Social Sciences Humanities
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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