?” “Whatare someways men? Whatare someoftheprevention strat ­ organizers chosentofocusthecampaignson Am aKindMancampaigns?Whyhavetheir is thepurposeofWhiteRibbonandI well asitsvictimsorpotentialvictims?”“What on theperpetratorsofgender-based violenceas prevention andawareness programs thatfocus prevention?” “Whyisitimportanttocreate tive waystotalkstudentsaboutviolence able inyourschool?Whatar “What violence-prevention resources are avail­ on strategiestoprevent gender-based violence?” ovide youwithinformation e themosteffec­ ResearchGender and StudiesInquiry Skills IMPLEMENTING CHANGE 67 HSG3M HIF10/20 e ole oved health and how this “Why do Canadian women e employed in the construction e employed in the construction ess these concerns?” “What r om some visible minorities, including om some visible minorities, including egation of men and women in certain jobs explain individual and systemic factors Teacher prompts: “Why do you think so prompts: Teacher few women ar industry or engineering?” “Why don’t more men work in nursing or in elementary school it be a good idea to have teaching?” “Would equal numbers of men and approximately women working in all jobs? Why or why not?” (e.g., the construction industry, (e.g., the construction industry, or professions and engineering, nursing, computer programming elementary school teaching, politics) might be reduced segregation Teacher prompts: prompts: Teacher at least continue to earn less than men despite Why do two decades of pay equity legislation? women fr other Aboriginal women, earn even less than issues women?” “What kinds of access or equity to trans­ in the workplace might be of concern or sexual individuals? How might legislation policies addr and policy some of the limitations of legislative changes in achieving equity in the workplace?” has unionization played in improving wages has unionization played in improving have and benefits for women?” “In what ways in and lobbying resulted women’s organizing better working conditions and impr ar and safety for women workers?” “What that contribute to the ongoing occupational segr D1.4 design, implement, and evaluate an initiative to address and evaluate an initiative to address design, implement, (e.g., eas in ental leave eas of work?” (e.g., on-site day- om being overwhelmingly (e.g., politics, law, sports, arts sports, arts (e.g., politics, law, eplicated in other ar esented epr as a result of women and men entering as a result ed in the world of work IMPLEMENTING CHANGE CHANGE IMPLEMENTING assess the extent of changes that have assess the extent of changes that have describe, with reference to both Canadian describe, with reference assess the contribution of Canadian legisla­ describe strategies, initiatives, and accomplishments of individuals and initiatives, and accomplishments of individuals describe strategies, Agents of Change: to gender equity; with respect organizations, including both Canadian and international organizations, Personal Engagement: Social Action and an issue related to gender equity or gender-based violence awareness/prevention. violence awareness/prevention. to gender equity or gender-based an issue related demonstrate an understanding of changes in occupations and the of changes in occupations demonstrate an understanding Changes in the Workplace: segregation; for continuing occupational the reasons to gender issues, and of workplace with respect areas in which they have traditionally been in which they areas underr care, changes in leadership styles, different ways different changes in leadership styles, care, of doing business, flexible work days, parental leaves) occurr and global contexts, accomplishments of and and global contexts, accomplishments ar barriers faced by women and men in which females or males have been traditionally underrepresented economics, science, health, education, and culture, and homemaking) childcare the military, religion, tion as well as government and employment policies to gender equity in the workplace pay equity legislation, employment equity legislation, human rights codes, maternity and par policies, equity and antidiscrimination policies), achieved and explain how these policies were “The areas of medicine and “The areas prompt: Teacher law have shifted fr male-dominated to having a slight preponder­ what extent have these fields ance of women. To of this demographic shift? changed as a result essentially what extent have they remained To the same, with workers having to adapt to fit existing work norms and expectations? Has this pattern been r D1. Workplace Changes in the D3. D2. D1.2 D1.1 By the end of this course, students will: By the end of this course, students will: By the end of this course, students will: By the end of this D1. D1.3 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS D. D2. Agents of Change D3. Social Action and Personal Engagement By the end of this course, students will: By the end of this course, students will: D2.1 describe the accomplishments of Canadian individuals and organizations in promoting D3.1 identify a specific need related to a gender gender equity and changing gender expectations equity or gender-based violence awareness/ (e.g., the Famous Five, Kay Macpherson, Ursula prevention issue, and design an initiative Franklin, Jeannette Corbiere Lavell, Judy Rebick, to address this need (e.g., an initiative such as Sally Armstrong, Voice of Women, the Women’s developing a set of workshops on preventing gender- Legal Education and Action Fund, the White Ribbon based violence to be presented to peers; designing Campaign, the Native Women’s Association of an awareness campaign to combat sexism; creating Canada, the DisAbled Women’s Network, the a gender issues news magazine for the school; creating Congress of Black Women, the National Action songs about changing gender roles to be performed Committee on the Status of Women, the Black at a local community centre; designing a comic book Daddies Club, organizations supporting female or biography about a positive role model or significant and male survivors of sexual assault) pioneer or agent of change to be shared at a local Teacher prompts: “What is the mission of the public school; creating and presenting/distributing Native Women’s Association of Canada? How videos, visual art works, dances, dramatizations, are Aboriginal women’s issues represented by pamphlets, or podcasts to help prevent gender-based other Aboriginal organizations?” “How have violence; organizing a petition or a letter-writing partnerships between organizations, such as campaign to back a political candidate who supports that between the Black Daddies Club and the gender equity) Grade 11, University/College Preparation Preparation University/College 11, Grade White Ribbon Campaign or between various Teacher prompt: “What gender equity issue do groups in the Grandmothers to Grandmothers you feel needs to be addressed in your school? Campaign of the Stephen Lewis Foundation, Who could you consult to assess the impact of contributed to the achievement of their goals?” the issue in your school?” D2.2 describe a range of organizations outside D3.2 identify strategies and skills needed for Canada, including international organizations gaining support for and handling potential and initiatives (e.g., the United Nations, resistance to their initiative (e.g., strategies such including the UN Entity on Gender Equality as finding allies within their school/community, and the Empowerment of Women; UNESCO; the determining who has power and influence and Grameen Bank; the World Health Organization; working with those people/groups; skills related to the Revolutionary Association of the Women of advocacy, persuasion, diplomacy, active listening, Afghanistan; the International Indigenous Women’s understanding various perspectives, collaboration Forum [FIMI]; the One Million Women campaign; and consultation) the International Lesbian, Gay, Trans, and Intersex Teacher prompts: “Which groups could you Association; the Transgender Law Center), that approach about your initiative? What types contribute to gender equity of resources might they be able to provide Teacher prompts: “Why do you think girls’ to support you plan? Are there other groups education is emerging as a top priority in or institutions not normally associated with international development? Which international gender issues that might provide resources?” groups support educational initiatives for girls “Which groups might oppose your approach? in developing countries?” “What types of What strategies might you use to avoid

Social Sciences and Humanities Social Sciences organizations offer microcredit to women in conflict with these groups?” “What concerns | developing countries? Do you think this is a might arise when individuals work on behalf good approach to helping women and children of groups whose identity is different from around the world? Why or why not?” their own (e.g., when white women work D2.3 on behalf of women of colour, when men describe a variety of strategies used by work on behalf of women)?” individuals and organizations in support of gender equity (e.g., Internet organizing, educational programs, public awareness campaigns, petitions, lobbying, public demonstrations, advocacy) THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

68 D3.3 demonstrate an understanding of how to D3.5 reflect on the skills and strategies they effectively evaluate social action initiatives used before, during, and after designing and (e.g., strategies for evaluating the clarity of the implementing their initiative; explain which message and the appropriateness of the initiative ones they found most useful in achieving their for the target audience or group being served, for objectives; and identify what they would do measuring results) differently in the future to improve their work Teacher prompts: “What are your short- and as committed, responsible activists long-term goals? How will you determine Teacher prompts: “Which aspects of the Studies Gender whether you have achieved those goals?” implementation of your initiative worked “What are some tools or approaches used to well? Which aspects were not as effective evaluate the success of social action initiatives? as they might have been?” “What skills Would any of these by applicable to your would you want to further develop before initiative? Why or why not?” implementing a new initiative? How might you acquire or hone those skills?” D3.4 implement their initiative using appropriate planning, organizational, evaluation, and communication skills

HSG3M IMPLEMENTING CHANGE

69 Equity, Diversity, and Social Justice, Grade 11

Workplace Preparation HSE3E

This course enables students to develop an understanding of historical and contemporary issues relating to equity, diversity, and social justice in a variety of contexts. Students will explore the nature of diversity and power relations in Canada and how social norms shape individual identity. They will learn about social activism and how to address situations that involve discrimination, harassment, and denial of rights. Students will develop and apply research skills and will design and implement a social action initiative relating to an equity, diversity, or social justice issue.

Prerequisite: None

70 Equity,Research Diversity, and and Inquiry Social Skills Justice RESEARCH AND INQUIRY SKILLS 71 HSE3E HIF10/20 ent (e.g., ces (e.g., notes, graphic e reliable?” “What biases e reliable?” and secondary sour ch question, and use it to “How can you determine “Why is it important to base esear esults of surveys and interviews; esearch esearch e r esearch on a variety of sources?” on a variety of sources?” esearch assess various aspects of information gath­ information and key and organize record information research analyse and interpret based on preliminary research, for each for each research, based on preliminary ed from primary and secondary sources primary and secondary sources ed from topic?” “If two to your research ed is relevant ganizers, summaries, audio/digital records) ganizers, summaries, audio/digital records) er values and inherent reliability, relevance, accuracy, bias, voice) prompts: Teacher whether all of the information you have gath­ er how might you contradict each other, sources determine which is mor be in your sources?” might there ideas using a variety of formats or (e.g., compar determine whether common themes arise in differ media products) in print or other media such as film, photographs, in print or other media such as film, photographs, songs, advertisements) (e.g., textbooks, magazines) prompt: Teacher your r thesis investigation formulate a hypothesis, statement, or r focus their r A3. Information Processing Throughout this course, students will: Throughout A3.1 A3.2 A3.3 A2.3 , related to related ough discussion, esearching esearching (e.g., stereotypes (e.g., stereotypes assess, record, analyse, and synthesize information gathered through through information gathered analyse, and synthesize assess, record, ces of information) to identify topics for om a variety of primary “If you were r “If you were create research plans, and locate and select information relevant to their chosen and locate and select information relevant plans, research create fective questions to guide their explore topics related to equity, diversity, and/or social justice, and formulate questions social justice, and formulate questions and/or diversity, to equity, related topics explore ompt: (e.g., interviews; personal observation; ch and inquiry RESEARCH AND INQUIRY SKILLS SKILLS INQUIRY AND RESEARCH explore a variety of topics related to equity, to equity, a variety of topics related explore identify key concepts (e.g., thr formulate ef create appropriate research plans to investi­ plans research appropriate create locate and select information relevant to locate and select information relevant Exploring: to guide their research; Investigating: and inquiry methods; social science research topics, using appropriate Processing Information: and inquiry clearly research of their Communicating and Reflecting: communicate the results and communication skills. inquiry, their research, on and evaluate and reflect and effectively, research and inquiry; research esear oughout this course, students will: diversity, and/or social justice and/or diversity, in textbooks, newspapers, and magazines; gender in textbooks, newspapers, and magazines; discrimination in sports) research and inquiry and inquiry research brainstorming, use of visual organizers) r their selected topics gate their selected topics (e.g., outline purpose and method; identify sour sources original documents surveys and questionnaires; Teacher pr Teacher depictions of race in video games, how might you choose a sample of games to study?” their investigations fr ensuring that their plans follow guidelines for ethical research A2. Investigating A1. Exploring A2. A3. Throughout this course, students will: Throughout A1. A4. OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS Throughout this course, students will: this course, students Throughout A1.1 A1.2 A1.3 Thr A2.1 A2.2 A. 72 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, Workplace Preparation A4.1 Throughout thiscourse,studentswill: A3.4 A3.5 4 Communicating andReflecting A4. specific purposeandaudience of theirresearch andinquiryeffectively fora presentation, webpage)tocommunicatetheresults tion, graph,brochure, flyer, poster, report, multimedia menting thesources ofallinformationgenerated the answertotheirr (e.g., weighandconnectinformationtodetermine through research use anappropriate format demonstrate academichonestybydocu­ synthesize findingsandformulateconclusions esearch question) (e.g., oralpresenta­ A4.2 A4.3 A4.4 diversity to enhanceyourr Teacher prompt: “Whatstepsmightyoutake and communicationskills and evaluatingtheirownresear use languageconventionspr inquiries social movement,antidiscrimination) construction ofidentity, power, oppr general r (e.g., generateareference listinAPA style) APA conventions foracknowledgingsources correctly usetermsrelating toequity, clearly communicatether demonstrate anunderstandingofthe , andsocialjustice esearch process byreflecting on (e.g., writeclearly esearch andinquiryskills?” , organize ideaslogically, operly) (e.g., social esults oftheir ch, inquiry , andfollow ession, , Equity,Research Diversity, and and Inquiry Social Skills Justice FOUNDATIONS 73 HSE3E HIF10/20 e eac­

positive he media (e.g., the (e.g., ostracism for , and describe fect individuals (e.g., with reference to gender e (e.g., with reference lf-esteem, sense of security for those social acceptance and self-acceptance, popular­ elated to race, class, gender, and sexual elated to race, class, gender, and how one acts?” “How might religion and how one acts?” “How might religion explain how biases and stereotypes, including explain how biases and stereotypes, explain positive and negative ways in which explain positive and negative ways in Teacher prompts: “What might your peers say prompts: Teacher they about you if you do not conform to what think is normal or ‘cool’? How would this r tion make you feel?” “How might different or individuals in the school and com­ groups if a female student took her girl­ munity react friend to the prom?” those r ity, positive seity, who follow norms; negative effects: those who challenge norms, internal conflicts sense of self and societal expectations) between one’s orientation, are transmitted through t transmitted through orientation, are and popular cultur tity tity roles depicted in music videos; the depiction of roles LGBT bisexual, transgender] characters in [lesbian, gay, representa­ films and television shows; stereotypical tions of Aboriginal people in films; how race, class, in media depictions of criminal and gender figure behaviour and victims of crime) their possible impact on individuals impact on well-being, self-image, their own attitudes and behaviour and those of others) effects: effects: influence the adoption of gender roles or norms influence the adoption of gender roles behaviour?” and related social norms can af differing expectations affect one’s sense of iden­ affect expectations differing socio-economic backgrounds? How might thes socio-economic backgrounds? B1.4 B1.3 fer (e.g., en demonstrate an understanding of how identity is socially of how identity is socially demonstrate an understanding intersect in individuals fected ‘who you are’?” fected ‘who you are’?” demonstrate an understanding of the dynamics of power relations in various relations of the dynamics of power demonstrate an understanding “In what ways might expec­ (e.g., through the media, parental the media, parental (e.g., through oles conveyed to young childr elating to employment possibilities dif FOUNDATIONS FOUNDATIONS eate diverse experiences of identity and explain how various aspects of identity explain how various aspects of identity demonstrate an understanding of how a Power Relations: The Social Construction of Identity: The Social Construction of social norms and stereotypes; and internalized, and of the impact constructed social contexts; of the impact individual and Individual Action: demonstrate an understanding Social Awareness of how the media can issues, and environmental social justice, and equity, action can have on of these issues. awareness create social roles social roles prompts: Teacher tations r “How do young boys and girls in Canadian “How do young boys and girls in Canadian or society learn what it means to be masculine feminine? How and why might this process depending on their racial, ethnocultural, differ dominant “How are or class background?” gender r gender identity, sexual orientation, trans identities, sexual gender identity, language, class, faith, ability, ethnicity, race, culture, age, body image) may be socially constructed and internalized culture) popular expectations, religion, “What influences have prompts: Teacher How do been the most important in your life? you think they have af variety of factors (e.g., race, socio-economic status, sexual orientation, ability) through advertisements? Through toys, board toys, board advertisements? Through through games, and video games?” “In what ways for an might identity formation be different Aboriginal person and a person of European living in Canada?” “In what ways background helped shape your identity?” has religion to cr for males and females from different racial or different for males and females from B1. Social of Identity Construction The B2. B3. By the end of this course, students will: By the end of this B1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS By the end of this course, students will: By the end of this course, students will: B1.1 B1.2 B. 74 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, Workplace Preparation B2.1 By theendofthiscourse,studentswill: B2.2 2 Power Relations B2. and dif Teacher prompts: “Whatare thesimilarities media, government) financial institutions,thelabourmarket, community or contexts various Canadiansocial,economic,andpolitical town privilege canvaryindif think thesenumbersreflect?” school libraryormediacentre? Whatdoyou by Aboriginal authorsare availableinyour they are addressed?” “Howmanytextswritten what issuesare featured inthemediaandhow are lesspowerfulorprivileged?” “Whodecides tions ofpowerorprivilegetowards thosewho “What are theresponsibilities ofthoseinposi­ play withrespectclass topowerandprivilege?” do race,gender, sexualorientation,ability, and which heorsheisfullyqualified?”“Whatroles his orherchancesofbeinghired forajob English-language skillsand/or accentaffect your community?”“Howmightaperson’s or holdexecutivepositionsinorganizations in teristics ofindividualswhositontheboards of “How diverseare thebackgrounds andcharac­ ernment, andCanada’sfederalgovernment?” depicted inpopularfilms?” people inpositionsofpowerandprivilege groups andonthewidersociety?”“Howare representations haveonmembersofthese of thesegroups? Whatimpactmightpositive communities) inthemediahaveonmembers working-class people,peopleinracialized (e.g., peoplewithdisabilities, Aboriginal people, stereotypical representation ofcertaingroups their self-image?”“Whatimpactmightthe marketed toincreasingly younggirlsaffect promotion offashionandbeautyproducts “How doestheuseofsexualimageryin types haveonbothperpetratorsandvictims?” culture? Whateffect doyouthinkthesestereo­ reports ofviolenceinthemediaandpopular some ofthestereotypes related todepictions/ represent working-classpeople?”“Whatare tions imply?”“Howdotelevisionpr depicted invideogames?Whatdothesedepic­ Teacher prompts: home, inapeergr explain howpowerandprivilegeoperatein explain howandwhyaperson’s powerand / city council,theOntarioprovincial gov­ ferences inthemake-upofyourlocal (e.g., inthearts,education,publishing, ganizations, professional sports, oup, atschool,inthecommunity) “How are raceandclass ferent contexts ograms (e.g., at B2.3 B3.1 By theendofthiscourse,studentswill: B2.4 B3. Social Awareness Social and Individual B3. r discrimination andoppr ence betweenindividualandsystemicformsof less soinothers?” you feelmor sports team?Inacommunitygroup? Whydo between pr Teacher prompts: “Whatisthedifference people withdisabilities) to makebuildingsaccessibleforelderlypeopleand system forFirstNationspeoplesinCanada,failure on gaymenbeingbloodororgan donors,thereserve programs orvideos,employmentbarriers,restrictions homophobic comments,lackofcaptioningtelevision position ofpowerathome? and internationalcontexts inequity orsocialinjusticein local,national, empower individualsandreduce theimpactof use, expandingone’s politicalawareness) canhelp in co-constructionofpublicpolicy sumption, supportforfair/ethicaltrade,involvement choices orbehaviour(e.g.,sociallyconsciouscon­ People withDisabilities discrimination?” “Whatconditionsledtothe in whichpeopler Teacher prompts: engage inadvocacy, action) hopelessness; motivationtoseeksocietalchangeor feelings ofmarginalization, powerlessness,anger, T ar of discrimination?Whyorwhynot?”“What you thinkthisconstitutesanindividualform their communitiestogohighschool?Do do some Aboriginal adolescentshavetoleave oppr racial slurandprofiling?” affect individualsinthedominantculture?” portrayed inthemedia?Howmightthisabsence by neverseeingpeoplesimilartothemselves parents?” “Howmightindividualsbeaffected trips haveonlessaffluent studentsandtheir “What impactmightexpensiveschoolfield affected bytheresidential schoolexperience?” were individualsfrom Aboriginal communities emarks, racialprofiling, gaybashing,racistslurs, eacher prompt: “Doyoufeelare ina e thesimilaritiesanddifferences betweena demonstrate anunderstandingofthedif describe waysinwhichone’spersonal describe theeffects ofdiscriminationand Action Action ession onindividualsandgr ejudice anddiscrimination?”“Why e powerfulinsomesituationsand eact whentheyexperience “What ar Act inOntario?”“How ession e someoftheways At school?Ona , personallanguage (e.g., antisemitic oups (e.g., fer­ Teacher prompt: “Why is it important to use B3.3 explain how the media and popular culture inclusive language when working with groups can help create awareness of equity, social justice, that have a diverse membership? Why is it also and environmental issues (e.g., through Internet Equity, Diversity, and Social Justice important to use inclusive language with campaigns, social marketing, documentaries and groups that seem to be homogeneous?” other films; by publicizing positive role models) B3.2 demonstrate an understanding of the Teacher prompt: “Who are some musicians effects of individual actions that are grounded who use their music to convey messages about in environmental awareness (e.g., taking public social justice or the environment? What impact transportation helps reduce air pollution, shopping do you think they have had?” at thrift stores helps reduce the depletion of resources B3.4 identify career and volunteer opportunities used to create products, recycling lessens the amount that could help support equity and social of garbage going into landfill sites) justice objectives (e.g., working as a trade union Teacher prompts: “What are some ways in which representative or in social services, participating you can act in an environmentally responsible in political campaigns, lobbying in support of an manner on a day-to-day basis? What impact equity issue, serving on a community social can these actions have?” “What is your respon­ justice committee) sibility to people in other countries and to future generations with respect to the environment?”

HSE3E FOUNDATIONS

75 76 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, Workplace Preparation C1.2 C1.1 By theendofthiscourse,studentswill: C. SPECIFIC EXPECTATIONS OVERALL EXPECTATIONS C3. C2. C1. By theendofthiscourse,studentswill: 1 Ethnocultural Diversity inCanada C1. differences inexpectationsregarding citizenrights between valuesinthefamilyand thebr with r Canadian values,beliefs,and practices between anindividual’sculturalheritageand First Nationpeoplelivingoff reserve?” do thesecompare tothechallenges facing First Nationpeoplelivingonr munities inCanada?”“Whatchallengesface “What uniquechallengesfaceimmigrantcom­ af “How domulticulturalandantiracistpolicies extended periodoftimeaffect yourlife?” being separatedfrom your familyforan struggles facingvariousracial,cultural,or houses orof in othercountriesdrivingtaxisorcleaning who workedasengineers,lawyers,ordoctors Teacher prompts: “Whyare somepeople profiling, poverty) claims, prejudice anddiscrimination,racism,racial family reunification, thetimetakentosettlerefugee qualifications, religious stereotypes, ghettoization, expectations, lackofrecognition forinternational need tolearnanewlanguage,different socialrole Aboriginal peopleandnewcomers(e.g.,the national minoritygroups inCanada,including fect ethnoculturalcommunitiesinCanada?” and socialjusticeobjectives. Social Activism: contemporary Canadianequityandsocialjusticeissues; Equity andSocialJusticeinCanada: communities inCanadaandthecontributionsthesehavemadetothiscountry; Ethnocultural DiversityinCanada: describe thecomplexitiesofrelationship describe theongoingchallengesand EQUITY, SOCIALJUSTICE, ANDCHANGE efer ence to:dualidentities;possible conflict fices inCanada?”“Howmight demonstrate anunderstandingofhowsocialactivismcanbeusedtosupportequity eserves? How oader society; describe challengesfacedbyvariousracial,cultural,andnational demonstrate anunderstandingofarangehistoricaland (e.g., C1.3 towards andster individualistic values;mainstream Canadianattitudes and participation;conflictbetweencollective Baptiste Day and celebrationssuchasCaribana, St-Jean- Teacher prompts: non-governmental or to thearts,sports,business,science,government, on Canadianlifeandsociety(e.g.,withr communities’ contributionstoandinfluence country’s history?” being hadbeenvaluedmore widelyinthe different if Aboriginal waysofknowingand Canadian values,beliefs,andpracticesbe values, beliefs,andpractices?Howmight have BritishculturaltraditionshadonCanadian How didthat make you Have you everbeenaskedthatquestion? askedwhentheycametoCanada? frequently certain racial,cultural,ornationalgroups the community?”“Whyare individualsfrom their countryorcountriesoforiginhaveon community? Whateffect docurrent eventsin the mainethnoculturalgroups inyourlocal in Canadaaboutothercountries?”“Whatare you fitinatschool?”“Whatster home andthebehaviour you experiencebetweenthetraditionsinyour Teacher prompts: try, includingeconomictiessuchasremittances) of originorAboriginalcultures; tiestothehomecoun­ describe variousracial,cultural,andnational , andChineseNew Year enrich

eotypes aboutthenewcomer “In whatwaysdofestivals “What, ifany, tensionsdo ganizations [NGOs]) feel?” “Whatimpact /attitudes thathelp eotypes exist ’s country efer ence Canadian life?” “What impact has Celtic, Latin, C2.4 describe a range of perspectives on specific and Caribbean music had on the Canadian contemporary equity or social justice issues in

music scene?” “In what ways have NGOs Canada (e.g., equity in the workplace, safe schools, Equity, Diversity, and Social Justice associated with First Nations contributed to accessibility for elderly people and for people with Canadian society?” “What contribution do small disabilities, treatment of domestic workers and businesses owned by ethnocultural minorities itinerant labourers) make to the economy of Ontario’s cities?” Teacher prompts: “What might be the responses of governments, employers, and families with C2. Equity and Social Justice in Canada and without children to the issue of universal childcare?” “Whose perspectives on social justice By the end of this course, students will: issues are generally found in the mainstream media? Where might you look to find a greater C2.1 describe a variety of historical and contem­ range of perspectives on these issues?” porary examples of inequity and social injustice in Canada (e.g., historical immigration policy, including the Chinese Exclusion Act and head C3. Social Activism tax on Chinese residents; the response to Jewish refugees fleeing Nazism; the internment of Japanese By the end of this course, students will: Canadians, German Canadians, and Doukhobors; C3.1 describe the impact of historically important living conditions in urban slums and First Nation social movements (e.g., movements in support of communities; working conditions in early factories civil rights, women’s rights, Aboriginal rights, gay and sweatshops; the destruction of Africville; rights; the Black Power movement; peace, environ­ the struggle for unions and for health and safety mental, and anti-globalization movements) standards for workers; discrimination against francophones; environmental degradation related C3.2 describe forms of social activism, including to resource exploitation) those unique to contemporary society (e.g., HSE3E Teacher prompts: “Historically, which groups netivism, hacktivism, culture jamming; participation have been encouraged to immigrate to Canada? in student social justice clubs; use of the arts such Which groups have been discouraged or barred? as music, theatre, and visual arts to publicize or Why?” “What was life like in Africville prior to comment on social justice issues; use of the media its destruction? What happened to its residents?” to report on social injustice; protests such as hunger strikes, demonstrations, civil disobedience, C2.2 demonstrate an understanding of Canada’s passive resistance) historical and current relationship with First Teacher prompts: “What forms of activism have Nation, Métis, and Inuit peoples, and of the you noticed in and around your community?” ways in which Aboriginal people have worked “How could you use your talents and/or inter­ to achieve recognition of Aboriginal and treaty ests to raise awareness around an issue you feel rights (e.g., by forming Aboriginal organizations, strongly about?” “What do you think are the through the courts, by lobbying governments, through lasting effects of campaigns that take place appeals to the United Nations and the international through social networking sites? Do you think community, through demonstrations and blockades) people ‘click and care’? Why or why not?” Teacher prompts: “What issues and actions led C3.3 to the Canadian government’s apology for the describe how various social groups have residential school system?” “Why isn’t it com­ created effective coalitions to achieve significant mon for Aboriginal children to be educated in equity and social justice objectives (e.g., the their own language?” “Where and why have Ontario Coalition for Social Justice, the World First Nations used blockades?” Social Forum, the Equal Pay Coalition, the Coalition for Cultural Diversity) EQUITY, SOCIAL JUSTICE, AND CHANGE C2.3 describe the progress Canada has made in Teacher prompt: “What are some examples the areas of human rights, equity, and social of successful coalitions? How did working justice (e.g., the Canada/Quebec Pension Plan and together advance the cause of the respective Old Age Security, the Canadian Charter of Rights groups or create positive change?” and Freedoms, the Ontarians with Disabilities Act, same-sex marriage laws, anti–hate crimes legislation)

77 78 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, Workplace Preparation C3.4 resolution betweenIsraelisandPalestinians) activists; bygroups advocatingapeaceful Canada, RighttoPlay;byanti-globalization International, Free theChildren, War Child productions; byorganizations suchasInclusion campaigns; through Theatre oftheOppressed the Circumpolar North;through specificInternet (e.g., byindigenousgroups inBolivia,Niger, and othergr justice activismbyindigenouscommunities describe contemporaryexamplesofsocial oups from around theworld their goals?” use? Howsuccessfulwere theyinachieving trying toachieve?Whatstrategiesdidthey considering, whatgoalswer Teacher prompt: “In thecasestudyyouare e theactivists Equity,Research Diversity, and and Inquiry Social Skills Justice PROMOTING EQUITY AND SOCIAL JUSTICE 79 HSE3E HIF10/20 ess ograms e harassed at school es; multiculturalism “How can cultural festivals , safe school policies) as they apply to eek or National Aboriginal Day Aboriginal eek or National Antidiscrimination Antidiscrimination describe the protections outlined in the describe the protections otect individuals who ar e designed to promote respect for diversity respect e designed to promote events enhance respect for diversity in the for events enhance respect festivals what extent can such community? To their are help to change people’s attitudes? What include limitations?” “Why is it important to antiracist components in school pr celebrating ethnocultural diversity?” Ontario Human Rights Code and other human rights legislation and policies (e.g., equity and antidiscrimination legislation; antiharassment, union, worker safety ar s; school/workplace(e.g., student equity group antidiscrimination polici policies) prompts: Teacher or Pride W or in a volunteer or cooperative placement?” school, workplace, and community settings in place to “What policies are prompt: Teacher pr D2. and Equity, Human Rights, By the end of this course, students will: D2.1 demonstrate an understanding of their rights and demonstrate an understanding ed design, implement, and evaluate an initiative to addr design, implement, and evaluate an initiative equir (e.g., skills fectively in demonstrate an understanding of how to interact successfully in settings of how to interact successfully demonstrate an understanding “How might you and your ompt: (e.g., skills/strategies for engaging in inter­ PROMOTING EQUITY AND EQUITY PROMOTING JUSTICE SOCIAL explain how to apply specific skills and identify the specific skills, including those identify the specific skills, including describe various policies and initiatives in esponsibilities relating to equity and human rights, and of how to appropriately address situations address and of how to appropriately to equity and human rights, esponsibilities relating an equity or social justice issue. Social Action and Personal Engagement: Social Action and Personal Engagement: involving discrimination, harassment, and the denial of rights; involving discrimination, harassment, Respecting Diversity: Respecting Diversity: and Antidiscrimination: Human Rights, Equity, r characterized by diversity, including school, workplace, and community settings, and ways to workplace, and community settings, including school, characterized by diversity, settings; for diversity in these respect promote strategies necessary to interact ef to work and live successfully in diverse school, to work and live successfully in diverse workplace, or community settings consensus building, to conflict resolution, related skills solving, democratic decision-making; problem to interact positively with peers, co-workers, required clients/customers) diverse school, workplace, and community settings cultural communication, constructive dialogue, consensus building, interventions, advocacy; behaviour; the use of inclusive language respectful and avoidance of offensive language/expressions) pr Teacher outlined in the Ontario Skills Passport, r outlined in the Ontario Skills Passport, the school, workplace, and community that peers support a peer with a physical or intel­ lectual disability to enable you all to work successfully together?” D1. Respecting Diversity D1.2 By the end of this course, students will: By the end of this course, students will: D1.1 D1.3 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS OVERALL EXPECTATIONS OVERALL EXPECTATIONS D3. By the end of this course, students will: By the end of this D1. D2. D. 80 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, Workplace Preparation D3.1 By theendofthiscourse,studentswill: D2.3 D2.2 D3. Social Action andPersonal Action Social D3. a friendisbeingharassedorbullied?” hallway?” “Howcanyousafelyinterveneif hear racistorhomophobiccommentsinthe Teacher prompts: or bullying issues?” What stepscanbetakentoaddress such have personallywitnessedinyourschool? that haveaf Teacher prompt: “Whatare someequityissues justice issue) a petitionorletter-writingcampaignonsocial phlets, orawebsiteonanequitytheme;organizing paign topromote diversity;creating posters,pam­ designing aclassroom orschoolworkshopcam­ to addr or socialjusticeissue,anddesignaninitiative discrimination, oppr a situationorbehaviourthatreflects pr r mine whenandfrom whomtoseekhelp?” harasser onyourown?Howcanyoudeter­ whether youcansafelyr Teacher prompt: “Howcanyoudetermine conflict-resolution strategies) advocacy techniques,interventionstrategies, anti-bullying strategies,self-assertionandself- dice, discrimination,and/or oppression personal experiencesofbias,stereotypes, preju­ apply strategiestoeffectively andsafelyaddress espond safelyandeffectively whenwitnessing identify aspecificneedrelated toanequity demonstrate anunderstandingofhowto demonstrate anunderstandingofhowto Engagement ess thisneed(e.g.,aninitiativesuchas fected youpersonallyorthat “What canyoudoif ession, harassment, espond toabullyor ejudice, (e.g., D3.5 D3.4 D3.2 D3.3 dif objectives; andidentifywhattheywoulddo ones theyfoundmostusefulinachievingtheir implementing theirinitiative;explainwhich used befor communication skills planning, or you usetomeasure itssuccess?” your pr Teacher prompt: “Howwillyouknowwhether to workef Teacher prompts: “Whatstepsmightyoutake perspectives, collaborationandconsultation) skills related toactivelistening,understandingvarious gr as resolving differences ofopinion,seekingcommon r gaining supportforandhandlingpotential come thesewhenworkingonfutur challenges didyouface?Howmightover­ could useforothersocialactioninitiatives?What initiative, whatskillsdidyoudevelopthat Teacher prompt: “Whenimplementingyour as committed,responsible activists measuring r for thetarget audienceorgr message andtheappropriateness oftheinitiative (e.g., strategiesforevaluatingtheclarityof you ensur different opinionsfr ef school principal?” initiative from peopleinpower, suchasyour esistance totheirinitiative fectively evaluatesocialactioninitiatives ound withthosewhoappr ferently inthefuture toimpr r implement theirinitiativeusingappropriate identify strategiesandskillsneededfor demonstrate anunderstandingofhowto eflect ontheskillsandstrategiesthey oject wassuccessful?Whatcriteriawill e thatyouhavesupportforyour fectively withotherswhomayhave e, during,andafterdesigning esults) ganizational, evaluation,and om yours?”“Howcan oach theissuedifferently; oup beingserved,for (e.g., strategiessuch ove theirwork e projects?” Equity and Social Justice: From Theory to Practice, Grade 12

University/College Preparation HSE4M

This course enables students to develop an understanding of the theoretical, social, and historical underpinnings of various equity and social justice issues and to analyse strategies for bringing about positive social change. Students will learn about historical and contemporary equity and social justice issues in Canada and globally. They will explore power relations and the impact of a variety of factors on equity and social justice. Students will develop and apply research skills and will design and implement a social action initiative relating to an equity or social justice issue.

Prerequisite: Any university, college, or university/college preparation course in social sciences and humanities, English, or Canadian and world studies

81 82 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, University/College Preparation A. SPECIFIC EXPECTATIONS OVERALL EXPECTATIONS A1.3 A1.2 A1.1 Throughout thiscourse,studentswill: A4. A3. A2. A1. Throughout thiscourse,studentswill: 1 Exploring A1. from different regions orcountries?” varies indifferent typesofmediaorin whether therepresentation of Aboriginal youth selection ofsources? How mightyoudetermine How wouldyouensure that youhaveadiverse ator ofthemediaproducts youare examining? it beimportanttodeterminetheoriginorcre­ r T r their selectedtopics brainstorming, useofvisualor and inquiry on activism) of womeninpolitics,effectssocialnetworking and socialjustice epresentations of Aboriginal youth,whywould esear eacher prompt: “Ifyouwere studyingmedia and effectively, andreflect onandevaluatetheirresearch, inquiry, andcommunicationskills. Communicating andReflecting:communicatetheresults oftheirresearch andinquiryclearly research andinquiry; Processing Information: topic, usingappropriate socialscienceresearch andinquirymethods; Investigating: their research; Exploring: formulate effective questionstoguidetheir identify keyconcepts(e.g.,thr explore avarietyoftopicsrelated toequity RESEARCH ANDINQUIRY SKILLS ch andinquiry to identifytopicsforresearch explore topicsrelated toequityand social justice,andformulatequestionstoguide create research plans,andlocateselectinformationrelevant totheirchosen (e.g., mediar assess, record, analyse,andsynthesizeinformationgathered through ganizers) epresentations ough discussion, r elated to A2.2 A2.1 Throughout thiscourse,studentswill: A2.3 2 Investigating A2. between aprimaryandsecondarysour Teacher prompts: “Whatisthedifference analysis injournals) reviews, magazinearticles,textbooks, critical focus theirresearch and questionnair sour their investigationsfr guidelines forethicalresearch interviews), ensuringthattheirplansfollow r and method;identifysour gate theirselectedtopics advertisements) and othermediasuchasfilm,photographs,songs, statement, orr investigation formulateahypothesis,thesis to baseyourresear primary orsecondary?”“Whyisitimportant How canyoudeterminewhetherasource is esearch toolssuchassurveys,questionnaires, or locate andselectinformationrelevant to create appr based onpreliminary r ces (e.g., interviews;observations;surveys opriate research planstoinvesti­ esearch question,anduseitto and secondarysources es; originaldocumentsinprint ch onavarietyofsour om avarietyofprimary ces ofinformation;develop (e.g., outlinepurpose esear ch, foreach (e.g., book ce? ces?” Equity and Social Justice:Equity From to PracticeTheory

A3. Processing Information A4. Communicating and Reflecting

Throughout this course, students will: Throughout this course, students will: A3.1 assess various aspects of information A4.1 use an appropriate format (e.g., oral presenta­ gathered from primary and secondary sources tion, written research report, poster, multimedia (e.g., accuracy, relevance, reliability, inherent values presentation, web page) to communicate the results and bias, voice) of their research and inquiry effectively for a Teacher prompts: “What strategies can you use specific purpose and audience to determine the relevance of the information A4.2 use terms relating to equity and social justice you have gathered?” “If two sources contradict correctly (e.g., equity, equality, marginalization, each other, how might you determine which is human rights, diversity, ethics) more reliable?” “What values are embedded in these sources? Whose voices are represented A4.3 clearly communicate the results of their and whose are absent?” “Whose interests are inquiries (e.g., write clearly, organize ideas logically, advanced if you accept the main message of use language conventions properly), and follow this source?” APA conventions for acknowledging sources (e.g., generate a reference list in APA style, use A3.2 record and organize information and key in-text author-date citations) ideas using a variety of formats (e.g., notes, graphic organizers, summaries, audio/digital records) A4.4 demonstrate an understanding of the general research process by reflecting on A3.3 analyse and interpret research information and evaluating their own research, inquiry, (e.g., compare results of surveys and interviews; and communication skills determine whether common themes arise in different sources) Teacher prompts: “In what ways did the primary and secondary sources you used confirm what HSE4M A3.4 demonstrate academic honesty by docu­ you already knew and understood about the menting the sources of all information generated topic? In what ways did they contradict what through research you thought was true?” “How might the sources A3.5 you consulted have affected the conclusions synthesize findings and formulate conclusions that you reached?” (e.g., weigh and connect information to determine the answer to their research question) RESEARCH AND INQUIRY SKILLS

83 B. UNDERSTANDING SOCIAL CONSTRUCTION

OVERALL EXPECTATIONS By the end of this course, students will:

B1. Approaches and Perspectives: demonstrate an understanding of a range of perspectives on and approaches to equity and social justice issues, and of factors that affect inequity and social injustice; B2. Power Relations: analyse, in historical and contemporary contexts, the dynamics of power relations and privilege as well as various factors that contribute to power or marginalization; B3. Media and Popular Culture: assess the impact of media and popular culture on equity and social justice issues.

Grade 12, University/College Preparation Preparation University/College 12, Grade SPECIFIC EXPECTATIONS

B1.3 B1. Approaches and Perspectives explain how individual and systemic factors (e.g., fear, greed, isolation, pressure to conform, By the end of this course, students will: poverty, individual and systemic discrimination) can cause or perpetuate inequity and social B1.1 demonstrate an understanding of theoretical injustice and research approaches associated with the Teacher prompts: “Have you ever been in study of equity and social justice issues (e.g., a situation where peer pressure led you to postmodernism, anti-oppression theory, feminist respond negatively to an individual who analysis, critical race theory, critical disability theory, was different from the members of your group postcolonial theory, indigenous knowledge approach) (e.g., a person from a different ethnocultural Teacher prompts: “What are some of the group or with a different sexual orientation)? key issues relating to people with disabilities Did your response reflect your actual feelings/ that are being identified within the field of dis­ beliefs? If not, what did your response reveal ability studies?” “What contribution has Peggy about the role that pressure to conform plays McIntosh made to anti-oppression theory?” in perpetuating inequity?” “How does the privilege of certain groups (e.g., groups based on B1.2 demonstrate an understanding of basic sex, gender, socio-economic status, or ethnicity), concepts related to the social construction of including feelings of entitlement among people identity (e.g., the construction of race, gender, from those groups, affect other people’s use of ability, sexual orientation, class) that have been Social Sciences and Humanities Social Sciences and access to resources?” “What is the effect on | developed by a range of theorists (e.g., Judith individuals of bias in standardized tests?” Butler, George Dei, Jacques Derrida, Michel Foucault, bell hooks, Karl Marx), and of how to apply the B1.4 analyse ways in which social and cultural concepts when analysing equity issues belief systems can affect perspectives on and Teacher prompts: “What does Judith Butler decisions relating to equity and social justice mean by the term gender performance? What issues (e.g., one’s position on land development/ implications does this concept have with regard resource exploitation versus the preservation of sites to the way we view ourselves and interact with sacred to Aboriginal people; Sharia and Halakhah others?” “How does the concept of the policing law versus a single system of family law in Canada; of identity, as used by Michel Foucault, relate individual versus social responsibility) to social constructions of identity?” “How might Teacher prompts: “In what ways does your own Jacques Derrida’s concept of the naturalization belief system influence your position on social of difference influence the way we categorize justice issues?” “What are some potential THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO identities?” tensions between religious principles and

84 Equity and Social Justice:Equity From to PracticeTheory

social ethics?” “What kinds of tensions can Teacher prompt: “Which groups in Canada face exist between traditional and non-traditional more than one form of discrimination? What social or cultural belief systems?” “Do you impact does such discrimination have?” think Canada is a religious or a secular society? B2.3 Give reasons to support your answer.” analyse factors that affect political participa­ tion, including standing for elected office, at B1.5 analyse how legislation, the courts, and the local, provincial, and/or federal level in public policy approach equity and social justice Canada (e.g., political traditions in one’s country issues (e.g., federal and provincial human rights of origin; language barriers; feelings of alienation, legislation, United Nations conventions, Ontario’s apathy, or powerlessness; obstacles to elected office Environmental Bill of Rights, high court decisions facing women, working-class people, ethnic minorities, on equity issues, workplace policies on discrimina­ people with disabilities) tion and harassment), and how they can affect Teacher prompts: “How does the proportion people’s perceptions of these issues of women and various racial and ethnocultural Teacher prompts: “Why did feminist groups groups on your city/town council or in the lobby to have sex equality provisions included Ontario provincial legislature compare to their in the Canadian Charter of Rights and Freedoms? proportion in the general population?” “What What difference do you think it would have could be done to encourage greater diversity made to Canadian law and society if they had among political candidates?” “What could be not been successful?” “What arguments can be done to encourage more people to vote in made for and against the idea that access to municipal, provincial, and federal elections?” adequate food, housing, and health care, as well “How might electoral reform encourage as clean air and water, is a basic human right?” diversity in elected officials?” “How effective do you think antidiscrimination B2.4 policies are in changing individual attitudes demonstrate an understanding of how the and behaviour?” use of language can empower or marginalize individuals and groups (e.g., the impact of forcing HSE4M colonized people to be educated in or to use the lan­ B2. Power Relations guage of the colonizer; the implications of androcen­ tric language; the benefits of groups “reclaiming” By the end of this course, students will: pejorative language) B2.1 analyse the dynamics of power relations Teacher prompts: “What are some instances in and privilege in various social settings, both which the connotation of words used to describe historical and contemporary (e.g., the status of particular social groups has changed from neg­ women in various historical periods and/or societies; ative to positive? Why has this happened? What power relations in slave societies; the connections is the effect on individuals and society?” “Why is between economic and political power; heterosexual it important to use inclusive language, even in privilege; power relations between dominant and groups that are not visibly diverse?” minority language groups) Teacher prompts: “In what ways have power B3. Media and Popular Culture relations shifted in Canada over the past century? In what ways have they remained By the end of this course, students will: the same?” “Which groups have power at B3.1 school? In your community? Which groups analyse stereotypes found in the media and experience discrimination or exclusion in the popular culture, and assess their impact (e.g., community?” “What are some examples of with reference to: personal aspirations, expectations, inherent or unchallenged privilege in Canada? and assumptions; empathy; violent or oppressive UNDERSTANDING SOCIAL CONSTRUCTION Are they unique to Canadian society?” “What behaviour; harassment and bullying; sense of responsibilities do people in positions of power belonging or alienation) have towards those with less power?” Teacher prompts: “How do stereotypes of Arabs and Muslims (or any other group) in B2.2 analyse the effects of bias, stereotypes, the media affect both the minority group repre­ prejudice, discrimination, and oppression on sented and the majority viewing the images?” individuals and groups (e.g., feelings of margin­ “Do you think it is better to be represented in alization, powerlessness, anger, hopelessness, apathy, the media in stereotypical ways rather than lack of self-worth, defiance; ghettoization; formation not at all? Give reasons for your answer.” “How of support groups; motivation to seek societal change might the images of Black men in the media or engage in advocacy, action) affect people’s perceptions of Black men in the

85 86 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, University/College Preparation B3.2 increasing consolidationofmediaownership important?” “Whatimpactdoyouthinkthe reporting tellusaboutwhatthemediaconsider portrayed innewsr Teacher prompts: on equityandsocialjusticeissues (e.g., inprintmedia,ontelevision,theInternet) might suchportrayalshave?” sexuality andhomoeroticism? Whatimpact men, women,andsexuality, includinghomo­ figures?” “Howdoeshiphopculture portray white peopleasignorant,misfits,orcomic cultural depictionsofpoorandworking-class ‘real world’?”“Whatare theeffects ofcommon analyse theviewpointsinnewsreports “How are labourissues eports? Whatdoesthis B3.3 justice issues(e.g.,howpopularmusic,feature films, be usedtoraiseawareness ofequityandsocial ways inwhichmediaandpopularcultur Why orwhynot?” valuable perspectivesonsocialjusticeissues? English)?” “Doyouthinkblogscanprovide and internationalnewsservices(e.g., and privatelyfundedmediaoutlets?InCanadian American mediaoutlets?Inpubliclyfunded differ invariousnewsmedia?InCanadianand “How doesthereporting ofsocialjusticeissues has hadonthereporting ofsocialjusticeissues?” raise socialawar documentaries, photographs,andtheInternetcan demonstrate anunderstandingofvarious eness) Al Jazeera e can Equity andResearch Social Justice: and Inquiry From Theory Skills to Practice ADDRESSING EQUITY AND SOCIAL JUSTICE ISSUES 87 HSE4M HIF10/20 “How has the rise of China “Has the social welfare state state “Has the social welfare onmental industrial standards or International Monetary / /or movements identified movements identified /or omoting or impeding equity or social (e.g., the impact of World Bank policies, (e.g., the impact of World eation of maquiladoras in Mexico, the lack analyse the role of economics and globaliza­ of analyse the role easons for your answer.” “What are some of “What are easons for your answer.” Fund policies had on social justice in African Fund policies had on social justice in has American countries?” “What effect or Latin had on products the marketing of fair-trade farm economies in developing countries?” justice the rise of the middle class in China and India, the cr of labour and envir in the Canada–U.S. Free Trade Agreement, the Agreement, Trade in the Canada–U.S. Free organizations) establishment of microcredit prompts: Teacher human as a global economic power affected rights in that country?” “What impact have Bank and World types of East Asians as “model minorities”; the types of East Asians as “model minorities”; American, Hispanic, of Black, Latin marginalization systems; and Portuguese students in educational rights; Aboriginal temporary and domestic workers’ gap land claim disputes and settlements; an increasing between the wealthy and the poor; the racialization the to and feminization of poverty) with reference and potential underlying social circumstances issues the strategies for addressing prompts: Teacher Give adequately met the needs of all citizens? r the challenges that people with various disabil­ ities face on a daily basis? How have legislators these challenges? Have attempted to address their solutions been adequate?” tion in pr C1.3 eo­ ofiling analyse a range of historical and contemporary equity and historical and contemporary equity and analyse a range of compare policies, strategies, and initiatives used by various policies, strategies, compare (e.g., denying ently today (e.g., racial pr fer estrictions/quotas facing evaluate the contributions of individuals and groups and of individuals and groups evaluate the contributions fect did Canada’s involvement in wars ADDRESSING EQUITY AND SOCIAL SOCIAL AND EQUITY ADDRESSING ISSUES JUSTICE analyse a broad range of current equity and range of current analyse a broad analyse the rationale for specific instances of analyse the rationale for specific instances Leadership: Historical and Contemporary Issues: Historical and Contemporary issues; factors on these and the impact of economic and environmental social justice issues social justice; for equity and of the struggle with specific aspects Policies, Strategies, and Initiatives: in equity and social justice issues peoples and women, to address including indigenous groups, a variety of jurisdictions. and international conflicts have on domestic of xenophobia?” “What was the background Aboriginal the ‘Persons Case’?” “When did people in Canada obtain the vote? What was the rationale for the state’s withholding it from them?” “What events led to the legalization of same-sex marriage?” “What types of social justice issues do we view dif social justice issues in Canada than Canadians did a generation or two earlier? What accounts for the change in attitudes?” women and Jews; racial segregation; the internment women and Jews; racial segregation; II; the War of Japanese Canadians during World of people institutionalization and/or sterilization to children Aboriginal with disabilities; forcing destruction of schools; the attend residential Africville), and demonstrate an understanding to of how perspectives on the issues related these historical injustices have changed Chinese workers “Why were prompts: Teacher on the transcontinental railway not allowed to bring their families with them to Canada?” “What ef social injustice in Canadian history women the vote; educational r of Blacks and South Asians; Islamophobia; ster C1. Issues and Contemporary Historical C2. C1.2 By the end of this course, students will: By the end of this course, students will: C1.1 C3. By the end of this course, students will: By the end of this C1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS C. 88 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, University/College Preparation C2.1 By theendofthiscourse,studentswill: C2.2 C1.4 2 Leadership C2. “What originallyinspir achievements ofCraigandMarc Kielbur environmental issues?”“Whatare themajor economists, envir individual Canadians decision aboutwher Teacher prompts: “WhywasViola Desmond’s Vandana Shiva) Nelson Mandela,StephenLewis,ShirinEbadi, Jean V Mohandas Gandhi,RosaParks,T of change specific individuals’becomingeffective agents and personalqualitiesskillsr awareness ofissuesfacing Muslimwomen?” “What role hasIrshadManji playedinraising been abletoraiseawareness ofdisabilityissues?” movement?” “To whatextenthasRickHansen become spokespersonsfortheanti-globalization “Why haveNaomiKleinandMaudeBarlow Ryan Hreljac? Whatimpacthas hisworkhad?” owns andcontrols theuseofseeds?” practices affected whenalarge corporation and pursuingthelegalchallenges thatfol in developingcountries?”“Howar demand forcornbiofuelhadonfarmers environmental issues?” “What impacthasthe occur ininternationallawtoaddress global harm others?”“Whatdevelopmentsneedto benefit somecountriesorgroups ofpeopleand between countries’envir Teacher prompts: “Howdodiscrepancies land orwhoseownershipisdisputed) countries; urban/industrialdevelopmentofprotected policies toreduce globalwarming,ondeveloping movement; theimpactofglobalwarming,and to geneticallymodifiedcrops andtheseed-saving exploitation ofnaturalresources; issuesrelating waste todevelopingcountries;theunsustainable privatization ofwater;theshipmentelectronic tions ofmajorenvironmental issues David Suzukibeeninraisingawar Teacher prompts: “Howeffective has and socialjustice social visionaries,writers)intheareas ofequity journalists, philanthropists, politicians,scientists, qualities didshedisplayinmaking thisdecision movie theatre sosignificant?Whatpersonal evaluate theachievementsofarange explain howthecombinationofcircumstances assess theequityandsocialjusticeimplica­ anier, JeannetteCorbiere Lavell,AbbieHoffman, (e.g., MaryHarris“Mother”Jones, onmentalists, humanitarians, e tositinaNovaScotia (e.g., activists,actors,artists, ed thesocialactivismof onmental standards ommy Douglas, esulted in eness of e farming (e.g., the lowed?” ger?” C3.1 By theendofthiscourse,studentswill: C2.4 C2.3 3 Policies, Strategies, andInitiatives C3. Jr rights?” “WhatimpactdidMartinLutherKing Day makebetweenCatholicismandworkers’ in Canada?”“WhatconnectionsdidDorothy issues didtheSocialGospelmovementconfront Teacher prompts: “Whattypesofsocialjustice initiatives andhumanrights) Latin America;theconnectionbetweentikkunolam impact ofliberationtheologyonsocialinequalityin role ofQuakersintheemancipationslaves; Lama’s challengetotheChinesecontrol ofTibet; the resistance toapartheidinSouthAfrica;theDalai Mother T championing ofthepoorandpowerlessinElSalvador; of equityandsocialjustice movements havemadetotheadvancement butions thatspecificreligious leadersand leaders andmovements,assessthecontri­ impact havetheyhad?” Why were thesegroups established?What have beencr Teacher prompt: “Whatadvocacygroups individuals andgroups assess theimpactofthesemovementson seeking gr Justice forChildr Doctors W Ploughshares, theArpilleramovementinChile, Assembly ofFirstNations,EgaleCanada,Project Canadian labourmovement,Greenpeace, the justice movementsor establishment ofarangesecularsocial protesting humanrightsabusesinMyanmar?” “What role haveBuddhistmonksplayedin the civilrightsmovementinUnitedStates?” that havebeenconfr Maathai?” reflected intheaccomplishmentsofWangari tive?” “Whatskillsandpersonalqualitiesare skills andqualitiesallowedhimtobesoeffec­ Tommy Douglasplayinthispr Medicare inSaskatchewan?Whatrole did “What eventsledtotheestablishmentof these groups toaddress theirconcerns policies, strategies,andinitiatives usedby or sensorydisabilities) who are mentallyillorwhohavephysical,intellectual, racial equity, povertyreduction, orrightsforpeople .’s r compare challengesfacing variousequity- describe theissuesleadingto analyse equityandsocialjusticeissues eligious background haveonhisworkin eresa’s hospicesinIndia;DesmondTutu’s ithout Borders,InclusionInternational, oups (e.g.,groups seekinggender equity, eated byandforyoungpeople? en andYouth, Adbusters),and onted byvariousreligious , anddescribesomeofthe ganizations (e.g., OscarRomero’s ocess? What (e.g., the Equity and Social Justice:Equity From to PracticeTheory

Teacher prompts: “Why is it important that Indigenous Organizations of the Amazon equity-seeking groups frame their objectives Basin (COICA)? What is this group’s position within a human rights context? What might on the United Nations Declaration on the happen if they were perceived as seeking Rights of Indigenous Peoples? What is the charity rather than human rights?” “What position of Aboriginal groups in Canada with strategies have blind activist groups, such respect to the UN declaration? What is the as the Alliance for the Equality of Blind position of the Canadian government?” Canadians, used to ensure that the issue of C3.3 support for blind people is seen as a human compare the ways in which injustices right? To what extent are these strategies against women (e.g., issues related to political used by other equity-seeking groups?” leadership, violence against women, the feminiza­ tion of poverty, women’s health care) have been C3.2 describe the ways in which Aboriginal addressed in Canada to the ways they have peoples in Canada and other indigenous been addressed in other countries, with refer­ groups around the world (e.g., the Innu of ence both to public policy and the strategies Labrador, the Lubicon Cree of Alberta, Guyanese used by groups, particularly women’s groups, indigenous peoples, the Basque people of Spain and to effect change France) have used laws or international atten­ Teacher prompts: “What role have grass roots tion to try to effect changes in domestic policy organization and leadership played in addressing with respect to social justice issues violence against women in Canada and some Teacher prompts: “How and why is Amnesty developing countries?” “What factors account International promoting the cause of the Lubicon for Canada’s lagging behind many countries, Cree?” “What is the significance of the estab­ including Iraq, South Africa, and Norway, in lishment of the Coordinating Body for the electing women to national legislatures?”

HSE4M ADDRESSING EQUITY AND SOCIAL JUSTICE ISSUES ADDRESSING EQUITY

89 D. PERSONAL AND SOCIAL ACTION

OVERALL EXPECTATIONS By the end of this course, students will:

D1. Promoting Equity and Social Justice: demonstrate an understanding of how personal values, knowledge, and actions can contribute to equity and social justice, and assess strategies that people use to address equity and social justice concerns; D2. Opportunities for Participation: describe a variety of careers and volunteer opportunities in fields related to equity and social justice, and demonstrate an understanding of the skills and knowledge they require; D3. Social Action and Personal Engagement: design, implement, and evaluate an initiative to address an equity or social justice issue.

Grade 12, University/College Preparation Preparation University/College 12, Grade SPECIFIC EXPECTATIONS

D1. Promoting Equity and Social Justice participating in a labour union, engaging in advo­ cacy activities, reducing energy consumption) can By the end of this course, students will: empower individuals and reduce the impact of inequity or social injustice in local, national, D1.1 describe how fundamental values, attitudes, and international contexts and day-to-day behaviour (e.g., fair-mindedness, Teacher prompts: “What are the costs and empathy, reflection, respecting and embracing benefits of purchasing organic and fair-trade diversity, personal language use) can contribute products?” “How can you know whether ‘buy­ to equity and social justice cotting’ has a positive effect on the producers Teacher prompts: “When individuals speak up of the product you are purchasing?” “Why is against harassment or homophobia, how are it important for citizens to get involved in they making a contribution to equity and social election campaigns?” justice?” “How can the language we use promote D1.4 equity and social justice?” assess the effectiveness of various strategies that have been used, both historically and in D1.2 describe how education can help promote the present day, to address equity and social equity and social justice (e.g., by fostering critical justice issues (e.g., Internet campaigns; boycotts; thinking, increasing awareness, exposing students petitions; letters to the editor; lobbying; participa­ to multiple perspectives) tion in non-governmental organizations [NGOs], Teacher prompt: “In what ways might a course rallies/demonstrations, revolutionary movements) Social Sciences and Humanities Social Sciences

| like this one help promote equity and social Teacher prompts: “How was the Internet used justice? How do other courses that you are taking to help organize the ‘Battle of Seattle’?” “How address equity and social justice issues? What were social networking sites used to challenge other educational opportunities could you the legitimacy of the results of the June 2009 pursue to increase your awareness of social elections in Iran?” “Do you think the Internet justice issues?” can continue to be an effective tool to organize social protest? Why or why not?” “How effec­ D1.3 analyse ways in which personal actions tive were economic boycotts of apartheid South (e.g., voting, establishing student social justice clubs, Africa?” “What are some of the tactics used supporting fair/ethical trade practices through by NGOs to raise awareness of issues related consumer action, participating in the public policy– to child labour? What impact have these creation process, working for political candidates, organizations had?” THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

90 Equity and Social Justice:Equity From to PracticeTheory

D2. Opportunities for Participation Teacher prompt: “What social justice issue do you think needs to be addressed in your By the end of this course, students will: school? Who could you consult to assess the impact of the issue in your school?” D2.1 describe a range of careers related to equity D3.2 and social justice (e.g., community organizer, public identify strategies and skills needed for policy analyst, NGO worker, diversity trainer) gaining support for and handling potential resistance to their initiative (e.g., strategies such Teacher prompt: “What role do human as finding allies within their school/community, rights lawyers play in the fight for equity determining who has power and influence, and and social justice? Where might human working with those people/groups; skills relating to rights lawyers work?” advocacy, persuasion, diplomacy, active listening, D2.2 describe the education, training, and skills understanding various perspectives, collaboration required for careers related to equity and and consultation) social justice Teacher prompts: “What steps can your group Teacher prompts: “Which organizations in take to be as collaborative as possible?” “Where your community deal with equity and social will you look for resources to support your justice issues? Who could you interview in plan?” “Who do you think will help support these organizations to get information on the your plan? Who are some good contact people?” educational and career paths most appropriate D3.3 demonstrate an understanding of how to for staff?” “Which provincial or national organ­ effectively evaluate social action initiatives izations could you contact to discuss the kinds (e.g., strategies for evaluating the clarity of the of skills you would need to optimize your message and the appropriateness of the initiative employment opportunities in the social justice for the target audience or group being served, field?” “Which postsecondary institutions have for measuring results) programs that specialize in fields relating to HSE4M equity and social justice? What kinds of careers Teacher prompts: “What are some methods could a graduate of these programs pursue?” that organizations use to determine whether an initiative has achieved its goals? How might D2.3 describe volunteer opportunities that relate the modes of evaluation differ depending on to equity and social justice initiatives in schools, the goals?” “What are your short- and long- in the local community, nationally, and globally, term goals? What tools or approaches are and that reflect their personal skills, knowledge, most appropriate for measuring your success and interests (e.g., helping to organize or participat­ in achieving those goals?” ing in student equity or anti-bullying groups; doing D3.4 volunteer work for NGOs, political campaigns, or implement their initiative using appropriate social service or equity groups in the local community; planning, organizational, evaluation, and helping to design a website to raise awareness of a communication skills social justice issue; attending workshops, lectures, D3.5 reflect on the skills and strategies they used or rallies on social justice issues) before, during, and after designing and imple­ menting their initiative; explain which ones D3. Social Action and Personal they found most useful in achieving their Engagement objectives; and identify what they would do differently in the future to improve their work By the end of this course, students will: as committed, responsible activists Teacher prompts: “Which individuals or social D3.1 identify a specific need related to an equity groups were served by your project?” “How or social justice issue, and design an initiative do you know your project was effective? What to address this need (e.g., an initiative such as could you have done to make it more effective?” designing a school workshop or campaign to promote PERSONAL AND SOCIAL ACTION “What skills would you want to further develop diversity; creating and publicly presenting rap songs, before implementing a new initiative? How videos, visual art works, dances, dramatizations, might you acquire or hone those skills?” or podcasts on the impact and prevention of discrimination; organizing a petition or a letter- writing campaign on a social justice issue)

91 World Cultures, Grade 12

University/College Preparation HSC4M

This course examines the nature of culture; how cultural identities are acquired, maintained, and transformed; and theories used to analyse cultures. Students will explore world cultures, with an emphasis on the analysis of religious and spiritual beliefs, art forms, and philosophy. They will study the contributions and influence of a range of cultural groups and will critically analyse issues facing ethnocultural groups within Canada and around the world. Students will develop and apply research skills and will design and implement a social action initiative relating to cultural diversity.

Prerequisite: Any university, college, or university/college preparation course in social sciences and humanities, English, or Canadian and world studies

92 ResearchWorld and Cultures Inquiry Skills RESEARCH AND INQUIRY SKILLS 93 HSC4M HIF10/20 ce? esearch, for each esearch, (e.g., book reviews, magazine (e.g., book reviews, elevance of the information “What is the difference “What is the difference om a variety of primary sources om a variety of primary sources eliminary r esearch question, and use it to esearch , how might you determine which is ed from primary and secondary sources primary and secondary sources ed from based on pr assess various aspects of information locate and select information relevant to their locate and select information relevant more reliable?” “What values are embedded in “What values are reliable?” more represented “Whose voices are these sources?” Teacher prompts: prompts: Teacher between a primary and a secondary sour contradict “If two sources you have gathered?” each other articles, literature reviews in academic journals) reviews articles, literature (e.g., interviews; observations; surveys and ques­ (e.g., interviews; observations; surveys and in print or other media original documents tionnaires; such as film, photographs, songs, advertisements) and secondary sources How can you determine whether a source is How can you determine whether a source primary or secondary?” “Why is it important on a variety of sources?” to base your research gather values inherent reliability, relevance, (e.g., accuracy, and bias, voice) “What strategies can you use prompts: Teacher to determine the r investigations fr investigation formulate a hypothesis, thesis statement, or r focus their research A3. Information Processing A2.3 this course, students will: Throughout A3.1 A2.2 related to related , ensuring ough discussion, (e.g., ethnocul­ assess, record, analyse, and synthesize information gathered through through information gathered analyse, and synthesize assess, record, (e.g., thr ces of information) create research plans, and locate and select information relevant to their chosen and locate and select information relevant plans, research create ds sexual diversity in different ds sexual diversity in different fective questions to guide their explore topics related to world cultures and/or cultural groups, and formulate questions cultural groups, and/or to world cultures related topics explore “If you were researching researching ompt: “If you were ch and inquiry RESEARCH AND INQUIRY SKILLS SKILLS INQUIRY AND RESEARCH create appropriate research plans to investi­ plans research appropriate create identify key concepts explore a variety of topics related to world a variety of topics related explore formulate ef communicate the results of their research and inquiry clearly research of their Communicating and Reflecting: communicate the results and communication skills. inquiry, their research, on and evaluate and reflect and effectively, research and inquiry; research Investigating: and inquiry methods; social science research topics, using appropriate Processing Information: to guide their research; to guide their research; Exploring: esear cultures, why might it be important to consider cultures, how these attitudes have changed over time? How might you do so?” gate their selected topics (e.g., outline purpose and method; identify sour cultures and/or cultural groups cultural groups and/or cultures the issue of tural study of a particular culture, hyphenated identities, educational and employment changing barriers faced by newcomers to Canada, to identify topics in specific cultures) gender roles inquiry and for research Teacher pr Teacher attitudes towar brainstorming, use of visual organizers) brainstorming, use of visual organizers) r their selected topics that their plans follow guidelines for ethical research A2. Investigating A1. Exploring A2.1 Throughout this course, students will: Throughout A1.2 Throughout this course, students will: this course, students Throughout A1.1 A4. A3. A2. Throughout this course, students will: Throughout A1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS A1.3 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS A. 94 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, University/College Preparation A4.1 Throughout thiscourse,studentswill: A3.5 A3.4 A3.3 A3.2 4 Communicating andReflecting A4. specific purposeandaudience of theirresearch andinquiryeffectively fora presentation, webpage)tocommunicatetheresults tion, writtenresearch report, poster, multimedia r information todeterminetheanswertheir or contradicttheirhypothesis;weighandconnect sions through resear menting thesour different sources) determine whethercommonthemesarisein (e.g., compar organizers, summaries,audio/digitalrecords) ideas usingavarietyformats this source?” advanced ifyoubelievethemainmessageof and whoseare absent?”“Whoseinterests are esearch question) use anappropriate format synthesize findingsandformulateconclu­ demonstrate academichonestybydocu­ analyse andinterpret resear record andorganize informationandkey (e.g., determinewhethertheirr e r esults ofsurveysandinterviews; ch ces ofallinformationgenerated (e.g., oralpr (e.g., notes,g ch information esults support esenta­ raphic A4.3 A4.2 A4.4 endogamy andexogamy inquiries cultural appropriation, hyphenatedidentities) lation, multiculturalism,culturalimperialism, cultural gr use languageconventionspr have af “How mightthesources thatyouconsulted they contradictwhatyouthoughtwastrue?” understood aboutthetopic?Inwhatwaysdid sour Teacher prompts: “Inwhatwaysdidyour and communicationskills and evaluatingtheirownr general r in-text author-datecitations) (e.g., generateareference listinAPA style,use APA conventions foracknowledgingsources clearly communicatetheresults oftheir use termsrelating toworldcultures and demonstrate anunderstandingofthe ces confirmwhatyoualready knewand fected theconclusionsthatyour esearch process byreflecting on (e.g., writeclearly oups corr ectly , socialinstitutions,assimi­ , organize ideaslogically (e.g., powerdynamics, operly), andfollow esear ch, inquiry, eached?” , ResearchWorld and Cultures Inquiry Skills THE CONCEPT OF CULTURE 95 HSC4M HIF10/20 ociety’s ociety’s (e.g., the oles such as ough oral/written (e.g., thr e regulate your behaviour e regulate oup (e.g., with reference to family expectations, (e.g., with reference elationship to nature, social r elationship to nature, oles or roles associated with age) and can associated with age) oles or roles demonstrate an understanding of how an and main­ is acquired analyse how culture ucted estrictions, customs, habits, moral expectations, the estrictions, customs, habits, moral expectations, traditions, social and religious organizations and organizations traditions, social and religious institutions, language, symbols, customs and mores, practices such as endogamy) art, philosophy; through does oral history “What role prompts: Teacher “What is play in teaching us about culture?” the importance of language and customs in maintaining cultural identity?” “What steps have Franco-Ontarians and Québécois taken their cultural identity?” “How to preserve shape social institutions and practices shape social institutions and practices forms education system, employment opportunities, of entertainment) “In what ways does culture prompts: Teacher influence your everyday social interactions? How does your cultur what at school, at home, and in public?” “In of your school conflict ways does the culture How do you manage with your home culture? a s those conflicts?” “What impact does culture have on its educational system?” have on its educational culture individual’s cultural identity is socially con­ str expectations, education and religious peer pressure, training, media and popular culture) tained within a gr gender r r human r B2. Dynamics Cultural By the end of this course, students will: B2.1 B2.2 fer (e.g., oviding om this ceptions, attitudes, s sense of self and demonstrate an understanding of the elements and functions of culture of culture of the elements and functions demonstrate an understanding analyse how cultural identities are socially constructed, preserved, transmitted, preserved, socially constructed, identities are analyse how cultural cing social norms; pr cement of social norms? “What are the positive aspects “What are e to a friend from another e to a friend from (e.g., with respect to dietary choices/ (e.g., with respect e describing Canadian culture to e describing Canadian culture cement?” “What are the benefits of belong­ cement?” “What are THE CONCEPT OF CULTURE OF CULTURE CONCEPT THE describe multiple ways in which culture can describe multiple ways in which culture demonstrate an understanding of the ele­ demonstrate an understanding of the analyse various functions of culture analyse various functions of culture demonstrate an understanding of theories and concepts related related of theories and concepts of Culture: demonstrate an understanding Theoretical Analysis to analyse various cultures. and apply these theories to the study of culture, and transformed; Cultural Dynamics: Cultural Dynamics: and of the nature of cultural influence; and of the nature Understanding Culture: Understanding Culture: ing to a cultural group? What are some other What are to a cultural group? ing of the sense of security and belonging sources by a cultural group?” often provided that are What negative effects might arise fr What negative effects enfor ments of culture (e.g., language, symbols, arts, ments of culture ethnic origin, values, beliefs, traditions, literature, asso­ kinship relations) social hierarchies, religion, term ciated with various definitions of the (e.g., the UNESCO definition; anthropological, sociological, humanist definitions) describing “If you were prompts: Teacher Canadian cultur country, what elements would you focus on? what elements would you focus on? country, might these elements dif In what respects if you wer influence an individual’s per contributing to an individual’ a sense of security; sense of community; providing establishing and enfor an anthropologist?” “Why is language such a an anthropologist?” “In what ways significant element of culture?” overlap? In what ways and culture do religion one another?” they distinct from are meaning, lives) in individuals’ purpose, and structure prompts: Teacher of the cultural enfor and behaviours B1. Understanding Culture B1.3 B1.1 By the end of this course, students will: By the end of this course, students will: B1.2 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS B3. B2. By the end of this course, students will: By the end of this B1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS B. do groups use art to preserve their culture?” Teacher prompts: “Do you agree with all the “What are the similarities and differences in cultural practices and beliefs of your family? If the ways in which culture is acquired and not, what are some of the areas of disagreement? maintained in an ethnocultural group and Why do you think these areas are contentious?” in workplace and/or school groups?” “What are the positions of those on opposite B2.3 sides of the debate about introducing sharia analyse ways in which culture is transmitted or other religious elements into family law between groups (e.g., through dispersion, incorpo­ in Ontario?” ration, assimilation, diffusion, conquest, exogamy, cultural imperialism) and how processes of transmission can result in changes to cultures, B3. Theoretical Analysis of Culture including loss of traditional culture By the end of this course, students will: Teacher prompts: “What impact did the Canadian policy of forced assimilation have B3.1 explain the major ideas related to the study on First Nation people? In what ways are these of culture of leading figures in the humanities experiences similar to or different from those and social sciences (e.g., Surinder Bhardwaj, of indigenous groups outside Canada?” “What Franz Boas, bell hooks, Ruth Hubbard, Samuel were the causes of the African and Jewish dias­ Huntington, JeeYeun Lee, Lila Abu Lughod, poras? What impact did dispersion have on Marshall McLuhan, Margaret Mead, Ziba these cultures?” Mir-Hosseini, Gayle Rubin, Edward Said, Cornel West, Mayfair Mei-yui Yang) B2.4 compare the rates at which cultural change is taking place within a variety of cultures (e.g., Teacher prompts: “What is the significance with respect to language, social mores, traditions, of the notion of the ‘Other’ in Edward Said’s Grade 12, University/College Preparation Preparation University/College 12, Grade religious observance, fashion, intergenerational rela­ theory of Orientalism? How does Said’s theory tionships, marriage, rites of passage; in the roles of help us study and understand cultures that are women, men, and children), and analyse the fac­ different from our own?” “What does Ziba tors contributing to this change (e.g., technological Mir-Hosseini’s analysis of gender and Islam change, economic development, globalization, epi­ suggest about changing gender roles in demics, migration, civil strife, education, mass Islamic societies?” media, climate change) B3.2 demonstrate an understanding of theoretical Teacher prompts: “In what ways do individuals perspectives used to analyse culture (e.g., struc­ from the groups you are studying practise their tural functionalist, conflict theory, feminist theory, culture differently from previous generations?” symbolic interactionist, and cultural materialist “What impact does education have on the roles perspectives) of women and children in the cultures you are Teacher prompt: “According to cultural considering?” “How has the mass media affected materialist theories, how does the economy fashion in various societies?” “What are the influence the development of culture? In what current effects of rising sea levels on people ways does the cultural materialist view differ living in island and coastal communities? from conflict theory perspectives?” What are the future effects likely to be?” B3.3 apply a range of theoretical perspectives to B2.5 analyse various types of tensions that can analyse selected cultures or cultural practices occur between individuals and their collective culture (e.g., intergenerational conflict regarding Teacher prompt: “How might a structural social roles, values, beliefs, and behaviours such as functionalist perspective and a symbolic inter­ Social Sciences and Humanities Social Sciences

| gender roles, the language used at home, dating and actionist perspective differ in their analysis courtship practices, dress; culture clashes between of the cow-jumping rite of passage among majority and minority cultures; tension between the Hamar people of Ethiopia? What are the secular and religious perspectives on sexual mores) strengths and weaknesses of both theoretical perspectives in helping you understand and explain this practice?” THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

96 ResearchWorld and Cultures Inquiry Skills CULTURAL EXPRESSIONS 97 HIF10/20 HSC4M HIF10/20 found (e.g., dietary laws; e the similarities essions and a range of factors that essions and a range eflect Chinese philosophies of the mind, ferences between tribalism and nation­ between tribalism ferences demonstrate an understanding of various (e.g., Taoism, eligious or spiritual beliefs (e.g., Taoism, ours are associated with consumerism in North associated with consumerism ours are i Teacher prompts: “What attitudes and behav­ prompts: Teacher Teacher prompts: “In what ways does t’ai chi prompts: Teacher ch’uan r is the relationship and spirit?” “What body, found between the concept of reincarnation in Hinduism and the caste system in India?” “In what ways is liberation theology in Latin of social to the organization America related alism?” “Why is the global literacy rate higher alism?” “Why is the global literacy rate such for boys than for girls? What beliefs do beliefs are “What literacy statistics reflect?” of a feudal in the social organization reflected democratic A society? patriarchal A society? society? What implications do these beliefs have for individuals living in these societies?” between Chinese the connections “What are life and medicine and Eastern philosophies of well-being?” r Buddhism, Hinduism, Judaism, Christianity, Islam, Aboriginal or tribal spiritual beliefs) and of how they relate within a specific culture to various aspects of that culture and attitudes towards gender roles social hierarchies; rituals/practices social inequality; ethics and mores; birth, marriage, sickness, death; educational around practices; practices such as meditation, powwows, pilgrimages, shamanism, t’ai chi ch’uan, voodoo) America?” “What impact have tribalism and America?” “What impact have tribalism atti­ and imperialism had on social structures tudes in Rwanda?” “What ar and dif C1.3

analyse specific cultural expr analyse specific cultural earing prac­ assess the contributions to and influence on various cultures/societies, to and influence on various cultures/societies, assess the contributions ession found (e.g., attitudes e e created? In what e created?

(e.g., spiritual or religious (e.g., Koto drumming,

and of how they relate to and of how they relate , and explain how they relate relate , and explain how they emony of encoffinment in Japan in Japan emony of encoffinment e (e.g., individualism, collectivism, CULTURAL EXPRESSIONS EXPRESSIONS CULTURAL African-American slave spirituals tell us about describe forms of artistic expr describe forms of artistic demonstrate an understanding of various demonstrate an understanding of artistic expressions, philosophies, of artistic expressions, and Religion: demonstrate an understanding Art, Philosophy, relate these expressions and of how cultures, beliefs found within specific and religious/spiritual those cultures; to various aspects of in Context: Cultural Expressions them; can affect Influences: Contributions and those groups. and individuals from of a diverse range of ethnocultural groups including Canada, within a specific culture within a specific culture towards health and wellness, child-r patriarchalism, feminism, humanism, rationalism, patriarchalism, egalitarianism, elitism, imperialism, Confucianism, Marxism, liberalism, conservatism, modernism, belief in capitalism) various aspects of that cultur tices, social hierarchies, rituals surrounding birth rituals surrounding tices, social hierarchies, and death, concepts of land ownership and use, trade, education, taboos) Arab architecture, dancing in West Africa, totem dancing in West Arab architecture, Canada, Coast First Nations in poles of West Bollywood films) to aspects of that culture beliefs or rituals; military or political traditions; values, norms, and and structures; social roles attitudes; identities) “How does the clothing prompts: Teacher used in the cer reflect attitudes and beliefs about death in that reflect society?” “In what ways is the art of Frida Kahlo cultural identity?” “What of Mexican a reflection do the society in which they wer secular beliefs or philosophies found within a specific cultur ways were these songs used?” “What does ways were about that society?” reveal Ghanaian literature C1. and Religion Art, Philosophy, By the end of this course, students will: By the end of this course, students will: C1.1 C2. C3. By the end of this course, students will: By the end of this C1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS C1.2 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS C. 98 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, University/College Preparation C2.2 C2.3 C1.4 C2.1 By theendofthiscourse,studentswill: 2 Cultural Expressions inContext C2. (e.g., cartooningandaniméor manga intheUnited cr “Why were theBamiyanBuddhasin Holocaust hadonJewishculturalexpression?” within thiscommunity?”“Whatimpacthasthe 1930s contributetothemusicandpoetrycreated American communityinHarlemthe1920sand social andeconomicconditionsofthe Teacher prompts: “Howdidtheparticular Africa) the CulturalRevolutioninChina,apartheidSouth changes inHarlemtheearlytwentiethcentury (e.g., thepartitionofIndia,demographicandeconomic social, economic,orpoliticalconditionsevents cr the sociocultualcontextinwhichtheywere ous imagesoftheLastSuppersuggestabout between Africa andJamaica?”“Whatdovari­ to ‘AfricaUnite’reveal abouttheconnections First Nations?”“WhatdoBobMarley’slyrics wampum beltsserveforEasternW Teacher prompts: “Whatfunctionsdid time andplacewithwhichtheyare associated media) ture, architecture, fashion, values,philosophy, religion, in dif to as‘TheSilent Years’ inHaidaart?” were thelate1800sandearly1900sreferred areas ofart,philosophy, andr tionship totheenvir de losMuertos?” about thenature ofdeathreflected inElDia class?” “Inwhatwaysare Mexicanbeliefs the ar to theenvironment?” losophy suggestabouthumanity’srelationship concept ofinstr tionship totheenvir of MotherEarthr Teacher prompts: separate from humanity) wheel; philosophicalapproaches thatviewnature as that oftheGardenEden;Aboriginalmedicine arts; creation storiesofvariouscultures, including (e.g., withreference todepictionsofnature invisual art, philosophy eated?” eated? Whywere theydestroyed?” “Why analyse theimpactofvarioustransformative compare similarformsofcultural expression analyse thewaysinwhichaculture’s rela­ analyse specificculturalexpressions eas ofvisualarts,music,dance,drama,litera­ fer with reference totheirfunctionandthe on formsofculturalexpr ent cultur , andreligious/spiritual beliefs umental reason inWestern phi­ eflected inthatnation’srela­ “How istheCree conception es and/or historicalperiods onment?” “Whatdoesthe onment isreflected inits eligion ession inthe /spirituality oodlands Afghanistan African- (e.g., in , C3.2 C3.1 By theendofthiscourse,studentswill: C3.3 3 Contributions andInfluences C3. in American rap?Howdoyouthink r Teacher prompt: “Inwhatwaysare thevalues rap inCuba,Senegal,andtheUnitedStates) Canada; CatholicisminLatinAmericaandSpain; States andJapan;AboriginalartinAustralia dialogue onCanadiancultur “What havebeentheeffects ofinterfaith nature oftheCanadianculinarylandscape?” Senegalese rapmusic?Why?” rap listenerswouldrespond tothemessagesin and r A Teacher prompt: “Whatinfluencehasthe can beusedtoenhancereligious practices) elements indance,music,crafts;howthearts traditions canbeintegratedwithmore modern can affectvisualart,architecture, songs;howfolk to food,clothing,education,music;howphilosophy societies of cultur to Canadiannationalidentity?” “Howhas ways hasethnoculturaldiversity contributed fr Teacher prompts: “Inwhatwayshascuisine music, visualart) and mosques;influencesonfashion,literature, cultural festivals;avarietyofchurches, temples, fusion cuisine;ethnoculturalfilmfestivals;multi­ one culture neighbour (e.g., heritagecentres; culturalmuseums;ethnic butions toandinfluenceoncultur art forms?Givereasons foryouranswer.” practised culturalappropriation of African tinction important?”“DoyouthinkPicasso influence inanartist’swork?Whyisthedis­ between culturalappropriation andcultural social Chinese Buddhismadaptedinthesediffer China? Howwere practicesassociatedwith Chinese BuddhismonKor Teacher prompts: “Whatwastheimpactof or groups from othercultures of culturalexpression produced byindividuals capoeira, Maorihaka,Bollywoodfilms) meditation, t’aichich’uan,salsa,hiphop,reggae, eflected inSenegaleserapdifferent from those om variousethnoculturalgroups changedthe yurvedic traditionhadonIndiancuisine?” assess theinfluenceofart,philosophy, analyse theintegrationofdifferent aspects assess ethnoculturalminoritygroups’ contri­ /cultural contexts?”“Whatisthedifference eligious/spiritual beliefs or practicesof (e.g., howreligion canaffectpracticesrelated e intheculturalexpressions ofspecific hoods inlar (e.g., Gr ebo orHaidamasks,yogaand ge cities;meditationcentres; ea, Vietnam, and e?” “Inwhat e inCanada on forms American ent respect for ethnocultural diversity in Canada Canada? Why is this contribution important contributed to respect for other kinds of diversity for all Canadians?” (e.g., sexual diversity, respect for the rights of C3.5 people with disabilities)?” assess the broad significance of historic cul­ tural developments associated with a diverse C3.4 demonstrate an understanding of the ways range of ethnocultural groups (e.g., Semitic and in which Canadian individuals from various Phoenician alphabets; Egyptian, Roman, and Aztec ethnocultural minority groups have contributed calendars; Persian and Chinese calligraphy; Arab to and influenced Canadian culture and society mathematical notation; Chinese paper and gun World Cultures (e.g., Rosalie Abella, Zanana Akande, Lincoln powder; the Three Sisters of Haudenosaunee agri­ Alexander, Adam Beach, David Bouchard, Rosemary culture; tobacco; the canoe; Saracenic art; Japanese Brown, Herb Carnegie, Thérèse Casgrain, Wayson and Arab architecture; Islamic and Christian illu­ Choy, Viola Desmond, Graham Greene, Elijah minated manuscripts; Chinese medicine; scripture Harper, Nazem Kadri, Joy Kogawa, Susur Lee, from various cultures; foods/beverages such as pasta, Stephen Lewis, Sandra Lovelace, Antonine Maillet, rice, ketchup, corn, potatoes, tea, coffee, wine) Tak W. Mak, Deepa Mehta, Rohinton Mistry, Teacher prompts: “How did practices in Raymond Moriyama, Robbie Robertson, Haroon Timbuktu advance the field of education Siddiqui, Alfred Sung, David Suzuki) and the development of academic institutions Teacher prompts: “In what ways have ‘firsts’ outside West Africa?” “What was the role of (i.e., the first people from ethnocultural minori­ East Africa and the Arab world in the popular­ ties to attain positions of influence) changed ization of coffee? How important is the coffee the face of Canadian society?” “What impact trade to today’s global economy? What have has David Suzuki had on environmental been the effects of the trade on local farmers awareness in Canada?” “What contributions who cultivate this crop?” has Rosalie Abella made to human rights in HSC4M CULTURAL EXPRESSIONS

99 D. CRITICAL CULTURAL ISSUES

OVERALL EXPECTATIONS By the end of this course, students will:

D1. Power Relations: demonstrate an understanding of the dynamics of power relations within specific cultural groups and between minority and majority cultures; D2. Policies and Issues: demonstrate an understanding of past and present policies and issues affecting cultural diversity in Canada, and compare approaches to such policy in Canada with those in other countries; D3. Social Action and Personal Engagement: design, implement, and evaluate an initiative to address an issue related to cultural groups or promoting cultural diversity.

SPECIFIC EXPECTATIONS Grade 12, University/College Preparation Preparation University/College 12, Grade D1.3 D1. Power Relations analyse both the positive and negative aspects and effects of the interactions between minority By the end of this course, students will: and majority cultures in Canada and around the world (e.g., interactions between Aboriginal D1.1 demonstrate an understanding of the peoples and majority cultures in Canada; relations dynamics of power relations within specific between francophones and anglophones in Quebec; cultural groups (e.g., with reference to: the caste interactions between the Black majority and white system in India; shadism in various societies; race minority in South Africa; the interaction of the relations in Mexico or Zimbabwe; the role of elders majority culture with Uighurs in China, Hmong in China or among First Nation peoples; gender in Laos, Algerians in France, Kurds in Iraq, roles in Iran or Japan; the status of katoey in Palestinians in Israel; the experience of Romani Thailand, hijra in India, two-spirited people in in central Europe) Aboriginal cultures, fafafini in Samoa) Teacher prompts: “Why has Africville become a Teacher prompts: “What role do elders play symbol of the treatment of Black Nova Scotians?” in Mohawk society? What implications does “How and why have different cultural groups this role have for the power dynamics within adopted mainstream holidays into their own this society?” “Why is there a market for cultural practices?” “Do you think hyphenated skin-bleaching products in some South identities are a positive phenomenon? Why or Asian nations?” why not?” “What evidence of minority-majority interactions do you see in everyday life? Which D1.2 analyse the potential impact on cultural

Social Sciences and Humanities Social Sciences of these would you categorize as positive? Why?

| identity and on the relations between cultural Which are negative?” groups of cultural stereotypes, labelling, and misrepresentations found in mainstream media D1.4 describe various ways in which cultural and popular culture (e.g., the labelling of some minority groups address challenges to their groups as “model minorities” or “fresh off the boat”; identity from more powerful groups (e.g., cul­ stereotypes such as dragon women, Asian lotus tural resistance, revitalization movements, culture blossoms, Black athletes, First Nation warriors; jamming, forming social organizations/networks, misrepresentations such as Muslims as terrorists) banning intermarriage, establishing their own Teacher prompt: “What specific cultural stereo­ media, lobbying) types are found on television shows and in Teacher prompt: “Are there ethnic media in movies that you watch? What effect do you your community? What types of stories do think they have on both the minority cultures they cover that are not addressed by the who are the targets of these stereotypes and mainstream media?”

THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO on the majority culture?”

100 D1.5 assess the effects of cultural imperialism on Teacher prompts: “How should academic cultures around the world (e.g., loss of language, credentials from other countries be assessed preferences for Western brands over local products, in order to allow fair access to Canadian the spread of consumerism, increased cultural pro­ employment for immigrants and refugees?” tectionism, cultural appropriation) “How does the need for ‘Canadian experience’ Teacher prompts: “How has the mass media discriminate against cultural groups?” “What spread Western culture? What effects has the kinds of programs are available to help new­

reach of Western culture had on local cultures?” comers overcome challenges to settling in World Cultures “What are some examples of culture flowing Canada? Do you think these programs ade­ from local cultures to wider societies?” “Do quately address newcomers’ needs? Why you think we are heading towards a global or why not?” consumer culture? Why or why not?” D2.4 analyse major past and present policies, practices, and cultural issues at the community, D2. Policies and Issues provincial, and national levels in Canada (e.g., nativism; ghettoization; Quebec nationalism; By the end of this course, students will: hyphenated Canadians and the balance between ethnocultural identity and Canadian identity; D2.1 explain the impact of colonization on biculturalism and multiculturalism; integration Aboriginal communities in Canada and other versus assimilation; intermarriage and the status countries (e.g., the loss of culture, autonomy, land, of First Nation women; racial profiling; cultural/ and way of life; the impact on language and spiritu­ gender imbalances in political representation; ality; the effects of the introduction of alcohol and American cultural imperialism) new diseases; the different impact on women, men, Teacher prompts: “What are the goals of and children) Canada’s multiculturalism policy? How D2.2 evaluate the impact on cultural groups of effective is the policy at meeting those goals?” HSC4M Canada’s immigration and refugee policies, “How is Québécois identity addressed by past and present (e.g., changing criteria for admis­ the provincial government in Quebec and sion, the Chinese Exclusion Act, the Continuous the federal government?” “What was the Passage Act, the refusal to accept Jewish refugees stated purpose behind residential schools from the SS St. Louis or South Asian immigrants for First Nation children?” from the Komagata Maru; policies regarding D2.5 compare the context of and approaches settlement, sponsorship, education and training, implicit in Canada’s policies on diversity and recognition of credentials) multiculturalism with the context, approaches, Teacher prompts: “How have neighbourhoods and policies of other nations (e.g., China’s policy been transformed as a result of immigration?” towards minority groups, Thailand’s policy towards “What are some of the ways in which host Hill Tribe groups, the integration of immigrants communities in Canada have responded to in various nations, the White Australia policy, the arrival of different groups of immigrants?” secularism versus religious freedom in France, “How have cultural groups responded to the Statement of the Government of Canada on Canadian immigration policies in the past? Indian Policy [White Paper, 1969], the federal In what ways were these responses different response to Quebec nationalism) from those of today?” Teacher prompts: “Why are clothing and reli­ D2.3 explain systemic barriers to integration and gious/cultural symbols worn by various groups achievement facing Canadian ethnocultural controversial in some countries? What are some minority groups (e.g., the need for “Canadian instances of such controversy in Canada? How experience”; racism and discrimination; lack of access were these controversies dealt with?” “How to language training, social services, educational do policies with respect to Aboriginal people in opportunities), and assess the effectiveness of Canada compare to other nations’ policies in programs and strategies to overcome these bar­ relationship to their indigenous populations?” CRITICAL CULTURALCRITICAL ISSUES riers (e.g., programs for English language learners, provincial and federal credential assessment programs, support groups for immigrant women, projects of various agencies serving immigrants)

101 102 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, University/College Preparation D3.2 D3.1 By theendofthiscourse,studentswill: D3. Social Action andPersonal Action Social D3. your plan?Whoare somegoodcontactpeople?” plan?” “Whodoyouthinkwillhelpsupport will youlookforresources tosupportyour take tobeascollaborativepossible?”“Wher T and consultation) understanding variousperspectives,collaboration advocacy, persuasion,diplomacy working withthosepeople/groups; skills related to determining whohaspowerandinfluence, as findingallieswithintheirschool/community, r gaining supportforandhandlingpotential in yourschool?” determine howwidespr students aboutIslamophobia,howmightyou would liketodesignaworkshopeducate Teacher prompt: common issuesbetweendifferent culturalgroups) within yourschool;astudent-ledforumthatvoices address discriminationexperiencedbyculturalgroups tural stereotyping; aseriesofstudentworkshopsthat multimedia campaigninyourschooltocombatcul­ design aninitiativetoaddress thisneed groups orpromoting culturaldiversity, and esistance totheirinitiative eacher prompts: “Whatstepscanyourgroup identify strategiesandskillsneededfor identify aspecificneedrelated tocultural Engagement “If youthinkthat ead Islamophobiais (e.g., strategiessuch , activelistening, (e.g., a e D3.5 D3.4 D3.3 differently inthefutur objectives; andidentifywhattheywoulddo ones theyfoundmostusefulinachievingtheir implementing theirinitiative;explainwhich used befor communication skills planning, or initiatives?” other activistsmeasured thesuccessoftheir successfully r initiative? Howwillyouknowifhave Teacher pr measuring results) for thetarget audienceorgroup beingserved,for could youhavedonetomakeitmor do youknowyourproject waseffective? What gr Teacher prompts: “Whichindividualsorsocial as committed,responsible activists message andtheappr (e.g., strategiesforevaluatingtheclarityof ef when menworkonbehalfofwomen)?” women workonbehalfofcolour work onbehalfofLGBTinitiatives,whenwhite ferent from theirown(e.g.,whenstraightpeople work onbehalfofgroups whoseidentityisdif­ “What concernsmightarisewhenindividuals fectively evaluatesocialactioninitiatives oups were servedbyyourproject?” “How reflect ontheskillsandstrategiesthey implement theirinitiativeusingappropriate demonstrate anunderstandingofhowto ompts: “Whatare thegoalsofyour e, during,andafterdesigning ganizational, evaluation,and eached yourgoals?”“Howhave opriateness oftheinitiative e toimpr ove theirwork e ef fective?” , FAMILY STUDIES

OVERVIEW

In the social sciences and humanities curriculum, family studies is a multidisciplinary subject area that encompasses four areas: fashion and housing; food and nutrition; general family studies; and raising and caring for children. The topics covered in these areas include, among others: textile production; the functions and design of clothing; the fashion industry; issues related to housing; interior design; the role of nutrition in health; the relationship between food and culture; human and family interactions and development; life management skills; various types of relationships; and considerations related to raising and caring for children.

In family studies courses, students learn about laws and policies that affect individuals and families in Canada and around the world. They also become familiar with the theoretical perspectives and practical research that underpin our understandings of individual and family development. Family studies courses also integrate theory and practical skills. Many expectations can be achieved through practical experiences both in the classroom and in co-op placements, some of which may be affiliated with Specialist High Skills Majors programs.

All courses in family studies encourage students to develop critical and creative thinking skills. Students are given opportunities to deepen their understanding of relevant issues and to develop practical skills, including research and inquiry skills. Students are encouraged to explore a range of perspectives and approaches and to develop the habits of mind that enhance individual, family, and community well-being and contribute to lifelong learning.

103 Exploring Family Studies, Grade 9 or 10

Open HIF1O/2O

This course explores, within the context of families, some of the fundamental challenges people face: how to meet basic needs, how to relate to others, how to manage resources, and how to become responsible members of society. Students will explore adolescent development and will have opportunities to develop interpersonal, decision-making, and practical skills related to daily life. They will learn about the diverse ways in which families function in Canada and will use research skills as they explore topics related to individual and family needs and resources.

Prerequisite: None

104 ResearchExploring and Family Inquiry Studies Skills RESEARCH AND INQUIRY SKILLS 105 HIF1O/2O HIF10/20 (e.g., notes, graphic om a variety of primary esearch question, and use it to question, and use it to esearch (e.g., informal interviews and surveys, (e.g., textbooks, newspaper and magazine ed from primary and secondary sources primary and secondary sources ed from topic?” to your research ed is relevant , how might you determine which is based on preliminary research, for each research, based on preliminary assess various aspects of information information and key and organize record locate and select information relevant to locate and select information relevant ganizers, summaries, audio/visual/digital records) ganizers, summaries, audio/visual/digital records) investigation formulate a hypothesis, thesis investigation formulate a hypothesis, statement, or r focus their research gather inherent reliability, relevance, (e.g., accuracy, values and bias, voice) “How can you determine prompts: Teacher whether all of the information you have gather contradict each “If two information sources other be “What biases might there reliable?” more in your information sources?” ideas using various formats or their investigations fr sources sources secondary bills) and/or observations, grocery sources articles, websites, government reports) A3. Information Processing A2.3 this course, students will: Throughout A3.1 A3.2 A2.2 ces of to oach elated to r ograms? ough discussion, assess, record, analyse, and synthesize information gathered through through information gathered analyse, and synthesize assess, record, create research plans, and locate and select information relevant to their chosen and locate and select information relevant plans, research create fective questions to refine their fective questions to refine explore topics related to individual and family needs and resources, and formulate family needs and resources, to individual and related topics explore ch and inquiry RESEARCH AND INQUIRY SKILLS SKILLS INQUIRY AND RESEARCH identify key concepts (e.g., thr formulate ef explore a variety of topics related to a variety of topics related explore create appropriate research plans to investi­ plans research appropriate create communicate the results of their research and inquiry clearly research of their Communicating and Reflecting: communicate the results and communication skills. inquiry, their research, on and evaluate and reflect and effectively, research and inquiry; research Exploring: their research; questions to guide Investigating: and inquiry methods; research topics, using appropriate Processing Information: eacher prompt: “How might you appr eacher prompt: esear brainstorming, use of visual organizers) brainstorming, use of visual organizers) individual and family needs and resources individual and family needs and resources development, adolescent (e.g., healthy relationships, between communication skills, lifestyle differences financial literacy) generations, peer pressure, and inquiry identify topics for research their selected topics T r an investigation of anti-bullying pr What might you look for when investigating aimed at elementary students? programs things in you look for different Would aimed at secondary students?” programs gate their selected topics (e.g., identify sour information, develop research tools such as surveys information, develop research , ensuring that their plans or questionnaires) follow guidelines for ethical research A2. Investigating A1. Exploring A1.2 A1.3 Throughout this course, students will: this course, students Throughout A1.1 A4. A2. A3. Throughout this course, students will: Throughout A1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS A2.1 Throughout this course, students will: Throughout SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS A. 106 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 9 or 10, Open A3.4 A3.3 A4.1 Throughout thiscourse,studentswill: A3.5 4 Communicating andReflecting A4. for aspecificpurpose results oftheirresear presentation, webpage)tocommunicatethe tion, podcast,brochure, poster, report, multimedia menting thesour determine whethercommonthemesariseinsources) (e.g., compare results ofsurveysandinterviews; determine theanswertor sions generated through research demonstrate academichonestybydocu­ analyse andinterpret research information use anappropriate format synthesize findingsandformulateconclu­ (e.g., weighandconnectinformationto ces ofallinformation ch and nd audience esearch question) inquiry effectively (e.g., oralpr esenta­ A4.2 A4.3 A4.4 take toenhanceyourr Teacher prompt: “Whatstepsmightyou and communicationskills and evaluatingtheirownr needs andr logically inquiries rights, resources, budget,credit card,lineofcredit) aries, empathy, divisionoflabour, needs,wants, thinking, identitydevelopment,support,bound­ general r sources follow APA conventionsforacknowledging use termsrelating toindividualandfamily clearly communicatetheresults oftheir demonstrate anunderstandingofthe , uselanguageconventionspr (e.g., generateareference listinAPA style) esearch process byr (e.g., writeclearly esources corr esearch/inquiry skills?” ectly , organize ideas esearch, inquiry, eflecting on (e.g., abstract operly),and ResearchExploring and Family Inquiry Studies Skills SELF AND OTHERS 107 HIF1O/2O HIF10/20 e is a (e.g., relationships (e.g., relationships elationships are elationships are necessary for you to

e involved “Have you ever felt pres­ (e.g., how identity development and esponding need to belong to a group can esponding need to belong to a group ed by your peers to engage in behaviour ed by your peers to engage in behaviour explain the connection between adolescents’ explain the connection between adolescents’ describe various types of relationships in describe various types of relationships elationships; Teacher prompts: prompts: Teacher sur conflict between the needs of your friends and to whom do you feel the needs of your family, the most obligation? Why?” “What types of atti­ tudes and behaviour are for your family? For your family ‘be there’ for you?” to ‘be there’ affect social behaviours; how rapid physical develop­ affect social behaviours; how rapid physical to sleep and diet) ment affects behaviours related in your universe of obligation?” “If ther that you were uncomfortable with? Have you uncomfortable that you were didn’t hold in opinions you ever expressed fit in better with a to be accepted by or order accounts for this What do you think group? some ways in type of behaviour?” “What are might be modified practices which classroom needs?” adolescent developmental to recognize developmental needs and their individual developmental needs and their individual behaviour the corr which adolescents ar friends, and people in the local commu­ with family, nity; collegial, intimate, and sexual relationships) “What is meant by the term prompts: Teacher universe of obligation? What r B2. Others to Relating B1.3 By the end of this course, students will: B2.1 .” “How abstract (e.g., needs/ describe important changes that are associated with adolescent associated changes that are describe important cise, friends, support eas might you use “Would an adolescent in “Would easons for your answer (e.g., with reference to physical, (e.g., with reference espect to food, exer , electronic goods, designer clothing; values , electronic e and geography affect whether e and geography affect SELF AND OTHERS AND OTHERS SELF distinguish between needs and wants, and distinguish between needs and wants, describe important aspects of adolescent describe important aspects of adolescent Adolescent Development: Adolescent Development: and needs of young people; explain their influence on the behaviour development, and and of skills of various types of relationships demonstrate an understanding Relating to Others: and maintaining healthy r and strategies for developing range of factors, diverse families and the impact of a describe lifestyles in Family Lifestyles: cultural factors, on these lifestyles. including social and om family wants with r identify needs, wants, values, and goals that identify needs, wants, values, and goals may develop during adolescence such thinking?” fr development cognitive, social, emotional development) “What physical changes prompts: Teacher of occur during adolescence?” “What types adoles­ cognitive development occur during cence? What is meant by the term thinking? In what ar something is considered to be a need or a something is considered want?” ”Why is the fulfilment of some needs to be a human right? Which needs considered to in the Ontario Human Rights referred are Code and the United Nations Convention on the Rights of the Child?” “Do adolescents the world have access to clean water? around Is clean water a need or a want? Why?” as reflected in tangible goods such as clothing and as reflected opinions, cars or intangibles such as behaviour, to traits; short- and long-term goals relating family) education, work, money, relationships, prompts: Teacher Ontario today consider a cellphone or high- speed Internet access to be satisfying a want or a need? Give r can cultur B1. Development Adolescent B2. By the end of this course, students will: By the end of this B1. B3. OVERALL EXPECTATIONS OVERALL EXPECTATIONS B1.2 B1.1 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS By the end of this course, students will: B. 108 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 9 or 10, Open B2.4 B3.1 By theendofthiscourse,studentswill: B2.3 B2.2 3 Family Lifestyles B3. classr friend; showr of maintainingeyecontactwhentalkingwitha a varietyofsituations verbal andnon-verbalcommunicationskillsin strategies fordevelopingempathy) social, economic,technological,andenvir a jobinterview) or caregivers, orhowtospeakconfidentlyduring how tolistenattentivelywhentalkingwithparents (e.g., assertivenesstraining,anti-bullyingpr resolve conflictinavarietyofhumaninteractions used tohelpdevelophealthyr you knowwhenarelationship isunhealthy?” ence fr Teacher prompts: control, tension) relationships: and boundaries,humour, honesty;unhealthy relationships: and unhealthyrelationships (e.g., hold technology;generationalshiftsinparental workforce, therole offathers,genderroles, house­ divorce rates,theparticipationofwomenin present families(e.g.,theeffectsofchangesin mental change,onthelifestylesofpastand describe anddemonstratesociallyappropriate describe theimpactofchange,including identify resour describe thecharacteristicsofhealthy oom discussions;usingr om healthyrelationships?” “Howdo espect fortheopinionsofothersin mistrust, jealousy, isolation, trust, mutualsupport,clearlimits ces andstrategiesthatcanbe “What rewards doweexperi­ (e.g., describetheimportance ole play, demonstrate elationships and healthy ograms, on­ B3.2 interactions betweenfriendsbeaffected bythe Teacher prompts: “Inwhatwayscansocial religious expression) and traditions;viewsonhealthwellness; choices; sociallife;genderroles; familycelebrations and ethnocultural, socio-economic,racial,linguistic, families fr in nature?” the extenttowhichpeoplespendtimeoutside, ational time?Howhavethesechangesaffected technological changeshadonpeople’srecre­ why not?”“Whatimpacthaveeconomicand urban, suburban,andreserve families?Whyor tions? Havelifestyleschangedequallyforrural, lifestyles different fr Ontario?” “Inwhatwaysar in technologyhadonhouseholdlabour Teacher prompts: “Whatimpacthavechanges land; theriseofskills-basedeconomy) r with andprotection ofchildr perceptions aboutappropriate levelsofinvolvement community traditions?” reserves differ intheirapproach tofamilyand living inurbanlocationsandthoseon class family?”“Howmight Aboriginal families working-class familyandanupper-middle­ sion oflabourwouldyouexpecttoseeina differences inleisure timepursuitsorthedivi­ the behaviourofobservantfamilies?”“What vances suchasRamadanorShabbathaveon families?” “Whatimpactdoreligious obser­ esource depletiononfamilieswholivethe describe differ / or faithbackgrounds oftheirrespective om diversebackgr ences inlifestyleamong om thoseofpastgenera­ en; theimpactof e current family ounds (e.g., food ResearchExploring and Family Inquiry Studies Skills DAILY LIVING SKILLS 109 HIF1O/2O HIF10/20 fect , and month­ , and group goals , and group , weekly , skills, talents) and describe how identify family resources (e.g., time, knowl­ identify family resources strategies for managing time apply effective essures?” “What strategies are used in your “What strategies are essures?” ly goals; clearly communicating divisions of labour needed identifying resources within a family or group; them logically with to achieve goals and organizing to time considerations) respect how does “In your family, prompts: Teacher the availability and allocation of time af the ability of family members to achieve their of time pressures the sources goals?” “What are in your family? Is it possible to alleviate these pr family to manage time effectively? What other family to manage time effectively? strategies could you suggest to manage time “How could you work with effectively?” more the time and tasks needed to organize a group goal such as designing to accomplish a group or a display in the classroom a bulletin board case in the hall?” edge, money the they can be used to meet the needs of family unit and its individual members some situations “What are prompts: Teacher instead in which skills and talent can be used of money to accomplish household tasks?” plenty “If you could have plenty of money or choose? of time but not both, which would you Why?” to achieve individual, family (e.g., prioritizing; setting daily C2. Managing Resources By the end of this course, students will: By the end of this course, students will: C2.1 C2.2 ­ demonstrate the ability to apply decision-making and demonstrate the ability eflecting esolving esolve a disagreement esolve a disagreement , peers, or members ess or conflict between demonstrate an understanding of strategies and skills that can be used to of strategies and skills that demonstrate an understanding (e.g., to r demonstrate an understanding of practical skills and knowledge needed to safely of practical skills and knowledge demonstrate an understanding “How could you use role “How could you use role ces to meet the needs of the family and its individual members; of the family and its individual members; ces to meet the needs (e.g., identify effective decision-making ent, when participating in a group pro ent, when participating in a group eflect on the results of past decisions) to of past decisions) eflect on the results DAILY LIVING SKILLS SKILLS LIVING DAILY

Problem Solving Problem demonstrate individual and collaborative identify and use effective decision-making decision-making identify and use effective oblem-solving skills that could be applied in Managing Resources: Managing Resources: manage resour Practical Skills: meet their needs and those of the family. perform day-to-day tasks that help and effectively Decision Making and Problem Solving: Decision Making and within a family context; strategies and skills, particularly problem-solving pr on past decisions help you make future deci­ on past decisions help you make future sions that would be in your best interests?” situations involving family strategies to their own make sound decisions related well-being and that of their family “What kinds of decisions are prompts: Teacher suited to an intuitive rather than a rational r decision-making model?” “How can of the community models, r conflicts with family members?” “What sorts of to work with a skills would you need in order “How do some families to plan a meal?” group use humour to alleviate str family members?” “What skills might elders use in bringing families together?” play to demonstrate strategies for r ject, when preparing for a difficult test, to resist ject, for a difficult test, to resist when preparing peer pressure) prompts: Teacher with a par C1. Decision Making and C1.2 C2. C3. By the end of this course, students will: By the end of this course, students will: C1.1 By the end of this course, students will: By the end of this C1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS C. 110 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 9 or 10, Open C3.1 By theendofthiscourse,studentswill: C2.4 C2.3 C3. Practical Skills Practical Skills C3. lines, websites,andcentres tohelpteens) hospitals; foodbanks;employmentservices;phone safety whentheyare homealone) case offire; precautions toensure theirpersonal Internet, caringforyoungchildren; whattodoin food, sewing,communicatingwithothersonthe cals andkitchenappliances,preparing andstoring safe procedures forworkingwithhouseholdchemi­ dur libraries; r viduals andfamilies that ar use alineofcredit ratherthanacredit card?” circumstances isitmore financiallysoundto card different from alineofcredit? Underwhat avoiding servicecharges?” “Howisacredit get theservicesthatyouneedfrom abankwhile not possibleforsomepeople?”“Howcanyou to saveforapurchase?” “Whyissavingmoney and challengesofsettingasidemoneyr Teacher prompts: “Whatare theadvantages purchase, regulate credit carduse) develop personalbankingskills,saveforamajor and familyfinancialgoals manage financialr and thefinancialliteracyskillsnecessaryto describe anddemonstrateappropriate proce­ identify resources withintheircommunity describe anddemonstratefinancialstrategies describe es thatcontributetohouseholdsafety e availabletosupporttheneedsofindi­ ecr eation centres; walk-inclinicsand esources tomeetpersonal (e.g., parksandplaygrounds; (e.g., create abudget, egularly (e.g., C3.3 C3.2 C3.4 (e.g., anunderstandingofappar skills r and demonstratethepracticalknowledge skills related tofoodpresentation) ability tofollowr translated versionsofCanada’ First Nations,Inuit,andMétisversionthe guidelines inCanada’s FoodGuide,includingthe healthy cookingmethods;anunderstandingofthe nomical mealsandsnacks;anunderstandingof (e.g., theabilitytoplanvaried,nutritious,andeco­ r demonstrate thepracticalknowledgeandskills knowledge andskillsr of livingspaces,anddemonstratethepractical and second-handclothingstores) struct and/oralteragarment,tolocatebudget affordable wardrobe, tomendagarment,con­ various typesoffabric,tochooseapracticaland symbols; theabilitytocare forclothingmadefrom space and sustainahealthyfunctionalliving new orrecycled components) of design,toconstructahomeaccessoryfr on abudget,toapplyelementsandprinciples friendly technologyandmaterials,todecorate equired toprepare healthymealsandsnacks describe criteriausedinwardrobe planning, describe theelementsofahealthydiet,and describe factorsthatcanaffect thedesign (e.g., theabilitytochooseenvir equired tomeettheirclothingneeds ecipes andtointerpret foodlabels; equired tohelpcreate s FoodGuide;the el andtextilecar onmentally om e ResearchExploring and Family Inquiry Studies Skills EXERCISING RESPONSIBILITY 111 HIF1O/2O HIF10/20 (e.g., ility of e some oduction en’s lives to educing (e.g., by recy­

ol, pr (e.g., reproduction, socialization es (e.g., reproduction, om diverse backgrounds, nuclear versus nuclear om diverse backgrounds, perform their fundamental functions perform their fundamental functions e options for parents who work outside e options for parents explain how families can fulfil their func­ describe ways in which diverse families describe ways in which diverse families identify family functions that are common identify family functions that are the home?” “What is the role of foster families the home?” “What is the role such as Big Brothers/Sisters?” or organizations “How might day-to-day life for members of a that for from family be different single-parent the members of an extended family?” “What Act had on impact has the Indian the ab to perform their functions Aboriginal parents to educating within the family (e.g., with respect and spiritual passing on religious children, Aboriginal languages)?” practices, maintaining tions and meet their needs while r their impact on the environment their impact on the environment composting, shopping for goods, cling and reusing second-hand clothing or household items, reducing consumption, using forms of transportation other than a car whenever possible) families fr extended families, upper-class versus working-class families) “How might same-sex parents prompts: Teacher involve other adults in their childr models for their children?” diverse role provide of their “How might families with no children own contribute to the socialization of children?” might a family “Under what circumstances need to go to a food bank?” “What ar childcar of goods and services) to all cultur physical maintenance of members, of children, nurturance and love, social contr esponsibilities of families and the diverse esponsibilities of families D2.4 D2.3 D2.2 (e.g., (e.g., demonstrate an understanding of their responsibilities related to related of their responsibilities demonstrate an understanding describe the functions and r describe the functions (e.g., how taking personal responsibility (e.g., how taking personal responsibility (e.g., with reference to sharing responsi­ (e.g., with reference , single-parent, blended, extended, same-sex, , single-parent, EXERCISING RESPONSIBILITY RESPONSIBILITY EXERCISING explain the importance of taking personal explain the importance of taking personal explain how and why an adolescent’s identify strategies and resources that indi­ identify strategies and resources describe a variety of family forms describe and demonstrate responsible consumer practices. responsible describe and demonstrate Consumer Awareness: Personal Responsibilities: Personal Responsibilities: Family Responsibilities: fulfil them; ways in which families their personal well-being and that of their family, and of how they can maintain their health and of how they can maintain and that of their family, their personal well-being and well-being; esponsibilities with respect to the family and esponsibilities with respect esponsibility for maintaining their health and esponsibility for maintaining their health their personal health and well-being r resources such as Canada’s Food Guide and other such as Canada’s resources as Health Canada publications; strategies such spending time practising good hygiene, exercising, choosing healthy foods, managing stress, in nature, rela­ living within their means, fostering healthy drinking tionships; avoiding unsafe practices such as sex) and driving, smoking, having unprotected household changes as his or her independence increases r bilities to meet food, clothing, and household needs, and caring for and communicating with family members) contributes to skills development, independence, self-confidence) viduals can use to improve and/or maintain and/or viduals can use to improve well-being nuclear and adoptive families; skipped-generation, foster, families of affinity) D2. Responsibilities Family D1. Responsibilities Personal D1.2 D1.3 D1.1 By the end of this course, students will: By the end of this course, students will: D3. By the end of this course, students will: By the end of this D1. D2. By the end of this course, students will: D2.1 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS D. 112 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 9 or 10, Open D3.2 D3.1 By theendofthiscourse,studentswill: 3 Consumer Awareness D3. at theadolescentmarket?” used marketingstrategyforproducts directed adolescents? Whyis‘coolhunting’afrequently tising strategiesar Teacher prompt: “Whatmarketingandadver­ c a environmental footprint?” can buyinglocallygr grown andwhere products ar is itimportanttoconsiderwhere ourfoodis contract before youmakeapurchase?” “Why cellphone, whyisitimportanttor Teacher prompts: “Whenshoppingfora Canadian-made goods,checkingwarranties) shopping, reading labelsandcontracts,buying responsible consumerdecisions(e.g.,comparison e dvertising techniques(e.g.,product placement, dvertising lebrityendorsement) describe theimpactofmarketingand describe strategiesformakinginformedand e usedmostfrequently with on consumerdecisions own foodsdecrease our e made?How ead the D3.3 D3.4 T research theproduct theywant) befor whether apurchase isaresponsible one?” to buy?”“Whatcriteriacanbeusedjudge r return apurchase before buyingapr “Why isitimportanttoensure thatyoucan grocery shoppingonanemptystomach?” buying Teacher prompts: and responsible consumerdecisions package), usingstrategiesformakinginformed (e.g., buyingacomputer eliable informationaboutaproduct youwant eacher prompts: describe strategiesforresisting imp cr e goinggrocery shopping,plantheirpurchases, eate aplanformakingmajorpurchase (e.g., makealistoftheitemsthey “Wher “Why shouldyouavoid , signingupforacellphone e wouldyoufind oduct?” need,eat ulse FASHION AND HOUSING Clothing, Grade 10

Open HNL2O

This course introduces students to the world of clothing. Students will gain knowledge about clothing and demonstrate basic skills associated with various techniques and technologies used to create garments and accessories. Students will learn about the functions of clothing and accessories and what clothing communicates about the wearer. They will learn how to enhance their personal wardrobe by assessing garment quality, developing shopping strategies, and developing an understanding of the advantages and disadvantages of various retail formats. Students will develop research skills as they investigate topics related to clothing.

Prerequisite: None

114 Research Clothingand Inquiry Skills RESEARCH AND INQUIRY SKILLS 115 HNL2O HIF10/20 (e.g., notes, graphic ch information esearch question) esearch esearch question esearch (e.g., textbooks, om different eras) om different ces of all information generated oducts fr e observations with images obtained (e.g., weigh and connect information to assess various aspects of information gath­ assess various aspects of information synthesize findings and formulate conclu­ record and organize information and key and organize record resear analyse and interpret demonstrate academic honesty by docu­ based on preliminary research, for each research, based on preliminary ed from primary and secondary sources sources primary and secondary ed from deas using a variety of formats er research through sions determine the answer to their r and use it to focus their research and use it to focus their research (e.g., accuracy, relevance, reliability, inherent inherent reliability, relevance, (e.g., accuracy, values and bias, voice) i records) audio/digital organizers, (e.g., compar whether common images magazines; determine from arise in media pr menting the sour questionnaires, fashion spreads in magazines) fashion spreads questionnaires, secondary sources and/or investigation formulate a r newspaper articles) A3. Information Processing Throughout this course, students will: this course, students Throughout A3.1 A3.5 A3.2 A3.3 A3.4 A2.3 ess , related to related ough discussion, esearching dr esearching e r assess, record, analyse, and synthesize information gathered information gathered analyse, and synthesize assess, record, esearch? Why might esearch? (e.g., thr ces of information) (e.g., outline purpose om a variety of primary create research plans, and locate and select information relevant to their chosen and select information relevant plans, and locate research create explore topics related to clothing, and formulate questions to guide their research; research; formulate questions to guide their to clothing, and related topics explore (e.g., interviews, observations, surveys, RESEARCH AND INQUIRY SKILLS SKILLS INQUIRY AND RESEARCH identify key concepts questions to guide their formulate effective explore a variety of topics related to clothing a variety of topics related explore create appropriate research plans to investi­ plans research appropriate create locate and select information relevant to locate and select information relevant Investigating: Exploring: and inquiry methods; social science research topics, using appropriate Processing Information: research; through and inquiry clearly of their research Reflecting: communicate the results Communicating and and communication skills. inquiry, their research, on and evaluate and reflect and effectively, esearch and inquiry esearch Teacher prompt: “If you wer prompt: Teacher r (e.g., fabrics, fibres, dress codes, wardrobe planning, codes, wardrobe dress (e.g., fabrics, fibres, to identify evaluating clothing, consumer awareness) and inquiry topics for research brainstorming, use of visual organizers) their selected topics it be useful to consider school dress codes from codes from it be useful to consider school dress eras?” previous codes in schools, how would you decide which schools to include in your r sources sources and method; identify sour gate their chosen topic their investigations fr ensuring that their plans follow guidelines for ethical research A2. Investigating A1. Exploring A2. A1.2 A1.3 Throughout this course, students will: this course, students Throughout A1.1 A3. A4. Throughout this course, students will: Throughout A1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS Throughout this course, students will: Throughout A2.1 A2.2 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS A. 116 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 10, Open A4.2 A4.1 Throughout thiscourse,studentswill: 4 Communicating andReflecting A4. weave, seam,hem,rawedge,wardrobe planning) (e.g., fibr purpose andaudience research andinquiryeffectively foraspecific web page)tocommunicatetheresults oftheir brochure,tion, poster, report, multimediapresentation, use termsrelated toclothingcorrectly use anappropriate format es, fabrics,natural,synthetic,knit,crochet, (e.g., oralpresenta­ A4.3 A4.4 T and communicationskills and evaluatingtheirownresearch, inquiry, to enhanceyourr inquiries general r (e.g., generateareference listinAPA style) APA use languageconventionspr eacher pr clearly communicatetheresults oftheir demonstrate anunderstandingofthe conventionsforacknowledgingsour esearch process byreflecting on (e.g., writeclearly ompt: “Whatstepsmightyoutake esearch/inquiry skills?” , organize ideaslogically operly), andfollow ces , Research Clothingand Inquiry Skills INFLUENCES ON CLOTHING CHOICES 117 HNL2O HIF10/20 e looking e shopping ent wardrobe, ent wardrobe, (e.g., using a fected by change obe planning (e.g., price, style, storage space, availability, (e.g., price, style, storage space, availability, Selection Selection describe various criteria used in wardrobe describe various criteria used in wardrobe describe the steps and processes involved describe the steps and processes explain ways in which individuals’ personal explain ways in which individuals’ personal

n personal wardr decision-making model, evaluating curr planning (e.g., fads and trends; changes in styles; development changes (e.g., fads and trends; age, status, or of new materials; changes in one’s social role) for clothing? Does your choice of co-shopper vary depending on the items you ar the advan­ for? Why or why not?” “What are rather than buying tages of planning a wardrobe what extent do you garments on impulse?” “To factors into consideration take environmental when buying clothing and accessories?” i what peers are wearing, family rules or traditions, wearing, family what peers are cultural traditions, physical needs), and explain personal clothing their how these criteria affect and accessory selections “When you go shopping for prompts: Teacher factor clothing, what is the most important determining what you buy?” “Who do you take shopping with you when you ar clothing decisions can be af B2. Planning and Clothing Wardrobe B2.2 B2.3 By the end of this course, students will: By the end of this course, students will: B2.1 demonstrate an understanding of the functions demonstrate an understanding demonstrate an understanding of various factors demonstrate an understanding fect s ability to e meeting (e.g., how clothing’ otect against the weather; to convey ception of someone you ar INFLUENCES ON CLOTHING CHOICES CHOICES CLOTHING ON INFLUENCES of Clothing fecting personal wardrobe planning and clothes selection. planning fecting personal wardrobe describe the functions of clothing and describe the functions of clothing and on explain the impact that clothing can have e wearing today. What personal needs does it e wearing today. The Functions and Social Impact of Clothing: The Functions and clothing serves, the kinds of messages it conveys, and the impact it can have on social interactions; impact it can have on social interactions; kinds of messages it conveys, and the clothing serves, the Clothing Selection: Planning and Wardrobe af status, power, or occupation; to adorn; to satisfy status, power, to modesty or social conventions with respect in a group) to signal membership gender roles; “Think about the outfit you prompts: Teacher ar contribute to unity or signal authority can affect clothing can say about interactions; what people’s and how this might their values or personality, affect their interactions with others; how the ways we judge ourselves and others based on clothing can affect our interactions) “How might clothing af prompts: Teacher accessories and the messages they convey accessories and the messages they convey (e.g., to pr social interactions meet? Which social conventions does it satisfy? meet? Which social conventions does Does it challenge any social conventions? conveyed when a How?” “What messages are a turban?” woman wears a sari or a man wears for the first time?” “How and why do uniforms team unity?” affect your per B1. and Social Impact Functions The By the end of this course, students will: By the end of this course, students will: B1.1 B1.2 By the end of this course, students will: By the end of this B1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS B2. SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS B. identifying needs and wants, determining personal with reference to groups such as athletic teams, resources such as money for clothing and skills to alter police officers, members of the military) and the or repair clothing, planning for special occasions) effects such codes can have on personal Teacher prompts: “Why is it important to eval­ wardrobe planning uate your current wardrobe as part of the plan­ Teacher prompts: “Why do certain groups ning process?” “If you don’t have much money and organizations have specific dress codes?” to spend on clothing, what can you do to “What places and/or occasions require a partic­ enhance your wardrobe?” ular style of dress? Why?” “What influences B2.4 your decision to reject or conform to certain dress describe dress codes for a variety of situations codes? What are the effects of not adhering to and groups (e.g., with reference to situations at a dress code? Why might the effects differ for school, special occasions, a school dance, a funeral, different groups?” various workplaces, a wedding, family functions; Grade 10, Open 10, Grade Social Sciences and Humanities Social Sciences | THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

118 Research Clothingand Inquiry Skills MAKING KNOWLEDGEABLE DECISIONS 119 HNL2O HIF10/20 chase , and explain (e.g., department (e.g., with reference to (e.g., with reference e the advantages and disad­ e?” etail formats and promotions etail formats and promotions e displays, billboards, magazine adver­ fect of these promotions on their decisions fect of these promotions would make you go to a particular store?” would make you go to a particular store?” es, chain stores, boutiques, specialty shops, boutiques, specialty es, chain stores, explain how various retail formats can affect can affect formats explain how various retail promotions types of retail different describe identify and describe various retail formats identify and describe various retail he ef “What words, images, or slogans associated with “What words, want to or used in its ads make you a retailer shop at its stor the ways individuals shop for and pur clothing and accessories shopping with peers, accessing unique products, comparison shopping, impulse buying) get would you shop to “Where prompts: Teacher a one-of-a-kind outfit?” “How might shopping online or on television contribute to impulse buying?” “What ar at a local store?” vantages of purchasing (e.g., in-stor tising, clearance sales, online surveys) t about clothing purchases about clothing purchases “What types of sales or promo­ prompts: Teacher tions for clothing and accessories stor sites, outlet online shopping second-hand stores, shopping channels on television) stores, C2. Retail Approaches C2.2 C2.3 By the end of this course, students will: By the end of this course, students will: C2.1 , , ill it pill, fray demonstrate an understanding of how to evaluate the quality, value, and of how to evaluate the quality, demonstrate an understanding e stitching on seams, which (e.g., work clothes, outerwear ucted?” “What is the quality of ence mean that the less expensive fer MAKING KNOWLEDGEABLE DECISIONS DECISIONS KNOWLEDGEABLE MAKING explain the criteria for evaluating the quality, quality, explain the criteria for evaluating the assess the quality of selected garments Evaluating Clothing: Evaluating Clothing: and accessories; suitability of clothing r that of the effects demonstrate an understanding Retail Approaches: decisions about clothing purchases; can have on individuals’ and fabrics, fibres of natural and synthetic demonstrate an understanding Fibres and Fabric Care: choices and care. clothing affect and of how their characteristics value, and suitability of clothing and accessories value, and suitability of clothing and accessories (e.g., straight and secur and wash well; allows garments to hang, wear, that durable fabrics for garments and accessories will be worn and/or washed frequently) the characteristics “What are prompts: Teacher of a good seam, hem, or button application?” than to cost more leather shoes likely “Why are the those made of a synthetic material? Does price dif and accessories shoes are a better buy? Why or why not?” a better buy? Why shoes are sports garments, shoes, garments for special occasions) the seams of this “How are prompts: Teacher garment constr it wear well? W the fabric? Will fade, or lose its shape?” “What are the tactile fade, or lose its shape?” “What are characteristics of the fabric? Is the fabric light the tactile Are or heavy? Is it draped or rigid? characteristics of the fabric consistent with the garment’s purpose?” “What type of detailing does the garment have?” C1. Clothing Evaluating C1.1 By the end of this course, students will: By the end of this course, students will: C2. C3. By the end of this course, students will: By the end of this C1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS C1.2 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS C. 120 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 10, Open C3.2 C3.1 By theendofthiscourse,studentswill: 3 Fibres andFabric Care C3. in outerwear) polyester; downorsyntheticfibre forinsulation of traditionallyfarmedcottonorpetroleum-based environmental damagearisingfrom theproduction next totheskin;organic cottonorhemptolimit for winterouterwear;silkorcashmer and rayonsforsummerclothes;woolorpolarfleece (e.g., theselectionofbreathable lightweightcottons they ar synthetic fibr nylon, spandex)anddescribetheircharacteristics (e.g., cotton,silk,linen,wool,hemp,rayon,polyester, explain howknowledgeofnaturaland identify commonnaturalandsyntheticfibres e produced, canaffect clothingchoices es andfabrics,includinghow e forsoftness C3.3 the environment?” dur Teacher prompt: “Whatclothingcare proce­ and stain-removal practices) fabrics; usingenvironmentally responsible detergents and storinggarmentsmadefrom different kindsof labels; laundering,ironing, removing stainsfrom, life maintain theirappearanceandextend choose forexer Teacher prompts: r affect theenvir use, anddisposalofsilk,wool,polyester for yourchoices.”“Howdotheproduction, clothing? ForwinterGivereasons esponsible ways,tocare forgarmentsto describe ways,includingenvir es orproducts havetheleastimpacton (e.g., withr espect tofollowingclothingcar onment?” cise clothing?Forsummer “What fabricwouldyou onmentally e Research Clothingand Inquiry Skills DESIGN AND CLOTHING CONSTRUCTION SKILLS 121 HNL2O HIF10/20 (e.g., safe practices when eating and/or repairing repairing eating and/or opriate procedures, skills, opriate procedures, (e.g., measuring tape, seam ripper, (e.g., measuring tape, seam ripper, ferent from sewing scissors?” from ferent “How do you properly use ompts: “How do you properly eating and/or repairing clothing and repairing eating and/or use tools and technologies correctly when use tools and technologies correctly identify various tools and technologies used identify various tools and technologies demonstrate the safe use of tools and eating personal clothing or accessories eacher pr eplace a sewing machine needle?” “How do a pair of sewing shears?” “How do you safely r you safely operate a sewing machine?” cr (e.g., tools/technologies associated with cutting, pinning, sewing, knitting, crocheting) pressing, when cr accessories ham, sewing machine, pressing scissors, iron, hook) loom, knitting needles, crochet serger, craft “In what ways are prompt: Teacher scissors dif technologies when cr clothing and accessories using sharp objects such as pins, needles, or scissors, or chemicals such as dye or glue) T D2. Tools and Technologies D2. Technologies and Tools D2.3 By the end of this course, students will: By the end of this course, students will: D2.1 D2.2 er demonstrate the ability to use appr , and er?” identify a variety of tools and technologies associated with the creation of the creation tools and technologies associated with identify a variety of om a person’s appearance fect the wear (e.g., vertical lines make the wear , soft fabrics enhance comfort) ompts: “How can the line of a gar­ , value, or hue – has the greatest impact , value, or hue – has the greatest fect one’s perception of the size of the fect one’s perception DESIGN AND CLOTHING CLOTHING AND DESIGN SKILLS CONSTRUCTION explain how the elements of design can identify and describe the elements of design identify and describe the elements of describe the elements of design related to clothing and accessories, and to of design related describe the elements Elements of Design: personal clothing choices; affect of these elements can explain how an awareness and Technologies: Tools and/or when creating and correctly and use tools and technologies safely clothing and accessories, clothing and accessories; repairing Procedures, Skills, and Techniques: clothing or accessories. repair and and techniques to create eacher pr enhance or detract fr on your choice of clothing?” “What is the most on your choice of clothing?” “What is – common shape used in wedding dresses “What straight, bustle-shaped, or bell-shaped?” to is the most important dimension of texture you – how the garment looks or how it feels?” appear taller and comfort (e.g., line, shape, colour, texture) as they apply to texture) (e.g., line, shape, colour, clothing and accessories “Which dimension of colour – prompts: Teacher intensity consequently which elements should be con­ when selecting clothing and accessories sidered T ment af wearer?” “What colours complement your wearer?” skin tone?” “In what ways can the texture of a garment af D1. of Design Elements D1.2 By the end of this course, students will: By the end of this course, students will: D1.1 D2. D3. OVERALL EXPECTATIONS OVERALL EXPECTATIONS course, students will: By the end of this D1. SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS D. 122 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 10, Open D3.3 D3.1 By theendofthiscourse,studentswill: D3.2 3 Procedures, and Skills, TechniquesD3. cr (e.g., machineand/orhandsewing,knitting, accessories usingbasicconstruction techniques r finish arawedge,alterhem,applyanappliqué, struction procedures basic sewingskills alter personalclothingoraccessoriesusing clothing oraccessories knitting orcrocheting instructions) preparing fabricandothermaterials,understanding pattern envelopesandpatterns,layingout eplace abutton,create anelasticcasing) ocheting, beading) demonstrate theabilitytocreate clothingor demonstrate theabilitytofollowprecon­ demonstrate theabilitytorepair and/ (e.g., r (e.g., measuring,interpreting epair aseam,seam when creating or D3.4 T player pouch) into atote,cosmeticbag,laptopcase,ormusic or abag;teatowelsintodr necktie intoahandleforbag;jeansskirt wrappers intoanecklace;necktiesskirt; ments or accessoriesfr construction techniques?” or accessoriesyoucouldcr T ar current examplesof‘upcycled’pr could youmakewiththisyarn?”“Whatare some can oldsarisberepurposed intoyarn?What can r eacher prompt: “Whatare somegarments eacher prompts: “Whatare somewaysyou e beingsoldinyourcommunityoronline?” d emonstrate theabilitytocreate newclothing epurpose anoldwoolsweater?”“How (e.g., turndrinkboxesintoabag;candy om recycled materialsorgar­ ess; fabricsamples eate usingbasic oducts that Understanding Fashion, Grade 11

College Preparation HNC3C

This course introduces students to the world of fashion. Students will gain an understanding of theories related to fashion trends and of how culture, media, fashion cycles, retailing, and social and environmental factors influence fashion trends and consumer behaviour. Students will use various tools, technologies, and techniques safely and correctly to create fashion items. In addition, students will apply knowledge of fibres, fabrics, and the elements and principles of design when creating and assessing fashion-related products. Students will develop research skills as they investigate topics related to fashion.

Prerequisite: None

123 A. RESEARCH AND INQUIRY SKILLS

OVERALL EXPECTATIONS Throughout this course, students will:

A1. Exploring: explore topics related to fashion, and formulate questions 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; A3. Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry; A4. 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. Grade 11, College Preparation Preparation College 11, Grade

SPECIFIC EXPECTATIONS

A2.2 A1. Exploring locate and select information relevant to their investigations from a variety of primary Throughout this course, students will: sources (e.g., interviews, observations, surveys, questionnaires, photographs in magazines, billboards) A1.1 explore a variety of topics related to fashion and/or secondary sources (e.g., textbooks, (e.g., cultural influences on dress, fashion cycles, book reviews) fashion marketing, media and advertising, body A2.3 image, fibre and fabric characteristics, elements based on preliminary research, for each and principles of design) to identify topics for investigation formulate a hypothesis, thesis research and inquiry statement, or research question, and use it to focus their research A1.2 identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their chosen topic A3. Processing Information A1.3 formulate effective questions to guide their Throughout this course, students will: research and inquiry A3.1 assess various aspects of information gath­ Teacher prompt: “If you wanted to research ered from primary and secondary sources fashion marketing strategies, which types (e.g., accuracy, relevance, reliability, inherent of goods would you want to consider values and bias, voice) (e.g., sportswear, children’s wear, exclusive Social Sciences and Humanities Social Sciences A3.2 record and organize information and key | clothing lines)? Why might a comparative approach be useful?” ideas using a variety of formats (e.g., notes, graphic organizers, summaries, audio/digital records) A2. Investigating A3.3 analyse and interpret research information (e.g., compare observations with predictions; Throughout this course, students will: determine whether common themes arise in research from/on different periods) A2.1 create appropriate research plans to investi­ gate their selected topics (e.g., outline purpose A3.4 demonstrate academic honesty by docu­ and method, identify sources of information), menting the sources of all information generated ensuring that their plans follow guidelines through research for ethical research THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

124 A3.5 synthesize findings and formulate conclu­ A4.3 clearly communicate the results of their sions (e.g., determine whether their results support inquiries (e.g., write clearly, organize ideas logically, or contradict their hypothesis; weigh and connect use language conventions properly), and follow information to determine the answer to their APA conventions for acknowledging sources research question) (e.g., generate a reference list in APA style, use

in-text author-date citations) Understanding Fashion A4. Communicating and Reflecting A4.4 demonstrate an understanding of the general research process by reflecting on Throughout this course, students will: and evaluating their own research, inquiry, and communication skills A4.1 use an appropriate format (e.g., oral presenta­ tion, written research report, poster, multimedia Teacher prompts: “How might your results presentation, web page) to communicate the have differed if you had conducted a survey results of their research and inquiry effectively rather than made your own observations?” for a specific purpose and audience “What steps might you take to enhance your research/inquiry skills?” A4.2 use terms relating to fashion correctly (e.g., fashion cycles, marketing, positional goods, pattern, dart, seam, gather, ease, line, colour, shape, texture)

HNC3C RESEARCH AND INQUIRY SKILLS

125 B. INFLUENCES ON FASHION

OVERALL EXPECTATIONS By the end of this course, students will:

B1. Cultural Influences: demonstrate an understanding of how culture influences fashion; B2. Media Influences: demonstrate an understanding of how media influence fashion; B3. Fashion Cycles and Trends: demonstrate an understanding of fashion cycles and trends and of factors that influence them.

SPECIFIC EXPECTATIONS Grade 11, College Preparation Preparation College 11, Grade B1. Cultural Influences Teacher prompt: “What are some examples of dress from specific cultures that have been By the end of this course, students will: adopted by the mainstream fashion industry? What are some of the effects when the Western B1.1 identify and describe garments and styles of fashion industry adopts or appropriates personal adornment typical of various cultures such items?” (e.g., sari, turban, parka, kimono, ribbon shirt, dance shawl, kilt, hijab, burka, yarmulke, tattoos, scarification, piercings) B2. Media Influences Teacher prompts: “What are the different styles By the end of this course, students will: of wearing hijab?” “What are some different methods of scarification?” “In what ways is the B2.1 explain the ways in which different media Muslim kufi similar to the Jewish yarmulke?” (e.g., music videos, television shows, movies, the Internet, fashion magazines, billboards, window B1.2 explain how various garments and styles of displays) influence the fashion industry and personal adornment express a person’s cultural individual fashion choices identity and heritage (e.g., kilts identify Scottish Teacher prompts: “To what extent does cover­ clans; items such as a hijab, burka, or kippah identify age of gala events such as award shows and the religion of the wearer) celebrity weddings influence fashion trends?” Teacher prompts: “How is clothing used to “In what ways do popular fashion magazines, express different aspects of people’s identity?” music videos, and TV programs affect your “Why does a woman wear a hijab? Why does clothing choices?” a man wear a yarmulke? Why is it significant that some women now wear yarmulkes?” “What B2.2 analyse how the media influence social Social Sciences and Humanities Social Sciences norms with respect to fashion, and describe the | is the significance of differences in styles of dress among groups who live in or come from India?” effect these norms can have (e.g., how young pop “What sorts of dress are worn for cultural stars wearing revealing clothing in music videos celebrations in your community? Why?” contributes to the hypersexualization of children) Teacher prompts: “What messages do the main­ B1.3 describe ways in which current fashion stream media convey with regard to body size trends reflect aspects of garments and adorn­ and fashion? With regard to gender roles and ment associated with various cultures (e.g., the fashion? What impact might such messages Mandarin collar, moccasins, nose piercings, the have on adolescent girls and boys?” “How keffiyeh, dashikis) THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

126 have male and female models seen in the B3.2 explain theories that have been developed to media changed over the past fifty years? account for the origin and adoption of fashion Considering norms, values, and trends today, trends (e.g., trickle up, trickle down, trickle across), what do you think models might look like and describe the use of these theories in the twenty years from now?” fashion business Teacher prompt: “How are fashion theories Understanding Fashion B3. Fashion Cycles and Trends used when predicting future trends? How do these theories influence fashion business By the end of this course, students will: decisions?” B3.1 identify and describe the stages of a fashion B3.3 analyse how social factors, including current cycle (i.e., introduction, growth, maturity, events, influence fashion trends and cycles decline, and obsolescence) (e.g., factors such as historical events, technological advances, economic factors, geographical factors, Teacher prompts: “Why are end-of-season sales environmental issues) common in clothing stores?” “How long is the typical fashion cycle for clothing items? Why Teacher prompts: “In what ways have sports might fashion cycles for teen and young adult influenced fashion trends?” “How has concern clothing be shorter than those for clothing for the environment affected current fashion designed for other age groups?” trends?” “How do economic recessions or depressions affect attitudes towards luxury fashion items?”

HNC3C INFLUENCES ON FASHION

127 C. MARKETING, ENVIRONMENTAL RESPONSIBILITY, AND CONSUMER BEHAVIOUR

OVERALL EXPECTATIONS By the end of this course, students will:

C1. Consumer Behaviour and Fashion Marketing: demonstrate an understanding of consumer behaviour and marketing strategies, including specific social marketing promotions, associated with the fashion industry; C2. Fibres, Fabrics, and the Environment: demonstrate an understanding of fibres, fabrics, and finishes, and of the environmental impact associated with their production and use. Grade 11, College Preparation Preparation College 11, Grade

SPECIFIC EXPECTATIONS

C1.3 C1. Consumer Behaviour and explain how marketing in the fashion indus­ Fashion Marketing try can affect consumer behaviour (e.g., impulse buying, accessorizing, combination buying, buying By the end of this course, students will: items endorsed by celebrities) Teacher prompts: “Why do store window dis­ C1.1 explain the elements of marketing in plays feature fully accessorized mannequins?” the fashion industry (i.e., product, placement, “Have you ever bought more items than you price, promotion) intended or needed because a store was having Teacher prompt: “What are some of the factors a sale? Have you ever made an impulse purchase that marketers consider when deciding on the of an item displayed near the cash register? price of a fashion item? Why does a low price What does this behaviour indicate about the not necessarily lead to higher sales?” effectiveness of these marketing strategies?” C1.2 explain strategies that fashion marketers use C1.4 describe strategies that consumers can use to create a sense of need among consumers, to make informed and responsible fashion and describe the effects of these strategies purchases (e.g., checking textile labels, comparison (e.g., manufacturing demand for clothing that has shopping, checking warranties/guarantees, wardrobe “cool” labels/logos; convincing consumers to replace assessment, checking return policies, investigating garments that are out of style rather than worn out; Social Sciences and Humanities Social Sciences the working conditions under which the garment

| creating a market for positional goods, whose value was produced and sold) is based on exclusivity, and knock-offs of these items) Teacher prompts: “What types of fashion items Teacher prompts: “What type of running shoes are covered by warranties/guarantees? Why is do you wear? Why?” “What is meant by the it important to be aware of such guarantees when term positional goods in the context of fashion? shopping for such items?” “What constitutes a What impact do such goods have?” “When socially responsible fashion choice?” “To what you view fashion advertisements, how can you extent do fair-trade products guarantee ethical determine which markets are being targeted working conditions?” and which groups are being excluded?” THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

128 C1.5 analyse fashion promotions and products C2.3 describe characteristics of various types of that raise awareness of social issues (e.g., charity dyes (e.g., natural, acid, reactive, solvent) and fashion shows such as Fashion Cares, ribbons fabric finishes (e.g., waterproof, flame-retardant, symbolizing issues such as breast cancer and wrinkle-resistant, stain-resistant finishes), and HIV/AIDS awareness, T-shirts with messages, describe the effects they have on fabrics reusable shopping bags) Teacher prompts: “Why might some natural Understanding Fashion Teacher prompts: “What are some fashion dyes have a more negative impact on the envi­ products that promote awareness of environ­ ronment than some synthetic dyes?” “How do mental issues? How effective do you think they various fabric finishes affect the lifespan of a are?” “How and why might some fashion retail garment?” “Which fabric finishes would be chains be motivated to develop social market­ desirable for a raincoat? Why?” “Which finishes ing promotions?” enhance the appearance of a garment?” C2.4 describe the environmental impact of the C2. Fibres, Fabrics, and the production, use, and care of various fibres and Environment fabrics (e.g., the impact of farming cotton, hemp, bamboo, sheep, silkworms; of the production process By the end of this course, students will: for various synthetic fabrics and dyes; of dry cleaning) C2.1 identify the advantages and disadvantages Teacher prompts: “Which is more damaging to of common natural and synthetic fibres (e.g., the environment – washing garments at home cotton is lightweight, breathable, and easy to find, or having them dry cleaned? Why?” “What is but it can shrink when washed and is easily creased; the environmental impact of the chemicals silk is hypoallergenic, breathable, and strong, but it used in stain-resistant finishes?” “What is the is expensive and the fibres are weakened by perspi­ environmental impact of using dyes in the ration; spandex increases the stretch of a garment, production of fibres?” but it is not breathable; polyester is relatively inex­ HNC3C C2.5 describe strategies to reduce the environ­ pensive and holds its shape and colour, but it is not mental impact of the production of various fibres, absorbent, does not breathe, and can cling as a fabrics, and finishes (e.g., purchasing garments result of static electricity) made from organic cotton or hemp, using plant- Teacher prompts: “What are some advantages based dyes, buying second-hand clothes, limiting and disadvantages of new fibres such as bam­ the use of stain-resistant fabric) boo, soy, and hemp?” “Why is spandex partic­ C2.6 ularly suitable for use in swimwear?” “When apply their knowledge of the basic charac­ might you wear a garment made of Gore-tex? teristics of various fibres and fabrics and their When would you not want to wear such a environmental impact when choosing appro­ MARKETING, ENVIRONMENTALMARKETING, RESPONSIBILITY, AND CONSUMER BEHAVIOUR garment? Why?” “What are the advantages priate fabrics for various fashion products and disadvantages of down insulation?” Teacher prompts: “What is the purpose of your fashion product? Does that purpose narrow the C2.2 describe characteristics of different types of range of fabrics that you might consider? Why woven fabrics (e.g., canvas, chino, damask, linen, or why not?” “How will the fabric that you have percale), knit fabrics (e.g., jersey, tricot, velour, chosen complement the design of this product?” boiled wool), and non-woven fabrics (e.g., leather, fur, felt) used in various fashion products Teacher prompts: “What are the main differ­ ences between canvas and percale?” “In what ways does jersey differ from velour?”

129 D. DESIGN AND FASHION CONSTRUCTION SKILLS

OVERALL EXPECTATIONS By the end of this course, students will:

D1. Elements and Principles of Design: demonstrate an understanding of the elements and principles of design, and of how they can be used to different effect in the creation of fashion products; D2. Tools and Technologies: describe a variety of tools and technologies associated with the creation of fashion products, and use tools and technologies safely and correctly when creating such products; D3. Procedures, Skills, and Techniques: demonstrate the ability to use appropriate procedures, skills, and techniques when creating fashion products. Grade 11, College Preparation Preparation College 11, Grade

SPECIFIC EXPECTATIONS

D1. Elements and Principles of Design D2. Tools and Technologies

By the end of this course, students will: By the end of this course, students will: D1.1 identify and describe the elements and D2.1 identify various tools and technologies principles of design as they apply to fashion used in the creation of fashion products, and products (e.g., line, colour, shape, texture, balance, describe their function (e.g., measuring tape, proportion, rhythm, emphasis, harmony) seam ripper, scissors, pinking shears, iron, pressing Teacher prompt: “What are some ways of using ham, sewing machine, serger, loom, knitting needles, colour or texture to show contrast in a garment?” crochet hook) Teacher prompt: “What cutting tools are neces­ D1.2 analyse the impact that apparel and/or sary to make clothing? What are the differences accessories reflecting various elements and in the functions of various cutting tools?” principles of design can have on a person’s appearance and the impression he or she creates D2.2 demonstrate the safe use of tools and Teacher prompts: “Why do horizontal lines on technologies when creating fashion products some garments make a person appear wider?” (e.g., keep pins in a pin cushion, store the iron on “Why does dark clothing make a person appear its heel when not in use, promptly replace blunt smaller?” “What is the effect of clothes or or bent needles in sewing machines or sergers)

Social Sciences and Humanities Social Sciences accessories in bright colours?” Teacher prompts: “Why is it important to | replace a bent or dull needle on a sewing D1.3 apply the elements and principles of machine?” “When using a sewing machine, design when creating fashion-related products why is it important to wear safety glasses or (e.g., when creating fashion illustrations, fashion tie back long hair?” sketches, apparel for paper dolls of different body shapes; when designing a garment; when engaged D2.3 use tools and technologies correctly in a sewing project) when creating fashion products (e.g., tools Teacher prompts: “Are you going to run the and technologies associated with cutting, pressing, lines in your fabric horizontally or vertically pinning, sewing, knitting, crocheting, felting, in the garment you are creating? Why? What embroidering, dyeing) effect will that produce? How would the effect Teacher prompt: “How would you use a be different if the lines ran the other way?” measuring tape to place a pattern piece “How can a fashion illustration that shows correctly on fabric?”

THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO formal balance be modified to show informal balance in a similar garment?” 130 D3. Procedures, Skills, and Techniques fashion products (e.g., finishing seams, sewing darts, gathering and easing fabric, making button­ By the end of this course, students will: holes, sewing in zippers, hemming, reducing bulk, using stabilizers and interfacing) D3.1 demonstrate the ability to follow precon­ Teacher prompt: “What are the main differ­ struction procedures (e.g., measuring; interpreting ences between sewing in a conventional zipper Understanding Fashion patterns, including their abbreviations, and laying and an invisible zipper?” out patterns; selecting and preparing fabrics; fitting and altering patterns; understanding knitting, cro­ D3.3 demonstrate the ability to apply basic skills cheting, or jewellery-making instructions) when and construction techniques when creating creating fashion products fashion products (e.g., finishing seams, sewing Teacher prompt: “How would you use in zippers, hemming, using fasteners) numeracy skills to measure a grainline Teacher prompts: “How can you determine or determine the number of metres of how much seam allowance you will need?” fabric required?” “What techniques can you use to ensure a straight hem in a garment you are sewing?” D3.2 identify and describe basic skills and con­ struction techniques used in the creation of

HNC3C DESIGN AND FASHION CONSTRUCTION SKILLS

131 Housing and Home Design, Grade 11

Open HLS3O

This course introduces students to a range of issues related to housing and home design. Students will learn about the needs that housing fulfils; housing options; home maintenance and safety; and environmental, economic, legal, and social considerations related to housing. They will use the elements and principles of design to analyse design and decorating decisions. Students will develop research skills as they investigate issues related to housing and home design.

Prerequisite: None

132 ResearchHousing andand HomeInquiry Design Skills RESEARCH AND INQUIRY SKILLS 133 HLS3O HIF10/20 (e.g., notes, graphic , how might you ce is relevant ce is relevant esearch question, esearch e reliable?” “What val­ e reliable?” om a variety of primary (e.g., interviews, observations, surveys, assess various aspects of information gath­ information and key and organize record based on preliminary research, for each research, based on preliminary locate and select information relevant to locate and select information relevant ed from primary and secondary sources primary and secondary sources ed from ganizers, summaries, audio/visual/digital records) ganizers, summaries, audio/visual/digital records) and use it to focus their research and use it to focus their research er embedded in the information sources?” ues are ideas using a variety of formats or to your research topic?” “If two information to your research contradict each other sources determine which is mor investigation formulate a r inherent reliability, relevance, (e.g., accuracy, values and bias, voice) “How can you determine prompts: Teacher whether an information sour sources sources in spreads design plans, photographic questionnaires, interior design magazines) and secondary sources magazine and (e.g., textbooks, websites, brochures, newspaper articles) their investigations fr A3. Information Processing Throughout this course, students will: Throughout A3.1 A3.2 A2.3 A2.2 , related to related to identify ough discussion, ching the costs of ces of information) e resear (e.g., careers related to housing to related (e.g., careers “What factors would you need create research plans, and locate and select information relevant to their chosen and locate and select information relevant plans, research create fective questions to guide their explore topics related to housing and home design, and formulate questions to guide design, and formulate questions to housing and home related topics explore ompt: ch and inquiry RESEARCH AND INQUIRY SKILLS SKILLS INQUIRY AND RESEARCH identify key concepts (e.g., thr formulate ef explore a variety of topics related to housing a variety of topics related explore create appropriate research plans to investi­ plans research appropriate create Exploring: their research; Investigating: and inquiry methods; social science research topics, using appropriate through information gathered analyse, and synthesize assess, record, Processing Information: and inquiry; research and inquiry clearly research of their Communicating and Reflecting: communicate the results and communication skills. inquiry, their research, on and evaluate and reflect and effectively, esear brainstorming, use of visual organizers) brainstorming, use of visual organizers) r and home design house styles; styles; and home design; furniture home; types of accommodation; technology in the and eco-housing; eco-textiles; costs of home ownership to income) and their relation renting and inquiry topics for research their selected topics to consider if you wer renting versus owning a home?” renting Teacher pr Teacher gate their selected topics (e.g., outline purpose and method; identify sour ensuring that their plans follow guidelines for ethical research A2. Investigating A1. Exploring A1.2 A1.3 Throughout this course, students will: this course, students Throughout A1.1 A2. A3. A4. Throughout this course, students will: Throughout A1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS Throughout this course, students will: Throughout A2.1 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS A. 134 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, Open A3.4 A3.3 A4.1 Throughout thiscourse,studentswill: A3.5 4 Communicating andReflecting A4. purpose andaudience of theirresearch andinquiryforaspecific presentation, webpage)tocommunicatetheresults board, oralpresentation, brochure, poster, multimedia menting thesources ofallinformationgenerated differ (e.g., determinewhethercommonthemesarisein determine theanswertotheirr sions through research demonstrate academichonestybydocu­ analyse andinterpret research information use anappropriate format synthesize findingsandformulateconclu­ ent sources) (e.g., weighandconnectinformationto esear (e.g., pr ch question) esentation A4.3 A4.2 A4.4 inquiries tional housing,mortgage,lien,escrow) window coverings,detached,semi-detached,transi­ use languageconventionspr design corr to enhanceyourr Teacher prompt: “Whatstepsmightyoutake and communicationsskills and evaluatingtheirownr general r (e.g., generateareference listinAPA style) APA conventions foracknowledgingsources clearly communicatether use termsrelating tohousingandhome demonstrate anunderstandingofthe esearch process byreflecting on (e.g., writeclearly ectly (e.g.,floorplan,trafficpatterns, esearch/inquiry skills?” , or operly) esear ganize ideaslogically, esults oftheir ch, inquiry, , andfollow ResearchHousing andand HomeInquiry Design Skills HOUSING NEEDS 135 HLS3O HIF10/20 eational estaurants; egions?” (e.g., the impact of fac­ e you live? Why?” elated to housing “What are the most important the most important “What are fer from those of a permanently fer from describe how and why housing needs and describe how and why housing needs eferences vary in different regions of Canada regions vary in different eferences fluent and poor communities or r “What features would you expect to find in “What features designed houses and apartments that were specifically to accommodate extended families?” Teacher prompts: prompts: Teacher factors determining wher for status affect what extent does the desire “To a person’s choice of neighbourhood?” the impact of values on choice of neighbourhood or the impact of values on choice of neighbourhood facilities) to religious proximity pr the world and throughout to earthquake or flood tors such as climate, proximity zones, local building standards; needs associated with nomadic and sedentary lifestyles, nuclear and between financial extended families; the relationship means, social status, and housing needs/preferences) “What impact does climate prompts: Teacher have on people’s housing needs?” “How and why would the housing needs of a nomadic community dif some differences settled community?” “What are in housing and community services between af to be close to schools, for people without cars to be close to schools, for people without people to have access to public transportation, for working outside the home to be within commuting impact of distance of their place of employment; the respect hobbies and lifestyle on housing choices with to sports and recr to location and proximity facilities, cultural institutions, shops, r B1.4 explain what happens to people when their housing explain what happens ren otect /or /or ence (e.g., insulation, demonstrate an understanding of the relationship between housing of the relationship demonstrate an understanding chy of needs?” “What characteristics or fea­ (e.g., the need for families with child ompts: ences HOUSING NEEDS NEEDS HOUSING fect people’s choice of and modifications to living spaces. of and modifications to living spaces. fect people’s choice es of early living spaces met human needs identify the ways in which housing can identify the ways in which housing can describe the relationship between personal describe the relationship explain, on the basis of comparison of his­ Housing and Human Needs: Housing and Human needs and wants; and various human Inadequate Housing: Homelessness and needs are not met, and demonstrate an understanding of laws and policies r not met, and demonstrate an understanding needs are standards in Canada; standards cycle can of how stages of the life Cycle: demonstrate an understanding Housing and the Life af meet basic human needs (e.g., physical, needs) psychological, social, emotional, aesthetic would the need for “Where prompts: Teacher housing fit in Maslow’s hierar values, lifestyle, and housing needs and tur in the past? In what ways have these features over time?” “In what ways been improved have Canadian homes evolved over the past they the same?” fifty years? In what ways are prefer “What aesthetic needs are related to housing? related “What aesthetic needs are which these some of the ways in What are “What is the differ satisfied?” needs are windows, central heating, air conditioning to pr heat/cold; chimneys, fans, and the inhabitants from harmful fumes air and remove vents to circulate and dampness; indoor plumbing and sanitation; doors and locks for security; bans on harmful building substances) pr Teacher torical and modern living spaces, how housing has evolved to meet human needs between human needs and wants with respect respect between human needs and wants with to housing?” B1. Housing and Human Needs By the end of this course, students will: By the end of this course, students will: B1.1 B2. By the end of this course, students will: By the end of this B1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS B3. B1.3 B1.2 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS B. B2. Homelessness and Inadequate Teacher prompt: “In what ways has the reserve Housing system limited the ability of First Nation people to adequately meet their housing needs?” By the end of this course, students will: B2.1 describe possible effects of homelessness B3. Housing and the Life Cycle and housing instability on individuals and By the end of this course, students will: families (e.g., physical illness, including tuberculo­ sis; mental illness; nutritional deficiencies; develop­ B3.1 describe what people at different stages of mental delays in children; increased risk of physical the life cycle (e.g., young people, newly married and sexual assault; reduced access to government couples, single parents, families with young children, supports; separation of families) families with “boomerang” children, empty nesters, Teacher prompts: “What are the risks for retirees) look for in a living space teenagers who do not have a permanent home?” Teacher prompts: “If you were helping a “How does the lack of a permanent address grandparent choose features for his or her affect an individual’s access to government living space, what would you look for?” “If Grade 11, Open 11, Grade programs and supports?” you had a family with young children, what housing features would you want?” B2.2 explain the effects of living in inadequate housing (e.g., housing that is overcrowded, has B3.2 describe types of modifications that enhance poor ventilation, lacks heating/cooling and/or running household access and safety for family members water and sanitation facilities, is not adequate to at different stages of the life cycle (e.g., safety withstand natural disasters common in the region) gates, electrical outlet covers, safety bars in bath­ Teacher prompts: “What diseases are associated rooms, stairway lifts, ramps, heat sensors, fenced with lack of access to clean drinking water?” yards, child locks on cupboards, secondary suites) “Why is it important that housing has adequate Teacher prompts: “What features are necessary ventilation? What are some risks for people in the bathroom of an elderly person who uses living in homes with poor ventilation?” a wheelchair?” “What safety modifications might a family make to their home if they B2.3 assess the laws and policies that protect the had small children? Why?” housing rights of individuals and families in Canada (e.g., the Ontario Human Rights Code, the Accessibility for Ontarians with Disabilities Act, Residential Tenancies Act) Social Sciences and Humanities Social Sciences | THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

136 ReseHousingarch andand HomeInquiry Design Skills SOCIAL, ECONOMIC, AND LEGAL CONSIDERATIONS 137 HLS3O HIF10/20 fect the eases in ferent types of housing, types ferent “What do you think an envi­ fect decisions related to housing to housing fect decisions related (e.g., the increasing development of (e.g., the increasing describe how social factors and housing- explain how cultural traditions and elated technologies may affect housing in the elated technologies may affect onmentally friendly dwelling will look like etrofit a house to be more energy efficient?” efficient?” energy a house to be more etrofit “What are the principles of the principles of “What are prompts: Teacher feng shui? How and why might they af interior design of one’s living space?” “How can kitchens be designed to conform to kosher dietary laws?” r to support their reasons and provide future, predictions high-rise buildings as available land decr recycled urban spaces; the availability of more building materials and/or stricter building regula­ the and protect tions to conserve natural resources the development of decentralized com­ environment; people munities with single-family housing as more telecommute to work or school) prompts: Teacher r Why?” “What urban planning in the future? changes do you think will occur in the future? Why?” values can af styles of architecture to preferred (e.g., with reference principles, and interior design, the use of feng shui such as shrines, the need for specialized rooms beliefs about lucky/unlucky to colour, approaches kitchen needs, space and numbers, dietary restrictions roof) for extended families living under the same “What are some ways to “What are prompts: Teacher r “What can apartment or condominium dwellers do to conserve energy?” C1.4 C1.3 demonstrate an understanding of the economic and legal demonstrate an understanding of the (e.g., by (e.g., changing , people suffering from from , people suffering fect housing?” “What is the es, population fluctuations, economic esource conservation can affect conservation can affect esource Aboriginal people, new immigrants, , water, and other resources and other resources , water, SOCIAL, ECONOMIC, AND LEGAL AND ECONOMIC, SOCIAL, CONSIDERATIONS gy analyse the impact of current social and analyse the impact of current describe how the increased recognition of recognition describe how the increased demonstrate an understanding of the impact that social factors, of the impact that social Factors: demonstrate an understanding The Impact of Social traditions, can have on housing; including cultural of dif Markets: demonstrate an understanding Housing for Specialized support programs; for specialized markets, and of housing-related including housing Economic and Legal Considerations: considerations associated with housing. demographic factors on housing family structur tech­ conditions, government policies and services, issues, green nological advances, environmental space regulations) “How do technological prompts: Teacher developments af impact does it and what Ontario Greenbelt impact have on housing developments?” “What urbanization had on housing?” has increasing “How have economic factors and government rates of homelessness?” “What policies affected to homeless- particularly vulnerable are groups ness (e.g., people living in poverty the need for r to living spaces, and identify decisions related ways in which householders can conserve ener mental illnesses)? Why?” using alternative sources of energy such as solar or of energy using alternative sources geothermal power; by installing low-flow toilets and building materials; shower heads; by using recycled energy-efficient a building with more by retrofitting insulation; by windows and doors and improving appliances, programmable using energy-saving thermostats, dimmer switches, and LED lights; and composting) by recycling C1. Impact The of Social Factors By the end of this course, students will: By the end of this course, students will: C1.1 C2. C3. OVERALL EXPECTATIONS OVERALL EXPECTATIONS course, students will: By the end of this C1. C1.2 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS C. C3.2 C2. Housing for Specialized Markets identify the ongoing costs associated with various types of housing (e.g., rent; mortgage By the end of this course, students will: payments; condominium fees; property taxes; repairs; home or contents insurance; utility, C2.1 describe common types of housing telephone, Internet, cable expenses) available in Canada for the general population Teacher prompt: “Which housing-related (e.g., detached and semi-detached houses; row expenses are discretionary and non-discretionary? houses; townhouses; duplexes; low- and high-rise How can changes in ongoing non-discretionary apartments, condominiums, and co-op housing; expenses be controlled or predicted?” secondary suites in private houses; rooming houses; mobile homes) C3.3 describe the financial obligations associated with acquiring housing (e.g., first and last months’ C2.2 describe the function and availability of rent, down payment, deposit, mortgage, lawyers’ different types of housing, including social and real estate agents’ fees) housing, for specialized markets (e.g., student residences, group homes, supportive housing, Teacher prompts: “In addition to the purchase respite housing, shelters for homeless people, family price, what are some of the financial costs asso­ Grade 11, Open 11, Grade shelters, halfway houses, transitional housing, ciated with buying a house or condominium?” nursing homes, hospices, subsidized housing for “Under what circumstances would it be more people living on a low income) financially viable to rent rather than purchase accommodation?” Teacher prompts: “What type of housing might be required for a person who was recently C3.4 describe the legal obligations associated released from prison?” “What sorts of housing with buying and renting housing (e.g., with are available for university/college students?” reference to leases, subletting, an offer to purchase, escrow, liens, closing; illegal practices such as C2.3 explain the specific roles of various agencies asking for “key money”) and programs that assist people to acquire and/or maintain housing (e.g., programs of Teacher prompts: “What documents does the the Canada Mortgage and Housing Corporation, vendor have to provide when selling a house?” including the Emergency Repair Program, Home “What legal processes are required for some­ Adaptations for Seniors’ Independence, and one buying a house?” “What legal recourse Residential Rehabilitation Assistance Program; does a tenant have when a landlord is not the First Nations Market Housing Fund; housing abiding by the law?” loan guarantees from the Department of Indian C3.5 describe factors to be considered in deter­ and Northern Affairs; Affordability and Choice mining the affordability of accommodation Today; the Ontario Disability Support Program; (e.g., level and stability of one’s income, savings Ontario Works; rent-supplement programs; non­ and debts, number of dependants, plans to have profit housing programs; Habitat for Humanity; children, money needed for non-discretionary community-based agencies such as the United expenses, values and goals, interest rates) Way, religious groups, rent bank programs, legal services to help prevent eviction) C3.6 summarize housing-related services and Teacher prompts: “What programs are available regulations available in Canadian communities in your community to assist with various hous­ (e.g., garbage collection; water and sanitation; energy ing needs?” “How might a single parent on social services; tree-planting and maintenance services; assistance access available housing services?” regulations relating to zoning for rental accommo­ dations or rooming houses, building codes, environ­

Social Sciences and Humanities Social Sciences “What is the process of applying for housing

| assistance if your home is damaged in a storm?” mental assessment; legislation such as landlord and tenant acts; property taxes) Teacher prompts: “What services are in place C3. Economic and Legal in your community to support homeowners?” Considerations “What types of services are available in large cities that might not be available in small towns By the end of this course, students will: or rural areas?” “What legislation applies to C3.1 demonstrate an understanding of different landlords and tenants? What protections and models of housing ownership or tenancy in obligations are contained in this legislation?” Canada and other countries (e.g., freehold, con­ dominium, or cooperative ownership; co-housing; rental of public, subsidized, or private housing; company housing; sharecropping rentals) THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

138 ResearchHousing andand HomeInquiry Design Skills CREATING AND MAINTAINING LIVING SPACES 139 HLS3O HIF10/20 , texture, , texture, work triangle eate interior and exterior “What elements are needed needed “What elements are e used in rooms featured in featured e used in rooms elating to styles of architecture, elating to styles of architecture, fice? How could you put them onments elated to them. are used to cr are Considerations Considerations demonstrate an understanding of basic analyse ways in which elements and princi­ home design magazines?” “What are some ways in which “What are prompt: Teacher colour themes ar Teacher prompts: prompts: Teacher in a home of effi­ together for maximum convenience and ciency?” “What is meant by the term shape of in a kitchen? How does the size and the design approach how you the kitchen affect of the triangle?” terminology r and interior design (e.g., Saltbox, Cape furniture, colonial, provincial, houses; French Cod, Georgian minimalist contemporary, eclectic, country, retro, design/furniture) ples of design (e.g., line, space, harmony colour) home envir D2. Design and Furnishing By the end of this course, students will: By the end of this course, students will: D2.1 D2.2 demonstrate an understanding of the elements and demonstrate an understanding describe various careers associated with housing, including associated describe various careers oom, home en? The demonstrate the ability to create and evaluate floor plans for living spaces; and evaluate floor to create demonstrate the ability demonstrate an understanding of the importance of home maintenance of the importance of home demonstrate an understanding (e.g., for a bedr ooms, including social zones, eas; the placement of appliances gency evacuation plan) espect to traffic patterns, accessibility, espect to traffic patterns, accessibility, CREATING AND MAINTAINING MAINTAINING AND CREATING SPACES LIVING using floor plans, evaluate the effectiveness using floor plans, evaluate the effectiveness demonstrate an understanding of the termi­ demonstrate an understanding of the demonstrate the ability to create a floor plan demonstrate the ability to create Career Opportunities in Housing: Design and Furnishing Considerations: Design and Furnishing spaces; to designing and decorating living and other considerations related principles of design Home Maintenance: and healthy home; a safe and of ways to create educational pathways r home maintenance and design, and the Functional Floor Plans: Functional Floor Plans: of interior design decisions (e.g., the positioning and function of various r private spaces, work ar and furnishings; the number and location of electrical outlets; orientation of windows for solar gain; deci­ sions with r used in, floor plans (e.g., conventions used in plans, including drawings and floor architectural and bath­ those for doors, walls, windows, kitchen facilities, closets and storage; laundry fixtures, room electrical symbols) clearance, storage; fire and emergency measures) measures) and emergency clearance, storage; fire do common “How effectively prompt: Teacher condominium floor plans accommodate the needs of families with young childr nology relating to, and drawing conventions to, and nology relating for a specific purpose needs of elderly people?” space in a backyard; office, garage; for a recreational showing an emer D1. Plans Floor Functional D1.2 D4. D2. D3. By the end of this course, students will: D1.1 OVERALL EXPECTATIONS OVERALL EXPECTATIONS course, students will: By the end of this D1. D1.3 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS D. 140 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, Open D3.2 D3.1 By theendofthiscourse,studentswill: D2.4 D2.3 D2.5 3 HomeMaintenance D3. r or walltiling,painting,papering,gardening; accessories orhomedécoritems;doingtheirownfloor applications tohelpthemmakedesigndecisions) in usedhousewares stores; usingcomputersoftware home envir monoxide detectors) chipped caulking,checkingsmoke andcarbon tuckpointing masonry, cleaningducts,replacing taps inthefall,paintingorstainingexteriorwood, and repairing theeaves,shutting offwatertooutdoor roof, servicingthefurnace/air conditioner, cleaning pr r shelving orotherstorage,decks,fences;waysof (e.g., pr home furnishings,equipment,andappliances both functionalandaestheticallypleasing?” Why?” “Howcanyoumakeyourkitchen and stylesbestsuitasmallloftapartment? room’s sizeandshape?”“Whatfurniture size bedr Teacher prompts: and shadeaffectlandscapingdecisions) size andpurposeofayardtheamountsun products mayinfluencedesigndecisions;howthe of environmentally friendlyandenergy-efficient furniture materials,decoration;howtheavailability function ofaroom affectsdecisionsaboutflooring, wall colour, windowcoverings,lighting;howthe how naturallightmayinfluencedecisionsabout influence thetype,style,andplacementoffurniture; decisions pr considerations, andtherangeofavailable elements andprinciplesofdesign,practical (e.g., withr to inexpensivelyenhancepersonalspaces technologies, andtechniquesthatcanbeused might youhavetocompromise? Why?” sider mostimportant?Why?Inwhatareas first apartment,whatfactorswouldyoucon­ chemicals orchoosingenvironmentally responsible T aesthetic appeal) safety, cost,maintenance,energy efficiency eusing orrepurposing buildingmaterials;shopping eupholstering orrefinishing furnitur eacher prompt: “Ifyouwere furnishingyour eventive maintenance oducts withrespect tohome-decorating describe strategiesformaintaining ahealthy describe proper homemaintenance, including describe thecriteriainvolvedinselecting analyse theinterrelationship betweenthe demonstrate anunderstandingofskills, oom, whydoyouhavetoconsiderthe oduct reputation, durability (e.g., howthesizeandshapeofaroom eference tocr onment (e.g.,limitinguseofhousehold “When redecorating your eating theirownhousehold (e.g., maintainingthe , function, e; building , design, D4.2 D3.4 D3.5 D4.1 By theendofthiscourse,studentswill: D3.3 D4. Career Opportunities inHousing Career Opportunities D4. appr Which are involvedinhome maintenance?” construction, andpurchase ofanewhome? ar Teacher prompt: “Whattypesofprofessionals space planner, storageorganizer) planner, landscapearchitect, electrician,plumber, professional, architect, colourspecialist,kitchen decorator, painter, wallpaperhanger, insurance coordinator, homeinspector, homestager, designer, lord, developer, property manager, socialhousing nance and thosethatr ing be donebytheoccupantofhome cleaning dryerducts) detectors, avoidingoverloadingelectricaloutlets, regularly checkingsmokeandcarbonmonoxide extinguishers are inworkingorder, installingand use altogether, r toxic orflammablesubstancessafelyavoidingtheir security system,childproofing cupboards,storing ing r Teacher prompts: “Whatwouldhappenifmiss­ insulated spaces) wiring; increased energy useassociatedwithpoorly weather stripped;fire hazardsassociatedwithold or doorsthatare notproperly hung,caulked,and/or pr ing electrical wiring,ductcleaning,plumbing) fr from cloggedeavestr damage andmouldfrom leakypipes and/orroof or housing andhomedesign r r humidifier filters) up spillsandfixingleakspromptly; replacing furnace/ cleaning, vacuuming,anddustingregularly; mopping using exhaustfansinthekitchenandbathr procedures; usingsafeandappropriate pestcontrol; pr bathtub “Why isitimportanttoproperly caulka elated tohousingandhomedesign/mainte­ elated safetyprecautions om cracksinthefoundation;airleaksfrom windows oducts; usingpr e involvedinthedevelopment,design, operly maintainandrepair ahome describe theeducationalpathways most identify householdrepairs thatcangenerally explain thepossibleimpactoffailingto identify anddescribecareer opportunities identify householdhazards andoutline a toiletseat,cupboardhandles,furnacefilters) opriate forvariouscareers related to oof shingleswere notpromptly replaced?” (e.g., realtor, lawyer, mortgageofficer, land­ / shower?” emoving snowandice,ensuringfire equire aprofessional oper wastedisposalandrecycling oughs; structuralinstability /maintenance (e.g., installingahome (e.g., replac­ (e.g., r (e.g., water oom; eplac­

The World of Fashion, Grade 12

University/College Preparation HNB4M

This course gives students the opportunity to explore the world of fashion. Students will learn how to create a fashion product using various tools, techniques, and technologies while developing their practical skills. Students will learn about various factors that affect the global fashion industry, the needs of specialized markets, and the impact of fibre and fabric production and care. In addition, they will learn about social and historical influences on fashion. Students will apply research skills when investigating aspects of the fashion world.

Prerequisite: Any university, college, or university/college preparation course in social sciences and humanities, English, or Canadian and world studies

141 A. RESEARCH AND INQUIRY SKILLS

OVERALL EXPECTATIONS Throughout this course, students will:

A1. Exploring: explore topics related to fashion, and formulate questions 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; A3. Processing Information: assess, record, analyse, and synthesize information gathered through research; A4. 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.

SPECIFIC EXPECTATIONS Grade 12, University/College Preparation Preparation University/College 12, Grade

A2.2 A1. Exploring locate and select information relevant to their investigations from a variety of primary Throughout this course, students will: sources (e.g., interviews; observations; surveys and questionnaires; original documents in print or other A1.1 explore a variety of topics related to fashion media such as film, photographs, advertisements) and (e.g., fashion history, the impact of social and tech­ secondary sources (e.g., textbooks, book reviews) nological developments, logos and brand marketing, A2.3 fashion designers, occupations, specialized and based on preliminary research, for each niche markets, fibre and fabric creation, elements investigation formulate a hypothesis, thesis and principles of design, connections between social statement, or research question, and use it to movements and fashion) to identify topics for focus their research research and inquiry A1.2 identify key concepts (e.g., through discussion, A3. Processing Information brainstorming, use of visual organizers) related to Throughout this course, students will: their selected topics A3.1 assess various aspects of information gath­ A1.3 formulate effective questions to guide their ered from primary and secondary sources research and inquiry (e.g., accuracy, relevance, reliability, inherent Teacher prompt: “If you were researching the values and bias, voice) working conditions of people in the textile Social Sciences and Humanities Social Sciences A3.2 record and organize information and key

| industry, which countries would you include in your research?” ideas using a variety of formats (e.g., notes, graphic organizers, summaries, audio/digital records) A2. Investigating A3.3 analyse and interpret research information (e.g., compare results of surveys and interviews; Throughout this course, students will: determine whether common themes arise in different media products) A2.1 create appropriate research plans to investi­ gate their selected topics (i.e., outline purpose A3.4 demonstrate academic honesty by docu­ and method; identify sources of information), menting the sources of all information generated ensuring that their plans follow guidelines through research for ethical research THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

142 A3.5 synthesize findings and formulate conclu­ A4.3 clearly communicate the results of their sions (e.g., determine whether their results support inquiries (e.g., write clearly, organize ideas logically, or contradict their hypothesis; weigh and connect use language conventions properly), and follow information to determine the answer to their APA conventions for acknowledging sources research question) (e.g., generate a reference list in APA style, use in-text author-date citations) The World of Fashion A4. Communicating and Reflecting A4.4 demonstrate an understanding of the general research process by reflecting on Throughout this course, students will: and evaluating their own research, inquiry, and communication skills A4.1 use an appropriate format (e.g., oral presenta­ tion, written research report, poster, multimedia Teacher prompts: “How might the research presentation, web page) to communicate the methods you used have affected the results results of their research and inquiry for a you obtained?” “What steps might you take specific purpose and audience to enhance your research/inquiry skills?” A4.2 use terms relating to fashion correctly (e.g., positional goods, Empire waist, haute couture, maquiladora, Textile Labelling Act, CAD, serger, croquis)

HNB4M RESEARCH AND INQUIRY SKILLS

143 B. HISTORY AND INFLUENCES

OVERALL EXPECTATIONS By the end of this course, students will:

B1. Fashion History: demonstrate an understanding of the impact on fashion of historical and technological developments and social issues; B2. Fashion Influences: demonstrate an understanding of the influence of brands, designers, and design centres on the fashion industry.

SPECIFIC EXPECTATIONS

B1. Fashion History Teacher prompts: “What is the origin of the term Empire waist? What current fashion items

Grade 12, University/College Preparation Preparation University/College 12, Grade By the end of this course, students will: continue to draw on the Empire silhouette?” “In what ways were women’s dresses of the 1920s B1.1 analyse the impact on the fashion industry different from those earlier in the century? of historical developments and social issues Which of the fashion innovations associated with (e.g., economic conditions, class structure, gender the 1920s continue to influence fashion today?” roles, religious practices, environmental issues, trade B1.3 and exploration, colonization, industrialization, analyse the importance to the fashion indus­ natural disasters, labour practices in the garment try of key technological developments (e.g., the industry, scientific discoveries and technological loom, the sewing machine, automation, mechanization, changes) computer assisted design [CAD], synthetic fibres and fabrics, silk farming, new materials arising Teacher prompts: “What are the origins of from research related to military or space exploration) cotton? How was the cultivation of cotton in the United States connected to slavery?” “What Teacher prompts: “What effects did the devel­ was the Silk Road? What impact did trade opment of the sewing machine have on domestic associated with this route have on fashion?” and industrial sewing?” “What impact has “What impact can natural disasters such as military research had on the fashion industry?” drought or pest infestation affecting cotton crops or silk worms have on the fashion industry?” B2. Fashion Influences “What impact have current environmental issues had on the fashion industry?” “How By the end of this course, students will: did European demand for fur affect Aboriginal people’s relationship to the land and animals B2.1 analyse the influence on the fashion industry

Social Sciences and Humanities Social Sciences in colonial North America? What were the of brand marketing (e.g., celebrity endorsements | consequences for Aboriginal people living and fashion lines, logos, cause marketing, testimonials, on the North American plains?” diversified product lines by specific designers, marketing of status or positional goods) B1.2 describe notable fashion innovations Teacher prompts: “What impact does the diver­ associated with various historical periods sification of a designer’s product line have on (e.g., ancient Egyptian, ancient Greek, ancient consumers?” “What influence do celebrities Roman, Byzantine, medieval, baroque, rococo, have on the fashion industry? What fashion Renaissance, Empire, Victorian, Edwardian eras; items have celebrities made popular?” “What the 1920s, the 1960s), including innovations marketing strategies are used by certain brands that continue to influence current Westernized to sell their products as positional goods?” fashions THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

144 B2.2 explain the contributions to the fashion B2.4 explain the influence on the fashion industry industry of various Canadian and international of the traditional fashion centres (e.g., Paris, designers (e.g., Dean and Dan Caten, Alfred Sung, Milan, London, Tokyo, New York City) D’Arcy Moses, John Fluevog, Linda Lundstrom, Teacher prompts: “Why are Milan and New Vera Wang, Yves Saint Laurent, Coco Chanel, York considered ‘traditional’ fashion centres?” Hanae Mori, Ritu Kumar)

“What designers and events are associated The World of Fashion Teacher prompts: “In what ways have with Paris’s status as a fashion centre?” Canadian designers contributed to the global B2.5 fashion industry?” “Who are your favourite explain the influence on the fashion industry designers? Why? What contribution have they of emerging fashion centres (e.g., Los Angeles, made to fashion?” Toronto, Dubai, Beijing) Teacher prompts: “What factors account for B2.3 explain the influence of haute couture on Toronto’s status as an ‘emerging’ fashion the fashion industry (e.g., the influence of haute centre?” “Why is Beijing more prominent in couture collections on current styles; the demand the fashion industry today than in the past?” for copies, knock-offs; the diversification of fashion “Why has there been a shift away from some houses into ready-to-wear and mass production; the of the traditional fashion centres? Do you think existence of fashion piracy) this trend will last?” “What cities could be Teacher prompt: “How do haute couture fash­ among the next fashion centres? Why?” ions become widely available? What happens to the desirability of haute couture styles once they have become popular?”

HNB4M HISTORY AND INFLUENCES

145 C. TEXTILE PRODUCTION, SOCIETY, AND THE GLOBALIZED MARKETPLACE

OVERALL EXPECTATIONS By the end of this course, students will:

C1. Clothing for Specialized Markets: demonstrate an understanding of the needs of specialized markets with regard to fashion/clothing; C2. Global Textile Production: demonstrate an understanding of global textile production and its social and environmental impact; C3. Globalization and Social Responsibility: demonstrate an understanding of the impact of globalization on the fashion industry and of strategies for reducing the negative impact of the industry. Grade 12, University/College Preparation Preparation University/College 12, Grade SPECIFIC EXPECTATIONS

C1. Clothing for Specialized Markets do the garment requirements for a downhill skier differ from those for a swimmer? In what By the end of this course, students will: ways are they the same?” C1.1 identify specialized fashion/clothing markets (e.g., infants, pregnant women, children, older adults, C2. Global Textile Production religious or faith groups, people with disabilities, By the end of this course, students will: athletes), and explain how and why each constitutes a separate market C2.1 identify countries associated with the pro­ Teacher prompts: “Why has fashion for special­ duction of specific textiles (e.g., silk in China; ized markets become more prominent today?” cotton in Egypt, the United States, and India; wool “What societal factors contribute to the need to in Scotland; acrylic fabric in Mexico; synthetic and offer clothing for specialized markets?” “What non-woven fabrics in Canada), and explain why sorts of fashion items are manufactured for those countries are major textile producers companion and working animals? Why do you Teacher prompts: “Why is China a global think there is an increasing market for ‘fashion’ leader in the production of silk?” “What are for pets?” “What specialized fashion needs are the main fabrics produced in Canada? What associated with religious/faith groups? Where factors account for Canada’s role in the

Social Sciences and Humanities Social Sciences would members of these groups purchase production of these textiles?” | these items?” C2.2 describe the basic processes involved in C1.2 describe fabrics used in, and innovations textile production (e.g., with reference to the pro­ and modifications applied when creating, gar­ duction of fibre, thread, yarn, fabric; differences in ments for specialized markets (e.g., hook-and­ processes for knitted, woven, and non-woven fabrics; loop tape, magnetic closures, adjustable waistbands dying, printing, and finishing processes) and hemlines, large arm openings; durable, soft, Teacher prompts: “What processes are followed windproof, waterproof, low-resistance, breathable, to generate thread from fibre? What additional moisture-wicking, and flame-retardant fabrics), processes are involved to create finished fabric?” and explain their functions “What are some dyeing processes?” Teacher prompts: “What are the advantages of C2.3 hook-and-loop tape over buttons, zippers, or analyse the social and environmental impact laces? Which markets might find such tape of textile production and disposal (e.g., the social THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO particularly beneficial? Why?” “In what ways impact related to workers’ health issues or child

146 labour; the environmental impact of the irrigation working conditions in sweatshops and maquilas; of and use of pesticides on cotton, the production displacement of local craftspeople as a result of process for petroleum-based textiles, the use of various mass-produced fabric and garments) dyes and finishes, the disposal of non-biodegradable Teacher prompts: “How does globalization textiles, the leaching of finishes from fabric disposed contribute to the exploitation of workers in of in landfill)

garment factories?” “How has globalization The World of Fashion Teacher prompts: “How are employees affected garment manufacturing in Canada?” affected by the working conditions in textile C3.4 manufacturing?” “What environmental issues describe strategies that consumers can adopt are associated with different stages in the life to make socially responsible fashion choices cycle of a synthetic fabric such as polyester? (e.g., buying less, buying sweatshop-free clothing, In what ways are these different from the buying fabrics that are sustainable, engaging in letter- issues associated with a natural fabric such writing campaigns or boycotts against unethical as cotton or silk?” practices or companies, creating fashion items from recycled materials, buying second-hand clothing, washing clothing less frequently) C3. Globalization and Social Teacher prompts: “Where are your clothes Responsibility made? What are the conditions in garment fac­ tories in those countries?” “What is a ‘buycott’? By the end of this course, students will: If you were to organize a buycott, how would C3.1 demonstrate an understanding of concepts you determine which apparel companies to related to the globalization of the fashion support?” “What is fair-trade clothing? What industry (e.g., imports, exports, offshore and are the personal and social costs and benefits domestic production, sourcing, unions, trade of buying fair-trade clothing?” agreements, maquiladoras, sweatshops) C3.5 explain strategies used by the fashion industry HNB4M C3.2 demonstrate an understanding of legislation to reduce its environmental impact (e.g., reducing and agreements relating to the fashion industry waste during the manufacturing process; reducing (e.g., the Textile Labelling Act, the Stuffed Articles and/or eliminating pesticide use on cotton and other Act as it pertains to insulated garments, provisions in crops; using natural dyes such as indigo, cutch, and the North American Free Trade Agreement [NAFTA]) weld whenever possible; reducing water use and water pollution during production) Teacher prompts: “Why has legislation been developed to regulate the fashion industry? Teacher prompts: “How is the fashion industry Why is knowledge of such legislation useful for using sustainable and recycled materials?” “How consumers and producers?” “To which garments can ‘upcycling’ reduce the environmental impact does the Textile Labelling Act not apply?” of the fashion industry? How successful are garment manufacturers who specialize in C3.3 analyse the impact of globalization on the upcycling?” “What are the environmental SOCIETY, PRODUCTION, TEXTILE AND THE GLOBALIZED MARKETPLACE fashion industry (e.g., the availability of inexpensive benefits of blending hemp with cotton or silk clothes; the loss of union jobs in Canada as a result in fabric manufacturing?” of offshore production; child labour; poor wages and

147 D. DESIGN AND FASHION CONSTRUCTION SKILLS

OVERALL EXPECTATIONS By the end of this course, students will:

D1. Elements and Principles of Design: analyse the use of the elements and principles of design in fashion, and apply them when creating fashion products; D2. Tools and Technologies: describe the function and use of a variety of tools and technologies associated with the creation of fashion products, and use tools and technologies safely and correctly when creating such products; D3. Procedures, Skills, and Techniques: describe a wide range of procedures, skills, and techniques used in the creation of fashion products, and demonstrate the ability to use appropriate procedures, skills, and techniques when creating fashion products. Grade 12, University/College Preparation Preparation University/College 12, Grade

SPECIFIC EXPECTATIONS

D1. Elements and Principles of Design D2. Tools and Technologies

By the end of this course, students will: By the end of this course, students will: D1.1 analyse the elements and principles of D2.1 identify, and describe the function and use design in fashion presented in the media of, various tools and technologies used in the (e.g., magazines, billboards, television) creation of fashion products (e.g., measuring Teacher prompt: “What colours and shapes are tape, seam ripper, scissors, pinking shears, iron, currently being promoted by fashion designers/ pressing ham, sewing machine, serger, loom, marketers in fashion magazines?” knitting needles, crochet hook, embroidery hoops and frames, CAD) D1.2 analyse apparel items to determine how the Teacher prompt: “What are the advantages and designer has used the elements and principles disadvantages of manual and CAD approaches of design to enhance their marketability to fashion design?” Teacher prompts: “What elements and principles D2.2 of design lend interest and excitement to a gar­ demonstrate the safe use of tools and ment or outfit?” “What design elements make technologies when creating fashion products Social Sciences and Humanities Social Sciences

| this garment stand out from the rest?” “What Teacher prompts: “What safety rules need to be design features do you think would influence observed when you use a sewing machine or a people to buy this item? Why?” rotary cutter?” “What precautions do you need to take when pressing fabric?” D1.3 apply the elements and principles of design when creating fashion-related products D2.3 use tools and technologies correctly when (e.g., when creating fashion illustrations, croquis, creating fashion products (e.g., tools and tech­ fashion sketches, apparel for paper dolls of different nologies associated with designing, cutting, pressing, body shapes; when designing a garment; when pinning, sewing, knitting, crocheting, felting, engaged in sewing projects) embroidering, dyeing) Teacher prompts: “Which fabrics would best Teacher prompt: “How could you use CAD complement the line and shape of your design? when designing your garment?” Why?” “What embellishments can you add for emphasis or to change the rhythm of the item?” THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

148 D3. Procedures, Skills, and Techniques machine does not have an automatic button­ hole feature, how can you make a buttonhole By the end of this course, students will: manually?” “What are some variations in hemming methods? What are the benefits of D3.1 demonstrate an understanding of and use using a hem gauge when hemming an article appropriate terminology when referring to of clothing?” techniques and tools used in fashion drawing The World of Fashion D3.4 (e.g., croquis, flat pattern design, draping, CAD, identify and describe advanced skills and swatches, concept boards) construction techniques used in the creation of fashion products (e.g., top stitching; blind stitching; D3.2 demonstrate the ability to follow precon­ sewing flat felled or French seams; creating collars, struction procedures (e.g., measuring; interpreting waistbands, inset pockets, facings, plackets, cuffs, patterns, including their abbreviations, and laying bound buttonholes, pin-tucked sleeves; tailor’s out patterns; selecting and preparing fabrics; fitting tacking; pleating) and altering patterns; understanding knitting, cro­ Teacher prompt: “What is the difference between cheting, or jewellery-making instructions) when a basic seam and a French seam? What types creating fashion products of garments might be enhanced by a French Teacher prompt: “How can you use numeracy seam? Why?” skills to alter a pattern to ensure an accurate fit?” D3.5 apply appropriate construction techniques D3.3 identify and describe basic skills and con­ and demonstrate a range of skills when creating struction techniques used in the creation of fashion products fashion products (e.g., finishing seams, sewing Teacher prompt: “What fashion items could darts, gathering and easing fabric, making simple you create to demonstrate the various skills buttonholes, sewing in zippers, hemming, reducing and construction techniques you have learned bulk, using stabilizers and interfacing) in this course?” HNB4M Teacher prompts: “How can you make a buttonhole using the automatic buttonhole feature on a sewing machine? If your sewing DESIGN AND FASHION CONSTRUCTION SKILLS

149

FOOD AND NUTRITION Food and Nutrition, Grade 9 or 10

Open HFN1O/2O

This course focuses on guidelines for making nutritious food choices. Students will investigate factors that influence food choices, including beliefs, attitudes, current trends, traditional eating patterns, food-marketing strategies, and individual needs. Students will also explore the environmental impact of a variety of food choices at the local and global level. The course provides students with opportunities to develop food-preparation skills and introduces them to the use of social science research methods in the area of food and nutrition.

Prerequisite: None

152 ResearchFood and NutritionInquiry Skills RESEARCH AND INQUIRY SKILLS 153 HIF10/20 HFN1O/2O ces ces in the (e.g., text­ om a variety of primary ch question, and use it to esear efer fried fast food for lunch to and/or secondary sources secondary sources and/or (e.g., informal interviews and surveys, based on preliminary research, for each research, based on preliminary locate and select information relevant to locate and select information relevant for other research questions?” for other research investigation formulate a hypothesis, thesis statement, or r focus their research focus their research their investigations fr sources Statistics personal food journals, data sets from Canada) newspaper and books, advertisements, brochures, magazine articles, online encyclopedias) “What is the difference prompt: Teacher between primary and secondary sour social sciences? Why would you consult only questions for some research secondary sources but use both secondary and primary sour Teacher prompt: “Many people believe that prompt: Teacher teenagers pr soups, healthier alternatives such as salads, a and sandwiches. How could you design among study to investigate whether this is true be the students at your school? What would using a the advantages and disadvantages of What would be the survey in your research? an advantages and disadvantages of doing observational study?” A2.3 A2.2 elated to r ough discussion, e researching e researching assess, record, analyse, and synthesize information gathered through through information gathered analyse, and synthesize assess, record, ces of information; develop create research plans, and locate and select information relevant to their chosen locate and select information relevant plans, and research create fective questions to guide their (e.g., Canadian food regulations, (e.g., Canadian food regulations, explore topics related to food and nutrition, and formulate questions to guide and formulate questions to to food and nutrition, related topics explore ecipes, what might be the advantage ompt: “If you wer RESEARCH AND INQUIRY SKILLS SKILLS INQUIRY AND RESEARCH formulate ef explore a variety of topics related to food a variety of topics related explore identify key concepts (e.g., thr create appropriate research plans to investi­ plans research appropriate create Exploring: their research; Investigating: Processing Information: and inquiry; research and inquiry clearly their research of Communicating and Reflecting: communicate the results and communication skills. inquiry, their research, on and evaluate and reflect and effectively, topics, using appropriate social science research and inquiry methods; and inquiry methods; social science research topics, using appropriate eacher pr esearch and inquiry esearch and nutrition brainstorming, use of visual organizers) their selected topics food safety, school food regulations) to identify regulations) school food food safety, and inquiry topics for research T r Aboriginal r of investigating foods based on ingredients available in an urban setting (e.g., that are sweet potatoes) as well as foods based on available readily more that are ingredients settings (e.g., venison)?” in rural gate their selected topics (e.g., outline purpose and method; identify sour , tools such as surveys or questionnaires) research ensuring that their plans follow guidelines for ethical research A2. Investigating A1. Exploring A1.3 Throughout this course, students will: this course, students Throughout A1.1 A1.2 A2. A4. Throughout this course, students will: Throughout A1. A3. OVERALL EXPECTATIONS OVERALL EXPECTATIONS Throughout this course, students will: Throughout A2.1 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS A. 154 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 9 or 10, Open A3.4 A3.3 A3.1 Throughout thiscourse,studentswill: A3.5 A3.2 3 Processing Information A3. documenting thesour differ determine whethercommonthemesarisein (e.g., compar to determinether Teacher prompts: “Whatstrategiescanyouuse values andbias,voice) (e.g., accuracy, relevance, reliability, inherent ered from primaryandsecondarysources the answertotheirr (e.g., weighandconnectinformationtodetermine generated through research or ideas usingavarietyofformats might itstillbeusefulforyourresearch?” is biased?Ifaninformationsource isbiased, you determinewhetheraninformationsour determine whichismore r sources contradicteachother, howmightyou you havegathered?” “Iftwoinformation ganizers, audio/visual/digitalrecords) demonstrate academichonestyby analyse andinterpret research information assess variousaspectsofinformationgath­ synthesize findingsandformulateconclusions record andorganize informationandkey ent sources) e r esults ofsurveysandinterviews; elevance oftheinformation esear ces ofallinformation ch question) eliable?” “Howcan (e.g., notes,graphic ce A4.3 A4.2 A4.1 Throughout thiscourse,studentswill: A4.4 4 Communicating andReflecting A4. use languageconventionspr inquiries snacking, bodyimage,foodsecurity) corr specific purposeandaudience of theirresearch andinquiryeffectively fora entation, webpage)tocommunicatetheresults tion, brochur methods youusedhaveaf Teacher prompts: “Howmighttheresearch and communicationskills and evaluatingtheirownr general r (e.g., generateareference listinAPA style) APA to enhanceyourresearch/inquiry skills?” you obtained?”“Whatstepsmighttake clearly communicatetheresults oftheir use termsrelating tofoodandnutrition use anappropriate format demonstrate anunderstandingofthe ectly conventionsforacknowledgingsources esearch process byreflecting on (e.g., writeclearly (e.g., nutrients,nutrient-densefoods, e, flyer , poster, report, multimediapres­ , organize ideaslogically operly), andfollow fected theresults esear (e.g., oralpresenta­ ch, inquiry,

, ResearchFood and NutritionInquiry Skills NUTRITION AND HEALTH 155 HIF10/20 HFN1O/2O /meals /meals to determine e two similar oductivity) (e.g., Nutrition Facts eakfast is nutritionally ompts: “What criteria would you use (e.g., to improve mood, energy level, mood, energy (e.g., to improve edient list, nutrient claims) opriate for a young teenager differ from from opriate for a young teenager differ explain the differences between nutrient- explain the differences interpret the information on the labels of a the information on interpret explain why it is important to eat a nutritious plan nutritionally adequate meals using the plan nutritionally adequate meals using eakfast fects on health those appropriate for the teenager’sthose appropriate pre–school­ age sister or brother?” dense foods and empty-calorie foods and their ef variety of packaged foods table, ingr to determine whether a br appr “What is the most nutritious prompts: Teacher doing a physical activity? snack to have before Why?” “An apple and a chocolate bar have the same number of calories. Why would an apple be a better snack choice?” br school performance, workplace pr pr Teacher products to determine which would be the to determine which products most nutritious? What additional information would you want to know?” guidelines in Canada’s Food Guide “How would the foods prompt: Teacher their nutritional content “How would you use the prompt: Teacher Nutrition Facts tables to compar B2. Patterns Eating By the end of this course, students will: B2.1 B1.6 B2.2 B1.7 demonstrate an understanding of factors that contribute of factors that contribute demonstrate an understanding (e.g., food illus­ en? For seniors?” esent appropriate esent appropriate oups in which epr oup, protein in the Meat and oup, protein “What common everyday oups as described in Canada’s cise) NUTRITION AND HEALTH AND HEALTH NUTRITION ces of calcium as shown in the Milk and ces of calcium as shown in the Milk and describe appropriate serving sizes as describe appropriate describe diverse foods within each of describe diverse foods within each of identify key nutrients, their sources and identify key nutrients, their sources describe the key messages and recommen­ describe people’s nutritional needs at ferent stages in the lifespan, as outlined ferent demonstrate an understanding of the nutritional and health recommendations recommendations of the nutritional and health Food Guide: demonstrate an understanding Canada’s in Canada’s Food Guide; to optimal of eating patterns that contribute Eating Patterns: demonstrate an understanding physical health; about Food: Body Image and Attitudes to a positive body image and healthy attitudes about food. image and healthy attitudes about food. to a positive body defined in Canada’s Food Guide prompt: Teacher Food Guide some non-dairy “What are prompt: Teacher sour in Canada’s Food Guide?” Alternatives group objects can be used to r the food gr in Canada’s Food Guide especially “Which nutrients are prompt: Teacher important for very young childr functions, and the food gr serving sizes as defined by Canada’s Food is the same Guide (e.g., a deck of cards size as a serving of meat)?” dations in Canada’s Food Guide trations included, foods emphasized, statements about exer dif Alternatives and Milk and Alternatives groups) Alternatives and Milk and Alternatives groups) they can be found (e.g., carbohydrates in the gr Grain Products B1. Guide Food Canada’s B1.3 B1.2 B1.4 B1.1 By the end of this course, students will: By the end of this course, students will: B2. B3. By the end of this course, students will: By the end of this B1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS B1.5 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS B. 156 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 9 or 10, Open B2.4 B2.3 B2.6 B2.5 (e.g., br that encourageeatingforoptimalhealth between meals,pr (e.g., meetingnutrientneeds,satisfyinghunger achieving andmaintainingoptimalhealth your energy andperformancelevels?” balanced?” “Howdoeseatingbreakfast affect eating patternsinor food thatisnutrientdense T physical health a personaleatingplantoachieveoptimal standar program, orofministrypoliciessettingnutrition to evaluatethehealthbenefitsofabr Teacher prompt: “Whatcriteriashouldbeused policies, trans-fatr eacher pr evaluate existingprograms andpolicies describe therole ofhealthysnackingin plan andprepare asnackand/ assess theirowneatingpatternsandcreate eakfast pr ds forschools?” ompt: “Howcouldyouchangeyour ograms, schoolfoodandbeverage oviding energy) egulations) der toeatahealthierdiet?” or breakfast eakfast B3.2 B3.3 B3.1 By theendofthiscourse,studentswill: B3. Body Image andAttitudes BodyImage B3. about therelationship betweenbodytype/ with food?” to helpthemdevelopapositiver Teacher prompt: “Whatsupportsdoteensneed in variedactivities,talkingwithothers) positive self-talk,settingpriorities,participating messages, educatingoneselfabouttr tudes aboutfood taining apositivebodyimageandhealthyatti­ stroke risk) waist circumference isapredictor ofdiabetesand and health(e.g.,different shapescanbehealthy; gr on bodyimage(e.g.,cultural,social,media,peer oup, family) describe andevaluatesomecurrent theories outline strategiesforachievingandmain­ describe positiveandnegativeinfluences about Food (e.g., criticallyexaminingmedia ends, using elationship shape shape ResearchFood and NutritionInquiry Skills FOOD CHOICES 157 HIF10/20 HFN1O/2O ent eating influence personal e?” “What foods educe your impact on onment?” “What foods e specific to your family, e specific to your family, “How does being with (e.g., money, time, knowledge, ability, ability, time, knowledge, (e.g., money, ent social situations influence your fer analyse how social situations influence explain how personal, family, and community explain how personal, family, explain how childhood eating habits can explain how childhood eating habits esources esources food choices?” “How are your food choices food choices?” “How are influenced by the foods and beverages that available in your school?” are influence lifelong eating patterns “How do the eating patterns prompts: Teacher you had as a child influence your curr patterns?” “How do you see your eating pat­ terns changing in the futur and food traditions would you want to pass What foods and on to your own children? food traditions would you not want to pass on to your own children?” food choices prompts: Teacher friends influence your food choices?” “How do dif Teacher prompts: “Why do some people choose prompts: Teacher to be vegetarian?” “How can you modify your food choices to r some people “Why might the environment?” others choose foods while choose to eat organic their to eat local foods as a way of reducing impact on the envir do you eat that ar culture, and/or religion?” religion?” and/or culture, r equipment, availability of foods) food choices C2.3 C2.4 C2.2 demonstrate an understanding of how media and advertising of how media and advertising demonstrate an understanding ol diet, a healthy (e.g., the need for a opriate food-preparation opriate food-preparation ovision of food both eating a budget, estimating demonstrate an understanding of factors affecting people’s food needs and of ways people’s food needs and of ways of factors affecting demonstrate an understanding onmental, religious, social, onmental, religious, fect food choices. (e.g., food preferences, dietary and health (e.g., food preferences, FOOD CHOICES CHOICES FOOD ess specific food needs plan and prepare a food item or items to plan and prepare factors that influence identify different describe factors that affect people’s food describe factors that affect to use in selecting, strategies describe effective describe ways in which household members eparing, and serving food to meet a variety eparing, and serving food to meet a variety Food Needs: of various factors that influence Choices: demonstrate an understanding Influences on Food food choices; and Food: Media, Advertising, messages af of meeting those needs; of meeting those needs; addr people’s food choices (e.g., nutritional, cultural, emotional, envir inside home (e.g., planning meals, and outside the food, cleaning up) shopping for food, preparing low-sodium diet, a low-cholester diet for a person with a hectic schedule) per-serving costs, using coupons, planning menus per-serving costs, using coupons, planning and meals, developing appr needs pr of food needs (e.g., cr needs, busy schedules, major life changes) needs, busy schedules, major life changes) “How would you plan meals prompt: Teacher to meet special food needs in your household?” ethical, economic) can contribute to the pr skills and techniques, preparing foods in advance) skills and techniques, preparing C2. Choices on Food Influences C1. Needs Food C1.4 C2.1 By the end of this course, students will: C1.1 C1.2 By the end of this course, students will: By the end of this course, students will: C3. By the end of this course, students will: By the end of this C1. C2. OVERALL EXPECTATIONS OVERALL EXPECTATIONS C1.3 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS C. 158 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 9 or 10, Open C3.2 C3.1 By theendofthiscourse,studentswill: 3 Media,Advertising, andFood C3. used topr fast foods,energy drinks,restaurant meals) types offoods(e.g.,fresh pr ar magazines, billboards,radio,television,theInternet) end-of-aisle displays) scare tactics,brandr endorsements, selectivelimitingofinformation, e usedtopromote theconsumptionofdifferent analyse techniquesthatare commonly describe howvariousmedia(e.g.,flyers, omote foodproducts ecognition, pr oduce, healthfoods, oduct placement, (e.g., celebrity C3.3 techniques enced bymediaandadvertising/ determine theextenttowhichtheyar promoted atschool?” are conveyed?”“Howare healthy foodoptions sponsor large sportingevents,whatmessages “When fast-foodr placement asafood-marketingstrategy?” Teacher prompts: “Howeffective isproduct analyse theirpersonalfoodchoicesto estaurants andpopcompanies promotional e influ­ ResearchFood and NutritionInquiry Skills LOCAL AND GLOBAL FOODS 159 HIF10/20 HFN1O/2O , gy on­ ograms, ecycling pr e – organic produce or produce e – organic oduction and consumption own and harvested in envir onment?” Responsibility chasing and food-preparation practices chasing and food-preparation assess programs and practices that reduce and practices that reduce assess programs assess their personal and family food- outline environmentally responsible food- responsible outline environmentally plan and prepare a food item or items and a food item or items plan and prepare mentally responsible ways?” mentally responsible the impact of food pr local produce?” “How can individuals and local produce?” that the fish and seafood they families ensure gr consume are on the environment (e.g., r on the environment pur the environment on to determine their effect less fossil fuel for trans­ (e.g., local foods require less packaging) portation; homemade foods require your “Which would reduce prompts: Teacher carbon footprint mor cultivating home vegetable gardens, packing lunches shopping containers, using reusable in reusable vermi-composting) bags, buying in bulk, recycling, organic farming, food co-ops, community gardens) organic programs “What food-related prompt: Teacher could your school and community support to help the envir can be used in the home strategies that related less ener (e.g., using cooking techniques that require identify the source of most of the ingredients of the ingredients of most identify the source D2. and Environmental Food D2.2 By the end of this course, students will: By the end of this course, students will: D2.1 D2.3 D1.5 e, demonstrate an understanding of how various food- demonstrate an understanding , e people ocery stor market, oximity to oduced year eenhouses or fish e pr e?” (e.g., local gr (e.g., fish, meat and poultry, (e.g., fish, meat and poultry, e such as gr “What foods are produced produced “What foods are “How much do our eating demonstrate an understanding of issues related to food security. to food security. of issues related demonstrate an understanding ompts: LOCAL AND GLOBAL FOODS FOODS GLOBAL AND LOCAL explain how various factors affect the explain how various factors affect identify the different types of foods identify the different explain why certain foods are imported explain why certain foods are identify factors that influence wher e some foods imported to Ontario (e.g., garlic Food Security: demonstrate an understanding of where various foods are produced; produced; foods are various of where of Food: demonstrate an understanding Availability Food and Environmental Responsibility: Food and Environmental the environment; practices affect choices and food-preparation purchasing (e.g., tropical fruits, nuts, om other countries (e.g., tropical oadside stand, pick-your-own farm) availability of local foods (e.g., pr dairy products, grains, vegetables, fruit) grains, vegetables, dairy products, season, pres­ agricultural land, length of growing ence of infrastructur produced in Canada produced bulk-food store, big-box store, farmers’ big-box store, bulk-food store, r fr ocean fish, coffee, tea, chocolate) pr Teacher round?” “What makes the Niagara region Niagara region “What makes the round?” and other peaches so well suited to growing soft fruits?” farms, weather, soil conditions) farms, weather, prompts: Teacher in your community only in spring, summer and/or fall? What foods ar and/or choose to shop for food “Why might some people prompt: Teacher choose to buy their food at a farmers’ market rather than a big-box stor patterns depend on imported foods?” “Why ar New Zealand) when China or apples from from locally?” “How can a com­ they can be grown local foods?” be changed to use more mon recipe D1. of Food Availability D1.2 By the end of this course, students will: By the end of this course, students will: D1.1 D3. By the end of this course, students will: By the end of this D1. D2. OVERALL EXPECTATIONS OVERALL EXPECTATIONS D1.3 D1.4 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS D. 160 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 9 or 10, Open D3.1 By theendofthiscourse,studentswill: D3.2 3 Food Security D3. (e.g., availability, accessibility, adequacy, acceptability, soil depletionornaturaldisasters) gr lack ofresources orlackofaccesstoresources; poor lack ofknowledgeaboutnutritionorfoodpreparation; nities withdeterioratinginfrastructur drinking waterinsmallercommunitiesorcommu­ achieve foodsecurity sustainability) owing conditionsorlowcr identify thecomponentsoffoodsecurity explain whysomepeopleinCanadacannot (e.g., lackofaccesstosafe op yieldsasaresult of e; lowincome; D3.4 D3.3 Teacher pr assess theireffectiveness community kitchens,gardens),and security the mythspersist?” behind themythsabouthunger?Whydo Teacher pr the reasons forthem ar munity topromote foodsecurity?Howeffective “What facilitiesexistinyourschoolandcom­ zations thatworktopr there isnotenoughfoodintheworld),andexplain about hunger e they?Howcouldtheybeimpr identify localprograms toincrease food identify somemisconceptionsandmyths (e.g., educationpr ompt: ompts: “Whatare somelocalorgani­ (e.g., itdoesnothappeninCanada; “What are therealities omote foodsecurity?” ograms, foodbanks, oved?” ResearchFood and NutritionInquiry Skills FOOD-PREPARATION SKILLS 161 HIF10/20 HFN1O/2O e food esh produce; esh produce; oss-contamination ent strategies for ecommended temperatures; ecommended temperatures; (e.g., wash fr e tools and equipment used (e.g., use differ equired to prevent cr to prevent equired (e.g., cook foods to r opriately; wipe tops of cans before opening; opriately; wipe tops of cans before identify and select appropriate kitchen identify and select appropriate quanti­ demonstrate the ability to measure demonstrate the ability to safely use, main­ demonstrate the use of safe food-handling demonstrate the use of safe food-handling follow appropriate protocols to ensure food to ensure protocols follow appropriate check “best-before” dates; demonstrate awareness awareness dates; demonstrate check “best-before” ingredients) of common allergenic for use in tools, equipment, and ingredients in food preparation ties accurately measuring wet and dry ingredients; level off excess measuring wet and dry ingredients; liquids at eye level) amounts; measure keep hot foods hot and cold foods cold; stor appr food preparation food preparation tain, clean, and stor practices r by pathogens, parasites, and allergens in the by pathogens, parasites, and allergens area food-preparation meat sanitize cutting boards after contact with that come into con­ sanitize implements products; food for or with when preparing tact with allergens work surfaces; sanitize people with known allergies; and cloths frequently; and/or sanitize sponges replace clean-up procedures) use proper safety E3. Preparation Food By the end of this course, students will: E3.1 E3.3 E3.2 E2.3 E2.4 (e.g., safely ea (e.g., wash (e.g., cuts, eparation ar ) and techniques for E. Coli poisoning, botulism demonstrate an understanding of practices that ensure or enhance kitchen safety; or enhance kitchen safety; of practices that ensure demonstrate an understanding es) Clostridium perfringens poisoning, FOOD-PREPARATION SKILLS SKILLS FOOD-PREPARATION emergency responses to common accidents responses emergency describe the causes and symptoms of food- demonstrate an understanding of safe prac­ demonstrate an understanding of safe describe common accidents that can occur in describe common accidents that can demonstrate an understanding of appropri­ use appropriate personal hygiene practices use appropriate eventing them demonstrate an understanding of practices that ensure or enhance food safety; of practices that ensure Food Safety: demonstrate an understanding in and numeracy skills required Numeracy: demonstrate the literacy Kitchen Literacy and demonstrate skills needed in food preparation; needed in food preparation; demonstrate skills Food Preparation: food preparation. Kitchen Safety: associated with food preparation associated with food preparation burns, scalds, fir poisoning, salmonellosis, listeriosis borne illnesses (e.g., pr tices within the food-pr (e.g., cuts, burns, fires, falls, poisoning, falls, the kitchen (e.g., cuts, burns, fires, electric shocks) ate handle hot foods; prevent spatters, scalds, and cuts; spatters, handle hot foods; prevent wipe up spills immediately) hands frequently; cover a cough or sneeze in their hands frequently; sleeve; use gloves to cover cuts or wounds; tie hair back) to prevent contamination of food contamination of food to prevent E2. Safety Food E1. Safety Kitchen E2. E4. By the end of this course, students will: E2.1 E1.2 E3. E1.1 By the end of this course, students will: By the end of this course, students will: E1.3 By the end of this course, students will: By the end of this E1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS E2.2 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS E. 162 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 9 or 10, Open E4.1 By theendofthiscourse,studentswill: E3.5 E3.4 E3.6 E4. Kitchen Literacy and Numeracy Kitchen andNumeracy Literacy E4. r magazines, foodpackages,appliancemanuals, (e.g., cookbooks,theInternet,newspapers, ef whipping, chopping,broiling, frying) preparation techniques(e.g.,stirring,beating, items accor ecommendations from familyorfriends) fectively infoodpreparation identify varioussources ofrecipes demonstrate theabilitytomanagetime demonstrate thecorrect useoffood- plan, prepare, andserveafooditemor ding tosetcriteria E4.3 E4.2 E4.4 E4.5 storage tips) cooking techniques,food-related terminology, (e.g., conversioncharts,nutritioninformation, cookbooks andothersources ofrecipes and imperialmeasures; calculateyieldchanges) of r standard, active) pr eparation tasks compar describe usefulinformationfoundin demonstrate theabilitytofollowavariety apply mathematicalskillscorrectly infood ecipe formats e variousr (e.g., convertbetweenmetric ecipe formats (e.g., narrative, Food and Culture, Grade 11

University/College Preparation HFC3M

This course focuses on the flavours, aromas, cooking techniques, foods, and cultural traditions of world cuisines. Students will explore the origins of and developments in diverse food traditions. They will demonstrate the ability to cook with ingredients and equipment from a variety of cultures, compare food-related etiquette in many countries and cultures, and explain how Canadian food choices and traditions have been influenced by other cultures. Students will develop practical skills and apply social science research methods while investigating foods and food practices from around the world.

Prerequisite: None

163 A. RESEARCH AND INQUIRY SKILLS

OVERALL EXPECTATIONS Throughout this course, students will:

A1. Exploring: explore topics related to food and culture, and formulate questions 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; A3. Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry; A4. 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.

Grade 11, University/College Preparation Preparation University/College 11, Grade SPECIFIC EXPECTATIONS

A1. Exploring Teacher prompts: “How would you decide whether you need to consult a combination Throughout this course, students will: of primary and secondary sources rather than secondary sources alone?” “What methods A1.1 explore a variety of topics related to food would you use to ensure that you are following and culture (e.g., nutrition recommendations in ethical guidelines when you develop surveys food guides around the world, effects of immigration or interviews?” on the availability of food) to identify topics for A2.2 research and inquiry locate and select information relevant to their investigations from a variety of primary A1.2 identify key concepts (e.g., through discussion, sources (e.g., interviews, surveys, observations, brainstorming, use of visual organizers) related to field research, food labels, data sets from Statistics their selected topics Canada) and secondary sources (e.g., research reports, textbooks, brochures, newspaper and A1.3 formulate effective questions to guide their magazine articles, websites, other media) research and inquiry Teacher prompt: “Why is it important to base Teacher prompt: “If you were researching food your research on a variety of sources rather served at harvest celebrations, why might it than just one or two?” be advantageous to compare the celebrations of indigenous and non-indigenous groups? A2.3 based on preliminary research, for each Social Sciences and Humanities Social Sciences

| Which aspects of the food and celebrations investigation formulate a hypothesis, thesis would you compare?” statement, or research question, and use it to focus their research A2. Investigating A3. Processing Information Throughout this course, students will: Throughout this course, students will: A2.1 create appropriate research plans to investi­ gate their selected topics (e.g., outline purpose A3.1 assess various aspects of information and method; identify sources of information; develop gathered from primary and secondary sources research tools such as surveys or questionnaires), (e.g., accuracy, relevance, reliability, inherent values ensuring that their plans follow guidelines and bias, voice) for ethical research THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

164 Teacher prompts: “What strategies can you use A4. Communicating and Reflecting to determine the relevance of the information you have gathered?” “If two information sources Throughout this course, students will: contradict each other, how might you determine which is more reliable?” “What values are A4.1 use an appropriate format (e.g., oral presenta­ embedded in the information sources?” “Whose tion, brochure, flyer, poster, report, multimedia pres­ voices are represented and whose are absent?” entation, web page) to communicate the results of “Whose interests are advanced if you believe the their research and inquiry effectively for a spe­ Food and Culture main message of this source?” “What is your own cific purpose and audience personal connection to the research, and how A4.2 use terms relating to food and culture correct­ does this affect your interpretation of the informa­ ly (e.g., culture, acculturation, herbs, spices, cuisine, tion gathered?” food-borne illness, tajine, bamboo steamer) A3.2 record and organize information and key A4.3 clearly communicate the results of their ideas using a variety of formats (e.g., journals, inquiries (e.g., write clearly, organize ideas logically, logs, report outlines, notes, graphic organizers, use language conventions properly), and follow audio/visual/digital records) APA conventions for acknowledging sources A3.3 analyse and interpret research information (e.g., generate a reference list in APA style, use (e.g., make connections between findings from in-text author-date citations) different sources; identify gaps in explanations A4.4 demonstrate an understanding of the or information that may necessitate further general research process by reflecting on research or inquiry) and evaluating their own research, inquiry, A3.4 demonstrate academic honesty by document­ and communication skills ing the sources of all information generated Teacher prompts: “How might the research through research methods you used have affected the results you HFC3M A3.5 synthesize findings and formulate conclu­ obtained?” “What steps might you take to sions (e.g., determine whether their results support enhance your research/inquiry skills?” or contradict their hypothesis; weigh and connect information to determine the answer to their research question) RESEARCH AND INQUIRY SKILLS

165 B. CULTURE, FOODS, AND FOOD PRACTICES

OVERALL EXPECTATIONS By the end of this course, students will:

B1. Food Choices: demonstrate an understanding of the factors that influence food choices, with reference to a variety of cultures; B2. Food Guidelines: demonstrate an understanding of the key recommendations in Canada’s Food Guide and the food and nutrition guidelines of other countries; B3. Culture and Food Habits: demonstrate an understanding of the influence of culture on how people obtain, prepare, serve, and consume food.

Grade 11, University/College Preparation Preparation University/College 11, Grade SPECIFIC EXPECTATIONS

B1. Food Choices Teacher prompts: “What are some ways in which immigration to Canada has affected By the end of this course, students will: our food choices?” “Why do many countries require milk to be pasteurized? What is raw B1.1 explain how various factors (e.g., geography, milk, and why do some people prefer raw religion, economics, culture, environment, values) milk over pasteurized milk?” influence personal and societal food choices B1.4 plan and prepare a food item or items asso­ Teacher prompt: “How have colonization ciated with a special occasion of their own or and globalization affected (increased and another culture or country decreased) the variety and availability of foods?” B2. Food Guidelines B1.2 explain why specific foods are served on various special occasions in Canada and in dif­ By the end of this course, students will: ferent countries (e.g., national holidays, cultural and religious celebrations, weddings, harvest B2.1 describe key recommendations in Canada’s celebrations, family celebrations) Food Guide (e.g., choose dark green and orange vegetables and orange fruit more often; choose Teacher prompts: “How do special holiday lower-fat milk products) foods help to establish ethnocultural or religious

Social Sciences and Humanities Social Sciences identities?” “How are foods used to contribute B2.2 compare key recommendations and foods | to the celebratory nature of special occasions?” represented in various versions of Canada’s Food Guide (e.g., First Nations, Inuit, and Métis B1.3 describe the origins and development of version; translated versions) food traditions and agricultural practices in a variety of cultures (e.g., the discovery of fire and Teacher prompt: “How does the First Nations, its use in cooking, the “Green Revolution” and Inuit, and Métis version of Canada’s Food Guide the widespread use of fertilizers, the effects of food reflect the rural traditions of these groups?” scarcity, advances in tools used in food production, advances in sanitation, immigration between coun­ tries), and explain how they have influenced current practices in these cultures THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

166 B2.3 compare recommendations in Canada’s large monoculture farms; the role of hunting and Food Guide with those in food guidelines fishing; organic farming practices versus the use from other countries (e.g., Dietary Guidelines for of chemicals and genetically modified seeds/plants; Americans, Mediterranean Food Guide, French growing cash crops versus growing for local con­ Food Guide, Chinese Food Guide) sumption; using surplus produce to barter or trade Teacher prompts: “How do the food guidelines for different foodstuffs; buying packaged goods and butchered meat in grocery stores versus fresh

of different countries reflect their cultures?” Food and Culture “For which food groups are there the largest produce and live animals in markets; kosher and apparent differences between Canada’s Food halal foods) Guide and those of other countries?” Teacher prompts: “How does the size of refrig­ erators and ovens available in different regions affect the amount and type of food that can be B3. Culture and Food Habits purchased at one time?” “How does the avail­ ability of fresh foods in urban Ontario compare By the end of this course, students will: to the availability of fresh foods in the southern B3.1 describe foods from other cultures that are United States? Northern Europe? Southern available in Canada (e.g., samosa, sushi, pizza, Europe? Urban China?” fried rice, pita, nachos, tortillas, dhal, bannock) B3.5 compare and contrast food-preparation B3.2 describe responses by the food industry to practices in a variety of cultures consumer demand for greater diversity in food Teacher prompts: “How is food-preparation products (e.g., international aisles and greater labour distributed among family members in variety of imported foods in grocery stores, exotic your own culture? How is this different from fruits and vegetables in the produce section, the practices in some other cultures?” “What culture-specific grocery markets) factors affect whether food is typically cooked Teacher prompt: “What cultures are represented indoors or outdoors in various countries?” HFC3M in the food markets, restaurants, and specialty B3.6 describe some cultural variations in daily stores in your community?” eating patterns (e.g., time of day for meals, B3.3 identify some foods that are Westernized number of meals per day, timing and typical versions of foods/dishes from various cultures content of the main meal of the day) (e.g., California roll) Teacher prompt: “How might typical eating Teacher prompts: “In what ways has the patterns vary around the world?” original food item been changed? How do the B3.7 compare dining etiquette in various cultures changes reflect the food preferences of Western (e.g., seating arrangements, order and use of cultures?” “To what extent would these changes utensils, appropriate sounds while eating) be considered cultural appropriation? To what extent would these changes be considered Teacher prompt: “What signs, behaviours, or acculturation?” actions are appropriate to show appreciation for food in various cultures? In what ways are B3.4 compare some food-production and food- these gender specific?” acquisition practices in Canada to those in a variety of other countries/cultures (e.g., with reference to: cultivation on small family farms versus CULTURE, FOODS, AND FOOD PRACTICES

167 C. FOODS AND FLAVOURS

OVERALL EXPECTATIONS By the end of this course, students will:

C1. Food Availability: demonstrate an understanding of the relationship between geography and the foods naturally found and/or produced in Canada and various other countries; C2. Sources of Foods: demonstrate an understanding of the sources of foods eaten in Canada and in various other countries/cultures; C3. Flavours of the World: demonstrate an understanding of the characteristic flavours, aromas, herbs, and spices associated with cuisines of various countries/cultures.

SPECIFIC EXPECTATIONS Grade 11, University/College Preparation Preparation University/College 11, Grade C1. Food Availability C2. Sources of Foods

By the end of this course, students will: By the end of this course, students will: C1.1 explain the relationship between geography C2.1 describe the origins of various foods eaten and the foods naturally found or produced in in Canada (e.g., potatoes, breads, corn, rice, bananas, different regions of Canada (e.g., salmon on the tofu, various cheeses, various herbs and spices) west coast, beef and bison on the prairies, Saskatoon Teacher prompt: “How do immigration berries on the prairies, cranberries in Ontario, grapes patterns affect the foods eaten in various in southern Ontario, fish/seafood in the Atlantic regions of Canada?” provinces, seal and whale in the far north) C2.2 identify foods that are regularly eaten as a C1.2 explain how overhunting and overfishing, dominant part of the diet in different parts of as well as the reduction or elimination of natural the world (e.g., grains/cereals such as rice, wheat, habitats, have affected the availability of foods maize/corn, millet, sorghum; roots and tubers such found in different regions of Canada as potatoes, cassava, yams, taro; animal products C1.3 explain the relationship between geography such as meat, milk, eggs, cheese, fish) and the foods naturally found or produced in C2.3 compare the different forms that certain various countries of the world (e.g., tropical and foods take around the world (e.g., rice: noodles, citrus fruits in countries with consistently warm rice pudding, risotto, rice paper; corn/maize: flour, climates, fish/seafood in coastal areas, food products tortillas, polenta, oil; chickpeas: hummus, chana from grazing animals in grassland areas) Social Sciences and Humanities Social Sciences masala, flour; wheat: flour, bannock, pasta, cereal, | Teacher prompt: “Why can we not grow coffee breads such as pita, naan, baguette, focaccia, challah) and tea in Ontario?” C2.4 plan and prepare a food item or items using C1.4 explain how food-acquisition practices vary ingredients from a variety of countries/cultures among people who live in rural and urban environments (e.g., in rural areas, people may C3. Flavours of the World grow some of their own food, keep poultry for eggs and/or meat, hunt for seasonal game; in urban areas, By the end of this course, students will: people have access to large grocery stores and may C3.1 explain the differences between herbs have access to food products from a variety of cultures, and spices local farmers' markets, and community gardens) Teacher prompts: “What are the characteristics Teacher prompt: “In what ways might food- of herbs?” “What are the characteristics of purchasing and food-storage practices differ

THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO spices?” “Why might garlic sometimes be between rural and suburban communities?” mistaken for a herb or a spice?” 168 C3.2 describe a variety of herbs and spices and Teacher prompts: “What are the differences their common uses in the cuisines of various in flavour between Cantonese and Szechuan countries/cultures food?” “What cultures/countries use coconut Teacher prompts: “What spices are generally milk in their cuisine? What aroma/flavour used in Indian curries?” “What is the difference does it impart?” “Describe the aroma of between Italian basil and Thai basil?” “What is anise seeds. What cultures use anise seeds in their cuisine?”

the source of cayenne pepper? What types of Food and Culture cuisines use this spice?” C3.4 plan and prepare a food item or items using C3.3 describe some characteristic flavours herbs and spices typical of the cuisine of a and aromas of the cuisines of various particular country/cultures countries/cultures

HFC3M FOODS AND FLAVOURS

169 D. FOOD-PREPARATION SKILLS

OVERALL EXPECTATIONS By the end of this course, students will:

D1. Kitchen Safety: demonstrate an understanding of practices that ensure or enhance kitchen safety; D2. Food Safety: demonstrate an understanding of practices that ensure or enhance food safety; D3. Food Preparation: demonstrate skills used in food preparation in various countries/cultures; D4. Kitchen Literacy and Numeracy: demonstrate the literacy and numeracy skills required in food preparation.

SPECIFIC EXPECTATIONS

Grade 11, University/College Preparation Preparation University/College 11, Grade D1. Kitchen Safety after contact with meat products; sanitize implements that come into contact with allergens when preparing By the end of this course, students will: food for or with people with known allergies; sanitize work surfaces; replace and/or sanitize sponges or D1.1 describe common accidents that can occur in cloths frequently; use proper clean-up procedures) the kitchen (e.g., cuts, burns, fires, falls, poisoning, D2.4 electric shocks) follow appropriate protocols to ensure food safety (e.g., cook foods to recommended temperatures; D1.2 demonstrate an understanding of safe keep hot foods hot and cold foods cold; store food practices within the food-preparation area appropriately; wipe tops of cans before opening; (e.g., safely handle hot foods; prevent spatters, check “best-before” dates; demonstrate an awareness scalds, and cuts; wipe up spills immediately) of common allergenic ingredients) D1.3 demonstrate an understanding of appropriate emergency responses to common accidents D3. Food Preparation associated with food preparation (e.g., cuts, burns, scalds, fires) By the end of this course, students will: D3.1 identify the tools and equipment used for D2. Food Safety preparing, serving, and eating foods from a variety of cultures (e.g., wok, tajine, barbeque, By the end of this course, students will: smoker, clay oven, bamboo steamer, chopsticks, mortar and pestle, skewer) D2.1 explain the causes of food-borne illnesses

Social Sciences and Humanities Social Sciences (e.g., E. coli poisoning, botulism poisoning, D3.2 demonstrate the ability to safely use, | Clostridium perfringens poisoning, salmonellosis, maintain, clean, and store tools and equipment listeriosis) and describe the symptoms of, and used in food preparation the techniques for preventing, these illnesses D3.3 demonstrate the ability to adapt recipes D2.2 use appropriate personal hygiene practices from other countries/cultures by substituting to prevent contamination of food (e.g., wash equipment that is readily available (e.g., use a hands frequently; cover a cough or sneeze in their frying pan instead of a wok; use a standard oven sleeve; use gloves to cover cuts or wounds; tie instead of a clay oven; use a Dutch oven or slow hair back) cooker instead of a tajine) D2.3 use safe food-handling practices to prevent D3.4 demonstrate the ability to measure quantities cross-contamination by pathogens, parasites, accurately (e.g., use different strategies for measuring and allergens in the food-preparation area wet and dry ingredients; level off excess amounts; (e.g., wash fresh produce; sanitize cutting boards measure liquids at eye level) THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

170 D3.5 demonstrate the correct use of food- Teacher prompts: “Why is it sometimes difficult preparation techniques (e.g., stirring, beating, to know the country of origin of some packaged whipping, chopping, broiling, frying) foods?” “How can it be that a food which is labelled ‘Product of Canada’ may have been D3.6 demonstrate the ability to manage time produced several thousand kilometres away?” effectively in food preparation “What different information is included on D3.7 food labels from countries other than Canada?

demonstrate an understanding of meal Food and Culture customs and table-setting practices in a variety What similarities do you see between Canadian of cultures (e.g., sitting on the floor on a rug in food labels and labels from other countries?” northern Africa; sitting on tatami [mats] for a tra­ D4.2 demonstrate the ability to follow recipes ditional Japanese meal; setting the table with many from different countries utensils for a formal European meal) Teacher prompts: “What different food terms D3.8 plan, prepare, and serve a variety of food and cooking terms do you notice in recipes items from various countries/cultures using from other countries?” “What are aubergines culturally specific ingredients and techniques and courgettes? What is bicarbonate of soda?” D4.3 demonstrate an understanding of common D4. Kitchen Literacy and Numeracy terms used in food preparation (e.g., names of utensils and techniques) By the end of this course, students will: D4.4 apply mathematical skills correctly in food- D4.1 demonstrate an understanding of the infor­ preparation tasks (e.g., convert between imperial mation found on Canadian food labels and on and metric measurements; convert between measures labels of foods from other countries based on weight and those based on volume; calculate yield changes) HFC3M FOOD-PREPARATION SKILLS

171 Food and Culture, Grade 11

Workplace Preparation HFC3E

This course focuses on the flavours, aromas, cooking techniques, foods, and cultural traditions of world cuisines. Students will demonstrate the ability to cook with ingredients and equipment from a range of cultures, describe food-related etiquette in a variety of countries and cultures, and explore ways in which Canadian food choices and traditions have been influenced by other cultures. Students will have opportunities to develop practical skills and apply research skills as they investigate foods and food practices from around the world.

Prerequisite: None

172 ResearchFood and and Inquiry Culture Skills RESEARCH AND INQUIRY SKILLS 173 HFC3E HIF10/20 (e.g., ecords) (e.g., notes, ent sources; ent sources; et research information et research om a variety of primary elevance of the information esearch question, and use it to question, and use it to esearch and/or secondary sources secondary sources and/or (e.g., interviews, surveys, questionnaires, (e.g., interviews, surveys, questionnaires, d and organize information and d and organize

recor analyse and interpr based on preliminary research, for each research, based on preliminary assess various aspects of information gath­ locate and select information relevant to locate and select information relevant ed from primary and secondary sources primary and secondary sources ed from ey ideas using a variety of formats k you have gathered?” “If two information you have gathered?” how might you contradict each other, sources reliable?” determine which is more graphic organizers, audio/visual/digital r graphic organizers, identify gaps in information that necessitate further research) investigation formulate a hypothesis, thesis investigation formulate a hypothesis, statement, or r focus their research er inherent reliability, relevance, (e.g., accuracy, values and bias, voice) “What strategies can you use prompts: Teacher to determine the r their investigations fr newspaper textbooks, advertisements, brochures, websites) and magazine articles, cookbooks, recipe sources sources observations) (e.g., compare information from differ information from (e.g., compare A3. Information Processing A3.2 A3.3 A2.3 this course, students will: Throughout A3.1 A2.2 , related to related ough discussion, e looking for Thai assess, record, analyse, and synthesize information gathered through through information gathered analyse, and synthesize assess, record, ces of information) ikipedia be adequate create research plans, and locate and select information relevant to their chosen locate and select information relevant plans, and research create “If you wer explore topics related to food and culture, and formulate questions to guide and formulate questions to food and culture, related topics explore gens such as peanuts and shrimp?” ch and inquiry RESEARCH AND INQUIRY SKILLS SKILLS INQUIRY AND RESEARCH identify key concepts (e.g., thr formulate effective questions to guide their formulate effective explore a variety of topics related to food a variety of topics related explore create appropriate research plans to investi­ plans research appropriate create Exploring: their research; Investigating: Processing Information: and inquiry; research and inquiry clearly their research of Communicating and Reflecting: communicate the results and communication skills. inquiry, their research, on and evaluate and reflect and effectively, topics, using appropriate social science research and inquiry methods; and inquiry methods; social science research topics, using appropriate eacher prompt: eacher prompt: esear ecipes, why might it be important to look for world, herbs and spices used in different cuisines) world, herbs and spices used in different and inquiry to identify topics for research brainstorming, use of visual organizers) brainstorming, use of visual organizers) T r (e.g., food guidelines from around the around (e.g., food guidelines from and culture their selected topics versions of the recipes that do not include com­ versions of the recipes mon aller r gate their selected topics (e.g., outline purpose and method; identify sour sources of information? What are the risks of information? What are sources on websites such as Wikipedia?” of relying ensuring that their plans follow guidelines for ethical research “For which purposes might prompt: Teacher websites such as W A2. Investigating A1. Exploring A1.2 A1.3 Throughout this course, students will: this course, students Throughout A1.1 A2. A4. Throughout this course, students will: Throughout A1. A3. OVERALL EXPECTATIONS OVERALL EXPECTATIONS Throughout this course, students will: Throughout A2.1 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS A. 174 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, Workplace Preparation A4.1 Throughout thiscourse,studentswill: A3.4 A3.5 4 Communicating andReflecting A4. effectively foraspecificaudienceandpurpose nicate theresults oftheirresearch andinquiry flyer, poster, multimedia presentation) tocommu­ menting thesources ofallinformationgenerated the answertotheirr (e.g., weighandconnectinformationtodetermine through research use anappropriate format demonstrate academichonestybydocu­ synthesize findingsandformulateconclusions esearch question) (e.g., br ochure, A4.4 A4.3 A4.2 and evaluatingtheirownr general r (e.g., generateareference listinAPA style) AP use languageconventionsproperly), andfollow inquiries tajine, wok,cuisine) r methods youusedhaveaf Teacher prompts: “Howmighttheresearch and communicationskills enhance yourresearch obtained?” “Whatstepsmightyoutaketo ectly demonstrate anunderstandingofthe clearly communicatether use termsrelating tofoodandculture cor­ A conventionsforacknowledgingsources (e.g., staplefoods,etiquette,eatingpatterns, esearch process byreflecting on (e.g., writeclearly / inquiry skills?” , or fected theresults you esear ganize ideaslogically, esults oftheir ch, inquiry, ResearchFood and and Inquiry Culture Skills CULTURE, FOODS, AND FOOD PRACTICES 175 HFC3E HIF10/20 oducts; “How does the First Nations, e or country ecommendations in Canada’s ompt: ompt: “How would the typical diet fer from that of someone following fer from eflect the rural traditions that are an traditions that are eflect the rural compare r compare identify key recommendations in Canada’s identify key recommendations in Canada’s recommendations compare plan and prepare a food item or items asso­ plan and prepare om other countries (e.g., Dietary Guidelines eacher pr Inuit, and Métis version of Canada’s Food Guide r part of First Nation, Inuit, and Métis inherent cultures?” Food Guide with those in food guidelines fr Canada’s Food Guide?” Food Guide (e.g., choose lower-fat milk pr often than juice) have vegetables and fruit more Food Guide with those in the First Nations, Inuit, and Métis Food Guide pr Teacher for Americans, Mediterranean Food Guide, Chinese Food Guide) T of someone following the Mediterranean Food Guide dif ciated with a special occasion of their own or ciated with a special occasion of their another cultur B2. Guidelines Food B2.3 By the end of this course, students will: By the end of this course, students will: B2.1 B2.2 B1.4 es?” eligious efrigerated (e.g., geography, (e.g., geography, demonstrate an understanding of the influence of culture on how influence of culture demonstrate an understanding of the (e.g., r e some Christmas demonstrate an understanding of recommendations made in Canada’s Food of recommendations demonstrate an understanding “What ar fected if you consumed only ompt: “How is cold storage used to CULTURE, FOODS, AND FOOD AND FOODS, CULTURE, PRACTICES identify specific foods that are served for identify specific foods that are describe how various factors describe some technological innovations people obtain, prepare, serve, and consume food. people obtain, prepare, demonstrate an understanding of the factors that influence food choices, with of the factors that influence Food Choices: demonstrate an understanding to a variety of cultures; reference Food Guidelines: of other countries; made in the guidelines Guide and of recommendations Culture and Food Habits: eacher pr trucks, freeze drying, deep freezing, cold storage, drying, deep freezing, trucks, freeze food production) greenhouse T ensure access to Ontario apples all year round?” access to Ontario apples all year round?” ensure special occasions in Canada and other countries special occasions in Canada and other (e.g., for national holidays, cultural and r religion, economics, culture, environment, values) environment, economics, culture, religion, influence personal food choices “How would your food prompt: Teacher choices be af within produced and/or food that was grown home?” radius of your a 100-kilometre celebrations, weddings, harvest celebrations) prompts: Teacher that make local and imported foods available to Canadians in all seasons “How do Passover foods differ according to according “How do Passover foods differ traditions?” “What Ashkenazi and Sephardic the in which specific holidays some cultures are marked by obtaining special foods (e.g., by are killing a whale)?” foods that are served in different cultur in different served foods that are B1. Choices Food B1.2 By the end of this course, students will: By the end of this course, students will: B1.1 B2. B3. OVERALL EXPECTATIONS OVERALL EXPECTATIONS course, students will: By the end of this B1. B1.3 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS B. 176 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, Workplace Preparation B3.3 B3.2 B3.1 By theendofthiscourse,studentswill: 3 Culture andFood Habits B3. fishing, growing cashcrops, growing forlocal cally modifiedseeds/plants,therole ofhuntingand monoculture farms,theuseofchemicalsandgeneti­ small familyfarms,organic farmingpractices,large of othercountries acquisition practicesinCanadaandavariety culture-specific grocery markets) school cafeteria,restaurants, communityevents, (e.g., internationalaislesatgr foods fr pizza, friedrice,pita,nachos,tortillas,dhal,bannock) become commoninCanada describe somefood-production andfood- identify where intheirlocalcommunity identify foodsfrom othercultures thathave om variouscultures canbeacquired /cultur es (e.g., cultivationon ocery stores, the (e.g., samosas,sushi, B3.5 B3.4 T of utensils,appr etiquette main mealoftheday) of mealsperday, timingandtypicalcontentofthe e in yourneighbour gar Teacher prompt: “Whatisacommunity-based and liveanimalsinmarkets,kosherhalalfoods) butchered meatingr for different foodstuffs,buyingpackagedgoodsand consumption, usingsurplusproduce tobarterortrade cultur tion offoodinvariouscultures?” “Inwhich floor toeattraditionalmeals?” ating patterns(e.g.,timeofdayformeals,number eacher pr describe someculturalvariationsindining describe someculturalvariationsindaily den? Are there anycommunity-basedgardens es /countries dopeoplesitclosetothe (e.g., seatingarrangements,orderanduse ompts: “Howdoyoushowapprecia­ opriate soundswhileeating) ocery stor hood?” es, buyingfresh produce ResearFoodch and and Inquiry Culture Skills FOODS AND FLAVOURS 177 HFC3E HIF10/20 ural rice: hummus, (e.g., ent parts of fer flour, bannock, pasta, flour, (e.g., in rural areas, (e.g., in rural areas, eads, corn, rice, bananas, oduced here?” oduced here?” ound the world ow some of their own food, keep poultry e used ar (e.g., potatoes, br eas, people have access to large grocery grocery eas, people have access to large ces ar identify different ways in which certain food ways in identify different describe ways in which food-acquisition describe ways in which food-acquisition identify the origins of various foods eaten in eaten as a regularly identify foods that are ural communities shop less frequently than ural communities shop less frequently chana masala, flour, dahl; wheat: chana masala, flour, such as pita, naan, focaccia, challah) breads cereal, noodles, rice paper, rice pudding, risotto; corn/maize: noodles, rice paper, tortillas, polenta, oil; chickpeas: flour, (e.g., grains/cereals such as rice, wheat, the world (e.g., grains/cereals and tubers such roots maize/corn, millet, sorghum; animal products as potatoes, cassava, yams, taro; such as meat, milk, eggs, cheese, fish) sour practices vary among people who live in r practices vary among people who live tofu, various cheeses, various herbs and spices) “In which country did tofu prompt: Teacher originate? How much of the tofu consumed in Canada is actually pr Canada dominant part of the diet in dif stores and may have access to food products from from food products and may have access to stores markets, and local farmers' a variety of cultures, community gardens) “Why might people living in prompt: Teacher r people living in suburban communities?” and urban environments and urban environments people may gr in for eggs and/or meat, hunt for seasonal game; urban ar C2. of Foods Sources C2.3 C1.6 By the end of this course, students will: C2.1 C2.2 oduced in oduced in (e.g., salmon eas, food products eas, food products (e.g., tropical and (e.g., tropical ow so well in Ontario?” elationship between geography eduction or elimination of natu­ (e.g., rice in the Far East, maize/corn ompt: “What factors explain the fact (e.g., the influence on food production of (e.g., the influence on food production FOODS AND FLAVOURS FLAVOURS AND FOODS e available in some countries than others?” explain the relationship between geography explain the relationship identify foods naturally found or produced identify foods naturally found or produced explain the r naturally found or identify foods that are explain how overhunting and overfishing, explain how overhunting oduced in particular countries and regions oduced in particular countries and regions demonstrate an understanding of the relationship between geography and the of the relationship demonstrate an understanding Food Availability: Canada and in various other countries; in produced and/or foods naturally found eaten in Canada and in of foods of the sources Sources of Foods: demonstrate an understanding various other countries/cultures; herbs, aromas, of the characteristic flavours, demonstrate an understanding Flavours of the World: with the cuisines of various countries/cultures. and spices associated eacher pr “Why are animal food products animal food products “Why are eacher prompt: Canada fertile farm­ land formations, rainfall, the location of land or temperate climates) T and the foods naturally found or pr in the different regions of Canada regions in the different on the west coast, beef and bison on the prairies, in Saskatoon berries on the prairies, cranberries in Ontario, grapes in southern Ontario, fish/seafood whale in the far north) seal and the Atlantic provinces, and the foods naturally found or pr various countries or regions citrus fruits in countries with consistently warm climates, fish/seafood in coastal ar mor pr of the world in Central America, fish/seafood in Spain and Portugal, olives in Mediterranean countries) T that cranberries gr as well as the r the availability of ral habitats, have affected of Canada regions foods found in different grazing animals in grassland areas) from C1. Availability Food C1.2 C1.1 By the end of this course, students will: By the end of this course, students will: C2. C3. By the end of this course, students will: By the end of this C1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS C1.4 C1.5 C1.3 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS C. 178 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, Workplace Preparation C3.2 C2.4 C3.1 By theendofthiscourse,studentswill: 3 Flavours ofthe World C3. countries herbs andspicesinthecuisinesofvarious ingredients from avarietyofcountries/cultures cinnamon orcorianderatthegr Teacher prompt: “Inwhatformscanyoufind identify thesources andcommonusesof plan andprepare afooditemoritemsusing identify variousherbsandspices /cultur es ocery store?” C3.3 C3.4 T of thecuisinesvariouscultur cooking?” are oftenusedinItaliancooking?Cantonese T particular country herbs andspicestypicalofthecuisinea tend tousealotofgarlicintheircuisine?” eacher pr eacher prompt: “Whatherbandspiceblends describe characteristicflavoursandaromas plan andprepare afooditemoritemsusing ompt: “Which cultur / cultur e es es /countries ResearchFood and and Inquiry Culture Skills FOOD-PREPARATION SKILLS 179 HFC3E HIF10/20 es; gies; sanitize (e.g., use a ecommended temperatur ent strategies for measuring e tools and equipment used ntries/cultures by substituting ntries/cultures eplace and/or sanitize sponges or u (e.g., use differ e liquids at eye level) (e.g., cook foods to r identify the tools and equipment used for demonstrate the ability to adapt recipes demonstrate the ability to measure quantities demonstrate the ability to measure demonstrate the ability to safely use, main­ follow appropriate protocols to ensure food to ensure protocols follow appropriate eparing, serving, and eating foods from a eparing, serving, and eating foods from om other co wet and dry ingredients; level off excess amounts; wet and dry ingredients; measur pr in food preparation fr keep hot foods hot and cold foods cold; store food keep hot foods hot and cold foods cold; store opening; check before wipe tops of cans appropriately; of awareness dates; demonstrate “best-before” ingredients) common allergenic equipment that is readily available equipment that is readily frying pan instead of a wok; use a standard oven instead of a clay oven; use a Dutch oven or slow cooker instead of a tajine) accurately variety of cultures (e.g., wok, tajine, barbeque, variety of cultures chopsticks, clay oven, bamboo steamer, smoker, mortar and pestle, skewer) tain, clean, and stor work surfaces; r after implements sanitize contact with meat products; when preparing that come into contact with allergens food for or with people with known aller cloths frequently; use proper clean-up procedures) clean-up procedures) use proper cloths frequently; safety D3. Preparation Food By the end of this course, students will: By the end of this course, students will: D3.1 D3.3 D3.4 D3.2 D2.4 event (e.g., safely ea (e.g., wash (e.g., cuts, eparation area eparation area eparation eparation ar demonstrate skills used in food preparation in various countries/cultures; in various countries/cultures; used in food preparation demonstrate skills E. coli poisoning, botulism demonstrate an understanding of practices that ensure or enhance kitchen safety; of practices that ensure demonstrate an understanding es) Clostridium perfringens poisoning, FOOD-PREPARATION SKILLS SKILLS FOOD-PREPARATION gency responses to common accidents gency responses describe the causes and symptoms of food- demonstrate an understanding of appropriate demonstrate an understanding of appropriate demonstrate an understanding of safe prac­ demonstrate an understanding of safe describe common accidents that can occur in describe common accidents that can use appropriate personal hygiene practices use appropriate use safe food-handling practices to pr eventing these illnesses Kitchen Safety: Food Preparation: demonstrate an understanding of practices that ensure or enhance food safety; of practices that ensure Food Safety: demonstrate an understanding demonstrate the literacy and numeracy skills required in and numeracy skills required Numeracy: demonstrate the literacy Kitchen Literacy and food preparation. food preparation. burns, scalds, fir associated with food pr poisoning, salmonellosis, listeriosis) and techniques for pr borne illnesses (e.g., emer handle hot foods; prevent spatters, scalds, and cuts; spatters, handle hot foods; prevent wipe up spills immediately) tices within the food-pr (e.g., cuts, burns, fires, falls, poisoning, falls, the kitchen (e.g., cuts, burns, fires, electric shocks) to prevent contamination of food contamination of food to prevent sanitize cutting boards produce; (e.g., wash fresh hands frequently; cover a cough or sneeze in their hands frequently; sleeve; use gloves to cover cuts or wounds; tie hair back) cross-contamination by pathogens, parasites, cross-contamination in the food-pr and allergens D2. Safety Food D1. Safety Kitchen By the end of this course, students will: D2.1 D1.3 D1.2 D1.1 By the end of this course, students will: By the end of this course, students will: By the end of this course, students will: By the end of this D1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS D2. D3. D4. D2.2 D2.3 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS D. 180 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, Workplace Preparation D3.8 D3.6 D3.5 D3.7 specific ingredients andtechniques fr utensils foraformalEuropean meal) ditional Japanesemeal;settingthetablewithmany northern Africa;sittingontatami[mats]foratra­ effectively infoodpreparation whipping, chopping,broiling, frying) preparation techniques(e.g.,stirring,beating, of cultur customs andtable-settingpracticesinavariety om variouscountries plan andprepare avarietyoffooditems demonstrate theabilitytomanagetime demonstrate thecorrect useoffood- demonstrate anunderstandingofmeal es (e.g.,sittingonthefloorarugin /cultures usingculturally D4.4 D4.3 D4.2 D4.1 By theendofthiscourse,studentswill: D4. Kitchen Literacy and Numeracy Kitchen andNumeracy Literacy D4. and metricmeasurements; calculate yieldchanges) pr utensils andtechniques) terms usedinfoodpr kilometr have comefrom acountrythousandsof which islabelled‘Product ofCanada’might Teacher prompt: “Howcanitbethatafood and onlabelsoffoodsfr information foundonCanadianfoodlabels eparation tasks apply mathematicalskillscorrectly infood- demonstrate anunderstandingofcommon demonstrate theabilitytofollowarecipe demonstrate anunderstandingofthe es away?” (e.g., convertbetweenimperial eparation om othercountries (e.g., namesof Nutrition and Health, Grade 12

University Preparation HFA4U

This course examines the relationships between food, energy balance, and nutritional status; the nutritional needs of individuals at different stages of life; and the role of nutrition in health and disease. Students will evaluate nutrition-related trends and will determine how food choices can promote food security and environmental responsibility. Students will learn about healthy eating, expand their repertoire of food-preparation techniques, and develop their social science research skills by investigating issues related to nutrition and health.

Prerequisite: Any university or university/college preparation course in social sciences and humanities, English, or Canadian and world studies

181 A. RESEARCH AND INQUIRY SKILLS

OVERALL EXPECTATIONS Throughout this course, students will:

A1. Exploring: explore topics related to nutrition and health, and formulate questions 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; A3. Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry; A4. 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. Grade 12, University Preparation Preparation University 12, Grade

SPECIFIC EXPECTATIONS

A1. Exploring ensuring that their plans follow guidelines for ethical research Throughout this course, students will: Teacher prompts: “What are some good places A1.1 to locate reliable sources of information?” explore a variety of topics related to “For which purposes might websites such as nutrition and health (e.g., food security, factors Wikipedia be adequate sources of information? affecting metabolism) to identify topics for What are the risks of using websites such as research and inquiry Wikipedia?” “What criteria should be used to A1.2 identify key concepts (e.g., through discussion, ensure that you are following ethical guidelines brainstorming, use of visual organizers) related to when you develop surveys or interviews?” their selected topics A2.2 locate and select information relevant to A1.3 formulate effective questions to guide their their investigations from a variety of primary research and inquiry sources (e.g., interviews, surveys, questionnaires, observations, field research, research based on pri­ Teacher prompt: “If you were researching the mary data in a peer-reviewed journal, data sets extent to which different communities have from Statistics Canada) and secondary sources access to safe drinking water in Ontario, why (e.g., book reviews, literature reviews, textbooks, might it be useful to compare access to safe websites, advertisements, brochures, newspaper water before and after the contamination of

Social Sciences and Humanities Social Sciences and magazine articles)

| the Walkerton water supply in 2000?” Teacher prompts: “What is the difference between primary and secondary sources in A2. Investigating social sciences?” “Why is it important to base your research on a variety of sources rather Throughout this course, students will: than just one or two?” A2.1 create appropriate research plans to investi­ A2.3 based on preliminary research, for each gate their selected topics (e.g., outline purpose investigation formulate a hypothesis, thesis and method; identify sources of information; develop statement, or research question, and use it to research tools such as surveys or questionnaires), focus their research THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

182 A3. Processing Information information to determine the answer to their research question; assess the extent to which their results Throughout this course, students will: may be affected by “confounding variables” – i.e., factors not included in their research design) A3.1 assess various aspects of information gath­ ered from primary and secondary sources (e.g., accuracy, relevance, reliability, inherent A4. Communicating and Reflecting Nutrition and Health values and bias, voice) Throughout this course, students will: Teacher prompts: “What strategies can you use to determine the relevance of the information A4.1 use an appropriate format (e.g., oral presenta­ you have gathered?” “If two information sources tion, written research report, poster, multimedia contradict each other, how might you determine presentation, web page) to communicate the results which is more reliable?” “What values are of their research and inquiry effectively for a embedded in the information sources?” “Whose specific purpose and audience voices are represented and whose are absent?” A4.2 use terms relating to nutrition and health “Whose interests are advanced if you believe the correctly (e.g., macronutrient, micronutrient, main message of this source?” “What is your nutrient deficiency, nutrient retention, food security, own personal connection to the research, and water potability, functional food) how does this affect your interpretation of the information gathered?” A4.3 clearly communicate the results of their inquiries (e.g., write clearly, organize ideas logically, A3.2 record and organize information and key use language conventions properly), and follow ideas using a variety of formats (e.g., journals, APA conventions for acknowledging sources logs, report outlines, notes, graphic organizers, (e.g., generate a reference list in APA style, use audio/visual/digital records) in-text author-date citations) A3.3 analyse and interpret research information HFA4U A4.4 demonstrate an understanding of the (e.g., compare results of surveys and interviews; general research process by reflecting on determine whether common themes arise in different and evaluating their own research, inquiry, sources) and communication skills A3.4 demonstrate academic honesty by docu­ Teacher prompts: “How might the research menting the sources of all information generated methods you used have affected the results you through research obtained?” “What steps might you take to enhance your research/inquiry skills?” A3.5 synthesize findings and formulate conclu­ sions (e.g., determine whether their results support or contradict their hypothesis; weigh and connect RESEARCH AND INQUIRY SKILLS

183 B. NUTRITION AND HEALTH

OVERALL EXPECTATIONS By the end of this course, students will:

B1. Nutrients: demonstrate an understanding of nutrients and their connection to physical health; B2. Food Guides: demonstrate an understanding of Canada’s Food Guide and its role in promoting physical health; B3. Energy Balance: demonstrate an understanding of the physical processes involved in maintaining energy balance; B4. Nutritional Status: demonstrate an understanding of their nutrient intake and of factors that affect the nutritional status of individuals and groups. Grade 12, University Preparation Preparation University 12, Grade SPECIFIC EXPECTATIONS

B1.4 B1. Nutrients plan and prepare a food item or items to ensure optimal nutrient content and retention By the end of this course, students will: (e.g., choose nutrient-dense foods; steam rather than boil vegetables) B1.1 identify the sources and explain the functions of macronutrients (i.e., carbohydrates, fats, proteins), micronutrients (i.e., vitamins, B2. Food Guides minerals), and water By the end of this course, students will: Teacher prompts: “Why does the body need protein every day?” “How can plant sources be B2.1 explain why Canada’s Food Guide has effectively combined to make complementary changed over time (e.g., in response to new scien­ proteins?” tific information, greater diversity in the Canadian population, increased availability of internationally B1.2 describe the causes and symptoms of marketed crops, lobbying by food-marketing boards) nutrient deficiencies (e.g., rickets, pellagra, goitre, Teacher prompt: “Considering the results of anaemia, osteoporosis, scurvy, kwashiorkor, marasmus, recent nutrition research, what recommendations beriberi) and excesses (e.g., iron toxicity, fluorosis) do you think will be incorporated into the next Teacher prompt: “Why might iron toxicity version of Canada’s Food Guide?” occur from taking mineral supplements but not from eating iron-rich foods?” B2.2 outline the main nutrients found in each

Social Sciences and Humanities Social Sciences of the food groups in Canada’s Food Guide | B1.3 analyse specific foods to determine their (e.g., carbohydrates in the Grain Products group, nutrient content, using available food and protein in the Meat and Alternatives and Milk nutrition information (e.g., Nutrition Facts tables, and Alternatives groups) food company nutrition information, nutrient-values Teacher prompt: “From which food group databases, information provided by health and would people usually get vitamin D? For nutrition professionals) somebody who is not able to eat all of the Teacher prompt: “Why might different sources foods in this food group, how else might he of information about the nutritional content of or she get adequate amounts of vitamin D?” food products provide contradictory data? How might knowing the source of the information B2.3 explain how various research findings sup­ help you decide what information is reliable port the recommendations and guidelines in and what is not?” Canada’s Food Guide (e.g., the recommendation THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

184 to choose fruits and vegetables rather than juice is Teacher prompts: “How does basal metabolic based on the research finding that whole fruits and rate (BMR) change throughout the lifespan?” vegetables contain fibre, which juice does not) “How does the average daily caloric expenditure Teacher prompt: “What is the research basis of a sixteen-year-old male compare to that of a behind the recommendation in Canada’s seventy-year-old male?” Food Guide to eat at least two servings of Nutrition and Health fish each week?” B4. Nutritional Status B2.4 explain the differences in the underlying By the end of this course, students will: concepts and recommendations of food guides from other countries (e.g., Dietary Guidelines for B4.1 analyse their own nutrient intake with Americans, Mediterranean Food Guide, Chinese reference to current Canadian guidelines Food Guide) and food guides designed for spe­ (e.g., Dietary Reference Intakes) cial groups (e.g., vegans, vegetarians, diabetics) Teacher prompt: “How does your daily intake Teacher prompts: “What are the implications of of iron compare to the estimated average the fact that fruits and vegetables are separate requirement (EAR) and the recommended food groups in American food guidelines, but daily allowance (RDA) of iron on the Canadian one group in Canada’s Food Guide?” “What Dietary Reference Intakes? Why is the RDA a recommendations are made about oils in better point of comparison than the EAR?” Canada’s Food Guide and in the Dietary B4.2 Guidelines for Americans?” compare their own nutrient intake with that of various population groups in Canada B2.5 analyse a recipe and modify it as necessary Teacher prompts: “How does your nutrient to reflect specific recommendations in Canada’s intake compare to that of an average teenager Food Guide (e.g., reduce fat and sodium; use living in another part of Canada?” “How does whole grains, dark green or orange vegetables, your nutrient intake compare to that of an HFA4U beans or lentils) average eighty-year-old in Canada?” “What factors should you take into account when B3. Energy Balance comparing nutritional status?” B4.3 By the end of this course, students will: explain how various factors (e.g., genetics, deterioration of infrastructure, environmental gov­ B3.1 explain the processes of and factors affecting ernance, trade embargos, war, natural disasters) the digestion, absorption, and metabolism affect the nutritional status of specific population of food groups in Canada and around the world Teacher prompts: “How are nutrients Teacher prompts: “What factors have contributed absorbed by the body?” “How does stress to limited access to fresh water in such rural affect digestion?” communities as Walkerton, Ontario, and the B3.2 Kashechewan First Nation?” “How might the analyse foods to identify their macronutrient U.S. trade embargo on Cuba affect the nutri­ content (i.e., the percentage of calories from tional status of the Cuban people?” “How might various types of nutrients) nutritional status profiles be used to help Teacher prompt: “What ratio of macronutrients improve the nutritional status of particular is ideal? How does your typical daily macronu­ groups? In what ways might such profiles be trient ratio compare to the ideal?” considered discriminatory?” “In what ways has access to traditional foods been restricted for B3.3 explain the concept of energy balance, many Aboriginal people in Canada? What are and describe how energy balance is achieved some of the specific effects of this restriction (e.g., by changing the volume and types of food on their nutritional status?” eaten; by changing the type, duration, or intensity of exercise) B4.4 plan and prepare a food item or items to

address a specific nutritional deficiency in a NUTRITION AND HEALTH B3.4 analyse and interpret data to determine typical Canadian diet (e.g., prepare a high-fibre how various factors affect calorie expenditure snack to address a lack of dietary fibre) (e.g., data about duration and intensity of exercise, body composition, basal metabolic rate, energy required for various forms of activity)

185 C. EATING PATTERNS AND TRENDS

OVERALL EXPECTATIONS By the end of this course, students will:

C1. Nutrition throughout the Lifespan: demonstrate an understanding of food- and nutrition-related issues at different stages in the lifespan; C2. Nutrition and Disease: demonstrate an understanding of the relationships between nutrition, health, and disease; C3. Trends and Patterns in Food and Nutrition: demonstrate an understanding of current Canadian trends and patterns in nutritional guidelines and in food production and consumption.

Grade 12, University Preparation Preparation University 12, Grade SPECIFIC EXPECTATIONS

C1.4 C1. Nutrition throughout the Lifespan plan and prepare a food item or items appropriate to the nutritional needs of people By the end of this course, students will: at a specific stage of the lifespan C1.1 analyse developments throughout the lifespan (e.g., during pre-pregnancy, pregnancy, C2. Nutrition and Disease lactation, infancy, toddler and preschool years, ele­ By the end of this course, students will: mentary school years, pre-adolescence, adolescence, adulthood, senior years) to determine how they C2.1 explain why certain eating practices are affect nutritional needs associated with the prevention and manage­ Teacher prompt: “What are some specific ment of particular health conditions (e.g., aller­ nutritional needs associated with adolescence? gies, diabetes, cardiovascular disease, osteoporosis, How can these needs be addressed with proper kidney disease) food choices?” Teacher prompts: “How can a person’s diet in childhood affect his or her likelihood of C1.2 explain how various influences throughout developing osteoporosis later in life?” “How the lifespan (e.g., familial, social, emotional, cul­ would the diet of someone who is lactose tural, religious, economic, ethical, psychological) intolerant differ from the diet of someone can affect people’s food choices who has a milk allergy?” Teacher prompts: “Why might conflict develop in some families when the children adopt C2.2 explain the relationship between particular different eating patterns than the parents?” social and emotional conditions (e.g., busy Social Sciences and Humanities Social Sciences

| “How do friends influence each other’s food schedules, expectations related to body shape, stress, choices?” “How do food choices related to, scarcity of resources) and unhealthy eating patterns for example, candy, beverages, or vegetables that can contribute to illness and disease reflect an individual’s self-identity at any C2.3 assess the role of various factors (e.g., heredity/ given time in the person’s development?” genetics, socio-economic status, geography, lifestyle, C1.3 explain why particular food and nutrition activity level) in nutrition-related illnesses and products are appropriate or popular at various health conditions stages of the lifespan (e.g., single-serving products, Teacher prompts: “How are the contributing baby foods, meal-replacement drinks) factors of nutrition-related illnesses interrelated?” Teacher prompt: “What specific foods are cur­ “How does childhood poverty affect people’s rently being marketed to appeal to teenagers? long-term health outcomes?” “How do geogra­ To the elderly?” phy and socio-economic status affect people’s

THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO access to nutrition and their susceptibility to disease?” 186 C2.4 analyse how specific illnesses, diseases, Teacher prompt: “How has the increased con­ or medical treatments (e.g., diabetes, HIV/ sumption of energy drinks improved or com­ AIDS, chemotherapy, certain pharmaceutical promised the overall health and nutritional drugs or drug combinations) affect people’s status of individuals?” nutritional needs C3.2 explain why people adopt various eating Teacher prompts: “How does diabetes affect patterns (e.g., vegetarian diet, slow food diet, Nutrition and Health the body’s intake of certain nutrients?” “How organic diet, local food diet, weight-loss program) do nutrient needs change for individuals undergoing chemotherapy?” C3.3 assess the effects on overall health of various eating patterns and trends (e.g., low-carbohydrate C2.5 identify and evaluate strategies to prevent diets, promotion of trans-fat-free foods, promotion of food- and nutrition-related diseases and illnesses antioxidants and phytochemicals) Teacher prompts: “How effective are marketing Teacher prompts: “What criteria would you use strategies that are currently used to promote to assess the validity of the claims made about increased consumption of fruits and vegetables?” a new diet?” “What are some indicators of a fad “What public health strategies have been used diet as opposed to a sound nutritional program?” to educate people about type 2 diabetes in specific high-risk groups? How effective are C3.4 explain some ways in which scientific research these strategies?” “How can government policies on nutrition and health has influenced govern­ have an impact on the social determinants of ment policy (e.g., nutrition labelling requirements, nutrition-related diseases and illnesses?” trans-fat regulations, school food and beverage policies, policies to implement daily physical C2.6 plan and prepare a food item or items to activity in schools) meet the nutritional needs of people with a specific illness or disease Teacher prompts: “What are some legislative changes that have affected current eating patterns and the overall health of populations? HFA4U C3. Trends and Patterns in Food What effects have they had?” “What are the and Nutrition reasons for the requirement that trans fatty acids be listed separately on Canadian By the end of this course, students will: nutrition labels?” C3.1 evaluate new and emerging food- and C3.5 plan and prepare a food item or items using nutrition-related products and services in a product that is currently being marketed as a terms of their real or perceived benefits to functional food (e.g., flax seed, high-protein pasta, Canadian consumers (e.g., additives, functional blueberries, pomegranates, chia) foods, whole-wheat pasta, soy products, energy drinks, vitamin-enhanced drinks, local food initia­ tives, agri-tourism, molecular gastronomy, the slow food movement) EATING PATTERNS AND TRENDS

187 D. LOCAL AND GLOBAL ISSUES

OVERALL EXPECTATIONS By the end of this course, students will:

D1. Food Security: demonstrate an understanding of various factors involved in achieving and maintaining food security; D2. Food Production and Supply: demonstrate an understanding of various factors that affect food production and supply; D3. Food Production and the Environment: demonstrate an understanding of the impact of food production on the environment.

Grade 12, University Preparation Preparation University 12, Grade SPECIFIC EXPECTATIONS

D1. Food Security Teacher prompts: “How does the demand for cash crops such as coffee, cocoa, or sugar By the end of this course, students will: affect food security?” “What supports might be required to help a farmer switch from cash D1.1 explain the importance of each of the key cropping to subsistence farming?” components of food security (e.g., availability, D1.5 accessibility, adequacy, acceptability, sustainability) demonstrate the ability to combat food insecurity at the local and global level (e.g., Teacher prompts: “Why would access to write to an elected representative or government potable water be considered a food security official; volunteer with a breakfast program; fundraise issue?” “What steps can food banks take to for community water wells; plant trees; buy products ensure the adequacy of the food they offer to from women-led cooperatives; become involved in a multi-ethnic communities?” community garden) D1.2 explain how and why various social, cultural, Teacher prompt: “What are some actions and economic factors (e.g., gender, ethnicity, you can take to reduce local or global food income, employment, religious or political affiliation) insecurity?” contribute to nutritional inequalities among people within the same community D2. Food Production and Supply Teacher prompts: “Why are women more often undernourished than men in many regions or By the end of this course, students will: communities?” “Why does being an Aboriginal person in Canada increase one’s likelihood of D2.1 explain how geographical factors, physical Social Sciences and Humanities Social Sciences

| experiencing inadequate nutrition?” conditions, and natural disasters (e.g., climate, weather, soil conditions, proximity to water, mud- D1.3 explain the relationships among poverty, slides, floods, earthquakes) affect food supply and food insecurity, poor nutrition, and poor health production and water potability Teacher prompt: “Why is poor health often Teacher prompts: “In what ways have food associated with poverty and food insecurity?” supply and production and water potability been affected after a recent natural disaster?” D1.4 evaluate various food-distribution systems “Which countries’ or regions’ food supplies are in terms of their impact on local and global most at risk because of climate change?” “How food security (e.g., systems that improve the does climate change affect the food supply of availability of fair-trade products and local foods indigenous people, in particular?” “How might versus imported foods) climate change affect the different agricultural regions of Canada?” THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

188 D2.2 explain the effects of various agricultural of waste going to landfills; demand for fair-trade methods (e.g., crop rotation, integrated pest man­ products supports sustainable farming practices agement, fallow fields, intercropping, no tillage) on and small-scale farmers but may cause farmers to local and/or global food production and yields grow cash crops, such as cocoa and coffee, rather Teacher prompts: “Why might some farmers than food; demand for local produce supports farmers’ markets, reduces the use of preservatives, and

rotate between growing soybeans and corn on Nutrition and Health the same field?” “Why might regular tillage of lowers transportation costs) soil decrease crop yields?” “How can leaving a Teacher prompts: “How can one person’s field fallow for a season lead to increases in decision to purchase fair-trade chocolate have crop yields in future years? How often does a an impact on environmental conditions in a field need to be left fallow in order to ensure different part of the world?” “What is the envi­ good crop yields?” ronmental impact of purchasing bottled water?” D2.3 analyse the relationship between various D3.2 analyse the effect on the environment of economic, social, and political factors and food various agricultural trends (e.g., growing crops supply and production in a particular region for biofuels) and food production technologies or regions (e.g., debt-repayment requirements, (e.g., types of farm equipment, types of energy demand for cash crops, oil prices, free-trade agree­ sources, climate-control techniques, genetic ments, trade embargos or bans, controls on fishing engineering of foods) and hunting, import-export restrictions to prevent Teacher prompt: “What are some positive and or control outbreaks of disease) negative environmental effects of using land for Teacher prompts: “How do a country’s debt- biofuel production rather than food production?” repayment obligations affect its ability to produce D3.3 its own food for its citizens?” “How does the analyse the effects of various environmental production of cash crops affect the people of the protection laws and regulations on food supply exporting country and the importing country?” and production (e.g., policies related to forest HFA4U preservation, fuel emission standards, pesticide use) D2.4 analyse the effect of various trends in agri­ Teacher prompt: “How might regulations culture and aquaculture (e.g., organic farming, use to limit pesticide use affect food production of antibiotics, fish farming, genetic engineering, and consumption?” greenhouse food production) on local and global food supply and production D3.4 demonstrate an understanding of health, Teacher prompt: “In what ways do different safety, and environmental issues related to food interest groups and communities differ in supply and production (e.g., risks associated with their opinions about the risks and benefits the bioaccumulation of pesticides and hormones, of organic farming? What are some reasons risks of contamination during food production), for the differing opinions?” and describe key aspects of legislation that is designed to protect Canadian consumers (e.g., Canadian Agricultural Products Act, Food and D3. Food Production and the Drugs Act) Environment Teacher prompts: “How can consumer awareness of the food-production process By the end of this course, students will: benefit food producers, consumers, and the D3.1 explain how consumer food choices environment?” “What evidence was used to affect the environment, locally and globally support the Government of Canada’s decision (e.g., demand for imported food increases the to reduce the use of bisphenol A in some amount of energy used in transportation; choice food packaging?” of overpackaged products increases the volume LOCAL AND GLOBAL ISSUES

189 E. FOOD-PREPARATION SKILLS

OVERALL EXPECTATIONS By the end of this course, students will:

E1. Kitchen Safety: demonstrate an understanding of practices that ensure or enhance kitchen safety; E2. Food Safety: demonstrate an understanding of practices that ensure or enhance food safety; E3. Food Preparation: demonstrate skills needed in food preparation.

SPECIFIC EXPECTATIONS

E2.3 use safe food-handling practices to prevent

Grade 12, University Preparation Preparation University 12, Grade E1. Kitchen Safety cross-contamination by pathogens, parasites, By the end of this course, students will: and allergens in the food-preparation area (e.g., wash fresh produce; sanitize cutting boards E1.1 describe common accidents that can occur in after contact with meat products; sanitize imple­ the kitchen (e.g., cuts, burns, fires, falls, poisoning, ments that come into contact with allergens when electric shocks) preparing food for or with people with known allergies; sanitize work surfaces; replace and/or E1.2 demonstrate an understanding of safe sanitize sponges or cloths frequently; use proper practices within the food-preparation area clean-up procedures) (e.g., safely handle hot foods; prevent spatters, scalds, and cuts; wipe up spills immediately) E2.4 follow appropriate protocols to ensure food safety (e.g., cook foods to recommended temperatures; E1.3 demonstrate an understanding of appropri­ keep hot foods hot and cold foods cold; store food ate emergency responses to common accidents appropriately; wipe tops of cans before opening; check associated with food preparation (e.g., cuts, “best-before” dates; demonstrate awareness of burns, scalds, fires) common allergenic ingredients)

E2. Food Safety E3. Food Preparation By the end of this course, students will: By the end of this course, students will: E2.1 outline the causes and symptoms of food- E3.1 identify and select appropriate tools, borne illnesses (e.g., E. coli poisoning, botulism equipment, and ingredients for use in poisoning, Clostridium perfringens poisoning, food preparation salmonellosis, listeriosis) and techniques for Social Sciences and Humanities Social Sciences E3.2

| preventing these illnesses demonstrate the ability to safely use, E2.2 maintain, clean, and store tools and equipment use appropriate personal hygiene practices used in food preparation to prevent contamination of food (e.g., wash hands frequently; cover a cough or sneeze in their E3.3 demonstrate the ability to follow a recipe sleeve; use gloves to cover cuts or wounds; tie hair back) THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

190 E3.4 demonstrate the ability to adapt recipes to E3.6 demonstrate the correct use of food- accommodate specific dietary needs (e.g., to preparation techniques (e.g., stirring, beating, adhere to religious dietary practices, to limit salt whipping, chopping, broiling, frying) intake for somebody with high blood pressure, to E3.7 adhere to ovo-lacto vegetarian dietary practices) demonstrate the ability to manage time effectively in food preparation

E3.5 demonstrate the ability to measure quantities Nutrition and Health E3.8 accurately (e.g., use different strategies for measuring demonstrate the ability to plan, prepare, wet and dry ingredients; level off excess amounts; and serve a food item or items according to measure liquids at eye level) set criteria

HFA4U FOOD-PREPARATION SKILLS

191 Nutrition and Health, Grade 12

College Preparation HFA4C

This course focuses on the relationship between nutrition and health at different stages of life and on global issues related to food production. Students will investigate the role of nutrition in health and disease and assess strategies for promoting food security and environmental responsibility. Students will learn about healthy eating, expand their repertoire of food-preparation techniques, and refine their ability to use social science research and inquiry methods to investigate topics related to nutrition and health.

Prerequisite: Any university, college, or university/college preparation course in social sciences and humanities, English, or Canadian and world studies

192 ResearchNutrition and and Inquiry Health Skills RESEARCH AND INQUIRY SKILLS 193 HFA4C HFA4C HIF10/20 ces (e.g., research reports, reports, (e.g., research om a variety of primary elevance of the information “What is the difference “What is the difference ch esearch question, and use it to esearch esear (e.g., interviews, surveys, observations, locate and select information relevant to locate and select information relevant assess various aspects of information gath­ based on preliminary research, for each research, based on preliminary ed from primary and secondary sources primary and secondary sources ed from esearch question?” esearch of information? What are the risks of using of information? What are websites such as Wikipedia?” websites such as Wikipedia?” their investigations fr er inherent reliability, relevance, (e.g., accuracy, values and bias, voice) “What strategies can you use prompts: Teacher to determine the r investigation formulate a hypothesis, thesis statement, or r focus their r sources sources Statistics Canada) sets from data field research, secondary sources and/or newspaper textbooks, advertisements, brochures, and magazine articles, websites) prompts: Teacher between primary and secondary sour in social science? How can you determine is a primary or secondary whether a source “What criteria would you use to source?” for your choose the best secondary source r A.3 Information Processing A2.2 Throughout this course, students will: Throughout A3.1 A2.3 related to related ching the ough discussion, otein shakes, e resear assess, record, analyse, and synthesize information gathered through through information gathered analyse, and synthesize assess, record, ces of information; develop create research plans, and locate and select information relevant to their chosen locate and select information relevant plans, and research create “If you wer explore topics related to nutrition and health, and formulate questions to guide health, and formulate questions to to nutrition and related topics explore (e.g., nutritional needs throughout the (e.g., nutritional needs throughout ch and inquiry RESEARCH AND INQUIRY SKILLS SKILLS INQUIRY AND RESEARCH e that you are not asking leading questions e that you are identify key concepts (e.g., thr questions to guide their formulate effective explore a variety of topics related to nutrition a variety of topics related explore create appropriate research plans to investi­ plans research appropriate create Exploring: their research; Investigating: Processing Information: and inquiry; research and inquiry clearly their research of Communicating and Reflecting: communicate the results and communication skills. inquiry, their research, on and evaluate and reflect and effectively, topics, using appropriate social science research and inquiry methods; and inquiry methods; social science research topics, using appropriate eacher prompt: eacher prompt: esear in your survey?” “For which purposes might be adequate sources websites such as Wikipedia brainstorming, use of visual organizers) brainstorming, use of visual organizers) T r and health to groups) lifespan, nutritional status of different and inquiry identify topics for research their selected topics risks and benefits of drinking pr the why might it be important to compare on athletes and non-athletes?” effects gate their selected topics (e.g., outline purpose and method; identify sour , tools such as surveys or questionnaires) research ensuring that their plans follow guidelines for ethical research “What steps can you take to prompts: Teacher ensur A2. Investigating A1. Exploring A1.2 A1.3 Throughout this course, students will: this course, students Throughout A1.1 A2. A4. Throughout this course, students will: Throughout A1. A3. OVERALL EXPECTATIONS OVERALL EXPECTATIONS Throughout this course, students will: Throughout A2.1 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS A. 194 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, College Preparation A3.4 A3.3 A3.2 A4.1 Throughout thiscourse,studentswill: A3.5 4 Communicating andReflecting A4. and audience and inquiryeffectively foraspecificpurpose to communicatetheresults oftheirresearch flyer, poster, report, multimediapresentation) menting thesour further research) make connections;identifygapsthatnecessitate (e.g., compar audio/visual/digital records) logs, r ideas usingavarietyofformats the informationgathered?” and howdoesthisaffect yourinterpretation of your ownpersonalconnectiontotheresearch, determine whichismore reliable?” “Whatis sources contradicteachother, howmightyou you havegathered?” “Iftwoinformation determine theanswertotheirr sions through research demonstrate academichonestybydocu­ analyse andinterpret research information record andorganize informationandkey use anappropriate format synthesize findingsandformulateconclu­ eport outlines,notes,graphicorganizers, (e.g., weighandconnectinformationto e informationfr ces ofallinformationgenerated om varioussour esearch question) (e.g., brochure, (e.g., journals, ces; A4.3 A4.2 A4.4 nutrient deficiency inquiries security, waterpotability, functionalfood) corr use languageconventionspr methods youusedhaveaf Teacher prompts: “Howmighttheresearch and communicationskills and evaluatingtheirownresear general r (e.g., generateareference listinAPA style) APA conventions foracknowledgingsources research/inquiry skills?” “What stepsmightyoutaketoenhanceyour sources contradictwhatyouthoughtwastrue?” topic? Howdidyourprimarya you alr secondary sources youusedconfirmwhat you obtained?”“Howdidtheprimaryand/or clearly communicatetheresults oftheir use termsrelating tonutritionandhealth demonstrate anunderstandingofthe ectly eady knewandunderstoodaboutthe esearch process byreflecting on (e.g., writeclearly (e.g., macronutrient, micronutrient, , nutrientr , organize ideaslogically, operly) fected theresults etention, food nd/orsecondary ch, inquiry , andfollow , ResearchNutrition and and Inquiry Health Skills NUTRITION AND HEALTH 195 HFA4C HFA4C HIF10/20 oup, oducts gr e found in the Meat and (e.g., changes in name, food oups in Canada’s Food Guide (e.g., research showing that whole- (e.g., research “In addition to protein, what ompt: “In addition to protein, ericans, Mediterranean Food Guide, Chinese ericans, describe the evolution of Canada’s Food describe the evolution of Canada’s Food outline the main nutrients found in each compare the key recommendations in the key recommendations compare describe research findings that support the the findings that support describe research m om other countries (e.g., Dietary Guidelines for eacher pr roups, objectives, serving amounts, key objectives, roups, ecommendations and guidelines in Canada’s Guide over time g recommendations) the main differ­ “What are prompts: Teacher versions previous and ences between the current recom­ of Canada’s Food Guide?” “What new mendations appear?” of the food gr (e.g., carbohydrates in the Grain Pr protein in the Meat and Alternatives and Milk in the Meat and protein and Alternatives groups) T grain products have more vitamins, minerals, have more grain products than comparable non–whole-grain and fibre products) Canada’s Food Guide to those in food guides fr A other nutrients ar Alternatives group?” Alternatives group?” r Food Guide B2. Guides Food By the end of this course, students will: By the end of this course, students will: B2.1 B2.2 B2.4 B2.3 etention e, anaemia, e good sources e good sources , fluorosis) , fluorosis) ce of nutrients when “Which nutrients are needed “Which nutrients are es less common in Canada now ovided by health and nutrition demonstrate an understanding of nutrients and their connection to physical health; of nutrients and their connection demonstrate an understanding (e.g., rickets, pellagra, goitr (e.g., Nutrition Facts tables, food company e goitr e optimal nutrient content and r NUTRITION AND HEALTH AND HEALTH NUTRITION event osteoporosis?” “What is a goitre and “What is a goitre event osteoporosis?” describe the causes and symptoms of nutrient describe the causes and symptoms of nutrient describe sources and functions of macronu­ and functions describe sources plan and prepare a food item or items to plan and prepare describe the nutrient content of specific Nutrients: in promoting and its role of Canada’s Food Guide Food Guides: demonstrate an understanding physical health; involved in maintaining of the physical processes Energy Balance: demonstrate an understanding balance; energy of factors that affect of their nutrient intake and demonstrate an understanding Nutritional Status: groups. the nutritional status of individuals and ensur comparing similar foods?” deficiencies trients (i.e., carbohydrates, fats, proteins), trients (i.e., carbohydrates, fats, proteins), (i.e., vitamins, minerals), micronutrients and water the types of fat that “What are prompt: Teacher the body needs most? What ar of these fats?” osteoporosis, scurvy, kwashiorkor, marasmus, beriberi) marasmus, kwashiorkor, scurvy, osteoporosis, toxicity and excesses (e.g., iron (e.g., choose nutrient-dense foods; steam rather than boil vegetables) foods, using available food and nutrition infor­ mation nutrition information, nutrient-values databases, information pr professionals) “What criteria would you use prompt: Teacher to determine the best sour than fifty years ago?” Teacher prompts: prompts: Teacher to pr why ar B1. Nutrients B1.4 B1.2 By the end of this course, students will: By the end of this course, students will: B1.1 B2. B3. B4. By the end of this course, students will: By the end of this B1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS B1.3 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS B. 196 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, College Preparation B3.3 B3.2 B3.1 By theendofthiscourse,studentswill: B2.5 B3.4 3 Energy Balance B3. describe howener Teacher pr type ofactivity) exercise, bodycomposition,basalmetabolic rate, pr ent content(i.e.,theper that ar Teacher prompt: “Whatar absorption, andmetabolism do thesameexer the mostcalories?”“Howcantwopeoplewho gr (e.g., reduce fatorsodium;usewholegrains,dark r different foodguides?” “What similaritiesar gr Teacher prompts: “Whymightparticular cial groups Food Guide)andfoodguidesdesignedforspe­ expenditur of exercise) eaten; bychangingthetype,duration,orintensity (e.g., bychangingthequantityandtypesoffood time, burndifferent numbersofcalories?” ecommendations inCanada’sFoodGuide een ororangevegetables,beanslentils) oups needspecializedfoodguides?” otein, fat,andcarbohydrates) explain theconceptofener analyse foodstodeterminetheirmacronutri­ describe theprocesses offooddigestion, prepare afooditemoritemstoreflect specific explain howvariousfactorsaffect calorie e directly involvedinfooddigestion?” ompts: “Whichtypesofexercise use e (e.g., vegetarians,vegans,diabetics) (e.g., durationandintensityof cise forthesamelengthof gy balancecanbeachieved e there amongthe centage ofcaloriesfrom e themainorgans gy balance,and B4.3 B4.2 B4.1 By theendofthiscourse,studentswill: B4.4 4 Nutritional Status B4. Teacher prompts: intake ofvitaminEcompar Teacher prompts: (e.g., DietaryReference Intakes) for peopleoftheirage,gender, andlifestyle T infrastructure; naturaldisasters) nutrition-related diseasessuchasdiabetes;decaying and ar poor nutritionalstatusofpeopleinCanada comparing people’snutritionalstatus?” factors shouldyoutakeintoaccountwhen average eighty-year-old inCanada?”“What your nutrientintakecompare tothatofan living inanotherpartofCanada?”“Howdoes intake compar people more likelytohave poornutritional of variouspopulationgr to yourdiet?” Intakes?” “Whatimprovements canyoumake recommended inCanada’sDietaryReference recommended incurrent Canadianguidelines address alackofdietaryfibre) of someFirstNationgr safe drinkingwateraf drinking water?Howdoeslimitedaccessto ties inCanadahavesuchlimitedaccesstosafe status?” “WhydosomeFirstNationcommuni­ to Canadians addr eacher pr identify factorsthatcancontributetothe compare theirownnutrientintakewiththat compare theirownnutrientintaketothat plan andprepare afooditemoritemsto ess aspecificnutritionaldeficiencycommon ound theworld ompts: “Inwhichcountriesare (e.g., pr e tothatofanaverageteenager “How doesyournutrient “How doesyourdaily epare ahigh-fibre snackto fect thenutritionalstatus (e.g., geneticpropensity to oups?” oups inCanada e withtheamount ResearchNutrition and and Inquiry Health Skills EATING PATTERNS AND TRENDS 197 HFA4C HFA4C HIF10/20 elated edity/ (e.g., busy ol always the equirements equirements egularly maintaining “Are diseases such as diabetes, “Are ces) can contribute to nutrition-r edity? What other factors might educed or eliminated in the diet ole?” “How does childhood poverty esour esult in unhealthy eating patterns evention and management of particular evention and management of particular identify social and emotional conditions identify social and emotional conditions for the describe and explain the reasons explain how various factors (e.g., her describe some eating practices that help in describe some eating practices that help ctivity levels) also play a r of someone with cardiovascular disease?” of someone with cardiovascular that may r and contribute to illness and disease to body shape, stress, schedules, expectations related of r scarcity of her result people’s long-range health outcomes?” affect nutrient needs and dietary r of people with specific illnesses or diseases “How does stress affect your affect “How does stress prompt: Teacher eating habits? What might be some of the long- term consequences of r such a diet?” the pr Teacher prompt: “What types of fat would prompt: Teacher need to be r illnesses and health conditions prompts: Teacher heart disease, or high cholester genetics, socio-economic status, geography, lifestyle, genetics, socio-economic status, geography, a (e.g., allergies, diabetes, cardio­ health conditions (e.g., allergies, kidney disease) vascular disease, osteoporosis, C2. Nutrition and Disease C2.2 C2.4 C2.3 By the end of this course, students will: By the end of this course, students will: C2.1 demonstrate an understanding of current Canadian Canadian of current demonstrate an understanding ent fer oducts, demonstrate an understanding of food- and nutrition-related of food- and nutrition-related demonstrate an understanding (e.g., familial, en?” demonstrate an understanding of the relationships between nutrition, of the relationships demonstrate an understanding (e.g., during pre-pregnancy, (e.g., during pre-pregnancy, (e.g., single-serving pr oducts designed to appeal “How do food companies “Do you choose different ompts: “Do you choose different e you live affect your access to food?” e you live affect ents of young children? To athletes? To ents of young children? EATING PATTERNS AND TRENDS TRENDS AND PATTERNS EATING opriate to the nutritional needs of people describe food and nutrition products that are that are describe food and nutrition products explain how growth and development and development explain how growth explain how a variety of factors plan and prepare a food item or items plan and prepare get people at different stages of the lifespan?” get people at different trends and patterns in nutritional guidelines and in food production and consumption. and in food production patterns in nutritional guidelines and and trends issues at different stages in the lifespan; stages in the lifespan; issues at different Nutrition and Disease: and Patterns in Food and Nutrition: Trends health, and disease; health, and disease; Nutrition throughout the Lifespan: Nutrition throughout eacher pr at a specific stage of the lifespan stages of the lifespan designed to meet the needs of people at dif baby foods, meal-replacement drinks) baby foods, meal-replacement prompts: Teacher tar throughout the lifespan throughout childhood, adolescence, lactation, infancy, pregnancy, food choices nutritional needs and later life) affect social, emotional, cultural, religious, economic, geo­ social, emotional, cultural, religious, graphic, ethical, psychological) influence the food choices people make T appr To seniors?” To foods when eating with your peers than when eating with your family? If so, why?” “How does wher “What are some pr “What are to par Teacher prompt: “What types of food choices prompt: Teacher could fulfil the nutritional needs of young adults? Primary school childr C1. the Lifespan Nutrition throughout C1.3 C2. C1.1 C3. By the end of this course, students will: C1.2 By the end of this course, students will: By the end of this C1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS C1.4 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS C. 198 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, College Preparation C2.5 C3.1 By theendofthiscourse,studentswill: C2.6 3 Trends andPatterns inFood C3. environmental benefits) consumers their real orperceived benefitstoCanadian gastronomy, theslowfoodmovement) intermsof drinks, localfoodinitiatives,agri-tourism,molecular soy products, energy drinks,vitamin-enhanced (e.g., additives,functionalfoods,whole-wheatpasta, strategies topr sugar intake?” management aboutmuchmor Teacher prompt: “Inwhatwaysisdiabetes particular medicaltreatments (e.g., diabetes,HIV/AIDS)orpeopleundergoing pharmaceutical drugsordrugcombinations) undergoing chemotherapy, peopletakingparticular nutrition-r specific illnessordisease meet thenutritionalneedsofpeoplewitha recommendations inCanada’sFoodGuide?” diseases andillnessesthatalignwiththe strategies topr Teacher prompt: “Whatare somespecific related diseasesandillnesses explain thescientificbasisforparticular analyse newandemerging food-and plan andprepare afooditemoritemsto and Nutrition elated products andservices (e.g., healthbenefits,timesavings, event food-andnutrition-related event food-andnutrition- (e.g., people e thanjust C3.3 C3.5 C3.4 C3.2 marketed now Teacher prompts: various populardietsandfoodtrends as afunctionalfood an ingr cies toimplementdailyphysicalactivityinschools) campaigns, schoolfoodandbeveragepolicies,poli­ tion labellingrequirements, trans-fat-r government legislationandpolicy r nutritionally sound?” pasta, blueberries,pomegranates,chia) that theyar T and phytochemicals) low-carbohydrate diets,pr or patterns energy drinks?” “What groups are theintendedmarketfor ceived benefitsofvitamin-enhancedwater?” use toassesswhetheradietisef esearch onnutritionandhealthhasinfluenced eacher prompt: “Whatcriteriawouldyou ganic diet,weight-lossprogram) describe theef plan andpr explain somewaysinwhichscientific explain whypeopleadoptvariouseating edient thatiscurr (e.g., vegetariandiet,slowfood e addr , andwhatistheperceived need epare afooditemoritemsusing fects onoverallhealthof “What newfoodsare being essing?” “Whatare theper­ (e.g., flaxseed,high-pr omotion ofantioxidants ently beingmarketed fective and (e.g., nutri­ eduction (e.g., otein ResearchNutrition and and Inquiry Health Skills LOCAL AND GLOBAL ISSUES 199 HFA4C HFA4C HIF10/20 (e.g., write (e.g., climate, fect food “What criteria will you use fect the food security of farmers epresentatives or government officials; or government epresentatives , soil conditions, proximity to water, to water, , soil conditions, proximity outline how geographical factors, physical demonstrate the ability to act to combat food demonstrate the ability to act to combat op growth?” op growth?” conditions, and natural disasters weather food mudslides, floods, earthquakes) affect supply and production the soil conditions “Why are prompt: Teacher in the Holland Marsh so favourable to cr local consumption) Teacher prompt: “How do changes in demand prompt: Teacher for local foods af and communities?” insecurity at the local and global level to elected r fundraise for program; volunteer with a breakfast buy products community water wells; plant trees; become involved in a women-led cooperatives; from community garden; work on a local farm) prompts: Teacher that you to determine the best course of action could take to fight food insecurity?” “How do women-led cooperatives help to fight food insecurity?” conditions of the food producers but may lead conditions of the food producers rather than food for cash crops to choices to grow D2. and Supply Production Food By the end of this course, students will: D2.1 D1.5

demonstrate an understanding of the effects of food of food of the effects demonstrate an understanding contribute demonstrate an understanding of various factors that af demonstrate an understanding oups?” ge supermarkets (e.g., availability, (e.g., availability, , locally and , ethnicity, religious or religious , ethnicity, ces; lar ed a food security issue?” “In wealthy countries how is demonstrate an understanding of various factors involved in achieving and of various factors involved demonstrate an understanding (e.g., gender , poor nutrition, and poor health fect food security ompts: “How does poverty affect ompt: “How does poverty affect (e.g., farmers’ markets supply local (e.g., farmers’ LOCAL AND GLOBAL ISSUES ISSUES GLOBAL AND LOCAL explain the importance of each of the key explain the importance of each of the explain how social, cultural, economic, and explain how social, cultural, economic, describe the relationships between poverty, between poverty, describe the relationships explain how various food distribution Food Security: maintaining food security; Supply: Food Production and and supply; production the Environment: Food Production and production on the environment. on the environment. production eacher pr to nutritional inequalities among people within to nutritional inequalities among people the same community pr Teacher political affiliation, employment, income) it possible that some people can go hungry?” “How is access to food sometimes used during times of conflict to subjugate gr components of food security accessibility, adequacy, acceptability, sustainability) acceptability, adequacy, accessibility, “Why would access to potable prompt: Teacher water be consider political factors food insecurity T systems af one’s ability to get food?” globally provide increased access to foods year-round but access to foods year-round increased provide may contribute to lack of access to foods in other countries; fair-trade networks guarantee the working foods from identifiable sour foods from D1. Security Food D1.1 By the end of this course, students will: By the end of this course, students will: D2. D3. D1.2 By the end of this course, students will: By the end of this D1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS D1.3 D1.4 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS D. D2.2 explain the effects of various agricultural amount of energy used in transportation; choice methods (e.g., crop rotation, integrated pest man­ of overpackaged products increases the volume of agement, fallow fields, intercropping, no tillage) on waste going to landfills; choice of fair-trade products local or global food production and yields supports sustainable farming and small-scale farmers; Teacher prompts: “Why might regular tillage demand for local produce supports farmers’ markets of soil decrease crop yields?” “How can leaving and reduces use of fossil fuels) a field fallow for a season lead to increases in Teacher prompt: “What is the environmental crop yields in future years?” impact of purchasing overpackaged foods? Of purchasing bottled water?” D2.3 explain the effect of various economic, social, and political factors (e.g., debt-repayment D3.2 explain the effect on the environment of obligations, demand for cash crops, oil prices, free- various agricultural trends (e.g., growing crops trade agreements, trade embargos or bans, controls for biofuels) and food-production technologies on fishing and hunting, import-export restrictions (e.g., types of farm equipment, types of energy designed to prevent or control outbreaks of disease) sources, climate-control techniques, genetic on food supply and production engineering of foods) Teacher prompt: “How do fluctuations Teacher prompt: “What are some positive and in the price of oil on world markets affect negative environmental effects associated with food production?” the production and consumption of genetically modified foods?”

Grade 12, College Preparation Preparation College 12, Grade D2.4 analyse the effect of various trends in agri­ culture and aquaculture (e.g., organic farming, use D3.3 explain the effect of various environmental of antibiotics, fish farming, genetic engineering, protection laws and regulations on food supply greenhouse food production) on local and global and production (e.g., policies related to forest food supply and production preservation, fuel emission standards, pesticide use) Teacher prompts: “How has genetic engineering Teacher prompts: “What impact have cod- affected the production and consumption of fishing bans on the east coast of Canada had food?” “What regulations have Health Canada on the fishing and fish-processing industries?” and the Canadian Food Inspection Agency put “How do current fishing and hunting bans in place regarding the use of antibiotics with affect relationships between Aboriginal and Canadian livestock? How are the regulations non-Aboriginal people in Canada?” different for organic farming in Canada? How D3.4 might the differences between organic and tra­ demonstrate an understanding of health, ditional farming practices with respect to the safety, and environmental issues related to food use of antibiotics lead to differences in the supply and production (e.g., risks associated with amount and quality of meat produced?” bioaccumulation of pesticides and hormones, risks of contamination during food production), and identify legislation that is designed to protect Canadian D3. Food Production and the consumers (e.g., Canada Agricultural Products Environment Act, Food and Drugs Act) Teacher prompts: “How can consumer aware­ By the end of this course, students will: ness of the food-production process benefit food D3.1 describe how consumer food choices producers, consumers, and the environment?” affect the environment, locally and globally “What are the health risks associated with the (e.g., demand for imported food increases the use of bisphenol A?” Social Sciences and Humanities Social Sciences | THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

200 ResearchNutrition and and Inquiry Health Skills FOOD-PREPARATION SKILLS 201 HFA4C HFA4C HIF10/20 e food e tools and equipment ect use of food- ecommended temperatures; ecommended temperatures; ent strategies for measuring oiling, frying) edients for use in ding to set criteria (e.g., use differ e liquids at eye level) (e.g., cook foods to r identify and select appropriate tools, identify and select appropriate demonstrate the corr and serve a food item or plan, prepare, demonstrate the ability to follow a recipe demonstrate the ability to follow a recipe demonstrate the ability to adapt recipes demonstrate the ability to safely use, quantities demonstrate the ability to measure demonstrate the ability to manage time follow appropriate protocols to ensur protocols follow appropriate eparation techniques (e.g., stirring, beating, fectively in food preparation fectively in food preparation equipment, and ingr level off excess amounts; wet and dry ingredients; measur pr items accor keep hot foods hot and cold foods cold; store food keep hot foods hot and cold foods cold; store opening; check before wipe tops of cans appropriately; of awareness dates; demonstrate “best-before” ingredients) common allergenic food preparation food preparation to accommodate specific dietary needs maintain, clean, and stor used in food preparation accurately whipping, chopping, br ef safety E3. Preparation Food By the end of this course, students will: By the end of this course, students will: E3.1 E3.6 E3.8 E3.2 E3.3 E3.4 E3.5 E3.7 E2.4 event ea ea (e.g., cuts, (e.g., wash hands eparation ar eparation demonstrate skills needed in food preparation. needed in food preparation. demonstrate skills E. coli poisoning, botulism demonstrate an understanding of practices that ensure or enhance kitchen safety; of practices that ensure demonstrate an understanding es) Clostridium perfringens poisoning, gency responses to common accidents gency responses FOOD-PREPARATION SKILLS SKILLS FOOD-PREPARATION outline the causes and symptoms of food- demonstrate an understanding of appropriate demonstrate an understanding of appropriate demonstrate an understanding of safe demonstrate an understanding of safe describe common accidents that can occur in describe common accidents that can use safe food-handling practices to pr use appropriate personal hygiene practices use appropriate eventing these illnesses Food Preparation: Kitchen Safety: demonstrate an understanding of practices that ensure or enhance food safety; of practices that ensure Food Safety: demonstrate an understanding oss-contamination by pathogens, parasites, burns, scalds, fir associated with food pr poisoning, salmonellosis, listeriosis) and techniques for pr borne illnesses (e.g., emer (e.g., safely handle hot foods; prevent spatters, (e.g., safely handle hot foods; prevent scalds, and cuts; wipe up spills immediately) practices within the food-pr (e.g., cuts, burns, fires, falls, poisoning, falls, the kitchen (e.g., cuts, burns, fires, electric shocks) frequently; cover a cough or sneeze in their sleeve; use cover a cough frequently; gloves to cover cuts or wounds; tie hair back) sanitize cutting boards produce; (e.g., wash fresh sanitize implements after contact with meat products; when preparing that come into contact with allergens sanitize food for or with people with known allergies; or sanitize sponges or cloths work surfaces; replace clean-up procedures) use proper frequently; to prevent contamination of food to prevent cr ar in the food-preparation and allergens E2. Safety Food E1. Safety Kitchen E3. E2.1 By the end of this course, students will: E1.3 E1.2 By the end of this course, students will: By the end of this course, students will: E1.1 By the end of this course, students will: By the end of this E1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS E2. E2.3 E2.2 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS E. Food and Healthy Living, Grade 12

Workplace Preparation HFL4E

This course focuses on the fundamental food needs of young adults. Students will learn how to stock a kitchen, make nutritious food choices, and accommodate the food needs of others. Through a range of practical experiences, they will develop skills needed in food preparation for personal use and for employment in the food industry. They will also learn about dining etiquette in different contexts and about responsible consumer practices. Students will use social science research methods to investigate issues related to food preparation and nutrition.

Prerequisite: None

202 ResearchFood and and Healthy Inquiry Living Skills RESEARCH AND INQUIRY SKILLS 203 HFL4E HIF10/20 ch ces? esear ch, for each ch question, and use it to elevance of the information om a variety of primary sources om a variety of primary sources eliable?” esear based on preliminary resear based on preliminary assess various aspects of information gath­ locate and select information relevant to their locate and select information relevant ed from primary and secondary sources primary and secondary sources ed from you have gathered?” “If two information sources “If two information sources you have gathered?” how might you determine contradict each other, r which is more question?” investigation formulate a hypothesis, thesis statement, or r How can you determine whether a source is a How can you determine whether a source “What criteria primary or secondary source?” would you use to choose the best secondary for information about your r source er bias) reliability, relevance, (e.g., accuracy, “What strategies can you use prompts: Teacher to determine the r Wikipedia be adequate sources of information? be adequate sources Wikipedia on websites such the risks of relying What are as Wikipedia?” investigations fr (e.g., informal interviews, surveys, observations, secondary sources bills) and/or food logs, grocery newspaper (e.g., textbooks, advertisements, brochures, articles, websites, cookbooks) “What is the difference prompts: Teacher between primary and secondary sour focus their research focus their research A3. Information Processing A2.3 Throughout this course, students will: Throughout A3.1 A2.2 , elated to r (e.g., food ough discussion, e researching e researching assess, record, analyse, and synthesize information gathered through through information gathered analyse, and synthesize assess, record, ces of information) create research plans, and locate and select information relevant to their chosen locate and select information relevant plans, and research create fective questions to guide their explore topics related to personal food preparation and consumption, and formulate and consumption, preparation to personal food related topics explore ompt: “If you wer to identify topics for research to identify topics for research eliable sources of information?” “For eliable sources RESEARCH AND INQUIRY SKILLS SKILLS INQUIRY AND RESEARCH ces of omega-3 fatty acids, why might you identify key concepts (e.g., thr formulate ef explore a variety of topics related to personal a variety of topics related explore create appropriate research plans to investi­ plans to research appropriate create Exploring: their research; questions to guide Investigating: Processing Information: and inquiry; research and inquiry clearly their research of Communicating and Reflecting: communicate the results and communication skills. inquiry, their research, on and evaluate and reflect and effectively, topics, using appropriate social science research and inquiry methods; and inquiry methods; social science research topics, using appropriate eacher pr esearch and inquiry esearch brainstorming, use of visual organizers) brainstorming, use of visual organizers) food preparation and consumption and consumption food preparation in food and nutrition, meal-planning trends safety, strategies) and inquiry their chosen topic T r sour vegetarian to non-vegetarian want to compare Which aspects would be important to sources? (e.g., cost, taste, ethical or environ­ compare mental considerations, or nutrient levels)?” gate their selected topics (e.g., outline purpose and method; identify sour which purposes might websites such as ensuring that their plans follow guidelines for ethical research some ways to “What are prompts: Teacher locate r A2. Investigating A1. Exploring A1.2 A1.3 Throughout this course, students will: this course, students Throughout A1.1 A2. A4. Throughout this course, students will: Throughout A1. A3. OVERALL EXPECTATIONS OVERALL EXPECTATIONS Throughout this course, students will: Throughout A2.1 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS A. 204 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, Workplace Preparation A4.1 Throughout thiscourse,studentswill: A3.3 A3.2 A3.5 A3.4 4 Communicating andReflecting A4. and audience and inquiryeffectively foraspecificpurpose to communicatetheresults oftheirresearch flyer, poster, report, multimediapresentation) differ (e.g., determinewhethercommonthemesarisein graphic or ideas usingavarietyofformats the answertotheirr (e.g., weighandconnectinformationtodetermine through r menting thesources ofallinformationgenerated use anappropriate format analyse andinterpret research information record andorganize informationandkey synthesize findingsandformulateconclusions synthesize demonstrate academichonestybydocu­ ent sources) ganizers, audio/visual/digitalrecords) esear ch esearch question) (e.g., brochure, (e.g., notes, A4.4 A4.3 A4.2 and evaluatingtheirownr general r (e.g., generateareference listinAPA style) AP use languageconventionsproperly), andfollow inquiries healthy choices) eting, menuplanning,comparisonshopping, tion andconsumptioncorr enhance yourr Teacher prompt: “Whatstepsmightyoutaketo and communicationskills demonstrate anunderstandingofthe clearly communicatether use termsrelating topersonalfoodprepara­ A conventionsforacknowledgingsources esearch process byr (e.g., writeclearly esearch/inquiry skills?” , or ectly esearch, inquiry, ganize ideaslogically, esults oftheir eflecting on (e.g., foodbudg­ ResearchFood and and Healthy Inquiry Living Skills KITCHEN FUNDAMENTALS 205 HFL4E HIF10/20 es; edients that e tools and equipment ect use of food- ecommended temperatur ent strategies for measuring oiling, frying) (e.g., use a frying pan oper clean-up procedures) oper clean-up procedures) (e.g., use differ e liquids at eye level) (e.g., cook foods to r eadily available identify and select appropriate tools, identify and select appropriate quantities demonstrate the ability to measure demonstrate the corr demonstrate the ability to safely use, by demonstrate the ability to adapt recipes follow appropriate protocols to ensure food to ensure protocols follow appropriate eparation techniques (e.g., stirring, beating, equently; use pr pr equipment, and ingredients for use in food for equipment, and ingredients instead of a wok; use milk with vinegar instead herbs) of buttermilk; use dried instead of fresh accurately level off excess amounts; wet and dry ingredients; measur are r are keep hot foods hot and cold foods cold; store food keep hot foods hot and cold foods cold; store opening; check before wipe tops of cans appropriately; of awareness dates; demonstrate “best-before” ingredients) common allergenic whipping, chopping, br preparation preparation maintain, clean, and stor used in food preparation substituting equipment and ingr that come into contact with allergens when preparing when preparing that come into contact with allergens sanitize food for or with people with known allergies; or sanitize sponges or cloths work surfaces; replace fr safety B3. Preparation Food By the end of this course, students will: By the end of this course, students will: B3.1 B3.4 B3.5 B3.2 B3.3 B2.4 ea ea (e.g., wash (e.g., cuts, eparation ar eparation and techniques for demonstrate skills needed in food preparation; needed in food preparation; demonstrate skills E. coli poisoning, botulism demonstrate an understanding of practices that ensure or enhance kitchen safety; of practices that ensure demonstrate an understanding es) Clostridium perfringens poisoning, KITCHEN FUNDAMENTALS FUNDAMENTALS KITCHEN gency responses to common accidents gency responses outline the causes and symptoms of food- demonstrate an understanding of safe demonstrate an understanding of safe describe common accidents that can occur in describe common accidents that can demonstrate an understanding of appropriate use safe food-handling practices to prevent use safe food-handling practices to prevent use appropriate personal hygiene practices use appropriate eventing these illnesses demonstrate an understanding of how to stock and organize a starter kitchen. of how to stock and organize demonstrate an understanding Kitchen Essentials: Kitchen Safety: Food Preparation: demonstrate an understanding of practices that ensure or enhance food safety; of practices that ensure Food Safety: demonstrate an understanding oss-contamination by pathogens, parasites, burns, scalds, fir associated with food pr poisoning, salmonellosis, listeriosis) borne illnesses (e.g., pr practices within the food-preparation ar practices within the food-preparation (e.g., cuts, burns, fires, falls, poisoning, falls, the kitchen (e.g., cuts, burns, fires, electric shocks) emer (e.g., safely handle hot foods; prevent spatters, (e.g., safely handle hot foods; prevent scalds, and cuts; wipe up spills immediately) (e.g., wash fresh produce; sanitize cutting boards produce; (e.g., wash fresh sanitize implements after contact with meat products; cr in the food-pr and allergens hands frequently; cover a cough or sneeze in their hands frequently; sleeve; use gloves to cover cuts or wounds; tie hair back) to prevent contamination of food contamination of food to prevent B2. Safety Food B1. Safety Kitchen By the end of this course, students will: B2.1 B1.2 By the end of this course, students will: By the end of this course, students will: B1.1 B1.3 B4. By the end of this course, students will: By the end of this B1. B3. OVERALL EXPECTATIONS OVERALL EXPECTATIONS B2.3 B2.2 B2. SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS B. 206 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, Workplace Preparation B3.7 B3.6 B4.1 By theendofthiscourse,studentswill: B3.8 4 Kitchen Essentials B4. stock astarterkitchen course ar and cookingtimessothatallcomponentsofa ovens inappropriate?” cooking whichtypesoffoodare microwave microwave ovenbeusedtoprepare food?For Teacher prompt: “Inwhatdifferent wayscana stewing, grilling,orroasting tocookmeat) cook frozen foods orreheat leftovers;chooseamong or r various foods(e.g.,chooseamongboiling,steaming, the equipmentandfoodpr dietary needs) (e.g., foraspecialoccasion,tomeet or itemsforaspecificoccasionpurpose be ready atthesametime?” to ensure thatasalad,pasta,andsaucewould T eacher pr demonstrate theabilitytomanagepreparation select anappropriate cookingmethodfor assess personalfoodpreferences toidentify plan, prepare, andserveafooditem oasting vegetables;useamicrowave ovento e ready simultaneously ompt: “Whatstrategiescanyouuse oducts neededto B4.3 B4.2 B4.5 B4.4 in astarterkitchen(e.g.,flour paring knife,tongs) and cups,spatula,canopener, cuttingboard, blender, electricfryingpan,measuringspoons (e.g., micr needed inastarterkitchenandtheiruses and ethnoculturalbackground?” pr starter kitchenvaryinutensilsandfood used inakitchen?”“Howmightperson’s preferences influencethefoodandequipment Teacher prompts: “Howmightpersonal supplies shouldbeseparatefr and pansshouldbenearthestove;cleaning should bewithineasyr (e.g., intheworktriangle,fridge,stove,andsink items formaximumef a setofknives,orcanopener?” efficiency quality shopping forkitchenequipment(e.g.,price, goods, spices,rice,legumes) look forwhenpurchasing amicrowave oven, Teacher prompt: “Whatfeatures wouldyou oducts according totheperson’sage identify thebasicstaplefooditemsneeded identify variousutensilsandappliances describe theoptimalplacementofkitchen identify criteriatousewhencomparison , warranty, rangeoffunctions,energy , size) owave oven,slowcooker, toasteroven, each ofoneanother;pots ficiency andsafety om fooditems) , sugar, canned ResearchFood and and Healthy Inquiry Living Skills FOOD FUNDAMENTALS 207 HFL4E HIF10/20 ences) , protein , protein egulations; popu­ (e.g., allergies, (e.g., allergies, eferences (e.g., substituting eferences gy drinks, “enriched” water , nutrient density, fat and sodium fat and sodium , nutrient density, e home-made foods to ready-made e home-made foods to ready-made identify factors that influence people’s describe strategies to accommodate diverse compar analyse current issues and trends in food trends issues and analyse current oducts? Why?” outline a personal meal plan that emphasizes outline a personal meal plan that emphasizes “What criteria are most “What criteria are eacher prompt: shakes; debates about the use of bisphenol A in food A shakes; debates about the use of bisphenol packaging; popularity of fad diets) nutrition, balance, and variety dietary needs and pr food likes and dislikes, medical conditions requiring affiliations, cultural traditions) special diets, religious dietary needs and pr offering foods, using new or specialty food products, choices, asking guests about needs or prefer Teacher prompt: “How might you plan or prompt: Teacher modify a dinner menu to meet the needs of a vegan diet?” and packaged foods using a variety of criteria and packaged foods using a variety of (e.g., quality content, additives) T important to you when comparing food important to you when comparing food pr on and nutrition to determine their influence people’s health (e.g., trans-fat r larity of ener C2. Needs Food Diverse C1.8 By the end of this course, students will: C2.1 C2.2 C1.6 C1.7 (e.g., choosing and their (e.g., price, taste, oups; including different­ e to those of Canada’s ferent colours in your diet ferent ozen, and canned foods (e.g., energy-yielding nutrients, nutrients, (e.g., energy-yielding demonstrate an understanding of the components of healthy eating; of the components of healthy demonstrate an understanding “How do your own typical oups ompts: “How does including fruits ompt: “How does including fruits om each of the food gr FOOD FUNDAMENTALS FUNDAMENTALS FOOD identify the main nutrients found in the identify the main nutrients found in describe appropriate serving sizes as describe appropriate identify key recommendations in Canada’s identify key recommendations compare fresh, fr fresh, compare explain why it is important to achieve demonstrate an understanding of factors to consider in menu planning. of factors to consider in Menu Planning: demonstrate an understanding Healthy Eating: demonstrate an understanding of the importance of meeting diverse of the importance of meeting demonstrate an understanding Diverse Food Needs: food needs; basic food gr Food Guide?” “How can the ability to estimate Food Guide?” “How can the ability to serving sizes help you follow the recommenda­ tions in Canada’s Food Guide?” indicated in Canada’s Food Guide pr Teacher (e.g., foods emphasized, recommended Food Guide (e.g., foods emphasized, recommended recommended nutrient intakes for specific groups, activity levels) foods fr and vegetables of dif contribute to healthy eating?” using a variety of criteria balance, moderation, and variety in their diet, and describe strategies for doing so nutritional value, convenience) calcium, vitamin D, folic acid, iron) calcium, vitamin D, folic acid, iron) importance for optimal physical health serving sizes compar coloured fruits and vegetables; choosing complex coloured rather than simple carbohydrates; eating moderate- sized portions) pr Teacher C1. Eating Healthy C1.3 C1.2 By the end of this course, students will: By the end of this course, students will: C1.1 C3. By the end of this course, students will: By the end of this C1. C2. OVERALL EXPECTATIONS OVERALL EXPECTATIONS C1.5 C1.4 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS C. 208 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, Workplace Preparation C3.3 C3.2 C3.1 By theendofthiscourse,studentswill: 3 MenuPlanning C3. sandwiches) (e.g., incasser quantities while usingingr ences ofothers) in Canada’s FoodGuide,diverseneedsandprefer­ (e.g., time,budget,skills,schedules,recommendations describe waysofusingleftoverseffectively describe waystomaintainavarieddiet identify keyconsiderationsinmealplanning (e.g., rice,potatoes,oatmeal) oles, soups,salads,stir-fries, edients purchased inlarge C3.5 C3.4 strategies several daysusingavarietyofmeal-planning meat bones?” br leftover r Teacher pr most orallpartsofvegetablescutsmeat) (e.g., freezing individual-sizeportions;using Teacher pr in menuplanningandmealpr occoli stalks,celerytops,potatowater, or demonstrate anabilitytoplanamenufor outline strategiesforeliminatingwaste oast chicken?” ompt: “Whatcanbedonewith ompt: “What are somewaysofusing eparation ResearchFood and and Healthy Inquiry Living Skills THE FOOD CONSUMER 209 HFL4E HIF10/20 gy- efrigeration, , bartering (e.g., r (e.g., using ener efusing excess packaging) elated to eating out. eparation practices esponsible ways of dealing with food educe food waste and excess packaging describe environmentally responsible ways responsible describe environmentally describe some environmentally responsible responsible describe some environmentally describe strategies they can use at home identify proper methods for storing perish­ methods for identify proper own produce help the environment?” help the environment?” own produce “What are some environmen­ “What are eacher prompt: of acquiring food (e.g., buying locally tally r waste and packaging?” or exchanging, growing their own vegetables) their or exchanging, growing “How does buying locally prompt: Teacher gr food-pr efficient appliances; filling the freezer to the recom­ efficient appliances; filling the freezer mended level; using fewer pots in cooking; using a oven rather than a conventional oven to microwave cook a small amount of food; using as many parts of an item of food as possible; planning meals to avoid overshopping, eating out, or food waste) to r materials, vermi­ (e.g., separating out recyclable fabric shopping bags, composting, using reusable buying in bulk, r T able and non perishable foods freezing, drying, canning) freezing, D2. Responsible Consumerism By the end of this course, students will: By the end of this course, students will: D2.1 D2.2 D2.3 D1.5 e” (e.g., determin­ (e.g., assessing eased food costs?” chasing ficiently even if they eading flyers, clipping coupons, “How can people purchase ompt: “How can people purchase ompts: “When might it be economical (e.g., grocery store, farmers’ market, culture- farmers’ store, (e.g., grocery e food quality and safety THE FOOD CONSUMER CONSUMER FOOD THE identify strategies that contribute to efficiency identify strategies that contribute to efficiency identify various places where food can be identify various places where describe strategies they can use to reduce describe strategies they can use to reduce describe shopping practices they can use to demonstrate an understanding of efficient and economical purchasing strategies strategies economical purchasing and of efficient Food Shopping: demonstrate an understanding food safety and quality; that ensure to responsible of practices related demonstrate an understanding Responsible Consumerism: consumerism; get and numeracy skills needed to and Numeracy: demonstrate the literacy Consumer Literacy food dollar; good value for their and logistics r Eating Out: demonstrate an understanding of etiquette eacher pr and economy in food pur specific food market, bulk food store, restaurants, restaurants, specific food market, bulk food store, wild [for school cafeteria, take-out, delicatessen, the community game, fish, wild fruits, and edible plants], garden, community kitchen, food bank) making ing needs, making a list, planning menus, hungry, and sticking to a budget, not shopping when avoiding impulse buying) T food economically and ef obtained dates, buying fresh vegetables and fruits in season) vegetables and fruits dates, buying fresh purchasing generic brands, buying in bulk) generic brands, buying in purchasing pr Teacher food costs (e.g., r ensur do not own a car?” foods rather than home-cooked to use prepared foods?” “In which situations could flyers and coupons contribute to incr ripeness, avoiding dented cans, checking “best-befor D1. Shopping Food D1.2 By the end of this course, students will: By the end of this course, students will: D1.1 D2. D3. D4. By the end of this course, students will: By the end of this D1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS D1.3 D1.4 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS D. 210 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, Workplace Preparation D3.4 D3.3 D3.2 D3.1 By theendofthiscourse,studentswill: 3 Consumer andNumeracy Literacy D3. How canyoudeterminewhatisreliable and pr Teacher prompts: “Whatformsofmedia announcements) claims onfoodlabels,websites,blogs,public-service overall salesinstor and howeffective are lossleadersatincreasing use togetourattention?”“Whatisalossleader Teacher prompts: “Whatstrategiesdoadvertisers (e.g., infomer of nutritionclaimsfr of-aisle displaysatincreasing salesofproducts?” scar plays, brandr (e.g., coupons,product placement,end-of-aisledis­ that ar common marketingandadvertisingtechniques information mightbemostrelevant toseniors?” on foodlabelsismostr Teacher pr for foodsafetyandnutritionalvalue “best-before” dates,listsoffoodadditives) labels calculate salestaxes) compare unitprices;calculateper-servingcosts; restaurants; determinethevalueofusingcoupons; a runningtotalongrocery list;calculatetipsin tions necessaryforpurchasing food ovide informationaboutfoodandhealth? evaluate thereliability andcredibility describe andevaluatetheeffectiveness of use theinformationfoundonCanadianfood demonstrate theabilitytomakecalcula­ e tactics) (e.g., ingr e usedtoencourageconsumersbuy ompt: cials, healthclaimsandnutrition ecognition, celebrityendorsements, edient lists,NutritionFactstables, “What informationprovided es?” “Howef om varioussour elevant toyou?What fective are end- (e.g., keep ces to check , D4.3 D4.2 D4.1 By theendofthiscourse,studentswill: D4.4 4 Eating Out D4. tomer inavarietyofeatingvenuesdif ingredients, prices,cookingmethodused) pr time available) of dinnercompanions,cost,typerestaurant, choosing aplacetoeat Canada’s r of theunderlyingassumptionsHealth their nutritioninformation?Whatar What biasesmightHealthCanadashowin information provided byHealthCanada? “How doesmediainformationcompare with credible informationfrom thesesources?” cooking staffandcleaninginsomer as atip;understandthattipmoneyisshar of service;decidewhatpercentage ofthebilltoleave tipping isappr customs andpractices good service?” appr levels offormality(e.g.,makingreservations; with r Teacher prompt: “Howwouldyouinteract dressing appropriately; disposingofwasteaftereating) situation; expressing dissatisfactionappropriately; etiquette appropriate tothetypeofestablishmentand ovided onmenus describe thebehaviourofacourteouscus­ describe thetypeofinformationcommonly identify variousfactorstoconsiderwhen demonstrate anunderstandingoftipping opriately gettingaserver estaurant staff toensure youreceive ecommendations?” opriate orr (e.g., categoriesofdishes, (e.g., determinewhether (e.g., foodpr equir ’s attention;observing ed; assessthequality eferences e some estaurants) ed with ferent ResearchFood and and Healthy Inquiry Living Skills FOOD AND THE WORKPLACE 211 HFL4E HIF10/20 elated , efficient ess, attention (e.g., with co-workers, (e.g., punctuality opriate workplace behaviour e important for career advancement e important for career ecognition of appropriate boundaries with ecognition of appropriate Food IndustryFood career?” career?” explain why initiative, persistence, and describe different types of relationships types of relationships describe different needed to identify various skills that are describe appr / eacher prompt: “How would you interact/ eacher prompt: colleagues, supervisors, and customers) T conflicts communicate to avoid or resolve Teacher prompt: “How can a short-term prompt: Teacher training plan be used to obtain a food-r time management, appropriate dr time management, appropriate to personal grooming) motivation ar in the food industry found in the workplace with managers, with clients) “What type of attitude would prompt: Teacher of be helpful for working well with a variety personalities in the workplace?” manage interactions within the workplace (e.g., communication skills; conflict-management skills; r with co-workers? Supervisors?” and appearance job E2. in the Employment Successful E2.4 By the end of this course, students will: By the end of this course, students will: E2.1 E2.2 E2.3 demonstrate an understanding of the qualifications demonstrate an understanding identify food-related occupations for which they are are occupations for which they identify food-related eers?” elated hs? Where hs? Where edients, genic ingr e and maintain employ­ What are your strengt (e.g., knowledge of WHMIS regulations, (e.g., knowledge of WHMIS regulations, eers? FOOD FOOD WORKPLACE THE AND Industry describe the training and knowledge identify personal knowledge, skills, and atti­ identify personal knowledge, skills, and identify occupational opportunities in the identify occupational opportunities in describe short-term and long-term strategies and skills required for successful employment in the food industry. in the food industry. for successful employment and skills required Preparing to Work in the Food Industry: in Preparing to Work personally suited; in the Food Industry: Successful Employment “How do your skills compare “How do your skills compare eacher prompts: equired for a variety of occupations in the food equired jobs/car r do you need further training or skills develop­ do you need further training or skills or ment?” “How could skills such as creativity in the attention to detail be valuable for careers food industry?” ment in the food industry tudes that may make them suited to occupa­ tudes that may make them suited to tions in the food industry T (e.g., server, cook, chef, sous-chef, food industry (e.g., server, food stylist, dietitian) manager, restaurant can you con­ “What resources prompt: Teacher jobs/car sult to find out about food-related to the skills suggested for various food-r industry Smart Serve training, Food Handler training, knowledge of common aller they could use to secur CPR training, First Aid training, knowledge of rights and responsibilities) workers’ E1. in the Food Work to Preparing E1.3 E1.2 By the end of this course, students will: By the end of this course, students will: E1.1 E2. By the end of this course, students will: By the end of this E1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS E1.4 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS E.

GENERAL FAMILY STUDIES Dynamics of Human Relationships, Grade 11

Open HHD3O

This course focuses on helping students understand the individual and group factors that contribute to healthy relationships. Students will examine the connections between their own self-concept and their interpersonal relationships. They will learn and practise strategies for developing and maintaining healthy relationships with friends, family, and community members, as well as with partners in intimate relationships. Students will use research and inquiry skills to investigate topics related to healthy relationships.

Prerequisite: None

214 DynamicsResearch of Humanand Inquiry Relationships Skills RESEARCH AND INQUIRY SKILLS 215 HHD3O HIF10/20 ces in esources, esources, ces contradict one (e.g., print r om a variety of primary ces ch question, and use it to “What is the difference “What is the difference ce is a primary or secondary esear ces?” (e.g., informal interviews and surveys) ce?” “What criteria would you use to ce?” “What criteria would you use to based on preliminary research, for each research, based on preliminary assess various aspects of information gath­ locate and select information relevant to locate and select information relevant ed from primary and secondary sources primary and secondary sources ed from another, how might you determine which is how might you determine which another, embedded “What values are reliable?” more in these sour choose the best secondary source to answer choose the best secondary source question?” your research investigation formulate a hypothesis, thesis statement, or r er inherent reliability, relevance, (e.g., accuracy, values and bias, voice) “What criteria can you use prompts: Teacher to determine potential biases of an author?” “If two information sour the Internet, online databases, and other media) the Internet, online databases, and other prompts: Teacher between primary and secondary sour the social sciences? How can you determine the social sciences? How can you determine whether a sour sour their investigations fr sources and secondary sour focus their research focus their research A3. Information Processing A2.3 Throughout this course, students will: Throughout A3.1 A2.2 elated to r to identify e effective in e effective ough discussion, assess, record, analyse, and synthesize information gathered through through information gathered analyse, and synthesize assess, record, ograms ar ces of information; develop create research plans, and locate and select information relevant to their chosen locate and select information relevant plans, and research create fective questions to guide their (e.g., well-being; flourishing versus explore topics related to healthy relationships, and formulate questions to guide and formulate questions to healthy relationships, related topics explore esearch and inquiry esearch ompt: “If you found an article show­ RESEARCH AND INQUIRY SKILLS SKILLS INQUIRY AND RESEARCH identify key concepts (e.g., thr formulate ef explore a variety of topics related to healthy a variety of topics related explore create appropriate research plans to investi­ plans research appropriate create Exploring: their research; Investigating: Processing Information: and inquiry; research and inquiry clearly their research of Communicating and Reflecting: communicate the results and communication skills. inquiry, their research, on and evaluate and reflect and effectively, topics, using appropriate social science research and inquiry methods; and inquiry methods; social science research topics, using appropriate eacher pr esearch and inquiry esearch brainstorming, use of visual organizers) brainstorming, use of visual organizers) relationships relationships human languishing; mental health and relationships; rights codes; anti-bullying campaigns) topics for r their selected topics T elementary schools, do you think it would also these programs be important to see how effective in secondary schools?” are r ing that anti-bullying pr gate their selected topics (e.g., outline purpose and method; identify sour , tools such as surveys or questionnaires) research ensuring that their plans follow guidelines for ethical research A2. Investigating A1. Exploring A1.2 A1.3 Throughout this course, students will: this course, students Throughout A1.1 A2. A4. Throughout this course, students will: Throughout A1. A3. Throughout this course, students will: Throughout A2.1 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS A. A3.2 record and organize information and key A4.2 use terms relating to healthy relationships ideas using a variety of formats (e.g., notes, correctly (e.g., self-concept, self-esteem, communi­ graphic organizers, summaries, audio/video/ cation, rights and responsibilities) digital records) A4.3 clearly communicate the results of their A3.3 analyse and interpret research information inquiries (e.g., write clearly, organize ideas logically, (e.g., compare results of surveys and interviews; use language conventions properly), and follow determine whether similar information is found in APA conventions for acknowledging sources different sources) (e.g., generate a reference list in APA style) A3.4 demonstrate academic honesty by docu­ A4.4 demonstrate an understanding of the menting the sources of all information generated general research process by reflecting on and through research evaluating their own research, inquiry, and communication skills A3.5 synthesize findings and formulate conclusions (e.g., weigh and connect information to determine Teacher prompts: “How did the primary the answer to their research question) and/or secondary sources you used confirm what you already knew and understood about Grade 11, Open 11, Grade the topic? How did your sources contradict A4. Communicating and Reflecting what you thought was true?” “How might your own beliefs about the topic have affected your Throughout this course, students will: research findings?” “What steps might you take A4.1 use an appropriate format (e.g., brochure, to enhance your research/inquiry skills?” flyer, poster, report, multimedia presentation, web page) to communicate the results of their research and inquiry effectively for a specific purpose and audience Social Sciences and Humanities Social Sciences | THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

216 DynamicsResearch of Humanand Inquiry Relationships Skills PERSONAL GROWTH AND DEVELOPMENT 217 HHD3O HIF10/20 eally know (e.g., self-concept is oughout life, and why “Is it possible to feel good ganized, and dynamic) (e.g., physical self, academic/occupational explain what they can do to maintain their explain what they can do to maintain identify the main components of self- between explain the interrelationship hroughout one’s life?” “What challenges might one’s life?” “What hroughout personal well-being thr concept self, social self, transpersonal self) and describe some of its characteristics learned, or self-concept, self-esteem, and mental health prompts: Teacher about yourself if you don’t r from yourself?” “How is self-esteem different self-concept “How does a strong arrogance?” enable a person to self-awareness) (i.e., strong How set meaningful goals for improvement? lead to higher self-esteem?” does improvement “Henry Sigerist stated that ‘Health is not simply the absence of disease; it is something positive.’ What does this mean in the context of mental health?” “What is ‘flourishing’? Why is self- for a person to flourish?” esteem required it is important to do so “Why is it important to con­ prompts: Teacher well-being tinue to work at maintaining personal t stages of life that could you face at different What are your personal well-being? threaten your some things you could do to maintain circumstances?” sense of well-being in difficult B2. Self-concept and Self-esteem B1.3 By the end of this course, students will: B2.1 B2.2 demonstrate an understanding of how self-concept demonstrate an understanding of how (social hedonia chy of needs?” (e.g., emotional , resilience, self-esteem, , resilience, eudaimonia eas that contribute to , a strong support net­ , a strong s experiences and surround­ “What can teachers and eness of one’ PERSONAL GROWTH AND GROWTH PERSONAL DEVELOPMENT explain how various factors (e.g., good identify and describe the various compo­ e included in Maslow’s hierar explain how self-concept and self-esteem influence personal and self-esteem influence personal explain how self-concept Self-concept and Self-esteem: well-being; Self-concept and Healthy Relationships: with others. influences an individual’s interactions demonstrate an understanding of the components of personal well-being, of the components of personal demonstrate an understanding Personal Well-Being: the life course; maintain it, and its importance throughout how to achieve and nutrition, physical activity autonomy, competence, engagement, a sense of competence, autonomy, belonging) meaning and purpose, feelings of trust and to develop a “If you were prompts: Teacher what Questionnaire’, ‘Personal Well-Being types of questions would you include?” “What components of personal well-being ar work, awar “According to Corey Keyes, why are Keyes, why are to Corey “According integration, acceptance of others, a sense of making a contribution) very important parts concept of personal well-being?” “The Cree of good health is ‘being alive well’. How does to personal this concept of good health relate well-being?” (satisfaction with life) and ings, lifelong learning, sharing and volunteering) contribute to the development of personal well-being prompts: Teacher guidance counsellors in your school do to help students develop in all ar personal well-being?” “What have researchers found about the connection between personal well-being and time spent outdoors?” nents of personal well-being well-being, satisfaction, vitality B1. Well-Being Personal B3. B2. B1.2 By the end of this course, students will: By the end of this course, students will: B1.1 By the end of this course, students will: By the end of this B1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS B. 218 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, Open B3.2 B2.4 B2.3 B3.1 By theendofthiscourse,studentswill: B3. Self-concept andHealthy Self-concept B3. person’s r str relationship inwhichbothparticipantshave (e.g., through role playorastory)healthy Teacher prompt: “Howwouldyouportray low self-esteemand/or aweakself-concept?” which oneormore oftheparticipantshas How wouldyouportrayarelationship in and highself-esteem(i.e.,valuethemselves)? the community?Towar she happenstohavealar a teenagegirltohavepositiveself-conceptif Teacher prompts: “Whymightitbedifficult for and societalbeliefsvalues self-esteem ar peer network) talents; joinsocialgroups; connectwithapositive participate inphysicalactivities;practisetodevelop set reasonable goalsandtakestepstoachievethem; af Teacher prompt: with societyingeneral,theenvironment) r healthy self-esteemcontributeto or sheisgaytohaveapositiveself-concept?” for ateenagerwhoisquestioningwhetherhe considered tobe‘fat’?”“Whymightitdifficult elationships fect youractionstowar ong self-concepts(i.e.,are veryself-aware) explain howself-conceptinfluencesa explain waysinwhichself-conceptand describe waystoimprove self-esteem explain howastrong self-conceptand Relationships elationships (e.g.,withotherpeople, e interconnected withcommunity “How doesyoursenseofself ds theenvir ds others?Towards ge bodythatmightbe onment?” (e.g., B3.6 B3.4 B3.3 B3.5 at school,home,inyourneighbour with othersinvarioussituations–atwork, enriched whenthepartieshavestr Teacher pr af physical, psychological,andemotionalhealth Teacher prompts: of others str sustain healthyrelationships?” might helpyoudeveloptheskillsneedto Given thisstyle,whatare somestrategiesthat r intelligence) andhowdotheysupporthealthy attributes (e.g.,multipleintelligences,emotional Teacher prompts: “Whatare yourmostpositive (e.g., emotionalintelligence,listeningskills) them developandnurtur utes, skills,andtalentstheyhavethatcanhelp Passport) m “How ar isolated affect howyoudealwithpeople?” exhausted, stressed, depressed, leftout,or extremely excited,anxious, elated,orangry?” respond tootherswhenyou are feeling roadblocks?” “Howappropriately doyou investment inatopicleadtocommunication “How mightaperson’sintenseemotional you feelhappy, included,andwellrested?” characteristics af Teacher prompt: interpersonal r strengths?” enriched byunderstandingsomeoneelse’s in different areas?” “Howisar elationships?” “Whatisyourlearningstyle? ents, fect people’srelationships engths, abilities,andpersonalqualities analyse howbothsocialawareness and explain thevalueofr use avarietyofmeans analyse howbeingself-aware affects aptitude assessments,theOntarioSkills e yourr to identifyandassesspersonalattrib­ ompts: elationships fected yourrelationships elationships affected when “How haveyourpersonal “How isar “How mightfeeling ecognizing theunique e healthyrelationships (e.g., personalityassess­ elationship elationship engths hood?” DynamicsResearch of Humanand Inquiry Relationships Skills HEALTHY RELATIONSHIPS 219 HHD3O HIF10/20 (e.g., ferences?” ferences?” elationships elationships on television esolve these dif (e.g., ease of communication through (e.g., ease of communication through of immediate response to communications; of immediate response s describe the benefits and challenges to analyse ways in which social and cultural analyse ways in which social and cultural elationships of increased access to media and elationships of increased the attitudes and expectations of family, friends, the attitudes and expectations of family, cultural norms with teachings; and peers; religious portrayals of intimate/sexual to gender roles; respect video games, or in music videos, relationships movies, or on television) “In what ways does the prompts: Teacher portrayal of intimate r “Which influences have the greatest impact on “Which influences have the greatest “How often your ideas about relationships?” portrayed in the same-sex relationships are they portrayed? What effects media? How are do these portrayals have on people’s perceptions of ‘normal’ relationships?” r technology use of cellphones, e-mail, social networking; expecta­ tion decreased adult scrutiny of communications) decreased factors, including portrayals in the media, factors, including portrayals in the media, shape people’s ideas about r your personal shows and in movies affect Do some definition of a healthy relationship? of these portrayals conflict with the values in If so, or religion? community, your family, how do you r C2. Influences Social and Cultural C2.2 By the end of this course, students will: By the end of this course, students will: C2.1 , and demonstrate an understanding of skills and strategies that help demonstrate an understanding of skills , honour, recognition of recognition , honour, “How is family well-being elationships; elationships (e.g., physical and ompts: espect, intimacy ent-child, sibling, peer, friend, student- ent-child, sibling, peer, (e.g., equality, independence, trust, empathy, trust, empathy, independence, (e.g., equality, HEALTHY RELATIONSHIPS RELATIONSHIPS HEALTHY a Lifetime a Lifetime identify characteristics of healthy relation­ describe various types of relationships that describe various types of relationships explain the contributions healthy relation­ describe behaviours that characterize demonstrate an understanding of various demonstrate an understanding Relationships: That Affect Dynamics and Challenges relationships; that can affect dynamics and challenges demonstrate an understanding of the range of Over a Lifetime: demonstrate an understanding Healthy Relationships between healthy and and of the differences people experience over a lifetime relationships unhealthy relationships; of various social and cultural Influences: demonstrate an understanding Social and Cultural influences on r Building Healthy Relationships: relationships. people to develop and sustain healthy fected by healthy relationships?” “How do fected by healthy relationships?” ships teacher, spouse, co-worker, dating, intimate, inter- spouse, co-worker, teacher, doctor-patient) generational, employee-employer, people may experience during their lifetime people may experience during their lifetime (e.g., par community well-being pr Teacher ships make to individual, group, family ships make to individual, group, and healthy families build healthy relationships healthy communities?” “How can communities help build healthy families and relationships?” “What supports do family members need to develop and maintain healthy relationships with one another?” af loyalty, r loyalty, verbal abuse, bullying, sexual harassment, stalking, obsession, possessiveness, intimidation, isolation, substance abuse, co-dependence) financial control, unhealthy r the other’s value, open communication, stability, value, open communication, stability, the other’s confidence, altruism) C1. Over Relationships Healthy C1.2 C3. By the end of this course, students will: By the end of this course, students will: C1.1 C2. C4. By the end of this course, students will: By the end of this C1. C1.4 OVERALL EXPECTATIONS OVERALL EXPECTATIONS C1.3 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS C. C3.7 C3. Dynamics and Challenges describe typical gender differences in That Affect Relationships expectations about relationships (e.g., with respect to monogamy, equity, shared time, loyalty, By the end of this course, students will: openness, sexuality) Teacher prompt: “What qualities do girls want C3.1 identify the roles people have in various in an intimate relationship? In a friendship? relationships (e.g., parent, child, teen, sibling, How do these qualities differ for boys?” grandparent, elder, employee, employer, spouse, friend, student, co-worker, volunteer, significant C3.8 describe the impact on human interactions of other, acquaintance) various changes that are taking place in society (e.g., greater reliance on technology, greater accept­ C3.2 use various theories about intimacy (e.g., ance of independence by and for young people and David Olson’s seven types of intimacy, Gary women, greater cultural diversity in communities, Chapman’s five love languages, Robert Sternberg’s increased sense of environmental responsibility) triangular theory of love) to analyse the depth and type of intimacy in different relationships Teacher prompts: “What kinds of relationships (e.g., acquaintance, friendship, dating, long-term and human interactions are possible with access Grade 11, Open 11, Grade partnership) to social networking through the Internet that would be impossible without it? Are there Teacher prompt: “How is intimacy different in any drawbacks to this type of interaction?” a dating relationship versus a close friendship?” “What challenges might a person from a C3.3 describe variations in cultural customs and monocultural society face in adjusting to traditions that affect how humans interact a multicultural society?” (e.g., customs related to greetings, personal space, eye contact, physical distance and/or contact) C4. Building Healthy Relationships Teacher prompt: “What are some examples of behaviour that is considered polite in one By the end of this course, students will: culture and rude in another? How might lack C4.1 describe strategies and skills for building of knowledge of such differences affect human healthy relationships (e.g., showing empathy, interactions between people from different setting realistic expectations, showing respect for cultural backgrounds?” others, communicating with openness where possible C3.4 describe values and attitudes that enhance and appropriate, working to solve problems, seeking the quality of human interactions (e.g., respect, counselling, seeking community support, volunteer­ caring, empathy, trust, honour, honesty) ing, giving time and attention to others) C3.5 describe some of the ways in which power C4.2 identify strategies for dealing with significant dynamics can influence behaviour in human change and/or loss in a relationship (e.g., seeking interactions relationship and/or grief counselling, taking time to grieve, confiding in friends, learning acceptance, Teacher prompts: “How and why might your believing in oneself, developing self-reliance) behaviour in a court of law differ from your behaviour at the mall or in a classroom?” “How Teacher prompts: “What community support can differences in power affect the course of systems are available in your area to help people a relationship?” “How might a change in an deal with a person’s death or the loss of a employee’s status (e.g., a promotion) affect relationship?” “What specific supports might the dynamics of various relationships and teenagers need to help deal with the death of Social Sciences and Humanities Social Sciences

| interactions in the workplace?” a close friend?” C3.6 describe the challenges that may be experi­ C4.3 describe strategies and approaches for enced in the development of a same-sex rela­ ending a relationship in a positive manner tionship but may not be experienced in the (e.g., treat the other person with sensitivity, respect, development of a heterosexual relationship integrity, empathy, and honesty; enable the other (e.g., homophobia, pressure to keep the relationship person to maintain his or her dignity; communicate hidden, lack of models in media of adolescents in face to face; ensure that verbal and non-verbal healthy same-sex relationships) messages match; listen to their instincts) Teacher prompts: “How would your peers Teacher prompt: “What are the criteria for react if you came to the prom with a same-sex a healthy break-up? Using these criteria, date?” “What would need to change in your how would you evaluate break-ups in books school community to make it safe for students that you’ve read recently, or in movies or to be ‘out’ at school?” television shows?” THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

220 C4.4 describe strategies for sustaining various types of relationships as they evolve over time

Teacher prompts: “What techniques might of Human Relationships Dynamics couples use to maintain a relationship over a lifetime?” “How do people maintain positive relationships when their workplace roles change?” “What strategies are needed to maintain friendships as individual priorities change?” “What are the steps for making a sincere apology?”

HHD3O HEALTHY RELATIONSHIPS

221 D. RIGHTS AND RESPONSIBILITIES

OVERALL EXPECTATIONS By the end of this course, students will:

D1. Individual Rights and Responsibilities: demonstrate an understanding of the nature of individual rights and responsibilities in human interactions; D2. Rights and Responsibilities in Community Context: demonstrate an understanding of the extent of individual rights and responsibilities within the wider community. Grade 11, Open 11, Grade SPECIFIC EXPECTATIONS

D1.4 D1. Individual Rights and explain the difference between legal and Responsibilities personal rights and responsibilities Teacher prompts: “When might your personal By the end of this course, students will: rights conflict with the legal rights of someone else?” “If abuse were disclosed to you as a friend, D1.1 identify the rights of the individual in would you have a legal or personal responsibility human interactions as outlined in a variety to report it?” “If you witness an accident while of laws and policies (e.g., the Ontario Human driving, do you have a legal and/or personal Rights Code, the Employment Standards Act, the responsibility to stop and offer assistance?” Ontario Environmental Bill of Rights, the Canadian Charter of Rights and Freedoms, the Indian Act, the Privacy Act, the United Nations Convention on the D2. Rights and Responsibilities in Rights of the Child, the Universal Declaration of Community Context Human Rights) By the end of this course, students will: Teacher prompts: “Why is legislation important in governing human interactions?” “What are D2.1 explain how various societal factors the protected grounds in the Ontario Human (e.g., media, peers, socio-economic status, technology, Rights Code?” “In a high school setting, what environmental conditions, values, culture, religion, are the implications of the fact that sexual ori­ family) extend or limit individual rights and entation, gender identity, and gender expression responsibilities are protected grounds in the Ontario Human Teacher prompts: “How does access to media Rights Code?” “What protections does the enhance people’s opportunities to exercise their Ontario Environmental Bill of Rights give rights? Their ability to infringe on other people’s to individuals?” rights?” “What responsibilities do users of Social Sciences and Humanities Social Sciences D1.2 | identify the individual’s responsibilities in various media have?” human interactions (e.g., obeying Canada’s laws, D2.2 describe how rights are allocated among refraining from infringing on the rights of others, individuals, groups, families, and communities promoting respect for others, encouraging the responsible use of technology) Teacher prompts: “How do we resolve the conflicts that may arise between individual D1.3 explain the relationship between rights and and group rights?” “How do we exercise our responsibilities rights without infringing on the rights of others?” Teacher prompts: “How are rights balanced by “Are there any individual rights that are absolute responsibilities?” “What are some examples of in Canadian society – that cannot be limited to professional boundaries?” accommodate the rights or needs of another individual or group?” THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

222 D2.3 compare and evaluate various strategies for responding to infringements on individual

rights (e.g., direct confrontation, complaints to of Human Relationships Dynamics people in positions of authority, official complaints to the Ontario Human Rights Commission) Teacher prompt: “Under what circumstances would direct confrontation of a person who has infringed on your rights be a reasonable strategy to use? Under what circumstances would it be unproductive or unsafe to confront the person directly?”

HHD3O RIGHTS AND RESPONSIBILITIES

223 E. INTERPERSONAL SKILLS

OVERALL EXPECTATIONS By the end of this course, students will:

E1. Making Decisions: demonstrate an understanding of effective decision-making processes in a variety of social contexts; E2. Communicating Effectively: demonstrate an understanding of effective communication skills and their role in maintaining healthy relationships; E3. Resolving Conflicts: demonstrate an understanding of effective strategies for resolving conflicts in human interactions; Grade 11, Open 11, Grade E4. Enhancing Relationships through Community Involvement: analyse and assess social-action initiatives that support or contribute to healthy relationships and/or healthy communities, and design and implement an initiative of their own.

SPECIFIC EXPECTATIONS

E1. Making Decisions Relationships and Eliminating Violence Network, the Centre for Positive Relationships, the World By the end of this course, students will: Health Organization, the World Wildlife Fund, Native friendship centres, multicultural centres, E1.1 explain the advantages and disadvantages of Mothers Against Drunk Drivers Canada) some common approaches to decision making E1.5 (e.g., acting on impulse, adopting a laissez-faire apply appropriate decision-making processes attitude, flipping a coin, listing pros and cons, effectively in a variety of relationships (e.g., creating a plus/minus/interesting chart) intimate relationships, multicultural relationships, multigenerational relationships, multi-faith rela­ Teacher prompt: “For what types of decisions tionships, employment relationships) would acting on impulse be a reasonable decision-making strategy? For what types Teacher prompts: “What are some issues that of decisions would this strategy be would typically cause relationship problems?” potentially risky?” “How would you portray (e.g., through a role play or written story) a decision-making process E1.2 identify steps in the decision-making process that would help you choose the best approach (e.g., defining the problem, reviewing goals and values, to a relationship problem?” identifying alternative solutions, weighing the options,

Social Sciences and Humanities Social Sciences choosing a solution, evaluating the results) | E2. Communicating Effectively E1.3 describe factors that affect decision making (e.g., goals, values, priorities, needs, wants, resources, By the end of this course, students will: peers, parents, family members, community, school, E2.1 identify the components of verbal communi­ faith community, media) cation (e.g., choice of vocabulary, tone of voice, E1.4 identify and consult a variety of credible volume, rhythm and pace of speech, culture-based resources for information and assistance in modes of address) making decisions (e.g., teachers, guidance coun­ E2.2 identify the components of non-verbal com­ sellors, Health Canada, Dietitians of Canada, the munication (e.g., body language and manner of Vanier Institute of the Family, local health units, self-presentation, eye contact, physical distance, the Centre for Addiction and Mental Health, the culture-based behaviour) Centre for Prevention Science, the Promoting THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

224 E2.3 describe the three basic styles of communi­ Teacher prompt: “What are some communica­ cation (i.e., passive, aggressive, assertive) tion techniques that have been found to be

Teacher prompt: “Suppose a person in your helpful in conflict resolution?” of Human Relationships Dynamics school group has let you down by not doing his E3.5 identify and describe the different strategies or her part of a project on time. What would a used in conflict resolution (e.g., showing mutual passive response to the problem look like? An respect, confronting the problem, identifying/ aggressive response? An assertive response? defining the basis of the conflict, communicating Which approach is likely to be most constructive?” understanding of another’s perspective, considering E2.4 describe behaviours and other factors that alternatives, agreeing on a workable solution, can interfere with effective communication continuing to evaluate the situation) (e.g., interruptions, judgements, angry intonation, E3.6 explain why conflicts that are based on too great or too little physical distance, noise, blaming, infringements of rights and/or that involve a sarcasm, threats, prejudice, gossip, accusations, lies, power imbalance (e.g., harassment, homophobia, rumours, inappropriate use of technology, cultural bullying) cannot be effectively resolved using misunderstandings, bias) informal conflict-resolution strategies E2.5 demonstrate the use of a variety of skills and techniques for communicating effectively E4. Enhancing Relationships through (e.g., listening actively; maintaining open body Community Involvement language; taking turns in conversation; following accepted etiquette for telephone, cellphone, and By the end of this course, students will: Internet communication; setting clear boundaries) E4.1 analyse the benefits of being part of a E2.6 explain why it is important to be aware of the multicultural community communication styles of cultural groups other Teacher prompt: “How could understanding than their own (e.g., norms about eye contact, and appreciation of different cultures benefit HHD3O physical contact, and personal space) your work and personal relationships?” Teacher prompt: “What are some ways you E4.2 might need to adjust your communication outline various ways in which individuals style when attending a celebration of a cultural can enhance relationships through community community other than your own?” involvement (e.g., through mentoring programs, consensus-building initiatives, volunteering, E2.7 describe ways in which effective and ineffective advocating for the rights of others) communication can affect relationships Teacher prompt: “How does peer mentoring Teacher prompt: “What are some signs of good help to improve school morale and build communication and/or miscommunication in community within schools?” a relationship?” E4.3 assess the effectiveness of a variety of social-action initiatives that promote healthy E3. Resolving Conflicts relationships (e.g., letter-writing campaigns, petitions, brochures, videos, websites, art works, By the end of this course, students will: music, posters, drama productions, workshops) E3.1 describe how conflicts arise in various Teacher prompt: “What criteria would you use human interactions to determine the effectiveness of a social-action initiative aimed at preventing bullying?” E3.2 identify factors that can lead to interpersonal conflicts (e.g., jealousy, differing opinions, differing E4.4 design and implement a social-action initiative values, differing personalities) to promote healthy relationships (e.g., a campaign against bullying, discrimination, hate propaganda, or E3.3 identify various approaches that may homophobia; a campaign to raise cultural awareness be used to effectively resolve conflicts (e.g., and understanding; an initiative to form a student Aboriginal healing circles, compromise and

equity and human rights club; a campaign to INTERPERSONAL SKILLS negotiation, avoidance of/removal from a situation, address community environmental concerns restorative justice processes, mediation, peer media­ or gender-related issues) tion, letter writing, techniques learned through assertiveness training) E3.4 identify and demonstrate (e.g., in role playing, in real situations) constructive and respectful techniques for resolving various types of interpersonal conflicts 225 Families in Canada, Grade 12

University Preparation HHS4U

This course enables students to draw on sociological, psychological, and anthropological theories and research to analyse the development of individuals, intimate relationships, and family and parent-child relationships. Students will focus on issues and challenges facing individuals and families in Canada’s diverse society. They will develop analytical tools that enable them to assess various factors affecting families and to consider policies and practices intended to support families in Canada. They will develop the investigative skills required to conduct and communicate the results of research on individuals, intimate relationships, and parent-child relationships.

Prerequisite: Any university or university/college preparation course in social sciences and humanities, English, or Canadian and world studies

226 ResearchFamilies and in Inquiry Canada Skills RESEARCH AND INQUIRY SKILLS 227 HHS4U HIF10/20 ch published in peer- (e.g., textbooks, esear om a variety of primary ch question, and use it to elevance of the information “How can you determine equire access to primary equire ce is primary or secondary?” esear esearch esearch (e.g., interviews; observations; surveys and (e.g., interviews; observations; surveys and ed from primary and secondary sources primary and secondary sources ed from ces? Which r assess various aspects of information based on preliminary research, for each research, based on preliminary locate and select information relevant to locate and select information relevant you have gathered?” “If two information sources “If two information sources you have gathered?” focus their r gather values inherent reliability, relevance, (e.g., accuracy, and bias, voice) “What strategies can you use prompts: Teacher to determine the r sources in addition to secondary sources?” in addition to secondary sources?” sources investigation formulate a hypothesis, thesis statement, or r reviewed journals; census data; original documents journals; census data; reviewed in print or other media such as film, photographs) secondary sources and/or magazine or reviews, literature book reviews, newspaper articles) prompts: Teacher whether a sour lend them­ questions “Which types of research based primarily on secondary selves to research sour their investigations fr sources original r questionnaires; A3. Information Processing A3.1 A2.3 this course, students will: Throughout A2.2 elated to r esearching the esearching assess, record, analyse, and synthesize information gathered through through information gathered analyse, and synthesize assess, record, ces of information; develop create research plans, and locate and select information relevant to their chosen locate and select information relevant plans, and research create “If you were r “If you were fective questions to guide their explore topics related to families in Canada, and formulate questions to guide Canada, and formulate questions to to families in related topics explore ompt: ce legislation on individuals and families; ce legislation on individuals and families; RESEARCH AND INQUIRY SKILLS SKILLS INQUIRY AND RESEARCH (e.g., through discussion, identify key concepts (e.g., through formulate ef explore a variety of topics related to families a variety of topics related explore create appropriate research plans to investi­ plans research appropriate create Exploring: their research; Investigating: Processing Information: and inquiry; research and inquiry clearly their research of Communicating and Reflecting: communicate the results and communication skills. inquiry, their research, on and evaluate and reflect and effectively, topics, using appropriate social science research and inquiry methods; and inquiry methods; social science research topics, using appropriate fects of changes in divorce laws on families, fects of changes in divorce esearch and inquiry esearch the effects of economic downturns on children, the effects of economic downturns on children, and the elderly) to identify topics for parents, and inquiry research brainstorming, use of visual organizers) brainstorming, use of visual organizers) in Canada (e.g., the effects of changes in marriage and divor their selected topics whose perspectives might you include? Which time periods would be it most appro­ different priate to consider?” Teacher pr Teacher ef r gate their selected topics (e.g., outline purpose and method; identify sour research tools such as surveys, questionnaires, or tools such as surveys, questionnaires, research interviews), ensuring that their plans follow guidelines for ethical research A2. Investigating A1. Exploring A1.2 A1.3 Throughout this course, students will: this course, students Throughout A1.1 A2. A4. Throughout this course, students will: Throughout A1. A3. Throughout this course, students will: Throughout A2.1 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS A. 228 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, University Preparation A4.1 Throughout thiscourse,studentswill: A3.4 A3.3 A3.2 A3.5 4 Communicating andReflecting A4. purpose andaudience research andinquiryeffectively foraspecific web page)tocommunicatetheresults oftheir tion, poster, multimedia presentation, research report, ables notcontrolled forintheirr be affectedby“confoundingvariables”–i.e.,vari­ question; assesstheextenttowhichtheirr information todeterminetheanswertheirresear or contradicttheirhypothesis;weighandconnect menting thesour sources withresults reported insecondarysources) different sources; compare results from primarydata groups; determinewhethercommonthemesarisein (e.g., compar or ideas usingavarietyofformats message ofthissource?” interests are advancedifyoubelievethemain are represented andwhoseare absent?”“Whose embedded inthesesources?” “Whosevoices which ismore reliable?” “Whatvaluesare contradict eachother, howmightyoudetermine sions through research ganizers, summaries,audio/digitalrecords) use anappropriate format demonstrate academichonestybydocu­ analyse andinterpret research information record andorganize informationandkey synthesize findingsandformulateconclu­ (e.g., determinewhethertheirr e r esults ofinterviewswithdifferent ces ofallinformationgenerated (e.g., oralpr esear (e.g., notes,graphic esults support ch design) esults may esenta­ ch A4.3 A4.2 A4.4 inquiries socialization, socialpolicy) replacement rate, primaryandsecondarydata, corr evaluating theirownresear primary and Teacher prompts: “Inwhatwaysdidthe communication skills use languageconventionspr your research/inquiry skills?” “What stepsmightyoutaketoenhance have affected theresults youobtained?” “How mighttheresearch methodsyouused general r in-text citationsproperly) (e.g., generateareference listinAPA style,use APA conventions foracknowledgingsources sour stood aboutthetopic?Inwhatwaysdidthese confirm whatyoualready knewandunder­ clearly communicatether use termsrelating tofamiliesinCanada demonstrate anunderstandingofthe ectly ces contradictwhatyouthoughtwastr esearch process byreflecting onand (e.g., writeclearly (e.g., familysystems,lifeexpectancy, /or secondarysources youused , or operly) ganize ideaslogically, ch, inquiry esults oftheir , andfollow , and ue?” ReseFarchamilies and in Inquiry Canada Skills THEORETICAL PERSPECTIVES ON DEVELOPMENT 229 HHS4U HIF10/20 , filter s concept of the social edict similar outcomes? “How would a structural “How would a structural ding to a variety of theoretical ding to a variety of theoretical (e.g., evolutionary theory (e.g., psychodynamic, evolutionary, (e.g., psychodynamic, evolutionary, e various theories of attraction and ompt: “Which theories of attraction ompt: “Which developmental theory ge Mead’s symbolic interactionist theories) symbolic interactionist ge Mead’s demonstrate an understanding of , social homogamy theory, the theory of , social homogamy theory, Relationships Relationships compar explain the development of intimate rela­ ferent theories account for the experiences ferent edicts the greatest developmental variability developmental edicts the greatest eacher pr complementary needs) T of a couple in an arranged marriage versus a marriage?” couple in a free-choice mate selection theory and mate selection pr Which theories contradict one another?” tionships accor perspectives feminist structural functionalist, conflict theory, queer theory perspectives) theory, prompts: Teacher functionalist and a conflict theorist explain the ways in which couples establish the division of labour in their households?” “How would dif stages of generativity versus stagnation, and ego stages of generativity versus stagnation, midlife integrity versus despair; Daniel Levinson’s transition; Bernice Neugarten’ clock; Geor pr among adults?” Teacher pr Teacher B2. of Intimate Development The B2.2 By the end of this course, students will: By the end of this course, students will: B2.1 ding s e some critiques -based similarities demonstrate an understanding of theoretical perspectives and research and research perspectives of theoretical demonstrate an understanding fects of nature and fects of nature etical perspectives?” e theories used to explain adult (e.g., with reference to the com­ (e.g., with reference ferences ences?” THEORETICAL PERSPECTIVES DEVELOPMENT ON explain individual development throughout explain individual development throughout assess research on sex-based similarities and assess research compar ferences as well as gender ferences Individual Development: Individual Development: of individual development; on various aspects of theoretical of Intimate Relationships: demonstrate an understanding The Development of intimate relationships; on the development perspectives and research Relationships: The Development of Family and Parent-Child relationships. on the development of family and parent-child research perspectives and theoretical and dif plexity of distinguishing the effects of nature and plexity of distinguishing the effects of nature the impact of cultural, social, and historical nurture; change on expectations associated with gender) never “Why can researchers prompt: Teacher completely separate the ef to the psychodynamic perspective? What are to the psychodynamic perspective? What are between these the similarities and differences the focus of the socio­ factors and those that are cultural perspective?” “What ar of these theor the lifespan, according to a variety of theoretical variety of theoretical to a the lifespan, according perspectives on development (e.g., psychodynamic Erik Erikson, Karen perspective [Sigmund Freud, Horney], cognitive perspective [Lev Vygotsky], Carl humanist perspective [Abraham Maslow, [Charles Rogers], symbolic interactionist perspective Mead], sociocultural perspective George Cooley, evolutionary perspective [Urie Bronfenbrenner], John Bowlby]) [Konrad Lorenz, “What factors have the greatest prompts: Teacher influence on individual development, accor development in later life (e.g., Erik Erikson’ dif nurture when studying sex- and gender-based sex- and gender-based when studying nurture differ B1. Individual Development By the end of this course, students will: By the end of this course, students will: B1.1 B2. B3. By the end of this course, students will: By the end of this B1. B1.2 B1.3 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS B. 230 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, University Preparation B3.2 B3.1 By theendofthiscourse,studentswill: B2.3 3 The Development ofFamily and B3. social exchangetheoryperspectives) actionist, structuralfunctionalist,conflicttheory, relationships the developmentoffamilyandpar families, extendedchildlessfamilies) [both same-sexandheterosexual], grandparent-led (e.g., single-parent families,two-parent families functions are metindiversefamilyforms services), andexplainthewaysinwhichthese and love,socialcontrol, production ofgoodsand physical maintenanceofmembers,nurturance (e.g., r Why? Whatresearch supportsyourposition?” mate selectiondoyouthinkar Teacher prompt: “Whichtheoryortheoriesof that supportsorcontradictsthem r selection, andthedevelopmentofintimate elationships withreference tocurrent research assess varioustheoretical perspectiveson describe thefunctionsoffamily assess varioustheoriesofattraction,mate Parent-Child Relationships eproduction, socializationofchildren, (e.g., psychodynamic,symbolicinter­ e themostvalid? ent-child B3.3 car and statistics,whopr Teacher prompts: family relationships of Caregiver Stress), theimpactofcaregiving on adult attachmenttheories,RoyAdaptationModel T r among familiesinCanada?Why?” think bestaccountsfortherangeofexperiences families?” “Whichtheoretical perspectivedoyou in accountingfortheexperiencesofdiverse might sometheoriesbemore usefulthanothers by familiesafterthebirthofachild?”“Why ical perspectivesexplainthestr to that as ‘caregiver’?” to thatas‘caregiver’?” an individual’sidentityas‘son’or‘daughter’ stresses are associatedwiththetransitionfrom “According tocaregiver identitytheory, what of beingtheprimarycaregiver inafamily?” the psychological,social,andeconomiceffects this trend haveonfamilymembers?”“Whatare esear eacher pr assess, withreference tocurrent theoriesand e infamiliesCanada?Whatimpactmight ch (e.g., car ompts: “Howdothevarioustheoret­ egiver identitytheory, childand “According tocurrent resear ovides themajorityof ess experienced ch ResearchFamilies and in Inquiry Canada Skills THE IMPACT OF NORMS, ROLES, AND INSTITUTIONS 231 HHS4U HIF10/20 en?” ee-choice ents) can eligious norms; es, religions, es, religions, ecent statistics show emonies; polygamy and eligious and civil weddings e marriage in some religions e marriage in some religions (e.g., arranged and fr (e.g., cultural and r in various cultur Relationships Relationships explain mate-selection, courtship, and analyse ways in which social norms and analyse ways in which social norms and fect the socialization of young childr demonstrate an understanding of factors demonstrate an understanding of factors influence the establishment and maintenance of healthy intimate relationships “How does the expectation prompt: Teacher of abstinence befor and historical periods “What do r prompts: Teacher about the rates of r in Canada?” “In societies that permit polygamy, whether affect how can access to resources monogamous or polygamous?” marriages are Teacher prompts: “How does the economy prompts: Teacher af marriages; use of matchmakers; civil, religious, marriages; use of matchmakers; civil, religious, and tribal marriage cer monogamy) expectations of peers, friends, and par in a relationships dating/courtship affect secular society?” marriage customs expectations “How do various social institutions affect “How do various social institutions affect the identity formation of individuals?” C2. Effects on Intimate The C2.2 By the end of this course, students will: By the end of this course, students will: C2.1 en t

demonstrate an understanding of the impact of norms, demonstrate an understanding eligious, on the social­ demonstrate an understanding of the impact of norms, roles, and of the impact of norms, roles, demonstrate an understanding sandwich generation? (e.g., with regard to (e.g., with regard ess that people feel when (e.g., cultural or social norms and (e.g., cultural or social norms and “How do conflicting roles ompts: “How do conflicting roles can create personal conflict can create , employee, friend, son/daughter, sibling, , employee, friend, son/daughter, and personal goals with respect to edu­ and personal goals with respect , THE IMPACT OF NORMS, ROLES, ROLES, NORMS, OF IMPACT THE INSTITUTIONS AND assess ways in which norms, values, and assess ways in which norms, values, explain how multiple roles (e.g., student, explain how multiple roles analyse the impact of social institutions The Effects on Individuals: The Effects lifespan; the individuals throughout social institutions on on Intimate Relationships: The Effects social institutions on intimate relationships; and roles, Parent-Child Relationships: on Family and The Effects impact of and of the for children, whether to have and how to care decisions about that can affect relationships. on family and parent-child and social institutions norms, roles, ations expectations expectations, gender expectations, familial values expectations, gender expectations, familial and expectations) influence individual decisions the lifespan throughout educational choices, career choices, choices about choices, educational choices, career sexuality and relationships) “What is the interrelationship prompt: Teacher between financial considerations, gender expec­ t caregiver) caregiver) pr Teacher economic, and political institutions) the lifespan ization of individuals throughout volunteer (e.g., the family; the media; educational, r cational choices? Which factor do you think influence on an individual’s has the greatest educational choices? Why?” experience personal conflict?” contribute to the str and son/daughter?” both caregiver they are “What is meant by the term Why do people in the sandwich generation of C1. Effects on Individuals The By the end of this course, students will: By the end of this course, students will: C1.1 C2. C3. By the end of this course, students will: By the end of this C1. C1.2 C1.3 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS C. 232 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, University Preparation C3.2 C3.1 By theendofthiscourse,studentswill: C2.5 C2.4 C2.3 3 The onFamily Effects and C3. to thesexofcar or otherrelatives are involved inproviding care) work; theextenttowhichchildren, grandparents, r couples from havingchildren?” of policiesmightdiscourageindividualsand uals andcouplestohavechildr jurisdictions putinplacetoencourageindivid­ Teacher prompt: “Whatpolicieshavedifferent consumption ofresources) influence offriendsorfamily;concernsaboutover­ personal goals;cultural/religious background; the and health;financialstatus;educational,career, and regarding thenumberandspacing ofchildren; age the stabilityofanintimaterelationship; considerations control andabortion;adoptionpoliciespractices; to birthcontrol; religious beliefsregarding birth access toassistedreproductive technologies;access decisions abouthavingchildr families dif “In whatwaysare genderroles indual-earner helped todeterminetheirdomesticroles?” women thr Teacher prompts: “Howhavetherightsof in Canada) the r ried?” “Whatdovariousr sex couples,eveniftheychoosenottogetmar­ legislation inCanadabeensignificantforsame- Teacher prompts: “Whyhassame-sexmarriage intimate relations economic, politicalinstitutions) they similar?” with amalebreadwinner? Inwhatwaysare befor and Hindusocieties;inFirstNationorInuitcultures; ethnocultural contexts r her decision-makingrole inarelationship?” between aperson’seconomicr Teacher prompt: “Whatistherelationship decision making) to divisionoflabour, patternsofauthority, in intimaterelationships (e.g.,withreference esponsibilities are carriedout(e.g.,withrefer elationships invarioussocial,historical,and analyse thewaysinwhichcaregiving explain arangeoffactorsthatcaninfluence analyse howsocialinstitutions analyse differences amongroles inintimate ways inwhichroles areanalyse negotiated Parent-Child Relationships e andafterthesecondwavewomen’ oles ofandr oughout historyandacross cultures fer ent from thoseinhouseholds egivers; whethercaregiving ispaid elationship betweenspouses?” (e.g., intraditionalIslamic eligions teachabout can affect en ole andhisor en? Whatsorts (e.g., fertility; (e.g., r s movement eligious, ence in C3.3 C3.6 C3.5 C3.4 Teacher prompts: families, grandparent-led families) middle-class families,single-parent andextended diverse families(e.g.,working-classandupper­ r fits inCanadacompar Teacher prompt: “Howdoparental leavebene­ grandparents’ rights) rights forsame-sexcouples,subsidizedchildcare, nancy, therighttobreastfeed inpublic,adoption pr from discriminationonthegrounds offamilystatus, (e.g., parental andmaternityleavebenefits,protection that isintendedtosupportandpr sibilities inthehome?” which menare involvedincaregiving respon­ Canadian statisticsshowabouttheextentto viding car families?” “Whatroles doeldersplayinpro­ parent familiescompare tothoseintwo-parent contr and socialization?”“Howhave government or politicalinstabilityhaveon childdevelopment Teacher prompts: “Whatimpactmighteconomic tutions) educational, r developing countries?” to behigherforboysthangirlsinmost Teacher prompt: “Whydoliteracyratestend towards familymemberswithspecialneeds) the nature ofparent-child relationships, attitudes participation ineducationandthelabourfor periods and societyinvariouscultur have changedfiftyyearsfrom now?” from fiftyyearsago?Howdoyouthinkitwill ization ofteens?To whatextenthasthischanged periods andamonggr socialization indif policy toensure equalaccesstosuchbenefits?” changes wouldyoumaketolegislationand full advantageofparental leavebenefits?What be lessablethanhigherincomefamiliestotake other countries?Whymaylow-incomefamilies of FirstNation,Métis,andInuit families?” or peershavethegr Teacher prompt: “Inthepresent day, dofamily towards sexuality, education,gendersocialization) rearingpractic gious backgrounds (e.g.,withreference tochild ­ esponsibilities ofchildren andteensinsingle- otection againstdiscriminationbecauseofpr assess governmentpolicyandlegislation analyse theimpactofsocialinstitutions compare theroles ofchildr analyse therole ofthefamilyasanagent ols andinterventionsaffected thelives on thesocializationoffamilymembers (e.g., withrefer e infamilies?”“Whatdorecent eligious, economic,andpoliticalinsti­ es, parental expectations,attitudes “How dothecar ferent cultur eater impactonthesocial­ ence toritesofpassage, e tothoseavailablein oups from variousr es andhistorical en inthefamily es andhistorical otect families egiving ce, eli­ eg­ (e.g., ResearchFamilies and in Inquiry Canada Skills TRENDS, ISSUES, AND CHALLENGES 233 HHS4U HIF10/20 e?” ends, ce rates in elationships onic media, employment, demonstrate an ends relating to intimate relationships to intimate relationships ends relating e, education, economic changes, the aging Intimate Relationships Relationships Intimate analyse the significance of recent demo­ analyse the significance of recent assess the impact of current social tr assess the impact of current in these fields?” “How is childhood development in these fields?” “How is childhood development urbanization and the cor­ by increased affected in time spent in natur decrease responding graphic tr sexual activity; to adolescent (e.g., with regard rates; same-sex cohabitation, marriage, and divorce marriage; delayed age of marriage; the number of people living independently; serial monogamy; an in arranged marriages) increase been have there “What trends prompt: Teacher in cohabitation, marriage, and divor population, balancing work and family, an increase an increase population, balancing work and family, between people of in the number of relationships faiths or ethnic backgrounds) different some of the ways in “What are prompt: Teacher which marriage traditions have been adjusted to accommodate interfaith couples?” Canada over the past twenty-five years? What do you think these rates will take in direction Why?” the future? issues, and challenges on intimate r to electr (e.g., with reference health car D2. and Challenges in Trends By the end of this course, students will: By the end of this course, students will: D2.1 D2.2 demonstrate an understanding of demographic demonstrate an understanding demonstrate an understanding of demographic trends of demographic trends demonstrate an understanding eased life ends related to the family and to parent-child relationships relationships to parent-child to the family and ends related epresentation epresentation eas such as business and “What do statistics show eference to electronic media, cli­ to electronic eference eased urbanization, incr ends and issues related to intimate relationships and of strategies for responding to and of strategies for responding to intimate relationships ends and issues related ends in educational attainment, par­ (e.g., with r TRENDS, ISSUES, AND CHALLENGES CHALLENGES AND ISSUES, TRENDS, for Individuals for assess the impact of current social trends, social trends, assess the impact of current analyse the significance of recent demo­ analyse the significance of recent related to the lives of individuals and of the impact of social issues and challenges on individual of social issues and challenges the lives of individuals and of the impact to related development; and Challenges in Intimate Relationships: Trends Trends and Challenges for Individuals: Trends and social tr relationships; challenges in those in Parent-Child Relationships: and Challenges in the Family and Trends understanding of demographic tr challenges on family development. and of the impact of social issues and issues, and challenges on individual develop­ ment (e.g., trends related to educational attainment, related (e.g., trends independent living, participation, income, workforce rates of cancer life expectancy, age at retirement, and other serious diseases) “What is the interrelationship prompts: Teacher between tr and independent ticipation in the workforce, in Canada have a longer life living?” “Women expectancy than men. What implications does this fact have for the types of caregiving arrangements and supports needed for older men and women?” politics? What impact do you think systemic discrimination has had on their r about the representation of minority groups in of minority groups about the representation in ar leadership roles expectancy, health care, education, economic changes) health care, expectancy, prompts: Teacher graphic trends relating to the lives of individuals relating graphic trends mate change, incr D1. and Challenges Trends D1.2 D2. By the end of this course, students will: D1.1 D3. By the end of this course, students will: By the end of this D1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS D. D2.3 outline strategies for avoiding and responding at childbearing, child custody arrangements, care- to various types of violence and abuse in intimate giving responsibilities, life expectancy, employment relationships (e.g., emotional, physical, sexual, status of family members, educational attainment) financial abuse) Teacher prompt: “In what ways might statistics Teacher prompt: “What community agencies on domestic fertility rates affect various gov­ are available to support women who are leaving ernment policies relating to employment plan­ violent relationships?” ning, immigration, and pension plans?” D3.3 assess the impact of current social trends, D3. Trends and Challenges in the issues, and challenges relating to the functioning Family and in Parent-Child of families (e.g., with reference to electronic media, Relationships climate change, health care, education, economic conditions, the aging of the population, balancing By the end of this course, students will: work and family, increasing ethnocultural and reli­ gious diversity in Canada) D3.1 analyse the impact of major social and eco­ nomic changes on the historical evolution of Teacher prompts: “In what ways does the aging the family (e.g., with reference to complementary of the population affect the stress levels of fam­ roles for men, women, and children in peasant families ilies in Canada? What government supports in agricultural economies; family relations in slave have been or could be put in place to support economies; male breadwinners and stay-at-home families facing these challenges?” “How has climate change affected Inuit families?”

Grade 12, University Preparation Preparation University 12, Grade mothers and children in middle-class families and child labour in working-class families in industrial­ D3.4 analyse the impact of violence and abuse on izing economies; the impact on child labour of the family relationships (e.g., with reference to victims development of compulsory education policies; and witnesses of child abuse and neglect, spousal/ changes in child-rearing practices) partner abuse, elder abuse and neglect) Teacher prompts: “In what ways have social Teacher prompt: “How widespread is elder changes affected the evolution of the family?” abuse in Canada? Why might it be challenging “Given current social issues affecting families, to gather accurate statistics on rates of elder in what ways do you think families will change abuse? What supports need to be in place to in the future?” reduce the extent of such abuse in Canada?” D3.2 analyse the significance of recent demographic trends relating to parent-child relationships (e.g., with reference to family forms, birth rates, age Social Sciences and Humanities Social Sciences | THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

234 Families in Canada, Grade 12

College Preparation HHS4C

This course enables students to develop an understanding of social science theories as they apply to individual development, the development of intimate relationships, and family and parent-child relationships. Students will explore a range of issues relating to the development of individuals and families in contemporary Canadian society as well as in other cultures and historical periods. They will develop the investigative skills required to conduct research on individuals, intimate relationships, and parent-child roles and relationships in Canada.

Prerequisite: Any university, college, or university/college preparation course in social sciences and humanities, English, or Canadian and world studies

235 A. RESEARCH AND INQUIRY SKILLS

OVERALL EXPECTATIONS Throughout this course, students will:

A1. Exploring: explore topics related to families in Canada, and formulate questions to guide their research; A2. Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate and social science research and inquiry methods; A3. Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry; A4. 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. Grade 12, College Preparation Preparation College 12, Grade

SPECIFIC EXPECTATIONS

A2.2 A1. Exploring locate and select information relevant to their investigations from a variety of primary Throughout this course, students will: sources (e.g., interviews; observations; surveys and questionnaires; original research published in A1.1 explore a variety of topics related to families peer-reviewed journals; census data; original docu­ in Canada (e.g., the division of labour in families, ments in print or other media, such as film, photo­ the effects of different custody arrangements on graphs) and secondary sources (e.g., textbooks, children, the pressures and joys experienced in book reviews, literature reviews, magazine or interfaith marriages, the impact of the Indian newspaper articles) Act on First Nation families) to identify topics Teacher prompts: “What is the difference for research and inquiry between a primary and a secondary source? A1.2 identify key concepts (e.g., through discussion, How can you determine whether a source is brainstorming, use of visual organizers) related to primary or secondary?” “Why is it important their selected topics to base your research on a variety of sources?” A2.3 A1.3 formulate effective questions to guide their based on preliminary research, for each research and inquiry investigation formulate a hypothesis, thesis statement, or research question, and use it to Teacher prompt: “If you were researching focus their research the ways in which families divide household

Social Sciences and Humanities Social Sciences labour, why might it be useful to compare | families with and without children?” A3. Processing Information

Throughout this course, students will: A2. Investigating A3.1 assess various aspects of information Throughout this course, students will: gathered from primary and secondary sources (e.g., accuracy, relevance, reliability, inherent values A2.1 create appropriate research plans to investi­ and bias, voice) gate their selected topics (e.g., outline purpose and method; identify sources of information; develop Teacher prompts: “What strategies can you use research tools such as surveys, questionnaires, or to determine the relevance of the information interviews), ensuring that their plans follow you have gathered?” “If two information guidelines for ethical research sources contradict each other, how might you determine which is more reliable?” THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

236 A3.2 record and organize information and key A4.2 use terms relating to families in Canada ideas using a variety of formats (e.g., notes, graphic correctly (e.g., family systems, life expectancy, organizers, summaries, audio/digital records) replacement rate, primary and secondary research, A3.3 analyse and interpret research information socialization) (e.g., compare results of interviews with different A4.3 clearly communicate the results of their groups; determine whether common themes arise in inquiries (e.g., write clearly, organize ideas logically, different sources; compare results from primary data use language conventions properly), and follow Families in Canada sources with results reported in secondary sources) APA conventions for acknowledging sources A3.4 demonstrate academic honesty by docu­ (e.g., generate a reference list in APA style) menting the sources of all information generated A4.4 through research demonstrate an understanding of the general research process by reflecting on A3.5 synthesize findings and formulate conclu­ and evaluating their own research, inquiry, sions (e.g., determine whether their results support and communication skills or contradict their hypothesis; weigh and connect information to determine the answer to their Teacher prompts: “In what ways did the research question) primary and/or secondary sources you used confirm what you already knew and under­ stood about the topic? In what ways did these A4. Communicating and Reflecting sources contradict what you thought was true?” “How might the research methods you used Throughout this course, students will: have affected the results you obtained?” “What steps might you take to enhance A4.1 use an appropriate format (e.g., oral presenta­ your research/inquiry skills?” tion, poster, multimedia presentation, web page) to communicate the results of their research and inquiry effectively for a specific purpose HHS4C and audience RESEARCH AND INQUIRY SKILLS

237 B. THEORETICAL PERSPECTIVES ON DEVELOPMENT

OVERALL EXPECTATIONS By the end of this course, students will:

B1. Individual Development: demonstrate an understanding of theoretical perspectives and research on various aspects of individual development; B2. The Development of Intimate Relationships: demonstrate an understanding of theoretical perspectives and research on the development of intimate relationships; B3. The Development of Family and Parent-Child Relationships: demonstrate an understanding of theoretical perspectives and research on the development of family and parent-child relationships. Grade 12, College Preparation Preparation College 12, Grade

SPECIFIC EXPECTATIONS

B1. Individual Development ego integrity versus despair; Bernice Neugarten’s concept of the social clock; George Mead’s symbolic By the end of this course, students will: interactionist theories) B1.1 Teacher prompt: “According to Erikson’s theory, describe individual development through­ what factors lead to the greatest satisfaction in out the lifespan, according to a variety of later life?” theoretical perspectives on development (e.g., psychodynamic perspective [Sigmund Freud, Erik Erikson, Karen Horney], cognitive perspective B2. The Development of Intimate [Lev Vygotsky], humanist perspective [Abraham Relationships Maslow, Carl Rogers], symbolic interactionist per­ spective [Charles Cooley, George Mead], sociocultural By the end of this course, students will: perspective [Urie Bronfenbrenner], evolutionary B2.1 summarize how various theoretical perspec­ perspective [Konrad Lorenz, John Bowlby]) tives (e.g., psychodynamic, evolutionary, structural Teacher prompt: “According to the humanist functionalist, conflict theory, feminist theory, queer perspective, what are the major factors con­ theory perspectives) explain the development of tributing to individual development?” intimate relationships B1.2 describe research on sex-based similarities Teacher prompt: “What key concepts do and differences and on gender-based similarities structural functionalists use to explain how Social Sciences and Humanities Social Sciences

| and differences (e.g., similarities and differences and why intimate relationships develop in related to socialization, findings and limitations of specific ways?” brain research) B2.2 describe various theories of attraction and Teacher prompt: “What have researchers dis­ mate selection (e.g., evolutionary theory, filter covered about the differences in the ways that theory, social homogamy theory, the theory of male and female infants tend to be treated?” complementary needs) B1.3 describe theories used to explain adult Teacher prompt: “According to evolutionary development in later life (e.g., Erik Erikson’s theory, what determines whether two people stages of generativity versus stagnation, and will be attracted to one another?” THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

238 B2.3 describe current research that supports or symbolic interactionist, family systems, conflict contradicts various theories of attraction, mate theory, feminist theory, structural functionalist selection, and the development of intimate perspectives) relationships Teacher prompt: “How do family systems Teacher prompt: “Which theories of attraction theorists explain cohesion and family conflict?” are best supported by the results of recent B3.3 research?” describe the impact of caregiving on family Families in Canada relationships in a variety of contexts (e.g., with reference to the sandwich generation, the revolving B3. The Development of Family and door, skipped-generation or grandparent-led families, Parent-Child Relationships blended families, single-parent families, families with members who have special needs) By the end of this course, students will: Teacher prompts: “What are the positive and B3.1 describe the functions of families (e.g., repro­ negative effects on parents when adult children duction, socialization of children, physical mainte­ move back home? What are the effects on the nance of members, nurturance and love, social adult children?” “What are the typical stresses control, production of goods and services) and benefits experienced by caregivers looking after a spouse with Alzheimer’s disease?” “What B3.2 explain the development of family and are the stresses and benefits experienced by parent-child relationships from the viewpoint children and grandchildren when an aging of a variety of theoretical perspectives (e.g., parent/grandparent moves in?”

HHS4C THEORETICAL PERSPECTIVES ON DEVELOPMENT PERSPECTIVES THEORETICAL

239 240 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, College Preparation C. SPECIFIC EXPECTATIONS OVERALL EXPECTATIONS C1.3 C1.1 By theendofthiscourse,studentswill: C3. C2. C1. By theendofthiscourse,studentswill: C1.2 1 The onIndividuals Effects C1. tribute toW Teacher prompts: “Howdothemediacon­ ization ofindividualsthroughout thelifespan economic, andpoliticalinstitutions) (e.g., thefamily;media;educational,r employment, andsociallife?” between yourschoolwork,part-time for establishingandmaintainingabalance Teacher prompt: “Whatare somestrategies car car cultural expectationsinfluenceanindividual’s Teacher prompt: “Inwhatwayscanfamilialor sexuality andrelationships) educational choices,car throughout thelifespan and expectations)influenceindividualdecisions expectations, genderfamilialvalues expectations the behaviour orchoicesofindividuals?” among major religions? Howmightthey af age- orgender-related rites orregulations of adolescents?”“Whatare somecommon impact dothesevalueshave onthebehaviour volunteer, employee,friend,son/daughter, sibling, norms, roles, andsocialinstitutionsonfamilyparent-child relationships. that canaffect decisionsaboutwhethertohaveandhowcare forchildren, andoftheimpact The Effects onFamilyandParent-ChildRelationships: roles, andsocialinstitutionsonintimaterelationships; The Effects onIntimateRelationships: social institutionsonindividualsthroughout thelifespan; The Effects onIndividuals: egiver) explain theimpactofsocialinstitutions explain waysinwhichnorms,values,and explain howmultipleroles (e.g.,student, eer choices?” AND INSTITUTIONS THE IMPACT OFNORMS,ROLES, can cr estern consumervalues?What (e.g., culturalandsocietalnorms eate personalconflict eer choices,choicesabout (e.g., withregard to demonstrate anunderstandingoftheimpactnorms,roles, and on thesocial­ eligious, demonstrate anunderstandingoftheimpactnorms, fect C2.2 C2.3 C2.1 By theendofthiscourse,studentswill: 2 The onIntimate Effects C2. Teacher pr and historicalperiods monogamy) and tribalmarriageceremonies; polygamyand marriages; useofmatchmakers;civil,religious, marriage customs of intimater with anextendedfamilyaf Teacher prompt: r lishment andmaintenanceofhealthyintimate peers, friends,parents) caninfluencetheestab­ affect theirroles inanintimater the respective incomesofthetwopartners their r intimate partnerscommonly havetonegotiate Teacher prompts: “Whatare someareas in which division oflabour in intimater marriage customs?” similar toanddif customs incontemporaryOjibwecommunities (e.g., culturalandr elationships demonstrate anunderstandingoffactors describe mate-selection,courtship,and describe waysinwhichroles are negotiated explain howsocialnormsandexpectations Relationships oles?” “Howmightdifferences between ompt: in variouscultures, religions, elationships (e.g.,withrefer elationships?” , patternsofauthority) “How mightnormsassociated “In whatwaysare marriage ferent from Judaeo-Christian eligious norms;expectationsof (e.g., arrangedandfr fect thedevelopment elationship?” ee-choice ence to C2.4 describe differences among roles in intimate Teacher prompts: “How do the responsibilities relationships in various social, historical, and of children and teens in single-parent families ethnocultural contexts (e.g., in traditional Islamic compare to those in two-parent families?” “What and Hindu societies; in First Nation or Inuit cultures; proportion of caregiving work in Canada is before and after the second wave women’s movement provided by paid live-in caregivers wishing in Canada) to immigrate to Canada?”

Teacher prompt: “What are the differences C3.3 describe government policy and legislation Families in Canada in the roles of the individuals involved in that is intended to support and protect families courtship practices in societies that practise (e.g., parental and maternity leave benefits, protection free-choice marriage and those that practise from discrimination on the grounds of family status, arranged marriage?” protection against discrimination because of preg­ C2.5 explain how social institutions (e.g., religious, nancy, the right to breastfeed in public, adoption economic, political institutions) can affect rights for same-sex couples, subsidized childcare, intimate relationships grandparents’ rights) Teacher prompt: “How do state definitions of Teacher prompts: “What does it mean to have the term spouse affect the rights of and social ‘family status’ as a protected ground in the supports available to couples?” Ontario Human Rights Code?” “What rights do grandparents in Ontario and elsewhere in Canada have with respect to access to and C3. The Effects on Family and visitation with grandchildren after a divorce?” Parent-Child Relationships C3.4 describe the role of the family as an agent of By the end of this course, students will: socialization in different cultures and historical periods and among groups from various reli­ C3.1 describe a range of factors that can influence gious backgrounds (e.g., with reference to child ­ decisions about having children (e.g., fertility; rearing practices, parental expectations, attitudes HHS4C access to assisted reproductive technologies; access towards sexuality, education, gender socialization) to birth control; religious beliefs regarding birth Teacher prompt: “What role did parents play in control and abortion; adoption policies and practices; the socialization of children and adolescents in the stability of an intimate relationship; considerations the Middle Ages?” regarding the number and spacing of children; age and health; financial status; educational, career, and C3.5 compare the roles of children in the family personal goals; cultural/religious background; the and society in various cultures and historical influence of friends or family; concerns about periods (e.g., with reference to rites of passage, over-consumption of resources) participation in education and the labour force, Teacher prompt: “What types of reproductive the nature of parent-child relationships, attitudes technologies are available for people wishing towards family members with special needs) to have children? Do all people have equal Teacher prompt: “Why do some social scientists access to these technologies?” argue that adolescence is a by-product of industrialization? What was the role of C3.2 identify and describe the caregivers and the adolescents before industrialization?” ways in which caregiving responsibilities are carried out (e.g., the sex of the caregiver; whether C3.6 explain the impact of social institutions the caregiving is paid work; the extent to which (e.g., educational, religious, economic, political insti­ THE IMPACT OF NORMS, ROLES, AND INSTITUTIONS children, grandparents, or other relatives are involved) tutions) on the socialization of family members in diverse families (e.g., working-class and upper­ Teacher prompt: “Which institution has the middle-class families, single-parent and extended greater role to play in the socialization of families, grandparent-led families) children – school or family? Give reasons to support your answer.”

241 242 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, College Preparation D. SPECIFIC EXPECTATIONS OVERALL EXPECTATIONS D3. D2. D1. By theendofthiscourse,studentswill: D1.2 D1.1 By theendofthiscourse,studentswill: 1 Trends andChallenges D1. ‘launch’ from theirfamilyhome?” ments hadontheageatwhichindividuals employment? Whatimpacthavetheserequire­ the educationalr ingly knowledge-basedeconomyhaveon Teacher prompt: “Whatimpactdoesanincreas­ urbanization) health car media, climatechange,increased lifeexpectancy, development tr years ago?” this compar males andfemalesinCanadatoday?Howdoes Teacher prompt: “Whatisthelifeexpectancyof expectancy, ratesofcancerandotherseriousdiseases) income, independentliving,ageatretirement, life to educationalattainment,workforce participation, to thelivesofindividuals ends, issues,andchallengesonindividual and oftheimpactsocialissueschallengesonfamilydevelopment. understanding ofdemographictr Trends andChallengesintheFamilyParent-ChildRelationships: challenges inthoserelationships; and socialtr Trends andChallengesinIntimateRelationships:demonstrateanunderstandingofdemographic development; related tothelivesofindividuals,andimpactsocialissueschallengesonindividual Trends andChallengesforIndividuals: explain theimpactofcurrent social describe recent demographictrends relating for Individuals TRENDS, ISSUES,ANDCHALLENGES e, education,economicchanges,incr e tolifeexpectancytwenty-five (e.g., withreference toelectronic ends andissuesrelated tointimaterelationships, andofstrategiesforresponding to equirements forentry-level (e.g., trends r ends related tothefamilyandparent-child relationships, elated eased demonstrate anunderstandingofdemographictrends D2.2 D2.1 By theendofthiscourse,studentswill: 2 Trends andChallengesin D2. tend toexperienceafterdivor years?” “Whatchangesinincomedowomen changed inCanadaoverthepasttwenty-five Teacher prompts: “Howhasthedivorce rate arranged marriages) independently; serialmonogamy;anincrease in marriage; anincrease inthenumberofpeopleliving divor lescent sexualactivity;cohabitation,marriage,and changed datingpracticesin theW Teacher prompt: “HowhastheInternet people ofdifferent faithsorethnic backgrounds) increase inthenumberofrelationships between aging population,balancingworkandfamily, an divorced men?” they compare tochanges in theincomeof ment, healthcar (e.g., withreference toelectr issues, andchallengesonintimater to intimater explain theimpactofcurrent socialtr describe recent demographictrends relating Intimate Relationships ce rates;same-sexmarriage;delayedageof elationships (e.g.,withr e, education,economicchanges,the demonstrate an onic media,employ­ ce? Howdo est?” elationships egard toado­ ends, D2.3 outline strategies for avoiding and respond­ D3.2 describe recent demographic trends relating ing to various types of violence and abuse in to parent-child relationships (e.g., with reference intimate relationships (e.g., emotional, physical, to family forms, birth rates, age at childbearing, child sexual, financial abuse) custody arrangements, caregiving responsibilities, Teacher prompt: “What community agencies life expectancy, employment status of family members, are available to support women who are leaving educational attainment)

violent relationships?” Teacher prompt: “What do statistics from the Families in Canada past ten years show about how child custody D3. Trends and Challenges in the arrangements have changed in Canada?” Family and in Parent-Child D3.3 explain the impact of current social trends, Relationships issues, and challenges relating to the functioning of families (e.g., with reference to electronic media, By the end of this course, students will: climate change, health care, education, economic conditions, the aging of the population, balancing D3.1 describe the impact of major social and work and family, increasing ethnocultural and economic changes on the historical evolution religious diversity in Canada) of the family (e.g., with reference to complementary roles for men, women, and children in peasant families Teacher prompts: “What challenges and oppor­ in agricultural economies; family relations in slave tunities do electronic media present to families? economies; male breadwinners and stay-at-home Do electronic media generally increase or mothers and children in middle-class families and decrease the time that family members spend child labour in working-class families in industrial­ with each other?” “How has the moratorium izing economies; the impact on child labour of the on cod fishing affected family roles in development of compulsory education policies; Atlantic Canada?” changes in child-rearing practices) D3.4 describe the impact of violence and abuse HHS4C Teacher prompts: “In what ways did the process on family relationships (e.g., with reference to of industrialization affect the evolution of the victims and witnesses of child abuse and neglect, family and people’s roles in it?” “Currently, spousal/partner abuse, elder abuse and neglect) what percentage of married women in Canada Teacher prompt: “What is elder abuse? What work outside the home? How does this figure are the different forms that such abuse can compare to that from 100 years ago or to fig­ take? What impact can such abuse have?” ures from other countries around the world?” TRENDS, ISSUES, AND CHALLENGES

243 Human Development throughout the Lifespan, Grade 12

University/College Preparation HHG4M

This course offers a multidisciplinary approach to the study of human development throughout the lifespan. Students will learn about a range of theoretical perspectives on human development. They will examine threats to healthy development as well as protective factors that promote resilience. Students will learn about physical, cognitive, and social-emotional development from the prenatal period through old age and will develop their research and inquiry skills by investigating issues related to human development.

Prerequisite: Any university, college, or university/college preparation course in social sciences and humanities, English, or Canadian and world studies

244 Human DevelopmentResearch and throughout Inquiry Skills the Lifespan RESEARCH AND INQUIRY SKILLS 245 HHG4M HIF10/20 ces in ch, for each eporting on original om a variety of primary ch question, and use it to “What is the difference “What is the difference esear ch on a variety of secondary sources ch on a variety of secondary sources es; journal articles r eliable sources of information?” of information?” eliable sources (e.g., interviews; observations; surveys and esear locate and select information relevant to locate and select information relevant based on preliminary resear based on preliminary “For which purposes might websites such as “For which purposes might websites of information? be adequate sources Wikipedia on websites such the risks of relying What are “What methods would you use as Wikipedia?” following ethical guide­ that you are to ensure lines when you develop surveys or interviews?” their investigations fr rather than just one or two?” investigation formulate a hypothesis, thesis statement, or r “What are some ways “What are prompts: Teacher to locate r sources sources questionnair , as surveys or questionnaires) tools such research ensuring that their plans follow guidelines for ethical research focus their research focus their research research; original documents in print or other media research; such as film, photographs) and secondary sources bibliographies, reviews, (e.g., textbooks, literature encyclopedias) prompts: Teacher between primary and secondary sour social sciences?” “Why is it important to base your r A2.2 A2.3 elated to r ough discussion, assess, record, analyse, and synthesize information gathered through through information gathered analyse, and synthesize assess, record, ces of information; develop ogram, what might be esearch and inquiry esearch create research plans, and locate and select information relevant to their chosen locate and select information relevant plans, and research create fective questions to guide their (e.g., brain development, effects of explore topics related to human development, and formulate questions to guide and formulate questions to human development, related topics explore “If you were studying the ompt: “If you were RESEARCH AND INQUIRY SKILLS SKILLS INQUIRY AND RESEARCH identify key concepts (e.g., thr create appropriate research plans to investi­ plans research appropriate create formulate ef explore a variety of topics related to human a variety of topics related explore Exploring: their research; Investigating: Processing Information: and inquiry; research and inquiry clearly their research of Communicating and Reflecting: communicate the results and communication skills. inquiry, their research, on and evaluate and reflect and effectively, topics, using appropriate social science research and inquiry methods; and inquiry methods; social science research topics, using appropriate eacher pr esearch and inquiry esearch the advantage of comparing experiences in parts of the world or early learning in different within diverse communities in the same area? Which aspects of these experiences would you that your How would you ensure compare? comparison was fair and valid?” gate their selected topics (e.g., outline purpose and method; identify sour development to play on development, language development) identify topics for r brainstorming, use of visual organizers) their selected topics T r benefits to child development of participating in an early learning pr A2. Investigating A1. Exploring A1.2 A2.1 Throughout this course, students will: Throughout A1.3 Throughout this course, students will: this course, students Throughout A1.1 A2. A4. Throughout this course, students will: Throughout A1. A3. OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS A. 246 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, University/College Preparation A3.4 A3.3 A3.1 Throughout thiscourse,studentswill: A3.5 A3.2 3 Processing Information A3. information todeterminetheanswertheirr or contradicttheirhypothesis;weighandconnect menting thesour information isfoundindifferent sources) and secondarysources; determinewhethersimilar (e.g., compar to determinether Teacher prompts: “Whatstrategiescanyouuse values andbias,voice) (e.g., accuracy, relevance, reliability, inherent ered from primaryandsecondarysources sions through resear or ideas usingavarietyofformats the mainmessageofthissource?” “Whose interests are advancedifyoubelieve voices are represented andwhoseare absent?” ues are embeddedinthesesources?” “Whose determine whichismor sources contradicteachother, howmightyou you havegathered?” “Iftwoinformation ganizers, summaries,audio/digitalrecords) demonstrate academichonestybydocu­ analyse andinterpret resear assess variousaspectsofinformationgath­ synthesize findingsandformulateconclu­ record andorganize informationandkey (e.g., determinewhethertheirr e informationgathered from primary ch ces ofallinformationgenerated elevance oftheinformation e r eliable?” “Whatval­ ch information (e.g., notes,graphic esults support esearch A4.2 A4.1 Throughout thiscourse,studentswill: A4.4 A4.3 4 Communicating andReflecting A4. corr for aspecificpurposeandaudience results oftheirresearch andinquiryeffectively presentation, webpage)tocommunicatethe tion, writtenresearch report, poster, multimedia var may beaffectedby“confoundingvariables”–i.e., questions; assesstheextenttowhichtheirresults and evaluatingtheirownr general r in-text author-datecitations) (e.g., generateareference listinAPA style,use APA conventionsforacknowledgingsources use languageconventionspr inquiries attachment, plasticity, identity, temperament) methods youusedhaveaf Teacher prompts: “Howmighttheresearch and communicationskills enhance yourr obtained?” “Whatstepsmightyoutaketo use termsrelating tohumandevelopment use anappropriate format demonstrate anunderstandingofthe clearly communicatetheresults oftheir i ables not controlled forintheirresearch design) ectly esearch process byreflecting on (e.g., writeclearly (e.g., risk,resilience, pr esearch/inquiry skills?” , organize ideaslogically fected theresultsyo operly), andfollow esear (e.g., oralpr otective factor ch, inquiry, esenta­ , u , Human DevelopmentResearch and throughout Inquiry Skills the Lifespan DEVELOPMENTAL THEORIES, AND RISK AND RESILIENCE 247 HHG4M HIF10/20 e (e.g., ganiza­ others/Big ess chal­ oughout (e.g., school-wide fected by political unrest fected by political unrest ferent from its impact on the its impact from ferent ong relationships with one or mor ong relationships eats to human development at dif­ en be dif en and families; food drives; volunteer oppor­ explain how protective factors at the indi­ explain how protective describe ways in which government policies describe opportunities for involvement in ent stages of the lifespan (e.g., government poli­ and war?” “How and why might the impact and war?” “How and why might the of poverty on the development of young childr intelligence; str development of elderly people?” vidual, familial, and community levels adults; exposure to enriched learning environments; environments; to enriched learning adults; exposure community supports such as Meals on Wheels, can promote literacy centres) senior centres, in individuals resilience and initiatives by non-governmental or cies supporting full-day Kindergarten, parental leave, parental cies supporting full-day Kindergarten, space; establishing green health care; and preventive combating global climate change; NGO initiatives such support for grand­ as the Stephen Lewis Foundation’s orphaned by AIDS mothers raising grandchildren programs) maternal health or Planned Parenthood’s local community initiatives that addr lenges to human development support to providing fundraising for organizations childr tunities with literacy initiatives, in Big Br homes) Sisters, at retirement degradation, physical and mental illness, substance degradation, physical and mental illness, abuse, physical/sexual abuse) “How might early childhood prompts: Teacher development be af tions (NGOs) at the local and global levels can the factors that reduce function as protective impact of thr fer B2.2 B2.3 B2.4 (e.g., the ocessing (e.g., poverty, (e.g., poverty, (e.g., the theories of Urie etical perspectives ding to systemic and humanistic (e.g., the stage theories of Sigmund DEVELOPMENTAL THEORIES, THEORIES, AND DEVELOPMENTAL AND RESILIENCE RISK etical perspectives esponse to internal or external factors?” esponse to internal or external factors?” explain human development throughout the explain human development throughout explain human development throughout the explain human development throughout describe threats to healthy development and describe threats explain human development throughout the explain human development throughout demonstrate an understanding of a variety of theoretical perspectives of a variety of theoretical demonstrate an understanding Theoretical Perspectives: on human development; development thr to healthy of threats demonstrate an understanding Risk and Resilience: and resilience an individual’s that can increase factors a variety of protective the lifespan and of impact of these threats. the reduce heir impact at various stages of life lifespan according to information-pr lifespan according lifespan according to structuralist theoretical theoretical to structuralist lifespan according perspectives Erik Erikson, Jean Piaget) Freud, to structuralist “According prompt: Teacher theories, does development occur primarily in r and learning theor discrimination, political unrest, environmental environmental discrimination, political unrest, t Bronfenbrenner, Abraham Maslow, Carl Rogers, Maslow, Abraham Bronfenbrenner, Barbara Rogoff) Bonnie Burstow, “Why would humanistic or prompt: Teacher systemic theorists think that it is important to consider the ways in which government poli­ cies support or inhibit child development?” lifespan accor theories of Ivan Pavlov, B. F. Skinner, John B. Skinner, B. F. theories of Ivan Pavlov, Albert Bandura) Watson, to learning theo­ “According prompt: Teacher rists, what is the main driver of development?” theor B2. Risk and Resilience B1. Perspectives Theoretical B1.2 B1.1 By the end of this course, students will: By the end of this course, students will: B2. By the end of this course, students will: By the end of this B1. By the end of this course, students will: B2.1 B1.3 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS B. C. UNDERSTANDING PHYSICAL DEVELOPMENT

OVERALL EXPECTATIONS By the end of this course, students will:

C1. Physical Development and Brain Physiology: demonstrate an understanding of physical development, including brain physiology and development, throughout the lifespan; C2. Sensory and Motor Development: demonstrate an understanding of sensory and motor development at different stages of the lifespan; C3. Factors Affecting Physical Development: demonstrate an understanding of contextual factors that can affect physical development, particularly brain development, throughout the lifespan and of the effects of these factors. Grade 12, University/College Preparation Preparation University/College 12, Grade SPECIFIC EXPECTATIONS

C1. Physical Development and Brain development of the prefrontal cortex, peak periods of Physiology growth for each brain lobe, synaptic pruning, brain shrinkage, slowing of brain function) By the end of this course, students will: C1.1 explain theories of human physical C2. Sensory and Motor Development development (e.g., the theories of Arnold Gesell, By the end of this course, students will: Esther Thelen) C2.1 Teacher prompt: “According to Gesell, why analyse the major milestones in motor do children develop the ability to reach before skills development in the early years of life they develop the ability to print?” (e.g., milestones related to reflexes, gross motor skills, fine motor skills) C1.2 describe the major changes in the body Teacher prompts: “How do the rooting reflex, throughout the lifespan (e.g., cephalocaudal and sucking reflex, and moro reflex of early infancy proximodistal patterns of growth in infancy and help to ensure survival?” “Most children develop childhood; changes associated with puberty; changes the pincer grasp at approximately seven months related to sex drive, sexual attraction, and reproduc­ of age. To what extent does this development tion; changes associated with menopause; physical depend on their experience manipulating

Social Sciences and Humanities Social Sciences changes in elderly people)

| objects?” “At what age do most children C1.3 describe human brain physiology, including learn to crawl, walk, and run?” key structures and their functions (e.g., the brain­ C2.2 describe changes to sensory faculties stem is responsible for basic vital life functions and motor skills in later life (e.g., presbyopia, such as breathing; the cerebellum is responsible presbycusis, decline in taste buds, reduced muscle for movement, posture, and balance) strength and bone density, slower reflexes), and C1.4 describe the development of the brain from explain strategies that can be used to slow, the prenatal period through the elder years, with prevent, or otherwise address their decline particular emphasis on significant changes that (e.g., doing regular cardiovascular and weight- occur throughout the lifespan (e.g., neuron for­ bearing exercise, practising good nutrition, wearing mation, neural tube development, neurogenesis, ear protection when working around loud noises, neuronal migration, myelination, synaptogenesis, having cataract surgery, wearing a hearing aid) THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

248 C3.3 Human Development throughout the Lifespan C3. Factors Affecting Physical identify factors that can affect brain devel­ Development opment during the prenatal period (e.g., maternal and paternal illness; maternal stress, substance abuse, By the end of this course, students will: or nutritional deficiencies; advanced maternal or paternal age; teratogens; some prescription drugs; C3.1 explain how various factors affect physical environmental pollutants; infectious diseases), and development throughout the lifespan (e.g., illness, analyse their impact injury, genetic factors, nutrition, exercise) Teacher prompt: “If you were a family physi­ C3.2 analyse the long-term effects of early envi­ cian, what advice would you give to your ronmental stimulation and deprivation on patients who were preparing to conceive? brain development (e.g., stimulation produces What advice would you give if one of your a heavier brain with thicker layers, more neural patients was worried about having smoked connections, and greater neurochemical activity; before she knew she was pregnant?” deprivation hinders brain activity) C3.4 describe brain plasticity with reference to Teacher prompts: “How does early stimulation the brain’s response to injury, illness, and envi­ affect brain functioning?” “How does nutrition ronmental factors (e.g., physical injuries, strokes, affect brain development and functioning?” aphasia, stress, substance abuse, infectious diseases, “How does childhood play stimulate the brain? environmental toxins, nutritional deficiencies) Why is such stimulation important? How does Teacher prompt: “After a stroke, how does the play in childhood protect the brain from plasticity of the brain allow recovery of some degeneration in later adulthood?” functioning that had initially been lost?”

HHG4M UNDERSTANDING PHYSICAL DEVELOPMENT

249 250 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, University/College Preparation D. SPECIFIC EXPECTATIONS OVERALL EXPECTATIONS D1.3 D1.1 By theendofthiscourse,studentswill: D4. D3. D1. By theendofthiscourse,studentswill: D1.2 D2. 1 Cognitive Development D1. in pr the lifespan(e.g.,developmentoftheorymind T adulthood) reflective thinkingofadults,wisdominlater moral development?” are theconnectionsbetweencognitiveand would ber types oflifeexperiencesand cognitivecapacity T Gilligan, MosheBlatt,JamesRest) is thebestwaytopromote cognitivedevelop­ Teacher prompt: “According toVygotsky, what Robert J.Sternberg) V opment Why orwhynot?” possible fora young adulttoshowwisdom? (e.g., thetheoriesofLawr ment ofyoungchildren?” eacher pr eacher pr ygotsky, NoamChomsky, MariaMontessori, factors oncognitivedevelopmentandlanguageusethroughout thelifespan. Factors Affecting CognitiveDevelopmentandLanguageUse: developing intelligence; Intelligence: of languageacquisitionanddevelopmentthr and ofchangesinaspectscognitivedevelopmentthroughout thelifespan; Cognitive Development:demonstrateanunderstandingoftheoriescognitivedevelopment Language AcquisitionandDevelopment: describe cognitivedevelopmentthroughout explain theoriesofhumancognitivedevel­ explain theoriesofmoraldevelopment eschoolers, dualisticthinkingofadolescents, AND INTELLIGENCE LANGUAGE DEVELOPMENT, COGNITIVE DEVELOPMENT, (e.g., thetheoriesofJeanPiaget,Lev ompt: ompt: “Accor equired todevelopwisdom?Isit demonstrate anunderstandingofissuesrelated todefining,measuring, and “What iswisdom?What ence Kohlberg, Carol ding toKohlber g, what explain theprocesses andphysiologicalfoundations oughout thelifespan; D2.2 D2.1 By theendofthiscourse,studentswill: D1.4 2 LanguageAcquisition and D2. learn anewlanguage whentheyar development?” “Whyisiteasier forpeopleto verbal stimulationenhanceor impedelanguage Teacher prompts: tion anddevelopmentthr W Teacher prompt: role “What doBroca’s area and related tolanguageprocessing) tion onstorageandr Teacher prompts: “Whatistheimpactofatten­ metacognition on changesinattention,memory, thinking,and pr short- andlong-termmemory guage development the problem-solving strategiestheyuse?” “In whatwaysdochildren andadultsdiffer in throughout thelifespan oblem solving,decisionmaking),withemphasis ernicke’s area playinlanguage development?” explain theprocesses oflanguageacquisi­ explain thephysiologicalfoundationsoflan­ explain howinformationprocessing changes Development analyse theeffects ofcontextual “How doesverbalandnon­ (e.g., thear etrieval ofinformation?” (e.g., withreference to oughout thelifespan , criticalthinking, eas ofthebrain e young Human Development throughout the Lifespan rather than middle-aged?” “What have generally based on correlational rather than researchers found about the connection experimental data. What are the challenges between knowing multiple languages and in interpreting correlational data?” the onset of dementia in old age?” D4. Factors Affecting Cognitive D3. Intelligence Development and Language Use

By the end of this course, students will: By the end of this course, students will: D3.1 analyse various aspects of intelligence D4.1 explain the effects of individual differences (e.g., infant intelligence, multiple intelligences, (e.g., differences related to giftedness, developmental social intelligence, emotional intelligence, fluid delays, attention deficit disorder, autism, school and crystallized intelligence) anxiety, aphasia, depression, schizophrenia, dementia, Teacher prompt: “In what ways do cultures Alzheimer’s, birth order, gender) on cognitive differ in their valuing of different aspects of development throughout the lifespan intelligence (e.g., spatial skills in societies that Teacher prompt: “What have researchers found engage in hunting and trapping; linguistic and about the differences in cognitive development mathematical skills in Western societies)?” of first-borns in comparison to later-born children?” D3.2 explain the limitations of standardized tests of intelligence (e.g., lack of “culture-fair” tests; D4.2 evaluate the effects of rapidly changing reliance on language as the basis for testing; technology on cognitive development and stereotype threat) language use throughout the lifespan (e.g., the effects of increased use of texting language, the effects D3.3 analyse current research on the impact of on cognitive processing speed) environment on intelligence (e.g., the Fraser Mustard report, the Charles Pascal report) Teacher prompt: “What cognitive advantages HHG4M and disadvantages would today’s youth, who Teacher prompts: “What does research reveal rely heavily on communications technology, about the impact of environmental stimulation have when compared to people who were on intelligence?” “Intelligence research is young thirty years ago?” COGNITIVE DEVELOPMENT, LANGUAGE DEVELOPMENT, AND INTELLIGENCE

251 E. SOCIAL-EMOTIONAL DEVELOPMENT AND PERSONALITY

OVERALL EXPECTATIONS By the end of this course, students will:

E1. Social-Emotional Development: demonstrate an understanding of social-emotional development throughout the lifespan and of ways of influencing such development; E2. Personality and Identity: demonstrate an understanding of various influences on personality development and identity formation throughout the lifespan; E3. Factors Affecting Social-Emotional Development: demonstrate an understanding of how factors affect social-emotional development, with an emphasis on the process of socialization.

Grade 12, University/College Preparation Preparation University/College 12, Grade SPECIFIC EXPECTATIONS

E1. Social-Emotional Development Teacher prompts: “How does secure attach­ ment in early life affect relationship building By the end of this course, students will: in later life?” “What types of behaviour and attitudes are characteristic of adults who have E1.1 explain attachment theory as it relates to an anxious attachment style?” human development (e.g., with reference to the theories of John Bowlby, Mary Ainsworth, Kim Batholomew) E2. Personality and Identity Teacher prompt: “According to attachment By the end of this course, students will: theorists, why is infant attachment important?” E2.1 explain the process of identity formation E1.2 describe the development of emotion throughout the lifespan (e.g., with reference to throughout the lifespan (e.g., early emotions, gender identity, ethnic identity, identity statuses) stranger anxiety, emotional fluctuations, socio­ Teacher prompts: “How can families encourage emotional selectivity) the development of bicultural identity among Teacher prompts: “What are the first emotions its members?” “What circumstances can prompt that infants show?” “What differences might role confusion in adolescence?” “What causes there be in the ways in which a teenage girl adults to go through identity reformulation?” and an elderly woman express anger? What E2.2 Social Sciences and Humanities Social Sciences would account for these differences?” explain how birth order and temperament | can affect the development of an individual’s E1.3 describe ways in which parents and personality caregivers can promote secure attachment in Teacher prompts: “In what ways can sibling infants and children (e.g., nurturing, responsive rivalry affect self-concept and the development care, breastfeeding) of personality?” “What are the common per­ E1.4 explain the effects that secure and insecure sonality traits of children who had an easy attachment in the early years can have on temperament in infancy? Of those who had social-emotional development in adolescence a difficult temperament?” and adulthood THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

252 Human Development throughout the Lifespan E2.3 analyse the relationship between personality balance work and leisure, engage and communicate and social interactions (e.g., the differences that with other people and maintain relationships; their introverted and extraverted people might experience response to peer pressure, discrimination; the rela­ in their social interactions; the impact on one’s tionship between poor socialization and defiance, personality of nurturing, supportive, empathetic delinquency, and disengagement) interactions and critical, controlling ones) Teacher prompts: “What have been some of Teacher prompts: “How might being in an the long-term effects of residential schools on abusive relationship affect an individual’s the social-emotional functioning of First Nation personality?” “In what ways might being a children?” “What are some of the effects of high achiever affect an individual’s interactions isolation on the elderly?” “What trends have with colleagues or friends?” researchers found in the social-emotional functioning of adult men and women who grew up in homes where they witnessed E3. Factors Affecting Social-Emotional their father batter their mother?” Development E3.3 assess the impact of marginalization By the end of this course, students will: (e.g., marginalization related to factors such as age, poverty, disability, gender, sexual orientation, E3.1 analyse the role that family plays in socializing ethnicity, religion, low literacy levels) on social- its members (e.g., with reference to the development emotional development of language, communication skills, confidence, com­ petence, and self-esteem, and to the transmission of Teacher prompts: “How does the marginaliza­ gender roles, culture, religion, and values such as tion of people with disabilities leave them at respect for elders and for the environment) higher risk for exploitation or victimization?” “Why do some societies disregard the skills, E3.2 analyse the effects of socialization on the knowledge, and experiences of the elderly? social-emotional functioning of individuals What impact can this have on older people?” HHG4M throughout the lifespan (e.g., with respect to “What are the social-emotional benefits of a individuals’ values, behaviour, and sense of social companion animal or animal-assisted therapy responsibility; their ability to adjust to change, for elderly or disabled people?” SOCIAL-EMOTIONAL DEVELOPMENT AND PERSONALITY

253 Personal Life Management, Grade 12

Open HIP4O

This course focuses on preparing students for living independently and working successfully with others. Students will learn to manage their personal resources to meet their basic needs for food, clothing, and housing. They will also learn about their personal, legal, and financial responsibilities and develop and apply interpersonal skills in order to make wise and responsible personal and occupational choices. Students will apply research and inquiry skills while investigating topics related to personal life management. The course emphasizes the achievement of expectations through practical experiences.

Prerequisite: None

254 ResearchPersonal Lifeand ManagementInquiry Skills RESEARCH AND INQUIRY SKILLS 255 HIP4O HIF10/20 ce ch, for each (e.g., textbooks, news­ esear om a variety of primary ch question, and use it to elevance of the information “What strategies can you use eliable?” esear (e.g., interviews, observations, surveys, (e.g., accuracy, relevance, reliability, inherent inherent reliability, relevance, (e.g., accuracy, /or secondary sources sources secondary /or assess various aspects of information gath­ based on preliminary r based on preliminary locate and select information relevant to locate and select information relevant ed from a variety of primary and secondary ed from er sources values and bias, voice) prompts: Teacher to determine the r “If two information sources you have gathered?” how might you determine contradict each other, r which is more focus their research focus their research paper or magazine articles, book reviews, research research paper or magazine articles, book reviews, websites, brochures) reports, “What criteria would you prompt: Teacher use to determine the best secondary sour for your research?” thesis investigation formulate a hypothesis, statement, or r sources sources original documents in print and other questionnaires, media – film, photographs, songs, advertisements) and their investigations fr A3. Information Processing Throughout this course, students will: Throughout A3.1 A2.3 A2.2 , elated to r ough discussion, assess, record, analyse, and synthesize information gathered through through information gathered analyse, and synthesize assess, record, ces of information) (e.g., careers, consumer rights, consumer rights, (e.g., careers, create research plans, and locate and select information relevant to their chosen and locate and select information relevant plans, research create fective questions to guide their explore topics related to personal life management, and formulate questions to guide and formulate questions to personal life management, related topics explore ompt: “If you wanted to understand to identify topics for research to identify topics for research RESEARCH AND INQUIRY SKILLS SKILLS INQUIRY AND RESEARCH ole of unions, why might it be important create appropriate research plans to investi­ plans research appropriate create identify key concepts (e.g., thr formulate ef explore a variety of topics related to personal a variety of topics related explore Exploring: their research; Investigating: and inquiry methods; social science research topics, using appropriate Processing Information: and inquiry clearly research of their Communicating and Reflecting: communicate the results and communication skills. inquiry, their research, on and evaluate and reflect and effectively, research and inquiry; research eacher pr esearch and inquiry esearch to learn about the perspectives of both workers and management?” gate their selected topics (e.g., outline purpose and method; identify sour brainstorming, use of visual organizers) brainstorming, use of visual organizers) rights of employees and employers, economic trends, trends, rights of employees and employers, economic options, financial investment options, credit-card services) life management and inquiry their selected topics T r the r ensuring that their plans follow guidelines for ethical research A2. Investigating A1. Exploring Throughout this course, students will: Throughout A2.1 A1.2 A1.3 Throughout this course, students will: this course, students Throughout A1.1 A2. A3. Throughout this course, students will: Throughout A1. A4. OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS A. 256 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, Open A4.1 Throughout thiscourse,studentswill: A3.5 A3.4 A3.3 A3.2 4 Communicating andReflecting A4. specific purposeandaudience of theirresearch andinquiryeffectively fora presentation, webpage)tocommunicatetheresults tion, podcast,brochure, poster, report, multimedia the answertotheirr (e.g., weighandconnectinformationtodetermine thr i different sources) determine whethercommonthemesarisein (e.g., compar or ideas usingavarietyofformats ng thesources ofallinformationgenerated ganizers, summaries,audio/digitalrecords) use anappropriate format synthesize findingsandformulateconclusions demonstrate academichonestybydocument­ analyse andinterpret research information record andorganize informationandkey ough r esearch e results ofsurveysandinterviews; esearch question) (e.g., oralpresenta­ (e.g., notes,graphic A4.3 A4.2 A4.4 inquiries setting, consumerism) ment corr methods youusedhaveaf Teacher prompts: “Howmighttheresearch and communicationskills and evaluatingtheirownr general r (e.g., generateareference listinAPA style) APA conventions foracknowledgingsources use languageconventionsproperly), andfollow enhance yourresearch you obtained?”“Whatstepsmighttaketo clearly communicatetheresults oftheir use termsrelating topersonallifemanage­ demonstrate anunderstandingofthe esearch process byreflecting on (e.g., writeclearly, or ectly (e.g.,r esour / inquiry skills?” ces, budgeting,goal fected theresults esear ganize ideaslogically ch, inquiry, , ResearchPersonal Lifeand ManagementInquiry Skills SELF AND OTHERS 257 HIP4O HIF10/20 essive essive, ecording their own (e.g., choice of vocabulary (e.g., r esentation, physical distance, essive, passive aggr ests, and educational achievements; , and identify their strengths and , and identify their strengths describe different styles of communication styles of describe different identify the components of verbal and non­ identify occupations available in fields identify occupations available in fields summarize the steps required for obtaining summarize the steps required elated to their personal skills, interests, values, elated to their personal skills, interests, assertive) weaknesses “How would you make a prompt: Teacher consumer complaint using an aggr appropriate physical contact, choice and use of appropriate media) written/electronic (e.g., passive, aggr preparing or revising a résumé and letter of applica­ or revising preparing tion; collecting references) verbal communication and level of language, tone of voice, body language and manner of self-pr An assertive style? communication style? depending How might the outcome differ on the style you adopted?” r and attributes desirable employment identi­ work experience to build a portfolio/résumé; fying skills, inter B3. Effectively Communicating B2. Employment Planning for B3.2 By the end of this course, students will: B3.1 By the end of this course, students will: By the end of this course, students will: B2.1 B2.2 demonstrate an understanding of the personal demonstrate an understanding describe the elements of successful planning for employment; of successful planning for employment; describe the elements e success ferent from those for an from ferent esources to support esources “How might CPR or First Aid “How might CPR or First ompts: “Why is it important to have ompt: SELF AND OTHERS AND OTHERS SELF to Adulthood Adulthood to identify their personal short-term and identify their personal short-term and compare the roles of adolescents and adults, the roles compare explain the importance of building a explain how pursuing opportunities for explain the importance of initiative, Planning for Employment: Planning for Employment: skills communication of effective demonstrate an understanding Communicating Effectively: Progressing From Adolescence to Adulthood: Progressing From qualities and skills necessary to make the transition from adolescence to adulthood; adolescence to adulthood; necessary to make the transition from qualities and skills living. that support independent in building the healthy relationships and their role eacher pr ongoing learning (e.g., taking additional courses such as First Aid, CPR, computer applications) can help them achieve their personal goals and contribute to futur persistence, and motivation in achieving personal goals long-term goals and the essential skills and long-term goals and the essential skills knowledge needed to achieve them adolescent?” Teacher pr Teacher and identify responsibilities they themselves and identify responsibilities will will assume and personal qualities they on adult roles as they take require an expectations for “How are prompt: Teacher adult’s behaviour dif supports outside the family when living on one’s own?” “Why would someone outside the family be best to turn to for legal assistance?” network of human r independent living (e.g., friends, mentors, community organizations) T certification help in gaining employment?” B1. Adolescence From Progressing B1.4 B1.3 B1.2 B2. B3. B1.1 By the end of this course, students will: By the end of this course, students will: By the end of this course, students will: By the end of this B1. B1.5 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS B. 258 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, Open B3.6 B3.5 B3.4 B3.3 or values,feelingsofdisrespect) power struggles,gossip,rumours,differingopinions personal r individuals communicater the culturalorr Teacher prompt: standing canassistcommunication of theotherperson) level ofassertiveness,acknowledgingtheperspective taining apositiveattitude,choosinganappropriate messages, maintainingopenbodylanguage,main­ ef sometimes contradictverbalmessages?” Teacher prompt: “Howdonon-verbalcues distractions, interference, bias,stereotyping) (e.g., noise,misinterpretations, interruptions, fectively identify commoncausesofconflictininter­ explain howculturalawareness andunder­ describe techniquesforcommunicating describe barrierstoeffective communication elationships (e.g., listeningactively, using"I" eligious viewsofothershelp “How doesunderstanding (e.g., powerinequalities, espectfully?” B3.7 B3.8 of conflictresolution istheeasiesttouse?” approach todealingwiththeproblem?” by youremployer not beingtr for r collaboration, synthesis)are mostappr tion Teacher pr to r ineffective orpotentiallyrisky?”“Whichmodel which typesofconflictwouldmediationbe would mediationbemostappr Teacher prompts: determine whichmodelsofconflictresolu­ apply appropriate conflict-r esolve interpersonalconflicts esolving different typesofconflicts (e.g., acquiescence,mediation,compr ompt: eated thesameasotheremployees “At work,ifyoufeltwere , whatwouldbeanappropriate “For whichtypesofconflict esolution skills opriate? For opriate omise, ResearchPersonal Lifeand ManagementInquiry Skills DAILY LIVING SKILLS 259 HIP4O HIF10/20 e epare for epare edit (e.g., to pr e purchases, to main­ e purchases, otection) (e.g., budgeting, (e.g., commitment of futur chase pr edit esponsible credit card use, bank esponsible credit eceive an income?” “What factors can esource (e.g., basic needs, personal needs, esource gencies, to plan for futur demonstrate the use of strategies for explain the reasons for setting aside a explain the reasons explain the advantages and disadvantages explain factors that affect the use of money the explain factors that affect money- demonstrate the use of effective edit lead to an unmanageable debt load and fectively managing finances and planning make regular saving a challenge?” make regular ef statement reconciliation) statement reconciliation) portion of income as savings emer income; positive and negative effects on cr on “How might over-reliance prompt: Teacher cr put your financial stability at risk?” tain their home, to save for education or retirement) retirement) tain their home, to save for education or “Why is it important to prompts: Teacher establish the habit of saving as soon as you start to r unable to earn sufficient next steps if they are their income to support themselves and/or families of buying on cr rating; risks of repossession, garnishment of wages, rating; risks of repossession, or bankruptcy; pur as a r wants, goals, priorities) management strategies banking, r C2. Resources Managing Financial C2.4 C2.3 C2.5 By the end of this course, students will: By the end of this course, students will: C2.1 C2.2 ocess opriate fective can influ­ (e.g., (e.g., acting on fectiveness demonstrate an understanding of effective decision-making processes and and processes decision-making of effective demonstrate an understanding opriate decision-making ea of life affect other areas of other areas ea of life affect “How might making effective “How might making effective ’s decision to buy or not buy envi­ ompts: ere they effective?” “What types of they effective?” ere ces; personal, family, and community values; ces; personal, family, DAILY LIVING SKILLS SKILLS LIVING DAILY identify an appr explain how a variety of factors evaluate the effectiveness of some common of evaluate the effectiveness analyse the relationship between ef analyse the relationship Making Decisions: Making Decisions: in independent living; their role the use of basic money-management Resources: explain and demonstrate Managing Financial effectively; resources needed to manage personal financial skills and techniques techniques the use of basic principles and describe and demonstrate Managing a Household: household management. of effective impulse, adopting a laissez-faire attitude, flipping a impulse, adopting a laissez-faire coin, setting priorities, weighing alternatives) “What types of decisions are prompts: Teacher have you you used to making? What strategies used? W you likely to be faced with in the decisions are be appr What strategies might future? for making those decisions?” model, use it to make a particular personal choice, and evaluate its ef resour approaches to decision making to decision approaches ence an individual’s decision-making pr individual goals, abilities, and interests) individual goals, abilities, and interests) decisions in one ar life?” “How could weekly planning of nutritious your overall health and meals help improve financial status?” decision making and personal well-being pr Teacher ronmentally friendly products?” friendly products?” ronmentally Teacher prompt: “What factors might influence prompt: Teacher a consumer C1. Making Decisions C1.2 C1.3 C1.1 By the end of this course, students will: By the end of this course, students will: C2. C3. By the end of this course, students will: By the end of this C1. C1.4 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS C. 260 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, Open C3.2 C3.1 By theendofthiscourse,studentswill: 3 ManagingaHousehold C3. escape routes) fire extinguishersare inworkingorder, planning liquids safely, ensuringthatsmokedetectorsand making minorhomer sions abouttheuseoftoxichouseholdproducts, recycling, reducing waste,makinginformeddeci­ envir in maintainingasafeandfunctionalhome their needs environment thatissafeandadequatefor describe thebasicresponsibilities involved describe thebasiccomponentsofahome onment (e.g., conservingwaterandenergy, epairs, storingflammable C3.4 C3.3 safely pr altering andrepairing clothing) (e.g., budgetingforpur and maintainafunctionalpersonalwar pr tables andfoodlabelstomakehealthychoices, food, shoppingforgr appropriately, practisingfoodandkitchensafety) eparing nutritiousmeals,usingsmallappliances demonstrate theskillsrequired toplanand demonstrate theskillsrequired toacquire epare healthymeals oceries, usingNutritionFacts chases, caringforclothing, (e.g., budgetingfor dr obe ResearchPersonal Lifeand ManagementInquiry Skills PERSONAL AND SOCIAL RESPONSIBILITIES 261 HIP4O HIF10/20 (e.g., ess?” fect a company’s “How does acting with , being physically active, getting ove an employee’s relationship ove an employee’s relationship ess, prioritizing activities, making time (e.g., employee manuals, workplace Responsibilities explain the importance of ethics and identify the rights and responsibilities of identify the rights and responsibilities identify policies, laws, and government explain the importance of maintaining explain the importance of maintaining identify strategies for maintaining a healthy identify strategies for maintaining a healthy egulations related to health and safety in the to egulations related honesty in the workplace prompts: Teacher integrity impr with other employees and the employer?” “How does acting with honesty af ability to attract business?” employees and employers r workplace Hazardous Materials safety policies, the Workplace Information System, the Ontario Occupational Health and Safety Act) a positive attitude and self-image in the a positive attitude and self-image in the workplace “How can feeling good about prompt: Teacher oneself alleviate workplace str balance between work and personal life balance between work and personal managing str for self and family enough sleep, maintaining healthy relationships, contributing to the community) D2. Rights and Workplace D2.2 D2.3 D2.4 By the end of this course, students will: By the end of this course, students will: D2.1 D1.5 o­ demonstrate an understanding of the rights and demonstrate an understanding demonstrate an understanding of the role that responsible that responsible role demonstrate an understanding of the obe plan­ e car owners (e.g., insurance ovide assistance) demonstrate an understanding of the role of personal responsibility responsibility of personal of the role demonstrate an understanding ecords, insurance (e.g., wardr (e.g., choosing appr elevant legal docu­ es) ces?” “Why is it important to make oduced food, applying food safety techniques, ecords, and areas of law and areas ecords, PERSONAL AND SOCIAL AND SOCIAL PERSONAL RESPONSIBILITIES explain the various ways individuals meet explain the various ways individuals explain the various ways individuals meet describe the various ways individuals meet describe the various ways individuals identify personally r Workplace Rights and Responsibilities: Rights and Workplace including both personal and legal responsibilities; of employers and employees, responsibilities Consumer Rights and Responsibilities: consumerism plays in living independently. in independent living, and of strategies that can be used to meet individual needs; and of strategies that can be used in independent living, Personal Responsibilities: Personal Responsibilities: ecords, the Landlord and Tenant Act, municipal ecords, the Landlord and Tenant their basic clothing needs recognizing the importance of breakfast, contacting breakfast, the importance of recognizing assistance) provide that community organizations their basic housing needs ning, laundering clothing, contacting community ning, laundering clothing, contacting community assistance, shopping at that provide organizations used-clothing stor their basic food needs (e.g., budgeting for food, buying making healthy food choices, planning meals, locally pr ments, r a will?” policies, wills, leases, health r r by-laws), and describe their importance “Why is it important to know prompts: Teacher one’s rights as a tenant?” “Why ar to have automobile insurance?” “How required the risk to does having insurance help reduce your resour priate housing alternatives, budgeting for shelter, priate housing alternatives, budgeting for shelter, maintaining a safe and clean home, contacting that pr community organizations D1. Responsibilities Personal D1.2 D1.3 D3. By the end of this course, students will: D1.1 D2. By the end of this course, students will: By the end of this D1. D1.4 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS D. 262 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, Open D3.2 D2.5 D3.1 By theendofthiscourse,studentswill: D2.6 3 Consumer and Rights D3. motives, advertising,pr erences, convenience,culturalvalues,status-r influence spendingdecisions(e.g.,personalpr reading informationlabels) considering theenvironmental impactofpurchases, labour andexploitationissues) environmental impact,considerationsrelated to impr the componentsofharassmenthelpto Teacher prompt: “Howcanunderstanding and violenceintheworkplace governs labourrelations andunionsinthe shopping, r (e.g., prioritizingneedsandwants,comparison consumer decisionswhenlivingindependently working conditions?” pr the OntarioHumanRightsCode) workplace eventing and/or addressing harassment identify internalandexternalfactorsthat describe keyprovisions oflegislationthat describe strategiesformakingresponsible explain thebenefitsoftakingtrainingin Responsibilities ove workplacerelationships and eading warrantiesandcontracts, (e.g., theEmploymentStandardsAct, oduct costandavailability, elated ef­ D3.5 D3.4 D3.3 letters ofcomplaint;contactingacustomer-r for makingconsumercomplaints a computer?” available withintheircommunityassour consumable goods,insurance) services, staplegoods,householdequipment, (e.g., furnishings,utilityservices,communication needed tosupportindependentliving Bureau; r department, theombudsman,orBetterBusiness a r use todeterminewhetheranInternetsiteor Teacher prompt: “Whatcriteriawouldyou purchasing, farmers’ markets) Internet shopping,buyingclubs,bulkwarehouse malls, homeshoppingchannelsontelevision, shopping, r of basicproducts andservices etail store wasthebestplacetopurchase demonstrate theuseofeffective techniques evaluate retail shoppingopportunities identify thebasicproducts andservices eporting toappr etail stor es, conveniencestores, outlet opriate authorities) (e.g., catalogue (e.g., writing elations ces ResearchPersonal Lifeand ManagementInquiry Skills ECONOMICS AND PERSONAL FINANCES 263 HIP4O HIF10/20 or (e.g., debit (e.g., cost of edom; expand edit, loans, mortgages, e; job-related stress stress e; job-related ent needs?” ease an individual’s edit cards, lines of cr (e.g., union dues, income tax, employment explain the benefits of working for pay explain the typical deductions from a pay- explain the typical deductions from identify the economic and personal costs identify the economic and personal costs compare the products and services offered and services offered the products compare ofessional skills, knowledge, and experience) elationships/networks; strengthen interpersonal elationships/networks; strengthen or illness; limited time to meet personal needs) (e.g., opportunities to: make a living; develop r investment instruments, automatic teller machines, investment instruments, automatic teller financial advisers) “Which financial institution prompt: Teacher and/ has the best combination of products “If finances were not a “If finances were prompts: Teacher concern, why might some people still choose to work?” “How does working teach transfer­ able skills that can incr employability?” cheque insurance, private pension, Canada Pension Plan) associated with working for pay tools, clothing and uniforms, safety equipment, transportation, food, childcar competencies; obtain personal skills; increase making gratification and/or satisfaction through a contribution; offset feelings of bor pr by a variety of financial institutions cards, cr services to meet your curr E3. Working of and Costs Benefits E3.2 E3.3 By the end of this course, students will: By the end of this course, students will: E3.1 E2.2 edit unions, finance describe ways in which financial institutions can assist in the management financial institutions can assist in describe ways in which epair?” , making investments, es, promotions) es, promotions) (e.g., layoffs, long strikes, owing money, using credit, using credit, owing money, ecords help you avoid significant ecords operty, borr operty, (e.g., saving money ECONOMICS AND PERSONAL FINANCES FINANCES AND PERSONAL ECONOMICS est rates, consumer prices, employment rates; est rates, consumer prices, employment rates; analyse the impact of employment changes analyse the impact of employment changes can use identify and describe strategies they explain the impact of various economic explain the impact of various economic identify various types of financial institutions explain the benefits and costs of working. explain the benefits of Working: Benefits and Costs demonstrate an understanding of how global, national, and community of how global, national, demonstrate an understanding Economic Influences: circumstances; the individual’s financial economic factors affect Financial Institutions: of personal finances; owning pr on personal finances downsizing, plant closur to plan for and manage unexpected financial crises changes on individual finances (e.g., changes in inter fluctuations in the value of the dollar; inflation; supply of or changes in the border closures; demand for various commodities) preventing and/or repairing the damage from the damage from and/or repairing preventing identity theft and fraud) to “How can taking measures prompts: Teacher keep accurate r your wallet?” “How can if you lose problems the impact setting money aside help to reduce of an unexpected home r in the community (e.g., banks, cr companies, trust companies, the stock market) E2. Institutions Financial E1. Influences Economic E1.2 E1.3 By the end of this course, students will: By the end of this course, students will: E1.1 E2. E3. By the end of this course, students will: By the end of this E1. By the end of this course, students will: E2.1 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS E. 264 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, Open E3.4 E3.5 might offer aspartofajobcontract work, part-timejobsharing,multiplejobs) time employment(e.g.,self-employment,contract paid vacation,sickleave,skills-upgradingprograms) mentary healthinsurance,lifepension, identify thetypesofbenefitsemployers describe variousalternativestoregular full- (e.g., supple­ E3.6 saving forincometax) accident, andsupplementaryhealthinsurance; (e.g., planningforr workers inalternativeemploymentneedtomake identify theadditionalfinancialarrangements etirement; purchasing injury , RAISING AND CARING FOR CHILDREN Working With Infants and Young Children, Grade 11

College Preparation HPW3C

This course prepares students for occupations involving children from birth to six years of age. Students will study theories about child behaviour and development, and will have opportunities for research and observation and for practical experiences with young children. Students will become familiar with occupational opportunities and requirements related to working with infants and young children. They will also have opportunities to develop research and critical-thinking skills as they investigate and evaluate current research about early childhood education.

Prerequisite: None

266 WorkingResearch With Infants and Inquiry and Young Skills Children RESEARCH AND INQUIRY SKILLS 267 HPW3C HIF10/20 ces in ch, for each esear om a variety of primary “What is the difference “What is the difference ces of information? What esearch question, and use it to esearch (e.g., interviews, observations, surveys, textbooks, websites, (e.g., book reviews, based on preliminary r based on preliminary locate and select information relevant to locate and select information relevant e the risks of relying on websites such as on websites e the risks of relying eliable sources of information?” “For which of information?” eliable sources “What are some ways to locate some ways to locate “What are prompts: Teacher r purposes might websites such as Wikipedia be adequate sour ar must be followed “What protocols Wikipedia?” is involving children that research to ensure done ethically?” sources sources in print, original original documents questionnaires, journals, data in peer-reviewed published research secondary Statistics Canada) and/or sets from sources newspaper and magazine articles, government reports) investigation formulate a hypothesis, thesis statement, or r focus their research Teacher prompts: prompts: Teacher between primary and secondary sour social sciences?” “Why is it important to base rather on a variety of sources your research than just one or two?” their investigations fr A2.2 A2.3 elated to to identify r ough discussion, ganizers) assess, record, analyse, and synthesize information gathered through through information gathered analyse, and synthesize assess, record, ces of information; develop (e.g., different forms of (e.g., different “If you were researching social researching “If you were create research plans, and locate and select information relevant to their chosen and locate and select information relevant plans, research create explore topics related to early childhood education, and formulate questions to guide education, and formulate questions to early childhood related topics explore ch and inquiry RESEARCH AND INQUIRY SKILLS SKILLS INQUIRY AND RESEARCH identify key concepts (e.g., thr explore a variety of topics related to early a variety of topics related explore create appropriate research plans to investi­ plans research appropriate create formulate effective questions to guide their formulate effective Exploring: their research; Investigating: and inquiry methods; social science research topics, using appropriate Processing Information: and inquiry clearly research of their Communicating and Reflecting: communicate the results and communication skills. inquiry, their research, on and evaluate and reflect and effectively, research and inquiry; research eacher prompt: eacher prompt: esear oughout this course, students will: brainstorming, use of visual or childhood education and inquiry topics for research childcare around the world, strategies for supporting the around childcare language development in young children) , tools such as surveys or questionnaires) research ensuring that their plans follow guidelines for ethical research T gate their selected topics (e.g., outline purpose and method; identify sour r their selected topics agencies that support families, what criteria would you use to select agencies?” A2. Investigating A1. Exploring A1.2 Throughout this course, students will: this course, students Throughout A1.1 A2. A3. Throughout this course, students will: Throughout A1. A4. OVERALL EXPECTATIONS OVERALL EXPECTATIONS Thr A2.1 A1.3 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS A. 268 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, College Preparation A3.3 A3.4 A3.1 Throughout thiscourse,studentswill: A3.5 A3.2 3 Processing Information A3. r information todeterminetheanswertheir or contradicttheirhypothesis;weighandconnect menting thesour information isfoundindifferent sources) and secondarysources; determinewhethersimilar (e.g., compare informationgathered from primary to determinether Teacher prompts: “Whatstrategiescanyouuse and bias,voice) (e.g., accuracy, relevance, reliability, inherent values ered from primaryandsecondarysources sions through resear or ideas usingavarietyofformats information gathered?” does thisaffect yourinterpretation ofthe personal connectiontotheresearch, andhow message ofthissource?” “Whatisyourown interests are advancedifyoubelievethemain are represented andwhoseare absent?”“Whose are embeddedinthesesources?” “Whosevoices mine whichismor contradict eachother you havegathered?” “Iftwoinformationsources esearch question) ganizers, summaries,audio/digitalr analyse andinterpret r demonstrate academichonestybydocu­ assess variousaspectsofinformationgath­ synthesize findingsandformulateconclu­ record andorganize informationandkey (e.g., determinewhethertheirr ch ces ofallinformationgenerated elevance oftheinformation e reliable?” “Whatvalues , howmightyoudeter­ esear ch information (e.g. notes,graphic ecords esults support ) A4.2 A4.1 Throughout thiscourse,studentswill: A4.3 A4.4 4 Communicating andReflecting A4. and physicaldevelopment;emer tion corr specific purposeandaudience of theirresearch andinquiryeffectively fora presentation, webpage)tocommunicatetheresults tion, writtenr and evaluatingtheirownr methods youusedhaveaf Teacher prompts: “Howmighttheresearch and communicationskills inquiries quences; runningrecord; anecdotalrecord) play-based approach; naturalandlogicalconse­ general r in-text author-datecitations) (e.g., generateareference listinAPA style,use APA conventions foracknowledgingsources use languageconventionsproperly), andfollow enhance yourresear obtained?” “Whatstepsmightyoutaketo use termsrelating toearlychildhoodeduca­ use anappropriate format clearly communicatetheresults oftheir demonstrate anunderstandingofthe ectly (e.g.,social,emotional,cognitive, esearch process byr (e.g., writeclearly esearch report, poster, multimedia ch /inquiry skills?” , or fected theresults you esearch, inquiry, ganize ideaslogically eflecting on gent curriculum; (e.g., oralpr esenta­ , WorkingResearch With Infants and Inquiry and Young Skills Children GROWTH AND DEVELOPMENT 269 HPW3C HIF10/20 eud, eased en at owth, and , different , different (e.g., information equirements of childr equirements eased ability to thrive, reduced eased ability to thrive, reduced , Ainsworth, Thomas and Chess) demonstrate an understanding of the explain the benefits of healthy eating and explain the benefits of healthy eating outline the theories about child develop­ describe findings of recent brain research brain research describe findings of recent identify and compare the nutritional and identify and compare ferent stages between birth and six years of stages between birth ferent Erikson, Piaget, Bandura, Kohlberg, Vygotsky) Vygotsky) Erikson, Piaget, Bandura, Kohlberg, theories about attachment and infant tempera­ ment of various child development experts (e.g., Bowlby long-term risk of heart disease and stroke) long-term risk of heart disease and stroke) age, based on current recommendations from from recommendations age, based on current Health Canada physical activity for the learning, gr (e.g., incr development of young children ment of major experts in the field (e.g., Fr ability to concentrate, fewer common childhood ability to concentrate, fewer common childhood illnesses, incr that contribute to our understanding of devel­ that contribute to our understanding opment in early childhood about critical periods, brain plasticity in the brain) centres physical-activity r dif B2. of Child Development Theories B2.2 B1.6 By the end of this course, students will: B2.1 B1.4 B1.5 demonstrate an understanding of patterns of social, demonstrate an understanding en from birth to six en from fects development in e language development ent from that of their English- ent from fer who is concerned that his child is not who is concerned that his child is not 1 opriate environments and experiences promote healthy development in children. healthy development in children. and experiences promote opriate environments GROWTH AND DEVELOPMENT DEVELOPMENT AND GROWTH ent Development Development explain the interdependence of the social, explain the interdependence identify major milestones in the social, demonstrate general knowledge of principles demonstrate general knowledge of principles eas of development (i.e., how development Patterns in Infant and Child Development: Patterns in Infant and birth to from in infants and children linguistic, and physical development emotional, cognitive, six years of age; theories of a variety of influential demonstrate an understanding Theories of Child Development: about child development; of how developmentally for Development: demonstrate an understanding Positive Environments appr e similar around the world, although individual the world, although e similar around eacher prompts: “How does the development eacher prompts: emotional, cognitive, physical, and linguistic ar years of age the others) T in each of the areas af in each of the areas emotional, cognitive, physical, and linguistic development of childr developing as quickly as other children at the developing as quickly as other children early learning centre?” rates of development may vary; child development rates of development may vary; child development holistic; is multi-determined; child development is child development is cumulative) to “How might you respond prompt: Teacher a par of child development (e.g., patterns of development ar and social development related to each other? and social development related How and why might the social development of English language learners in an early education be dif program of language influence a child’s cognitive devel­ opment?” “How ar speaking peers?” B1. in Infant and Child Patterns Throughout the Raising and Caring for Children courses, the word “parents” should be understood to refer to parents to parents should be understood to refer “parents” courses, the word the Raising and Caring for Children Throughout for raising the child. responsible or close family members who are It may also be taken to include caregivers and guardians. B1.3 B1.2 By the end of this course, students will: By the end of this course, students will: B1.1 B2. B3. By the end of this course, students will: By the end of this B1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS B. 1 270 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, College Preparation B3.1 By theendofthiscourse,studentswill: B2.3 B3.2 3 Positive Environments for B3. all areas ofdevelopment?” “What istheimpactofeconomicprivilegeon curriculum appr infant whocrieswhenherparent drops heroff?” to r various theoriesofchilddevelopmentapply Start pr ences betweenanemer Teacher prompts: tunities around andbeyondthechildren’s interests) their interests, planningauthenticlearningoppor­ tion and ateacher Teacher pr ance, socialization,emotionalmaturity) (e.g., influencesonlater-lifehealth,schoolperform­ early yearsinfluencedevelopmentlaterinlife diverse interests?” approach whenworkingwithchildren with educators effectively useanemergent-curriculum hood education?”“Howmightearlychildhood help anearlychildhoodeducatorrespond toan Teacher prompt: “Howdoesattachmenttheory describe theroledescribe ofeducatorsinanemergent- demonstrate anunderstandingofhow explain howenvironmental factorsinthe eal-life contexts Development (e.g., engagingattentivelywithchildren toassess ograms onlatercognitivedevelopment?” ompts: -directed approach toearlychild­ oach toearlychildhoodeduca­ “What istheimpactofHead “What are themaindiffer­ gent-curriculum appr oach B3.3 B3.6 B3.5 B3.4 ment (e.g.,emotionaltone,appr environment contributetochildr activities, whatotherelementsofalearning opment ofthree-year-olds?” “In additionto would pr T to sixyearsofage learning envir young childr tors canusetopr high-quality childcar access toadequatehealthcare; accesstoaffordable, access toeducationalandemploymentopportunities; they live(e.g.,through accesstosocialsupports; being oftheirfamiliesandthesocietyinwhich of infantsandchildr (e.g., encouragingmotherstostore expr the futur by layingthefoundationforahealthylifestylein exercise andconnectionwiththenaturalenvir health tributes tochildr furniture, reading materials)?” encourage healthyeating?” have childr Teacher prompt: “Whatkindofsnackscanyou opportunities forchildren togrow food) offering avarietyofnutritiousfoodchoices,creating milk atthechildcare centre, modellinghealthyeating, eacher prompts: “Whattypesofactivities describe developmentallyappropriate describe strategiesearlychildhoodeduca­ explain thewaysinwhichdevelopment explain howandwhyoutdoorplaycon­ (e.g., byproviding opportunitiesforvigorous e) omote thesocialandcognitivedevel­ en helpprepare? Howcouldthis en from birthtosixyearsofage onments forchildren fr en’s physicalandemotional omote healthyeatingamong e) en isconnectedtothewell­ opriately sized en’s develop­ essed br om birth onment, east WorkingResearch With Infants and Inquiry and Young Skills Children EMPLOYMENT OPPORTUNITIES AND REQUIREMENTS 271 HPW3C HIF10/20 en (e.g., e in order e in order Act of Ontario?” (e.g., fire-safety regula­ (e.g., fire-safety omoting the socialization onments for children in onments for children ole models; providing a safe ole models; providing esponsibilities of early child­ ement for a vulnerable sector criminal equir identify laws and safety requirements that identify laws and safety requirements describe the legal expectations for ensuring describe the legal expectations for ensuring identify the r oviding positive r Teacher prompts: “How would you position prompts: Teacher equipment in an early learning centr early learning programs early learning programs WHMIS regulations, tions, food-safety regulations, Act of Ontario) of the Day Nurseries provisions hood educators in pr and healthy development of children pr to be in compliance with Ontario fire-safety to be in compliance with Ontario fire-safety why does codes?” “What is ‘lead flushing’ and all childcare require Act the Day Nurseries facilities to flush for lead each day?” apply to employees who work with childr (e.g., r environment; fostering environmental awareness; awareness; fostering environmental environment; accurate information when using age-appropriate, questions and comments to children’s responding indicators of mental about their bodies; recognizing all treating illness and/or mental health problems; of equitably regardless people, including children, sex, or family structure) race, ability, physically safe envir check, provisions of the Day Nurseries Act of check, provisions Ontario and the Child and Family Services Act of Ontario) “Why would a home childcare prompt: Teacher of the need to know the provisions provider Child and Family Services C2.3 C2.2 C2.4 demonstrate an understanding of the essential skills, demonstrate an understanding of the ferent ferent (e.g., daycare policies, the (e.g., daycare ofessional development for en e differ in urban, suburban, rural, and in urban, suburban, rural, e differ EMPLOYMENT OPPORTUNITIES OPPORTUNITIES EMPLOYMENT REQUIREMENTS AND Development Development demonstrate an understanding of the describe a variety of types of childcare describe a variety of types of childcare identify various postsecondary pathways identify various postsecondary pathways demonstrate an understanding of the op-in programs, early learning centres, family centres, early learning op-in programs, describe postsecondary destinations, workplaces, Development: describe postsecondary Education and Professional in early childhood education; development opportunities and professional employment social workplace expectations for explain the legal and Expectations: Workplace education in Ontario; in early childhood Essential Skills and Personal Qualities: for success in early childhood education. personal qualities, and work habits necessary emote communities? How do these dif esponsibilities of early childhood educators dr programs) resource “How might family needs for prompt: Teacher childcar early childhood educators r r (e.g., home childcare, preschool programs, nannies, programs, preschool (e.g., home childcare, leading to employment involving infants and leading to employment involving infants young childr importance of pr needs correspond to the availability of different to the availability of different needs correspond settings?” in different forms of childcare as outlined in various local, provincial, federal, as outlined in various local, provincial, and international codes Ontario Human Rights Code, the Canadian Charter the United Nations of Rights and Freedoms, Convention on the Rights of the Child) C2. Expectations Workplace C1. and Professional Education By the end of this course, students will: C2.1 C1.2 By the end of this course, students will: By the end of this course, students will: C1.1 C2. C3. OVERALL EXPECTATIONS OVERALL EXPECTATIONS course, students will: By the end of this C1. C1.3 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS C. 272 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, College Preparation C3.1 By theendofthiscourse,studentswill: C2.5 C3. Essential Skills andPersonal Essential Skills C3. socio-economic status) by family, faith,community, politicalideology, (e.g., experiences,beliefs,andattitudesshaped attitudes andbehaviourtowar beliefs, andattitudeshaveinfluencedtheir Care Federation) of EarlyChildhoodEducators,CanadianChild childhood educationinOntario sional organizations associatedwithearly of practiceasoutlinedbyrecognized profes­ explain howtheirownpersonalexperiences, explain thecodeofethicsandstandards Qualities ds children (e.g., College C3.3 C3.2 skills; workhabitssuchasinitiativeandteam-work) nication skills,organizational skills,decision-making education needed foremploymentinearlychildhood flexibility) qualities, empathy work withchildren andfamilies describe theessentialskillsandworkhabits describe thepersonalqualitiesneededto (e.g., conflict-r , patience,ener esolution skills,commu­ gy, creativity, (e.g., nurturing WorkingResearch With Infants and Inquiry and Young Skills Children INTERACTING WITH CHILDREN 273 HPW3C HIF10/20 e an omote child e used in early e, what were the three the three e, what were ea(s) of development der to accommodate the outines and schedules ar edictable eating and napping times demonstrate an understanding of demonstrate an understanding outines, schedules, and transitions, and Programs and Environments and Environments Programs describe developmentally appropriate describe developmentally appropriate demonstrate an understanding of key demonstrate an understanding of key needs of infants on different schedules?” “How needs of infants on different in an stress transitions reduce do predictable early learning centre?” in the daily schedule of an early learning centre?” in the daily schedule of an early learning centre?” “How is flexibility built into the daily schedule in or of infant centres learning programs to promote the social, to promote learning programs linguistic, emotional, cognitive, and physical birth to six years from development of children of age (e.g., scaffolding, the use of peer helpers) “During your observation day prompt: Teacher at an early learning centr did these practices affect?” did these practices affect?” daily r explain why r important component of a developmentally early childhood environment appropriate “Why is it important to prompts: Teacher include pr strategies and activities that ar development? Which ar best practices you observed that pr D2. Appropriate Developmentally D2.2 By the end of this course, students will: By the end of this course, students will: D2.1 apply and evaluate their knowledge of child apply and evaluate opriate programs and environments for children from birth from for children and environments opriate programs (e.g., “I” messages, e working with en to verbalize ecommended for early om birth to six years fering children choices fering children ough practical experiences with children. ough practical experiences with children. oso, Dreikers, Sheedy, Kurcinka) Kurcinka) Sheedy, oso, Dreikers, esolve conflicts en r (e.g., establishing eye contact, listening

(e.g., Color

(e.g., responding lovingly and reliably to a reliably lovingly and (e.g., responding INTERACTING WITH WITH INTERACTING CHILDREN ren ren explain the theories about child behaviour and explain the theories about child behaviour describe strategies for encouraging positive demonstrate the effective use of communica­ demonstrate the effective use a variety of recommended strategies to use a variety of recommended demonstrate an understanding of theories and strategies related related of theories and strategies demonstrate an understanding Behaviour: Guiding Children’s children and skills when working with use a range of strategies and effectively to child behaviour, to six years of age; birth from Programs and Environments: Developmentally Appropriate appr the elements of developmentally to six years of age; Practical Experiences: Refining Skills through development thr child guidance of various child-development child guidance of various child-development experts fr behaviour in children of age childhood educators who ar their feelings?” tion skills and strategies r child help with verbalizing feelings, cool-down periods), and evaluate their effectiveness the long-term “What are prompt: Teacher benefits of helping childr about what they wear?” crying infant, offering choices, discussing natural crying infant, offering choices, discussing ignoring and logical consequences, setting limits, negative behaviour) the advantages and “What are prompt: Teacher disadvantages of of help childr actively, actively, body language, using positive interpreting statements) D1. Behaviour Guiding Children’s D2. D3. By the end of this course, students will: By the end of this D1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS D. By the end of this course, students will: By the end of this course, students will: D1.1 D1.2 D1.3 D1.4 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS D2.3 explain ways in which a play-based approach D3. Refining Skills through Practical to early childhood education promotes social, Experiences linguistic, emotional, cognitive, and physical development By the end of this course, students will: D2.4 explain what infants and toddlers need D3.1 demonstrate the effective use of a variety to prepare them for the development of pre- of observation techniques to study children reading and pre-numeracy skills (e.g., explo­ (e.g., running record, anecdotal record, time ration, sensory stimulation, time and materials sample, video, checklist, event sample) to explore and manipulate) D3.2 Teacher prompt: “Why would using flash cards demonstrate the effective use of strategies be less effective for developing numeracy skills and activities to meet the needs of children in toddlers than having them use blocks to from birth to age six (e.g., plan an event for a build a tower?” local daycare or playschool) D3.3 D2.5 demonstrate the ability to plan nutritious evaluate their experiences of working snacks and meals for young children (e.g., plan with children and reflect on their potential a one-day menu for an early learning program) strengths and areas for improvement Teacher prompt: “How can you accommodate Teacher prompts: “What went well with the the needs of children with food allergies activity that you designed and implemented? What did you observe that indicated to you that Grade 11, College Preparation Preparation College 11, Grade or dietary restrictions in an early learning program?” this would be a meaningful activity for this child/group?” “What skills does this activity help the children develop?” “If you were doing it over again, what might you do differently?” Social Sciences and Humanities Social Sciences | THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

274 WorkingResearch With Infants and Inquiry and Young Skills Children ADDRESSING SOCIAL CHALLENGES 275 HPW3C HIF10/20 eport (e.g., unexplained event neglect en have a duty to r (e.g., using cloth diapers, recy­ (e.g., a family history of violence, ograms to reduce their envi­ ograms to reduce en from birth to six years of birth to six years of en from describe strategies that could be used in describe strategies that could be used demonstrate an understanding of factors identify indicators of neglect and physical, demonstrate an understanding that people describe strategies early childhood educators identify strategies used for ensuring the identify strategies used for ensuring ess, alcoholism) early learning pr age in a variety of childcare environments environments age in a variety of childcare prevention (e.g., Internet safety education; bullying programs) Stay Alert, Stay Safe programs; cling craft materials, planting a vegetable garden, cling craft materials, planting a vegetable cutlery and dishes) using reusable ronmental impact ronmental that can lead to neglect or physical, sexual, or emotional abuse str sexual, and emotional abuse bruising or laceration, withdrawal, unexplained fears) who work with childr and intervene in suspected cases of neglect and physical, sexual, and emotional abuse, and for doing so procedures describe prescribed can use to anticipate and pr and physical, sexual, and emotional abuse (e.g., education, communication, policy development) safety of childr E2. Neglect and Abuse E1.5 By the end of this course, students will: By the end of this course, students will: E2.1 E2.2 E2.3 E2.4 E1.4 oles of early childhood educators in dealing oles of early childhood chal­ fective strategies for fect young children. fect young children. esponding sensitively and (e.g., strategies for engaging families develop confidence and are families develop confidence and are eotyped toys and “child-themed” oom activities that promote social, oom activities that promote omotions related to significant days such omotions related male early childhood educators may find it male early childhood educators may find gets of marketing and the media benefits: ADDRESSING SOCIAL CHALLENGES CHALLENGES SOCIAL ADDRESSING opriately to diverse families) analyse ways in which children become analyse ways in which children describe the benefits of and challenges to the describe the benefits of and challenges identify specific challenges early childhood demonstrate an understanding of a variety of issues and challenges that of a variety of issues and demonstrate an understanding Issues and Challenges: encounter; early childhood educators to neglect and of factors that contribute demonstrate an understanding Neglect and Abuse: emotional abuse and of the r physical, sexual, and with these issues; and of how a variety of social demonstrate an understanding Variations: Social and Cultural cultural factors af the tar less likely to feel isolated; children have consistency less likely to feel isolated; children early childhood and expectations; of environments respected; valued and educators feel more lenges: families difficult to feel trusted; differing values of it difficult and early childhood educators may make to establish mutual trust or rapport) (e.g., through licensed products, back-to-school licensed products, (e.g., through ad campaigns, holiday toy launches, the marketing of gender-ster foods, pr development of strong partnerships between partnerships development of strong their families and early learning programs (e.g., cognitive, and physical development?” Teacher prompt: “What strategies could you prompt: Teacher use to integrate a child who uses a wheelchair into classr educators face and ef them addressing with exceptionalities, supporting children children r living in poverty, as Valentine’s Day and Halloween, the marketing as Valentine’s devices) of electronic appr E1. and Challenges Issues E1.2 By the end of this course, students will: By the end of this course, students will: E1.1 E2. By the end of this course, students will: By the end of this E1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS E3. E1.3 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS E. 276 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, College Preparation E3.2 E3.1 By theendofthiscourse,studentswill: E3. Social andCultural Social Variations E3. would youselectforaplayschoolinor T diversity to create bias-free environments thatsupport and activitiesusedinearlylearningpr sex, genderidentity, class,ability, status) (e.g., biasesbasedonage,ethnicity, faith,language, in societyaboutdiversechildren andfamilies play ‘CowboysandIndians’?” respond ifchildren inyourprogram wantedto support culturaldiversity?”“Howwouldyou eacher pr identify andevaluateavarietyofstrategies identify biasesintheirownpointsofviewand ompts: “Whatkindofmaterials ograms der to E3.4 E3.5 E3.3 police, newcomers’ (e.g., children’ hood educatorr Teacher prompt: “Howmightanearlychild­ ster early learningpr childr selling agencies,Nativefriendshipcentres) can callontopr social agenciesthatearlychildhoodeducators teasing aboywhoplayswithdolls?” community describe strategiesthatcanbeusedin explain therole andfunctionofvarious identify avarietyofwaysinwhichfamily, eotypes en’s behaviour , andculture influenceyoung s aidsocieties,DietitiansofCanada, espond tochildren whowere ovide supporttofamilies ograms tochallengegender supportcentres, familycoun­ Raising Healthy Children, Grade 11

Open HPC3O

This course focuses on the skills and knowledge parents, guardians, and caregivers need, with particular emphasis on maternal health, pregnancy, birth, and the early years of human development (birth to six years old). Through study and practical experience, students will learn how to meet the developmental needs of young children, communicate with them, and effectively guide their early behaviour. Students will develop their research skills through investigations related to caregiving and child rearing.

Prerequisite: None

277 A. RESEARCH AND INQUIRY SKILLS

OVERALL EXPECTATIONS Throughout this course, students will:

A1. Exploring: explore topics related to child development and child rearing, and formulate questions 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; A3. Processing Information: assess, record, analyse, and synthesize information gathered through research; Grade 11, Open 11, Grade A4. 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.

SPECIFIC EXPECTATIONS

A1. Exploring Teacher prompts: “What are some ways to locate reliable sources of information?” Throughout this course, students will: “For which purposes might websites such as Wikipedia be adequate sources of information? A1.1 explore a variety of topics related to child What are the risks of relying on websites such development and child rearing (e.g., infant and as Wikipedia?” “What methods would you use toddler nutrition, diverse child-rearing practices, to ensure that you are following ethical guide­ community supports for parents and children) to lines when you develop surveys or interviews?” identify topics for research and inquiry A2.2 locate and select information relevant to A1.2 identify key concepts (e.g., through discussion, their investigations from a variety of primary brainstorming, use of visual organizers) related to sources (e.g., interviews, observations, surveys, their selected topics questionnaires, data sets from Statistics Canada) and/or secondary sources (e.g., book reviews, A1.3 formulate effective questions to guide their textbooks, websites, advertisements, brochures, research and inquiry newspaper and magazine articles) Teacher prompt: “If you were researching Teacher prompts: “What is the difference attitudes about child rearing, why might it be between primary and secondary sources in important to interview different generations social sciences?” “Why is it important to base of parents?” Social Sciences and Humanities Social Sciences your research on a variety of sources rather | than just one or two?” A2. Investigating A2.3 based on preliminary research, for each Throughout this course, students will: investigation formulate a hypothesis, thesis statement, or research question, and use it to A2.1 create appropriate research plans to investi­ focus their research gate 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 THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

278 A3. Processing Information A4. Communicating and Reflecting

Throughout this course, students will: Throughout this course, students will: A3.1 assess various aspects of information gath­ A4.1 use an appropriate format (e.g., oral presenta­ ered from primary and secondary sources tion, brochure, poster, report, multimedia presentation, HealthyRaising Children (e.g., accuracy, relevance, reliability, inherent web page) to communicate the results of their values and bias, voice) research and inquiry effectively for a specific Teacher prompts: “What strategies can you use purpose and audience to determine the relevance of the information A4.2 use terms relating to the study of child you have gathered?” “If two information sources development and child rearing correctly contradict each other, how might you determine (e.g., cognitive development, physical development, which is more reliable?” “What values are logical and natural consequences, authoritative, embedded in these sources?” “Whose voices authoritarian, permissive) are represented and whose are absent?” “What is your own personal connection to the research, A4.3 clearly communicate the results of their and how does this affect your interpretation of inquiries (e.g., write clearly, organize ideas logically, the information gathered?” use language conventions properly), and follow APA conventions for acknowledging sources A3.2 record and organize information and key (e.g., generate a reference list in APA style) ideas using a variety of formats (e.g., notes, graphic organizers, summaries, audio/digital records) A4.4 demonstrate an understanding of the general research process by reflecting on A3.3 analyse and interpret research information and evaluating their own research, inquiry, (e.g., compare information gathered from surveys and communication skills and interviews; determine whether similar information is found in different sources) Teacher prompts: “How might the research HPC3O methods you used have affected the results A3.4 demonstrate academic honesty by docu­ you obtained?” “What steps might you menting the sources of all information gathered take to enhance your research/inquiry skills?” through research A3.5 synthesize findings and formulate conclu­ sions (e.g., determine whether their results support or contradict their hypothesis; weigh and connect information to determine the answer to their research questions) RESEARCH AND INQUIRY SKILLS

279 B. CHILD GROWTH AND DEVELOPMENT

OVERALL EXPECTATIONS By the end of this course, students will:

B1. Pregnancy, Birth, and Postnatal Care: describe factors that contribute to the healthy development of children before and during birth, and in the first few months after birth; B2. Growth and Development: Stages and Influences: describe patterns in the healthy, social, emotional, cognitive, linguistic, and physical development of young children; B3. Infant and Child Nutrition: demonstrate an understanding of the importance of nutrition for healthy development. Grade 11, Open 11, Grade

SPECIFIC EXPECTATIONS

B1.5 B1. Pregnancy, Birth, and describe the effects of teratogens and envi­ Postnatal Care ronmental hazards on prenatal and long-term development (e.g., fetal alcohol spectrum disorder, By the end of this course, students will: low birth weight, brain damage, premature birth), and identify strategies for avoiding exposure B1.1 outline the stages in the biological process to teratogens and environmental hazards of conception, pregnancy, and birth (e.g., avoiding cat feces; checking with a physician B1.2 before taking any medications; avoiding recreational identify appropriate prenatal and postnatal drugs and alcohol; avoiding exposure to toxic cleaning care and support programs and facilities that products, household and garden chemicals, paints and are available for parents in their community solvents, and insecticides on fruits and vegetables) (e.g., prenatal classes, breastfeeding clinics, Native friendship centres, Ontario early years centres, Teacher prompt: “What resources are available Canadian Down Syndrome Society) to inform people about toxic chemicals in everyday products?” B1.3 identify various hereditary and genetic B1.6 factors that influence fetal development describe ways in which partners and/or (e.g., sex-linked diseases, the Rh factor, chromosomal support persons can contribute to a healthy abnormalities, sex) pregnancy (e.g., attending prenatal classes, helping to prepare healthy food for the pregnant woman) B1.4 identify and explain the importance of strategies for maintaining maternal and paternal health prior to and during pregnancy, birth, and B2. Growth and Development:

Social Sciences and Humanities Social Sciences Stages and Influences

| the postnatal period (e.g., avoiding first-hand and second-hand smoke, having a healthy diet and getting adequate exercise, updating vaccinations, limiting By the end of this course, students will: stress, visiting their health care provider regularly, B2.1 identify major milestones in the social, watching for signs of postpartum depression) emotional, cognitive, linguistic, and physical Teacher prompts: “How can you distinguish development of children from birth to six between regular ‘baby blues’ and more serious years of age postpartum depression or psychosis?” “How B2.2 describe strategies used by parents to can a father’s age affect prenatal development?” enhance the social, emotional, cognitive, linguistic, and physical development of children from birth to six years of age THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

280 B2.3 describe a variety of measures parents can B3. Infant and Child Nutrition take to ensure the physical safety of children from birth to six years of age (e.g., using car By the end of this course, students will: seats, supervising bath time, teaching children how to swim, using sunscreen, washing fruits B3.1 explain the unique importance of breast- and vegetables well) feeding for the health of the baby, the birth HealthyRaising Children mother, and the family (e.g., its role in meeting B2.4 explain ways in which development from infant nutritional needs, preventing obesity, conception to six years of age significantly affects reducing the risk of breast cancer, promoting development later in life (e.g., explain the impor­ mother-infant bonding) tance of early secure attachment for emotional health in adulthood; explain the connection between self- B3.2 identify ways in which partners and/or regulation in early childhood and later emotional support persons can participate in infant care and physical health) and support breastfeeding mothers (e.g., bathing the infant, changing diapers, bottle feeding the B2.5 explain the importance of play for healthy infant with pumped breast milk when the mother child development is unavailable) Teacher prompts: “How does playing peek- B3.3 a-boo stimulate intellectual development in plan nutritious meals and snacks for children infants?” “What additional benefits do children of different ages based on Canadian food get from playing outdoors?” guidelines and regulations B3.4 B2.6 outline strategies parents can use to commu­ describe the beneficial effects of healthy nicate with young children about their bodies eating patterns on the growth and development (e.g., using proper names for all body parts, provid­ of children from birth to six years of age ing accurate information when answering questions (e.g., increased ability to concentrate, fewer common about reproduction) childhood illnesses, improved overall health) HPC3O CHILD GROWTH AND DEVELOPMENTCHILD GROWTH

281 C. PERSONAL AND SOCIAL RESPONSIBILITIES OF PARENTS

OVERALL EXPECTATIONS By the end of this course, students will:

C1. Preparing for Parenting: demonstrate an understanding of how to prepare for the responsibilities of being a parent; C2. Communicating With Young Children: demonstrate an understanding of strategies parents can use to ensure effective communication in their families; Grade 11, Open 11, Grade C3. Applying Child-Rearing Knowledge and Skills: apply and assess their child-rearing knowledge and skills through practical experiences with children.

SPECIFIC EXPECTATIONS

C1.6 C1. Preparing for Parenting identify the personal qualities, skills, and attitudes that are necessary for parenting By the end of this course, students will: (e.g., patience, sense of humour, responsiveness, boundary-setting skills, consistency) C1.1 identify the factors involved in deciding to C1.7 become a parent (e.g., social pressures, cultural demonstrate the ability to plan their finances influences, physical and emotional maturity, values, to provide for the care of an infant and/or young economic stability, fertility) child (e.g., budget for the financial impact of a period of parental leave, the costs of a crib and layette) C1.2 identify personal and cultural reasons for C1.8 becoming parents (e.g., to build a family, to save a describe ways in which parents can reduce relationship, to “be like” one’s friends, to provide a the environmental impact of raising children loving home to a child whose birth parents are not (e.g., using cloth diapers, breastfeeding, using home­ able to provide care, to pass on one’s family name) made baby food, using public transit, choosing a fuel-efficient vehicle) Teacher prompt: “What do you think is the most important reason for having a baby?” C1.3 C2. Communicating With Young explain why child rearing is a lifelong Children commitment in our society By the end of this course, students will: Social Sciences and Humanities Social Sciences C1.4 explain the importance of having healthy, | supportive relationships with other adults when C2.1 demonstrate an understanding of age- providing care to young children (e.g., as a source appropriate verbal and non-verbal communica­ of information, for physical and emotional support) tion techniques (e.g., reading infant and toddler cues, C1.5 evaluate the effectiveness of various methods using infant-directed talk, modelling appropriate for contraception and the prevention of sexually language for older children) transmitted infections (STIs) (e.g., abstinence; C2.2 demonstrate the use of supportive and barrier methods – male and female condoms, considerate communication and conflict- diaphragm, sponge; hormonal methods – oral resolution skills (e.g., use of eye contact, active contraceptives, injectable contraceptives, transdermal listening, "I" messages, encouragement) patch, vaginal ring; intrauterine device) Teacher prompt: “As a parent, how might you Teacher prompt: “What criteria should a handle a child who is pulling the cat’s fur?” couple use to determine the best method of THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO contraception for them?”

282 C2.3 demonstrate the ability to use age-appropriate C3.3 demonstrate the ability to plan, organize, reading materials effectively to promote the and carry out age-appropriate activities for development of literacy skills in children children from birth to six years of age C3.4 demonstrate an understanding of an infant’s

C3. Applying Child-Rearing needs and schedules by participating in a HealthyRaising Children Knowledge and Skills baby-simulation experience C3.5 By the end of this course, students will: assess their own experience with infants and children and reflect on personal strengths and C3.1 describe the capabilities and behaviours areas for improvement of young children of different ages in real-life settings (e.g., at preschool, at home with their family, when with a babysitter) C3.2 explain differences they observe in the capa­ bilities and behaviours of children of different ages in classroom and/or community settings

HPC3O PERSONAL AND SOCIAL RESPONSIBILITIES OF PARENTS

283 D. CHILD REARING AROUND THE WORLD

OVERALL EXPECTATIONS By the end of this course, students will:

D1. Family Variations: demonstrate an understanding of social and cultural variations in family forms and child-rearing approaches; D2. Parenting Styles and Practices: demonstrate an understanding of a variety of child-rearing practices and their effects on children; D3. Common and Diverse Experiences of Childhood: demonstrate an understanding of common and diverse experiences of young children in a variety of cultures and historical periods. Grade 11, Open 11, Grade

SPECIFIC EXPECTATIONS

D1.4 D1. Family Variations describe ways in which culture and family tradition influence child-rearing practices By the end of this course, students will: (e.g., practices related to name selection, touch and physical contact, fostering cultural pride D1.1 analyse their own personal understanding and a positive sense of self) of the terms family and parent, and assess the possible biases that may be inherent in this understanding D2. Parenting Styles and Practices Teacher prompts: “If you were raised by your By the end of this course, students will: grandmother and aunt, how might your sense of ‘family’ be different from that of somebody D2.1 describe different parenting styles (e.g., per­ who was raised by his or her biological mother missive, authoritarian, authoritative, indulgent) and father?” “How do the mainstream media and assess how they affect young children affect our personal understanding of the terms D2.2 demonstrate an understanding of the family and parent?” importance of positive parenting strategies D1.2 identify the functions of the family and for the development of a child’s self-esteem explain how these functions may be carried out and self-discipline through a variety of family forms (e.g., same-sex D2.3 demonstrate an understanding of strategies couples with children, lone-parent families) for encouraging positive behaviour in children D1.3 describe ways in which families transmit (e.g., offering choices, discussing logical and natural

Social Sciences and Humanities Social Sciences their cultural and religious heritage to children consequences of behaviour) | (e.g., through storytelling, visual arts, festivals, D2.4 describe ways in which a parent can act as a religious and other rituals) as well as the ways positive role model for children (e.g., by modelling in which families may be constrained in their environmental responsibility, showing respect and ability to transmit their culture and religion care for others, having a positive body image) Teacher prompts: “Why do some families Teacher prompt: “When a parent refuses excess choose to send their children to heritage lan­ packaging at a grocery store, what messages guage classes?” “How did the residential does that communicate to a child?” school system constrain Aboriginal parents in their ability to pass on their language, culture, D2.5 describe ways in which parents and family and religion to their children?” members teach children socially acceptable behaviour (e.g., by encouraging good table manners at family meal time, by encouraging sharing with

THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO playmates)

284 D3.3 D3. Common and Diverse Experiences compare expectations for male and female of Childhood children in their own and other cultures Teacher prompt: “Are there differences in By the end of this course, students will: how boys and girls are treated or expected to behave in your family/culture? If so, what D3.1 HealthyRaising Children identify forms of children’s play that are are some of them (e.g., toy selection, clothing found in all societies/cultures (e.g., traditional choices)? What are some expectations that are games involving balls and sticks, games modelled the same for boys and girls?” on “tag”, variations of “playing house”) D3.2 describe how childhood experiences vary/have varied in different cultures and historical periods (e.g., variations in levels of freedom and/or adult supervision for children in different times and places; variations in the age at which children start school and/or work in different times, places, or cultures)

HPC3O CHILD REARING AROUND THE WORLD

285 E. ADDRESSING SOCIAL CHALLENGES

OVERALL EXPECTATIONS By the end of this course, students will:

E1. Caregiving Challenges in the Early Years: demonstrate an understanding of the challenges facing parents throughout the early childhood years; E2. Neglect and Abuse: describe strategies for building healthy family relationships in order to prevent neglect and/or physical, sexual, or emotional abuse of children; E3. Society’s Role in the Lives of Children and Families: describe the roles and responsibilities of society in protecting and supporting children and families, and the responsibilities of caregivers Grade 11, Open 11, Grade towards children.

SPECIFIC EXPECTATIONS

E1. Caregiving Challenges in the E2. Neglect and Abuse Early Years By the end of this course, students will: By the end of this course, students will: E2.1 describe indicators of possible neglect E1.1 summarize the lifestyle and relationship or physical, sexual, or emotional abuse changes that parents experience when raising (e.g., malnutrition, lack of trust, unexplained bruises) young children (e.g., decreasing independence, E2.2 describe strategies that can be used to secure fatigue, shifting priorities, varying rewards of care- a safe and peaceful family, community, and giving, changing responsibilities as the child ages) social environment for children (e.g., teaching E1.2 demonstrate an understanding of the chal­ children that "touch" should never be kept secret; lenges faced by parents of young children in teaching safe Internet practices; providing “street­ today’s rapidly changing society (e.g., balancing proofing” training to children) work and family responsibilities, finding quality E2.3 demonstrate an understanding of the laws childcare, dealing with discrimination) relating to child abuse and children’s rights E1.3 identify strategies used by families to manage (e.g., the community’s responsibility for children’s different types of early-childhood trauma welfare, the duty to report suspected child abuse) Teacher prompt: “How might a family help E2.4 identify various barriers parents face their child cope with losing a grandparent? in gaining access to community supports Social Sciences and Humanities Social Sciences What additional supports are required in | (e.g., language, culture, level of literacy or education) situations where the grandparent was the primary caregiver of a child?” E3. Society’s Role in the Lives of E1.4 identify the unique challenges faced by fam­ Children and Families ilies when parents or children have disabilities or special needs (e.g., a parent in a wheelchair, a By the end of this course, students will: child with autism) E3.1 describe the positive and negative roles of E1.5 identify indicators of possible mental illness societal agents in the lives of young children or mental health problems in young children (e.g., the role of schools in teaching children to “get (e.g., social withdrawal, unexplained fears) along” with others, the role of religious institutions in instilling values, the role of media in shaping E1.6 identify and describe challenges associated children’s attitudes to violence) with teenage parenthood and lone parenting THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO (e.g., poverty, discrimination, lack of gender-role Teacher prompt: “What effects does viewing modelling, stress) television violence have on children?” 286 E3.2 demonstrate an understanding of the laws E3.4 describe the legal, social, and moral respon­ that regulate the behaviour of children and sibilities of parents as outlined in the United parents in society (e.g., provisions of the Child Nations Convention on the Rights of the Child and Family Services Act of Ontario; laws regarding (e.g., providing adequate food, shelter, care, education) school attendance, child labour, and parental leave from work) HealthyRaising Children E3.3 identify community social programs and agencies that provide support to children and families (e.g., YMCA/YWCA, Big Brothers/Big Sisters, family shelters, Aboriginal Head Start programs, Kids Help Phone, Parenting and Family Literacy Centres)

HPC3O ADDRESSING SOCIAL CHALLENGES

287 Working With School-Age Children and Adolescents, Grade 12

College Preparation HPD4C

This course prepares students for occupations involving school-age children and adolescents. Students will study a variety of theories about child behaviour and development, and will have opportunities for research and observation and for practical experiences with older children. Students will become familiar with occupational opportunities and requirements related to working with older children and adolescents. They will develop research skills used in investigating child and adolescent behaviour and development.

Prerequisite: Any university, college, or university/college preparation course in social sciences and humanities, English, or Canadian and world studies

288 Working With School-Age Research and Inquiry Skills RESEARCH AND INQUIRY SKILLS Children and Adolescents 289 HPD4C HIF10/20 ces in ces rather ch published in peer- (e.g., book reviews, (e.g., book reviews, om a variety of primary e following ethical guide­ ch question, and use it to elevance of the information “What is the difference “What is the difference esear esearch esearch ch on a variety of sour e that you ar (e.g., interviews, observations, surveys, assess various aspects of information gath­ based on preliminary research, for each research, based on preliminary locate and select information relevant to locate and select information relevant ed from primary and secondary sources primary and secondary sources ed from focus their r er inherent reliability, relevance, (e.g., accuracy, values and bias, voice) : “What strategies can you use prompts Teacher to determine the r than just one or two?” investigation formulate a hypothesis, thesis statement, or r be adequate sources of information? What be adequate sources on websites such as of relying the risks are use “What methods would you Wikipedia?” to ensur reviewed journals, data sets from Statistics Canada) journals, data sets from reviewed secondary sources and/or websites, brochures, textbooks, government reports, newspaper and magazine articles) prompts: Teacher between primary and secondary sour lines when you develop surveys or interviews?” lines when you develop surveys or interviews?” their investigations fr sources primary resear questionnaires, social sciences?” “Why is it important to base your resear A3. Information Processing Throughout this course, students will: Throughout A3.1 A2.3 A2.2 ent cul­ related to related fer ough discussion, (e.g., effects of assess, record, analyse, and synthesize information gathered through through information gathered analyse, and synthesize assess, record, to identify topics ces of information; develop “If you wanted to compare “If you wanted to compare create research plans, and locate and select information relevant to their chosen and locate and select information relevant plans, research create fective questions to guide their explore topics related to school-age children and adolescents, and formulate questions and adolescents, and to school-age children related topics explore ompt: en and adolescents ch and inquiry RESEARCH AND INQUIRY SKILLS SKILLS INQUIRY AND RESEARCH identify key concepts (e.g., thr create appropriate research plans to investi­ plans research appropriate create formulate ef explore a variety of topics related to school- a variety of topics related explore Exploring: to guide their research; Investigating: and inquiry methods; social science research topics, using appropriate Processing Information: and inquiry clearly research of their Communicating and Reflecting: communicate the results and communication skills. inquiry, their research, on and evaluate and reflect and effectively, research and inquiry; research eliable sources of information?” “For which eliable sources esear vigorous physical exercise on school-age children; on school-age children; physical exercise vigorous strategies for developing inclusive and diverse programs) after-school care for research and inquiry and for research the experiences of adolescents in dif Teacher pr Teacher how would you decide which cultures tures, to investigate?” gate their selected topics (e.g., outline purpose and method; identify sour , tools such as surveys or questionnaires) research ensuring that their plans follow guidelines for ethical research some ways to locate “What are prompts: Teacher r purposes might websites such as Wikipedia brainstorming, use of visual organizers) brainstorming, use of visual organizers) r age childr their selected topics A2. Investigating A1. Exploring A1.2 A2. A3. Throughout this course, students will: Throughout A1. A4. Throughout this course, students will: Throughout A2.1 A1.3 Throughout this course, students will: this course, students Throughout A1.1 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS A. you have gathered?” “If two information sources A4. Communicating and Reflecting contradict each other, how might you determine which is more reliable?” “What values are Throughout this course, students will: embedded in these sources?” “Whose voices are represented and whose are absent?” “Whose A4.1 use an appropriate format (e.g., oral presenta­ interests are advanced if you believe the main tion, written research report, poster, multimedia message of this source?” “What is your own presentation, web page) to communicate the results personal connection to the research, and how of their research and inquiry effectively for a does this affect your interpretation of the specific purpose and audience information gathered?” A4.2 correctly use terms relating to the study of A3.2 record and organize information and key school-age children and adolescents (e.g., puberty, ideas using a variety of formats (e.g., notes, graphic identity, formal operations, problem-based approach) organizers, summaries, audio/digital records) A4.3 clearly communicate the results of their A3.3 analyse and interpret research information inquiries (e.g., write clearly, organize ideas logically, (e.g., compare information gathered from surveys use language conventions properly), and follow and interviews; determine whether similar information APA conventions for acknowledging sources is found in different sources) (e.g., generate a reference list in APA style, use in-text author-date citations) A3.4 demonstrate academic honesty by docu­ A4.4 Grade 12, College Preparation Preparation College 12, Grade menting the sources of all information generated demonstrate an understanding of the through research general research process by reflecting on and evaluating their own research, inquiry, A3.5 synthesize findings and formulate conclusions and communication skills (e.g., determine whether their results support or contradict their hypothesis; weigh and connect Teacher prompts: “How might the research information to determine the answer to their methods you used have affected the results research questions) you obtained?” “What steps might you take to enhance your research/inquiry skills?” Social Sciences and Humanities Social Sciences | THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

290 Working With School-Age Research and Inquiry Skills GROWTH AND DEVELOPMENT Children and Adolescents 291 HPD4C HIF10/20 ol esearch that esearch easoning (e.g., information eal-life contexts en and adolescents easoning abilities begin at approximately easoning abilities begin at approximately fects physical, social, and emotional fect body image in males? In females?” fect body image in males? In females?” g, Gardner) es in the brain for judgement and decision es in the brain for judgement and decision outline the theories of recognized experts in outline the theories of recognized demonstrate an understanding of how describe patterns in male and female sexual describe patterns in male and female describe the findings of brain r before that age?” before making, development of the frontal lobe in late making, development of the frontal adolescence) the field of child and adolescent development (e.g., theories of Piaget, Erikson, Gilligan, Kohlber various theories about child and adolescent development apply to r age thirteen. Why does he think that? Does that mean that we should not attempt to teach the scientific method and scientific r development and explain how sexual develop­ development and explain how sexual ment af development “How might sexual develop­ prompt: Teacher ment af contr about blooming and pruning, brain wiring, centr “How does Kohlberg’s theory “How does Kohlberg’s prompts: Teacher of moral development explain why a school- age child might tell a lie?” “Piaget believes that logical r contribute to our understanding of development contribute to our understanding of development in older childr B2. of Development Theories By the end of this course, students will: B2.1 B2.2 B1.6 B1.7 demonstrate an understanding of how developmentally of how developmentally demonstrate an understanding eased eas of en and ent stages, ’s syndrome?” ’s syndrome?” fer (e.g., incr Asperger equirements of school-age equirements en and adolescents fect social development?” fects development in the others) (e.g., cognitive, behavioural, physical) owth, and development of school- eas af opriate environments and experiences promote healthy development. and experiences promote opriate environments GROWTH AND DEVELOPMENT DEVELOPMENT AND GROWTH explain the interdependence of the social, explain the interdependence identify major milestones in the social, emo­ identify major milestones in the social, describe indicators of the various types of identify and compare the nutritional and identify and compare explain the benefits of healthy eating for the demonstrate an understanding of various influential theories about of various influential theories demonstrate an understanding Theories of Development: development; child and adolescent for Development: Positive Environments appr demonstrate an understanding of patterns of social, emotional, of patterns of social, emotional, demonstrate an understanding Patterns of Development: and adolescents; development in school-age children cognitive, and physical eacher prompt: “What behaviours would an eacher prompt: T adolescents early childhood educator notice that might indicate that a child has emotional, cognitive, and physical ar in each development (i.e., how development of the ar Teacher prompt: “How might a child’s develop­ prompt: Teacher ment be influenced by the social, emotional, lives?” and political context in which the child tional, cognitive, and physical development of tional, cognitive, and physical development school-age childr exceptionalities in school-age childr ability to concentrate, maintenance of healthy body weight) age children and adolescents age children children and adolescents at dif and adolescents children from recommendations based on current Health Canada Teacher prompt: “How do the physical changes prompt: Teacher of adolescence af physical-activity r learning, gr B1. of Development Patterns B3. B2. By the end of this course, students will: By the end of this B1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS B1.2 B1.1 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS By the end of this course, students will: B1.5 B1.4 B1.3 B. B3.3 B3. Positive Environments for explain how and why physical activity, Development including physical activity out of doors, pro­ motes the physical and emotional health of By the end of this course, students will: school-age children and adolescents (e.g., by providing opportunities for vigorous exercise and B3.1 describe conditions that promote growth connection with the natural environment, by laying and development in school-age children the foundation for a healthy lifestyle) and adolescents in caregiving contexts B3.4 (e.g., engaging personal relationships with describe strategies to promote healthy eating caring adults, safe spaces) among diverse groups of school-age children and adolescents Teacher prompts: “What can be done to ensure that before-school and after-school programs Teacher prompt: “What can schools do to continue to be engaging for children who encourage children to pack healthy lunches? have been in childcare environments since What other community resources can be used their early years?” “How can before-school to promote healthy eating?” and after-school programs ensure that diverse B3.5 explain ways in which the development of cultures are included in their programming school-age children and adolescents is connected in authentic ways?” to the well-being of their families and the society B3.2 describe strategies for teaching values and in which they live (e.g., through access to social supports, access to educational and employment Grade 12, College Preparation Preparation College 12, Grade building character in school-age children and adolescents (e.g., use of bullying-prevention pro­ opportunities, access to adequate health care) grams, peer mediation, leadership training courses, cultural literacy programs) Social Sciences and Humanities Social Sciences | THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

292 Working With School-Age Research and Inquiry Skills EMPLOYMENT OPPORTUNITIES AND REQUIREMENTS Children and Adolescents 293 HPD4C HIF10/20 en’s egula­ (e.g., (e.g., truancy -school program -school program ecognize unhealthy ofessional care­ Act would a coun­ egulations governing elated to working en and adolescents carry onments for school-age ents and pr esponsibility to promote childr esponsibility to promote identify ways in which people who work describe the legal expectations for ensuring describe the legal expectations for ensuring and r describe the rules tions, food-safety regulations, WHMIS regulations, WHMIS regulations, tions, food-safety regulations, the Day Nurseries Act) “What food-safety guidelines prompt: Teacher should be followed in an after (e.g., fire-safety r and adolescents (e.g., fire-safety children relationships; having open, respectful conversations having open, respectful relationships; about sexual development; fostering vigilance about awareness; physical safety; fostering environmental equitably all people, including children, treating or family structure) of race, sex, ability, regardless givers are required to observe required givers are Safe Schools of Ontario’s provisions regulations, Act and Child and Family Services Act, Learning for a vulnerable requirements to 18 regulations, sector criminal check) of Ontario’s “What provisions prompt: Teacher Child and Family Services sellor at a summer camp need to know about?” with school-age childr out their r socialization and healthy development teaching life skills; helping youth r and Freedoms, the United Nations Convention on the United Nations and Freedoms, the Rights of the Child) physically safe envir snacks?” when preparing schooling that par C2.4 C2.2 C2.3 describe the essential skills, personal qualities, and work describe the essential skills, personal (e.g., before- en and adolescents ofessional development for ple who work with school-age eation programs, treatment centres) centres) treatment eation programs, en and adolescents of peo EMPLOYMENT OPPORTUNITIES OPPORTUNITIES EMPLOYMENT REQUIREMENTS AND grams for school-age children differ from from differ for school-age children grams describe and compare a variety of work­ a variety describe and compare demonstrate an understanding of the respon­ identify postsecondary pathways to demonstrate an understanding of the o habits necessary for success in working with school-age children and adolescents. with school-age children habits necessary for success in working identify various postsecondary education and/or training opportunities, education and/or Career Pathways: identify various postsecondary school-age children to working with related development options workplaces, and professional and adolescents; social workplace expectations r explain the legal and Expectations: Workplace and adolescents in Ontario; with school-age children Essential Skills and Personal Qualities: place destinations that involve working with place destinations that involve working school-age childr sibilities people who work with school-age children people who work with school-age children and adolescents school and after-school programs, summer camps, school and after-school programs, parks and recr occupations that involve working with school- occupations that involve working with age childr “In what ways do after-school prompt: Teacher pr children and adolescents as outlined in various children federal, and international codes local, provincial, policies, Ontario’s (e.g., school board policies, daycare the Ontario Equity and Inclusive Education Strategy, Human Rights Code, the Canadian Charter of Rights importance of pr programs for adolescents?” programs C2. Expectations Workplace C1. Pathways Career C1.2 By the end of this course, students will: C2.1 By the end of this course, students will: By the end of this course, students will: C1.1 C2. C3. By the end of this course, students will: By the end of this C1. C1.3 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS C. 294 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, College Preparation C3.1 By theendofthiscourse,studentswill: C2.5 C3. Essential Skills andPersonal Essential Skills C3. ideology, socio-economicstatus) with respect tofamily, faith,community, political adolescents attitudes andbehaviourtowar beliefs, andattitudeshaveinfluencedtheir Care Federation) of EarlyChildhoodEducators,CanadianChild professional organizations and adolescentsasoutlinedbyrecognized practice forpeoplewhoworkwithchildren explain howtheirownpersonalexperiences, explain thecodeofethicsandstandards of Qualities (e.g., experiences,beliefs,andattitudes (e.g., OntarioCollege ds children and C3.3 C3.2 compassion, empathy with school-agechildr your care?” deal withsocialconflictsbetweenchildren in experiences asanadolescentaf Teacher prompt: “Howmightyourpersonal needed forsuccessinworkingwithchildr ability touseself-r punctuality, abilitytomaintainconfidentiality, and adolescents describe theessentialskillsandworkhabits identify thepersonalqualitiesneededtowork identify (e.g., effectiveinterpersonalskills, eflection forself-evaluation) , patience,cr en andadolescents eativity, flexibility) fect howyou (e.g., en Working With School-Age Research and Inquiry Skills INTERACTING WITH SCHOOL-AGE CHILDREN AND ADOLESCENTS Children and Adolescents 295 HPD4C HIF10/20 o­ en and (e.g., by ests to plan activities en and adolescents , and social skills) Appropriate Programming Programming Appropriate demonstrate the ability to plan demonstrate the ability demonstrate the ability to plan nutritious identify and plan a variety of activities that explain how experiencing positive relation­ engthening their sense of belonging, sense of engthening their sense of belonging, sense omote social, linguistic, emotional, cognitive, elationships are very important to school-age elationships are mote physical development?” “How can you inter capitalize on children’s that would be engaging?” “Given that social r and adolescents, how can you plan children learning that incorporates problem-based social time?” snacks and meals for school-age childr pr and physical development in school-age chil­ and adolescents (e.g., cooperative games, dren board games) “What type of cooperative prompts: Teacher games can be played with adolescents to pr adolescents str identity ships with peers and others contributes to ships with peers and others contributes in healthy social and emotional development school-age childr D2. Planning Developmentally D2.2 By the end of this course, students will: By the end of this course, students will: D2.1 D1.5 apply and evaluate their knowledge of child apply and evaluate their knowledge ­ en ,and ,and en and en and (e.g., the (e.g., self- esponsibility?” -management strat ol and r opriate programs for school-age children and adolescents; for school-age children opriate programs e some of the effects?” e some of the effects?” (e.g., conflict-resolution strategies, (e.g., conflict-resolution echniques for promoting the develop­ echniques for promoting and evaluate the effectiveness of the and evaluate the effectiveness , en in setting the rules help to promote the help to promote en in setting the rules INTERACTING WITH SCHOOL-AGE WITH INTERACTING SCHOOL-AGE AND ADOLESCENTS CHILDREN accept consequences, take responsibility)

identify character qualities that can help identify character qualities that can help explain various models for effectively guid­ explain various models for effectively evaluate the effectiveness of various com­ evaluate the effectiveness analyse practical experiences with the use describe a broad range of practices and techniques adopted by range of practices and techniques describe a broad Behaviour: Guiding Children’s the behaviour of school-age that shape other professionals and educators, caregivers, parents, and adolescents; children Appropriate Programming: Planning Developmentally Refining Skills through Practical Experiences: developmentally appr and adolescents. practical experiences with school-age children and youth development through development of self-contr describe t ment of these qualities “In what ways would involving prompt: Teacher childr enable and empower school-age childr ing child and adolescent behaviour Morrish model, the Faber and Mazlish model) adolescents to achieve their goals limits, anticipate the ability to set personal control; and munication and behaviour egies in interactions with school-age childr and adolescents strategies, “I” messages, win-win problem-solving justice, threats) paraphrasing, restorative “When an adult uses sarcasm prompt: Teacher with teenagers, what ar of various models for helping childr adolescents make informed decisions (e.g., the five-step model, the decision web, consultation with elders) different models different D1. Behaviour Guiding Children’s D1.2 By the end of this course, students will: By the end of this course, students will: D1.1 D2. By the end of this course, students will: By the end of this D1. D3. D1.3 D1.4 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS D. 296 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, College Preparation D3.1 By theendofthiscourse,studentswill: D3. Refining Skills through Practical RefiningSkills D3. techniques tostudychildren andadolescents health andphysicaleducationclass?” might youusewhenobservingaGrade4 Teacher prompt: “Whatobservationtechniques event sample) anecdotal record, timesample,video,checklist, in acommunitysetting identify anduseavarietyofobservation Experiences (e.g., runningrecord, D3.3 D3.2 approach isveryef for improvement reflect ontheirpotentialstr T after-school program) and pr with school-agechildr school-age children?” curriculum approach more effective with childr ment activitiestomeettheneedsofschool-age eacher pr evaluate theirexperiencesinworking demonstrate theabilitytodesignandimple­ en andadolescents(e.g.,anactivityfor eschoolers. Whyisaproblem-based ompt: “A play-basedcurriculum fective withtoddlers en andadolescents, engths andar eas Working With School-Age Research and Inquiry Skills ADDRESSING SOCIAL CHALLENGES Children and Adolescents 297 HPD4C HIF10/20 (e.g., en en and ado ­ en and ado es for doing so (e.g., education, (e.g., a family history event neglect and physical, ess, alcoholism) describe strategies caregivers can use to describe strategies caregivers demonstrate an understanding of factors demonstrate an understanding of factors identify indicators of neglect and physical, demonstrate an understanding that people “What are the procedures for the procedures “What are eacher prompt: eporting suspected abuse?” r anticipate and pr sexual, and emotional abuse communication, policy development, advocacy) that can lead to patterns of neglect or physical, that can lead to patterns of neglect or sexual, or emotional abuse of violence, str sexual, or emotional abuse in childr physical signs such as bruising and laceration; emotional signs such as withdrawal or unexplained fears) who work with school-age childr lescents have a duty to report suspected cases lescents have a duty to report of neglect or physical, sexual, or emotional abuse, and describe procedur T E2. Neglect and Abuse E2.4 By the end of this course, students will: By the end of this course, students will: E2.1 E2.2 E2.3 en demonstrate an understanding of how a variety of social and of how a variety of social demonstrate an understanding (e.g., self- en and ado­ -school program had -school program (e.g., providing appropriate appropriate (e.g., providing fects of media on children fects of media on children fect school-age children and adolescents. fect school-age children (e.g., positive effects such as en with exceptionalities, supporting childr

ADDRESSING SOCIAL CHALLENGES CHALLENGES SOCIAL ADDRESSING ncing events, facilitating of current awareness a demonstrate an understanding of the posi­ demonstrate an understanding of the describe skills caregivers teach teach describe skills caregivers identify specific challenges faced by people demonstrate an understanding of the responsibilities of people who work of the responsibilities demonstrate an understanding Neglect and Abuse: demonstrate an understanding of a variety of strategies for helping of a variety of strategies demonstrate an understanding Issues and Challenges: issues and challenges; and adolescents deal with school-age children to abuse, neglect, and with issues related and adolescents in dealing with school-age children family violence; Variations: Social and Cultural cultural factors af tive and negative ef skills, social skills for making and keeping friends) skills, social skills for making and keeping and strategies they use physical/mental-health support) to help children issues particular and adolescents address and challenges and adolescents enh advocacy skills, stress-management skills, self-defence advocacy skills, stress-management who work with school-age childr strategies for lescents, and describe effective them (e.g., strategies for engaging addressing childr sensitively and responding living in poverty, to diversity) appropriately worker suspected “If a childcare prompt: Teacher that somebody in his after might he what strategies an eating disorder, use to support the child and her family?” social negative social networking; connection through such as legitimizing violence, pressuring effects opportuni­ fad items, increasing viewers to purchase ties for cyber-bullying) E1. and Challenges Issues E1.2 E2. By the end of this course, students will: By the end of this course, students will: E1.1 E3. By the end of this course, students will: By the end of this E1. E1.3 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS E. 298 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, College Preparation E3.3 E3.2 E3.1 By theendofthiscourse,studentswill: E3. Social andCultural Social Variations E3. adolescents were viewedasadults) (e.g., uptotheindustrialperiodinWestern countries, varied indiffer ment ofchildr expectations r social development?” some possibleeffects ofthatexperienceonher hood wasspentinawar Teacher pr adolescents disasters) (e.g., war sex partners,polygamousfamilies) forms demonstrate anunderstandingofhow explain howavarietyofglobalchallenges describe localandglobalvariationsinfamily (e.g., extendedfamilies,familiesledbysame- , famine,AIDS,useofchildlabour, natural affect thelivesofchildren and ompt: “Forateenagerwhosechild­ elated tothebehaviourandtr en andadolescentsvaryorhave ent cultur es andhistoricalperiods -torn country, whatare eat­ E3.4 E3.5 E3.6 are fr that environments forchildren andadolescents used informalandinformalsettingstoensur dr and after-school centre toensure thatthechil­ materials toputonthewallsofabefor Teacher prompt: “Howwouldyouchoose police, newcomers’ (e.g., children’s aidsocieties,DietitiansofCanada, breakfast programs) selling agencies,Nativefriendshipcentres, ent cultur in theenvironment?” munity thatpr en inthecentr describe strategiesandactivitiesthatcanbe compare variousformsofchildcare indif identify variousorganizations inthecom­ ee fr om biasandrespectful ofdiversity es (e.g., extendedfamilies,kibbutzim) ovide supporttofamilies e canseethemselvesreflected supportcentres, familycoun­ e-school fer­ e GENERAL SOCIAL SCIENCES

OVERVIEW

The social sciences examine human behaviour, including its causes and consequences, at the individual, societal, cultural, and global levels. The three courses in the general social sciences focus on theories and research from the fields of anthropology, psychology, and sociology with the goal of developing students’ understanding of people as individuals and groups and of social institutions.

These courses provide the opportunity for students to explore human behaviour, social groups, institutions, and various societies by examining various contemporary issues. In these courses, students develop their awareness of and ability to use social science methodologies and perspectives to examine the causes of and responses to challenges such as technological change and global inequalities.

299 Introduction to Anthropology, Psychology, and Sociology, Grade 11

University Preparation HSP3U

This course provides students with opportunities to think critically about theories, questions, and issues related to anthropology, psychology, and sociology. Students will develop an understanding of the approaches and research methods used by social scientists. They will be given opportunities to explore theories from a variety of perspectives, to conduct social science research, and to become familiar with current thinking on a range of issues within the three disciplines.

Prerequisite: The Grade 10 academic course in English, or the Grade 10 academic history course (Canadian and world studies)

300 Introduction to Anthropology, Research and Inquiry Skills RESEARCH AND INQUIRY SKILLS Psychology, and Sociology 301 HSP3U HIF10/20 (e.g., outline purpose and/or secondary and/or ces of information; develop elying on websites such om a variety of primary es, original documents in print or other eliable sources of information?” of information?” eliable sources (e.g., interviews, observations, surveys, e the risks of r (e.g., textbooks, literature reviews, research research reviews, (e.g., textbooks, literature , ch tools such as surveys or questionnaires) locate and select information relevant to locate and select information relevant create appropriate research plans to investi­ research appropriate create esear as Wikipedia?” “What methods would you use as Wikipedia?” following ethical guide­ that you are to ensure lines when you develop surveys or interviews?” Policy Statement on “What is the Tri-council Involving Humans? Ethical Conduct for Research What does this policy statement say about doing Aboriginal communities?” in research their investigations fr “For which purposes might websites such as “For which purposes might websites of information? be adequate sources Wikipedia What ar sources sources questionnair media – film, photographs) ensuring that their plans follow guidelines ensuring that their plans follow guidelines for ethical research some ways “What are prompts: Teacher to locate r gate their selected topics and method; identify sour r sources sources newspaper and magazine articles) reports, A2. Investigating A2.2 Throughout this course, students will: this course, students Throughout A2.1 elated to r ough discussion, assess, record, analyse, and synthesize information gathered through through information gathered analyse, and synthesize assess, record, fects of homelessness. create research plans, and locate and select information relevant to their chosen locate and select information relevant plans, and research create explore topics related to anthropology, psychology, and sociology, and formulate and sociology, psychology, to anthropology, related topics explore “You are interested in studying interested are ompt: “You RESEARCH AND INQUIRY SKILLS SKILLS INQUIRY AND RESEARCH fects on young children of stereotypes of stereotypes fects on young children identify key concepts (e.g., thr explore a variety of topics related to a variety of topics related explore formulate effective questions to guide their formulate effective Exploring: their research; to each discipline to guide questions appropriate Investigating: Processing Information: and inquiry; research and inquiry clearly their research of Communicating and Reflecting: communicate the results and communication skills. inquiry, their research, on and evaluate and reflect and effectively, topics, using appropriate social science research and inquiry methods; and inquiry methods; social science research topics, using appropriate eacher pr “A team of social scientists is team of “A eacher prompt: esearch and inquiry esearch brainstorming, use of visual organizers) brainstorming, use of visual organizers) their selected topics T anthropology, psychology, and sociology (e.g., psychology, anthropology, of rites of passage, identity development, effects social networking) to identify topics for research and inquiry T r In this study, which key concepts would be which key In this study, the most important to the anthropologist, psychologist, and the sociologist?” studying the causes and ef the ef in advertising. What further questions would approaching if you were guide your research a psychological perspective? this question from sociological A perspective? An anthropological the limitations of each perspective? What are question?” this research perspective in addressing A1. Exploring OVERALL EXPECTATIONS OVERALL EXPECTATIONS A2. A4. Throughout this course, students will: Throughout A1. A3. A1.2 Throughout this course, students will: this course, students Throughout A1.1 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS A1.3 A. 302 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, University Preparation A3.3 A3.2 A3.1 Throughout thiscourse,studentswill: A2.3 3 Processing Information A3. focus theirresearch information isfoundindifferent sources) and secondarysources; determinewhethersimilar (e.g., compar or ideas usingavarietyofformats this source?” are advancedifyoubelievethemessageof sented andwhoseare absent?”“Whoseinterests information source?” “Whosevoicesare repre­ r other, howmight youdeterminewhichismore “If twoinformationsources contradict each r “What strategiescanyouusetodeterminethe findings ofyoursurveytoawiderpopulation?” Teacher prompts: “Canyougeneralizethe values andbias,voice) (e.g., accuracy, relevance, reliability, inherent er statement, orr investigation formulateahypothesis,thesis than justoneortwo?” your research onavarietyofsources rather social sciences?”“Whyisitimportanttobase between primaryandsecondarysources in Teacher prompts: elevance oftheinformationyouhavegathered?” eliable?” “Whatvaluesare embeddedinthe ganizers, summaries,audio/digitalrecords) ed from primaryandsecondarysources analyse andinterpret resear record andorganize informationandkey assess variousaspectsofinformationgath­ based onpreliminary research, foreach e informationgather esear “What isthedifference ch question,anduseitto ed from primary ch information (e.g., notes,graphic A3.4 A4.3 A4.2 A4.1 Throughout thiscourse,studentswill: A3.5 A4.4 4 Communicating andReflecting A4. r may beaffectedbyfactorsnotincludedintheir questions; assesstheextenttowhichtheirresults information todeterminetheanswertheirr or contradicttheirhypothesis;weighandconnect menting thesour inquiries ethnography, survey, archaeology, temperament) structuralism, feminism,culture, socialization, ogy tively foraspecificpurposeandaudience the results oftheirresearch andinquiryeffec­ presentation, seminar, webpage)tocommunicate tion, poster, writtenresearch report, multimedia and evaluatingtheirownr methods youusedhaveaf Teacher prompts: “Howmighttheresearch and communicationskills sions through research use languageconventionspr general r in-text author-datecitations) (e.g., generateareference listinAPA style,use APA conventionsforacknowledgingsources to enhanceyourr you esear demonstrate academichonestybydocu­ clearly communicatetheresults oftheir use termsrelating toanthropology use anappropriate format synthesize findingsandformulateconclu­ demonstrate anunderstandingofthe , andsociologycorr obtained?” “Whatstepsmightyoutake ch design) (e.g., determinewhethertheirr esearch process byreflecting on (e.g., writeclearly ces ofallinformationgenerated esearch/inquiry skills?” ectly (e.g.,functionalism, , organize ideaslogically fected theresults operly), andfollow esear (e.g., oralpr ch, inquiry, esults support , psychol­ esear esenta­ ch , Introduction to Anthropology, Research and Inquiry Skills ANTHROPOLOGY Psychology, and Sociology 303 HSP3U HIF10/20 (e.g., par­ e avoid bias in Western gaze, Western e? How is ‘bias’ different e? How is ‘bias’ different opological research opological research ceptions of identity and others’ per­ ely used in anthropological research?” research?” ely used in anthropological explain the main research methods used for explain the main research from ‘subject position’? How might a researcher’s ‘subject position’? How from and subject position inform his or her research “What is cultural or limit its scope?” broaden to cultural and why is it central relativism, any cultural univer­ there “Are anthropology?” does the study or universal taboos?” “How sals relate of the behaviour of non-human primates to various theories about human behaviour?” anthropology “How do the findings of forensic and support or enhance the work of physical “How do social cultural anthropologists?” culture?” media affect conducting anthr “How does language relate “How does language relate prompts: Teacher to self-per of ceptions of identity?” “How do the findings to various theories relate physical anthropologists about the development of human civilization?” one cultur “Can observers from studying another cultur “Why are surveys and experi­ “Why are prompts: Teacher ments rar artefacts “What is an artefact and why are research?” so important in anthropological “What is meant by the term and why is it a central concept in critiques research?” of anthropological ticipant observation, oral history, semi-structured semi-structured ticipant observation, oral history, archaeological genealogy, ethnography, interview, methods), and excavation, decolonizing research assess critiques of the various methods B1.4 use an anthropological perspective to explain how perspective to explain how use an anthropological o­

eas (e.g., Noam Chomsky, (e.g., Noam Chomsky, (e.g., functionalism,

(e.g., linguistic anthropology, (e.g., linguistic anthropology, use a cultural anthropology perspective to explain patterns of human socialization. to explain patterns of human socialization. perspective use a cultural anthropology tmodern or postcolonial anthropology) tmodern or postcolonial anthropology) os opology p ANTHROPOLOGY ANTHROPOLOGY

Methodologies outline the key ideas of the major anthropo­ explain the significance of contributions of of contributions explain the significance of explain significant issues in different ar explain significant issues in different ferences between a feminist and a structuralist between a feminist and a structuralist ferences Socialization: Explaining Human Behaviour and Culture: Explaining Human demonstrate an understanding of major theories, and Methodologies: demonstrate an understanding Theories, Perspectives, in anthropology; methods perspectives, and research diverse factors influence and shape human behaviour and culture; culture; and shape human behaviour and diverse factors influence physical anthropology, cultural anthropology, cultural anthropology, physical anthropology, primatology) anthropology, forensic logical schools of thought anthr structuralism, cultural materialism, feminist influential anthropologists Margaret Charles Darwin, Jane Goodall, the Leakeys, Marvin Harris, Richard Lee, Mead, Edward Sapir, Biruté Galdikas, Sherry Ortner) pology, of anthr and explain how they can be used to analyse cultural systems of features some important “What are prompts: Teacher dif “How would a to studying culture?” approach in their expla­ differ feminist and a structuralist nation of the causes of the under-representation of women in politics?” “How would a positivist ethnographer and an ethnographer committed in their to decolonizing methodologies differ approaches different Why are approaches? necessary? What possibilities and limitations How do you select offer? does each approach for any given approach the appropriate project?” research B1. and Perspectives, Theories, B2. B1.2 B1.1 By the end of this course, students will: By the end of this course, students will: By the end of this course, students will: By the end of this B1. B3. B1.3 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS B. 304 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, University Preparation B2.3 B2.2 B2.1 By theendofthiscourse,studentswill: 2 ExplainingHuman Behaviour B2. of dif r a dominantculture (e.g.,dress, food,language, minority culturalgr Teacher prompt: “Whatare somewaysinwhich techno as professional communitiesofinformation ethnographies of‘W Teacher prompts: “Whatisthevalueofdoing and cultur anthropologists understandhumanbehaviour multiculturalism haveoncultur tive, theef ment geographic locationhasinfluencedthedevelop­ and climate?”“Whatar mental conditionssuchasgeographiclocation cultur Teacher prompts: “Whatfeatures ofBedouin and ritual,art) language, socialstructures, law, politics,religion human behaviourandculture globalization, pandemics)influenceandshape how variousfactors(e.g.,physicalenvironment, eligious practices,communityassociations)?” explain howstudyingculturalsystems describe, from ananthropological perspec­ explain, fromexplain, ananthropological perspective, and Culture fer of Inuit of e reflect thepeople’sresponse toenviron­ l ogy specialistsoreliteathletes?”“How ent times,places,andgroups helps e inthepr fects thatdif cultures?” oups resist assimilationby estern’ subcultures such esent fusion, assimilation,and e somewaysinwhich (e.g., technology, e B3.1 By theendofthiscourse,studentswill: B3.2 3 Socialization B3. rites ofpassage,language,familyr of humanbehaviour rather thananinsider?” anthropologist were are thetransmissionlinesofcultur of goingagainstone’sculturalnorms?”“How What maybethecostsforanyoneindividual passed alongfrom generationto generation? and multi-ethniccommunities?” eration togenerationdifferent inmulticultural might ananthr cul Teacher pr standing?” “Whatar individual orgroup awareness andunder­ Teacher prompts: “Howdoeslanguageshape practices from oneculture toanother) customs, r such thingsaskinshiprightsandobligations,social socialization the environmental valuesofitspeople?” a culture’s relationship withthelandinfluence is theimpactofthisdomination?”“Howdoes English cometodominatetheglobe,andwhat eradicating languages?”“Howandwhyhas explain howculture produces diverseforms explain waysinwhichculture isanagentof t ure? How might theresults differHow ifthe ure? eligious practices) ompts: (e.g., incommunicatingandupholding opologist studyourschool “How are culturalnorms an outsidertotheschool e somelikelyef (e.g., explainvariationsin oles, orpolitical e from gen­ fects of Introduction to Anthropology, Research and Inquiry Skills PSYCHOLOGY Psychology, and Sociology 305 HSP3U HIF10/20 esearch esearch idual’s edity, environ­edity, esearch methods been esearch fect people’s emotional and e and nurture influence a e and nurture ed by many to be the gold contribute to an indiv Processes and Behaviour and Behaviour Processes explain, from a psychological perspective, explain, from compare the major research methods the major research compare explain, from a psychological perspective, explain, from especially implicated in such critiques?” especially implicated in such critiques?” how various influences (e.g., her used for conducting psychological r why do psychologists in research, standard also use surveys, observations, and question­ “Why has psychology been criticized naires?” ways for maintaining the status quo? In what have psychological r “What is developmental psychology? Why “What is developmental psychology? would it be important for a clinical psychologist to have a good understanding of developmental psychology?” ment, personality, identity, developmental stage, developmental stage, identity, ment, personality, attachment) person’s addictive behaviours?” “In what ways is the teenage brain not fully developed? an adolescent’s ability How might this affect to make wise decisions?” ways in which context and the influence of other individuals can af ,and ,and (e.g., experiments, surveys, observations) assess critiques of the various methods “If the double-blind experi­ prompts: Teacher ment is consider psychological development to psychology, “According prompts: Teacher how might natur C2. Human Mental Explaining By the end of this course, students will: C2.1 C1.4 C2.2 , eat (e.g., Erik Erikson, e a school principal, “What are the similarities and “What are use a psychological perspective to analyse patterns of socialization. perspective to analyse patterns of socialization. use a psychological (e.g., clinical, experimental, personality, (e.g., clinical, experimental, personality, eud, Carl Jung, Abraham Maslow, Ivan eud, Carl Jung, Abraham Maslow, PSYCHOLOGY PSYCHOLOGY oaches?” “If you wer oaches Methodologies aviourism, cognitive theory, humanistic theory, aviourism, theory, humanistic cognitive theory, summarize the key ideas of major psycho­ explain the significance of contributions explain the significance of contributions explain the contribution to understanding ferences between clinical and experimental ferences h use a psychological perspective to explain Mental Processes and Behaviour: use a psychological Explaining Human and behaviour; processes influence and shape human mental how diverse factors demonstrate an understanding of major theories, and Methodologies: demonstrate an understanding Theories, Perspectives, in psychology; methods perspectives, and research Socialization: logical theories (e.g., psychodynamic theory Pavlov, Carl Rogers, B. F. Skinner, Thomas Bouchard, Skinner, Rogers, B. F. Carl Pavlov, Mary Ainsworth, Leta Stetter Hollingworth, Gilligan) Carol psychology? How do the fields of clinical and experimental psychology inform one another?” be of influential psychologists Sigmund Fr abnormal, and developmental psychology) prompts: Teacher dif feminist psychology theory), and explain how they can be used to understand human behaviour “How would a humanist prompts: Teacher therapist and a behaviourist therapist tr human behaviour of various psychological appr how might Skinner’s theory of operant condi­ tioning help you devise a strategy to decrease the number of students skipping class? How one based on from would this strategy differ Maslow’s theory?” depression? What ideas influence their different What ideas influence their different depression? appr C1. and Perspectives, Theories, C1.2 C2. C1.1 By the end of this course, students will: By the end of this course, students will: C3. By the end of this course, students will: By the end of this C1. C1.3 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS C. behavioural responses (e.g., at work, within a C3.2 assess how diverse personality traits (e.g., family, in sports groups/clubs, in crowds, in urban introversion, openness to experience, perfectionism) versus rural areas, among bystanders) shape human behaviour and interaction in a Teacher prompt: “In the case of Kitty Genovese, variety of environments how might the outcome have differed if the inci­ Teacher prompts: “Why might a college or dent had occurred in a close-knit community?” employer ask questions to determine personality C2.3 type in considering a person’s suitability for a explain how diverse psychological factors specific career?” “How would a student who is (e.g., motivation, perception, attitudes, mental health, a perfectionist behave in group assignments? temperament) influence individual behaviour What are some differences between leadership Teacher prompt: “How does an individual’s and controlling behaviour?” mental health affect his or her learning, C3.3 employment, and relationships?” analyse the procedures of and ethical prob­ lems associated with major psychological experi­ ments in socialization (e.g., Zimbardo’s Stanford C3. Socialization prison experiment, Asch’s conformity experiment, Milgram’s obedience-to-authority experiment, By the end of this course, students will: Elliot’s “Blue-Eyed/Brown-Eyed” experiment) C3.1 identify and describe the role of socialization Teacher prompts: “In Zimbardo’s prison experi­ in the psychological development of the indi­ ment, what roles did the guards and inmates vidual (e.g., effects of social isolation on language play?” “How might the results of Zimbardo’s Grade 11, University Preparation Preparation University 11, Grade development, effects of group play experiences on prison experiment differ if the study were emotional development) conducted today?” “How would you design Teacher prompts: “What does the example of and implement an ethical social psychology feral children teach us about the effect of isola­ experiment to show conformity?” tion on language, intellectual, and emotional development?” “What do we know about the effects on social skills of substituting virtual social experiences (e.g., through television or computer games) for face-to-face social experiences with peers?” Social Sciences and Humanities Social Sciences | THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

306 Introduction to Anthropology, Research and Inquiry Skills SOCIOLOGY Psychology, and Sociology 307 HSP3U HIF10/20 , (e.g., eligion, economics (e.g., on the basis of e, r es, social distinctions, “What is the impact of “How do new digital fect teens’ social behaviours?” om a sociological perspective, how ced in individual behaviour?” “How e stereotypes portrayed in the media e stereotypes osexism on individuals in our society?” explain, fr explain, from a sociological perspective, the a sociological explain, from explain, from a sociological perspective, a sociological explain, from elationship between prejudice and individual elationship between prejudice “How ar and reinfor could you identify examples of racism or sexism or classism in your school using a survey or participant observation?” diverse influences (e.g., cultur “What factors might contribute to changes Teacher prompt: “Which influence is most prompt: Teacher peers, significant in fostering deviance: media, or socio-economic status?” r and systemic discrimination race, socio-economic status, sexual orienta­ gender, age, appearance), and describe religion, tion, ability, their impacts on individuals and society prompts: Teacher heter how diverse factors (e.g., social norms and expectations, social structur physical socio-economic status, geographic location, media coverage) influence and environment, behaviour shape individual and group media, technology) shape social behaviour dating and courtship, social networking, bullying, and fads) following trends prompts: Teacher technologies af D2. Explaining Social Behaviour D2.3 D2.2 By the end of this course, students will: By the end of this course, students will: D2.1 (e.g., e (e.g., structural “How might a structural “How might a structural use a sociological perspective to explain patterns of socialization. to explain patterns of socialization. use a sociological perspective e used for conducting sociolog­ fer?” ompts: ch (e.g., surveys, case studies, observations, , feminist perspective), and explain how SOCIOLOGY SOCIOLOGY esear Methodologies identify and explain the main research identify and explain the main research summarize the key ideas of the major summarize the key ideas of the major explain the significance of contributions of explain the significance of contributions fer in their explanations for low voter turnout eber, Dorothy Smith, Charles Wright-Mills, Smith, Charles Wright-Mills, Dorothy eber, Socialization: use a sociological perspective to explain how diverse factors influence to explain how diverse factors use a sociological perspective Explaining Social Behaviour: social behaviour; and group and shape individual demonstrate an understanding of major theories, and Methodologies: demonstrate an understanding Theories, Perspectives, in sociology; methods perspectives, and research methods that ar during an election?” “Why is the ‘sociological imagination’ important for understanding by affected that are individual problems social institutions?” functionalism, symbolic interactionism, conflict functionalism, symbolic interactionism, conflict theory they can be used to analyse social behaviour pr Teacher sociological schools of thought various theorists to the field of sociology various theorists to the field of sociology Max Emile Durkheim, Karl Marx, Edward Said, W Dei, Allport, George Gordon Reginald Bibby, Ibn Khaldun) ical r functionalist and a symbolic interactionist dif secondary analysis of statistical results, content secondary analysis of statistical results, , and assess critiques of analysis, focus groups) the various methods “For which types of research prompt: Teacher questions would observation be a mor appropriate research method than a survey? research appropriate What possibilities and limitations does each method of D1. and Perspectives, Theories, D2. D1.3 D1.2 D1.1 By the end of this course, students will: By the end of this course, students will: D3. By the end of this course, students will: By the end of this D1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS D. 308 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, University Preparation D3.1 By theendofthiscourse,studentswill: 3 Socialization D3. the province?” response toincreased ethnoculturaldiversityin schools changedoverthepastfewdecadesin Canadian justicesystem?”“HowhaveOntario Aboriginal sentencingcir Teacher prompts: “Howhasawareness of social movements) of theCanadianCharterRightsandFreedoms, (e.g., demographicoreconomicchange,introduction the military) legal, political,educational,andhealthsystems; social institutions responsible behaviour?” drinking anddrivingorenvironmentally in socialattitudesregarding, forexample, explain howstructural changestakeplacein in response todiverseinfluences (e.g., family;r cles influencedthe eligious institutions; eligious institutions; D3.2 D3.3 which hasthegr T r secondary agentsofsocialization forty-year Teacher prompts: “Whydomore thirty-and individual andgroup behaviour year iour offour-year-olds? Ten-year (e.g., economy gender r egalitarian couplesfallbackonster downturns?” “Whymightsomeprogressive, agents ofsocialization what istheimpactonindividualsandgroups?” “How doinstitutionsuseracialprofiling, and eligion) eacher prompt: “Betweenfamilyandpeers, explain thewaysinwhichsocialstructures evaluate therelative influenceofprimary -olds?” on thesocializationofindividual oles whentheybecomenewparents?” -olds return toschoolduringeconomic , family eater influenceonthebehav­ , class,race,gender) (e.g., family -olds? Sixteen­ , peers)and (e.g., media, eotypical affect Introduction to Anthropology, Psychology, and Sociology, Grade 11

College Preparation HSP3C

This course introduces students to theories, questions, and issues related to anthropology, psychology, and sociology. Students learn about approaches and research methods used by social scientists. Students will be given opportunities to apply theories from a variety of perspectives, to conduct social science research, and to become familiar with current issues within the three disciplines.

Prerequisite: None

309 A. RESEARCH AND INQUIRY SKILLS

OVERALL EXPECTATIONS Throughout this course, students will:

A1. Exploring: explore topics related to anthropology, psychology, and sociology, and formulate questions appropriate for 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; A3. Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry; A4. 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. Grade 11, College Preparation Preparation College 11, Grade

SPECIFIC EXPECTATIONS

A1. Exploring Teacher prompts: “What steps can you take to ensure that you are not asking leading questions Throughout this course, students will: in your survey?” “For which purposes might websites such as Wikipedia be adequate sources A1.1 explore a variety of topics related to anthro­ of information? What are the risks of relying on pology, psychology, and sociology (e.g., addictions, websites such as Wikipedia?” “What is gender socialization, rites of passage) to identify informed consent, and why is it important in topics for research and inquiry social science research?” A1.2 identify key concepts (e.g., through discussion, A2.2 locate and select information relevant to brainstorming, use of visual organizers) related to their investigations from a variety of primary their selected topics sources (e.g., interviews, observations, surveys, Teacher prompt: “A team of social scientists is questionnaires, original documents in print or other studying the causes and effects of homelessness. media – film, photographs) and/or secondary In this research, which key concepts would sources (e.g., textbooks, research reports, newspaper be most important to the anthropologist, the and magazine articles) psychologist, and the sociologist?” Teacher prompts: “What is the difference between primary and secondary sources A1.3 formulate effective questions to guide their in social science? How can you determine research and inquiry

Social Sciences and Humanities Social Sciences whether a source is a primary or secondary | Teacher prompt: “How could you use a survey source?” “What criteria would you use to or participant observation study to assess choose the best secondary sources related the extent of racism, sexism, or classism in to your research question?” your school?” A2.3 based on preliminary research, for each investigation formulate a hypothesis, thesis A2. Investigating statement, or research question, and use it to focus their research Throughout this course, students will: A2.1 create appropriate research plans to investi­ gate their selected topics (e.g., if conducting pri­ mary research, outline purpose and method; identify sources of information), ensuring that their plans

THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO follow guidelines for ethical research

310 Introduction to Anthropology, RESEARCH AND INQUIRY SKILLS

Psychology, and Sociology 311 HSP3C , , psychol­ opology eflecting on (e.g., functionalism, (e.g., functionalism, , organize ideas logically , organize ocess by r ces you used confirm what you ces you used confirm is based on common sense. In (e.g., write clearly esearch pr esearch

, and sociology correctly correctly , and sociology demonstrate an understanding of the demonstrate an understanding clearly communicate the results of their of their the results clearly communicate use terms relating to anthr relating use terms ought “Some people say that was true?” , and follow properly) use language conventions sources conventions for acknowledging APA style) list in APA (e.g., generate a reference general r social science inquiry and/or what ways did your research in social science?” show the value of research your “What steps might you take to enhance skills?” research/inquiry and evaluating their own research, inquiry, inquiry, own research, and evaluating their skills and communication and/or “How did the primary prompts: Teacher secondary sour already knew and understood about the topic? knew and understood already contradict what you How did your sources th structuralism, feminism, culture, socialization, socialization, feminism, culture, structuralism, temperament, archaeology, survey, ethnography, behaviour) inquiries ogy A4.4 A4.3 A4.2 A4.2 ecords) (e.g., notes, graphic ch information (e.g., oral presenta­ ces for reliability?” ces for reliability?” esear esearch questions) esearch esearch esearch ough r record and organize information and key and organize record use an appropriate format use an appropriate synthesize findings and formulate conclusions assess various aspects of information gath­ aspects of information assess various demonstrate academic honesty by docu­ analyse and interpret r analyse and interpret ganizers, summaries, audio/digital r ganizers, summaries, thr (e.g., weigh and connect information to determine the answers to their r ered from primary and secondary sources sources primary and secondary from ered inherent reliability, relevance, (e.g., accuracy, values and bias, voice) you use “What criteria can prompts: Teacher biases of an author?” to determine potential sour “How can you assess of formats ideas using a variety or tion, brochure, flyer, poster, multimedia presentation, multimedia presentation, poster, flyer, tion, brochure, of their web page) to communicate the results for a specific effectively and inquiry research purpose and audience menting the sources of all information generated menting the sources (e.g., compare information gathered from primary from information gathered (e.g., compare whether similar determine and secondary sources; sources) information is found in different A4. and Reflecting Communicating A3. Information Processing A3.2 Throughout this course, students will: this course, students Throughout A4.1 A3.5 Throughout this course, students will: students will: this course, Throughout A3.1 A3.4 A3.3 312 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, College Preparation B. SPECIFIC EXPECTATIONS OVERALL EXPECTATIONS B1.4 B1.3 B1.2 B1.1 By theendofthiscourse,studentswill: B3. B1. By theendofthiscourse,studentswill: B2. 1 Theories, Perspectives, and B1. explain critiques ofthevariousmethods excavation, decolonizing research methods) , and interview, ethnography, genealogy, archaeological ticipant observation,oralhistory, semi-structured tur one culture avoidbiasinstudyinganothercul­ or universaltaboos?”“Howcanobserversfrom in ethnology?”“Are there anyculturaluniversals conducting anthr of anthr turalist appr dif Teacher prompts: “Whatare someimportant stand features ofculturalsystems and explainhowtheycanbeusedtounder­ turalism, culturalmaterialism,feministanthropology) between urban,suburban,andrural youth?” would aculturalmaterialistexplaindifferences cal schoolsofthought Galdikas, SherryOrtner) Edward Sapir, MarvinHarris,RichardLee,Biruté Darwin, JaneGoodall,theLeakeys,Margaret Mead, anthropologists in primatology?”“Whatar Teacher prompts: “Whatare thebigquestions and forensic anthropology; primatology) diverse factorsinfluenceandshapehumanbehaviourculture; perspectives, andresearch methodsinanthropology; Theories, Perspectives,andMethodologies:demonstrateanunderstandingofmajortheories, Explaining HumanBehaviourandCulture: Socialization: ferences betweenafunctionalistandstruc­ describe themainresearch methodsusedfor describe significantissuesindifferent areas outline thekeyideasofmajoranthropologi­ identify significantcontributionsofinfluential e?” “Howdosocialmediaaffect culture?” Methodologies ANTHROPOLOGY opology oach tostudyingcultur (e.g., NoamChomsky, Charles use aculturalanthropology perspectivetoexplainpatternsofhumansocialization. (e.g., linguistic,physical,cultural, opological r (e.g., functionalism,s e thebigquestions esear ch e?” “How (e.g., par­ tr u c­ use ananthropological perspectivetoexplainhow , B2.3 B2.2 B2.1 By theendofthiscourse,studentswill: 2 ExplainingHumanBehaviour B2. attitudes r Teacher prompts: “Whatare theskillsand the pr understand humanbehaviour andculture in dif and languages?” First Nation,Inuit,andMétis cultur how ther T and multiculturalismhaveoncultur sciousness changedbehaviourandculture?” behaviour?” “Howhasenvironmental con­ the thr Teacher prompts: “Inwhatwaysdoes and ritual,art) language, socialstructures, law, politics,religion human behaviourandculture globalization, pandemics) so importantinanthropological r “What isanartefact,andwhyare artefacts how variousfactors Western cultures?” have contributedtoracistbeliefsaboutnon- ways mayanthropological research methods research express? According tocritics,inwhat “What keyconcernsdocriticsofanthropological eacher pr ferent timesandplaceshelpsanthropologists explain howstudyingcultural systemsof identify theeffects thatdif describe, from ananthropological perspective, and Culture esent eat ofapandemicinfluencehuman esidential schoolsystemaffected equired forparticipantobservation?” ompt: “Whatdoyouknowabout (e.g., physicalenvir influence andshape fusion, assimilation, (e.g., technology, esear es e onment, ch?” Introduction to Anthropology, ANTHROPOLOGY

Psychology, and Sociology 313 HSP3C ent es fer en learn : “How do childr (e.g., in communicating and upholding (e.g., in communicating eligious practices) describe ways in which culture is an agent of is an agent of in which culture describe ways beliefs of their communities? In what ways beliefs of their communities? be called ‘socialization’?” can this process cultural norms passed along “How are generation to generation?” from “What subcultures exist in your school in your school exist “What subcultures dif How do these and community? about the religious practices, customs, and practices, customs, and about the religious subcultures affect people’s behaviour?” people’s affect subcultures socialization rights and obligations, social such things as kinship customs, r prompts Teacher What characteristics of these cultur of characteristics What might explain the different practices?” practices?” the different might explain B3.2 es? oles, the develop­ (e.g., explain variations in (e.g., explain variations oles in modern societies?” oles in modern ferent in three different cultur different three in ferent explain how culture produces diverse forms diverse produces explain how culture ment of subcultures, or political practices from one or political practices from ment of subcultures, another) to culture the rites of passage “How are prompts: Teacher young adults the same for adolescents and and dif of human behaviour of human behaviour family r rites of passage, language, “How does the study of mar­ study of does the “How prompt: Teacher us understand in the past help riage customs female r male and B3. Socialization By the end of this course, students will: By the end of this course, B3.1 C. PSYCHOLOGY

OVERALL EXPECTATIONS By the end of this course, students will:

C1. Theories, Perspectives, and Methodologies: demonstrate an understanding of major theories, perspectives, and research methods in psychology; C2. Human Mental Processes and Behaviour: use a psychological perspective to describe how diverse factors influence and shape human mental processes and behaviour; C3. Socialization: use a psychological perspective to explain patterns of socialization.

Grade 11, College Preparation Preparation College 11, Grade SPECIFIC EXPECTATIONS

C1. Theories, Perspectives, and Teacher prompts: “What is an experiment, and Methodologies how is it different from a survey or a question­ naire?” “The possibility and the desirability of By the end of this course, students will: objectivity in psychological research have been questioned. For what reasons?” C1.1 identify significant contributions of influential psychologists (e.g., Erik Erikson, Sigmund Freud, Carl Jung, Abraham Maslow, Ivan Pavlov, Carl C2. Human Mental Processes Rogers, B. F. Skinner, Thomas Bouchard, Mary and Behaviour Ainsworth, Carol Gilligan) By the end of this course, students will: C1.2 outline the key ideas of major psychological C2.1 describe, from a psychological perspective, theories (e.g., psychodynamic theory, behaviourism, how various factors (e.g., heredity, environment, cognitive theory, humanistic theory), and explain personality, identity, developmental stage, level of how they can be used to understand human attachment) influence and shape an individual’s behaviour psychological development Teacher prompts: “What are some important Teacher prompt: “How do relationships with differences between the behaviourist and the peers affect an individual’s sense of self? To psychodynamic theories of human behaviour?” what extent does the impact depend on the indi­ “From a humanist perspective, how does self- vidual’s developmental stage?” esteem affect school performance?” “If you were a school principal, how might Skinner’s C2.2 describe, from a psychological perspective, theory of operant conditioning help you devise ways in which context and the influence of Social Sciences and Humanities Social Sciences a strategy to decrease the number of students | other individuals can affect people’s emotional skipping class?” and behavioural responses (e.g., at work, within a family, in sports groups/clubs, in crowds, in C1.3 compare significant psychological approaches urban versus rural areas, among bystanders) to the study of human behaviour (e.g., clinical, experimental, personality, abnormal, and develop­ Teacher prompt: “What are some psychological mental psychology) explanations for mob behaviour? In what ways does psychology fail to provide an adequate Teacher prompt: “What are the main differ­ explanation?” ences between clinical and experimental psy­ chology? How does each influence the other?” C2.3 describe how diverse psychological factors (e.g., motivation, perception, attitudes, mental health, C1.4 describe the main research methods used for temperament) influence individual behaviour conducting psychological research (e.g., experi­ ments, surveys, observations), and explain critiques Teacher prompt: “How do different

THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO of the various methods temperaments influence people’s response to aggression?” 314 Introduction to Anthropology, PSYCHOLOGY

Psychology, and Sociology 315 HSP3C e overt overt (e.g., Zimbardo’s Stanford Stanford (e.g., Zimbardo’s

“How might an extr might an “How overt differ in the way they deal in the overt differ socialization n i describe the procedures of and ethical prob­ procedures describe the eacher prompt: prompt: eacher Zimbardo’s, Asch’s, Milgram’s, and Elliot’s Asch’s, Milgram’s, Zimbardo’s, How could these experiments unethical? ethical?” to be more experiments be modified prison experiment, Asch’s conformity experiment, conformity prison experiment, Asch’s experiment, obedience-to-authority Milgram’s experiment) “Blue-Eyed/Brown-Eyed” Elliot’s the components : “What are prompts Teacher “In what ways wer of an ethical experiment?” and an intr with stress?” experi­ with major psychological lems associated ments T C3.3 (e.g., ect teaching of social skills, effects ect teaching of social oversion, openness to experience, perfectionism) oversion, openness to identify the role of socialization in the socialization in the of role identify the describe how diverse personality traits describe how diverse of social isolation) “How does social acceptance prompts: Teacher develop­ an individual’s psychological affect social isolation affect ment?” “How does and linguistic emotional, social, intellectual, development?” psychological development of the individual development psychological (e.g., effects of dir intr and interaction in a shape human behaviour variety of environments C3. Socialization By the end of this course, students will: of this course, students By the end C3.1 C3.2 D. SOCIOLOGY

OVERALL EXPECTATIONS By the end of this course, students will:

D1. Theories, Perspectives, and Methodologies: demonstrate an understanding of major theories, perspectives, and research methods in sociology; D2. Explaining Social Behaviour: use a sociological perspective to explain how diverse factors influence and shape social behaviour; D3. Socialization: use a sociological perspective to explain patterns of socialization.

Grade 11, College Preparation Preparation College 11, Grade SPECIFIC EXPECTATIONS

D1. Theories, Perspectives, and D2. Explaining Social Behaviour Methodologies By the end of this course, students will: By the end of this course, students will: D2.1 describe, from a sociological perspective, how D1.1 identify the significant contributions of diverse factors (e.g., social norms and expectations, influential sociologists (e.g., Emile Durkheim, social structures, social sanctions, social distinctions, Karl Marx, Edward Said, Max Weber, Dorothy socio-economic status, geographic location, physical Smith, Charles Wright-Mills, Gordon Allport, environment, media coverage) influence and shape Reginald Bibby, George Dei, Ibn Khaldun) individual and group behaviour (e.g., conformity, obedience, discrimination, “groupthink”, choice D1.2 outline the key ideas of the major sociological of occupation) schools of thought (e.g., structural functionalism, symbolic interactionism, conflict theory, feminist Teacher prompts: “In what ways does socio­ perspective), and explain how they can be used economic status affect people’s career choices?” to understand social behaviour “How are social norms and expectations, such as standing for the national anthem, Teacher prompts: “From a feminist perspective, communicated? What sanctions take place why is there inequality in the workplace?” when a person does not stand for the playing “Why is it important to consider social as well as of the national anthem?” individual factors when trying to understand issues such as poverty or unemployment?” D2.2 explain the relationship between prejudice and individual and systemic discrimination D1.3 identify and describe the main research (e.g., on the basis of gender, race, socio-economic

Social Sciences and Humanities Social Sciences methods that are used for conducting sociological

| status, sexual orientation, ability, religion, age, research (e.g., surveys, case studies, observations, appearance), and describe their impacts on secondary analysis of statistical results, content individuals and society analysis, focus groups), and describe critiques of the various methods Teacher prompts: “What is the impact of het­ erosexism on individuals and society?” “How Teacher prompt: “What method or methods are stereotypes conveyed in the media, and would you use to determine the relationship how do these stereotypes affect individual between the academic performance of Grade 11 behaviour?” students and the amount of time spent in employment or playing sports? What would be D2.3 describe, from a sociological perspective, the limitations of sociological research methods ways in which diverse influences (e.g., culture, for addressing this research question?” religion, economics, technology) shape social behaviour (e.g., dating and courtship, social networking, bullying, following trends and fads) THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

316 Introduction to Anthropology, SOCIOLOGY

Psychology, and Sociology 317 HSP3C es and fect (e.g., media, , peers) (e.g., family affect race) affect , class, gender, elative influence of primary elative influence of , family fect some people’s decisions to go people’s decisions fect some ofiling, and what is the impact of ofiling, and what is on the socialization of the individual on the socialization of the individual ofiling on individuals and groups?” and groups?” ofiling on individuals compare the r compare describe ways in which social structur in which ways describe “How can social structures work to convince work to convince “How can social structures environmentally in a more individuals to behave manner?” responsible agents of socialization (e.g., economy to college or university?” “How does socio­ or university?” “How to college the job possibilities economic status affect “What for themselves?” that people perceive is racial pr racial pr people’s life decisions? Which have the most people’s life decisions? Which have the your influence on you and your peers? On family? On public figures?” individual and group behaviour and group individual an economic “How might prompts: Teacher af downturn secondary agents of socialization secondary agents of religion) some ways in “What are prompt: Teacher af which diverse agents of socialization D3.3 D3.2 D3.2 eligious insti­ (e.g., family; r “How might culture influence influence might culture “How in response to diverse influ­ in response fected your school and local insti­ 1, 2001, changed our social institu­ o what extent have the events of (e.g., demographic or economic change, the (e.g., demographic or describe how structural changes take place describe how structural fect your behaviour?” fect your September 1 tutions?” “How has awareness of restorative of restorative tutions?” “How has awareness justice justice practices influenced the Canadian system?” “T tions?” “How has immigration changed social tions?” “How has immigration changed institutions in Canada?” ences of the introduction environmentalism, of growth of Rights and Freedoms, the Canadian Charter social movements) “How have environmental prompts: Teacher initiatives af tutions; legal, political, educational, and health sys­ tutions; legal, political, tems; the military) in social institutions in social institutions dating and courtship practices?” “How do fads “How do fads courtship practices?” dating and af Teacher prompts: prompts: Teacher D3. Socialization By the end of this course, students will: By the end of this course, D3.1 Challenge and Change in Society, Grade 12

University Preparation HSB4U

This course focuses on the use of social science theories, perspectives, and methodologies to investigate and explain shifts in knowledge, attitudes, beliefs, and behaviour and their impact on society. Students will critically analyse how and why cultural, social, and behavioural patterns change over time. They will explore the ideas of social theorists and use those ideas to analyse causes of and responses to challenges such as technological change, deviance, and global inequalities. Students will explore ways in which social science research methods can be used to study social change.

Prerequisite: Any university or university/college preparation course in social sciences and humanities, English, or Canadian and world studies

318 ChallengeResearch and and Change Inquiry in Skills Society RESEARCH AND INQUIRY SKILLS 319 HSB4U HIF10/20 ch ri-Council ch, for each esearch, film, photo­ esearch, om a variety of primary ch question, and use it to esear (e.g., interviews, observations, surveys, locate and select information relevant to locate and select information relevant assess various aspects of information gath­ based on preliminary resear based on preliminary ed from primary and secondary sources primary and secondary sources ed from methods would you use to ensure that you are that you are methods would you use to ensure develop following ethical guidelines when you surveys “What is the Tri-Council or interviews?” Resear Policy Statement on Ethical Conduct for Involving Humans? Why has the T developed a separate policy on ethical standards standards developed a separate policy on ethical indigenous and vulnerable with for research populations?” their investigations fr focus their research focus their research er inherent reliability, relevance, (e.g., accuracy, values and bias, voice) “Can you generalize the find­ prompts: Teacher ings of your survey to a wider population?” “What strategies can you use to determine sources sources original documents in print or other questionnaires, media – published primary r Statistics Canada) and/ graphs, data sets from (e.g., book reviews, or secondary sources reviews) textbooks, literature investigation formulate a hypothesis, thesis statement, or r A3. Information Processing A2.2 Throughout this course, students will: Throughout A3.1 A2.3 related to related ough discussion, assess, record, analyse, and synthesize information gathered through through information gathered analyse, and synthesize assess, record, (e.g., thr (e.g., social and economic ces of information, develop ces of information?” “What create research plans, and locate and select information relevant to their chosen locate and select information relevant plans, and research create explore topics related to the analysis of social change, and formulate questions of social change, and formulate questions to the analysis related topics explore esearch and inquiry esearch “If you were interested in interested ompt: “If you were eliable sour RESEARCH AND INQUIRY SKILLS SKILLS INQUIRY AND RESEARCH esponse to demographic changes in Canada, identify key concepts formulate effective questions to guide their formulate effective explore a variety of topics related to the a variety of topics related explore create appropriate research plans to investi­ plans research appropriate create Exploring: to guide their research; Investigating: Processing Information: and inquiry; research and inquiry clearly their research of Communicating and Reflecting: communicate the results and communication skills. inquiry, their research, on and evaluate and reflect and effectively, topics, using appropriate social science research and inquiry methods; and inquiry methods; social science research topics, using appropriate esearch and inquiry esearch brainstorming, use of visual organizers) brainstorming, use of visual organizers) pr Teacher factors leading to political changes) to identify topics for r r analysis of social change their selected topics studying social changes that have taken place in r how might you determine which social changes you will study? Which demographic changes most relevant?” do you think are gate their selected topics (e.g., outline purpose and method; identify sour , tools such as surveys or questionnaires) research ensuring that their plans follow guidelines for ethical research some ways to “What are prompts: Teacher locate r A2. Investigating A1. Exploring A1.2 A1.3 Throughout this course, students will: this course, students Throughout A1.1 A2. A4. Throughout this course, students will: Throughout A1. A3. Throughout this course, students will: Throughout A2.1 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS A. the relevance of the information you have gath­ A4. Communicating and Reflecting ered?” “What values are embedded in these sources?” “Whose voices are represented and Throughout this course, students will: whose are absent?” “Whose interests are advanced if you believe the message of this A4.1 use an appropriate format (e.g., oral presenta­ source?” tion, brochure, flyer, poster, research report, seminar, web page) to communicate the results of their A3.2 record and organize information and key research and inquiry effectively for a specific ideas using a variety of formats (e.g., notes, graphic purpose and audience organizers, summaries, audio/digital records) A4.2 use terms relating to social change correctly A3.3 analyse and interpret research information (e.g., functionalism, structuralism, feminism, (e.g., compare information gathered from primary paradigm shift, cognitive dissonance) and secondary sources; determine whether similar information is found in different sources) A4.3 clearly communicate the results of their inquiries (e.g., write clearly, organize ideas logically, A3.4 demonstrate academic honesty by docu­ use language conventions properly), and follow menting the sources of all information generated APA conventions for acknowledging sources through research (e.g., generate a reference list in APA style, use A3.5 synthesize findings and formulate conclu­ in-text author-date citations) sions (e.g., determine whether their results support A4.4 demonstrate an understanding of the

Grade 12, University Preparation Preparation University 12, Grade or contradict their hypothesis; weigh and connect general research process by reflecting on information to determine the answer to their research and evaluating their own research, inquiry, questions; assess the extent to which their research and communication skills may be affected by factors not included in their research design) Teacher prompts: “How might the research methods you used have affected the results you obtained?” “What steps might you take to enhance your research/inquiry skills?” Social Sciences and Humanities Social Sciences | THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

320 ChallengeResearch and and Change Inquiry in Skills Society SOCIAL CHANGE 321 HSB4U HIF10/20 (e.g., ommy Douglas, (e.g., global onmental activism, esulted or that may evolution, political activism) ecognized in Canada?” esistance to change ect action, protest, advocacy, com­ advocacy, ect action, protest, ganization, r can create r can create (e.g., dir Social Change explain various means of creating social explain various means of creating explain how various economic, environmental, explain how various economic, environmental, describe ways in which influential Canadian describe ways in which influential Canadian “What are some changes in “What are eacher prompt: result from attempts to deal with the challenge from result some factors that of climate change? What are to this challenge?” to respond make it difficult change munity or “What were some of the “What were prompt: Teacher means by which same-sex marriage became legally and socially r our society that have r Nellie McClung, Agnes Macphail, T David Suzuki, Trudeau, Lester B. Pearson, Pierre Clarkson) Phil Fontaine, Roberta Jamieson, Adrienne political, or sociocultural factors warming/climate change, envir of separatism, leadership changes, pluralism) the threat can lead to social change, and how other factors (e.g., cost, traditional values, fear of negative conse­ quences) T and valid data to use in comparing the viability and valid data to use in comparing the the ben­ of the various schools? What would be would be efits of using qualitative data? What the benefits of using quantitative data?” leaders have contributed to social change B2. and Effects of Causes B2.3 B2.2 By the end of this course, students will: By the end of this course, students will: B2.1 demonstrate an understanding of the major theories, demonstrate an understanding , e re re (e.g., e used e these theories?” , interpretive theories, , interpretive (e.g., cognitive dissonance, paradigm shift? What a oup) estructuring local schools. What estructuring ch designs (e.g., qualitative and quanti­ ferences between functionalism, conflict between functionalism, ferences esear SOCIAL CHANGE CHANGE SOCIAL of Social Change explain major social science methodologies describe various psychological, social, describe various psychological, social, outline and compare the key ideas of major the key outline and compare demonstrate an understanding of the causes and effects of of the causes and effects of Social Change: demonstrate an understanding Causes and Effects Foundations for the Study of Social Change: Foundations for the change; to social related perspectives, and methodologies social change; of technological of patterns and effects Change: demonstrate an understanding Technological a social science perspective. change from “What are some positive and “What are eacher prompts: to explain social change paradigm shift, class struggle, tension and adaptation, material and/or cultural change, globalization) T and r some examples of paradigm shifts in scienc that have led to important social change?” negative changes in society that can be traced to developments in technology?” “What is meant by the term tative methods, critical ethnography, participant tative methods, critical ethnography, interview field observation, observation, survey, experiment, focus gr “Suppose a school board is “Suppose a school board prompt: Teacher considering r material, or cultural conditions that ar theory, and interpretive theories? How might you and interpretive theory, diagram to compar use a Venn feminism, cultural materialism, structuralism, feminism, cultural materialism, structuralism, cognitive theory) humanism, queer theory, the main similarities “What are prompt: Teacher and dif functionalism, conflict theory theories used to explain social change theories used to explain social change would be the best method of collecting reliable would be the best method of collecting reliable B1. the Study for Foundations B2. B1.3 B1.2 By the end of this course, students will: By the end of this course, students will: B1.1 B3. By the end of this course, students will: By the end of this B1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS B. B2.4 explain the relationships between conformity, Teacher prompt: “In what ways are technological alienation, and social change (e.g., conformity changes advantageous to some while being discourages social change; feelings of alienation on disadvantageous to others?” a group level sometimes lead to movements to bring B3.2 about social change; drastic social change sometimes explain how various new technologies leads to greater conformity) (e.g., in medicine, education, entertainment, health and wellness) can affect social structures Teacher prompt: “How did feelings of alienation and interactions among France’s citizens of North African descent lead to riots in the summer of 2005? What Teacher prompts: “How do different forms changes have resulted from the riots?” of media affect time that families and friends spend together?” “How can technology be B2.5 explain the relationships between poverty, used to increase student engagement? What affluence, and social change (e.g., the effects of are some of the risks of increased use of tech­ the digital divide and/or unequal access to higher nology in school?” “How have new reproduc­ education on the social and economic prospects of tive technologies affected the structure of some different groups) families?” “What are some of the ethical dilem­ Teacher prompt: “In what ways could unequal mas regarding new technologies in medicine?” access to technology be seen as a form of “How has the increased use of surveillance discrimination?” technologies affected school culture in some secondary schools?” B2.6 explain the impact of social change on indi­ B3.3 explain how technological advances (e.g., in Grade 12, University Preparation Preparation University 12, Grade viduals in Canada and on Canadian society manufacturing, agriculture, recycling) lead to cul­ (e.g., increased participation of women in the work­ tural adaptations (e.g., the rapid introduction of force has led to increased need for parental-leave new technologies creates cultural lag that leads to provisions and daycare services; increased recognition social problems and conflicts) of climate change has brought environmental issues to the forefront of political and economic debates; Teacher prompt: “How has the introduction of demographic changes have created a need for legal robotic technology affected workers’ roles in changes to prevent harassment and discrimination) the automotive industry?” “What is cultural lag? What kinds of social problems can arise Teacher prompt: “How have the roles of from cultural lag?” women in Canada changed? What are some effects of these changes on women themselves and on Canadian society?”

B3. Technological Change

By the end of this course, students will: B3.1 identify some recent technological changes and describe how they affect individuals (e.g., computer technology and the Internet provide extensive opportunities for social networking; many workplace technologies place a physical strain on workers and require ergonomic remedies) Social Sciences and Humanities Social Sciences | THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

322 ChallengeResearch and and Change Inquiry in Skills Society SOCIAL PATTERNS AND TRENDS 323 HSB4U HIF10/20 esponding (e.g., labelling eased popula­ ends e and education) ends e halal and kosher (e.g., extracurricular e popular even among ease in the information economy “Why ar fect the role of extended family fect the role elated to deviance ends in tourism?” ompt: “How does incr (e.g., incr explain changes in the nature of work in explain changes in the nature describe the key ideas of major social sci­ explain how increases in population mobility explain how increases describe how trends are shaped by various are describe how trends tradition, describe ways in which culture, eacher pr eacher prompt: eacher prompt: theory, social control theory, differential association differential theory, social control theory, cultural theories) theory, T tion mobility af members in the lives of children?” Canada ence theories r and in service sector employment and corr foods becoming mor or Jewish?” not Muslim people who are shape social patterns and tr in in manufacturing jobs, increase decrease in “credentialism”) telecommuting, increase socio-economic factors to activity costs, access to transportation, access computers, access to health car “How do high fuel costs prompt: Teacher influence tr and language influence social tr T C3. Social Deviance C2. Trends Shape Social That Forces C2.4 By the end of this course, students will: C3.1 C2.3 By the end of this course, students will: By the end of this course, students will: C2.1 C2.2 e implications of Canada’s demonstrate an understanding of social science theories about social deviance, of social science theories demonstrate an understanding (e.g., rural-suburban-urban e below replacement level?” e below replacement demonstrate an understanding of the importance of demographics as a tool for of the importance of demographics demonstrate an understanding (e.g., immigration maintains e favoured by Canada’s e favoured e the futur , and assess the social impact of eplacement level, fertility rate, demographic SOCIAL PATTERNS AND TRENDS TRENDS AND PATTERNS SOCIAL ent part of Canadians’ view of their society ent part of Canadians’ explain the significance of immigration to describe population trends in Canada and describe population trends explain concepts related to demography explain concepts related demonstrate an understanding of how forces influence and influence of how forces demonstrate an understanding Social Trends: Forces That Shape Demographics: and trends; shape social patterns Social Deviance: studying social patterns and trends, both nationally and globally; both nationally and trends, studying social patterns individuals and society. to deviance affect responses and of how various “What are the possible socio­ “What are eacher prompt: Canadian society Canadian population levels; immigration is an inher around the world around migration, the baby boom effect, differences of developed between the demographic profiles and developing nations) “What has been the impact prompts: Teacher and what ar (e.g., r transition) demographic change T changing ratio of urban to rural dwellers?” changing ratio of urban to rural of the some of the implications “What are one of the people are Aboriginal fact that among urban groups fastest-growing populations in Canada?” as a “mosaic”) some categories of “Are prompt: Teacher immigrants mor immigration laws than others? What do the laws tell you about how government views society?” of immigration in Canadian the role economic implications of the fact that fertility rates in Canada ar C1. Demographics C2. C1.3 C1.1 By the end of this course, students will: By the end of this course, students will: C3. By the end of this course, students will: By the end of this C1. C1.2 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS C. 324 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, University Preparation C3.3 C3.2 penalty and societies(e.g.,r within local,national,andglobalinstitutions of ‘deviance’andconsequentdiscrimination?” research contributetothesocialconstruction results?” “Inwhatwayscansocialscience contr Teacher prompts: “HowdoCanada’sgun- explain thereasons foreach sion provisions withintheeducationsystem),and terpr Teacher prompts: “Howcanstatisticsbemisin­ hate crimes to socialdeviance,discrimination,and gun-r are Canada’sgun-control lawsinlimiting English-speaking countries?Howeffective ‘unacceptable behaviour’ inschools?” ‘unacceptable behaviour’ suspensions andexpulsionsindecreasing describe variousmethodsofdeterrence used summarize andinterpret statisticsrelated eted?” “Howcanbiasaffect statistical ol lawscompare withthoseinother elated crimes?”“Howeffective are , sentencin g circles, suspensionandexpul­ estorative justice,thedeath C3.5 C3.4 Terr (e.g., withr liberties cancomeintoconflictwithoneanother social devianceandthemaintenanceofcivil to school?” work andwhere tosendtheirchildren choices peoplemakeaboutwhere toliveand “How mightmediacrimereports affect the What r trends innationalorregional crimestatistics? ing ofcrimebythemediar Teacher pr other socialgr given totheseissuesbymedia,politicians,and panic aboutcrimeanddeviancetheattention explain waysinwhichthedeterrence of explain therelationship betweensocial orism Act) easons mightexplainanydiscrepancies?” ompts: espect toBillC-36:theCanadianAnti- oups “How accuratelydoesreport­ eflect long-range ChallengeResearch and and Change Inquiry in Skills Society GLOBAL SOCIAL CHALLENGES 325 HSB4U HIF10/20 ejudice, e to those of easons for such d of living in Canada? ease poverty in a country?” (e.g., the welfare system, (e.g., the welfare and structures ench or incr (e.g., international competition, pr explain how various socio-economic condi­ explain how various socio-economic explain various types of arrangements e available within your community (e.g., soup e available within your community (e.g., “How strongly correlated are are correlated “How strongly prompt: Teacher literacy levels and standar employees in developing nations?” “Who bene­ fits the most when labour is outsourced?” tions occupa­ unfavourable economic conditions, military tion/rule) social serv­ public health and education, non-profit entrench, operate to increase, ice organizations) or alleviate poverty “What social support systems prompts: Teacher ar Can kitchens, food banks, women’s shelters)? few or no are you identify needs for which there serve supports?” “How does military occupation to entr Are literacy levels and standard of living as literacy levels and standard Are in other countries?” correlated strongly between governments and transnational corporations, including the r arrangements, and describe their impact on developing nations (e.g., the impact of outsourcing zones, maquilas, lax environ­ tariff-free of labour, mental standards, the privatization of water) “How do the rights and bene­ prompts: Teacher fits of Canadian employees compar D2. Globalization D1.4 By the end of this course, students will: D2.1 andard of of andard t

ovisions of ced?” , and assess the (e.g., racism, homophobia, demonstrate an understanding of how various social structures and conditions and conditions of how various social structures demonstrate an understanding oups e to the grounds of dis­ e to the grounds “How can being labelled assess the impact of globalization on individuals and groups; globalization on individuals and groups; assess the impact of analyse the impact of unfair or unjust exploitation of people or resources, locally locally or resources, of unfair or unjust exploitation of people analyse the impact ompts: GLOBAL SOCIAL CHALLENGES CHALLENGES SOCIAL GLOBAL describe the key provisions of various describe the key provisions demonstrate an understanding of various summarize the statistics on literacy rates oup?” “What are some examples of ageism oup?” “What are Globalization: Exploitation: Global Inequalities: Global Inequalities: inequalities; support or limit global and globally. living of individuals and groups living of individuals and groups impact of low literacy levels on the s impact of low literacy levels on the provincial, national, and international agree­ national, and international provincial, rights issues human ments for addressing Ontario (e.g., the Ontario Human Rights Code, the the Canadian Charter Bill of Rights, Environmental Conventions, the Geneva of Rights and Freedoms, of the United Nations Convention on the Rights the Child) “How do the grounds prompts: Teacher of discrimination in the Ontario Human Rights Code compar of Rights crimination in the Canadian Charter the pr “How are and Freedoms?” the Geneva Conventions enfor ageism, sexism, hate crimes, individual discrimination, systemic discrimination, genocide) and their impact on individuals and gr types of discrimination pr Teacher nationally and internationally affect the future opportunities of a person or opportunities the future affect gr shown on an individual level (e.g., jokes) and on a systemic level (e.g., government policies that could limit seniors’ access to resources)?” “In what ways is homophobia incorporated into the laws of some countries?” D1. Global Inequalities D3. By the end of this course, students will: By the end of this course, students will: D1.1 D2. By the end of this course, students will: By the end of this D1. D1.2 D1.3 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS D. 326 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, University Preparation D2.3 D2.2 D3.1 By theendofthiscourse,studentswill: 3 Exploitation D3. have onchildren andtheirfamilies?” use ofchildlabourinthechocolateindustry carbon footprintofamaterialitemaf Teacher prompts: “Howdoesthesizeof Canadian society social, envir ness incarryingouttheirrespective mandates Health Organization) Fund, theWorld Trade Organization, theWorld organizations used topickcocoabeans?Whatef Teacher prompt: “Whyare children sometimes and groups labour drug trade,humanrightsviolations,useofchild (e.g., blackmarketsales,humantrafficking,the affect individuals’senseofnationalidentity?” or usefulness?”“Howmightglobalization calculation ofitseconomicandsocialvalue summarize theimpact(e.g.,economic, describe theroles ofvarioustransnational describe theeffects ofunfairexploitation , expropriation ofland)onindividuals onmental) ofglobalizationon (e.g., theInternationalMonetary and assesstheireffective­ fects doesthe fect the D3.2 D3.3 policies r century policiesonindentured labour;modern schools andJapaneseinternmentcamps;nineteenth- (e.g., policiesestablishingAboriginalr unjust exploitationofindividualsandgroups ernment policieshaver fossil-fuel r Indian Act Teacher prompt: “Whatistheimpactof human rightsissue?” activists ar in positionsofpower?”“Whyhavesome by disenfranchisedgroups thanbythose ef Teacher prompts: “Inwhatwaysare thenegative these changesonthewell-beingofCanadians tion, climatechange),andassesstheimpactof r esulted from theuncheckedexploitationof fects ofclimatechangeexperiencedmore explain waysinwhichsomeCanadiangov­ identify environmental changesthathave elated tofor gued thatclimatechangeisa on Aboriginal women?” on Aboriginal esour ces (e.g.,environmental degrada­ eign domesticworkers) esulted inunfairor esidential PHILOSOPHY

OVERVIEW

Philosophy involves critical and creative thinking about fundamental questions: questions about the meaning of life, the nature of good and evil, the reliability of knowledge, the bases of human rights and responsibilities, the functions of government, the nature and value of art.

The philosophy courses in the social sciences and humanities curriculum provide students with an opportunity to think about philosophical questions in a rigorous way and to develop their understanding of the nature of philosophy as a general discipline as well as of various specialized branches of philosophy. In these courses, students explore a range of philosophical questions and learn how major philosophers and philosophical traditions have responded to these questions. Students also develop their philosophical reasoning skills: they analyse philosophers’ responses to the big questions and formulate, communicate, and defend their own responses. In addition, these courses encourage students to consider the relevance of philosophy – including philosophical methods, questions, and insights – to their own personal lives as well as to broader social issues.

327 Philosophy: The Big Questions, Grade 11

University/College Preparation HZB3M

This course encourages exploration of philosophy’s big questions, such as: What is a meaningful life? What separates right from wrong? What constitutes knowledge? What makes something beautiful? What is a just society? Students will develop critical thinking and philosophical reasoning skills as they identify and analyse the responses of philosophers to the big questions and formulate their own responses to them. Students will explore the relevance of philosophical questions to society and to their everyday life. They will develop research and inquiry skills as they investigate various topics in philosophy.

Prerequisite: None

328 Philosophy:Research and The Inquiry Big Questions Skills RESEARCH AND INQUIRY SKILLS 329 HZB3M HIF10/20 -arguments -arguments ch, formulate ce is primary or ces of information) and secondary sources and secondary sources e emerging from your initial from e emerging “What are the strongest the strongest ompts: “What are (e.g., interviews; observations; original create appropriate research plans to investi­ research appropriate create to locate and select information relevant resear based on preliminary guments and anticipate counter eacher pr T ideas that ar investigation?” “Can you identify an answer to a big question of philosophy that you can support or prove?” gate their selected topics (e.g., outline purpose and method, identify sour a variety of primary their investigations from sources as film, documents in print or other media such photographs, music) textbooks, websites, brochures, reports, (e.g., research newspaper articles; critical analysis in journals or book reviews) “How can you determine prompt: Teacher whether a philosophical sour secondary?” ar A2. Investigating Throughout this course, students will: this course, students Throughout A2.1 A2.2 A2.3 elated to r to identify ough discussion, ganizers) assess, record, analyse, and synthesize information gathered through through information gathered analyse, and synthesize assess, record, create research plans, and locate and select information relevant to their chosen and locate and select information relevant plans, research create guments and evidence for the explore topics related to philosophical questions and/or issues, and formulate questions issues, and formulate and/or to philosophical questions related topics explore ch and inquiry RESEARCH AND INQUIRY SKILLS SKILLS INQUIRY AND RESEARCH identify key concepts (e.g., thr explore a variety of topics related to philo­ a variety of topics related explore formulate effective questions to guide their formulate effective communicate the results of their research and inquiry clearly and their research of Communicating and Reflecting: communicate the results and communication skills. inquiry, research, on and evaluate their and reflect effectively, research and inquiry; research Investigating: and inquiry methods; philosophical research topics, using appropriate Processing Information: to guide their research; to guide their research; Exploring: “If you were gathering “If you were eacher prompts: esear brainstorming, use of visual or sophical questions and/or issues (e.g., Does a sophical questions and/or be a divine plan? that there meaningful life require have a moral obliga­ Do people living in the present done by their ancestors – wrongs the tion to redress Is science for example, against Aboriginal peoples? of the best way to gain knowledge? Can a work ugly art be beautiful even if it portrays evil or the things? Can a society that is divided between very rich and the very poor be just?) and inquiry topics for research T r supporting ar their selected topics obese should face statement ‘People who are placed on constraints similar to those that are smokers’, what questions would you ask? Whose perspectives would it be important to consider?” A1. Exploring A4. A1.2 A3. will: this course, students Throughout A1.1 A2. Throughout this course, students will: Throughout A1. A1.3 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS A. 330 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, University/College Preparation A3.4 A3.3 A3.2 A3.1 Throughout thiscourse,studentswill: A3.5 3 Processing Information A3. r information todeterminetheanswertheir or contradicttheirhypothesis;weighandconnect documenting thesour these ar for yourviewstr would weakenyourposition?Issupport found compellingarguments or evidencethat your pointofvieweffectively?” “Haveyou supporting ar T of sources) (e.g., compare arguments thatare madeinavariety or ideas usingavarietyofformats ensur Teacher prompt: “Whatstepscanyoutaketo values andbias,perspective) (e.g., accuracy, relevance, reliability, inherent ered from primaryandsecondarysources sions generated through resear esearch question) eacher prompts: “Haveyougeneratedenough ganizers, summaries,audio/digitalr demonstrate academichonestyby analyse andinterpret r recor assess variousaspectsofinformationgath­ synthesize findingsandformulateconclu­ e thatyoursources are r (e.g., determinewhethertheirr guments?” d andorganize informationandkey guments andevidencetodefend ong enoughtocounter ces ofallinformation ch esear eliable?” ch information (e.g., notes,graphic ecords) esults support A4.3 A4.2 A4.1 Throughout thiscourse,studentswill: A4.4 4 Communicating andReflecting A4. range ofarguments tojustifyyourconclusion?” whether youhadconsider Teacher prompt: “Howdidyoudetermine and communicationskills and evaluatingtheirownresearch, inquiry, inquiries topics specific purposeandaudience of theirresearch andinquiryeffectively fora presentation, webpage)tocommunicatetheresults tion, writtenr general r and consistently?” ensur you checkedtheappropriate styleguideto notes orar Teacher prompts: using APA, MLA,Chicago,orTurabian style) sources appropriate conventionsforacknowledging use languageconventionsproperly), andfollow clearly communicatetheresults oftheir correctly usetermsrelating totheirchosen use anappropriate format demonstrate anunderstandingofthe e youar (e.g., generatenotesand/orreferences esearch pr (e.g., writeclearly eference listinyourwork?”“Have eport, formaldebate,poster, multimedia e usingthestylecorrectly “Have youincluded ocess byr , organize ideaslogically ed awideenough eflecting on (e.g., oralpr esenta­ , Philosophy:Research and The Inquiry Big Questions Skills PHILOSOPHICAL FOUNDATIONS 331 HZB3M HIF10/20 e of scientific (e.g., Plato and fer on the question oach the big questions ed the same big question Traditions Traditions compare how different philosophers have philosophers how different compare describe some major philosophical traditions describe some major philosophical traditions of philosophy answer Rawls on a question about justice; Aristotle and Rawls on a question about justice; Aristotle of art; Popper Danto on a question about the nature and Kuhn on a question about the natur on a question about and Sartre Hobbes knowledge; Kant and Mill on a question about moral freedom; obligation; Descartes and Hume on a question about of knowledge; Aristotle and Wollstonecraft the nature of women in society; on a question about the role Madhva and Ramanuja on a question about the Aristotle and Bentham on a question of reality; nature about the meaning of life; Conway and Descartes on of God; Shankara and a question about the nature Locke on a question about the self) “In what ways do the views prompt: Teacher of Hobbes and Rousseau dif of why human societies form governments?” (e.g., Confucianism, Platonism, rationalism, empiri­ (e.g., Confucianism, Platonism, rationalism, cism, idealism, materialism), and explain how these traditions appr B2. Philosophers and Philosophical B2.2 By the end of this course, students will: By the end of this course, students will: B2.1 demonstrate an understanding of how major demonstrate an understanding What What is (e.g., social and describe the main areas of philosophy and identify the big of philosophy and describe the main areas e there just wars? e there What are the limits of state What are eas of philosophy Is there a supreme being? What is a supreme Is there eality? What is the meaning of life?; What is a good person? Ar PHILOSOPHICAL FOUNDATIONS FOUNDATIONS PHILOSOPHICAL philosophy of science: What distinguishes identify the big questions associated with identify the big questions associated describe the main areas of philosophy of describe the main areas demonstrate an understanding of terms and concepts central of terms and concepts central and Concepts: demonstrate an understanding Defining Terms used are and of how these terms and concepts big questions of philosophy, to discussions of the Identifying the Big Questions: Identifying the Big in each area; questions that arise Philosophical Traditions: Philosophers and philosophers and philosophical traditions approach some of the big questions of philosophy; some of the big questions of philosophy; traditions approach philosophers and philosophical traditions. in various philosophical each of the main ar (e.g., metaphysics, ethics, epistemology, philosophy (e.g., metaphysics, ethics, epistemology, aesthetics) of science, social and political philosophy, “What is the difference prompt: Teacher between the fields of metaphysics and epistemology?” metaphysics: of r the nature ethics: beauty? Is censorship ever justified?) authority? What is the best form of government? Why? What is social justice?; aesthetics: is truth? Is it possible to know the world as it truly is?; other ways of knowing? What is the science from of scientific evidence? Is it ever possible, or nature desirable, for a scientist to be objective?; political philosophy: If so, what makes them just?; epistemology: B1. the Big Questions Identifying B3. B1.2 By the end of this course, students will: By the end of this course, students will: B1.1 B2. By the end of this course, students will: By the end of this B1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS B. 332 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, University/College Preparation B2.3 response tobeaworkofart?’” question ‘Mustanobjectprovoke anemotional and formalistsdiffer intheirresponse tothe right totellalie?”“Howdoexpressionists regarding thequestionofwhetheritisever “What are theutilitarianandKantianpositions and individualfreedom are compatible?” regarding thequestionofwhethersocialjustice between RawlsianandNozickianliberalism knowledge?” “Whatare thedifferences the role ofthesensesinacquisition rationalism andempiricismdiffer regarding life haveapurpose?’”“Inwhatwaysdo tions approach thesamebigquestion existentialists r Teacher prompts: “HowwouldThomistsand question aboutthenature ofart) ethical theory;expressionism andformalismona utilitarianism andKantianismonaquestionabout libertarianism onaquestionaboutsocialjustice; a questionabouthumanknowledge;liberalismand the meaningoflife;rationalismandempiricismon Thomism andexistentialismonaquestionabout compare howdifferent philosophicaltradi­ espond tothequestion‘Does (e.g., B3.1 By theendofthiscourse,studentswill: B3.2 3 Defining Terms andConcepts B3. sions ofthebigquestions(e.g.,personalidentity T within differ how thesetermsandconceptsare understood phers haveevolvedovertime,anddescribe the termsequality Simone deBeauvoirorSusanMollerOkinuse ences ar the termsoul aesthetics andmetaphysicsdif modern times?”“Howmightphilosophersof beauty changedbetweenancienttimesand terms andconceptsusedbydif representational art,formalistart) justice, theidealstate,rightsandresponsibilities, objectivity, subjectivity, wisdom,socialcontract, freedom, soul,knowledge,truth,virtue,morality, method, pluralism,determinism,perception, causality, essence, feminism,consciousness,altruism,Socratic nihilism, scepticism,apriori,posteriori,personhood, eacher prompts: “Howhastheconceptof define termscentraltophilosophicaldiscus­ explain thewaysinwhichphilosophical e there inthewayJohnStuartMilland ent philosophicaltraditions ?” “Whatsimilaritiesanddif or individual rights?” fer intheiruseof ferent philoso­ fer­ , Philosophy:Research and The Inquiry Big Questions Skills PHILOSOPHICAL SKILLS 333 HZB3M HIF10/20 e­ (e.g., logical ence, validity; terms efute responses of major efute responses elevance, such as an appeal gumentation “In what ways were the ideas “In what ways were eek philosophers such as Plato and , and identify examples of some easoning and critical thinking skills to easoning and critical Responses to Big Questions Responses to summarize arguments that critics have used summarize arguments correctly use terminology related to logic use terminology related correctly identify some common fallacies in reasoning identify some common fallacies in reasoning analyse, using their own philosophical analyse, using their oposition, truth value, infer elated to ambiguity, such as equivocation and fallacies elated to ambiguity, sumption, such as begging the question and using sumption, such as begging the question and a straw man) encountered of these fallacies in arguments in everyday life (e.g., in newspaper articles and editorials, advertising, formal debates, informal discussions) of composition and division; fallacies related to pr of composition and division; fallacies related to support, critique, or r philosophers or philosophical traditions to some of the big questions of philosophy prompts: Teacher of ancient Gr and philosophical ar consistency, contradiction, deduction, induction, consistency, pr related to forms of arguments, types of syllogisms, to forms of arguments, related patterns of reasoning) to r (e.g., fallacies related fallacies to pity or emotion and an appeal to authority; r C2. Philosophical Evaluating By the end of this course, students will: C2.1 C1.3 C1.4 use philosophical r e (e.g., guments of other critics, the strengths and weaknesses of the and weaknesses the strengths guments of other critics, (e.g., deduction demonstrate an understanding of terms, methods, and fallacies of terms, methods, and demonstrate an understanding guments fered by children by children fered el between hostile “What is the difference “What is the difference easons for your answer.” easons for your answer.” gument in philosophy and an , and explain how they ar PHILOSOPHICAL SKILLS SKILLS PHILOSOPHICAL describe the parts of an argument describe the parts of an argument describe forms of reasoning describe forms of reasoning gument that is a quarr formulate responses to big questions of philosophy and to arguments encountered in everyday life. encountered questions of philosophy and to arguments to big formulate responses Philosophical Reasoning: Philosophical Reasoning: reasoning; associated with philosophical Responses to Big Questions: Evaluating Philosophical reasoning skills as well as the ar reasoning philosophy to some of the big questions of major philosophers or schools of responses of philosophy; Responses: Developing Philosophical ar between an ar premise, evidence, conclusion), and explain premise, from differs how a philosophical argument other communications prompts: Teacher and induction) applied in philosophical ar antagonists?” “What is the difference between antagonists?” “What is the difference and an anecdote?” an explanation, an argument, an article, “When listening to a speech or reading what cues can you use to determine whether the speaker or writer is making an argument? and used to signal the premise are What words an argument?” conclusion of, and evidence for, Teacher prompt: “Sunil has learned about cases prompt: Teacher of serious head trauma suf who had bicycle accidents while not wearing the same helmets. Sunil does not want to suffer fate, so he wears a helmet whenever he rides his bike. Is Sunil using inductive or deductive Give r reasoning? C1. Philosophical Reasoning By the end of this course, students will: By the end of this course, students will: C1.1 C2. By the end of this course, students will: By the end of this C1. C3. C1.2 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS C. 334 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, University/College Preparation C2.2 totalitarian orradicallydemocratic?” Why?” “IsRousseau’sconceptofthegeneralwill Whose argument doyouthinkisthestrongest? and Platodif Teacher prompts: questions ofphilosophy sophical traditionsinresponse tosomeofthebig arguments madebymajorphilosophersorphilo­ skills, thestr level againsttraditionalmoralphilosophy? as Sartre? Why?”“WhatcriticismsdidNietzsche or Lockewere critiquedbyexistentialistssuch Enlightenment philosopherssuchasDescartes (Avicenna), andal-Farabi?”“Whichideasof Islamic philosopherssuchasal-Kindi,IbnSina Aristotle promoted andcriticizedintheworkof analyse, usingtheirphilosophicalreasoning engths andweaknessesofthemain fer intheirviewsofdemocracy? “In whatwaysdoMarx,Mill, C3.2 C3.1 By theendofthiscourse,studentswill: 3 Developing Philosophical C3. tered ineverydaylife thinking skillstoanalysear philosophy examinedinthiscourse response tooneormorequestions of ofthebig r you findinther Teacher prompt: “Whatfallaciesofreasoning can to developaresponse tothem face-to-face oronlinediscussionsamongpeers) newspaper editorials,newsreports, formaldebates, the issue?” r response mightyoudeveloptoaddr online inresponse tonewspaperarticles?What easoning andprovide adifferent wayofviewing easoning andcritical-thinkingskills,theirown apply philosophicalreasoning andcritical- develop anddefend,usingphilosophical Responses emarks thatreaders haveposted (e.g., inletterstotheeditor guments encoun­ ess theflawed and , Philosophy:Research and The Inquiry Big Questions Skills THE RELEVANCE OF PHILOSOPHY 335 HZB3M HIF10/20 , e eflect elevance of gument? How is it (e.g., when engaged in formal and informal

and Careers and Careers demonstrate an understanding of ways in demonstrate an understanding of how they demonstrate an understanding of how eality’? Give reasons for your answer.” for your answer.” eality’? Give reasons nd metaphysical the issue questions underlie (e.g., movies; music; music videos; books such as (e.g., movies; music; music videos; books fiction, graphic novels, pop psychology; television shows) shows, including talk shows, reality “What type of argument prompts: Teacher Is a is being made in this advertisement? fallacy implicit in the ar “What is the relationship between questions between “What is the relationship ethics, and social responsibility of freedom, ethical in anti–hate crime legislation?” “What a such as critical thinking, argumentation, and such as critical thinking, argumentation, listening skills, can be used in other effective subjects a conclusion, debating, weighing evidence to reach which skills developed and used in philosophy esponsibility to protect the environ­ the of human responsibility to protect “What philo­ species?” ment or endangered sophical ideas underlie politics in Canada? those that underlie from How do these differ politics in China?” skills to can apply philosophical theories and cultur enhance their understanding of popular being used to influence the consumer?” “What of does this music video imply about the role women? What aspects of the video led you to TV shows r that conclusion?” “Do reality ‘r D2. Education to Relevance The By the end of this course, students will: D2.1 D1.3 ganisms; ganisms?” ong?” “Have elationships and ch into and the manu­ (e.g., questions about “What philosophical questions egarding women, poor people, fect your r oader society elation to the issue of bullying, about elation to resear PHILOSOPHY OF RELEVANCE THE and Society explain the relevance of some of the big of some explain the relevance explain the relevance of some of the big explain the relevance demonstrate an understanding of the relevance of the relevance Everyday Life and Society: demonstrate an understanding The Relevance to life and to the community and theories, and skills to their everyday of philosophical questions, society; broader of the r Education and Careers: demonstrate an understanding The Relevance to and careers. subject areas philosophy to other the obligations of citizens and governments in Canadian and global politics; about equality and justice in policies r and ethnocultural minorities, including Aboriginal people; about ethics in debates about issues such as abortion, euthanasia, genetically modified or about the relationship between nature and human between nature about the relationship policy; about beings in debates about environmental aesthetics and censorship in cultural industries) prompts: Teacher arise in r questions of philosophy to their own experi­ questions of philosophy to their own ences in everyday life (e.g., questions about power in r to engage in social in decisions social responsibility being and action, about the existence of a supreme about the self and others to religion, their approach and friends) with family in their relationships “How do you determine prompts: Teacher whether an action is right or wr Why or you ever felt justified in telling a lie? why not?” “In what ways do your beliefs of men and women and their about the nature in society af role questions of philosophy to their community and the br plans for the future?” plans for the future?” facturing of genetically modified or D1. Life Everyday to Relevance The D1.1 By the end of this course, students will: By the end of this course, students will: D2. By the end of this course, students will: By the end of this D1. D1.2 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS D. 336 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, University/College Preparation D2.2 that ar have writtenforanothersubject?” oped inthiscoursetoevaluateanessayyou report?” “Howmightyouusetheskillsdevel­ primary andsecondarysources foraresearch r Teacher prompts: or thesis) sources, formulatinganddefendinganargument writing essays,evaluatingprimaryandsecondary assertion is writtenbythevictors’?Whatdoesthis “What ismeantbythestatementthat‘History views ofwhatconstitutesscientificknowledge?” tions underliethestudyofscienceandscientists’ Teacher prompts: “Whatphilosophicalassump­ and socialresponsibility inlaw, sociology, politics) judgements inliterature orart;ideasaboutfree will possibility ofobjectivityinhistory;thebasisforcritical r easoning skillswouldyouusewhenevaluating eference to:thenature ofknowledgeinscience;the explain thephilosophicalpresuppositions e implicitinothersubjectar rev e al about pr about al “Which philosophical esuppositions that eas (e.g., with D2.3 some ofthepr approaches ahumanrightscase?”“Whatar How mightthisconceptionaffect howalawyer lobbying industry?” are implicitinthegoalsandmethodsof reflect?” “Whatassumptionsaboutdemocracy philosophical schoolsdothesepresuppositions business ethicsofspecificcorporations?Which including theCharterofRightsandFr is mostevidentintheCanadianConstitution, Teacher prompts: “Whatconceptionofjustice religious fields) research, history, science,art,humanresources, cine ormedicalethics,publishing,teachingand politics, thecivilservice,lobbying,diplomacy, medi­ arbitration/mediation, journalism,publicrelations, that ar notions ofbeautypredominate infashion?” a pieceofmusicorwritingis‘art’?”“What events?” “Howdocriticsdeterminewhether can underliethereconstruction ofhistorical explain thephilosophicalpresuppositions e implicitinavarietyofcar esuppositions underlyingthe eers eedoms? (e.g., law e , Philosophy: Questions and Theories, Grade 12

University Preparation HZT4U

This course enables students to acquire an understanding of the nature of philosophy and philosophical reasoning skills and to develop and apply their knowledge and skills while exploring specialized branches of philosophy (the course will cover at least three of the following branches: metaphysics, ethics, epistemology, philosophy of science, social and political philosophy, aesthetics).∗ Students will develop critical thinking and philosophical reasoning skills as they formulate and evaluate arguments related to a variety of philosophical questions and theories. They will also develop research and inquiry skills related to the study and practice of philosophy.

Prerequisite: Any university or university/college preparation course in social sciences and humanities, English, or Canadian and world studies

∗ The course will consist of two mandatory strands – A: Research and Inquiry Skills, and B: Philosophical Foundations – and at least three strands covering specialized branches of philosophy, to be selected from strands C through H in the manner specified below. The knowledge and skills reflected in the mandatory strands are to be developed and applied in the context of the specialized branch strands. As shown in the accompanying figure, the course will cover: • at least two of strands C–E (Core Topics) – Metaphysics, Ethics, Epistemology; and • at least one of strands F–H (Supplementary Topics) – Philosophy of Science, Social and Political Philosophy, Aesthetics

Teachers choose the strands that will be included in the course on the basis of their own strengths and the interests of their students.

D. Ethics

Core Topics (at least two) C. Metaphysics E. Epistemology

Mandatory Strands A. Research and Inquiry

B. Philosophical Foundations

F. Philosophy H. Aesthetics Supplementary of Science Topics (at least one) G. Social and Political Philosophy

337 338 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, University Preparation A. ∗ SPECIFIC EXPECTATIONS OVERALL EXPECTATIONS A1.3 A1.1 Throughout thiscourse,studentswill: A4. A3. A1. Throughout thiscourse,studentswill: A1.2 A2. expectations inthe core andsupplementary topicstrandsofthiscourse. These skillsare interconnected and mustbedevelopedandapplied inconjunctionwitheachotherwithin thecontextof that are thefocusofStrand A aswellthephilosophicalreasoning andcriticalthinkingskillsthatare addressed B. inStrand In conductingphilosophicalinvestigation andargumentation, studentsdevelopandapplytheresearch andinquiry skills 1 Exploring A1. Teacher pr respect totheseideasand problems?” opposing theoriesshouldyoufocusonwith and pr r their selectedtopics brainstorming, useofvisualor phy art) and secularauthorityinpolitics;thefunctionof environment; therelationship betweenreligious tionship ofhumankindtootheranimalsandthe metaphysics; thenature ofhumanrights;therela­ of perception; therelationship betweenscienceand basis formoralbehaviour;thenature andreliability the existence ofanafterlife;thenature ofajustsociety; esear and effectively, andreflect onandevaluatetheirresearch, inquiry, andcommunicationskills. Communicating andReflecting:communicatetheresults oftheirresearch andinquiryclearly research andinquiry; Processing Information: topics, usingappropriate philosophicalresearch andinquirymethods; Exploring: Investigating: formulate effective questionstoguidetheir explore avarietyoftopicsr identify keyconcepts to identifytopicsforresearch andinquiry (e.g., therelationship betweenbodyandmind;the RESEARCH ANDINQUIRY SKILLS ch andinquiry oblems are yougoingto examine? What ompt: “Whichphilosophicalideas explore topicsrelated tophilosophy, andformulatequestionstoguidetheirresearch; create research plans,andlocateselectinformationrelevant totheirchosen (e.g., thr assess, record, analyse,andsynthesizeinformationgathered through ganizers) elated tophiloso­ ough discussion, related to A2.2 A2.1 Thr A2.3 2 Investigating A2. their investigationsfr method –criticalreading, argument, explanation) pose, identifysour gate theirselectedtopics refute thecounter-arguments?” Is yourownsupportstrong enoughto dence thatwouldweakenyourposition? found compellingcounter-arguments orevi­ your pointofvieweffectively?” “Haveyou “Can youformulateenoughsupporttodefend concept thatyoucouldsupportorprove?” investigation?” “Canyouidentifyacore ideas thatar Teacher prompts: “Whatare thestrongest ar reviews,book textbooks,criticalanalysisinjournals) media, interviews)andsecondarysources sources oughout thiscourse,studentswill: guments andanticipatecounter-arguments locate andselectinformationrelevant to create appropriate research planstoinvesti­ based onpr (e.g., originaldocumentsinprintorother e emerging from yourinitial eliminary r ces ofinformation,describetheir om avarietyofprimary (e.g., outlinetheirpur­ esearch, formulate ∗ (e.g., A3. Processing Information A4. Communicating and Reflecting Philosophy: Questions and Theories Throughout this course, students will: Throughout this course, students will: A3.1 assess various aspects of information gath­ A4.1 use an appropriate format (e.g., a research ered from primary and secondary sources (e.g., paper reporting on an original investigation, an accuracy, relevance, reliability, inherent values and essay defending a personal opinion, a reaction paper bias, perspective) responding to another person’s argument, a seminar, Teacher prompts: “What values are embedded a website, a podcast, a documentary) to communi­ in the text?” “Whose perspectives are repre­ cate the results of research and inquiry effec­ sented in this source? Whose are absent?” tively for a specific purpose and audience A4.2 A3.2 record and organize information and key correctly use terms relating to their chosen ideas using a variety of formats (e.g., notes, graphic topics organizers, summaries, audio/digital records) A4.3 clearly communicate the results of their A3.3 analyse and interpret research information inquiries (e.g., write clearly, organize ideas logically, (e.g., compare the support for their strongest argu­ use language conventions properly), and follow ment with support for counter-arguments) appropriate conventions for acknowledging sources (e.g., APA, MLA, Chicago, or Turabian style) A3.4 demonstrate academic honesty by A4.4 documenting the sources of all information demonstrate an understanding of the generated through research general research process by reflecting on and evaluating their own research, inquiry, and A3.5 synthesize findings and formulate conclu­ communication skills sions (e.g., determine whether their results support Teacher prompt: “What steps do you need or contradict their hypothesis; weigh and connect to take to improve your research and HZT4U information to determine the answer to their inquiry skills?” research question) RESEARCH AND INQUIRY SKILLS

339 B. PHILOSOPHICAL FOUNDATIONS

OVERALL EXPECTATIONS Throughout this course, students will:

B1. The Nature of Philosophy: demonstrate an understanding of the main areas of philosophy, periods of philosophical development, and the differences between philosophy and other areas of inquiry; B2. Philosophical Reasoning: demonstrate an understanding of philosophical reasoning and critical thinking skills, including skills required to identify and avoid common fallacies of reasoning, and demonstrate the ability to apply these skills in various contexts.

Grade 12, University Preparation Preparation University 12, Grade SPECIFIC EXPECTATIONS

B1.3 B1. The Nature of Philosophy distinguish between philosophy and other areas in the social sciences and humanities Throughout this course, students will: (e.g., law, religious studies, sociology, psychology, political science) B1.1 explain the main areas of philosophy (e.g., Teacher prompts: “How are questions in metaphysics, ethics, epistemology, philosophy of philosophy different from questions in science, social and political philosophy, aesthetics), sociology or political science? In psychology?” and identify some of the big questions that arise “What constitutes support for philosophical in each area (e.g., metaphysics: Do we have free conclusions? In what ways is it different will? What is the relationship between the mind from evidence in law or in the study of and the body?; Are “Good Samaritan laws” ethics: world religions?” sound laws? Do animals have moral rights?; epistemology: How does one justify a belief?; philosophy of science: Is scientific knowledge B2. Philosophical Reasoning more reliable than other forms of knowledge?; social and political philosophy: How can one Throughout this course, students will: decide what the best system of government is? Are B2.1 demonstrate an understanding of the form individuals’ first obligations to their countries, or and components of a philosophical argument do they have equal or more important global obliga­ (e.g., premise, evidence, conclusion), including how tions?; aesthetics: How does one determine the a philosophical argument differs from other merit of a work of art?) communications, and identify these components B1.2 describe the main periods of philosophical when formulating and evaluating arguments Social Sciences and Humanities Social Sciences

| development and the major philosophers Teacher prompts: “What is the difference identified with those periods (e.g., ancient period between an argument, an explanation, and an [Socrates, Aristotle, Lao Tzu, Indian Upanishad anecdote?” “What is the difference between a philosophers]; medieval period [Aquinas, Occam, philosophical reason and a rationalization?” Ibn Rushd (Averroes), Shankara, Madhvacharya, “What are some examples of good reasons and Maimonides]; early modern period [Descartes, poor reasons for supporting a conclusion about Locke, Kant]; nineteenth century [Mill, Hegel, an issue that you consider to be important?” Kierkegaard]; contemporary period [Russell, Wittgenstein, Radhakrishnan, de Beauvoir, Arendt, Husserl, Rawls, Buber, Nozick, Appiah, Quine, Foucault]) THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

340 B2.2 describe critical thinking skills (e.g., detecting B2.5 explain how philosophical reasoning and bias and point of view, systematic and analytical critical thinking skills can be applied in every­ thinking) and habits of mind (e.g., open-mindedness, day life (e.g., logical thinking skills can be used to Philosophy: Questions and Theories truth seeking, inquisitiveness) that support philo­ detect fallacies in arguments, advertisements, the sophical reasoning, and demonstrate the ability media; critical and analytical thinking skills can be to use them in various contexts used in questioning and analysing assertions and assumptions made in debates, speeches, editorials; B2.3 correctly use terminology related to logic systematic thinking skills can be used to solve prob­ (e.g., logical consistency, contradiction, deduction, lems and weigh decisions), and demonstrate the induction, inference, relevance, ambiguity, pre­ ability to apply these skills in various contexts sumption, validity) when formulating and analysing arguments Teacher prompts: “Which skills related to philosophical reasoning does a mechanic use B2.4 explain common fallacies of reasoning (e.g., when diagnosing a car that won’t start?” “How denying the antecedent, affirming the consequent, might you use philosophical reasoning skills in an ad hominem argument, an appeal to pity, an discussions about political issues?” appeal to authority, equivocation, false cause, beg­ ging the question, the complex question fallacy), and identify them when formulating and analysing arguments

HZT4U PHILOSOPHICAL FOUNDATIONS

341 342 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, University Preparation C. SPECIFIC EXPECTATIONS OVERALL EXPECTATIONS C1.2 C1.1 By theendofthiscourse,studentswill: C4. C3. C2. C1. By theendofthiscourse,studentswill: 1 UnderstandingMetaphysics C1. questions inmetaphysics materialism, existentialism) phy Ramanuja, Quine,Parfit) Spinoza, Laozi,Locke,Kant,Sartre, Shankara, Augustine, Descartes,Leibniz,Nietzsche,Heidegger, philosophers Does asupreme beingexist,and,ifso,whatr (e.g., Whatare theultimateconstituentsofreality? of somethemainquestionsinmetaphysics discussions, debates,presentations, writtenwork) Do peoplehavesouls?) the meaningoflife?Domachineshaveminds? sonal identity?Are human actions free? Whatis of mindtomatter?Whatistheself?per­ by theconceptof“being”?Whatisrelationship does ithaveinhumanlife?Whatisunderstood Philosophical ReasoninginMetaphysics: including everydaylife; metaphysics andotherar Making ConnectionstoMetaphysics: of philosophy; r Exploring Metaphysics:demonstrateanunderstandingofmetaphysicaltheories,andevaluate these questions; and ofthepositionsmajorphilosophersschoolsphilosophywithrespect tosomeof Understanding Metaphysics:demonstrateanunderstandingofthemainquestionsinmetaphysics, communicate, anddefendtheirownresponses tometaphysicalquestions. esponses tosomeofthemainquestionsinmetaphysicsbymajorphilosophersandschools summarize thepositionsofvariousmajor demonstrate anunderstanding (e.g., Platonism,monism,dualism,idealism, COREMETAPHYSICS TOPICS: (e.g., Plato,IbnSina[A and schoolsofphiloso­ on someofthemain eas ofphilosophy, othersubjectareas, andvariousaspectsofsociety, (e.g., inclass vicenna], demonstrate anunderstandingofconnectionsbetween ole use philosophicalr C2.2 C2.1 By theendofthiscourse,studentswill: 2 ExploringMetaphysics C2. and Object) Ethics, or schoolsofphilosophyappr s WhatIsMetaphysics?, Heidegger’ Proslogion, Metaphysics, texts r held bymanyindigenouspeoplesdif Teacher prompts: “Howdotheanimisticviews metaphysical questions/issues Wiredu? Howdoesthisviewdiffer from African philosophy Akan conceptionofpersonhoodintraditional of Godandthephysicalworld?”“Whatis Western philosophers’ viewsaboutthenatur eference tosomeclassicandcontemporary compare howdif explain different metaphysicaltheorieswith (e.g., excerptsfrom Plato’s Phaedo, Kierkegaard’s easoning skillstodevelop, Hume’s the BhagavadGita,St.Anselm’s , asarticulatedbyKwasi Treatise ofHumanNature, fer Repetition, ent philosophersand/ oach thesame Quine’s Spinoza’s Aristotle’s fer from Word Word e Western views of personhood?” “Are there fun­ C3.3 describe forces that have helped shape the damental differences between Western and evolution of metaphysical thought over time, Eastern philosophies with respect to the meaning and analyse their impact (e.g., the impact of Philosophy: Questions and Theories of life? If so, what are these differences?” “In neuroscientific developments on understandings what ways are Sartre’s views about the self of self and consciousness; the impact of computers similar to and different from those of Buddhist and developments in artificial intelligence on ideas philosophers, who argue that the self is about the mind and thought) an illusion?” Teacher prompts: “How did the new science C2.3 evaluate the strengths and weaknesses of of the seventeenth century influence Descartes’ philosophical responses to some of the main approach to philosophy?” “What impact do questions in metaphysics you think the rise of modern neuroscience has had on theories about the relationship of mind to Teacher prompts: “What is Anselm’s ontologi­ body?” ”What types of metaphysical questions cal argument for the existence of God? Are you have been raised by issues such as cloning, persuaded by this argument? Why or why not?” reproductive technologies, or the patenting “Has Hume proven that the existence of evil in of life forms?” the world disproves the existence of a personal God? Give reasons for your answer.” “How C3.4 demonstrate an understanding of the influ­ convincing are Conway’s arguments reconcil­ ence of metaphysical ideas on other subject ing the existence of evil and suffering in the areas (e.g., how ideas about determinism influence world with her belief in God?” notions of legal responsibility in law; how ideas about cosmology relate to the big bang theory in physics; how views of the self influence discus­ C3. Making Connections to sions of the relationship of people to nature in Metaphysics environmental studies) By the end of this course, students will: Teacher prompts: “What influence do meta­ HZT4U physical ideas about the mind and body have C3.1 demonstrate an understanding of the on how psychologists, physicians, or practi­ influence that ideas related to metaphysics tioners of Chinese medicine approach their have on their everyday life discipline?” “How do ideas about the freedom Teacher prompts: “What types of metaphysical or determinism of human action influence our ideas are reflected in popular culture? In poli­ penal codes and courts?” “How do metaphysical tics? In folk wisdom? What impact do such arguments influence societies’ positions on the ideas have on specific aspects of your life?” separation of church and state?” “In what ways do metaphysical ideas affect your concept of your own personal identity?” C4. Philosophical Reasoning in C3.2 explain ways in which metaphysics draws Metaphysics from and influences other areas of philosophy By the end of this course, students will: Teacher prompts: “Should a social/political philosopher developing a response to a question C4.1 formulate and explain, using philosophical about freedom and authority consider meta­ reasoning skills, their own clear and cogent physical questions about free will? How might responses to some of the main questions responses to metaphysical questions affect in metaphysics responses to other social/political questions?” C4.2 “How might a philosopher of ethics draw on evaluate and defend, in philosophical metaphysical theories when formulating argu­ exchanges with others, their own responses ments regarding the rights of animals?” to some of the main questions in metaphysics, and anticipate and respond logically to counter-arguments COREMETAPHYSICS TOPICS: C4.3 correctly use terminology related to meta­ physics (e.g., form, substance, existence, reality, materialism, personhood)

343 D. CORE TOPICS: ETHICS

OVERALL EXPECTATIONS By the end of this course, students will:

D1. Understanding Ethics: demonstrate an understanding of the main questions in ethics, and of the positions of major philosophers and schools of philosophy with respect to some of these questions; D2. Exploring Ethics: demonstrate an understanding of theories in ethics, and evaluate responses to some of the main questions in ethics by major philosophers and schools of philosophy; D3. Making Connections to Ethics: demonstrate an understanding of connections between ethics and other areas of philosophy, other subject areas, and various aspects of society, including everyday life; D4. Philosophical Reasoning in Ethics: use philosophical reasoning skills to develop, communicate, and defend their own responses to philosophical questions in ethics. Grade 12, University Preparation Preparation University 12, Grade

SPECIFIC EXPECTATIONS

D1. Understanding Ethics Confucius’s Analects, Kant’s Groundwork of the Metaphysics of Morals, Sartre’s Existentialism By the end of this course, students will: Is a Humanism, Singer’s Animal Liberation, Jaggar’s Feminist Ethics, Nussbaum’s The Fragility D1.1 demonstrate an understanding (e.g., in class of Goodness, Gyekye’s An Essay on African discussions, debates, presentations, written work) Philosophical Thought) and the ethical implica­ of some of the main questions in ethics (e.g., tions underlying various religious texts (e.g., Are there objective standards for determining good Buddhism’s Eightfold Path, Anishinaabe Principles and evil, right and wrong, or are these concepts of Life and Seven Grandfather Teachings, the based on entirely subjective opinions? What is duty? Christian Bible, the Islamic Qur’an) What is the nature of responsibility? How should D2.2 I live my life? What is a good life? Is morality compare how different philosophers and/ separable from religion? Are there, or should there or schools of philosophy approach the same be, universal moral norms for all individuals and questions/issues in ethics cultures? What is virtue?) Teacher prompts: “What challenge to morality does Glaucon raise in Book 2 of D1.2 summarize the positions of various major Plato’s Republic? How does Plato respond to philosophers (e.g., Plato, Aristotle, Confucius, that challenge?” “In what ways would Okin the Buddha, Aquinas, Bentham, Mill, Kant, Singer, and Hobbes differ in their views on the morality

Social Sciences and Humanities Social Sciences Kierkegaard, Sartre, de Beauvoir, Gauthier, Levinas, of family life?” “What differences are there in | Nussbaum, Williams) and schools of philosophy the views of human nature held by Rousseau (e.g., stoicism, hedonism, utilitarianism, existential­ and Confucius?” “What arguments do Kant ism, nihilism, ethical relativism, moral particularism, and Nozick make with respect to human the schools of virtue ethics and theistic normative moral obligation?” ethics) on some of the main questions in ethics D2.3 evaluate the strengths and weaknesses of D2. Exploring Ethics philosophical responses to some of the main questions in ethics By the end of this course, students will: Teacher prompt: “What are some of the strengths and weaknesses of different answers to classical D2.1 explain, with reference to some classic and ethical problems such as the Plank of Carneades, contemporary texts, different theories in ethics Philippa Foot’s ‘Trolley Problem’, or John (e.g., excerpts from Plato’s Euthyphro, Aristotle’s Harris’s ‘Survival Lottery’?” THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO Nicomachean Ethics, Mill’s Utilitarianism,

344 D3. Making Connections to Ethics views on the role of women in society? What factors would have helped shape the response Philosophy: Questions and Theories By the end of this course, students will: of later feminist philosophers to Wollstonecraft’s ideas?” “What differences are there in the D3.1 demonstrate an understanding of the views of Aristotle, Rousseau, and Fanon on influence that ideas related to ethics have the topic of slavery? What factors might on their everyday life account for these differences?” Teacher prompts: “What are some areas in D3.4 demonstrate an understanding of the influ­ your personal life in which you have to weigh ence that ideas in ethics have on other subject ethical considerations when making decisions?” areas (e.g., with reference to medical ethics; research “What types of ethical ideas are reflected in ethics in science, sociology, psychology; the role of popular culture, such as the movies you see, art and literature in reinforcing and challenging video games you play, and sources of news ethical issues; judgements about the morality of you read or view?” “Do you think that you have historical events; the role of ethics in law making; a moral obligation to protect the environment? ethical questions relating to discrimination, equity, Why or why not?” “Under what circumstances and human rights in sociology, politics, economics) would you feel justified in telling a lie?” “In what ways is plagiarism unethical?” Teacher prompts: “What types of ethical themes or questions are reflected in the literature you D3.2 explain ways in which ethics draws from are studying?” “What are some ethical issues and influences other areas of philosophy to consider before embarking on scientific Teacher prompts: “How might ethical and research?” metaphysical ideas about the rights and nature of animals influence ideas about the acceptability D4. Philosophical Reasoning in Ethics of certain types of scientific research and the reliability of scientific knowledge?” “How might By the end of this course, students will: HZT4U an ethicist use theories of aesthetics when assessing the value of offensive works of D4.1 formulate and explain, using philosophical art or literature (e.g., works that are racist, reasoning skills, their own clear and cogent sexist, homophobic, sacrilegious)?” responses to some of the main questions in ethics D3.3 describe forces that have helped shape the D4.2 evaluate and defend, in philosophical evolution of ethics over time (e.g., the separation exchanges with others, their own responses of theology and ethics, changing roles of women in to some of the main questions in ethics, society), and analyse their impact and anticipate and respond logically to counter-arguments Teacher prompts: “What social/historical fac­ tors have likely influenced modern philosophers D4.3 correctly use terminology related to ethics assessing Plato’s views on aristocracy and (e.g., justice, fairness, morality, rights, moral scepti­ democracy?” “On what basis do contemporary cism, moral relativism) feminists such as Okin criticize Wollstonecraft’s COREETHICS TOPICS:

345 346 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, University Preparation E. SPECIFIC EXPECTATIONS OVERALL EXPECTATIONS E1.2 E1.1 By theendofthiscourse,studentswill: E4. E3. E2. E1. By theendofthiscourse,studentswill: 1 Understanding Epistemology E1. the mainquestionsinepistemology cism, pragmatism,logicalpositivism) philosophy Wittgenstein, Quine,Putnam) Berkeley, Hume,Kant,Husserl,Peirce, Russell, Sextus Empiricus,Aquinas,Descartes,Locke, W world asitreally is?) opinion? Howcanweknowwhetherperceive the ing? Whatisthedifference between knowledgeand knowledge more reliable thanotherformsofknow­ women havedifferent waysofknowing?Isscientific Does knowledgerequire certainty?Domenand of knowledge?Whatisrequired tojustifyabelief? the limitsofknowledge?Are there different kinds (e.g., Whatisknowledge?truth?are of somethemainquestionsinepistemology discussions, debates,presentations, writtenwork) Philosophical ReasoninginEpistemology: including everydaylife; epistemology andotherar Making ConnectionstoEpistemology: of philosophy; r Exploring Epistemology: these questions; and ofthepositionsmajorphilosophersschoolsphilosophywithrespect tosomeof Understanding Epistemology:demonstrateanunderstandingofthemainquestionsinepistemology, communicate, anddefendtheirownresponses toepistemologicalquestions. estern philosophers(e.g.,Plato,Aristotle, esponses tosomeofthemainquestionsinepistemologybymajorphilosophersandschools summarize thepositionsofvariousmajor demonstrate anunderstanding COREEPISTEMOLOGY TOPICS: (e.g., rationalism,empiricism,scepti­ demonstrate anunderstandingofepistemologicaltheories,andevaluate eas ofphilosophy, othersubjectareas, andvariousaspectsofsociety, and schoolsof (e.g., inclass on someof demonstrate anunderstandingofconnectionsbetween use philosophicalr E2.2 E2.1 By theendofthiscourse,studentswill: 2 ExploringEpistemology E2. epistemological questions or schoolsofphilosophyappr Philosophy, Understanding, Reason, rary texts(e.g.,excerptsfrom Plato’s Meno, with r and Russell?” differ from thoseofempiricistssuchasLocke views aboutthenature androle ofthesenses and thebody?”“InwhatwaysdoPlato’s the issueofdistinctionbetweenmind and verificationistsdif Teacher prompts: “Inwhatwaysdopragmatists of HumanKnowledge,Kant’s Berkeley’s Essay ConcerningHumanUnderstanding, Descartes’ compare howdifferent philosophersand explain different epistemologicaltheories eference tosomeclassicandcontempo­ Hume’s easoning skillstodevelop, Treatise ConcerningthePrinciples Discourse onMethod, Quine’s Enquiry ConcerningHuman Russell’s Word and Object) fer intheirapproach to The Problems of /issues oach thesame Critique ofPure Locke’s / E2.3 evaluate the strengths and weaknesses of Teacher prompts: “What role did the new sci­ philosophical responses to some of the main ences of the Renaissance play in overturning questions in epistemology Aristotle’s principles of physics?” “What does Philosophy: Questions and Theories Teacher prompt: “What is Berkeley’s refutation Spivak mean when she refers to the ‘epistemic of scepticism? Do you think the refutation suc­ violence of imperialism’?” ceeds? Why or why not?” E3.4 demonstrate an understanding of the influ­ ence of epistemological ideas on other subject E3. Making Connections to areas (e.g., with reference to the nature of scientific Epistemology knowledge, the nature of historical truth, the role of perception in the creation and judgement of art and By the end of this course, students will: literature, theories of knowledge related to the stages of human cognitive development) E3.1 demonstrate an understanding of the Teacher prompts: “In what ways is science influence that ideas related to epistemology similar to and different from other forms of have on their everyday life knowledge?” “Is there a uniquely religious Teacher prompts: “What are some areas in your way of knowing? Give reasons for your answer.” personal life in which you apply epistemological “Is objectivity possible in the study of history? theories?” “Is the news you see in newspapers, Why or why not?” on television, and/or on websites objective? Why might some news sources be more reliable than others? How do you decide which you E4. Philosophical Reasoning in can believe?” “What types of epistemological Epistemology questions are reflected in folk wisdom? What impact do they have on your life?” By the end of this course, students will: E4.1 E3.2 explain ways in which epistemology draws formulate and explain, using philosophical HZT4U from and influences other areas of philosophy reasoning skills, their own clear and cogent responses to some of the main questions in Teacher prompt: “What are the connections epistemology between an epistemological understanding of truth and knowledge and an ethicist’s E4.2 evaluate and defend, in philosophical understanding of ethical principles?” exchanges with others, their own responses to some of the main questions in epistemology, E3.3 describe forces that have helped shape the and anticipate and respond logically to evolution of epistemological thought over counter-arguments time (e.g., the development of modern science; critiques of modern science that have questioned E4.3 correctly use terminology related to episte­ the notion of objectivity; challenges to colonialism/ mology (e.g., knowledge, opinion, empiricism, imperialism, including challenges to assumptions objectivity, subjectivity, a priori, a posteriori) about the superiority of Western ways of knowing), and analyse their impact COREEPISTEMOLOGY TOPICS:

347 348 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, University Preparation F. SPECIFIC EXPECTATIONS OVERALL EXPECTATIONS F1.2 F1.1 By theendofthiscourse,studentswill: F4. F3. F2. F1. By theendofthiscourse,studentswill: 1 Understanding thePhilosophy F1. in thephilosophyofscience constructivism) scientific r philosophy van Fraassen,Dennett,FoxKeller)andschoolsof Kuhn, Hempel,Popper philosophers To whatextentisscience asocialconstruct?) reality orjustusefultoolsfor developinghypotheses? tific models(e.g.,oftheatom)accuratedepictions either prove ordisprove religious beliefs?Are scien­ study reality? Isastrology ascience?Canscience are thelimitsofscientificknowledge?Doesscience phy ofscience(e.g.,Whatisscience?What,ifany, of somethemainquestionsinphiloso­ discussions, debates,presentations, writtenwork) develop, communicate,anddefendtheirownresponses toquestionsinthephilosophy ofscience. Philosophical ReasoninginthePhilosophyofScience: aspects ofsociety, includingeverydaylife; between thephilosophyofscienceandotherar Making ConnectionstothePhilosophyofScience: by majorphilosophersandschoolsofphilosophy; of science,andevaluateresponses tosomeofthemainquestionsinphilosophyscience Exploring thePhilosophyofScience: with r in thephilosophyofscience,andpositionsmajorphilosophersschools Understanding thePhilosophyofScience: summarize thepositionsofvariousmajor demonstrate anunderstanding of Science PHILOSOPH SUPPLEMENTARY TOPICS: espect tosomeofthesequestions; ealism, constructiveempiricism, social (e.g., logicalpositivism,instrumentalism, (e.g., Aristotle,FrancisBacon,Galileo, on someofthemainquestions , Duhem,Feyerabend,Hacking, (e.g., inclass Y OFSCIENCE demonstrate anunderstandingoftheoriesinthephilosophy demonstrate anunderstandingofthemainquestions eas ofphilosophy, othersubjectareas, andvarious F2.1 By theendofthiscourse,studentswill: F2.2 demonstrate anunderstandingofconnections 2 Exploring thePhilosophy F2. of sciencewithr and Foucaultdif Teacher prompts: “InwhatwayswouldPopper questions/issues inthephilosophyofscience What?, Method, The ScientificImage, The LogicofScientificDiscovery, The Structure ofScientificRevolutions, contemporary texts from thatof CarlHempel?” Har pr and Goodmandiffer intheirapproaches tothe stitutes scientificknowledge?” “HowdoHume Science, Lie, Latour’s or schoolsofphilosophyappr oblem ofinduction?”“Inwhat waysisSandra use philosophicalr explain different theoriesinthephilosophy compare howdif of Science ding’s viewofscientificevidence distinct Fox Keller’s ReflectionsonGenderand Cartwright’s Laboratory Life) Foucault’s Hacking’s eference tosomeclassicand fer intheirviewofwhatcon­ The SocialConstruction of The Order ofThings, How theLawsofPhysics fer (e.g., excerptsfrom Kuhn’s easoning skillsto Feyerabend’s ent philosophersand/ oach thesame van Fraassen’s Against Popper’s F2.3 evaluate the strengths and weaknesses of Teacher prompt: “How were the scientific work philosophical responses to some of the main and theories of Copernicus and Galileo affected questions in the philosophy of science by the views of the Roman Catholic Church?” Philosophy: Questions and Theories Teacher prompt: “How convincing is Fox F3.4 demonstrate an understanding of the influ­ Keller’s argument that the enterprise of science ence that ideas in the philosophy of science is gendered? What are the strongest aspects of have on other subject areas (e.g., the impact of her argument?” empiricism on research in the social sciences; ques­ tions about the value of formal logic in science and F3. Making Connections to the in the philosophy of mathematics; discussions of the Philosophy of Science relative value of objectivity and subjectivity in gender studies and women’s studies) By the end of this course, students will: Teacher prompts: “How have ideas in the philosophy of science been used in debates F3.1 demonstrate an understanding of the about the merits of qualitative and quantitative influence that ideas related to the philosophy research in social science?” “What role has the of science have on their everyday life philosophy of science played in discussions Teacher prompt: “How might predominant about the possibility of there being objective ideas related to the philosophy of science affect truth in history?” whether you choose to seek treatment from practitioners of alternative or conventional medicine?” F4. Philosophical Reasoning in the Philosophy of Science F3.2 explain ways in which the philosophy of science draws from and influences other areas By the end of this course, students will: of philosophy F4.1 formulate and explain, using philosophical HZT4U Teacher prompts: “How did the rise of theories reasoning skills, their own clear and cogent related to early modern science affect episte­ responses to some of the main questions in the mology at the time?” “How might biological philosophy of science theories/ideas affect a person’s view of the ethics of euthanasia or abortion?” “How is the principle F4.2 evaluate and defend, in philosophical of parsimony, or Occam’s Razor, applied in the exchanges with others, their own responses to philosophy of science? In aesthetics? In ethics?” some of the main questions in the philosophy of science, and anticipate and respond logically F3.3 describe forces that have helped shape the to counter-arguments evolution of the philosophy of science over time (e.g., the influence of religious and political F4.3 correctly use terminology related to the phi­ beliefs and institutions, the impact of technological losophy of science (e.g., falsification, naturalism, developments), and analyse their impact (e.g., positivism, constructivism, paradigm) the impact of Darwin’s view about evolution on philosophical theories about what constitutes a satisfactory scientific explanation) SUPPLEMENTARY TOPICS: PHILOSOPHY OF SCIENCE

349 350 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, University Preparation G. SPECIFIC EXPECTATIONS OVERALL EXPECTATIONS G1.1 By theendofthiscourse,studentswill: G4. G3. G2. G1. By theendofthiscourse,studentswill: G1.2 G1. Understanding Social and UnderstandingSocial G1. political philosophy some ofthemainquestions in socialand Marxism, utopianism,communitarianism) chism, liberalism,conservatism, libertarianism, Foucault) Taylor discussions, debates,presentations, writtenwork) Rousseau, Wollstonecraft, Marx,Gandhi,Charles philosophers treatment? Whatlimits,ifany authority? Doallpeoplehavetherighttoequal philosophy some ofthemainquestionsinsocialandpolitical of theminority?) the willofmajorityandstillrespect theviews ble inademocracyforthegovernmenttoadhere to individual’s rightsandresponsibilities? Isitpossi­ the freedom ofanindividual citizen?Whatare an political philosophy. skills todevelop,communicate,anddefendtheirownresponses toquestionsin social and Philosophical ReasoninginSocialandPoliticalPhilosophy: areas, andvariousaspectsofsociety, includingeverydaylife; connections betweensocialandpoliticalphilosophyotherar Making ConnectionstoSocialandPoliticalPhilosophy: political philosophybymajorphilosophersandschoolsofphilosophy; and politicalphilosophy Exploring SocialandPoliticalPhilosophy: schools ofphilosophywithrespect tosomeofthesequestions; questions insocialandpoliticalphilosophy, andofthepositions ofmajorphilosophersand Understanding SocialandPoliticalPhilosophy: demonstrate anunderstanding summarize thepositionsofvariousmajor Political Philosophy , Ar AND POLITICAL PHILOSOPHAND POLITICAL SUPPLEMENTARYSOCIAL TOPICS: endt, Okin,Rawls,Nozick,Sen, Habermas, and schoolsofphilosophy(e.g.,anar­ (e.g., Whatare thejustlimitsofstate (e.g., Plato,Aristotle,Hobbes,Locke, , andevaluateresponses tosomeofthemainquestionsinsocialand , shouldbeputon (e.g., inclass on of demonstrate anunderstandingoftheoriesinsocial demonstrate anunderstandingofthemain G2.2 G2.1 By theendofthiscourse,studentswill: G2. Exploring Social andPolitical ExploringSocial G2. or schoolsofphilosophyappr Recognition, Taylor’s Sex, Society andItsEnemies, Anarchy, State,andUtopia,Popper’s ical philosophywithr governments?” “InwhatwaysdoHabermas Marx dif Teacher prompts: forms ofresistance tooppression) form ofgovernment,thejustifiability ofvarious contract, therole ofwomeninsociety, theideal phy questions/issues insocialandpoliticalphiloso­ Government, Hobbes’s Plato’s and contemporarytexts compare howdiffer explain different theoriesinsocialandpolit­ Philosophy demonstrate anunderstandingof (e.g., questionsrelated totheideaofasocial Okin’s Republic, Multiculturalism andthePoliticsof use philosophicalr fer intheirviews ofliberaldemocratic Leviathan, eas ofphilosophy, othersubject Justice, Gender, andtheFamily, Arendt’s Rawls’s Rousseau’s “In whatwaysdoPopperand Locke’s Theory ofJustice,Nozick’s The HumanCondition) efer ent philosophersand Y de Beauvoir’s TheSecond (e.g., excerptsfr ence tosomeclassic easoning Two Treatises of Social Contract, oach thesame The Open om / and Chantal Mouffe differ in their views about G3.2 explain ways in which social and political conflict and consensus in politics?” “Which philosophy draws from and influences other philosophers would argue that violent overthrow areas of philosophy Philosophy: Questions and Theories of an oppressive government is justified? Which Teacher prompt: “How do Plato’s metaphysical would argue that only non-violent resistance to and epistemological ideas in The Republic under­ such a government is justified?” ”What are the pin his political ideas, including his defence of similarities and differences in the social contracts a meritocratic and anti-democratic state?” proposed by Hobbes, Locke, and Rousseau? In what ways do Hobbes or Rousseau differ from G3.3 describe forces that have helped shape the Wollstonecraft or Okin in their view of a social evolution of social and political philosophy contract and how it applies to women?” “How over time, and analyse their impact (e.g., how has the question of slavery been approached by Hobbes’s and Locke’s views of human nature and various philosophers, including those seeking the ideal society were influenced by the civil wars to justify slavery and those opposed to it?” through which they lived; how colonialism and imperialism influenced the thinking of Charles G2.3 evaluate the strengths and weaknesses of Mills, Taiaiake Alfred, and Amartya Sen; how philosophical responses to some of the main the French Revolution influenced Wollstonecraft’s questions in social and political philosophy views on oppressive political systems; how the Teacher prompts: “Is Rawls’s ‘veil of ignorance’ feminist movement influenced philosophers’ strategy for identifying the basic principles of views on the role of women) justice convincing? Do you agree with Nozick’s Teacher prompts: “What sorts of historical view that the best state is the state that governs events influenced the development of Marx’s least or with Rawls’s view that the state should philosophy?” “What social factors might help intervene, as to rectify inequalities? Give rea­ explain how philosophers as astute and attuned sons for your answers.” “What is de Beauvoir’s to morality as Aristotle and Locke could con­ argument regarding the reasons for the historical done slavery?” “What was the social/political HZT4U subordination of women? How compelling do role of women in Europe during Rousseau’s you find her analysis?” lifetime? How do you think this reality influenced the development of his social/ G3. Making Connections to Social political philosophy?” and Political Philosophy G3.4 demonstrate an understanding of the influence that ideas in social and political By the end of this course, students will: philosophy have on other subject areas (e.g., G3.1 demonstrate an understanding of the influ­ the impact on law enactment and enforcement, on ence that ideas related to social and political questions of the role of religion in the state, on dis­ philosophy have on their everyday life cussions of power and propaganda in media studies, on assumptions about the forces shaping history, on Teacher prompts: “What are some areas in your questions about the political uses of science and art) personal life in which you have to consider ques­ Teacher prompts: “What impact does social and tions related to social and political philosophy?” SUPPLEMENTARY TOPICS: PHILOSOPHY SOCIAL AND POLITICAL “Should the voting age be lowered, and, if so, political philosophy have on legal systems?” to what level? Give reasons to support your “According to different social/political answer.” “Do the theories of political philoso­ philosophers, what primary forces are phy relate to school governance? Why or why at work in history?” not?” “What assumptions related to social and political philosophy are reflected in the media?” G4. Philosophical Reasoning in Social “What social/political ideas underlie your views and Political Philosophy on human rights?” “What are the differences between a political ideology and a political phi­ By the end of this course, students will: losophy? To what extent might your political ideology affect your voting decisions at school, G4.1 formulate and explain, using philosophical in clubs, or, if you are old enough, in formal reasoning skills, their own clear and cogent elections? What other decisions do you make responses to some of the main questions in that are affected by your political ideology and social and political philosophy your political philosophy?”

351 G4.2 evaluate and defend, in philosophical G4.3 correctly use terminology related to social exchanges with others, their own responses and political philosophy (e.g., contractualism, to some of the main questions in social and ideology, freedom, totalitarianism, social contract) political philosophy, and anticipate and respond logically to counter-arguments Grade 12, University Preparation Preparation University 12, Grade Social Sciences and Humanities Social Sciences | THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

352 Philosophy:Research Questions and Inquiry and Skills Theories SUPPLEMENTARY TOPICS: AESTHETICS 353 HZT4U HIF10/20 om fer fr Lavender Art and oach the same After the End of Pollock’s Pollock’s Of the Standard of Of the Standard Self-Portrait With Self-Portrait With (e.g., excerpts from (e.g., excerpts from ferent philosophers and/ philosophers and/ ferent Hume’s Hume’s engths and weaknesses of Guernica, esponses to some of the main Nietzsche’s Art as Experience, Nietzsche’s art works such as Duchamp’s art works such as Duchamp’s ) Dickie’s Art?, Dickie’s What Is e how dif Poetics, Picasso’s Picasso’s Dewey’s Dewey’s Tolstoy’s Tolstoy’s easoning skills to develop, communicate, easoning skills to develop, communicate, evaluate the str explain different theories in aesthetics with explain different compar fer in their views on art? How do these gument for the ‘artworld’ as arbiter of eacher prompt: “How convincing is Danto’s eacher prompt: eference to some classic and contemporary to some classic and eference views on art and its role in society dif views on art and its role and Marx?” “In what ways do those of Tolstoy in their views and Schopenhauer differ Tolstoy on music as an art form?” philosophical r questions in aesthetics T r ar or schools of philosophy appr aesthetic questions/issues Aristotle “How do Plato and prompts: Teacher dif Kahlo’s Mist: Number 1, Kahlo’s Hair Cropped Aristotle’s Aristotle’s Danto’s The Birth of Tragedy, Art, the Aesthetic; Fountain, texts and artistic works aesthetic judgement?” Taste, Taste, H2. Exploring Aesthetics H2.3 By the end of this course, students will: By the end of this course, students will: H2.1 H2.2 use philosophical r demonstrate an understanding of connections between demonstrate an understanding and , Danto, (e.g., in class demonstrate an understanding of the main questions in aesthetics, of the main questions in demonstrate an understanding ferent philosophers ferent demonstrate an understanding of theories in aesthetics, and evaluate of theories in aesthetics, demonstrate an understanding eas of philosophy, other subject areas, and various aspects of society, aspects of society, and various other subject areas, eas of philosophy, (e.g., Plato, Aristotle, Confucius, Kant, SUPPLEMENTARY TOPICS: TOPICS: AESTHETICS SUPPLEMENTARY summarize the positions of various major demonstrate an understanding esponses to some of the main questions in aesthetics by major philosophers and schools the main questions in aesthetics by esponses to some of oce, Bell, Lyotard, Charles Nussbaum) oce, Bell, Lyotard, aesthetics and other ar Philosophical Reasoning in Aesthetics: to questions in aesthetics. and defend their own responses including everyday life; Making Connections to Aesthetics: Making Connections of philosophy; Understanding Aesthetics: Understanding Aesthetics: to some of of philosophy with respect of major philosophers and schools and of the positions these questions; Exploring Aesthetics: r of aesthetics help us understand and evaluate such as various theories of art and literature, formalism, expressionism, representationalism, institutionalism, historical traditionalism, postmodernism, or Dadaism?” Burke, Hume, Hegel, Nietzsche, Dewey Cr philosophers discussions, debates, presentations, written work) discussions, debates, presentations, of some of the main questions in aesthetics art (e.g., What is art? What is beauty? Should value have social value, and, if so, how is its social determined? Is art a uniquely human endeavour? of art have to be a conscious Does the creation aesthetic judgements subjective endeavour? Are involved in making or objective? What factors are be art? aesthetic judgements? Can propaganda Can advertising be art?) schools of philosophy (e.g., Platonism, idealism, hedonism, nihilism, utilitarianism, existentialism) on some of the main questions in aesthetics “How might the theories of prompt: Teacher and methods used by dif H1. Understanding Aesthetics H1.2 H4. H1.1 By the end of this course, students will: By the end of this course, students will: H3. H2. By the end of this course, students will: By the end of this H1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS H. 354 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 12, University Preparation H3.2 H3.1 By theendofthiscourse,studentswill: H3.3 H3. Making Connections to Aesthetics Making H3. T fr exist withoutasupportingcultur Teacher prompts: “Canartandanartworld pose ofart) colonialism, and/orfeminismontheoriesofthepur­ social/historical forces suchasimperialism,anti­ on aestheticphilosophyandpractice;theimpactof such asthedevelopmentofoilpaintorphotography, and control; theimpactoftechnologicalchange, and How doyouknow?” public spaces?”“Doyouhave‘goodtaste’? the typesofartyoucanseeingalleriesand “What considerationsunderliedecisionsabout In thepronouncements ofpublicfigures?” art are reflected inpopularculture inCanada? ophy ofaesthetics?”“Whatassumptionsabout your criteriar music, apainting,orfilmis‘art’?Whatdo “How doyoudeterminewhetherapieceof ence thatideasrelated toaestheticshaveon “What role haver their impact evolution ofaestheticsovertime,andanalyse ries hadonthedevelopmentofaesthetics?” impact havepostcolonialsocial/political theo­ ethical worldviewsofthesecultures?” “What Haida artworkreflect themetaphysicaland ways dotheaestheticsreflected inOjibweor questions playinaesthetictheory?”“Inwhat metaphysical theories?”“Whatrole doethical issues r personal lifeinwhichyouhavetoconsider Teacher prompts: “Whatare someareas inyour their everydaylife eacher pr om andinfluencesotherareas ofphilosophy explain waysinwhichaestheticsdraws demonstrate anunderstandingoftheinflu­ describe forces thathavehelpedshapethe Aristotle’s viewsonartinfluencedbytheir elated tothephilosophyofaesthetics?” ompts: “To whatextentwere Plato (e.g., theimpactofr eveal aboutyourpersonalphilos­ eligions playedinshaping eligious beliefs e orsociety?” H4.2 H3.4 H4.1 By theendofthiscourse,studentswill: H4.3 4 PhilosophicalReasoning H4. play inar Teacher prompts: “Whatrole doesaesthetics in sociology, equitystudies,mediastudies) considered artprovides insightintopowerstructures of social/culturalelitestoinfluence/control whatis in psychology;howanunderstandingofthepower influence ideasaboutconsciousnessandperception about therole ofconsciousnessinthecreation ofart and socialdevelopmentsinhistory;howtheories value/purpose ofartaffectsunderstandingcultural arts, music,literature; howawar inform aestheticorcriticaljudgementsinvisual art? Inwhatwayshastheincr ideas aboutthepurpose,content,andvalueof exchanges withothers,theirownr in aesthetics responses tosomeofthemainquestions experience, appr aesthetic ideasimportanttothestudyofhistory?” ical fractals?”“Whyisanawar applied tounderstandthebeautyofmathemat­ in mathematics?Howcanideasaestheticsbe ject ar ence thatideasinaestheticshaveonothersub­ can artoranartworldexist?” is notsupportedorseenasalegitimateactivity, “If thepoliticalorsocialclimateissuchthatart ization ofW counter and anticipaterespond logicallyto to someofthemainquestionsinaesthetics, r (e.g., beauty easoning skills,theirownclearandcogent evaluate anddefend,inphilosophical demonstrate anunderstandingoftheinflu­ formulate andexplain,usingphilosophical corr in Aesthetics eas (e.g.,howideasaboutbeautyandart ectly useterminologyrelated toaesthetics -ar chitecture?” “Doideasofbeautyapply guments , taste,aestheticjudgement, estern societyaffected suchideas?” opriation, artworld,artforart’s sake) eness ofthesocial eness ofchanging easing secular­ esponses WORLD RELIGIONS

OVERVIEW

The study of world religions cultivates an understanding of the roles of religion in contemporary society. World religions courses encourage students to explore the ways in which religions and belief traditions meet various human needs and to examine the significance and function of sacred places, rites, writings, and teachings in diverse world religions and belief traditions.

In the two world religions courses in the social sciences and humanities curriculum, students develop their understanding of the connections between religion and social, ethical, and philosophical issues as well as personal psychological needs and concerns. These courses also examine critical issues facing world religions and their adherents today. Research and inquiry skills are developed throughout the courses as students explore and analyse contemporary and historical issues surrounding world religions.

355 World Religions and Belief Traditions: Perspectives, Issues, and Challenges, Grade 11 University/College Preparation HRT3M

This course provides students with opportunities to explore various world religions and belief traditions. Students will develop knowledge of the terms and concepts relevant to this area of study, will examine the ways in which religions and belief traditions meet various human needs, and will learn about the relationship between belief and action. They will examine sacred writings and teachings, consider how concepts of time and place influence different religions and belief traditions, and develop research and inquiry skills related to the study of human expressions of belief.

Prerequisite: None

356 World Religions and Belief Traditions: Research and Inquiry Skills RESEARCH AND INQUIRY SKILLS Perspectives, Issues, and Challenges 357 HRT3M HIF10/20 e that ch question ch, for each esear esearch published in esearch om a variety of primary eliable?” “What values elevance of the information (e.g., interviews, observations, surveys, ces assess various aspects of information gath­ locate and select information relevant to locate and select information relevant based on preliminary resear based on preliminary ed from primary and secondary sources primary and secondary sources ed from and identify potential subtopics to focus their research er “If two information sources you have gathered?” how might you deter­ contradict each other, r mine which is more (e.g., accuracy, relevance, reliability, inherent inherent reliability, relevance, (e.g., accuracy, values and bias, voice) “What strategies can you use prompts: Teacher to determine the r you are following ethical guidelines when you you are develop surveys or interviews?” their investigations fr sour website is a reliable source of information?” source website is a reliable “What methods would you use to ensur questionnaires, original r questionnaires, documents in print journals, original peer-reviewed film, photographs, texts, or other media – sacred secondary sources songs, advertisements) and/or websites, brochures, textbooks, (e.g., book reviews, newspaper articles) investigation formulate a r A3. Information Processing Throughout this course, students will: Throughout A3.1 A2.2 A2.3 , elated to r ough discussion, (e.g., government e researching the e researching assess, record, analyse, and synthesize information gathered through through information gathered analyse, and synthesize assess, record, to identify topics ces of information) create research plans, and locate and select information relevant to their chosen and locate and select information relevant plans, research create fective questions to guide their explore topics related to world religions and belief traditions, and formulate questions and belief traditions, and to world religions related topics explore ompt: “If you wer RESEARCH AND INQUIRY SKILLS SKILLS INQUIRY AND RESEARCH identify key concepts (e.g., thr formulate ef explore a variety of topics related to world a variety of topics related explore create appropriate research plans to investi­ plans research appropriate create Exploring: to guide their research; Investigating: and inquiry methods; social science research topics, using appropriate Processing Information: and inquiry clearly research of their Communicating and Reflecting: communicate the results and communication skills. inquiry, their research, on and evaluate and reflect and effectively, research and inquiry; research fects of the commercialization of yoga, what fects of the commercialization eacher pr esearch and inquiry esearch eliable sources of information?” “What criteria of information?” eliable sources brainstorming, use of visual organizers) brainstorming, use of visual organizers) religions and belief traditions and belief traditions religions the use of religious policy pertaining to religion, symbols in popular culture) inquiry and for research their selected topics are the different points of view that you should the different are consider?” T ef r gate their selected topics (e.g., outline purpose and method; identify sour can you use to determine whether a particular ensuring that their plans follow guidelines for ethical research some ways to locate “What are prompts: Teacher r A2. Investigating A1. Exploring A1.2 A1.3 Throughout this course, students will: this course, students Throughout A1.1 A2. A3. Throughout this course, students will: Throughout A1. A4. Throughout this course, students will: Throughout A2.1 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS A. 358 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, University/College Preparation A4.1 Throughout thiscourse,studentswill: A3.4 A3.3 A3.2 A3.5 4 Communicating andReflecting A4. specific audienceandpurpose of theirresearch andinquiryeffectively fora presentation, webpage)tocommunicatetheresults tion, writtenreport, formaldebate,poster, multimedia r information todeterminetheanswertheir or contradicttheirhypothesis;weighandconnect menting thesour different sources) determine whethercommonthemesarisein (e.g., compar or ideas usingavarietyofformats message ofthissource?” interests are advancedifyoubelievethemain are represented andwhoseare absent?”“Whose are embeddedinthesources?” “Whosevoices sions through resear esearch question) ganizers, summaries,audio/digitalrecords) use anappropriate format demonstrate academichonestybydocu­ analyse andinterpret resear record andorganize informationandkey synthesize findingsandformulateconclu­ (e.g., determinewhethertheirr e results ofsurveysandinterviews; ch ces ofallinformationgenerated (e.g., oralpr ch information (e.g., notes,graphic esults support esenta­ A4.2 A4.3 A4.4 belief traditionscorr inquiries divine, faith,habit,sacred, tradition,ritual) “What questionsdoyoustillhave?” take toenhanceyourr Teacher prompts: “Whatstepsmightyou and communicationskills and evaluatingtheirownr general r for references and/ornotes) sources appropriate conventionsforacknowledging use languageconventionsproperly), andfollow use termsrelating toworldreligions and clearly communicatetheresults oftheir demonstrate anunderstandingofthe (e.g., MLA,Chicago,orTurabian style esearch process byreflecting on (e.g., writeclearly, or ectly esearch/inquiry skills?” (e.g., belief,cr esear ganize ideaslogically ch, inquiry, eed, deity , , World Religions and Belief Traditions: Research and Inquiry Skills APPROACHES TO THE STUDY OF THE SACRED Perspectives, Issues, and Challenges 359 HRT3M HIF10/20 (e.g., belief system, (e.g., atheism, agnosticism, eligions and belief traditions ompt: “Why might some people (e.g., theological, anthropological, historical,(e.g., theological, anthropological, eligionism, thick description) ecognized conceptual or methodological of the Sacred of the Sacred identify and explain the rationale for at least explain important concepts related to explain important concepts related explain the various terms used to classify explain the various terms used to classify use terms that define and appropriately eligions and belief traditions and the values eligions and belief traditions and the make?” does this eligion? What difference two r and belief to the study of religions approaches traditions psychological, typological, sociological) ethics, monotheism, pantheism, polytheism, animism, theology) the study of r (e.g., insider-outsider challenge, reductionism versus r cult, denomination, religion, sect) cult, denomination, religion, pr Teacher r implicit in these classifications not a say that Buddhism is a philosophy and r and of world religions to the study relate belief traditions B3. Approaches B2. the Study in Concepts and Terms By the end of this course, students will: B3.1 B2.3 By the end of this course, students will: By the end of this course, students will: B2.1 B2.2 oaden eligions and e universal values) demonstrate an understanding and assess the strengths and weaknesses of various the strengths demonstrate an understanding and assess ferent from ourselves?” from ferent ease the need for us to learn about e dif APPROACHES TO THE STUDY THE TO OF STUDY APPROACHES SACRED THE Belief Traditions? Belief Traditions? identify reasons for the study of world identify reasons identify diverse religions and belief and identify diverse religions identify and describe local and global demonstrate an understanding of various demonstrate an understanding and Belief Traditions?: Religions Why Study World and belief traditions; the study of world religions for reasons of terms and demonstrate an understanding and Concepts in the Study of the Sacred: Terms and belief traditions; to the study of world religions concepts related Approaches: and belief traditions. world religions to the study of approaches eligions and belief traditions (e.g., to br eligions and belief traditions enhance our r Christianity, First Nation and Inuit ritual and First Nation Christianity, Islam, Jainism, Judaism, Hinduism, spirituality, secular humanism) traditions that are found in Canada (e.g., found in traditions that are their understanding of the world, to gain insight their understanding of the world, to gain into human behaviour and diverse perspectives, to identify and explor contexts in which it is important to have an understanding of diverse r ability to understand and appreciate diversity? ability to understand and appreciate In what ways might the study of world religions to negatively judge people our tendency reduce who ar belief traditions “In what ways does global­ prompts: Teacher ization incr the belief traditions of others?” “How does a study of history show us the importance of understanding diverse belief traditions?” Teacher prompt: “How does the study of world prompt: Teacher r B1. and Religions World Study Why B. B1.2 By the end of this course, students will: By the end of this course, students will: B1.1 B1.3 SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS B2. B3. OVERALL EXPECTATIONS OVERALL EXPECTATIONS course, students will: By the end of this B1. 360 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, University/College Preparation B3.3 B3.2 and belieftraditions approaches maybeinfluencedbyethnocentrism) primarily onwrittenaccounts;anthropological belief traditions(e.g.,thehistoricalapproach relies ious approaches tothestudyofreligions and describe theirownperspectiveonreligions identify thestrengths andlimitationsofvar­ B3.4 B3.5 perspective onr and r written ratherthanoralsources) value scienceoverfaith,apredisposition toprivilege than acommunityorientation,predisposition to (e.g., anthropocentricism, anindividualisticrather identify biasesthatmayinformtheirown describe ther eason inreligions andbelieftraditions eligions andbelieftraditions oles ofdoubt,faith,intuition, World Religions and Belief Traditions: Research and Inquiry Skills RELIGIOUS AND SPIRITUAL IMPULSE Perspectives, Issues, and Challenges 361 HRT3M HIF10/20 (e.g., e associated ch for meaning the vision quest, practices “How is the individual’s “How does the rite of pas­ ed path) (e.g., ordination, the prayer elief systems that ar eligions and belief traditions ent moments in a Muslim’s life?” “How

explain how the journey of life can be seen explain how the journey of life can be explain experiences and practices of various identify with and explain concepts associated fer ith the quest for meaning and/or spiritual and/or for meaning quest the ith eacher prompts: eacher prompts: eligions and b as a quest for meaning, and identify common as a quest for meaning, and identify questions associated with the sear spiritual struggle known as jihad expressed at jihad expressed known as spiritual struggle dif does the First Nation concept of walking the path incorporate ideas about physical, sacred and spiritual heal­ emotional, environmental, ing?” “How do the concepts of samsara, nirvana, and dharma depict the journey of life?” r w understanding labyrinth, pilgrimage, associated with mysticism) prompts: Teacher sage popularly known as the vision quest (e.g., Who are we? Where do we? Where and purpose in life (e.g., Who are we come from?) “What do you think the prompts: Teacher might meaning or purpose of life is?” “How your understanding of your life’s purpose change as you get older?” the journey of life and the quest for meaning in various r covenant,karma, jihad, nirvana, vocation, the Jewish the Aboriginal sacr T C2. Meaning for Search The C2.1 By the end of this course, students will: By the end of this course, students will: C2.3 C2.2 explain some of the ways people use religions and belief ways people use religions explain some of the eligions , institutions, ough r , meaning and eligions and cial image of tobacco easons for the changes ough r can be met thr eligious as they get older?” RELIGIOUS AND SPIRITUAL IMPULSE IMPULSE AND SPIRITUAL RELIGIOUS Traditions Traditions explain the ways in which individual explain the ways in which individual explain the connection between religions/ explain the connection between religions/ analyse how experiences and practices asso­ explain the ways in which community needs explain the ways in which community Functions of Human Belief Traditions: Belief Traditions: Functions of Human needs; traditions to meet human traditions conceptualize and belief various religions analyse ways in which The Search for Meaning: a spiritual journey and quest for meaning. the journey of life as eacher prompts: “Why do some individuals eacher prompts: emember and ritualize expressed through through emember and ritualize expressed “How might the commer affect the way it is perceived within and the way it is perceived affect “How can outside First Nation cultures?” Abrahamic of the dietary requirements be observed within the context religions of a secular school?” human needs (e.g., for community purpose, psychological or emotional security) thr can be addressed belief traditions and human efforts to under­ belief traditions and human efforts of reality stand existence and the nature (e.g., belief as a way of understanding destiny, the natural world, and ultimate reality) become more r become more ciated with various belief systems may change over time, and suggest r T (e.g., for commemoration, continuity religion?” organized belief traditions organization) order, and belief traditions “How is the human need to prompt: Teacher r C1. of Human Belief Functions C1.2 By the end of this course, students will: By the end of this course, students will: C1.1 C2. By the end of this course, students will: By the end of this C1. C1.4 C1.3 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS C. 362 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, University/College Preparation C2.4 journey inthesetraditions reincarnation) (e.g., Chinvat;heaven,hell,andpurgatory; nirvana; afterlife invariousr symbolic ofthespiritualquestaJain?” for thejourneyoflife?”“Whyisriver Muslim?” “Howisalabyrinthmetaphor “What isthesignificanceofhajjfora significance ofordination inChristianbelief?” their lifepurposeandmeaning?”“Whatisthe indigenous peoples)assistseekerstodiscover (and practisedindifferent formsbyvarious explain howideasaboutdeathandthe reflect conceptionsofthespiritual eligions andbelieftraditions a destination?” the experienceofajourneyandarrivalat does theideaoflifeasacovenantsignifyboth understanding ofthejourneylife?”“How various FirstNationcommunitiesexpr Buddhist?” “Howdotheburialpracticesof of nirvanasignifyinthelifejourneya Teacher prompts: “Whatdoestheattainment ess their World Religions and Belief Traditions: Research and Inquiry Skills SACRED TEACHINGS AND PRINCIPLES Perspectives, Issues, and Challenges 363 HRT3M HIF10/20 eli­ ole and e?” (e.g., vegetarianism eligions and belief etations of: the relative etations of: the relative eflected in the dietary ocesses in natur e and tradition; the r e reflected in the teachings in the teachings e reflected /or teachings of various r /or “How did the events sur­ “How do the concepts of (e.g., interpr (e.g., karma, samsara and nirvana, ebirth, and nirvana relate to each other to ebirth, and nirvana relate identify and explain practices that reflect identify and explain practices that reflect explain how concepts of time, creation, explain how concepts of time, creation, explain how differing interpretations of spe­ interpretations explain how differing eacher prompts: “How is the principle of eacher prompts: eacher prompts: eacher prompts: ounding the death of Muhammad result in ounding the death of Muhammad result the principles and and the afterlife ar in the world view of a Buddhist?” “How does in the world view of a Buddhist?” “How affect the Islamic understanding of the afterlife cultural the actions of Muslims?” “How do the First practices and spiritual beliefs of various their knowledge and under­ Nations reflect standing of cyclical pr and ahimsa, baptism and grace, tithing of income for charity and tzedakah, fasting and submission) T gions and belief traditions place of human beings in the world; the relative place of human beings in the world; the relative importance of individual versus community values; succession [in Islam]) prompts: Teacher r within groups the formation of the two largest Islam – Sunni and Shi’a?” “How might the Judaeo-Christian understanding of the human person as made in the image and likeness of and practices of various r traditions sin and salvation) T ahimsa (non-violence) r practices of a Jain?” “Why is the principle of tzedakah (charity) central to Jewish life?” cific teachings have arisen within various faith communities importance of scriptur karma, r D1.5 D1.4 D1.6 analyse how individuals with specific roles have have with specific roles analyse how individuals (e.g., the irtues, the Golden Rule, ent understandings of “What are the duties of “What are espect for and protection of the espect for and protection ruths, the Three Jewels, the Code of ruths, the Three ompts: eligions and belief traditions ed the spawn-on-kelp sustainable SACRED TEACHINGS AND PRINCIPLES PRINCIPLES AND TEACHINGS SACRED oles of Vishnu, Rama, Krishna, and the oles of Vishnu, describe actions people perform to fulfil the explain the concept of the supernatural and explain the concept of the supernatural identify and explain the central tenets of Allah, Gabriel, and Muhammad reveal the Allah, Gabriel, and Muhammad reveal outline the central tenets, practices, and teachings of various tenets, practices, and teachings of various outline the central Practices, and Teachings: Tenets, and belief traditions; religions oral teachings in writings and of sacred analyse the role Teachings: and Oral Sacred Writings and belief traditions; various religions Influential Figures: Prescribed Roles and and belief traditions. of various religions influenced the development eligious obligation of zakat?” “How have religions and belief traditions (e.g., angels, avatars, and belief traditions religions deities, demons, spirits, saints, souls) the creator, “How do the distinct roles prompts: Teacher of First Nation beliefs about the natural world inspir of Mercy?” “How might Muslims fulfil the of Mercy?” r fishing industry?” the Noble T Works of Mercy, the Five V of Mercy, Works expectations of their particular belief tradition (e.g., Aboriginal r Handsome Lake) Muslim understanding of the supernatural?” Muslim understanding of the supernatural?” “How does the doctrine of the Communion the Roman Catholic concept of Saints reflect and of the supernatural?” “Why do Hindus Buddhists have differ the role of entities associated with it in various of entities associated the role the r Roman Catholics as outlined in the Works Roman Catholics as outlined in the Works various r Buddha?” “How did beliefs about the super­ Adivasi, natural influence the decision of the Aboriginal people of the Narmada River, the of a dam?” the construction to protest environment, charitable giving, zakat) environment, pr Teacher D1. Tenets, Practices, and Teachings Teachings D1. and Practices, Tenets, D1.3 D1.1 By the end of this course, students will: By the end of this course, students will: D2. D3. By the end of this course, students will: By the end of this D1. D1.2 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS D. 364 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, University/College Preparation D2.3 D2.2 D2.1 By theendofthiscourse,studentswill: D2.4 2 Sacred Writings andOral TeachingsD2. (e.g., theQur ognized importanceandinfluenceonbelievers Mishnah dif Teacher prompts: “HowdotheTorah andthe Laws ofManuinHinduism) and theMishnahinJudaism,RigVeda andthe in keyoralteachingsandpassagesofsacred r tion ofancientPalestineinfluencetheevents T source ofteachingsandtexts) Gospels; therole andvarietiesofrevelation asa early Christiancommunitiesonthewritingof (e.g., theinfluenceofpoliticalconditionsin of varioussacr various religions andbelieftraditions Grandfather Teachings, theMishnah)of (e.g., theCodeofHandsomeLake,Seven Testament, theTorah) andoralteachings (e.g., theQur in FirstNationtraditions?” responsibility overindividualrightsreflected ahimsa?” “Howistheemphasisoncommunity God conflictwiththefirstBuddhistprecept of within thesametraditionintermsoftheirr Aboriginal creation stories) in theDeerPark,SermononMount, by Hindus?” af between theRigV a believer?”“Howdodifferences inauthority tions writings invariousr ecorded inandwritingoftheNewTestament?” eacher prompt: “HowdidtheRomanoccupa­ fect howeachisusedandinterpreted identify thecentralprinciplesoutlined explain theoriginsanddevelopment identify significantsacred writings compare sacr (e.g., theT fer inthewaytheyguidelifeof ’an andtheHadithinIslam,Torah ’an, theMahabharata,New ed writingsandoralteachings en Commandments,theSermon ed writingsandoralteachings eda andtheLawsofManu eligions andbelieftradi­ ec­ D3.3 D3.4 D3.1 By theendofthiscourse,studentswill: D3.2 3 Prescribed Roles and Influential D3. concept oftheDr intended toinfluenceconduct?”“Howisthe is theChristianconceptofloveneighbour dharma influencetheconductofHindus?”“How Teacher prompts: through sacred art) neighbour; submission;re-enactment oftheDreaming ahimsa, satya,andtyaga;dharma;loveofGod of variousreligions andbelieftraditions Mother AnnLee,Muhammad,SiddharthaGautama Guru Nanak,MirzaHusayn,AliNuri,Moses, (e.g., Abraham,JesusofNazar with variousr in theMétistradition,shaman) elder belief traditions(e.g.,ascetic,Brahmin,cantor and environmental issues?” women ofChipkor “How are theexperiencesandlessonsof have onBuddhism,especiallyinVietnam?” other Buddhists,andwhatimpactdidhe Thich QuangDucbecomeanexampleto as a‘r Anglican ChristiansveneratePopeJohnXXIII Teacher prompts: “WhydobothLutheranand Luther KingJr., ElieWiesel, thewomenofChipko) Duc, MohandasK.Gandhi,MotherT traditions associated withvariousr tradition influence ontheparticularreligion orbelief in whichtheyemerged, andsummarizetheir Zoroaster, HandsomeLake),describethecontexts duct are outlinedintheT Ancestors?” “Whatguidelinesforethicalcon­ involving sacred sitesandsymbolsleftbythe basic r r oles associatedwithvariousreligions and identify influentialfigures associated analyse theimpactofleadersandactivists identify andexplainconceptsthatdefinethe identify andexplainthepurposeofspecific Figures , guru,imam,laity, priest,prophet, senator enewer oftheChurch’?” “How did oles and/or responsibilities ofadherents (e.g., DietrichBonhoeffer, ThichQuang eligions andbelieftraditions eaming reflected inrituals “How doestheconceptof elevant tocurrent global eligions andbelief en Commandments?” eth, Confucius, er esa, Martin (e.g., , , World Religions and Belief Traditions: Research and Inquiry Skills RITES AND OBSERVANCE Perspectives, Issues, and Challenges 365 HRT3M HIF10/20 eflect the emonies, and vision onym ICHTHYS as a Arjan Dev, including his including his Arjan Dev, u “What are some explanations some explanations ompts: “What are elated rituals, symbols, and festivals explain the origin and significance of various explain the origin and significance of classify rituals and practices of various describe ways in which various religions describe ways in which various religions ovide a spiritual context for understanding ovide a spiritual context for understanding eligions and belief systems in terms of cate­ quests reflect and sustain the values of specific quests reflect communities?” belief-r martyrdom, reinforce the importance of the reinforce martyrdom, Five Ks for Sikhs?” r gories such as almsgiving, asceticism, atonement, anointing, calls to worship, covenant, dietary laws, sacrifice, holy days, vision quest (e.g., the Five Ks, ICHTHYS, puja, sounding the (e.g., the Five Ks, ICHTHYS, puja, sounding wheel) shofar during Rosh Hashanah, the medicine pr Teacher of the origin of the acr symbol for Christianity?” “Why is the medicine wheel a common symbol used in contemporary “How does the First Nation art and culture?” experience of Gur and belief traditions use rites and rituals to and belief traditions use rites and rituals pr human experience “How do initiation rites such prompt: Teacher as baptism, naming cer E2. Rites and Rituals E2.2 E2.3 By the end of this course, students will: By the end of this course, students will: E2.1 (e.g., (e.g., Salah, emind Sikhs 1?” “How might onomy 1 demonstrate an understanding of the ways in which rituals and rites r of the ways in which rituals demonstrate an understanding (e.g., acts of discernment and/or eligions and belief traditions , acts of service, meditation, reflection) , acts of service, meditation, reflection) eligions or belief traditions RITES AND OBSERVANCE OBSERVANCE AND RITES explain how the daily practices of adherents explain how the daily practices of adherents describe the daily practices associated describe the daily practices associated describe how major historical events and explain the origins of the daily practices of explain the origins of the daily practices demonstrate an understanding of the type of daily observances of the type of daily observances Reality: demonstrate an understanding Daily Living as Sacred observances in the of these and of the role and belief traditions religions associated with various lives of adherents; Rites and Rituals: and belief traditions. principles of various religions understandings and eflect the teachings of their particular religion religion eflect the teachings of their particular Shema, Sikh practices signifying the importance of Shema, Sikh practices signifying the importance self-defence, Prayer to the Four Directions) “How do the practices associ­ prompts: Teacher ated with the Five Ks of Sikhism r or belief tradition daily prayer r with various religions and belief traditions and with various religions patterns of (e.g., dietary practices, forms of dress, for those in need) use of language, care prayer, ahimsa in satyagraha, the prayer book movement schools the residential in Anglican Christianity, experience for First Nation and Métis people) movements have shaped the daily practices of various r various r of their beliefs?” “In Judaism, what conditions for the consumption and prepa­ prescribed are ration of food in Deuter the rituals of affect geography or environment Prayer to the Four Directions?” E1. Reality Living as Sacred Daily E1.2 By the end of this course, students will: By the end of this course, students will: E1.1 E2. By the end of this course, students will: By the end of this E1. E1.4 E1.3 OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS E. 366 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, University/College Preparation E2.4 Shinto, affected bytheSecondWorld War?” was thepracticeofShinto,particularlyState ous aspectsofthePassoverceremony?” “How events ofthebookExodusreflected invari­ over thepasttwocenturies?”“Howare the with Eur Teacher prompts: “Inwhatwayshascontact seder, theBlackfootsundance,potlatch) r movements haveshapedtheritualsofvarious eligions andbelieftraditions(e.g.,thePassover describe howmajorhistoricaleventsand opeans changedthepotlatchritual E2.5 and reincarnation?” “Whyare ther death r Teacher prompts: funerary practices) with birth,comingofage,marriage,deathand in theirritesofpassage r baptism andconfirmation?” expectations ofparticipantsintherituals eligions andbeliefsystemsare reflected explain howkeyteachingsofvarious eflect Hindubeliefsabouttheafterlife “How doescr (e.g., ritesassociated emation after e dif ferent World Religions and Belief Traditions: Research and Inquiry Skills SOCIAL AND CULTURAL CONTEXTS Perspectives, Issues, and Challenges 367 HRT3M HIF10/20 e eligions es? What are the es? What are eligions?” “How ar eedoms encourage (e.g., Aboriginal drumming, “Why is drumming impor­ “Why is drumming ences in the way the Buddha Aboriginal communities?” ompts: es of La Sagrada Familia church reflect reflect es of La Sagrada Familia church eflected in Canadian society and culture eflected in Canadian society and culture explain why certain cultural forms have explain why certain cultural forms have analyse the ways in which religious pluralism analyse the ways in which religious reasons for the differences?” for the differences?” reasons Aboriginal attitudes towards the environment the environment Aboriginal attitudes towards of the architecture in and geography reflected Douglas Cardinal?” r special significance within particular aspects of the Roman Catholic faith?” “How aspects of the Roman Catholic faith?” the reflect do the cuisines of various cultures dietary laws of particular r is r “What was the function of Gregorian chant “What was the function of Gregorian observance? in medieval monastic religious Does it have the same function today?” “What some differ are is depicted in various cultur and belief traditions Islamic calligra­ chant, Hindu sculpture, Gregorian statues of the Buddha, Odissi dance and music) phy, pr Teacher “How do the architectural “How do the architectural prompts: Teacher featur (e.g., demographics, government policy) “How does the Canadian prompt: Teacher Charter of Rights and Fr plurality?” or discourage religious tant in many F2. Social Contexts F1.4 By the end of this course, students will: F2.1 describe and analyse ways in which various religions ways in which various religions describe and analyse e, e, music, literatur e reflected in specific e reflected ent religions and belief ent religions (e.g., the crucifix, the medicine easons for: the iconoclastic (e.g., r ument of Roman torture, employed ument of Roman torture, ohibit particular cultural forms SOCIAL AND CULTURAL CONTEXTS CONTEXTS CULTURAL AND SOCIAL analyse the ways in which various religions analyse the ways in which various religions identify and explain the significance of signs identify and explain the significance explain why differ analyse the interaction between society and various religions and belief traditions; and belief traditions; between society and various religions Social Contexts: analyse the interaction demonstrate an understanding of the challenges that adherents of various of the challenges that adherents demonstrate an understanding Social Challenges: identify and analyse ways in which various religions and belief traditions are and belief traditions are ways in which various religions identify and analyse Cultural Contexts: forms; embodied in cultural and belief systems experience in society; religions and Popular Culture: Religion, Civil Society, and adapted within civil society and popular culture. interpreted and belief traditions are as a sign of salvation by Christians?” “How do as a sign of salvation by Christians?” the the colours in a medicine wheel embody of First Nation concept of the importance the physical, spiritual, and natural worlds?” to Hindus?” “Why is the syllable ‘om’ sacred and belief traditions ar controversy, prohibitions against visual depictions against visual depictions prohibitions controversy, in Judaism and Islam, the common practice of not Buddhism) sand mandalas within Tibetan preserving sand mandalas “Why are prompt: Teacher often swept away upon completion?” and symbols associated with various religions religions and symbols associated with various and belief traditions wheel, symbols for the syllable “om”) which “Why is the crucifix, prompts: Teacher was an instr systems pr or activities and dance; in styles of dress; and in cuisines and dance; in styles of dress; by icons, La Sagrada Familia church (e.g., religious Antonio Gaudi, evening ragas, the poetry of Rumi, kosher and Bharatnatyam dance, monastic robes, of Douglas vegetarian cooking, the architecture Cardinal) works of art, architectur F1. Contexts Cultural F3. F1.3 By the end of this course, students will: By the end of this course, students will: F1.1 F1.2 F2. F4. By the end of this course, students will: By the end of this F1. OVERALL EXPECTATIONS OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS SPECIFIC EXPECTATIONS F. 368 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, University/College Preparation F2.3 F3.3 F3.1 By theendofthiscourse,studentswill: F3.4 F2.2 F3.2 F3. Social Challenges Social F3. belief traditions misconceptions aboutvariousr in Canada?” development ofuniversalhealthcare legislation “How havefaith-basedgr the policiesofyourschoolorboard?” eration ofreligious beliefsexpressed through religions orbelieftraditions?”“Howisconsid­ wearing thekirpan,jihad,pr public perceptions andmisconceptionsr institutions andbelieftraditions per to stageanon-violentpr women ofNarmadainfluencetheirdecision Teacher prompts: “Howdidthebeliefsof satyagraha, AboriginalwomenofNarmada) (e.g., Doukhobors,r between variousfaithcommunitiesandsociety K. Gandhi,Moses) Marcus Garvey, MartinLutherKing Jr., Mohandas Nanak, ElijahHarper, JesusofNazareth, Muhammad, oppo (e.g., anti-conversionlawsinIndia; theIranian and groups holdingparticularreligious beliefs have af with FirstNationbeliefs?” discourage tobaccoconsumptionconflict Canadian society?”“Howmightefforts to kirpan inSikhismcontributedtotension standings aboutthefunctionandrole ofthe ceptions aboutjihad?”“Howhavemisunder­ of jihadr Teacher prompts: “Howdomediadepictions Nations’ useoftobaccoandsweetgrass) hospitals indicateanaf Teacher prompts: “Whydothenamesofmany Canadian constitution,hospitals,schools) tices ofsocialandpoliticalinstitutions and belieftraditionsonthepoliciesprac­ tribunals contestedinCanadiancourts?” “Why isthelegalstatusofreligious marriage construction oftheNarmadaValley dam?” and belieftraditionshaveusedr identify somecommonprejudices and evaluate theinfluenceofprejudice onpublic explain whytensionsanddebateshavearisen analyse howspecificlawsor historicalevents evaluate theinfluenceofvariousreligions explain howleadersfr ceptions ofthepracticesvariousreligious se pr fected relationships betweenthestate eflect orperpetuatecommonmiscon­ ejudice anddiscrimination eligious marriagetribunals, filiation withparticular om variousreligions otest againstthe oups influencedthe oselytism, First eligion to eligions and (e.g., common (e.g., Guru elated to (e.g., the F4.1 By theendofthiscourse,studentswill: F4.3 F4.2 F4. Religion, CivilSociety, Religion, and F4. after theFirstW institutions inOntario;secularizationT mer the positiveandnegativeeffects ofthecom­ the crucifix asafashionaccessory?”“Whatare for moviestarsandpopularmusicianstouse Nation people?”“Whymightitbeinappropriate dr r Remembrance Dayceremonies employand values ofamulticulturalsociety?”“Howdo God intheCanadiannationalanthemr Teacher prompts: national anthem,observancesonRemembranceDay) into civilceremonies (e.g.,through flags,the r their publicfunctions?” allow theirfaithtoinfluencehowtheycarryout what extentshouldelectedofficials inCanada people ofThailandwiththeirmonarch?” “To state religion reflected intherelationship ofthe people?” “Howistherole ofBuddhismasthe Canadian governmentandCanada’s Aboriginal net amilestoneinther ing duringtheswearinginofPaulMartin’scabi­ prompted?” “Whywastheinclusionofsmudg­ ous religious symbols,andwhatresponse hasit Fr Teacher prompts: in Canada) schools legislationandFirstNationcommunities under andafterSovietcommunism;residential r on secularismandconspicuousr Revolution of1979;theFr into popularculture r spective waysinwhichelements ofvarious and practices?” T the useofsacred Hindusymbolsintattoos) cifixes asdecorativeobjectsorfashionaccessories, traditions associated withvariousr traditional symbols,ideas,andotherelements eflect elementsofr eligious references orsymbolsare incorporated estrictions ontheuseofLord’s Prayerinpublic eligions andbelieftraditions are imported eacher pr ench legislationonsecularismandconspicu­ eam catcherasadecorativeitemoffend First identify waysinwhichreligious orquasi- analyse andcritiquefrom apersonalper­ analyse waysinwhichpopularculture uses Popular Culture cialization ofyogaandHindusymbols ompts: “Whymighttheuseofa (e.g., theuseofdream catchersandcru­ orld War; thestatusofreligion “How doesthereference to “What wasthereason forthe eligious ritual?” elationship betweenthe ench Loino.2004228 eligions andbelief eligious symbols; eflect the urkey World Religions and Belief Traditions in Daily Life, Grade 11

Open HRF3O

This course enables students to study world religions and belief traditions in local, Canadian, and global contexts. Students will explore aspects of the human quest for meaning and will examine world religions and belief traditions as exemplified in various sacred teachings and principles, rites, and passages. They will also study the interaction throughout history between society and various belief traditions, and will have opportunities to develop research and inquiry skills related to the study of world religions and belief traditions.

Prerequisite: None

369 A. RESEARCH AND INQUIRY SKILLS

OVERALL EXPECTATIONS Throughout this course, students will:

A1. Exploring: explore topics related to world religions and belief traditions, and formulate questions to guide their research; A2. Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science and humanities research and inquiry methods; A3. Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry; Grade 11, Open 11, Grade A4. 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.

SPECIFIC EXPECTATIONS

A1. Exploring research requires you to consult both primary and secondary sources or allows you to rely Throughout this course, students will: exclusively on secondary sources?” A2.2 A1.1 explore a variety of topics related to world locate and select information relevant to religions and belief traditions (e.g., rites of passage, their investigations from a variety of primary religious observances) to identify topics for research sources (e.g., interviews, observations, surveys, and inquiry questionnaires, original documents in print or other media – film, photographs, songs, advertisements, A1.2 identify key concepts (e.g., through discussion, sacred texts) and/or secondary sources (e.g., brainstorming, use of visual organizers) related to book reviews, textbooks, websites, brochures, their selected topics newspaper articles) A1.3 formulate effective questions to guide their A2.3 based on preliminary research, for each research and inquiry investigation formulate a research question Teacher prompt: “If you were researching and identify potential subtopics to focus rites of passage in different communities, their research what might be the advantage of comparing religious rites of passage to those based on A3. Processing Information secular traditions?” Social Sciences and Humanities Social Sciences

| Throughout this course, students will: A2. Investigating A3.1 assess various aspects of information gath­ ered from primary and secondary sources Throughout this course, students will: (e.g., accuracy relevance, reliability, inherent A2.1 create appropriate research plans to investi­ values and bias, voice) gate their selected topics (e.g., outline purpose Teacher prompts: “What strategies can you and method; identify sources of information), use to determine the relevance of the informa­ ensuring that their plans follow guidelines tion you have gathered?” “If two information for ethical research sources contradict each other, how might you Teacher prompts: “What are some ways determine which is more reliable?” “What to locate reliable sources of information?” values are embedded in the information “How might you determine whether your sources?” “Whose voices are represented THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

370 and whose are absent?” “Whose interests A4.2 use terms relating to world religions and are advanced if you believe the main belief traditions correctly (e.g., belief, creed, custom, message of this source?” deity, divine, faith, habit, mysticism, profane, sacred) A3.2 record and organize information and key A4.3 clearly communicate the results of their World Religions and Belief ideas using a variety of formats (e.g., notes, graphic inquiries (e.g., write clearly, organize ideas logically, organizers, summaries, audio/digital records) use language conventions properly), and follow Traditions in Daily Life A3.3 appropriate conventions for acknowledging analyse and interpret research information sources (e.g., MLA, Chicago, or Turabian-style (e.g., determine whether common themes arise in references and/or notes) different sources) A4.4 A3.4 demonstrate an understanding of the demonstrate academic honesty by docu­ general research process by reflecting on menting the sources of all information generated and evaluating their own research, inquiry, through research and communication skills A3.5 synthesize findings and formulate conclu­ Teacher prompts: “What steps might you sions (e.g., weigh and connect information to take to enhance your research/inquiry skills?” determine the answer to their research questions) “What questions arise from the results of your research?” A4. Communicating and Reflecting

Throughout this course, students will: A4.1 use an appropriate format (e.g., oral presenta­ tion, formal debate, poster, multimedia presentation, web page) to communicate the results of their research and inquiry effectively for a specific HRF3O purpose and audience RESEARCH AND INQUIRY SKILLS

371 B. COMMONALITIES, CONCEPTS, AND CONTEXTS

OVERALL EXPECTATIONS By the end of this course, students will:

B1. Commonalities: demonstrate an understanding of the commonalities among various world religions and belief traditions that coexist within a diverse society; B2. Terms and Concepts: define and appropriately use terms and concepts related to world religions and belief traditions, examining their meaning in the context of various beliefs; Grade 11, Open 11, Grade B3. Global and Local Contexts: demonstrate an understanding of global and local contexts in which world religions and belief traditions function.

SPECIFIC EXPECTATIONS

B1. Commonalities co-workers are celebrating, fasting, or praying at certain times?” “What is secular humanism By the end of this course, students will: and why is it important to understand secular humanism in discussions of world religions?” B1.1 explain how common human needs (e.g., for B1.4 a sense of community and identity, a moral code, a explain how a focus on the differences sense of purpose or meaning, ritual) are reflected between various religions rather than their in religions and belief traditions across cultures commonalities can foster prejudice, bias, and historical eras and discrimination Teacher prompt: “In what ways do religious Teacher prompts: “Why are the terms cult institutions seek to continue to be relevant in and idolatry problematic?” “What are some today’s increasingly secular society?” negative consequences that can result from a focus on the differences between faith commu­ B1.2 evaluate the importance of celebrations nities (e.g., the growth of prejudice, bias, and and commemorations in human experience antipathy leading to wars of religion or the (e.g., anniversaries, birthdays, historical markers) persecution/oppression of minority groups)?” Teacher prompts: “Why is it important to cele­ brate special moments?” “Why might human B2. Terms and Concepts milestones be seen as an expression of the

Social Sciences and Humanities Social Sciences divine?” “What are some ways in which

| By the end of this course, students will: people commemorate significant events or moments (e.g., with flowers, photographs)?” B2.1 define and appropriately use terms and “Why would a community want to name a concepts related to the study of world religions library, airport, school, or public place after and belief traditions (e.g., agnosticism, atheism, an individual?” belief, clergy, conservative, creed, cult, custom, deity, denomination, divine, ecumenism, faith, B1.3 identify various world religions and belief fundamentalism, habit, interfaith dialogue, laity, traditions that coexist within a diverse society, liberal, monotheism, mysticism, orthodoxy, pantheism, and explain why it is important to learn polytheism, profane, reform, ritual, sacred, secular, about them supernatural, tradition) Teacher prompts: “How might the way a B2.2 explain the perceived nature and role of person dresses or eats reflect his or her belief the supernatural and the divine in various tradition?” “Why is it important for us to

THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO religions and belief traditions understand why our friends, neighbours, or

372 Teacher prompts: “What are some ways in B3.3 explain the impact of including “creed” as a which various belief traditions regard life and protected ground of discrimination under the death and the role of humanity and divinity Ontario Human Rights Code in the world? What are some reasons for any B3.4 explain how individual religious beliefs can differences between their views?” “How is the World Religions and Belief affect the ways in which people relate to others

supernatural viewed in secular humanism?” Traditions in Daily Life Teacher prompts: “How might a friend’s religious beliefs and practices influence your B3. Global and Local Contexts relationship?” “How did Mother Teresa’s actions express her religious beliefs?” By the end of this course, students will: B3.5 identify similarities between civil and B3.1 describe factors that contribute or have religious observances and celebrations contributed to the global influence of various (e.g., the oath of citizenship, the national anthem, religions and belief traditions (e.g., emigration Remembrance Day) and immigration, forced migration through enslaved labour, proselytism, colonialism) Teacher prompts: “Why is November 11 a significant day for most Western countries? Teacher prompts: “How has immigration How do we recognize its significance?” “Why changed Canadian understandings of and do schools play ‘O Canada’ every morning?” attitudes regarding various belief traditions?” “Why are there many Christian symbols and “Why might a person choose to convert from references at civil ceremonies in Canada? one belief tradition to another?” What does the presence of religious tokens B3.2 analyse ways in which religions and belief and symbols at civil ceremonies indicate traditions can influence the relationship about human responses to such things as between individuals and their society, with war, death, citizenship, and patriotism?” a focus on contemporary Canadian society HRF3O Teacher prompt: “Under what circumstances might it be acceptable for an employee to refuse to do something that conflicts with the teachings of his or her belief tradition?” COMMONALITIES, CONCEPTS, AND CONTEXTS

373 374 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities Grade 11, Open C. SPECIFIC EXPECTATIONS OVERALL EXPECTATIONS C1.1 By theendofthiscourse,studentswill: C3. C1. By theendofthiscourse,studentswill: C1.3 C1.2 C2. 1 HistoricalContexts C1. of matzo atPassover) and r as Peacemaker?”“Howdoes thesignificance enced bythosebornoutsidetheirnation,such “How havetheHaudenosauneebeeninflu­ tribute toandinfluencetheBaha’ifaith?” T explain theirorigins,roles, andcontributions diaspora af Teacher prompts: “Howhastheexperienceof belief traditions from thehistoryofvariousworldreligions and (e.g., theexodus ofJewsfr associated with particularbelieftraditions historical incidentsandthe practices orrituals Christianity andIslam?” various worldr experience ofexile?” be affected bythefourteenthDalaiLama’s in Tibetan Buddhism?How mightthistradition “What isthetraditionofleadershipsuccession event fortheConfederacyofSixNations?” Woodlands CulturalCentre beasignificant history?” “Whywouldtheopeningof Nations animportanteventinHaudenosaunee “Why isthefoundingofConfederacySix eacher pr world r Belief Traditions andPopularCulture:demonstrateanunderstandingofwaysinwhichvarious other communities; particular religions andbelieftraditions; Historical Contexts: which adherents ofparticularworldreligions andbelieftraditionsrelate totheirownand Community BeliefsandPractices:demonstrateanunderstandingofvariouswaysin identify anddescribesignificantepisodes explain therelationship between specific identify majorfigur SECULAR CONTEXTSECULAR COMMUNITY WITHIN SACRED AND ole ofJesusNazareth differ in eligions andbelieftraditionsare interpreted andadapted withinpopularculture. ompts: “HowdidBaha’ullahcon­ fected thepracticesofJudaism?” eligions andbelieftraditions, es fr demonstrate anunderstandingofthehistoricalcontextsthathaveshaped om Egyptandthe eating om thehistoryof C2.2 C1.4 C2.1 By theendofthiscourse,studentswill: 2 Community Beliefs andPractices C2. S dif between Shia,Sunni,andIsmaili Muslims?” decr Teacher prompts: “Whyhasthere beena in religious practiceovertime (e.g., theSecondV movements gr and MahayanaBuddhists,aswelldiffer fer Teacher prompts: “WhyistheDalaiLamadif­ that connectthemdespitetheirdifferences believers, anddescribeunifyingelements branches withinparticularcommunitiesof the conceptofumma Vatican Council?” the RomanCatholictraditionsinceSecond in laymovementsandparticipationwithin vowed religious communitiesandanincrease and belief-r women, boysand girlsinvarioustraditions) the cantorinJewishSabbathservices; menand Métis tradition;thelaityinOrthodox Christianity; oups withinsecularsociety?”“Howdoes ently perceived byVajrayana, Theravada, ferent belieftraditions (e.g.,senatorsinthe describe variousroles playedbypeoplein explain therelationship betweenreligious identify andexplaindifferences inbeliefs ease inthenumberofpeopleentering elated practicesbetweendifferent (e.g., ReformJudaism)orevents atican Council)andchanges influence relationships ent C2.3 demonstrate an understanding of how C3.2 explain the effects on faith communities various world religions and belief traditions as well as popular culture when specific faith accommodate a range of commitment, from symbols are appropriated by popular culture strict observance to liberal compromise Teacher prompts: “What are some possible Teacher prompts: “How do Old Order Amish effects of the development of sports hijabs? To World Religions and Belief

differ from Conservative Mennonites?” “Why what extent would it be problematic if sports Traditions in Daily Life may Hindus express their devotion in a multi­ hijabs were marketed as mainstream sports­ plicity of ways?” wear to keep long hair contained?” “What are C2.4 some possible effects of the adoption of the describe difficulties that individuals may traditional Palestinian kuffiyeh as a fashion encounter in Canadian society when their reli­ accessory?” gious observance includes particular practices in regard to dress, diet, or behaviour (e.g., wear­ C3.3 identify, explain, and evaluate examples of ing hijab, refusing blood transfusions, following a bias and prejudice in pop-culture representations vegetarian diet, offering tobacco) of religions and belief traditions (e.g., depictions of Hinduism in The Simpsons; representations of C3. Belief Traditions and Popular Islam in the media) Culture

By the end of this course, students will: C3.1 describe ways in which popular culture uses traditional symbols, ideas, and other elements associated with various world religions and belief traditions Teacher prompts: “How does a Hindu’s view HRF3O of yoga as a religious discipline differ from the view of yoga projected by the fitness industry?” “How did the Beatles influence the perception of Hinduism in Western culture?” “How do views of marriage in popular culture differ from how marriage is understood by various belief traditions?” “How does the commercial­ ization of tobacco use in popular culture conflict with the sacred role of tobacco in First Nation traditions?” “How appropriate is it for martial arts to be taught without spiritual instruction? COMMUNITY WITHIN SACRED AND SECULAR CONTEXTS

375 D. ACTIONS

OVERALL EXPECTATIONS By the end of this course, students will:

D1. Festivals, Celebrations, and Commemorations: demonstrate an understanding of the role and significance of festivals, celebrations, and commemorations in various world religions and belief traditions; D2. Rites of Passage: describe the role and significance of rites of passage in various world religions and belief traditions; D3. Daily Observances: describe and explain the function and significance of the daily observances Grade 11, Open 11, Grade practised by followers of various world religions and belief traditions.

SPECIFIC EXPECTATIONS

D1.4 D1. Festivals, Celebrations, and explain how practices and rituals employed Commemorations in festivals and celebrations of various religions and belief traditions reflect the teachings of By the end of this course, students will: those traditions Teacher prompts: “How does Ayambil relate to D1.1 explain the significance of major festivals the spiritual goals of a Jain?” “Why is the kiss and other commemorations in various world of peace symbolic of the life of a Christian?” religions and belief traditions “How does the redistribution of goods in a Teacher prompt: “Why would some Jewish potlatch express the importance of community people say that Yom Kippur is the most holy interdependence?” day in the Jewish calendar?” D1.5 explain the origins of symbols associated D1.2 identify and describe the observances and with specific religious festivals, celebrations, practices associated with the major festivals, and commemorations (e.g., Advent wreath, commemorations, and celebrations of various menorah, lotus, fireworks, sweetgrass) world religions and belief traditions (e.g., coloured Teacher prompts: “What is the significance water at Holi, dancing at powwows, lighting candles of the dreidel?” “Explain why fireworks and at the beginning of Shabbat, nativity scenes lights are common symbols associated with at Christmas) the Hindu festival of Diwali.” Teacher prompts: “Why are lights and candles an important symbol for the celebration of Social Sciences and Humanities Social Sciences D2. Rites of Passage | Wesak by Buddhists?” “Why is drumming often a significant feature in the festivals of By the end of this course, students will: indigenous people in Canada and around the world?” D2.1 identify and explain the purpose of key rites of passage in various world religions D1.3 describe the role and significance of fasts and belief traditions (e.g., rituals associated and feasts in various belief traditions with death, marriage, naming a child) Teacher prompts: “Why do Muslims fast during Teacher prompts: “Why is the naming ceremony Ramadan?” “Why do Hindus exchange sweets such a significant aspect of First Nation, Hindu, during Holi?” “How does the nalukataq – the Jewish, and Muslim traditions?” “What is the spring whaling festival – express the signifi­ significance of the one-month celebration for cance of the whale to the Inuit community?” infants in Buddhist and Taoist traditions?” THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

376 D2.2 describe the practices and rituals employed D3.2 describe the role and significance of daily in specific rites of passage associated with vari­ observances in different world religions and ous religions and belief traditions, and explain belief traditions (e.g., Kusti prayers, Salah, their significance Shema, sunrise ceremony, the Five Ks in Sikhism)

Teacher prompts: “Why is candy thrown at Teacher prompts: “How is the Shema observed World Religions and Belief

the bar mitzvah boy as he completes his through both clothing and ritual?” “How might Traditions in Daily Life Haftorah?” “How do the rituals employed by the observation of the sunrise ceremony affect Hindus in the cremation of the body after death and reflect an individual’s attitude towards the reflect their understanding of the afterlife?” natural world?” “What are some similarities and differences in D3.3 the birth, coming of age, and death rituals of explain how daily practices and rituals several belief traditions?” associated with various religions and belief traditions connect to and/or affect the lives D2.3 demonstrate an understanding of symbols, of their adherents art, and literature associated with rites of pas­ Teacher prompts: “How does the observance of sage in various religions and belief traditions giving thanks (saying ‘grace’) before and after Teacher prompts: “How does He Qi’s painting meals anchor and regulate a believer’s day?” The Baptism of Jesus reveal the importance of “How might the life of someone be affected if baptism to Christians?” “What is the symbolic he or she spent time in meditation or prayer or significance of the tallith in the bar/bat mitz­ in the natural world each day?” “How might vah?” “How do the symbols of the amritsanchar a Sikh who observes the Five Ks as a way ceremony represent the expectations of the of life encounter tensions in a secular world Sikh who joins the Khalsa?” “How do the that is not informed about the significance of symbols woven into the dream catcher for these practices?” newborn Ojibwe babies convey the values of the community?” HRF3O

D3. Daily Observances

By the end of this course, students will: D3.1 identify daily rituals of various world reli­ gions and belief traditions (e.g., regular prayer, ritual bathing, meditation) ACTIONS

377 E. SACRED STORIES AND WRITINGS

OVERALL EXPECTATIONS By the end of this course, students will:

E1. Role of Sacred Writings, Oral Teachings, and Stories: demonstrate an understanding of the role of sacred writings, oral teachings, and stories in various world religions and belief traditions; E2. Influence of Sacred Writings, Oral Teachings, and Stories: demonstrate an understanding of the influence of sacred writings, oral teachings, and stories on the development of belief and action. Grade 11, Open 11, Grade SPECIFIC EXPECTATIONS

E1. Role of Sacred Writings, Oral E2. Influence of Sacred Writings, Oral Teachings, and Stories Teachings, and Stories

By the end of this course, students will: By the end of this course, students will: E1.1 compare and contrast sacred writings and E2.1 explain the influence of sacred writings and oral teachings oral teachings in the origin and development of E1.2 various world religions and/or belief traditions describe the importance of sacred writings (e.g., the Code of Handsome Lake, the Qur’an, the and oral teachings in various world religions New Testament, the Tripitaka) and belief traditions Teacher prompts: “What do we know about the E1.3 describe various sacred writings and oral circumstances that influenced the development teachings, providing specific examples from of the Code of Handsome Lake?” “How did various world religions and belief traditions the manner in which the Qur’an was revealed (e.g., the Bhagavad Gita, the Great Law of Peace of influence the development of Islam?” “How the Longhouse People, the Qur’an, the Jatakas, the are the conditions of the early Christian com­ Kojiki, the Mishnah, the New Testament) munities reflected in the letters of Paul?” Teacher prompts: “How is the Rig Veda differ­ E2.2 identify key precepts (e.g., the Golden Rule) ent from the Mahabharata?” “How do the derived from the sacred writings and oral primary sacred texts of Christianity differ teachings of various world religions and belief from those of Judaism?” “Why is the Haienw­ traditions and describe any commonalities tha Belt (wampum belt) categorized by some as both a form of sacred writing and an Teacher prompt: “What similarities do you see oral teaching?” between the Code of Handsome Lake and the

Social Sciences and Humanities Social Sciences Golden Rule?”

| E1.4 explain the intended message of specific E2.3 explain the connections between the sacred passages from sacred writings or oral teachings stories and writings of various world religions from various religions and belief traditions and belief traditions and their festivals, celebra­ (e.g., the Beatitudes, the Eightfold Path, the Seven tions, rites of passage, and daily observances Grandfather Teachings) (e.g., the Book of Esther and Purim, the Ramayana Teacher prompts: “How would your life change and Diwali, the Haudenosaunee creation story and if you were to try to live according to the Seven the Green Corn Festival) Grandfather Teachings?” “What kinds of values are reflected in the Beatitudes?” “Why is the Eightfold Path a central tenet of Buddhism?” THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

378 Teacher prompts: “How are the events of the Teacher prompts: “Why might Bill Reid have Book of Esther reflected in the rituals of Purim?” chosen each of the figures that were included “How are aspects of the story of Sita’s abduction in the sculpture Spirit of Haida Gwaii?” “How reflected in the observances of Diwali?” accurately do paintings of the Last Supper

depict the events described in the Gospel nar­ World Religions and Belief E2.4 explain the relationships between sacred

ratives?” “How do differing representations Traditions in Daily Life stories and various symbols and works of art, of Hindu deities reflect sacred stories?” music, or literature

HRF3O SACRED STORIES AND WRITINGS

379 F. DIMENSIONS OF THE SACRED

OVERALL EXPECTATIONS By the end of this course, students will:

F1. Sacred Time: demonstrate an understanding of how concepts of time influence the teachings and practices of various world religions and belief traditions; F2. Sacred Place: demonstrate an understanding of how concepts of place influence the teachings and practices of various world religions and belief traditions. Grade 11, Open 11, Grade SPECIFIC EXPECTATIONS

F1. Sacred Time Teacher prompts: “How might the interior features of Roman Catholic churches differ By the end of this course, students will: from those of the Eastern Orthodox or Calvinist Reform traditions?” “How does the construction F1.1 describe ways in which common celebra­ of a sweat lodge reflect the understandings and tions and commemorations associated with beliefs of First Nation people about the natural various religions and/or belief traditions are world?” “Why are prayer wheels incorporated linked to concepts of time into the design of some Buddhist temples?” Teacher prompts: “What is the connection F2.2 explain ways in which attitudes and actions between respect for ancestors and the arrival of believers are shaped by convictions about of spring through the Qingming festival for the significance of place (e.g., places such as Turtle Confucians?” “Based on what you know about Island for the Haudenosaunee people, the Western the potlatch celebration, why would it make Wall for Jews, the Ganges River for Hindus) more sense to celebrate a potlatch during the winter months rather than the summer Teacher prompts: “Why is the Ark of the months?” Covenant in a synagogue placed on the side that faces Jerusalem?” “How do adherents of F1.2 identify and explain the significance of various traditions express reverence when they historical events and natural cycles that are approach or enter sites of sacred importance?” commemorated in various religions and belief “How are Aboriginal people’s attitudes towards traditions (e.g., planting and harvest time; the the environment and the earth a reflection of migrations of monarch butterflies, salmon, and their larger belief tradition?” “How does the birds; cycles of the moon and sun; the births positioning of the Guru Granth Sahib in rela­ and/or deaths of religious leaders) tion to the congregation in a Gurdwara reflect

Social Sciences and Humanities Social Sciences Teacher prompts: “How does the lunar cycle attitudes about the significance of place?” | affect the timing of events in the religious year of F2.3 identify the relationship between place and various belief traditions? How does its influence common celebrations and commemorations compare with the effect of the solar cycle in vari­ (e.g., cenotaphs on Remembrance Day) ous belief traditions?” “Why do some commu­ nities gather to celebrate cycles of nature?” Teacher prompts: “Why were veterans upset when the French government wanted to remove a British war cemetery on the Somme battle­ F2. Sacred Place field to build an airport?” “Why were the Stoney Point Ojibwe protesting at Ipperwash By the end of this course, students will: Provincial Park in 1995?” F2.1 describe the main features of the places of worship of various religions or belief traditions THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

380 F2.4 identify various sacred places that are destinations for pilgrims (e.g., Jerusalem, Mecca, Varanasi) and explain the difference between a pilgrimage (e.g., the hajj) and other types of

spiritual journey (e.g., the vision quest) World Religions and Belief

Teacher prompts: “Why has Jerusalem been a Traditions in Daily Life focal point of pilgrimage?” “How do pilgrims to Varanasi express reverence?” “Why is there no specific place that a First Nation male must visit during his vision quest?”

HRF3O DIMENSIONS OF THE SACRED

381

GLOSSARY

EQUITY STUDIES cultural relativism. The view that norms and values need to be understood within the ableism. Prejudice, stereotyping, and/or dis­ context of the culture in which they are found, crimination directed against people who have that they are equally valid, and that none are developmental, emotional, physical, sensory, inherently superior. or health-related disabilities. Ableism may be evident in organizational and institutional culture. The customary beliefs, values, social structures, policies, procedures, and programs, forms, and material traits of an ethnic, religious, as well as in the attitudes and behaviour or social group. of individuals. discrimination. See individual discrimination; advocacy. Action in support of a cause, including systemic discrimination. the attempt to influence public policy with diversity. The presence of a wide range of human respect to that cause. qualities and attributes within a group, organi­ antisemitism. Prejudice, stereotyping, and/or zation, or society. The dimensions of diversity discrimination directed against individual Jews include, but are not limited to, ancestry, culture, or the Jewish people on the basis of their culture ethnicity, gender, gender identity, language, phys­ and religion. Antisemitism may be evident ical and intellectual ability, race, religion, sex, in organizational and institutional structures, sexual orientation, and socio-economic status. policies, procedures, and programs, and in the equality. A condition in which all people are attitudes and behaviour of individuals. treated the same way, regardless of individual appropriation. The act of taking or making differences. See also equity. use of another group’s property, cultural equity. Fair, inclusive, and respectful treatment expressions, traditions, and/or ways of being of all people. Equity does not mean treating all without authority or right. people the same, without regard for individual bias. An opinion, preference, prejudice, or differences. See also equality. inclination that limits an individual’s or group’s ethnicity. The shared national, ethnocultural, ability to make fair, objective, or accurate racial, linguistic, and/or religious heritage or judgements. background of a group of people, whether or colonization. A practice of domination that not they live in their country of origin. involves the political, economic, and/or cultural feminism. Theories, movements, and actions subjugation of one people by another. that aim to promote social, economic, and cultural appropriation. See appropriation. political equity for women, and to challenge and eliminate sexism.

383 gender. The characteristics of women and men human rights. Rights that recognize the dignity that are socially constructed. and worth of every person, and provide for equal rights and opportunities without discrimination, gender-based violence. Any form of behaviour – regardless of race, ancestry, place of origin, colour, including psychological, physical, and sexual ethnic origin, citizenship, creed, sex, sexual behaviour – that is based on another individual’s orientation, gender identity, gender expression, gender and is intended to control, humiliate, or age, marital status, family status, disability, or harm that individual. This form of violence is other similar factors. generally directed towards women and girls and is based on an attitude or prejudice, which individual discrimination. Unfair or unequal may be conscious or unconscious and may exist treatment based on race, ethnic origin, sex, on the individual and/or institutional level, that sexual orientation, religion, age, and other aims to subordinate an individual or group on similar factors, perpetrated by an individual the basis of sex and/or gender identity. person against another person or group. See also systemic discrimination. gender binary. The societal and cultural classifi­ cation of gender into two distinct categories – intersectionality. The overlapping, in the con­ masculine and feminine. text of an individual or group, of two or more prohibited grounds of discrimination under the gender identity. A person’s sense of self with Ontario Human Rights Code, or other similar respect to being male or female. Gender identity factors, that may result in additional biases or is different from sexual orientation and may be barriers to equity for that individual or group. different from birth-assigned sex. intersex. Referring to people who are born with gender performance. The ways in which an sex chromosomes, external genitalia, or internal individual enacts, or refuses to enact, the gender reproductive systems that are not considered norms deemed to be appropriate to the individ­ standard for either males or females. The exis­ ual’s sexed body. tence of intersexuals calls into question rigid binary categorizations of biological sex into harassment. A form of discrimination that male and female. may include unwelcome attention and remarks, jokes, threats, name calling, touching, or other LGBT. The initialism used to refer to lesbian, behaviour that insults, offends, or demeans gay, bisexual, and transgender people. A broader someone because of his or her identity. range of identities is also sometimes implied by Harassment involves conduct or comments this initialism, or they may be represented more that are known to be, or should reasonably explicitly by LGBTTIQ, which stands for lesbian, be known to be, offensive, inappropriate, gay, bisexual, transgender, transsexual or two- intimidating, and/or hostile. spirited, intersex, and queer or questioning. Social Sciences and Humanities Social Sciences | homophobia. A disparaging or hostile attitude or marginalization. The process of being relegated a negative bias, which may be overt or unspoken to the margins of society and having little or no and may exist at an individual and/or a systemic social power. Marginalization may affect indi­ level, towards people who are lesbian, gay, viduals or larger groups, including women and bisexual, or transgender (LGBT). racial, ethnic, and religious groups.

matriarchy. A social structure or social organization ruled by women. Also, a social organization in which descent or inheritance is determined through a female line. THE ONTARIO CURRICULUM, GRADES 9–12 CURRICULUM, THE ONTARIO

384 multiculturalism. The acceptance of cultural race. A social construct that groups people on pluralism as a positive and distinctive feature the basis of common ancestry and characteristics of society. In Canada, multiculturalism is such as colour of skin, hair texture, and/or the government policy, and includes initiatives shape of eyes and other facial features. The term designed to support cultural pluralism at all is used to designate the categories into which levels of government. societies divide people according to such characteristics. Race is often confused with oppression. The exercise of power or authority ethnicity, but there may be several ethnic by an individual or group to subjugate a less groups within a racial group. See also ethnicity. powerful individual or group, using physical, psychological, social, and/or economic threats racial profiling. Any action undertaken for or force. The term can also refer to injustices suf­ reasons of safety, security, or public protection fered by marginalized groups in their everyday that relies on stereotypes about race, colour, interactions with members of more powerful ethnicity, ancestry, religion, or place of origin, groups. The marginalized groups usually lack the rather than on reasonable suspicion, to single means to effectively challenge their oppression. out an individual for greater scrutiny or differential treatment. patriarchy. The norms, values, beliefs, systems, and sociocultural, political, economic, and racialized group. A group of people who may familial structures that afford power and experience social inequities on the basis of race, privilege to men, and thereby marginalize colour, and/or ethnicity, and who may be sub­ and subordinate women. jected to differential treatment. power. The ability of people to control their sex. Refers to the categorization of people as environment, including, at times, the behaviour male or female, based on characteristics that of others. In any society, people with power have are biologically determined. See also gender the greatest access to resources and can exercise and gender identity. control with only minimal thought to the effect on others. Societies tend to be dominated by those sexism. Prejudice, stereotyping, and discrimina­ in “unmarked categories of power” – that is, tion directed against people on the basis of their people who are part of a group that represents sex or gender. Sexism may be evident in organi­ the norm against which all other groups are zational and institutional structures, policies, compared. Examples of unmarked categories procedures, and programs, as well as in the of power are “whiteness”, “masculinity”, and attitudes and behaviour of individuals. “heterosexuality”. See also privilege. sexual orientation. A person’s sense of sexual prejudice. Preconceptions, attitudes, and/or attraction to people of the same sex, the opinions held by a person about a particular opposite sex, or both sexes. group that tend to denigrate that group, despite social constructionism. The theory that certain the absence of sound or legitimate reasons to do social phenomena, which do not necessarily so. When such attitudes are held by people with exist in and of themselves, can be created, insti­ power, they can result in acts of discrimination tutionalized, and made “real” simply because and oppression against groups or individuals. they are agreed to and acted on by social groups. privilege. The experience of rights, benefits, Concepts such as marriage, race, and gender are advantages, access, and/or opportunities granted considered to be social constructions. members of a dominant group. Privilege is usu­ ally taken for granted by members of the majority GLOSSARY or advantaged group, who do not recognize that minority or disadvantaged groups do not share the same rights, benefits, and opportunities. 385 386 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities stereotype. freedoms andresponsibilities ofthatsociety. educational, economic,institutional,andmoral liberties, andfullparticipationinthesocial, society hasarighttoequalopportunity, civil negative, conceptionofagroup ofpeoplethat colour swatches,andotherimagesand/or concept board. design ordocumentation. sexual orientation. their biologicalsex.Transgender isnota whose genderidentityisnotconsistentwith computer technologyinthepr CAD (computer-aideddesign).Theuseof made onthesurfaceofafabricorgarment. stitches thatare notintendedtobeseenare blind stitching. Fashion andHousing FAMILY STUDIES that eachindividualandgroup withinagiven social justice. systemic discrimination. disability, orothersimilarfactors. orientation, age,maritalstatus,family colour, ethnicorigin,citizenship,creed, sex,sexual may bebasedonrace,ancestry, placeoforigin, regard forindividualdifferences. Stereotyping rization ofeachmemberthatgroup, without results intheunconscious orconsciouscatego­ transgender. groups. and unequaltreatment ofmemberscertain dynamics, andthatresults inthedifferential forced byinstitutionalstructures andpower institutional policiesorpractices,thatisrein­ nation thatarisesoutofapparently neutral design orcollection,an interior design. patterns thatserveasinspiration forafashion sketchofafigure onwhichfashion illustrations canbedrawn. croquis. See alsoindividualdiscrimination A A A falseorgeneralized,andusually A conceptbasedonthebelief termappliedtoindividuals A A sewingtechniqueinwhich collageofdesignsketches, A patternofdiscrimi­ ocess offashion . of design,includingcolour elements ofdesign.Fundamentalcomponents Empire waist. space, texture, andvalue. clothmadebyweaving,felting,or knitting fibres. discretionary expense.Anexpensethatisnot African countries. fabric. owners topaytaxesand/or insurance. real estatetransactionsorcanbeusedbyhome conditions. Escrow accountsare oftenusedin or neutralthir escrow. often justbelowthebust. that isplacedhigherthanthenaturalwaistline, or trend. fades from popularity, displacedbyanewstyle style ortrend becomesverypopularandthen fashion cycle. clothing are available. fabrics, suchassilkandcotton,well In thefashionindustry, fairtradefibres and tainability andfaircompensationtoproducers. allow thewearer tomove comfortably. with thegoalofsocialandenvir fair trade.Anapproach tointernationaltrade, fashionthatbecomesverypopularfora brief periodoftime. fad. ease. consider colourful,loose-fitting shirt,typically worn bymen,thatistraditionaltomanyWest dashiki. sewnfolddesignedtoallowagarment body.to fitmore closelytothewearer’s dart. traditional dances. different FirstNationcommunitiesforsome typically wornbywomeninanumberof dance shawl. A Extra r A A An amountofmoneyheldbyalender ed essentialtomeetingone’sneeds. A oom designedintoclothingto A d partytobedisbursedoncertain The pr A colourful,fringedshawl waistlineonadress orshirt ocess bywhichaparticular , form,line,shape, onmental sus­ felting. A process of making wool thicker and keffiyeh. A traditional headdress or scarf typi­ more water resistant by immersing it in hot, cally worn by Arabic or Kurdish men. It is often soapy water and gently agitating. made of a mix of cotton and wool and sometimes has a distinctive woven check pattern. feng shui. An ancient Chinese system of aesthetics. In interior design, feng shui is con­ kufi. A small skull cap, often crocheted, tradi­ cerned with light, colour, and the choice and tionally worn by men of West African descent. placement of objects (including furniture) to Crown-style kufis cover more of the head and ensure harmony and positive energy. are usually worn on formal occasions. fibre. The natural or synthetic material from lien. A legal interest in a property owned by which fabric is woven, knitted, or felted. another that must be settled before the property can be sold. The most common type of lien is finishes. Chemical or mechanical treatments when property is used as collateral for a loan. used to achieve or enhance certain fabric prop­ erties (e.g., to make a fabric wrinkle resistant, maquiladora. A manufacturing company in waterproof, or flame retardant). Mexico or in other parts of Central America that is typically owned by a multinational cor­ flat-felled seam. A very durable seam often poration and usually sells to other multinational used on thick fabric such as denim. corporations. Maquiladoras are characterized by low wages, low taxes, and low or no tariffs, floor plan. A scale drawing of a room or building and lack of labour or environmental standards. drawn as if the room/building were seen from above. mortgage. A loan on a property in which the property is used as security against French seam. A double-sewn seam often used non-repayment of the loan. with delicate fabrics and in garments where a clean, finished look is required. natural fibre. A fibre, such as wool or cotton, derived from plants or animals. gather. A sewing technique in which a long piece of fabric is attached to a shorter one. pinking shears. Scissors with a saw-toothed The longer piece of fabric is gathered up along edge that cut in a zig-zag pattern. Fabric edges cut two lines of sewing and then stitched to the with pinking shears are less likely to unravel. shorter piece. placket. The area of a garment that opens and geothermal power. Thermal energy stored in the to which buttons or zippers are often applied. earth, which can be used for heating homes and Plackets are usually sewn with double layers of providing electrical power. fabric and sometimes with interfacing to ensure their durability. halfway house. A supportive housing arrangement in which people who have left positional goods. Products whose value is an institution, such as a hospital or prison, are determined mostly by the social status bestowed provided with supports as they reintegrate upon the owner of the product. Expensive into society. jewellery, designer clothing, and luxury cars are considered positional goods. haute couture. Exclusive custom-made clothing created by fashion houses. pressing ham. A tightly stuffed pillow with a curved shape used for pressing curved areas

interfacing. A textile product attached to the GLOSSARY of clothing such as sleeves and cuffs. unseen side of fabric to strengthen or add body to parts of a garment such as collars or button holes.

387 388 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities ribbon shirt. become unravelledifnotfinished. raw edge.Theedgeoffabriconwhichthreads repetition, rhythm, unity, andvariety. emphasis, harmony, movement,proportion, design include,butare not limitedto,balance, tiveness ofthedesignanitem.Principles be doneforaesthetic,social,orreligious reasons. create patternedscartissue.Scarificationmay human skinisscratched,etched,orburnedto scarification. to manyFirstNations. garment. Ribbonshirtshavebecometraditional that haspiecesofcoloured fabricsewnontothe solar gain. of commer social marketing.Thesystemicapplication stabilizer. the winterandminimizedinsummer. design, solargainshouldbemaximizedin by solarradiation.Inenergy efficient building about thequalitiesthatcontributetoeffec­ principles ofdesign. during machineembroidery. serger. stitches. seam ripper. A small,sharptoolusedtounpick fabric are heldtogetherwithstitches. social housing. of thefabric. specialsewingmachinethatusesthree Sergers sewaseamwhiletrimmingoff theedge to fivethreads insteadoftheconventionaltwo. seam. benefit thetarget audienceand/or society. ideas, attitudes,andbehavioursthatwould used tosellproducts, withthegoalof“selling” program. housing usuallyfundedbyagovernment The linewher A A cial marketingprinciples,typically An incr product thatkeepsfabricinplace A A loose-fitting,long-sleevedshirt formofbodyartinwhich Non-pr ease intemperature caused e twoormore layersof Generally acceptedideas ofit rental orcooperative that r Textile LabellingAct.Canadianfederallegislation traffic patterns. on thesurfaceofafabricorgarment. stitches thatare intendedtobeseenare made topstitching. the product. and address oftheproducer orimporterof content oftheproduct aswellthename products tohavealabelindicatingthefibre sold toconsumers.Theactrequires alltextile sweatshop. rented byanotherparty. Jewish communities. Also calleda Yarmulkes are alsowornbywomeninsome worn atalltimesbyobservantJewishmen. or spandex,thatisartificiallycreated, often synthetic fibre. and unsafeconditions. long hoursatlowwagesandinunhealthy fashion goods,inwhichemployeesworkfor upcycling. use ofaspace. traffic patternstoensure safeandefficient and exitaroom. Designersconsidertypical way inwhichpeopleenter, movearound in, yarmulke. allows forefficient movement. stove/oven, andsinkformsatrianglethat subletting. in whichthelayoutofr work triangle. materials whenproducing newgoods. The goalistoreduce theuseofnewraw unused goodsintosomethingofgreater value. where twopiecesoffabric are tobejoined. transfer markingstofabricormarkplaces tailor’s tack. tailor’s through chemicalprocesses. egulates labellingonalltextileproducts A The practiceofr Renting apr A small,round headcovering A factory, usuallyproducing A An aspectofkitchendesign, sewingtechniqueinwhich loose,loopedstitchusedto A In r fibre, suchaspolyester, nylon, oom design,thetypical operty thatiscurrently ecycling oldor efrigerator, kippah. Food and Nutrition community kitchen. A group of people who meet regularly in a supportive environment to additive. A chemical substance added to food prepare food together. Community kitchens during preparation or storage to enhance its teach cooking skills and nutrition information appearance, texture, flavour, or shelf life. Salt, and provide low-cost, nutritious meals to sugar, starch, vitamins and minerals, and sea­ their members. sonings are not considered food additives. cross-contamination. The spread of bacteria aroma. A distinctive, often savoury scent from one food to another. Cross-contamination associated with a particular food. is prevented by washing hands and surfaces regularly and separating raw meats from bamboo steamer. A two-sectioned lidded circu­ other foods. lar container made of bamboo. Water is heated in the lower section and food is placed in the cuisine. A style of cooking, especially one asso­ upper section. When heat is applied to the ciated with a particular country or region. lower section, steam rises through tiny holes into the upper section to cook the food. Bamboo culture. The way in which people live, think, steamers are typically used to cook meat, fish, and define themselves as a community. Food and dumplings in Asian cooking. constitutes one aspect of a people’s culture. body image. A person’s perception of his or dietary reference intakes. A set of nutrient her own physical appearance, which may or recommendations for healthy populations may not be related to objective appearance that reflects current scientific knowledge. or physical condition. Dutch oven. A heavy cooking pot, usually made calorie. A measure of food energy. See also of cast iron and with a tightly fitting lid, that is empty calories. used for braising and making soups and stews.

Canada’s Food Guide. A set of Canadian empty calories. Calories coming primarily from dietary guidelines based on scientific evidence sugars and fats in foods that do not contain to promote healthy eating. other important nutrients such as protein, fibre, vitamins, or minerals. carbohydrates. Together with fats and proteins, an important source of energy for the body. energy balance. The ratio of calories ingested Sugars, starch, and fibre are all types of to calories expended. Positive energy balance carbohydrates. See also macronutrient. means that more calories are ingested than expended, resulting in weight gain. Negative clay oven. A cylindrical pot made of unglazed energy balance means that fewer calories clay with a top opening. It is typically heated are ingested than expended, resulting in to very high temperatures using wood, gas, or weight loss. charcoal. Clay ovens, also called tandoors, are used in Indian cooking to make some breads energy-yielding nutrients. Nutrients that, and cook meat on skewers. when consumed, provide calories to the body. Energy-yielding nutrients are carbohydrates, community garden. Public or shared space in fats, and proteins. which people can come together to grow fruit, vegetables, herbs, and/or flowers for personal etiquette. Conventional expectations for social or shared use. behaviour within a particular community

or culture. GLOSSARY

389 390 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities food bank. that enterthebodythrough theingestionoffood. food-borne illness. able forpeopleinneed. sustainable foodinsuf food security. availabilityofsafe,nutritious, The people topotentiallyharmfulallergens. of spreading food-borneillnessesandexposing preparing, andstoringfoodtoreduce therisks food safetypractices. and demonstrated tohavephysiologicalbenefits beyond itsbasicnutritionalfunctions,hasbeen functional food.A conventionalfoodthat, people tomaintainahealthyandactivelife. herb. and polyunsaturatedfat. of fatsincludesaturatedfat,monounsaturated ogether withcarbohydratesandproteins, an importantsource ofenergy forthebody. Types fats. of thesoil. a seasonforthepurposesofincreasing fertility fallow fields. (e.g., coffee, cocoa,sugar, tea,bananas). developing countriestodeveloped usually thoseexportedinlarge quantitiesfrom In thefoodindustry, fairtradeproducts are tainability andfaircompensationtoproducers. with thegoalofsocialandenvironmental sus­ fair trade. system ofmeasur imperial measures. Measures thatare partofa climates. plantproduct usedforflavouringfood leafy partoftheplantandare grown intemperate or formedicinalpurposes.Herbscomefrom the pounds; andteaspoons,tablespoons,cups. and thatincludeinchesfeet;ounces /or toreduce theriskofchronic disease. T A See alsospice. An approach tointernational trade, A placewhere donatedfoodisavail­ T racts oflandleftunplantedfor ement developedinEngland A diseasecausedbyagents ficient quantitiestoenable Pr ocedures forhandling, See alsomacronutrient. in relatively smallamountsfornormalgrowth ratio ofnutrientstocalories.Foodsar nutrient density. Inanyparticularfood,the needed fornormalgrowth anddevelopment. proteins. chemicals suchaspesticidesorfertilizers. genetically modifiedorganisms orsynthetic Organic foodsare produced withoutuseof nutrient deficiency. hydrates, fats,proteins, vitamins,andminerals. mortar andpestle. considered micronutrients. and development.Vitamins andminerals are metabolism. are macronutrients. development. Carbohydrates,fats,andproteins relatively large amountsfornormalgrowth and a rounded endthatisusedtogrindorpulverize container; apestleisheavyhand-heldtoolwith ogether withcarbohydratesand fats, animportantsource ofenergy forthebody. micronutrient. as energy. break downfoodsoitcan beusedbythebody macronutrient. need forpesticides. with thegoalofreducing oreliminatingthe organic. relative totheircaloriecontent. as nutrientdenseiftheyare richinnutrients termdescribingfoodthatisproduced in awaythatadheres toastrictsetofstandards. substancethatprovides essential nourishment. Types ofnutrientsincludecarbo­ nutrient. spices, herbs,andotherfoodsinthemortar. and nuts). incomplete proteins (from grains,legumes, meat anddairy, quinoa,andsoyproducts) and Types ofproteins includecompleteproteins (from friendly approach topestcontrol inagriculture, integrated pestmanagement. A A T See alsomacronutrient. The biochemicalpr An essentialnutrientr An essentialnutrientr A An insuf mortarisabowl-shaped ficiency ofanutrient An envir ocesses that e described onmentally equired equired in sanitize. The process of making a surface General Family Studies or item free from dirt and bacteria. Kitchen surfaces and utensils are usually sanitized acquiescence. A style of resolving conflicts by cleaning them with very hot soapy water through passive compliance. or chlorine bleach. aggressive communication style. A communica­ spice. A plant product used for flavouring tion style in which participants express their foods. Spices come from the seed, bark, fruit, own point of view or advocate for their own or roots of plants that are usually grown in needs in ways that make it challenging for others tropical or sub-tropical climates. See also herb. to participate. See also assertive communication style and passive communication style. staple food. A commonly eaten food in a country or community. Foods such as wheat, rice, and assault. The intentional direct or indirect corn are considered staple foods. application of force to another person or the attempt or threat to do so. tajine. A North African earthenware dish with a distinctive cone-shaped lid. A tajine is used assertive communication style. A communication for preparing traditional stews, which are style in which participants express their own typically slow cooked for several hours. points of view while respecting the rights and opinions of others. See also aggressive commu­ trans fatty acids. Manufactured fats formed nication style and passive communication style. when liquid fats are transformed into solids through the addition of hydrogen atoms. Trans attachment. The emotional bond between an fatty acids were originally added to processed infant or young child and his or her parent or foods and baked goods to increase their shelf caregiver. All infants form some type of attach­ life. Consumption of trans fatty acids has been ment to their primary caregiver. The nature of shown to increase bad cholesterol and decrease the attachment depends on the reliability and good cholesterol, thereby increasing one’s overall responsiveness of the caregiver (e.g., secure risk for heart disease. attachments form when the primary caregiver reliably responds to the infant’s needs). vegan. See vegetarian. blended family. A family unit usually consisting vegetarian. A person who chooses not to eat of a couple made up of two previously married meat for ethical, religious, health, environmental, partners and their children from their previous economic, or other reasons. Different types of marriages. vegetarians include vegans (who eat no animal- derived products), ovo-lacto vegetarians (who charge card. See credit card. eat eggs and dairy products but no meat), co-dependence. A tendency, often related to low pescetarians (who eat fish but no meat), and self-esteem, to behave in excessively passive semi-vegetarians (who eat fish and chicken ways in relationships. but no mammalian flesh). cognitive theory. A theory that explains human vermi-composting. A method of composting behaviour and human development through an that uses worms to break down kitchen scraps understanding of human thought processes. and transform them into nutrient-rich fertilizer. compromise. A settlement of a dispute reached by wok. A large, round-bottomed, metal pan used each side conceding somewhat on its demands. for frying and steaming in Asian cooking. GLOSSARY yield. The number of servings or portions produced by a given recipe.

391 392 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities stronger asweageandaccumulatenew and concepts.Thistypeofintelligencebecomes based onknowingandunderstandingfacts of peoplewhoar family ofaffinity. A familygroup consisting sometimes livingunderoneroof. resources andresponsibilities. riage butwhohaveclosebonds andshare crystallized intelligence. bankaccount. user’s in theimmediatewithdrawaloffundsfrom the and adebitcard,transactiononwhichresults card, whichmustbepaidinfulleachmonth, debt maybecarried,isdifferent from a to payatalatertime. A credit card, onwhicha dualistic thinking. and birthdeathrates. t consumerism. politically, and/or economicallymarginalized. for socialgroups thatare traditionallysocially, tionalism andfocusesoninclusionofjustice reaction totheconservatism ofstructural func­ theories. Theconflicttheoryperspectiveisa queer theory, andpostcolonial/decolonizing other theories,feministtheory, Marxisttheory, spective ofsocialsciencethatcomprises,among conflict theory. Anoverarching theoretical per­ characteristics suchassize,gr demography. debit card.See fluid intelligence. knowledge andunderstanding. parents, children, andothercloserelatives, extended family. polar opposites. and knowledgeare viewedasabsolutesand associated withadolescence,inwhichopinions credit card. user tomakepurchases basedonanagreement bank orotherlendingagencythatallowsthe ion of goodsisadvantageoustotheeconomy. A smallplasticcard issued bya The studyofhumanpopulation The beliefthatconstantconsump­ credit card e notrelated bybloodormar­ A familygroup consistingof A wayofthinking,often A . typeofintelligence owth, density, See also charge coor fine motorskills. norms thatar gender roles. Setsofsocialandbehavioural homophobia, andtopromote equityforall. orientation andgenderidentity, tocombat and raiseawareness ofissuesrelated tosexual socialize withandsupporteachother, todiscuss learn aboutdifferent sexualorientations,to provides asafespaceforstudentstomeetand gay-straight alliance. crystallized intelligence. and isthoughttodeclinewithage. specific learning,experience,andeducation is considered bysometo be unrelated to and tosolveproblems. Fluidintelligence on anabilitytothinkandreason abstractly fluid intelligence. social contribution). (life satisfactionandthefeelingofmakinga and coor gross motorskills.Skillsthatinvolvetheuse time inaspecificculture. appropriate foraspecificsexat harassment. hood. and earlychildhooddevelopintoadult­ balance. Theseskillsare acquired ininfancy are necessaryforwholebodymovementand sive, inappropriate, intimidating,and/or hostile. be, orshouldreasonably beknowntobe,offen­ involves conductorcommentsthatare knownto one becauseofhisorheridentity. Harassment behaviour thatinsults,offends, ordemeanssome­ jokes, threats, namecalling,touching,orother may includeunwelcomeattentionandremarks, flourishing. into adulthood. in infancyandearlychildhooddevelop hands andfingers.Theseskillsare acquired includes dination ofsmallmusclegroups inthe See alsofinemotorskills dination oflarge musclegroups and hedonia A A e considered tobesocially modelofmentalhealththat formofdiscriminationthat See alsogrossmotorskills (happiness) andeudaimonia Skills involvingtheuseand A typeofintelligencebased See alsolanguishing. A student-run clubthat . See also . homophobia. A disparaging or hostile attitude or nuclear family. A family unit consisting negative bias, which may be overt or unspoken of a mother, father, and their biological or and may exist at an individual and/or a systemic adopted children. level, towards people who are lesbian, gay, bisexual, or transgender (LGBT). passive communication style. A communication style in which the participants avoid clear identity. A person’s conception of his or her expression of feelings and avoid conflict. individuality, values, and group commitments. See also aggressive communication style and assertive communication style. identity fraud. The deceptive use of the identity information of another person (living or dead) personality. The pattern of behavioural, in perpetrating fraud (e.g., impersonating temperamental, and emotional traits of a another individual or using his or her debit person. See also temperament. card or credit card data). plasticity. The ability to be altered. identity theft. The acquisition of someone else’s Neuroplasticity refers to the ability of the identity information for criminal purposes. brain to “rewire” itself, or reorganize neural connections, as a result of new experiences. institution. A social organization that functions to satisfy social needs and links individuals to presbycusis. Age-related hearing loss. their larger social context. Social institutions include the family and religious and education presbyopia. Age-related decrease in the ability systems. of the eye to focus on near objects. interpersonal. Relating to interactions between protective factors. Traits, characteristics, or individuals. environmental contexts that research has shown to promote positive mental health. In the con­ intimacy. Emotional warmth or closeness. text of childhood and adolescence, examples of protective factors include personal strengths languishing. A mental state in which a person (e.g., intelligence, relaxed temperament), family lacks positive emotion towards life and has strengths (e.g., a supportive home environment, poor psychological or social functioning, but socio-economic advantages), and school and is not clinically depressed. See also flourishing. community strengths (e.g., safe and effective schools; participation in social groups; having line of credit. A pre-established amount of credit at least one significant, caring relationship with that is extended to a borrower by a lender and an adult). Enhancement of protective factors at that the borrower can draw against as needed. the individual, family, and community level is mediation. An informal, voluntary process believed to reduce the likelihood of mental intended to resolve conflicts through the use health problems and illnesses later in life. of a neutral third party. See also resilience and risk factors. motor skills. See fine motor skills; gross psychodynamic theory. A theory of human motor skills. development, founded by Sigmund Freud, based on the premise that all human behaviour and negotiation. A discussion between two people relationships are shaped by conscious and with the aim of reaching an agreement. unconscious influences. norms. Standard behaviours that are shared reflex. An involuntary response movement such GLOSSARY by members of a social group and to which all as a blink or a sneeze. members of the group are expected to conform.

393 394 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities self-concept. or herownidentity. Peopleformtheirself- par same-sex parents. Lesbianorgaycouples factors resilience. socialization. self-concept. One’s self-esteemcanbehighorlow. Seealso of society. their behaviourtoconform tothedemands infancy, whereby individualsmodifyandadapt self-esteem. narrow. but ratheraccurateorinaccurate,extensive esteem, self-conceptisnotpositiveornegative, of one’sownbehaviouroractions.Unlikeself- behaviour, andexplanationsorunderstanding by theopinionsofothers,reinforcement of ment. A person’sself-conceptcanbe and interactionswithotherstheirenviron­ acquire aboutthemselvesthrough experiences concept usinginterpretations ofinformationthey one riskfactorisinvolved. and tendstobemore seriouswhenmore than or youth’slife.Theeffect isoftencumulative may varyduringdifferent periodsofachild birth weight.Theeffect ofagivenriskfactor success inschool,andpremature birthorlow illness, abuseofalcoholand/or drugs, lackof parents withlimitedparenting skillsormental examples ofriskfactorsincludepoverty, having In thecontextofchildhoodandadolescence, predictive ofmentalhealth problems orillnesses. illness. more riskfactorsformental healthproblems or strengthened, particularly inthefaceofoneor resilient nature, butitmustbenurtured and forward. Children andyouthhaveanaturally with life’schallenges,respond tostress, andmove ways. Resilientpeoplepossesstheskillstocope being overwhelmedoractingindysfunctional disruptive change,illness,ormisfortunewithout risk factors.Traits, characteristics,orenviron­ mental contextsthatr enting oneormore children. See also and See alsoself-esteem. The abilitytorecover quickly from resilience. A The per personalsenseofworth. A protective factors continualprocess, beginningin ception apersonhasofhis esearch hasshowntobe See alsoprotective and influenced risk factors . beliefs, feelings)andtorecognize thatothers own mentalstate(e.g.,knowledge, attitudes, theory ofmind. mental abnormalitiesinafetus. has beenshowntocausephysicalordevelop­ teratogens. to warmup. temperament are easy, difficult, andslow According toonetheory, thethree typesof interacting withpeople,places,andthings. refers tothenaturalstyleofreacting toand toddlers showtowards people withwhomthey temperament. with othersandsociety. are derived,inpart,from people’sinteractions in theirsocialsurroundings. Theseinterpretations rather, theyreact totheirinterpretations ofthings merely react tothingsintheirsocialsurroundings; George Mead,according towhichpeopledonot stranger anxiety. sequent violentacts. physical injurybutmaybeaprecursor tosub­ safety. Stalkingdoesnotnecessarilyresult in that causevictimstoreasonably fearfortheir that are carriedoutovera periodoftimeand an individualorhisherfamilyandfriends) r stalking. children between 3and4yearsofage. to haveatheory ofminddevelopsinmost may havedifferent mental states.Thecapacity symbolic interactionism. to theinfluenceoftheseelements. theories explainhumanbehaviourwithreference norms, institutions,andtraditions.Functionalist or function.Theseelementsincludecustoms, elements thatare importantbecauseoftheirrole of asanorganism withanumberofconstituent and anthropology inwhichsocietyisconceived overar structuralism; structuralfunctionalism. 6–8 monthsandpeakingat12–15months. of infantdevelopment,usuallybeginningat are unfamiliar. Thisdistress isanormalpart individual’s personality epeatedly, sendingconstante-mails,following ching theoretical perspective insociology Repeated behaviours(e.g.,calling A drug, chemical,orinfectionthat The natural,innateaspectsofan A The distr capacitytoreflect onone’s . Ininfants,temperament A ess thatinfantsand theory, developedby An Raising and Caring for Children emergent curriculum. A child- rather than teacher-directed teaching strategy sometimes active listening. A communication skill in which used in early childhood education. In this the listener focuses closely on the speaker’s verbal approach, the teacher creates learning possibilities and non-verbal messages and summarizes that stem directly from the children’s interests these messages to confirm understanding. and ideas. anecdotal record. In the context of child obser­ emotional development. The maturational vation strategies, a written record describing process of learning to recognize one’s own and events in a child’s day. Anecdotal records usually others’ feelings and to express one’s feelings. focus on simple interactions that a child has with other children, with adults, and with materials. event sample. In the context of child observation See also event sample and running record. strategies, a record of the details of an event, including its antecedents and consequences, attachment. The emotional bond between an recorded by an observer. See also anecdotal infant or young child and his or her parent or record and running record. caregiver. All infants form some type of attach­ ment to their primary caregiver. The nature of fetal alcohol spectrum disorder. Permanent the attachment depends on the reliability and birth defects caused by the mother’s consumption responsiveness of the caregiver (e.g., secure of alcohol during pregnancy. attachments form when the primary caregiver reliably responds to the infant’s needs). gender. The characteristics of women and men that are socially constructed. authoritarian parenting style. A parenting style characterized by significant demands and very identity. A person’s sense of self. Factors that little support or warmth. Authoritarian parents contribute to identity include gender, ethnicity, usually punish children who fail to follow rules. religion, vocation, and relationships. authoritative parenting style. A parenting infant-directed talk. A form of speech often style characterized by significant demands used by parents and caregivers communicating and a high level of support and warmth. with infants and toddlers, it is characterized When children don’t meet their expectations, by a high pitch and short and simplified words, authoritative parents tend to be supportive, and it sometimes uses “cooing” sounds. Infant- nurturing, and forgiving. directed talk has been found to attract the atten­ tion of infants and may be an important compo­ cognitive development. The development of nent of the parent-infant attachment process. thought processes, including those related to memory, problem solving, decision making, logical consequences. In the context of childcare, and abstract thinking. responses by a parent or other authority figure that are clearly related to, but not inevitable contraception. Any of a variety of methods results of, a child’s behaviour. For example, used to prevent pregnancy, including barrier, if a child rides his or her bicycle onto the road hormonal, natural, and surgical methods. Some without permission, a logical consequence might types of contraception also provide protection be that he or she is not allowed to ride a bicycle against sexually transmitted infections. for a set number of days. Logical consequences are an effective discipline strategy when the culture. The customary beliefs, values, social natural consequences of a particular behaviour forms, and material traits of an ethnic, religious, would be severe or unsafe. See also natural GLOSSARY or social group. consequences.

395 396 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities plasticity. motor skills. physical development. few demandsonthechildren. Normal postpartumdepr sometimes feltbywomenaftergivingbirth. postpartum depression. Depression oranger also cognitive, andlinguisticdevelopment. that stimulatesphysical,social,emotional, See alsoplay-basedapproachtolearning. Teachers actasfacilitatorsinthisapproach. to solveopen-ended,challengingproblems. students generallyworkincollaborativegroups centred curriculum-planningstrategyinwhich person’s behaviour. Whennegative,theycanlead natural consequences.Thedirect effects ofa new experiences. or reorganize neuralconnections,asaresult of refers totheabilityofbrain“rewire” itself, tion ofthesenses,muscles,andgross andfine problem-based approach tolearning. after givingbirth. mental illness,maydevelopinthefirstyear depression orpostpartumpsychosis,aserious sides aftertendays.More severe postpartum characterized byahighdegree ofwarmthand children learnmosteffectively through play planning strategybasedonthenotionthatyoung permissive parenting style. consequences. not severe ordangerous. follow verysoonafterthebehaviourandare They are mosteffective whentheconsequences allows children tolearnfrom theirmistakes. quences canbeusedasadisciplinestrategythat to decreases inthatbehaviour. Naturalconse­ play-based approach tolearning. problem-based approachtolearning. The abilitytobealter The gr See alsological ession usuallysub­ A parenting style owth andmatura­ ed. A Neuroplasticity curriculum- A See student- scaffolding. event sample. and knowledge.Graduallythescaffolds are a childissupportedasheorshedevelopsskills mental abnormalitiesinafetus. has beenshowntocausephysicalordevelop­ teratogens. warm up. temperament are easy, difficult, andslowto According toonetheory, thethree typesof interacting withpeople,places,andthings. refers tothenaturalstyleofreacting toand behaviour oranevent,whichisr tion strategies,averydetaileddescriptionof running record. Inthecontextofchildobserva­ it happens.Seealsoanecdotalrecordand or apartfr alienation. race, andgender. in thesocialstructure withrespect toclass, their culture aswelltheirvariouspositions learn andincorporatethevaluesnormsof through agentsofsocializationthatindividuals context inwhichsocializationtakesplace.Itis groups, andinstitutionsthatcreate thesocial agents ofsocialization.Theindividuals, SOCIALSCIENCES GENERAL (e.g., pottery, remains ofstructures, etc.). physical remains, andmaterialevidence through investigationsofculture, language, and pr anthropology. temperament. others andcommunicateinmeaningfulways. of children’s abilitytointeract effectively with social development. tasks independently. removed asthechildcan completeparticular individual’s personality esent. Anthropologists examinehumans om thesocialworld. The conditionofbeingwithdrawn A An instr drug, chemical,orinfectionthat The natural,innateaspectsofan The studyofhumansthepast uctional strategyinwhich The gr . Ininfants,temperament owth andmaturation ecorded as assimilation. A process by which members decolonizing research methods. A research of an ethnic minority group minimize cultural paradigm primarily concerned with issues of features that distinguish them from the majority social justice of relevance to the community culture group or conform to the characteristics being researched. According to decolonizing of the majority cultural group. researchers, research should set out to make a difference for the researched, and the participa­ behaviourism. A theory of learning based on tion of researchers from outside the community the idea that all human and animal behaviours should be limited. are learned or acquired through pairings of behaviours and rewards or punishments. demographics. Recent statistical characteristics of a population. clinical psychology. The branch of psychology concerned with the assessment and treatment demographic transition. The historical shift of of mental illness, abnormal behaviour, and birth and death rates in a population. psychiatric problems. deviance. The experience of differing from a cognitive dissonance. A psychological conflict norm or from the accepted standards of a society. resulting from incongruous beliefs and attitudes held simultaneously. discrimination. Unfair or prejudicial treatment of individuals or groups on the basis of race, cognitive psychology. The study of how people ancestry, place of origin, colour, ethnic origin, perceive, remember, think, speak, and solve citizenship, creed, sex, sexual orientation, gender problems. identity, gender expression, age, marital status, family status, or disability, as set out in the cognitive theory. A theory that explains human Ontario Human Rights Code, or on the basis of behaviour and human development through an other, similar factors. Discrimination, whether understanding of human thought processes. intentional or unintentional, has the effect of preventing or limiting access to opportunities, conflict theory. An overarching theoretical benefits, or advantages that are available to perspective of social science comprising, among other members of society. Discrimination may other theories, feminist, Marxist, and queer be evident in organizational and institutional theory, and postcolonial/decolonizing theories. structures, policies, procedures, and programs, It is a reaction to the conservatism of structural as well as in the attitudes and behaviour functionalism and focuses on inclusion of and of individuals. justice for social groups that are traditionally socially, politically, and/or economically ethnography. A qualitative research method marginalized. according to which empirical data are gathered that are produced in naturally occurring settings, credentialism. Reliance on credentials for primarily through participant observation and purposes of conferring jobs or social status. interviews. The goal of ethnography is to cultural materialism. A theoretical perspective describe a cultural group or subculture. according to which sociocultural adaptation experimental psychology. The branch of is achieved through the interaction of a human psychology that relies on the use of scientific population with its environment or material method and quantitative research to study the conditions. mind and behaviour. See also clinical psychology. culture. The customary beliefs, values, social exploitation. A persistent social relationship in forms, and material traits of an ethnic, religious, GLOSSARY which certain persons are being mistreated or or social group. unfairly used for the benefit of others.

397 398 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities institution. for self-realization through reason. dignity andworththehumancapacity systems. include thefamilyandreligious andeducation to theirlarger socialcontext.Socialinstitutions to satisfysocialneedsand links individuals hate crime. labour markets. barriers totradeandtheuseofcheaperforeign ingly connectedglobaleconomythrough reduced overar functionalism; structuralfunctionalism. research questionswithoneanother. together andare encouraged todiscussthe in whichagroup ofpeople are interviewed 1000 womenaged15–44inagivenyear fertility rate. and eliminatesexism. political equityforwomenandtochallenge that aimtopromote social, economic,and feminism. globalization. these elementstoexplainhumanbehaviour. Functionalist theoriesusetheinfluenceof customs, norms,institutions,andtraditions. or function.Theseconstituentelementsinclude elements thatare importantbecauseoftheirrole of asanorganism witha number ofconstituent and anthropology inwhich societyisconceived humanism. person belongs. against apersonoranentire group towhichthe ment, physicalforce, orthreats ofphysicalforce Hate crimescaninvolveintimidation,harass­ sexual orientation,orothersimilarfactors. disability, genderidentity, genderexpression, colour, religion, sex,age,mentalorphysical race, ancestry, nationalorethnicorigin,language, by biasorprejudice basedonactualorperceived against apersonorproperty, thatismotivated supernaturalism andstresses theindividual’s focus group. ching theoretical perspective insociology Theories, movements,andactions A A A A criminaloffence, perpetrated philosophythatusuallyrejects socialorganization thatfunctions The numberoflivebirthsper formofqualitativeresearch The developmentofanincr . An eas­ person. temperamental, andemotionaltraitsofa personality. role inthesocialsituationunderobservation. methodology inwhichtheresearcher takesona paradigm shift. participant observation. within theruling theoryofscience. to refer toachangeinthebasicassumptions prejudice. of sociallyconstructed realities. relations, andtheuseoflanguageincreation in subjectiveexperiences,theeffects ofpower reality, postmoderntheories are more interested approaches, whichaimedtostudytruth and sciences andhumanities.Incontrasttomodernist that characterizedthemodernperiodofsocial phenomenology. and oppression againstgroups orindividuals. power, they canresult inactsofdiscrimination so. Whensuchattitudesare heldbypeoplewith the absenceofsoundorlegitimate reasons todo group that tendtodenigrategroup, despite opinions heldbyapersonaboutparticular symbolic interactionism,phenomenology, and perspective comprising,amongothertheories, interpretive theory. within asocialgr norm. levels ofgovernment. designed tosupportculturalpluralismatall government policy, andincludesinitiatives of society. InCanada,multiculturalismis formed asareaction tothedriveforobjectivity postmodern theory. pluralism asapositiveanddistinctivefeatur multiculturalism. of thesocialandphysicalenvironment. iour astheoutcomeofasubjectiveinterpretation theories, interpretive theories viewhumanbehav­ social constructionism. Incontrasttofunctionalist The acceptedandexpectedbehaviours See also Pr econceptions, attitudes,and/or The patternofbehavioural, temperament. A See oup. termcoinedbyThomasKuhn The acceptanceofcultural An overar An overar interpretive theory A sociologicalresearch ching theoretical ching theory . e psychodynamic theory. A theory of human structuralism. A sociological/anthropological development, originated by Sigmund Freud, theoretical perspective that argues that there are based on the premise that all human behaviour conscious and subconscious cultural categories and relationships are shaped by conscious and that all members of a culture must follow for unconscious influences. successful communication. These categories, also called structures, are abstract but identifiable and psychology. The scientific study of the human usually exist in terms of opposing binaries such mind and behaviour. as right/wrong, male/female, and good/evil. According to structuralist theories, these cultural qualitative research. Research methods that rely structures determine the ways in which members on in-depth studies of small groups of people of a culture pattern their lives. to guide and support the construction of hypotheses. The results of qualitative research symbolic interactionism. See interpretive theory. are descriptive rather than predictive. temperament. The natural, innate aspects of an quantitative research. The systematic empirical individual’s personality. In infants, temperament investigation of social phenomena using statisti­ refers to the natural style of reacting to and inter­ cal, mathematical, or computational techniques. acting with people, places, and things. According The objective of quantitative research in the social to one theory, the three types of temperament sciences is to develop and use mathematical are easy, difficult, and slow to warm up. models, theories, and/or hypotheses to repre­ sent social phenomena. queer theory. An approach to the study of society PHILOSOPHY and culture that rejects traditional categories of aesthetics. The branch of philosophy that is gender and sexuality. See also conflict theory. concerned with the study of art and beauty. replacement level. The fertility level of a country anarchism. A political ideology that rejects in which the number of births is roughly equiv­ social or political authority. alent to the number of deaths. animism. The belief that all things – including rite of passage. A ritual event that marks a plants, animals, inanimate objects, and other person’s progress from one status to another. natural phenomena – possess a living soul. social constructionism. See interpretive theory. a posteriori. Knowledge gained through, or socialization. The process by which new justification or arguments using, experience members are brought into a social order and or empirical evidence. See also a priori. the ways that a social order is maintained. a priori. Knowledge, justification, or arguments social structure. Social organization based that are independent of experience or empirical on established patterns of social interaction evidence. See also a posteriori. between individuals with different roles and artworld. First coined by Arthur Danto, the relationships (e.g., between parents and chil­ term refers to a community of people who create dren, teachers and students, employers and a theory and definition of art that participants employees) and regulated through accepted use to distinguish art from non-art. norms and shared values. communitarianism. A political ideology sociology. The study of the structure and GLOSSARY that considers the responsibilities individuals dynamics of human groups and their effects have to a society as more important than on behaviour. personal freedom.

399 400 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities W Dadaism. examines theoriginsofuniverse. cosmology. constructivism. explain empiricalevidence. order foratheorytobetrue, itmustadequately able aspectsoftheworld. Advocates argue that, in able aspectsoftheworldandnotunobserv­ and whatcounts asknowledgeatanygiven time. questions abouthowweknow whatweknow examines theoriesofknowledge, including agr ought todoisdeterminedbycontractsor contractualism. experiences, culture, and world view. is subjectiveanddependentonpeople’s and bodyar dualism. influence onthedirection theirlivestake. happens forareason, andpeoplehaveno and thelawsofnature. Ineffect, everything the future isentirely determinedbythepast a causeandeveryhasaneffect. As such, the preservation oftraditionandtheexisting conservatism. accor determinism. conclusion followsfrom theirpremise. that evaluatesar deduction; deductivereasoning. Reasoning art andemphasizedtheirrationalabsurd. epistemology. of acquiringknowledge. sensory experienceistheprimarymethod empiricism. interact inimportantandmeaningfulways. of scienceistoarriveattruth abouttheobserv­ constructive empiricism. reform, ifany, toensure stability. order, andadvocatesslowsocialorpolitical orld War I;itrejected prevailing standards in eements betweenthepeopleinvolved. ding tothelawsofnature, everyeventhas The metaphysicalviewthatthemind An artmovementthatbeganafter A e distinctfrom oneanother, yet The philosophicalviewthat branchofmetaphysicsthat The metaphysicalconceptthat, A A politicalideologythatvalues branchofphilosophythat A The beliefthatwhatpeople guments asvalidwhentheir beliefthattruth orreality A beliefthatthegoal fallacy. its creator. emotionsorexpress theemotionsof viewer’s espouses thataworkofartmustappealtothe idealism. for theirchoicesandactions. their ownactionsandare, therefore, responsible that aimtopr feminism. proposition, theory, orhypothesistobefalse. ical reasoning andleadsto afaultyconclusion. institution, class,orlarge group thatexplains ideology. as minds,spirits,space,andtime. is composedonlyofnon-materialthings,such ar free will.Themetaphysicalconceptthatpeople expressionism. the nature offree will,andthehumancondition. focuses onwhatconstitutesameaningfullife, existentialism. branchofphilosophy thatexamines and evil,justunjust. questions ofwhatisrightandwrong, good ethics. individual instances. cumstances whoseoccurr falsification. which generalizationsar induction; inductivereasoning. Reasoningin ought tobedistributed. how societyoughttoworkandpower ar formal logic.A studyoftheelements and eliminatesexism. political equityofwomen,andtochallenge given more importancethanitscontent. the formorstructure oftheargument is e free tochoosetheirownpathsandcontrol gument andpatternsofreasoning inwhich A Incorr A The metaphysicalviewthatr Theories, movements,andactions beliefsystemofasocialmovement, The specificationofasetcir­ omote social,economic,and ect argumentation thatuses illog­ A A viewwithinaesthetics,it philosophicalschoolthat e madefrom specific, ence wouldprove a eality instrumentalism. The view that a scientific philosophy of science. A branch of philosophy theory should be evaluated by how effectively that overlaps in part with epistemology and it explains and predicts phenomena rather than metaphysics and addresses the nature of scientific by how accurately it describes reality. knowledge. Philosophy of science questions the assumptions, foundations, methodologies, and liberalism. A political ideology based on implications of science and scientific results. belief in the essential goodness of human beings as well as the autonomy of the individual. Platonism. The philosophy articulated by Liberalism argues for the protection of political Plato and others who were closely allied to and civil liberties, and views the government as his thinking. It posits that physical objects are a crucial instrument for reducing or eliminating only imperfect and temporal representations social inequities. of ideals. libertarianism. A political ideology that political philosophy. The study of people’s advocates the maximization of individual relationship to society, including the role of the rights and freedoms, and the minimization of state in relation to its citizens and the rights and the government’s role or influence in society. responsibilities of citizens in that state. Political philosophy is different from political ideology, Marxism. A political ideology that advocates the which is a belief system. See also anarchism, abolition of private property and class divisions communitarianism, conservatism, liberalism, through revolution and violence, if necessary, in libertarianism, and Marxism. order to establish a classless society. positivism. A term and idea shared by episte­ materialism. The metaphysical view that reality mology and philosophy of science. Positivism, consists only of physical or material things. Every which developed in the nineteenth century, event, thing, or state is composed entirely of focuses on knowledge being something that matter, as there are no non-physical things. can be verified. See also falsification. metaphysics. A branch of philosophy that postmodernism. A philosophical movement explores the nature of reality, including questions beginning in the mid-twentieth century that about mind and body, space and time, causation, was highly critical of many fundamental per­ and the existence of God and the soul. spectives and assumptions in philosophy up until that time. Postmodernism questions the monism. The view that the person consists notion of objective truth and posits that many of only a single substance and that there is apparent realities are merely social constructs no relevant difference between mental and that are subject to change depending on time physical events, mind and body. and place. nihilism. A belief in nothing, characterized premise. An assumption that is used as a basis by a sense that there are no values and there for an argument. is no meaning to existence. rationalism. The epistemological belief that objectivity. A reality that exists independent knowledge is acquired through reason, rather of the mind. than through the senses or experiences. philosophy. From the Greek term meaning the representationalism. The metaphysical view love of knowledge or wisdom. Philosophy is that we cannot perceive objects directly. Instead, the study of abstract and universally important we perceive only representations, or copies, of aspects of humanity, including reality, reason, GLOSSARY the real world. truth, beauty, identity, time, and the meaning of existence.

401 402 THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities philosophy See also aspects ofmodernpoliticalandmoralsystems. Both rightsandresponsibilities are integral pate inpoliticalsocietyandtorespect others. ties, whichincludetheresponsibility topartici­ consequence. Rightsalsocomewithresponsibili­ cannot beinfringeduponwithoutsomesortof social andpoliticalphilosophy. tract oragr social contract.Inpoliticalphilosophy, acon­ ophy, thisiscommonlyreferred toasan of anidealplaceorstatelife.Inpoliticalphilos­ utilitarianism. of publiclife. consisting ofpremises andaconclusion. to describeJudaism, Christianity, and Islam. important figure. Specifically, thetermisused traditions thatshare Abraham asacommon Abrahamic religions. Monotheisticfaith WORLD RELIGIONS are legalorsocialprinciples orentitlementsthat rights. utopianism. and happinessminimizepainsuffering. the bestactionsare thosethatmaximizepleasure syllogism. existence; afundamentalaspectofreality. substance. to uncovercontradictionsinthinking. terized byacontinualseriesofquestionsdesigned Socratic method. in order toformthesocietyinwhichtheylive. rights andtheirresponsibilities towards theother contract, eachpartyagrees upontheirrespective sovereign powerorstate. Through thesocial share commoninterests andacommonvision. or of r totalitarianism. ideal society,inwhichthecitizensandstate ule thatdemandstotalcontrol ofallaspects In ethicsandpoliticalphilosophy, rights political philosophy A A eement betweenthecitizensand . A formofdeductivereasoning thingorobjectwithanindependent beliefintheexistenceorpossibility A An ideologicallydrivensystem theoryofethicspositingthat A methodofteachingcharac­ and social contract See political ideal state . term describestheCreator andsupreme being. deity. unduly influenceandcontrol itsmembership. strange orexcessivelyzealousandthatserveto amends forwrongdoing. atonement. beings donotexist. atheism. or spiritualreasons. faith tradition. be deemedheretical byotherswithinthat tion withdistinctbeliefsthat mayornot denomination. god orgoddess. ithin monotheisticfaithtraditions,this Within polytheisticbeliefsystems,itrefers toa at thecentr anthropocentrism. natural phenomena–possessalivingsoul. plants, animals,inanimateobjects,andother animism. any degree ofcertainty. and agnosticism. tradition. of adeceasedpersonoreventfrom thepast. commemoration. religious duties. adherent. minoritygroup with religious beliefs or practicesthatare viewedbyoutsidersas clergy. religious implications. cer civil observance.Anactperformedfor abstinence from worldly pleasures forreligious asceticism. statementoffaithorreligious belief. cult. creed. emonial reasons thatiswithoutdistinct /or nature ofGodcannot be knownwith A A W Persons or The beliefthatdeitiesandotherdivine A The beliefthatallthings–including e ofexistence. followerofareligion orbelief A The actofr wayoflifecharacterizedby The beliefthattheexistence A subgroup withinafaithtradi­ dained forthefunctionof The ritualizedr The placementofhumanity eparation ormaking emembrance divine. Possessing the attributes of God or a god. rite. A solemn act or ceremony with religious significance. ethics. Ideas relating to morality that influence how one acts. ritual. An act performed regularly by a person or group. ethnocentrism. Judging the cultures and belief systems of others based on one’s own culture sacred. Anything set apart from the ordinary by and beliefs. virtue of its connection to the divine. faith. Absolute trust and confidence in the truth sect. See denomination. of ideas that cannot be definitively proven. secular. Not having a relationship to that which fundamentalism. Adherence to the beliefs is religious or spiritual. of a faith tradition on the basis of a literal interpretation of foundation documents. spiritual. Matters or issues pertaining to the soul rather than the material world. laity. Adherents of a particular belief system who are not members of the clergy. supernatural. Anything that exists outside of the laws of nature. monotheism. The belief that there is only one God or supreme being. tenets. The main principles of a belief system. mysticism. The pursuit of union with divinity theology. The systematic study of the divine. through contemplative practice. thick description. A contextual description oral teachings. Sacred beliefs that emerge from, of the behaviour of an individual or group in or are transmitted through, the spoken word. such a way that the behaviour is meaningful to outsiders. pantheism. The belief that there is no separation between God and the universe. typological approach. A way of examining behaviours and contexts based on common pilgrimage. A sacred journey to a place for characteristics. religious or spiritual purposes. vocation. A calling to a formalized religious polytheism. The belief that there exists more state of life, or a way of living one’s life as an than one God or supreme being. expression of spiritual beliefs. profane. That which is not concerned with or related to the religious or sacred realm. reason. A process of thought through which conclusions about the universe and nature of being are arrived at through the use of logic. reductionism. The idea that something or some­ one can be reduced to the simplest expression of its form. religion. The belief in and worship of a supreme

being or beings. GLOSSARY

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