Course Profile Individuals and Families in a Diverse Society (HHS4M), Grade 12, University/College Preparation, Public
Unit 5: Individuals and Families from Mid-to-Late Adulthood
Time: 20 hours
Activity
5.1 | Activity 5.2 | Activity 5.3 | Activity 5.4
| Activity 5.5
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.
Strand(s): Self and Others; Personal and
Social Responsibilities; Diversity, Interdependence and
Global
Connections; Social Challenges and Structures; Research and Inquiry Skills
Teacher
Awareness
·
Be sensitive to
the gender, ethno-cultural, socio-economic, and religious diversity within the
class in selection and preparation of resources.
·
Be sensitive to
the fact that not all students live in similar family situations.
·
Be sensitive to
students’ feelings about their families.
·
Consider special
education accommodations required to meet the needs of exceptional students
(IEPs).
·
Resources that
would be of benefit to all activities are listed only once in Activity 5.1.
·
Resources
specific to a particular activity are listed with each activity.
Note: The following apply to all the activities in
this unit.
·
Main ideas and
new information should be mapped out and organized via charting, blocking,
graphing, categorization, paraphrasing, and highlighting.
·
The teacher
provides templates for note taking for students with special needs.
·
Groups may be
predetermined in order to meet the needs of all students.
·
A range of
materials should be offered in any language-based activity.
·
Whenever
possible, vocabulary lists should be made available.
·
Context clues and
related vocabulary should be discussed.
·
Reading material
should be the subject of follow up to clarify students’ difficulties.
·
Instead of a
class discussion, students could write a reflective journal entry about the
implications of diversity on the future of aging in Canada (T/L S 6).
·
As an extension,
students could visit financial institutions, or have a guest speaker describe
how to prepare for retirement (T/L S 7).
·
As outlined in
IEPs.
Time: 5 hours
In this activity,
students compare today’s aging Canadian families with aging families of the
past. They identify and explain future trends in order to understand that
family forms in later adulthood are diverse. The differing personal and family
roles associated with each of the three stages of later adulthood are
investigated. Changes in labour force participation as they pertain to
retirement are examined. Students summarize information elicited from a panel
of guest speakers from the community, to describe diversity later in life.
Strand(s): Diversity, Interdependence, and
Global Connections; Research and Inquiry Skills
Overall
Expectations
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;
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.
Specific
Expectations
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;
GC2.01 - explain
changing family forms and functions in various societies throughout history,
and describe contemporary family forms;
IS1.03 - demonstrate
an understanding of research methodologies, appropriate research ethics, and
specific theoretical perspectives for conducting primary research;
IS2.03 - effectively
use current information technology to compile quantitative data and present
statistical analyses of data or to develop databases.
Students have:
·
knowledge and
skill of Internet search methods;
·
knowledge of the
expectations for journal entries.
The teacher:
·
previews all
Internet sites before using them with students;
·
prepares
overheads with similar information if Internet is not available to students;
·
prepares a chart
for student use (T/L S 1);
·
gathers current
information about the varying ways in which people ‘retire.’ Increasingly
people retire in ways not anticipated a generation ago, e.g., disability
retirement pensions. More and more retirement is gradual although not
necessarily smooth, e.g., early retirement, re-employed part-time in the same
kind of work, or different, less-skilled work, as a way to supplement
retirement income and to meaningfully use time among early retired adults. (T/L
S 5);
·
books computer
lab time (T/L S 6, 7);
·
prepares
resources that deal with the reasons for retirement and adjustment to
retirement (T/L S 7);
·
contacts
individuals ranging in age and gender to participate in a panel discussion (T/L
S 8);
Note: if insufficient computer facilities, students
may work in pairs or small groups to complete
(T/L S 1; T/L S 6; T/L S 7).
1. a) Aging
Canadian families are shaped by a variety of factors and life experiences.
Students are
introduced to this final unit of study by completing a chart that compares aging families of today with aging families of the past. They identify future projections and explain the changing trends. Students use a textbook and the Internet for reference.
|
|
Past Statistics |
Current Statistic |
Future Projection |
Explain trend |
|
Age distribution
of population |
|
|
|
|
|
Life expectancy of
Canadian seniors |
|
|
|
|
|
Geographic
distribution |
|
|
|
|
|
Economic status |
|
|
|
|
|
Health status |
|
|
|
|
|
Living
arrangements |
|
|
|
|
b) Students choose one factor and
display the past and current statistics in a graph and write a qualitative
(narrative) statement to summarize their findings.
2. a) Students
describe a typical family with older people 50 years ago. Information in the
description includes: living
arrangements, health, financial status, and employment.
b) Students describe two
generations of their own family or a family they know well. They include
information about living arrangements, health, financial status, and employment
in their description. Students may
volunteer to share their family portrait with the class.
c) In a large group, the
descriptions created in T/L S 2a and T/L S 2b are consulted to reaffirm that
Canadian family forms are very diverse and have changed throughout history.
3. Students identify individuals in TV shows,
magazine ads, songs, movies, or pieces of literature that they consider to be
“older.” Describe the people in each of these groups, noting their
characteristics and behaviour and highlight male/female differences.
4. The teacher introduces three stages of later
adulthood: middle age, young-old, and old-old. Students then place all of the
individuals in the previous activity into one of the three groups. Students
create a working definition of each group, recognizing that aging is not
necessarily chronological. Consider aspects such as physical, emotional,
social, and financial well-being.
|
Middle Age |
Young-old |
Old-old |
|
- healthy |
- healthy |
- major physical
impairments related to aging |
5. Students expand on the chart
(T/L S 4). They brainstorm the personal/family roles that they expect to occur
in each of the three groups. Students identify working roles, care-giving
roles, and social roles.
|
Middle Age |
Young-old |
Old-old |
|
- employed |
- newly retired |
- retired |
6. Canadians families over the age of 65 vary
greatly. They have a wide variety of experiences that make it virtually
impossible to describe a “typical” family. Students read an article on
diversity and complete the chart below. (See suggested resources)
|
Sources of
Diversity |
Notes |
|
Geography |
|
|
Ethnicity |
|
|
Gender |
|
|
Kinship Ties |
|
|
Technology |
|
b) As a class, students discuss
the implications that these sources of diversity have on the future of aging
families.
7. a) Students
complete a questionnaire entitled, “When I Retire.” Students compare their
responses with a statistical portrait
of Canadian workers who retire and Canadian Labour Force Characteristics by Age and Sex (See suggested
sites in Resources). Possible retirement questionnaire
questions include: age, reason, living arrangements, yearly income, hobbies,
and physical condition.
b) Students consult the Internet
and read a chapter section or an article to determine the reasons why people
retire and how they adjust to retirement. They compose point form notes on
their findings in their notebook.
c) Students write reflectively in
their journals including the following information: Are your responses to the
questionnaire typical of the responses you read about? Why do you think there
are significant differences in labour force participation for males and females
in the 65-and-over category and the 55-and-over category? What impact does
illness, financial status, and improved communication and technology have on
retirement today?
8. The teacher invites a panel of individuals
(both male and female) ranging in age from mid-to-late adulthood to discuss
diversity later in life. Speakers describe their life at the moment. The
speakers identify the influence that experiences such as geography, ethnicity,
gender, kinship ties and technology have had on their life. What issues do they
face? Are they still working? Why did they retire or not retire?
9. a) Students
draw a pictorial representation that depicts the lives of each of the panel
members. The
pictorial representation should reflect and define the important relationships and influences in the individual(s) life at the current moment.
b) Students then write a one-page
journal entry describing what they have learned about diversity from
mid-to-late adulthood. Information is included on demographic trends,
individual roles, and labour force participation.
|
Task/Product |
Tool |
Purpose |
Category of Achievement Chart |
|
Journal Entry |
Checklist |
Formative |
Knowledge/Understanding |
|
Pictorial
Representation/ Journal |
Marking Scheme |
Summative |
Knowledge/Understanding |
Print
Cornman, J
M. and E.R Kingson. “Trends, Issues, Perspectives, and Values for the Aging of
the Baby Boom Cohorts.” Gerontologist. V. 36 N. 1 (Feb 1996): 15-26.
Gutheil,
I.A. “Introduction: The Many Faces of Aging: Challenges for the Future.” Gerontologist.
V.36 n.1 (Feb 1996): 13-14.
Hayes, B.C.
and A. Vanden Heuvel, “Attitudes toward Mandatory Retirement: An International
Comparison.” International Journal of Aging & Human Development.
V.39 n.3 (1994): 209-31.
Marcil-Fratton, N.
and J. Legare. “Will reduced fertility lead to greater isolation in old age for
tomorrow’s elderly?” Canadian Journal on Aging. (1992): 54-70.
Books
Angus Reid
Group. The State of the Family in Canada. Ottawa: Canada Committee for
the International Year of the Family, 1994.
Baker,
Maureen. Aging in Canadian Society. Toronto: McGraw-Hill Ryerson
Limited, 1988.
ISBN 0-07-54173-7
Baker,
Maureen. Families: Changing Trends in Canada, 3rd ed. Toronto:
McGraw-Hill Ryerson, 1996. ISBN 0-07-552872-4
Baker,
Maureen. Families: Changing Trends in Canada, 4th ed. Toronto:
McGraw-Hill Ryerson, 2001. ISBN 0-07–862115–2
Bahr, S. Family
Research: Sixty-Year Review 1930-1990, Vol. 1. Toronto: Maxwell MacMillan
Canada, 1991. ISBN 0-669-21927-4
Bahr, S.
Family Research: Sixty-Year Review 1930-1990, Vol. 2. Toronto: Maxwell
MacMillan Canada, 1991. ISBN 0-669-21928-2
Carter, B.
and M. McGoldrick, ed. The Expanded Family Life Cycle: individual, family,
and social perspectives, 3rd ed. Boston: Allyn and Bacon, 1999.
Carter, C.
and M. McGoldrick. The Changing Family Life Cycle: A Framework for Family
Therapy, 2nd ed. Bridgeport: Gardner Press, 1988.
Duffy, A.
and J. Momirov. Family Violence: A Canadian Introduction. Toronto: James
Lorimer and Company, Publishers, 1997. ISBN 1-55028-582-3
Duvall,
Evelyn M. and Brent C. Miller. Marriage and Family Development, 6th ed.
NewYork: Harper Collins Publishers, Inc., 1985. ISBN 0-06-041826-5
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
Eshleman, J.
Ross and Susannah J. Wilson. The Family, 3rd ed. Toronto: Pearson
Education Canada, 2001.
Evans and
Leitenberg. Family Issues From the Senior Issues Collection. Toronto:
McGraw-Hill Ryerson, 1995–1996. ISBN 0-07-551696-9
Foot, David.
Boom, Bust and Echo. Toronto: Irwin Publishing, 1999. ISBN 55199-0296
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
Fox, Bonnie
J., ed. Family Patterns, Gender Relations, 2nd ed. Don Mills: Oxford
University Press, 2001.
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
Kelman, S. All
in the Family: A Cultural History of Family Life. Toronto: Viking, 1998.
ISBN 0-67086-656-3
Laurer,
Robert. Marriage and Family: The Quest for Intimacy, 4th ed.
McGraw-Hill, 2000.
ISBN 0-070236163-8
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 Century.
New York: Oxford University Press, 1998. ISBN 0-19510-832-9
McAdams, D.
and E. de St. Aubin. Generativity and Adult Development: How and Why We Care
For the Next Generation. Washington, D.C.: American Psychological
Association, 1998. ISBN 1-55798-470-0
Newman,
David M. Sociology of Families. Thousand Oaks, Calif.: Pine Forge Press,
1999.
Sasse,
Connie R. Families Today, 3rd ed. U.S.A.: Glencoe/McGraw-Hill, 2000.
ISBN 0-02-643278-1
Snyder, John
J. Marrying for Life: The Challenge of Creating a Lasting Friendship.
Saratoga, CA: R&E Publishers, 1993. ISBN 0-1-56875-039-0
Tepperman,
L., S.J. Wilson, and S. Badin. Next of Kin: An International Reader on
Changing Families. Toronto: Prentice-Hall, 1993. ISBN 0-13617-564-3
The Vanier
Institute of the Family. Canadian Families. Ottawa: International Year
of the Family, 1994. ISBN 0-919520-49-9
The Vanier
Institute of the Family. Profiling Canadian Families II. Ottawa: Vanier
Institute of the Family, 2000.
Vaz-Oxlade,
G. Divorce: A Canadian Woman’s Guide. Prentice-Hall, 2000. ISBN
0-13-026534-9
Wallerstein,
Judith S. and Sandra Blakeslee. The Good Marriage: How and Why Love Lasts.
New York: Warner Books, 1995.
Weiss J. To
Have and To Hold: Marriage, the Baby Boom and Social Change. Chicago: The
University of Chicago Press, 2000. ISBN 0-22688-671-9
Wilson, J., ed. Individuals
and Families in a Diverse Society. Toronto: McGraw Hill Ryerson, 2002. ISBN
007090958-X
Websites
Family Life:
Past, Present, Future – www.vifamily.ca/tm/294/1.htm
Introduction:
The Changing Character of Aging Families – www.vifamily.ca/cft/aging/intro.htm
Perspectives
on Labour and Income December 2001: Canadian Labour Force Characteristics by
Age and Sex – www.statcan.ca
Sources of
Diversity: Geography, Ethnicity, Gender, Kinship Ties and Technology
– www.vifamily.ca/cft/aging/diversity.htm
The Daily
Wednesday Sept 19, 2001 – www.statcan.ca -articles available for downloading
National
Council on Welfare – www.ncwcnbes.net
Ontario
Publications – http://www.publications.gov.on.ca
The Vanier
Institute of the Family – http://www.vifamily.ca
articles available
for downloading
American
Psychological Association – 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
Policy Research Network – www.cprn.org
Government
of Canada Services – http://www.hc-sc.gc.ca, http://www.servicecanada.gc.ca,
– http://www.statcan.ca (contains an order form of “Inventory of social
statistics and graphics” that can be purchased. These statistics are
cross-referenced with the curriculum.)
Ontario
Publications – http://www.publications.gov.on.ca
The Vanier Institute
of the Family – http://www.vifamily.ca
Video
A Late
Frost. Canada, Kinetic Video,
1993. 55 min. Order number 3834/2010
Late
Adulthood: Retirement and Options for Living. Toronto: McIntyre Media, 1999. 29 min.
Order number 520026 - 61R2
Late
Adulthood: Death, Dying Bereavement and Widowhood. Toronto: McIntyre Media, 1999. 29 min. Order
number 520027 - 61R2
Life
Stages and Hurdles, Part 1: Seniors. Canada: Magic Lantern Communications, 1993. 25 min.
Order number 957-31-103026
Middle
Adulthood: Physical Development.
Toronto: McIntyre Media, 1999. 29 min.
Order number 520022-61R2
Middle
Adulthood: Midlife Crisis.
Toronto: McIntyre Media, 1999. 29 min. Order number 520023-61R2
Middle
Adulthood: Intimate Relationships and the Sandwich Generation. Toronto: McIntyre Media, 1999. 29 min. Order
number 520024-61R2
Late
Adulthood: The Social Convoy.
Toronto: McIntyre Media, 1999. 29 min.
Order number 520025 - 61R2
Seniors. Canada: Magic Lantern Communications, 1997. 25
min. Order number 957-31-105024
Standing Still. Canada: National Film Board of Canada, 1998.
20 min. Order number 113C9198054
Time: 7 hours
In this activity,
students analyse the aging Canadian family. The developmental tasks associated
with mid-to-late adulthood and the gender differences that exist are
identified. Students participate in a simulation to gain a realistic impression
of what it is like to grow older. Developmental theories related to aging are
analysed and students apply knowledge of the theories by creating a case study.
The role of social institutions is examined as students reflect on the services
available in their own community. As the final component of this activity,
students research a community agency and present their findings to the class in
an electronic format.
Strand(s): Self and Others, Social Challenges
and Social Structures
Overall
Expectations
SOV.01 - analyse
theories and research on the subject of individual development, and summarize
their findings;
SCV.01 - analyse
current issues and trends relevant to individual development, and speculate on
future directions.
Specific
Expectations
SO1.01 - describe
the development of individuals at different stages of life, drawing on a
variety of developmental theories;
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;
SO1.03 - evaluate
emerging research and theories explaining the developmental tasks of
individuals at various stages of life;
SC1.01 - describe
current perceptions, opinions, and demographic trends relating to the life
patterns of individuals and speculate on the significance of these trends for
individual development;
SC1.03 - demonstrate
an understanding of the effect of various aspects of social systems on
individual development.
Students have:
·
knowledge of
effective group-work skills;
·
knowledge and
skills for gathering information from the Internet;
·
knowledge of the
expectations for journal entries;
·
knowledge of and
skills in producing electronic presentations.
The teacher:
·
previews all
Internet sites before using them with students;
·
prepares charts
for student use (T/L S 1, 2);
·
gathers supplies
for the physical changes simulation (T/L S 3);
·
contacts local
seniors homes and hospitals to determine if they run similar simulations, that
may allow students opportunities to interact with the experts in the community
(T/L S 3);
·
gathers resources
on theoretical frameworks related to aging (T/L S 3);
·
gathers resources
related to community agencies: newspapers, pamphlets, phone books (T/L S 4);
·
prepares an
agency evaluation chart for student use (T/L S 5);
·
allots class time
for students to present their community senior service agency findings (T/L S
5);
·
plans student
work groups to create electronic presentation (T/L S 5);
·
makes alternative
plans, such as, if your school has insufficient computer facilities, students
may do an oral presentation, bulletin board project, poster, or pamphlet as an
alternative to a power point presentation (T/L S 5);
·
invites a guest
speaker in to speak to the class if your community does not have a number of
senior service agencies. The speaker discusses all of the benefits of the
agency. Students identify each of the developmental tasks of later life
addressed by this agency (T/L S 5).
1. a) Two
of the major issues that surface at midlife are Launching and the Sandwich
Generation. Students read articles
and chapter sections or watch videos on each topic. They define each of the terms, and identify the physical,
emotional, social, and financial tasks that are associated with each.
Sandwich Generation (Note: the teacher will make up a similar chart for
launching)
|
Physical |
Emotional |
Social |
Financial |
|
- adjusting to 24
hour work demands |
- no time for own
needs |
- caught between
parents and kids |
- problems with
employers understanding increased needs for time off |
b) Students compare and contrast
both the developmental tasks and the individual roles that males and females
experience at midlife.
c) Students work in small groups
to identify all of the developmental tasks that occur during late adulthood.
Late Adulthood
|
Physical |
Emotional |
Social |
Financial |
|
- adjusting to
physical changes - maintaining
health |
- adjusting to
life without a partner/mate (widowhood) |
- maintaining
relationships with other family members |
- rely on pension
for income |
2. Physical Changes Simulation - Students form
groups of three. Each group is given a scenario and equipment for the
simulation. The teacher assigns each group different objects that represent the
physical impairments that may affect individuals as a result of the aging
process. Students complete a reaction paper at the end of the simulation.
Before they begin, students need to be aware that the scenarios do not
represent all aging adults and they need to perform the simulation with
sensitivity towards others. (Appendix 2, Unit 5, Activity 5.2, T/L S 2:
Physical Changes of Aging Simulation)
3. Students are divided into small groups.
Working in their small groups, students choose one theoretical viewpoint to
aging. They read a section about this theory and summarize key findings. Each
group creates a case study that demonstrates the theoretical viewpoint. The key
findings and sample case study are presented to the class. Students use this
information to complete their own notes. Possible theoretical viewpoint: Life
Span Approach, Disengagement Theory, Activity Theory, Continuity Theory,
Exchange Theory, and Feminist Theory.
4. Students look through local phone books,
newspapers, or pamphlets to identify all of the agencies in their community
that offer services to families from mid-to-late adulthood. Are there any
groups of people or any needs not being met in the community? e.g., retirement
homes, community centres, adult day-care centres, and financial institutions.
5. Students research one community agency
targeted for individuals between mid-and-late adulthood. The information
researched includes: the purpose, features and attributes of the agency.
Students make connections between the features of the agency and the impact it
has on adult development in later life. They report their findings to the class
in a 5-10 minute electronic presentation.
Agency Profile
|
Item |
Description |
|
Purpose (Mission
Statement) |
|
|
Target audience:
Age restrictions? Seniors groups? |
|
|
Features/Attributes |
|
|
Profit/Non-profit |
|
|
Costs |
|
|
Visitor
Privileges/Membership Privileges |
|
|
Task/Product |
Tool |
Purpose |
Category of Achievement Chart |
|
Reaction paper T/L
S 2 |
Marking Scheme |
Summative |
Thinking/Inquiry |
|
Case Study T/L S 3 |
Anecdotal Comments |
Formative |
Thinking/Inquiry |
|
Electronic
Presentation T/L S 5 |
Rubric |
Summative |
All Categories |
Community/Human
Resources
Active Living
Centres/Directors; Financial Planner; Funeral home/Director; Gerontology
nurses; Health Care Units; Home Support Service Centres/Directors; Recreation
Centres/Directors; Seniors; Centres/Directors; Social Workers; Family members
in the Sandwich Generation
Journals/Periodicals
Canetto, S.
S. “Typical and Optimal Aging in Women and Men: Is There a Double Standard?” International
Journal of Aging & Human Development, V. 40 n3 (1995):187-207.
Hamill, S.
B. “Parent-Adolescent Communication in Sandwich Generation Families.”
Journal of Adolescent Research, V.9 n.4 (Oct 1994): 458-82.
Jang, G.
“Autonomy of Institutionalized Elderly: Resident and staff perceptions.” Canadian
Journal on Aging, V. 11 (1992): 249-261.
Loomis, L.
S., Booth, A. “Multigenerational Caregiving and Well-Being: The Myth of the
Sandwich Generation.” Journal of Family Issues, V.16 n.2 (Mar 1995):
131-48 .
Selim, J.
“The Genetic Secrets of Aging.” Discover, V. 22, I. 12 (Dec. 2001): 16.
Vanier
Institute of the Family, publications – check www.vifamily.ca/pubs/pubs.htm.
For updated articles on family issues.
Wealth:
What does Age Have to Do With it? A lot! Vanier Institute of the Family. 2002.
see www.vifamily.ca/wealth/one.htm.
Websites
Age and Sex – www. statcan.ca
Canada’s
Seniors…At a Glance –
http://www.hc-sc.gc.ca/seniors-aines/pubs/poster/seniors/page1e.htm
Family Life:
Past, Present, Future – www.vifamily.ca/tm/294/1.htm
Introduction:
The Changing Character of Aging Families – www.vifamily.ca/cft/aging/intro.htm
Perspectives
on Labour and Income December 2001: Canadian Labour Force Characteristics by
The Daily Wednesday
Sept 19, 2001 – www.statcan.ca
Video
Alzheimer’s:
Amanda’s Choice. Canada:
Canadian Broadcasting Corporation, Order number WOF-00-03
Beyond
the Limit. Canada: Magic
Lantern Communications, 2000. 20 min. Order number 859-31-1170
Curtain
Call. Canada: Magic Lantern
Communications, 1995. 52 min. Order number 887-31-100.
Late
Adulthood: The Social Convoy.
Toronto: McIntyre Media, 1999. 29 min.
Order number 520025 - 61R2
Late
Adulthood: Retirement and Options for Living. Toronto: McIntyre Media, 1999. 29 min.
Order number 520026 - 61R2
Middle
Adulthood: Seasons of Life Series, Episode #4. U.S.A.: Magic Lantern Communications, 1991.
58 min. Order number 64-31-420.
Late Adulthood:
Seasons of Life Series,
Episode #5. U.S.A.: Magic Lantern Communications, 1991.
58 min. Order number 64-31-421.
Appendix 2 –
Physical Changes of Aging Simulation - Unit 5, Activity 5.2 T/L S 4
Time: 5 hours
In this activity,
students analyse intimate relationships from midlife through to late adulthood.
The similarities and differences faced by individuals in traditional versus
non-traditional relationships are identified. The impact that issues such as
divorce, remarriage, cohabitation, alternative lifestyles, job loss,
disability, mental illness, and death have on the parent-child relationship and
personal development are examined. Students use current Canadian research to
write an essay responding to an argument about the impact of a social
institution on the intimate lives of the aging population.
Strand(s): Self and Others, Social
Challenges and Social Structures, Research and Inquiry Skills
Overall
Expectations
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;
SCV.02 - analyse
current issues and trends affecting the dynamics of intimate relationships, and
speculate on future directions for individuals and families;
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.
Specific
Expectations
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;
SO2.03 - summarize
current research on factors influencing satisfaction within enduring
relationships;
SC2.02 - analyse
current issues relating to intimate relationships;
SC2.03 - identify
the role of various social institutions with respect to intimate relationships;
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;
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.
Students have:
·
knowledge of how
to discuss sensitive issues in class;
·
knowledge of
journal entry expectations;
·
knowledge of how
to assess research for reliability, accuracy, validity, bias, stereotypes;
·
word-processing
skills;
·
knowledge of and
skills in producing a five-paragraph essay.
The teacher:
·
previews all
Internet sites before using them with students;
·
prepares list of
traditional and non-traditional roles for student use (T/L S 1);
·
prepares charts
for student use (T/L S 2, 3);
·
gathers resources
on issues such as divorce, remarriage, cohabitation, alternative lifestyles,
job loss, disability, mental illness, and death (T/L S 3);
·
sensitively
prepares students for topics in later life (T/L S 3b);
·
selects a video
or article that deals with families dealing with the ongoing care for a
physically impaired parent or spouse (T/L S 3b);
·
books computer
lab time (T/L S 5);
·
gathers a variety
of resources on social institutions (T/L S 5);
·
may select the
argument that students must research (T/L S 6).
1. Students are given a list of individual roles
that could occur in families. They identify whether it is a “traditional” or
“non-traditional” role, e.g., male cuts the lawn, male stays home to care for
the children, female is the major wage earner, female makes all meals, etc.
2. Students brainstorm all of the events that
could happen at midlife that might change “traditional” roles in families. When
the event happens, individual expectations of self and others might change as
well. Students create a case study that illustrates how one event can cause
individual roles and individual expectations to change. Students may volunteer
to read their case study aloud, e.g., one partner falls ill; early retirement;
female partner retires before the male; male retires before female; one partner
has a physical impairment; one partner develops a mental illness; adult
children move back home with their own children; one partner is relocated for
work.
3. a) When issues such as divorce, remarriage, cohabitation,
homosexuality, job loss, disability,
mental illness, and death occur later in life, there are specific concerns that arise. The dynamics of the parent-child relationship change, as well as other personal, emotional, social, and financial considerations that must be dealt with. Following an example activity (T/L S 3b), students work in a jigsaw fashion to research each issue. Students combine with a home group consisting of five members. Each member chooses one issue to research. All students researching each issue join together to form an expert group. Chapter sections, articles, the Internet, or videos may be examined to gather the information required to fill out the chart below. When all groups are finished, students return to their home groups where they share their information. Each student has a completed chart at the end of the activity.
|
|
Impact on the parent-child relationship |
Emotional Issues |
Social Issues |
Financial Issues |
|
Divorce |
|
|
|
|
b) Students focus on one issue as
an example to demonstrate that the types of issues that occur later in life are
very diverse. An example of a challenging issue that families may encounter and
not be prepared for is ongoing care for a physically impaired parent or spouse.
When this situation arises, there are a number of personal, social and
financial issues that surface. Students view a segment of a video or read an
article. In small groups, identify the struggles and obstacles that the
caregivers/family members experience.
4. a) Students
create a mind map outlining the role that various social institutions have on
intimate
relationships later in life, e.g., religion may become more important after a serious illness; laws create difficulty determining the definition of a spouse in non-traditional relationships’ family may be the primary support after the death of a spouse; the community may encourage participation in events by older singles.
b) Students use class time to
develop and communicate an argument supporting or disputing one of the
statements related to the role of social institutions in the lives of aging
adults. They may take a statement from the mind mapping activity in Part A or
from the list below. Students may consult the Internet, classroom resources,
and journal articles to develop the argument. They are expected to write an
essay correctly using the five-paragraph essay format defending the position
supported by current Canadian research. While doing research, students should
be cognizant of the credibility of the author, validity of the source, and note
any evidence of bias or personal opinion, e.g., religion becomes more important
after the death of a spouse; elderly people are more likely to be abused by
family members; mental illness in later life is often ignored by helping
professions; aging with a disability requires increased community support.
|
Task/Product |
Tool |
Purpose |
Category of Achievement Chart |
|
Essay T/L S 4b |
Marking Scheme |
Summative |
All categories |
Print
Aquilino,
W.S. “Later Life Parental Divorce and Widowhood: Impact on Young Adults’
Assessment of Parent-Child Relations.” Journal of Marriage and the Family,
V.56 n.4 (Nov 1994):908-22.
Bumpass, L.
“Changing Patterns of Remarriage.” Journal of Marriage and the Family,
V.52 n.3
(Aug 1990): 747-56.
Gottlieb,
B.H. “Social support and family care of the elderly.” Canadian Journal on
Aging, V.10 (1991): 359-375.
Moen, P.
“Transitions in Mid-life: Women's Work and Family Roles in the 1970s.” Journal
of Marriage and the Family, V.53 n.1 (Feb 1991): 135-50
Vanier
Institute of The Family. Transition: A Death in the Family. Spring 2001,
Vol. 31, No. 1, available to download at www.vifamily.ca/tm/311/index.htm
Vanier
Institute of the Family. Transition: A Society for All Ages. December
1998, Vol. 28, No. 4, available to download at www.vifamily.ca/tm/284/index.htm
Vanier Institute of
the Family. Transition: Mutual Support: Give and Take in Canada's Aging
Society. September 1996, Vol. 26-3.
Websites
The Ties
That Bind Aging Families. – www.vifamily.ca/cft/aging/table.htm
A Death in
the Family – www.vifamily.ca/tm/284/index.htm
Video
Boomers Talk
About Aging. Canada: Magic Lantern Communications, 1997. 25 min.
Order number 957-31-101008
Boomers Talk
About Sexuality. Canada: Magic Lantern Communications, 1997. 25 min.
Order number 957-31-101002
Breaking
Point. Canada: Kinetic Videos, 1995. 22 min. Order number 2570/2265
Caregivers
Series. National Film Board of Canada, 1997. Order number 193C9197119
If These
Walls Could Talk 2. U.S.A.: Warner, 2000, 100 min.
Labour of
Love. National Film Board of Canada, 1998. 44 min. Order number 113C9198004
Late
Adulthood: Death, Dying Bereavement and Widowhood. Toronto: McIntyre Media,
1999. 29 min. Order number 520027 - 61R2
You Won’t
Need Running Shoes, Darling. National Film Board of Canada, 1996. 53 min.
Order number 113C9196023
Appendix 3 –
Detecting Bias - Unit 5, Activity 5.3, T/L S 4b
Appendix 4 – Marking
Scheme – Essay: The role of social institutions in the lives of aging adults
- Unit 5, Activity
5.3, T/L S 4b
Time: 3 hours
In this activity,
students examine the grandparenting role. The ways in which differing
expectations may create conflict situations are analysed. Students also examine
decisions and behaviours that influence longevity later in life. Several
ailments that occur in later life are researched and students identify the
impacts that these ailments have on the family and recommend ways to improve
the quality of life. Students create a radio advertisement that encourages
individuals to lead a long and prosperous life.
Strand(s): Personal and Social Responsibilities,
Social Challenges and Social Structures
Overall
Expectations
PRV.01 - analyse
decisions and behaviours related to individual role expectations;
PRV.03 - analyse
decisions and behaviours related to parental and care-giver role expectations,
including the division of responsibilities for childrearing and socialization;
SCV.01 - analyse
current issues and trends relevant to individual development, and speculate on
future directions.
Specific
Expectations
PR1.01 - describe
the various roles of individuals in society and the potential for conflict
between individual and family roles;
PR1.02 - summarize
the factors that influence decisions about individual lifestyle at various
stages of life, drawing on traditional and current research and theory;
PR1.03 - summarize
the factors that influence decisions about educational and occupational choices
at various stages of life;
PR3.03 - analyse the
division of responsibility for childrearing and socialization, and the
interaction of caregivers;
SC1.01 - describe
current perceptions, opinions, and demographic trends relating to the life
patterns of individuals, 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 and life events.
Students have:
·
brainstorming
skills;
·
expectations for
large class discussions;
·
group-work
skills.
The teacher:
·
previews all
Internet sites before using them with the students;
·
prepares charts
for student use (T/L S 2, 4);
·
prepares case
studies for student use (T/L S 3a);
·
gathers resources
regarding common ailments in later life (T/L S 4);
·
provides audio
equipment (T/L S 5);
·
allow students to
provide a written copy of the radio advertisement for (T/L S 5), if the
resources are not available.
1. Students write down the first ten words that
come to mind when they hear the word “grandparent.”
2. a) Students
identify the expectations that various individuals have of “grandparenting.”
|
|
Expectations of
“grandparenting” |
|
Grandparents |
|
|
Adult Children |
|
|
Grandchildren |
|
|
Various cultural
groups |
|
|
Media |
|
b) As a class, discuss how the
differing expectations of grandparents can create conflict. Note the impact it
may have on parent-child relationships. How can conflict be diffused?
3. a) Longevity
is an important topic later in life. As a class, discuss the meaning of
longevity. Note that many lifestyle
choices that are made when young can impact later life. Students read sample case studies and identify the factors
that may affect longevity.
Case 1: Raj started smoking when he was 15. He has smoked 1 pack per day his entire life.
Case 2: Ross has worked in the coal mines his entire life. He is 55 years old now.
Case 3: Pierre runs 5 km per day and lifts weights to build muscle mass.
Case 4: Genvieve is 65 years old and has never consumed any milk products.
Case 5: Maryanne is starting to forget things. Both her sisters have developed Alzheimer’s.
Case 6: Shu-Lynn works two jobs and is the sole caregiver for her ailing mother.
Case 7: Nicoletta is 65 years old and has not visited the doctor in over 25 years.
Case 8: Mike dropped out of school when he was in grade ten.
b) As a class, discuss positive
lifestyle factors to help increase longevity, e.g., proper nutrition, adequate
medical care, early retirement, stress management, no smoking, moderate
drinking, exercise, knowledge of family history, optimistic outlook.
4. Several conditions and ailments are more prevalent
later in life and may affect longevity. The key is to find out how to properly
manage the condition to achieve the best quality of life. The teacher provides
information on topics such as: Alzheimer’s Disease, High Blood Pressure, Mental
Illness, e.g., depression, bi-polar disorder, Alcoholism, Osteoporosis, Stroke,
Diabetes, and Arthritis. Students work in small groups to research one ailment
that relates to later life. Each group presents their findings to the class.
Each student has a completed chart at the end of this activity.
|
|
What is it? |
Statistics |
What can be done about it? |
Impact on quality of life |
Impact on Family |
|
Alzheimer’s
disease |
|
|
|
|
|
5. Students create a short, 60-second radio
advertisement that informs individuals about how to live a long and a
personally satisfying life. Include information from T/L S 3, 4. The
advertisement is recorded on an audiotape and played for the class. It should
be entertaining and informative. (Appendix 5, Unit 5, Activity 5.4, T/L S 5:
Criterion Referenced Checklist - Radio Announcement)
|
Task/Product |
Tool |
Purpose |
Category of Achievement Chart |
|
Radio
Advertisement T/L S 5 |
Rubric |
Summative |
Knowledge/Understanding |
Print
Baker,
Maureen. Families: Changing Trends in Canada, 4th ed. Toronto:
McGraw-Hill Ryerson, 2001. n. 3 (1995): 239-50. ISBN 0-07–862115–2
Fisher, B.J.
“Successful Aging, Life Satisfaction, and Generativity in Later Life.” International
Journal of Aging & Human Development, V. 41
Gladstone,
J.W. “An analysis of changes in grandparent-grandchild visitation following an
adult child’s remarriage.” Canadian Journal on Aging, V. 10 (1991):
113-125.
Lafleche,
G.C., D.T. Stuss, R.F. Nelson, and T.W. Picton. “Memory scanning and structured
learning in Alzheimer’s disease and Parkinson’s disease.” Canadian Journal
on Aging, V. 9 (1990): 120-134.
Pfeiffer, S.
“The evolution of human longevity: Distinctive mechanisms?’ Canadian Journal
on Aging, V. 9 (1990): 95-103.
“Help them deal with
diabetes.” Prevention, V. 54. I. 1 (Jan, 2002): 165
Websites
Coping and
Helping With Alzheimer's Disease, March 1995 –
http://www.hc-sc.gc.ca/seniors-aines/pubs/alzheimers/alz-eng.htm
How To Cope
with Alzheimer’s –
http://www.hc-sc.gc.ca/english/magazine/2001_01/alzheimer.htm
Seniors with
Alzheimer's Disease: Statistics - Seniors mental health
– http://www.ontario.cmha.ca/mhic/network/winter_2000.pdf
– http://www.hc-sc.gc.ca/hppb/seniors/pubs/factoids/en/no46.htm
Hypertension
– http://www.hc-sc.gc.ca/hppb/ahi/hypertension/index.html
On the road
to Quitting –
http://www.hc-sc.gc.ca/hppb/cessation/road/self_diagnosis/unit2/10.html
Osteoarthritis:
Definition, Symptoms, and Risk Factors – http://www.hc-sc.gc.ca/hpb/lcdc/publicat/cdic/cdic173/cd173b_e.html
Government of
Ontario, Ministry of Health Website, Links to support organizations
– www.gov.on.ca/MOH/english/tools/hlinks/organization.html/
Video
Alzheimer’s
Disease. Canada: Kinetic
Video, 1997. 27 min. Order number 2285/0635
Boomers
Talk About the Search for Meaning. Canada: Magic Lantern Communications, 1997. 25 min. Order number
957-31-101003
Challenges
for Seniors. Canada: Magic
Lantern Communications,1998. 25 min.
Order number 957-31-105029
Depression
and The Elderly. Canada:
Kinetic Video, 1990. 28 min. Order number 8299/0660
Let Me
Die. National Film Board of
Canada, 2001. 52 min. Order number 143C9100156
Living
Past A Hundred. Canada:
Kinetic Video.(no year) 52 min. Order number 2932/0635
Parenting
Part 4: Grandparents. Canada:
Magic Lantern Communications, 1994. 26 min.
Order number 957-31-103031
When Dad Becomes
Grandpa. Canada: Magic Lantern
Communications, 1997. 24 min.
Order number 960-31-106
Appendix 5 –
Criterion Referenced Assessment of Radio Announcement - Unit 5, Activity 5.4,
T/L S 5
Time: 0 hours
This final activity
is a suggested culminating task for the course. It is recommended as a
take-home component of the 30% final examination. The teacher may have students
complete this component prior to the examination day, or may have students
complete this component as part of the written examination on the exam date.
The teacher creates a sample case study for students to analyse and explain.
Students choose one theoretical viewpoint discussed throughout the course to
apply it to the case study. Students write a 500-word essay that uses the
theory to explain how and why the family situation occurred. This part of the
exam focuses on communication skills and knowledge of theory. The remainder of
the exam should cover the balance of the course.
Strand(s): Self and Others; Personal and
Social Responsibilities; Diversity, Interdependence and
Global Connections;
Social Challenges and Structures; Research and Inquiry Skills
Overall
Expectations (Others to be determined by students’ choice of
topic)
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.
Specific
Expectations (Others to be determined by students’ choice of
topic)
IS1.01 - formulate
research questions and develop hypotheses reflecting specific theoretical
frameworks;
IS1.02 - select and
access secondary sources reflecting a variety of viewpoints;
IS1.03 - demonstrate
an understanding of research methodologies, appropriate research ethics, and specific
theoretical perspectives for conducting primary research;
IS1.04 - use
appropriate current information technology to access or transmit 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 the thesis, and the supporting
arguments of materials found in a variety of secondary sources;
IS2.03 - effectively
use current information technology to compile quantitative data and present
statistical analyses of data or to develop databases;
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, and
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. Report the results using social science format and document sources
accurately using appropriate forms of citation;
IS3.03 - demonstrate
effective use of current technology to facilitate the production and
communication of a research paper.
Students have:
·
knowledge of the
theoretical viewpoints studied throughout the course;
·
knowledge gained
throughout the course;
·
knowledge of
effective communication skills.
The
teacher:
·
creates a case
study;
·
prepares a
handout describing the task in advance so that the students may prepare notes;
·
reviews the
theoretical viewpoints studied throughout the course;
·
answers students’
questions as they arise;
·
may wish to
select the theoretical viewpoint or the situation instead of giving students a
choice;
·
must develop a
criterion-referenced marking scheme for the culminating activity.
1. Students choose one theoretical viewpoint
studied throughout the course and apply it to the case study provided by the
teacher. Students provide relevant and specific examples that explain the
reasons for the family’s struggles, obstacles, and successes. Theoretical
Viewpoints: Life Cycle Theory; Systems Theory; Structural Functionalism;
Conflict Theory; Symbolic Interactionism; Social Exchange Theory.
2. Students synthesize this information in a
500-word essay. The essay should be prepared before the final examination.
|
Task/Product |
Tool |
Purpose |
Category of Achievement Chart |
|
Essay T/L S 1 |
Criterion
Referenced Marking Scheme |
Summative |
All Categories |
(Unit 5, Activity
5.1, T/L S 7c)
Reflective Journals
|
Category |
Criteria |
Yes |
No |
|
Knowledge/Understanding |
- understands the
concepts and research as they relate to personal and family roles |
|
|
|
Communication |
- information is
presented in a neat and organized manner |
|
|
|
- summarizes
information clearly and concisely |
|
|
Comments/Next
Steps:
(Unit 5, Activity
5.2, T/L S 4)
Instructions
Form a group of
three. Choose a scenario from the teacher. Once you have your scenario the
teacher will give you a list of items you will use to represent different
physical impairments that may affect seniors as a result of the physical aging
process. You should also gather the objects listed in brackets with your
scenario. These are intended to help you realistically depict your scenario.
All items and objects must be used.
1. Use the items as outlined below.
2. Create a dramatization with the scenario
listed below.
3. One or two people should be the elderly
person(s) in the dramatization.
4. Make sure you all have a role in your
dramatization.
5. Make sure your dramatization shows the effect
that this physical impairment has on the scenario.
Items
·
Popsicle sticks
and tape - tape sticks to fingers to represent arthritis.
·
Marshmallows -
place in mouth to represent difficulty with speech (due to stroke, dentures).
·
Covered glasses -
represent tunnel or poor vision.
·
Cotton Balls -
place in ears to decrease hearing ability.
·
Oven mitts -
decreased mobility and sensitivity in hands.
·
Metre sticks and
tape - tape sticks behind legs to represent arthritis.
Scenario 1:
You are trying on clothes at a department store (clothing, hangers, earrings).
Scenario 2:
You are taking the bus (use chairs, newspaper, change purse).
Scenario 3:
You are ordering items over the phone from a department store (phones, credit
card,
catalogue).
Scenario 4:
You are out for dinner with your children (menu, chairs, table, utensils,
plates).
Scenario 5:
You are learning how to email your grandchild who is away at university
(computer).
Scenario 6:
You just got a new prescription from the drugstore (instructions, bottle).
Scenario 7:
You are at the bank paying your phone bill (bills, wallet, money).
Scenario 8:
You are taking books out of the library (books, bag, library card).
Scenario 9:
You are using an instant teller machine (bank card, money, wallet).
Scenario 10:
You are at the cash register paying for and bagging your groceries (grocery
bag, money,
wallet).
Scenario 11:
You are at the library trying to find a specific book (books, computer).
Scenario 12:
You are filling out forms at the Ministry of Transportation (pens, desk,
forms).
Student Reaction
Paper
Write a one-page
reaction paper to the simulation. Include the following items in your reaction.
a) What was your role during the simulation?
Describe how you felt in this role. Do you think the simulation was a realistic
depiction of what life is like for those who are aging? What have you learned
about what it is like to physically grow older?
b) All types of development are interrelated.
Discuss what effect these physical changes have on all other aspects of
development.
c) What measures can people take to reduce the
likelihood of debilitating experiences?
(Unit 5, Activity
5.3, T/L S 4b)
(Note: this
tool is suitable for use throughout the course)
When you read
research articles it is important that you are able to distinguish personal
opinion from factual information. Many authors will write from a one-sided
position, only providing the reader with selected information. As well, the
author may try to convince the reader that his/her opinion is right. You must
be able to recognize the difference so that you can report accurate
information. When researching, consider the following questions to help you
detect and respond to bias.
1. Who is the author of the article, and what
are his/her qualifications, e.g., occupation, certifications etc.
2. What was the purpose of the author writing
the article? What did they try to prove?
3. Does the author present various points of
view or is it one-sided?
4. Does the author try to appeal to your
emotions? That is, does he/she try to convince you that his/her opinion is
right by using words or sentences that will make you happy, sad, angry, etc.?
5. Do you notice words in the article such as I
think, I believe, I feel, etc.? List any that you find. These words indicate
that the information might be based on personal opinion rather than facts.
6. Are most of the statements within the article
based on solid facts (either qualitative or quantitative), or are most based on
personal opinions?
(Unit 5, Activity
5.3, T/L S 4b)
Essay: The role of
social institutions in the lives of aging adults
|
Category |
Criteria |
Marks |
|
Knowledge/Understanding |
- identifies ways
in which the social institution impacts the people involved in the intimate
relationship |
/4 |
|
Thinking/
Inquiry |
- essay is well
supported by current Canadian research |
/4 /4 |
|
Communication |
- essay is in
proper five-paragraph format |
/4 /4 /4 |
Comments/Next
Steps:
Total Marks: /24
|
Category |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding PR1.02 |
- demonstrates
limited understanding of the impact that lifestyle decisions have on
longevity - shows limited
understanding of the research |
- demonstrates
some understanding of the impact that lifestyle decisions have on longevity - shows some
understanding of the research |
- demonstrates
considerable understanding of the impact that lifestyle decisions have on
longevity - shows
considerable understanding of the research |
- demonstrates
understanding of the impact that lifestyle decisions have on longevity to a
high degree - shows
understanding of the research to a high degree |
|
Communication SC1.02 |
- provides a
limited explanation |
- impact somewhat
explained |
- impact explained
with considerable effectiveness |
- impact
effectively explained |
Comments/Next
Steps:
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