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Course Profile Individuals and Families in a Diverse
Society (HHS4M), Grade 12, University/College Preparation, Public
Course Overview
Prerequisite: Any
University, University/College, or College Preparation course in
Social
Sciences and Humanities, English, or Canadian and World Studies
This course applies
current theories and research from the disciplines of anthropology, psychology,
and sociology to the study of individual development, family behaviour,
intimate and parent-child relationships, and the ways in which families
interact within the diverse Canadian society. Students will learn the
interpersonal skills required to contribute to the well-being of families, and
the investigative skills required to conduct and evaluate research about
individuals and families.
In writing
this course, the writers for the Public School Board and the writers for the
Catholic School Board collaborated on the general sequencing of units, number
of units, and the organization of the overall and specific expectations.
It is
strongly recommended that teachers follow the order in which the units are
presented in this course profile because of the sequential nature of the learning.
Often, prior knowledge from previous units and activities is assumed and
required to proceed with the activities. This curriculum is designed to allow
students to gain insights into some of the issues of human growth and
development; thus providing students with the opportunity to explore the impact
of these issues on individuals, families, and society as a whole. Subsequently,
they will be able to make the connections among individuals, families, the
community, and society within a global perspective, with reference to human
growth and development.
Social
science research and inquiry skills are introduced in the unit where they are
first applied, and they are repeated and developed throughout the course. The
overall and specific expectations are listed for each unit in the cluster where
they are taught. For the developed unit, the overall expectations and the
corresponding specific expectations are stated at the beginning of each
activity within that unit.
Note: When a specific expectation has more than one segment, be sure to
address only the segment that is being focused on in that particular
cluster/activity. Specific expectations are repeated throughout the course to
reinforce a particular concept; thus, ensuring that content connections are made
throughout the course. The culminating activity exemplifies this by
incorporating the “enduring understandings” of the course; thus, providing
students with an opportunity to apply the key concepts/issues relating to
individuals and families, which have been emphasised throughout the course. The
independent study will begin in Unit 1 and be completed in Unit 4.
Inclusiveness
of all aspects of ethnicity, race, culture, gender, ability, socio-economic
status, age, appearance, beliefs, sexual orientation, and family composition is
the cornerstone of this course. The teacher should review school board policy
on equity. They must be sensitive to a variety of religious beliefs, as well as
the ethnic and cultural customs of their students; thus, making changes to
their teaching/learning strategies to address the needs of their student
population. Similarly, the teacher must be sensitive to the variety of
socio-economic levels and family structures of their student body and be
prepared to make adjustments to the learning experiences and resources as
needed. This course deals with many sensitive issues with reference to
individuals and families; thus, the students’ reactions to these issues must be
anticipated and respected. The teacher should be prepared for potential student
disclosures and be prepared to work with school counsellors who may be able to
provide referrals to the appropriate professionals or services within their
community.
The
activities in this course take into account the variety of students represented
and their abilities, backgrounds, interests, and learning styles. Accommodation
for, or adaptations of, the expectation(s) for exceptional students and other
students who receive special education programs or services will be made by the
teacher in accordance with the student’s Individual Education Plan (IEP) in
assisting the student to learn.
In this
course, students learn how to work effectively with others, to develop team
skills, to use effective communication skills, and to use research and analytical
skills, all of which are transferable to their postsecondary destination and
ultimately to the career of their choice. These skills are also essential for
students in their everyday lives as empathic citizens and future parents/care
givers within our Canadian and global society. Students are provided with
guidelines for research ethics, which include issues such as observation
protocol, legislation, and policies regarding confidentiality, and the
administration of interviews/surveys. Students should also be instructed to
respect an individual’s choice to respond to an interview/survey question with
“no comment” or “no response at all” as a valid answer.
To maintain
the principles of sound pedagogy, accommodations must be made so students
maintain their dignity with respect to race, level of ability, income, or
language proficiency. The teacher should foster a positive atmosphere accepting
of the individual’s uniqueness, values, and needs.
The
suggested hours for the units are guidelines based on the approach taken by the
writers. A teacher may adjust the timelines to meet the needs of students,
school, and/or community.
Although this course
was written for adolescents in grade 12, it could be adapted for adult
students.
|
Unit 1 |
An Approach to the
Study of Individuals and Families |
15 hours |
|
Unit 2 |
Individuals in a
Diverse Society |
25 hours |
|
Unit 3 |
Intimate
Relationships and Marriage in a Diverse Society |
25 hours |
|
Unit 4 |
Parent Child
Relationships in a Diverse Society |
25 hours |
|
* Unit 5 |
Individuals and
Families from Mid-to-Late Adulthood |
20 hours |
* This unit is fully
developed in the Course Profile.
Time: 15 hours
Unit Description
Students explore
family definitions, structures, and roles within various historical and
cultural origins. Theoretical frameworks for studying the family are examined
from the disciplines of sociology, psychology, and anthropology. Students are
introduced to social science research methods to investigate issues that affect
individuals and families in a diverse society. Note: The independent
study begins in this unit. Each student determines a topic and formulates a
research question.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1.1 3 hours |
GCV.01, GCV.02,
ISV.01, GC1.01, GC2.01, IS1.01 |
Knowledge/
Understanding |
Introduction to
the Family: |
|
1.2 3 hours |
GCV.01, GCV.02,
ISV.01, ISV.04, GC1.01, GC2.02, IS1.03 |
Thinking/
Inquiry |
Historical
and cultural perspectives of individuals and families: |
|
1.3 3 hours |
ISV.02, IS2.02 |
Application |
Theoretical
viewpoints: |
|
1.4 6 hours |
ISV.01, ISV.02,
ISV.03, ISV.04, IS1.01, IS2.01, IS2.03, IS3.03 |
Knowledge/
Understanding |
Introduce
social science research methods and independent study: |
Time: 25
hours
Unit Description
An understanding of
individual development is gained through the exploration of a variety of
related theories. Historical and ethnocultural understandings of the origins of
contemporary individual lifestyles, socialization patterns, and family roles
are developed. Students undertake an analysis of current issues and trends
relating to the young adult. They use social science research skills to enhance
their learning.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
2.1 3 hours |
PRV.01, GCV.01,
PR1.01, PR1.02, GC1.01 |
Knowledge/
Understanding |
The Life of
Individuals |
|
2.2 4 hours |
SOV.01, SCV.01,
ISV.03, SO1.01, SO1.03, SC1.03, IS3.01 |
Application |
Individual
Development |
|
2.3 5 hours |
SCV.01, ISV.01,
ISV.02, SC1.01, SC1.02, SC1.03, IS1.03, IS2.02 |
Thinking/Inquiry |
The
Individual in Society: Social Trends and Social Challenges |
|
2.4 5 hours |
SOV.01, PRV.01,
GCV.01, SCV.01, ISV.01, ISV.03, ISV.04, SO1.02, PR1.03, GC1.02, GC1.03,
SC1.01, IS1.02, IS1.03, IS1.04, IS3.01 |
Thinking/Inquiry |
Male and Female
Roles |
|
2.5 8 hours |
ISV.01, ISV.02,
ISV.03, ISV.04, IS1.02, IS1.04, IS2.01, IS3.02, IS3.03 |
Knowledge/
Understanding |
Independent
Study: Secondary Research |
Time: 25 hours
Unit Description
Students analyse and
evaluate theories about mate selection. The legal aspects of marriage are
presented and examined. An overview of the historical, religious, and cultural
perspectives of marriage is given. The students learn the skills, attitudes,
and behaviours necessary to build satisfying and lasting relationships. Current
issues, such as divorce, power/abuse, and alternatives to marriage are explored.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
3.1 5 hours |
SOV.01, SOV.02,
PRV.02, GCV.02, SCV.02, ISV.02, SO1.03, SO2.01, SO2.02, PR2.01, PR2.02,
GC2.03, SC2.03, IS2.02 |
Knowledge/
Understanding |
Becoming a Couple: Mate selection,
attraction theories |
|
3.2 7 hours |
SOV.02, GCV.02,
SCV.01, SCV.02, ISV.03, ISV.04, SO2.01, GC2.03, SC2.01, SC2.02, SC2.03,
IS3.01 |
Thinking/
Inquiry |
Historical,
Cultural Perspectives of Marriage and Intimate Relationships: |
|
3.3 5 hours |
SOV.02, PRV.02,
SO2.01, SO2.03, PR2.02, PR2.03, PR2.04 |
Thinking/ Inquiry |
Marital
Satisfaction: |
|
3.4 3 hours |
SCV.01, SCV.02,
SCV.04, ISV.01, ISV.02, ISV.03, ISV.04, SC1.01. SC2.02, SC2.04, IS1.04,
IS2.02, IS3.01 |
Thinking/ Inquiry |
Issues and
Trends in Intimate Relationships and Marriage: |
|
3.5 5 hours |
ISV.01, ISV.02,
ISV.03, ISV.04, IS1.03, IS1.04, IS2.03, IS3.02, IS3.03 |
Knowledge/
Understanding |
Independent
Study: Primary Research |
Time: 25
hours
Unit Description
Students examine and
explore the development of the parent-child relationship. Students use
knowledge of family theories gained in Unit 1 to analyse information from both
a psychological and sociological perspective. Issues, such as the role of
parents and children in the family, socialization patterns, and parenting
practices are examined within the contexts of various cultural perspectives and
historical periods. Current issues such as divorce, reproductive technology,
teen parenting, and child abuse are investigated in order to speculate on the
significance of these trends for individual and family development. Upon
completion of their independent study unit, students demonstrate effective use
of current technology in the communication of their independent study.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
4.1 |
SOV.03, GCV.03,
SO3.02, GC3.01 |
Knowledge/
Understanding |
Becoming a Parent: Historical and Cultural
Perspectives and Theoretical Viewpoints |
|
4.2 |
PRV.03, SCV.03,
ISV.01, ISV.03, ISV.04, PR3.01, SC3.01, SC3.02, IS1.04, IS3.01 |
Thinking/ Inquiry |
Becoming a Parent: Current Issues |
|
4.3 |
SOV.03, PRV.03,
GCV.03, SCV.03, SO3.02, PR3.02, PR3.03, GC3.03, SC3.04 |
Thinking/ Inquiry |
The Parental
Role In the Development and Socialization of Children |
|
4.4 |
SOV.03, GCV.03,
ISV.01, SO3.01, GC3.02, IS1.03 |
Thinking/ Inquiry |
Parent-Child
Relationships and the Development and Socialization of Children |
|
4.5 |
SCV.03, SCV.04,
ISV.01, ISV.04, SC3.02, SC3.03, SC3.05, SC3.06, SC3.07, IS1.04 |
Thinking/ Inquiry |
Current Issues |
|
4.6 |
ISV.01, ISV.02,
ISV.04, IS1.01, IS1.02, IS1.03, IS1.04, IS2.01, IS2.03, IS3.02, IS3.03 |
Knowledge/
Understanding |
Independent
Study: Pulling it all Together |
Time: 20
hours
Unit Description
Students analyse
theories and research related to individuals and families ranging from
mid-to-late adulthood. Students take into consideration diversity in personal
and family roles as well as the roles of social institutions. Many important
life issues that occur from mid-life through to death are examined. Students
come to understand that at this stage in life we revisit some earlier issues
from a different perspective. The final activity in this unit is designed to be
one part of the culminating activity for the course.
Unit Synopsis Chart
|
Activity/Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
5.1 |
GCV.01, GCV.02,
ISV.01, ISV.02, GC1.01, GC1.02, GC1.03, GC2.01, IS1.03, IS2.03 |
Knowledge/
Understanding |
Diversity Later
in Life: A cross-cultural and historical perspective |
|
5.2 |
SOV.01, SCV.01,
SO1.01, SO1.02, SO1.03, SC1.01, SC1.03 |
Knowledge/
Understanding |
Developmental Tasks Later in Life |
|
5.3 |
SOV.02, SCV.02,
ISV.02, ISV.03, ISV.04, SO2.01, SO2.03, SC2.02, SC2.03, IS2.01, IS3.01 |
Knowledge/
Understanding |
Changes in
Intimate Relationships Later in Life |
|
5.4 |
PRV.01, PRV.03,
SCV.01, PR1.01, PR1.02, PR1.03 PR3.03, SC1.01, SC1.02 |
Knowledge/
Understanding |
Social Changes
and Challenges |
|
5.5 |
ISV.01, ISV.02, ISV.03,
ISV.04, IS1.01, IS1.02, IS1.03, IS1.04, IS2.01, IS2.02, IS2.03, IS3.01,
IS3.02, IS3.03 |
Knowledge/
Understanding |
Course
Culminating Activity |
The teacher
needs to use the most appropriate methods and materials to help students
achieve the expectations as outlined in their IEPs. The teacher must be
cognizant of the needs of ESL/ELD students and make the appropriate adjustments
to teaching/learning strategies. A variety of strategies involving a range of
sectors within the local community are recommended throughout the course.
Practical experiences, simulations, and application of knowledge and theories
related to individuals and families provide students with opportunities to
apply their understandings to their families, the broader community, and
society in general.
As a
University/College Preparation course, the teaching/learning strategies
emphasize critical thinking and problem-solving skills. As well, the
development of social science research and independent skills through concrete
applications of the theoretical material covered within the course are
stressed, which allows students to build on prior learning. Students have the
opportunity to continue to improve their ability to work in teams, to develop
consensus-building skills, and to respect the opinions and ideas of others. A
variety of teaching/learning strategies are encouraged to meet the different
learning styles of students that enable them to meet the course expectations
and to set the stage for adult learning. Some examples of strategies that could
be used in this course include: analysing information, brainstorming, case
studies, child-parent observations, class discussion, collaborative/cooperative
learning, computer assisted learning, evaluating information, debates,
demonstrations, homework, independent study, interviews, issues based analysis,
jigsaw, mind mapping, note making, presentations, problem-solving strategies
and models, reflective writing, report writing, role playing, scenarios,
simulation games, dramatizations, Socratic lessons, student/teacher
conferencing, surveys, think/pair/share, and viewing and analysing TV programs
and/or videos about issues related to individuals and families. This list is in
no way inclusive of all of the appropriate teaching/learning strategies
available for the teacher to use in the classroom.
The
improvement of student learning is the primary purpose of assessment and
evaluation. It must be congruent with the assessment and evaluation principles
of Program Planning and Assessment, 2000.
Methods of
evaluating student achievement are as follows:
·
Diagnostic: occurs at the beginning of a term, a unit of
study or whenever information about prior learning is useful.
·
Formative: occurs during learning, ongoing feedback to
the teacher and students about quality of learning and the effectiveness of
instruction.
·
Summative: usually carried out at the end of a learning
process; may include feedback and evaluation.
The nature
of the expectations in this course allows for students to apply the knowledge
and skills that they gain throughout the course. Students must be provided with
numerous and varied opportunities to demonstrate the full extent of their
achievement of the curriculum expectations, across all four categories of the
achievement chart. Some examples of strategies are paper-and-pencil tests,
performance tasks, oral presentations/multimedia presentations, research
projects, portfolios, reports and reflections of student observations, and
analysis of information. Examples of assessment tools are checklists, marking
schemes, and rubrics.
Seventy per
cent of the grade will be based on assessment and evaluations conducted
throughout the course. Thirty per cent of the grade will be based on the final
evaluation. It should be suitable to the course content, and it is to be
administered towards the end of the course. The final evaluation could include
one or more of the following examples: written examination, performance task,
essay, oral examination, oral report or presentation, social science research project,
and/or case study application.
The teachers
using this Course Profile should be acquainted with Individual Education Plans
(IEPs) for exceptional students and other students who receive special
education programs or services in order to make necessary accommodations. The
teachers should consult individual student IEPs for specific direction on
accommodation for individuals. For most exceptional students, the learning
expectations are the same as, or similar to, the expectations outlined in the
curriculum policy document. Accommodations, such as specialized supports and
services, are provided to help students meet the expectations.
Some examples of
accommodations for students with special needs are as follows: oral testing;
oral reporting; using a scribe for written work; demonstration of skill; peer
tutor; simplified instructions; presentations on tape, disc, or CD; flexible
timelines; making changes to handouts, instructions and project guidelines;
arrangement of student groupings by teacher; and enrichment activities. The
Special Education teachers are excellent supports in this area, and their
expertise should be sought.
Adaptation
of the course for ESL/ELD students should reflect the knowledge and skills,
which these students possess. They may need extra support to acquire English
language and/or basic literacy skills. Teachers should use the expertise of
ESL/ELD staff for assistance in meeting the needs of these students.
There is a
wide range of teaching/learning strategies available to teachers. Teachers are
encouraged to expand teaching strategies in order to best meet the needs of all
students and accommodate different learning styles.
A variety of resources that could be used in
this course to meet the needs of students is provided; however it is not
expected that teachers would use all of the resources listed.
Units in this Course Profile make reference to the use of specific texts, magazines, films, videos, and websites. The teachers need to consult their board policies regarding use of any copyrighted materials. Before reproducing materials for student use from printed publications, teachers need to ensure that their board has a Cancopy licence and that this licence covers the resources they wish to use. Before screening videos/films with their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor, e.g., Audio Cine Films Inc. Teachers are reminded that much of the material on the Internet is protected by copyright. The copyright is usually owned by the person or organization that created the work. Reproduction of any work or substantial part of any work from the Internet is not allowed without the permission of the owner.
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Maureen. Families: Changing Trends in Canada, 4th ed. Toronto:
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Baker,
Maureen and Janet Dryden. Families in Canadian Society, 2nd ed. Toronto:
McGraw- Hill Ryerson, 1995. ISBN 0-07551-366-8
Jarman,
Frederick E. and Susan Howlett. The Living Family: A Canadian Perspective.
Toronto: John Wiley & Sons, 1991. ISBN 0-471-79618-2
Meiklejohn,
P., A Yeager, and Lenore Kuch, eds. Today’s Family: A Critical Focus.
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Sasse,
Connie R. Families Today, 3rd ed. New York: Glencoe/McGraw-Hill, 2000.
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Graham and Graham Crow. Families, Households, and Society. New York:
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G., ed. The Family in Global Transition. St Paul Mn: Professors World
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T.R., E. Lapierre-Adamcyk, and K. Krotki. Family and Childbearing in Canada:
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Peter L., Judy Galbraith, and Pamela Espeland. What Kids Need to Succeed:
Proven Practical Ways to Raise Good Kids. Minneapolis: Free Spirit Press,
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Teens: Today, Yesterday and Tomorrow. Toronto: Stoddart, 2001.
ISBN 0-77376-181-0
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Keith Melville. Families and Intimate Relationships. McGraw-Hill, 1994.
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A. Crouter, and M. Clements, eds. Couples in Conflict. Mahwah, New
Jersey: Lawrence Erlbaum Association Pub., 2001. ISBN 0-80583-545-8
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Timothy, ed. Family Relations: Challenges for the Future. Newbury Park,
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Myth of the First Three Years: A New Understanding of Early Brain Development
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Klein, and Associates. Re-examining Family Stress: New Theory and Research.
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Code, and L. Dorney, eds. Changing Patterns: Women in Canada. Toronto:
McClelland and Stewart, Inc., 1993. ISBN 0-77102-854-7
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A., C. Klapisch-Zuber, M. Segalin, and F. Zonabend, eds. A History of the
Family. Oxford: Polity Press, 1996. ISBN 0-74561-543-0
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and M. McGoldrick. The Expanded Family Life Cycle: Individual, Family and
Social Perpectives, 3rd ed. Boston: Allyn & Bacon, 1999. ISBN 0-20520-009-5
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Barbara. Parenting Through Crisis. Toronto: Penquin Books, 2000. ISBN
0-14028-383-8
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F. The Canadian Family in Crisis. Toronto: James Lorimer and Company,
1997.
ISBN 1-55028-286-7
Corak,
Miles. Labour Markets, Social Institutions, and the Future of Canada’s
Children. Ottawa: Statistics Canada, 1998. ISBN 0-66059-384-X
Cosin, Ben
and Margaret Hales, eds. Families, Education, and Social Differences.
London; New York: Routledge, 1997. ISBN 0-41515-540-1
Decker,
Celia Anita. Children: The Early Years. Toronto: Irwin Publishing
Company, 2000.
ISBN 1-56637-559-2
Dreman, S.,
ed. The Family on the Threshold of the 21st Century: Trends and
Implications. Mawah, New Jersey: Lawrence Erlbaum Associates Publishers,
1997. ISBN 0-8058-2217-8
Duffy, A and
J. Momirov. Family Violence: A Canadian Introduction. Toronto: James
Lorimer and Company, Publishers, 1997. ISBN 1-55028-582-3
Eichler, M. Family
Shifts: Families, Policies, and Gender Equality. Toronto: Oxford
University Press. 1997. ISBN 0-19541-250-8
Elliot, F.R.
Gender, Family and Society. Hampshire: Macmillan Press, 1996. ISBN
0-33352-430-6
Erikson, E. Identity:
Youth and Crisis. New York: W. W. Norton & Company, 1997.
ISBN 0-39331-144-9
Eshleman, J.
Ross and Susannah J. Wilson. The Family, 3rd. ed. Toronto: Pearson
Education Canada, 2001. ISBN 0-20527-272-X
Evans, K.
and G. Leitenberg. Family Issues From the Senior Issues Collection.
Toronto: McGraw-Hill Ryerson, 2000. ISBN 0-07-551696-9
Foot, D. and
D. Stoffman. Boom, Bust, and Echo 2000: Profiting from the Demographic Shift
in the New Millenium. Toronto: MacFarlane Walter and Ross, 1998. ISBN
1-55199-029-6
Foot, David.
Boom, Bust and Echo: Profiting from the Demographic Shift in the 21st
Century. Toronto: Stoddart Pub., 2001. ISBN 0-77376-208-6
Fox, Bonnie
J., editor. Family Patterns, Gender Relations, 2nd ed. Don Mills: Oxford
University Press, 2001. ISBN 0-19541-587-6
Gabillo, J. The
Economics of the Family and Family Policy. Northampton: Edward Edgar
Publishing Co., 1996. ISBN 0-85898-828-4
Gilbert, K.,
B. Settles, and W. Burr, eds. Research and Theory in Family Science.
Toronto: Brooks and Cole Publishing Co., 1995. ISBN 0-534-21780
Gilligan, C.
In a Different Voice: Psychological Theory and Women’s Development. Cambridge,
Massachusetts: Harvard University Press, 1993. ISBN 0-67444-544-9
Goldscheider,
F. and L.Waite. New Families, No Families? The Transformation of the
American Home. Berkeley: University of California Press, 1991. ISBN
0-52007-222-7
Hareven T. Families,
History, and Social Change. Boulder, Colorado: Westview Press, 2000.
ISBN 0-81339-079-6
Henslin,
J.M. Marriage and Family in a Changing Society, 4th ed. Toronto: Maxwell
Macmillan Canada, 1992. ISBN 0-02914-475-2
Hildebrand,
Verna. Parenting Rewards and Responsibilities, 5th ed. Peoria, Illinois:
Glencoe McGraw-Hill, 2000. ISBN 0-02642-956-X
Huston, P.
Families As We Are. New York: The Feminist Press, 2000. ISBN 1-55861-250-5
Johnson, L. Strengthening
Family and Self. Tinley Park, Il: Goodheart-Wilcox Publishing Co., 2002.
ISBN 1-56637-780-3
Lauer,
Robert. Marriage and Family: The Quest for Intimacy, 4th ed. New York:
McGraw-Hill, 2000. ISBN 0-07236-163-8
Kagan, J. Three
Seductive Ideas. Cambridge Massachusetts: Harvard University Press, 1998.
ISBN 0-67489-033-7
Kelman, S. All
in the Family: A Cultural History of Family Life. Toronto: Viking, 1998.
ISBN 0-67086-656-3
Mandell,
Nancy and Ann Duffy. Canadian Families: Diversity, Conflict and Change.
Toronto: Harcourt Brace & Company, 1995. ISBN 0-77473-409-4
Mason, M.,
A. Skolnick, and S. Sugarman. All Our Families: New Policies for a New
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McAdams, D.
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Popeno,
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Postman, N. The
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0-67975-166-1
Robertson,
Hugh. The Project Book: An Introduction to Research and Writing. Ottawa:
Piperhill, 1999. ISBN 0-96930-684-9
Ryder,
Verdene and Peggy B. Smith. Human Sexuality: Responsibilities and Life
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1-56637-455-3
Ryder,
Verdene and Marjorie B. Harter. Contemporary Living. South Holland,
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Ryder,
Verdene. Parents and Their Children. Toronto: Irwin Publishing Company,
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Schlessinger,
Laura. Parenthood by Proxy: Don’t Have Them If You Won’t Raise Them. New
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Sigel S. and
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Tepperman,
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Waite, Linda
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Judith S. and Sandra Blakeslee. The Good Marriage: How and Why Love Lasts.
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Judith S. and Sandra Blakeslee. Second Chances: Men, Women, and Children a
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Wallerstein,
Judith S. and Joan Berlin Kelly. Surviving the Breakup: How Children and
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Wallerstein,
Judith S., Julia Lewis, and Sandra Blakeslee. The Unexpected Legacy of
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Walzer, S. Thinking
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Margaret. The Family Dynamic: A Canadian Perspective. Scarborough:
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Have and To Hold: Marriage, the Baby Boom and Social Change. Chicago: The
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Whitehead,
Barbara Dafoe. The Divorce Culture: Rethinking Our Commitments to Marriage
and Family. New York: Vintage Books, 1998. ISBN 0-67975-168-8
Wylie, Betty
Jane. Family: An Exploration. Kelowna, B.C.: Northstone Publisher, 1997.
ISBN 1-89683-601-1
Zimmerman, S. Family
Policies and Family Well-Being. Newbury Park: Sage Pub., 1992.
ISBN 0-80394-287-7
A Date Rape Drug. McGraw Hill, 2000. 15 min., 0-02-637855-8
A Love that Kills. Montreal: National Film Board, 1999. 20 min.,
C9199188
Adolescent
and Adult Development. Magic
Lantern, 2001. 28 minutes, 432-31-962VHS
Africa’s
Children. Magic Lantern, 2000.
57 minutes, 1494-31-100VHS
Disciplining
Kids: Without Screaming or Scolding. Illinois: The Learning Seed, 1996. 20 min., 213
Early
Adulthood: Cognitive Development. Magna Systems, Inc. McIntyre Media, 1999. 520017-61R2
Early
Adulthood: Love, Marriage & Divorce. McIntyre Media, 1999. 29 minutes, 520019-61R2
Early
Adulthood: Parenthood.
McIntyre Media, 1999. 29 minutes, 520020-61R2
Early
Adulthood: Physical Development.
McIntyre Media, 1999. 29 minutes, 520016-61R2
Early
Adulthood: Special Problems.
McIntyre Media, 1999. 29 minutes, 520018-61R2
Early
Adulthood: The World of Work.
McIntyre Media, 1999. 29 minutes, 520021-61R2
Exploring
and Learning. Magna Systems,
Inc. McIntyre Media, 2001. #520036-61R2
Exploring
Healthy Relationships. Human
Relations Med. McIntyre Media, 2001. #600239-61R2
Evening
the Odds: The Story of the girl child. Meta Media Productions and World Vision Canada. Mississauga, 1996.
order code ETO
Family
Ties: Strengthening the Family Unit. McGraw Hill, 2000. 15 min., 0-07-824649-0
Gender
and Sexuality. Magic Lantern,
2001. 28 minutes, 432-31-968VHS
Gender
Communication. “She Talks, He
Talks.” Illinois: The Learning Seed, 1994. 22 min., 172
Healthy
Relationships. Cambridge
Educational. McIntyre Media, 2000. #010230-61R2
Help Your
Child Make Good Decisions.
McIntyre Media, 2000. #ST0926-21R2
How Boys
and Girls Differ: The First Six Years. Illinois: The Learning Seed, 20 min., #2001135-61R2
How
Families Differ. McGraw-Hill.
8:30 min., 0-02-637712-8
Impacts
of Single Parenting.
McGraw-Hill. 14min. 0-020637713-6
Infant
and Child Development. Magic
Lantern, 2001. 28 minutes, 432-31-960VHS
Late
Adulthood: Death, Dying & Bereavement, and Widowhood. McIntyre Media, 1999. 29 minutes 520027-61R2.
Late
Adulthood: Retirement and Options for Living. McIntyre Media, 1999. 29 minutes, 520026-61R2
Late
Adulthood: The Social Convoy.
McIntyre Media, 1999. 29 minutes, 520025-61R2
Middle
Adulthood: Intimate Relationships and the Sandwich Generation. McIntyre Media, 1999.
29 minutes, 520024-61R2
Middle
Adulthood: Midlife Crisis?
McIntyre Media, 1999. 29 minutes, 520023-61R2
Middle
Adulthood: Physical Development.
McIntyre Media, 1999. 29 minutes, 520022-61R2
Multiple
Choices Series 1 to 5.
National Film Board of Canada. Montreal, 1995 series of numbers
– 113C9195093 – 113C9195097
Personality
Theories. Magic Lantern, 2001.
28 minutes, 432-31-936 VHS
Prime
Time News: What’s A Family.
Canadian Broadcasting Corp., 1993.
Raising
Responsible Children. Fort
Erie: Houghton Mifflin Co., Sunburst Division, 2000. 47 min.
Sexual
Harassment Stop It Now. Magna
Systems Inc., Mod 53, 1-800-203-7060
Shaking,
Hitting, Spanking. “What to do Instead!” Illinois: The Learning Seed, 1995. 23 min., 203
So You
Want to Be a Parent? Toronto:
Marlin Motion Pictures, 1995.
Styles of
Parenting. Illinois: The
Learning Seed, 1996. 20 min., 189
Teen
Adult Conflict: Working It Out.
McIntyre Media, 1998. #ST2630-21R2
Teenage
Stress: It’s Manageable.
Sunburst. McIntyre Media. #ST4104-21R2
The Brain:
Effects of Childhood Trauma.
Magna Systems, Inc., McIntyre Media, 2001. #520030-61R2
The
Marriage Partnership. McGraw
Hill, 2000. 19 min., 0-07-824655-5
The
Spanking Controversy.
Illinois: The Learning Seed. 17 min., 243
Theories
of Development. Magna Systems,
Inc. McIntyre Media, 1997. #520041-61R2
Understanding
Underachievers. Meridian
Educational Corporation. McIntyre Media, 2000.
#700410-61R2
Warning
Signs….A Look at Teenage Violence. McGraw Hill, 2000. 23 min., 0-07-824671-7
Working
Marriage Partners.
McGraw-Hill. 12 min., 0-02-637717-9
Working
Parents. “Balancing Kids and
Careers.” Illinois: The Learning Seed, 1992. 25 min.
Your Place in the
Family. Illinois: The Learning
Seed. 23 min.
Note: The URLs for the websites have been verified
by the writer prior to publication. Given the frequency with which these
designations change, teachers should always verify the websites prior to
assigning them for student use.
American
Psychological Association – http://www.apa.org
Caledon
Institute of Social Policy – http://www.caledoninst.org
Canada.com –
http://www.canada.com
Canadian
Association of Gerontology – http://www.cagacg.ca
Canadian
Careers. Com – http://www.canadiancareers.com/index.html
Canadian
Council on Social Development – http://www.ccsd.ca
Canadian
Home Economics Association – http://www.chea-acef.ca
Canadian
Living Magazine – http://www.canadian living.com
Chatelaine
Magazine – http://www.chatelaine.com
Cool Women:
Take Back the Night Marches – http://coolwomen.org
Early Years
Study (Dr. Mustard report) – http://www.childsec.gov.on.ca
Epinions.com
(consumer buying decisions) – http://www.epinions.com
Government
of Canada Services –http://www.hc-sc.gc.ca – http://www.servicecanada.gc.ca;
– http://www.statcan.ca
Family.com –
http://www.family.go.com/
Family and
Consumer Science Resources Catalogue – http://www.glencoe.com - Available books
and resources on parenting and related issues
Films for
the Humanities and Social Sciences – http:// www.films.com
Ministry of
Education. Prospects: Ontario Guide to Career Planning
– http://www.edu.gov.on.ca/eng/general/elemsec/job/prospect/eng/index.html.
Myers-Briggs
Online – http://www.knowyourtype.com
National
Action Committee on the Status of Women – http://www.nac-cca.ca
National
Council of Welfare – http://www.ncwcnbes.net
Ontario
Human Rights Commission – http://www.ohrc.on.ca
Ontario
Publications – http://www.publications.gov.on.ca
Some
resources on child services, agencies, and publications regarding families in
Ontario.
Parenting
concerns, issues, and information. – http://www.abcparenting.com
Parents:
America’s Family Magazine – http://www.parents.com
REAL WOMEN –
http://www.realwomenca.com
Statistics
Canada: Teenage Pregnancy Trends – http://www.statcan.ca/english/kits/preg1.htm
Status of Women
Canada – http://www.swc-cfc.gc.ca
The National
Clearinghouse on Family Violence – http://www.hc-sc.gc.ca/hppb/familyviolence/
The Vanier
Institute of the Family – http://www.vifamily.ca
The White
Ribbon Campaign – Men working to end men’s violence against women
– http://www.whiteribbon.ca
Today’s
Parent: Canada’s Parenting Magazine – http://todaysparent.com
True Colors Services
– http://www.truecolors.org
Additional
assistance with course content may be obtained from valuable contacts within
the community including: guidance counsellors, child and youth workers, social
workers, marriage counsellors, college and university liaison officers, local
Early Years Centres, local Ministry of Human Resources personnel, local company
human resources personnel, staff at nursing and retirement homes, staff at
community care access centres, other teachers, and former students.
Angus Reid
Group. The State of the Family in Canada. Ottawa: Canada Committee for
the International Year of the Family, 1994.
Canadian
Home Economics Journal.
Ottawa, Ontario: Canadian Home Economics Association, CHEA National Office,
901-151 Slater Street, Ottawa, Ontario, K1P 5H3. Phone 613-238-8819. Published
quarterly.
Canadian
Social Trends. Toronto,
Ontario: Her Majesty the Queen in Right of Canada available from Thompson
Educational Publishing, Inc., 14 Ripley Avenue, Suite 105, Toronto, Ontario,
Published quarterly.
Daly, Kerry.
It Keeps Getting Faster: Changing Patterns of Time in Families. The
Vanier Institute of the Family, 2000.
Gillies,
Anne, et al. Power and Violence In Intimate and Trust Relationships:
Dismantling a Global Barrier to Development. Home Economics Teaching
Resource File. Canadian Home Economics Association Development Education
Program, 1994.
Families
and Health Publication Series.
The Vanier Institute of the Family, 2001.
Journal
of Marriage and the Family.
Minneapolis, Minnesota: The National Council of Family Relations, 3989 Central
Avenue Northeast, Suite 550, Minneapolis, Minnesota, U.S.A. 55421.
Phone 763-781-9931. Published quarterly. M6S 3N9. Phone 416-766-2763
New
Internationalist. Markham:
Ontario. Phone 1-800-661-8700.
Parenting
in a Culturally Diverse Society: A Manual for Facilitators. Ottawa: Parent Resource Centre.
Peterat,
Linda, et al. Work: Children, Women, and Men in Families. Home Economics
Teaching Resource File. Canadian Home Economics Association, 1991.
Sauve,
Roger. The Current State of Canadian Family Finances: 2000 Report. The
Vanier Institute of the Family, 2001.
Schroeder,
Linda, ed. Expanding Global Horizons. Home Economics Teaching Resource
Activity File. Manitoba Home Economics Teachers’ Association and
Canadian Home Economics Association, 1996.
The
Progress of Canada’s Children Into the Millennium. Canadian Council on Social Development, 1999.
ISBN 0-88810-489-8
Transitions. Ottawa, Ontario: The Vanier Institute of the
Family, 94 Centrepoint Drive, Ottawa, Ontario, K2G 6B1. Phone 613-228-8500.
Published quarterly available online.
Individuals and Families in a Diverse Society
is part of the family studies program described in The Ontario Curriculum,
Grades 11 and 12, Social Sciences and Humanities, 2000. It is designated as
a University/College Preparation course designed to equip students with the
knowledge and skills necessary to meet the entrance requirements for university
and college programs. The Individuals and Families in a Diverse Society
curriculum presents a broad range of expectations that provide students with
both the theoretical and the practical skills needed for living satisfying and
productive lives as independent and responsible members of society. To meet the
requirements of the Ontario Secondary School Diploma, students can use the
course as an additional compulsory credit, or as one of their twelve optional
credits.
This
University/College Preparation course allows students to broaden their
knowledge of individuals and families, benefiting themselves, their families,
and their community. The understanding of the historical and cultural
perspectives of individuals and families, as well as the awareness of familial
theories and their applications provides students with the knowledge and skills
needed for postsecondary education. Through a variety of learning activities,
students develop their research, critical thinking, communication,
interpersonal, and practical skills. In learning to critically analyse issues
relating to individuals and families, students need to be mindful of social
justice issues that are prevalent in our society. An investigation by social
justice issues that promotes a just, equal, and compassionate environment for
all should prepare students to contribute to society.
Although
written for adolescents in Grade 12, this course could be adapted for adult
students. While the practical skills will be similar, the content may need to
be adjusted to be relevant to adults.
Students
also have the opportunity to enhance their computer knowledge and skills, e.g.,
Internet usage, word processing, creation of graphs, etc., as they use their
social science research skills to complete class assignments and projects.
Students may elect to create multi-media presentations.
This course
explores aspects of various careers as they relate to individuals and families
and is aligned with Choices into Action: Guidance and Career Education
Program Policy for Elementary and Secondary Schools, 1999. As all students
enrolled in this course have taken the Grade 10 Careers course and are in a
Teacher Advisory Program, teachers should investigate cross-curricular
situations. Teachers could also advise students of how they might apply the
theory and practical applications they have learned in class through
Cooperative Education. Students who intend to pursue a higher education in
programs such as child and youth care, early childhood education, social work,
teaching, nursing, medicine, family law, family counselling, gerontology,
speech pathology, sociology, or psychology may want to have some experience in
a real life setting.
Violence
prevention through awareness and learning is an important aspect of this
course. A number of the expectations deal with family violence and surrounding
issues. By engaging students in meaningful discussions we can raise
consciousness and understanding of these sensitive issues.
Coded Expectations, Individuals and Families in a Diverse Society, Grade 12, University/College Preparation, HHS4M
SOV.01 · analyse theories and research on the subject
of individual development, and summarize their findings;
SOV.02 · analyse theories and research on the subject
of the development of and the psychological tasks connected with intimate
relationships, and summarize their findings;
SOV.03 · analyse theories and research on the subject
of parent–child relationships and their role in individual and family
development, and summarize their findings.
Individual
Development
SO1.01 – describe the development of individuals at
different stages of life, drawing on a variety of developmental theories (e.g.,
Erikson’s, Gilligan’s, Kohlberg’s, Levinson’s, Piaget’s, Sheehy’s);
SO1.02 – analyse several viewpoints on similarities
and differences in male and female development and on the impact of those
differences on the roles individuals play (e.g., Levinson’s, Buss’s);
SO1.03 – evaluate emerging research and theories
(e.g., brain research, evolutionary psychology, feminist theories, theories on
aging) explaining the developmental tasks of individuals at various stages of
life.
Intimate
Relationships and Marriage
SO2.01 – demonstrate an understanding of the role of
intimate relationships in the lives of individuals and families, considering
the similarities and differences for males and females, and traditional and
non-traditional relationships;
SO2.02 – describe the findings of research on
attraction and the development of intimate and love relationships in
contemporary Canadian society (e.g., Fisher’s study of childbearing in Canada);
SO2.03 – summarize current research on factors
influencing satisfaction within enduring couple relationships (e.g., the impact
of children, finances).
Parent–Child
Relationships
SO3.01 – describe the development of parent–child
relationships, drawing on a variety of theories (e.g., social exchange theory,
symbolic interactionism);
SO3.02 – explain several theoretical perspectives on
the role of the parent in the development and socialization of children (e.g.,
learning theory, social role theory), and describe supporting evidence from
published research.
PRV.01 · analyse decisions and behaviours related to
individual role expectations;
PRV.02 · explain decisions and behaviours related to
role expectations in intimate relationships;
PRV.03 · analyse decisions and behaviours related to
parental and care-giver role expectations, including the division of
responsibilities for childrearing and socialization.
Individual Roles
PR1.01 – describe the various roles of individuals in
society and the potential for conflict between individual and family roles
(e.g., workplace role versus parental role);
PR1.02 – summarize the factors that influence
decisions about individual lifestyle at various stages of life (e.g., leaving
home, mid-life crisis, retirement), drawing on traditional and current research
and theory (e.g., structural functionalism, feminist theory);
PR1.03 – summarize the factors that influence
decisions about educational and occupational choices at various stages of life.
Roles in Intimate
Relationships and Marriage
PR2.01 – explain initial role expectations in
intimate relationships on the basis of theories of attraction (e.g.,
evolutionary psychology, stimulus-value-role theory);
PR2.02 – explain the role negotiation required for
effective relationships at various stages of life (e.g., birth of a child,
“launching” of adult children), drawing on a variety of theoretical
perspectives (e.g., systems theory, conflict theory);
PR2.03 – identify factors that are detrimental to
maintaining satisfying relationships (e.g., infidelity, financial difficulties)
and explain strategies for communicating and negotiating to maintain satisfying
relationships;
PR2.04 – summarize research on the causes and nature
of conflict, and evaluate strategies for managing and resolving conflict in
intimate relationships (e.g., decision making, problem solving, negotiating).
The Parental Role
PR3.01 – explain the factors that influence decisions
relating to childbearing (e.g., whether or not to have children, how many to
have, at what intervals to have them);
PR3.02 – evaluate parenting styles and strategies for
achieving developmental and socialization goals, using socialization theories
as criteria;
PR3.03 – analyse the division of responsibility for
childrearing and socialization, and the interaction of care-givers (e.g.,
mother, father, siblings, non-custodial parent, grandparents, child-care
workers).
GCV.01 · explain the historical and ethnocultural
origins of contemporary individual lifestyles, socialization patterns, and
family roles;
GCV.02 · analyse changes that have occurred in family
structure and function throughout the history of the family;
GCV.03 · analyse socialization patterns and the roles
of children and parents in various historical periods and ethnocultural
contexts.
Diverse Roles of
Individuals
GC1.01 – describe the diversity in personal and
family roles of individuals in various cultures and historical periods;
GC1.02 – analyse male and female roles in various
societies and historical periods, taking into consideration societal norms and
ideals, individuals’ perceptions of roles, and actual behaviours;
GC1.03 – analyse changes in labour-force
participation, taking into consideration male and female participation rates,
child labour, retirement, and the impact of work on socialization.
Family Diversity
GC2.01 – explain changing family forms and functions
in various societies throughout history, and describe contemporary family
forms;
GC2.02 – analyse factors influencing the transition
of the family from an economic unit to a psychological unit (e.g.,
industrialization, feminism, employment of women);
GC2.03 – analyse the historical and ethnocultural
factors affecting variations in mate- selection, marriage customs, and marital
roles.
Variations in
Parent–Child Relationships
GC3.01 – describe patterns and practices in
childbearing in various cultures and historical periods (e.g., reasons for
having or not having children, age and marital status of parents, family size
and spacing of children, adoption, foster care);
GC3.02 – analyse the roles of children in the family
and society in various cultures and historical periods, taking into
consideration expectations for pace of development, rites of passage,
participation in education or labour, and the nature of parent–child
relationships;
GC3.03 – identify cultural, historical, and religious
variations in parental roles, childrearing practices, and the role of the
extended family and society in childrearing.
SCV.01 · analyse current issues and trends relevant
to individual development, and speculate on future directions;
SCV.02 · analyse current issues and trends affecting
the dynamics of intimate relationships, and speculate on future directions for
individuals and families;
SCV.03 · analyse current issues and trends affecting
childrearing and socialization, and speculate on the changing role of children;
SCV.04 · demonstrate an understanding of the cycle of
violence and the consequences of abuse and violence in interpersonal and family
relationships.
Individual
Development
SC1.01 – describe current perceptions, opinions, and
demographic trends relating to the life patterns of individuals (e.g., life
expectancy, educational attainment, labour-force participation, income), and
speculate on the significance of these trends for individual development;
SC1.02 – explain the impact on individual development
and decision making of social changes and challenges (e.g., AIDS, emerging
communication technologies, the increase in non-family households, cultural
diversity) and life events (e.g., illness, infertility, disability,
unemployment, death, divorce);
SC1.03 – demonstrate an understanding of the effect
of various aspects of social systems on individual development (e.g., legal
requirements, such as age restrictions; economic factors; educational
opportunities; employment trends; availability of social support).
Intimate
Relationships and Marriage
SC2.01 – describe current perceptions, opinions, and
demographic trends relating to intimate relationships, and speculate on the
significance of these trends for individual and family development;
SC2.02 – analyse current issues relating to intimate
relationships (e.g., cohabitation, delayed marriage, divorce, interracial
marriage);
SC2.03 – identify the role of various social
institutions (e.g., family, law, religion, economy, government) with respect to
intimate relationships (e.g., definition of spouse, rights and obligations of
spouses, social support);
SC2.04 – demonstrate an understanding of the cycle of
violence in intimate relationships and of strategies for avoiding and
responding to violence in relationships.
Parent and Child
SC3.01 – describe current perceptions, opinions, and
demographic trends relating to childbearing and childrearing (e.g., birth rate,
age at childbearing, number of children, age at leaving home), and speculate on
the significance of these trends for parent–child relationships;
SC3.02 – explain the impact that current issues
relating to parents and children (e.g., adoption, educational concerns, foster
care, genetic testing and selection, infertility and fertility treatment, teen
parents) have on the bearing and rearing of children;
SC3.03 – evaluate opinions and research on the
subject of working mothers and related issues (e.g., the impact of child care
on children’s socialization and development, the balance between family and
workplace responsibilities, policies and social planning for child care in
Ontario and Canada);
SC3.04 – identify the role that different types of
social institutions and systems (e.g., school, media, peer group, medicine,
religion) have in the rearing and socialization of children;
SC3.05 – demonstrate an understanding of the nature,
prevalence, and consequences of child abuse, and describe strategies and
programs that would facilitate its prevention and remediation;
SC3.06 – summarize current research on the effects of
divorce on child development and socialization;
SC3.07 – summarize the impact of economic and
political instability (including war) and migration on child development and
socialization.
ISV.01 · use appropriate social science research
methods in the investigation of issues affecting individuals and families in a
diverse society;
ISV.02 · access, analyse, and evaluate information,
including opinions, research evidence, and theories, related to individuals and
families in a diverse society;
ISV.03 · analyse issues and data from the
perspectives associated with key theories in the disciplines of anthropology,
psychology, and sociology;
ISV.04 · communicate the results of their inquiries
effectively.
Using Research
Methodology
IS1.01 – formulate research questions and develop
hypotheses reflecting specific theoretical frameworks;
IS1.02 – select and access secondary sources
reflecting a variety of viewpoints (e.g., academic texts; research reports and
journals, such as the Canadian Journal of Home Economics, Family
Relations, and the Journal of Marriage and the Family; demographic
reports; videos; sources accessed by current information technology);
IS1.03 – demonstrate an understanding of research
methodologies, appropriate research ethics, and specific theoretical
perspectives for conducting primary research (e.g., interviews, surveys and
questionnaires, observation, experiment);
IS1.04 – use appropriate current information
technology (e.g., CD-ROM, the Internet, e-mail) to access or transmit
information (e.g., conduct surveys or interviews).
Organizing and
Analysing Information
IS2.01 – evaluate information to determine its
validity and to detect bias, stereotyping, ethnocentricity, datedness, and
unethical practices, and distinguish among perceptions, beliefs, opinions, and
research evidence;
IS2.02 – identify and respond to the theoretical
viewpoints (e.g., family systems theory, social-exchange theory, feminist
theories), the thesis, and the supporting arguments of materials found in a
variety of secondary sources;
IS2.03 – effectively use current information
technology (e.g., spreadsheet and graphing software) to compile quantitative
data and present statistical analyses of data (e.g., percentage, mean,
distribution) or to develop databases.
Communicating
Results
IS3.01 – distinguish among, and produce examples of,
the following: an essay arguing and defending personal opinion; a reaction
paper responding to another person’s argument; a research paper reporting on an
original investigation;
IS3.02 – conduct an independent study of an issue
concerning individuals or families in a diverse society, and report the
results, using social science format and documenting sources accurately, using
appropriate forms of citation (e.g., those recommended by the American
Psychological Association);
IS3.03 – demonstrate effective use of current technology to facilitate the production and communication of a research paper.