Course Profile
Individual and Family Living, Grade 9 or 10 open, Public
Unit 5: Family Ties to Society
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity
7
Unit Developer(s)
Carole Booth, Peel District School Board
Jane Witte, Thames Valley District School Board
Development Date: April/May, 1999
Students gain a greater understanding of how their own families function by examining how families function in general and the diversity of families and lifestyles in Canadian society, other cultures and various historical periods. The impact of how changes in society affect individuals and families is analysed. The impact of the institutions of the larger society (government, non-governmental organizations, non-profit, business organizations, and the economy) on the functioning of families is examined within the parameters of the local community.
Strand(s): Personal and Social Responsibilities, Social Challenges, Diversity, Interdependence and Global Connections
Overall Expectations: PRV.04X, SCV.01X, DIV.01X, .02X.
Specific Expectations: PR3.03X, .04X, SC1.01X, .02X, .03X, SC3.01X, .02X, .03X, DI1.01X, .02X, .03X, .04X, DI2.01X, .02X, .03X, .04X.
|
Activity 1 |
Family Forms/Structures |
60 minutes |
|
Activity 2 |
Family Functions |
120 minutes |
|
Activity 3 |
Families and Culture |
300 minutes |
|
Activity 4 |
Families and Change |
120 minutes |
|
Activity 5 |
Support Systems for Families |
120 minutes |
|
Activity 6 |
Families In An Ever Changing Environment |
180 minutes |
|
Activity 7 |
Appreciating Family and Cultural Diversity |
240 minutes |
Teachers should:
· preview all videos, computer software and information technology;
· arrange access to the library and computers;
· prepare worksheets and other learning materials as stated in the planning notes for the individual activities.
Teacher Awareness
· Be aware of methods of dealing with sensitive issues in a diverse community.
· Familiarize themselves with basic concepts of family forms, family functions, and family cultures.
· Become aware of school/board policies regarding the use of the Internet.
· Become familiar with resources available to families within the school community.
· Refer to Appendix B - Teaching/Learning Strategies Glossary.
· Students apply skills gained in all previous units of this course.
· Based on elementary school experience, all students should have basic writing, reading, numeracy, and computer skills.
The following strategies are described in greater detail within each activity:
· brainstorm;
· concept maps;
· journals;
· worksheet completion;
· creation of checklists;
· development of rubrics for assessment;
· development of surveys;
· group work;
· analysis of survey results;
· creation of a display board;
· social science research, projects/presentations.
|
Tool |
Purpose |
Evaluator |
Activity |
|
Group Work Rubric |
formative/summative |
teacher/student |
All group work |
|
Participation Rubric |
formative |
teacher/student |
All individual activities |
|
Journal |
formative |
teacher/student |
Activity 1, 2, 5 |
|
Written “Summary” Rubric |
diagnostic/formative |
teacher |
Activity 1, 2, 5 |
|
Survey Rubric |
formative |
teacher/student |
Activity 2 |
|
Display Board Rubric |
formative |
teacher/student |
Activity 3 |
|
Checklist Rubric |
formative |
teacher/student |
Activity 6 |
|
Service Evaluation Rubric |
summative |
teacher/student |
Activity 6 |
|
Presentation Rubric |
formative |
teacher/student |
Activity 7 |
|
Unit Test |
summative |
teacher |
The whole unit |
Diagnostic: assessing what has been learned
Formative: assessing how well the student is presently learning so that appropriate changes can be made
Summative: assessing how well the student has learned the material for the purpose of accountability
Canadian Living, Telemedia Communications Inc., 25 Sheppard Ave., West, Suite 100, North York, ON M2N 6S7.
Chatelaine Magazine, 777 Bay St., Toronto, ON M5W 1A7.
Consumer Reports Magazine, P.O. Box 53029, Boulder, CO, USA 80322-3029.
Family Studies (Group of Assessments). Peel District School Board, 1998.
From Both Sides - Module 1 - Use of Pesticides. Ontario Agri-Food Education, Grades 7-12, 8560 Tremaine Road, P.O. Box 460, Milton ON L9T 4Z1, 1997.
Interactions: The Ontario Journal of Environmental
Education.
Contact: Ed. Thompson, 700 Frederick St., Kitchener, ON. N2B 2B2. 519-744-7918.
Jax, J. and P. Thompson. Exploring Life Skills. EMC Paradigm Publishing, 1998, text and workbook, hapter 10.
Kelly-Plate, J. and E. Eubanks. Today’s Teen, 5th edition. Glencoe/McGraw-Hill, 1997.
Perry, C. Let’s Celebrate! Canada’s Special Days. Kids Can Press Ltd., 1987. ISBN 0-921103-38-7
Psychology Today: Making Over Moms and Dads. May/June 1999.
Thompson, P.J., and A. Jax. Exploring Life Skills. EMC Paradigm Publishing, 1998.
Voices: Growing Up a Girl. World Vision, Order 1-800-268-1650 .
Cultures: Similarities and Differences. McIntyre Media Ltd., Product #850183-61A9.
Divorce and the Family. McIntyre Media Ltd., Product #200054-61G9.
Evening the Odds. World Vision, Order 1-800-268-1650.
Girls! Stories Worth Telling. World Vision, Order 1-800-268-1650.
How Beliefs and Values Define A Culture. McIntyre Media Ltd., Product #8505256-61A9.
How Social Organizations Define a Culture. McIntyre Media Ltd., Product #850245-61A9.
I’m Normal, You’re Weird: Understanding Other Cultures. McIntyre Media Ltd., Product # 200092.61A9.
Invasion of the Step People. McIntyre Media Ltd., Product #700308-61G9.
Styles of Parenting. McIntyre Media Ltd., Product #200053-61G9.
Surviving Your Parents Divorce: It’s Never Easy. McIntyre Media Ltd., Product #010066-61G9.
The Children of Divorce. McIntyre Media Ltd., Product #320003-61G9.
Working Parents: Balancing Kids and Careers. McIntyre Media Ltd., Product #200027-61G9.
Your Place In The Family. McIntyre Media Ltd., Product #200010-61G9.
Aboriginal Net
Assembly of First Nations
Canadian Living On-line
http://www.canadianliving.com
Chatelaine Connects
http://www.chatelaine.com
Children and Family Canada
http://www.cfc.efc.ca
Developing Survey Questions
http://www.tgsa.com/cybrary/1wedekin.html
First Nations: Canadian Native and Inuit Resources
Mothers Are Women
www.cyberus.ca/~maw/index.num
Ontario Aboriginal Directory
www.first_nations.com
Ontario Women’s Directorate
http://www.gov.on.ca/owd
Research Resources for the Social Sciences
http://www.socsciresearch.com
Research Skills and Strategies
http://www.2learn.ca/research/rss.html
Schoolnet’s First People’s Home Page
Statistics Canada
http://www.statcan.ca
Unicef Canada
Village of First Nations
Zap-A-Graph, for Macintosh and Windows, 1997, Product #0089MAC1.1 or 0208WIN1.l, licensed by the Ministry of Education and Training for use in schools.
Time: 60 minutes
Students gain an understanding of the various terms and definitions relating to family forms/structures, relationships, and lifestyles. Class discussion and other activities are used to facilitate this expectation.
Strands: Diversity, Interdependence and Global Connections
Overall Expectations:
(DIV.02X) - describe diverse family relationships and child rearing patterns, family lifestyles in various historical periods and cultures.
Specific Expectations:
(DI2.01X) - define terms and describe diverse family forms and relationships (e.g., nuclear, blended, single-parent families; foster-care, adoption; sibling relationships).
Teachers should:
· prepare an outline on family relationships, child rearing patterns, and family lifestyles in various historical periods;
· prepare a list of current terms and definitions relating to family forms/structures, relationships, and lifestyles;
· be aware of and sensitive to the variety of family forms/structures that exist within the classroom.
· Communications and group work skills gained in Unit 1 are essential.
1. The teacher presents a lesson on the history of families according to the outline made in the planning notes.
Students make a list of the various forms/structures of families presented.
In small groups, students brainstorm the various forms/structures of families that exist in today’s society. Each group records their information.
Together with the teacher, students make a master list of family forms/structures derived from their group discussions.
The teacher presents and explains, as students record in their notebooks, a list of definitions of the diverse family forms/structures that exist in today’s society.
Students write one or two paragraph(s) describing the form/structure of their “Present Family” and/or “Future Family” in their journals.
· Formative assessment: family assignment in journals is checked for completeness.
· Formative assessment: journals are checked for completion.
Kelly-Plate, J. and E. Eubanks. Today’s Teen, 5th Edition. Glencoe/McGraw-Hill, 1997. Chapters 12, 13.
Your Place In the Family. McIntyre Media Ltd., Product # 200010-61G9.
Invasion of the Step People. McIntyre Media Ltd., Product # 700308-61G9.
Aboriginal Net
Assembly of First Nations
Children and Family Canada
http://www.cfc-efc.ca
Canadian Living Online
http://www.canadianliving.com
Chatelaine Connects
http://www.chatelaine.com
First Nations: Canadian Native and Inuit Resources
Mothers Are Women
www.cyberus.ca/~maw/index.num
Ontario Aboriginal Directory
www.first_nations.com
Ontario Women’s Directorate
http://www.gov.on.ca/owd
Schoolnet’s First People’s Home Page
Village of First Nations
· The teacher modifies group structure to ensure that the needs of all students are met.
· The teacher prepares an outline to assist students with note taking.
· The teacher may wish to substitute a collage or drawing for the Family assignment.
· For student enrichment, students may prepare a collage to represent the various family forms/structures discussed.
Time: 120 minutes
The functions of families are discussed and reviewed. Students gain an understanding of how these functions contribute to successful families.
Strand(s): Diversity, Interdependence and Global Connections
Overall Expectations:
(DIV.01X) - summarize the functions of families in society.
Specific Expectations:
(DI1.01X) - identify the universal basic functions of families (e.g., protection of children, socialization of children, division of labor) and their effects (e.g., developing loyalty, commitment, discipline, creating a sense of belonging);
(DI1.02X) - analyse various ways in which families perform their basic functions, based on surveys of their own families.
Teachers should:
· provide chart paper and markers;
· refer to questionnaire/survey design in Unit 2, Activity 2, to assist in Teaching/Learning strategy 5;
· invite guest speakers, representing various cultures and generations, to speak to the class if desired; the class can ask the guests questions from their surveys;
· make a master list of family functions in the four categories listed in Teaching/Learning strategy 2;
· use the template in Unit 1 (Appendix 1A - Rubric Template), develop rubrics to assess student designed surveys and summary paragraphs.
Teacher Awareness
· Be aware of and sensitive to the variety of ways in which families function.
· May need to discuss the surveys with the Principal prior to this activity.
· Students use the personal and group communication skills gained in Unit 1.
· Students use the research skills gained in Unit 2, Activity 2.
2. In small groups, students develop a concept map of the various functions/jobs family members perform on a regular basis.
The teacher leads a discussion regarding the different categories of family functions/jobs. The four categories are: providing physical needs, providing emotional needs, providing sociological needs, and providing intellectual needs.
Students refer to their concept maps, and with different coloured markers draw a box around each of the different categories discussed.
Together with the teacher, students make a master list of family functions in the four categories.
In their small groups, students develop a survey of how families perform their basic functions (e.g., division of labour, child care responsibilities, economic contributions, discipline, education, family customs and traditions). The teacher approves all surveys.
Guests of a range of age groups are invited to the class so that students may ask them their questions in order to look at the similarities and differences of changing family functions.
In small groups, students record the results of their surveys.
As a class, the results of all surveys are discussed and analysed using technology available (see Unit 2, Activity 2).
Individually, students prepare a one-page summary of changing functions of the family.
As a class, develop a definition of ‘family’ which is broad and inclusive. Students record this definition in their journal and reflect on what ‘family’ means to them.
· Formative assessment:
· using student-developed rubrics (see Unit 1, Appendix 1A - Rubric Template), assess group work;
· peer- and self-assessment;
· assess administration of the survey for completion;
· assess one-page summaries;
· check journals for completion.
Kelly-Plate, J. and E. Eubanks. Today’s Teen, 5th Edition. Glencoe/McGraw-Hill, 1997. Chapter 17.
“Interactions: The Journal of Environmental Education.” Contact: Ed Thompson, 700 Frederick St., Kitchener, On. N2B 2B2. 519-744-7918.
Aboriginal Net
Assembly of First Nations
First Nations: Canadian Native and Inuit Resources
Developing Survey Questions
http://www.tqsa.com/cybrary.1wedkin.html
Mothers Are Women
www.cyberus.ca/~maw/index.num
Ontario Aboriginal Directory
www.first_nations.com
Ontario Women’s Directorate
http://www.gov.on.ca/owd
Schoolnet’s First People’s Home Page
Statistics Canada
www.statcan.ca
Village of First Nations
· Teacher modifies group structure to ensure that the needs of all students are met.
· For student enrichment, students can graph the information gathered in their surveys using the technology available.
Time: 300 minutes
Through the use of social science research skills, students come to understand and appreciate the uniqueness of their own families and those of other cultures.
Strand(s): Diversity, Interdependence and Global Connections; Social Challenges
Overall Expectations:
(DIV.01X) - summarize the functions of families in society;
(DIV.02X) - describe diverse family relationships and child-rearing patterns, and family lifestyles in various historical periods and cultures;
(SCV.01X) - analyse how a changing society affects individuals and families.
Specific Expectations:
(DI1.03X) - analyse the impact of gender roles within families;
(DI1.04X) - compare various personal, societal and cultural beliefs about individuals and the functions of families;
(DI2.02X) - compare family forms, relationship patterns, and division of labour in several cultures and historical periods, using information sources (e.g., newspaper articles, web pages databases, CD-ROMs, the Internet);
(DI2.03X) - describe variations in the roles of adolescents and in expectations of females and of males among families within Canada and in other countries;
(DI2.04X) - describe the impact of diversity in families on specific aspects of family lifestyle (e.g., food habits, assignment of chores, curfew);
(SC1.01X) - compare individual and family lifestyles now and in the past, considering the effect of social, cultural, economic and technological and environmental change.
Teachers should:
· locate resources in the school/library that support this activity;
· prepare the research project package to be distributed to the students at the beginning of this activity. See Teaching/Learning strategies 2, 3, and 4 for basic outline;
· prepare a sample display board (optional);
· refer to Activity 7 of this unit as part of the planning process for this activity, as it is designed to present the information gained in this activity;
· divide 300 minutes to complete this activity between library work and classroom work. This division of time should be clearly outlined in the package.
Teacher Awareness
· Refer to Unit 2, Activity 2, for research skills.
· Students use the research skills gained in Unit 2.
· Students use their understanding of the changing family over three generations to appreciate historical change gained in Unit 5, Activity 2.
· Students use the personal and group communication skills gained in Unit 1.
3. In small groups, students complete a mini research project studying a family from a particular culture.
Subtopics of this project must include: gender roles, family functions, child-rearing patterns, family relationships, family lifestyles, family forms, division of labour, and roles of adolescents/children.
The project must include a historical, as well as, a current perspective of the culture. Students show how change has occurred within the family, and the impact of change on the family due to social, cultural, economic, technological and environmental changes in our society.
Students prepare a display board (see glossary) to present their culture to the class.
As a class, develop a rubric to assess the display board. (Use Unit 1, Appendix 1A - Rubric Template.)
· Formative assessment:
· using student-developed rubric, evaluate group effectiveness. (Use Unit 1, Appendix 1A - Rubric Template.)
· teacher assesses display boards using student-developed rubric (see strategy 5).
“From Both Sides Module 1, Use of Pesticides”. Ontario Agri-Food Education, Grade 7-12, 1997.
Perry, C. Let’s Celebrate! Canada’s Special Days. Kids Can Press, 1987. ISBN 0-921103-38-7
Reviving Ophelia: Saving the Selves of Adolescent Girls. ISBN 0-345-39282-5
Voices: Growing up a Girl. World Vision, order 1-800-268-1650.
Cultures: Similarities and Differences. McIntyre Media Ltd., Product # 850183-6109.
Evening the Odds. World Vision, order 1-800-268-1650.
Girls! Stories Worth Telling. World Vision, order 1-800-268-1650.
How Beliefs and Values Define A Culture. McIntyre Media Ltd., Product # 8505246-61A9.
I’m Normal, You’re Weird: Understanding Other Cultures. McIntyre Media Ltd., product # 200093-61A9.
Styles of Parenting. McIntyre Media Ltd., Product # 200053-61G9.
Aboriginal Net
Assembly of First Nations
Canadian Living Online
http://www.canadianliving.com
Chatelaine Connects
http://www.chatelaine.com
Children and Family Canada
http://www.cfc-efc.ca
Developing Survey Questions
http://www.tgsa.com/cybrary.1wedkin.html
First Nations: Canadian Native and Inuit Resources
Mothers Are Women
www.cyberus.ca/~maw/index.num
Ontario Aboriginal Directory
www.first_nations.com
Ontario Women’s Directorate
http://www.gov.on.ca/owd
Research Resources for the Social Sciences
http://www.socsciresearch.com
Research Skills and Strategies
http:www.2learn.ca/research/rss.html
Schoolnet’s First People’s Home Page
Statistics Canada
www.statcan.ca
Village of First Nations
· Teacher may alter group structure to ensure that the needs of all students are met.
· Teacher may prepare an outline to assist the students with taking notes from research, see Unit 2, Activity 2, Teaching/Learning strategy 4.
· For student enrichment, form Internet Key Pals with students from other countries. Students ask questions to understand families and culture from a teen’s perspective.
Time: 120 minutes
Through class discussion, students gain an insight and an understanding of change and its effect on individuals and families. Students become aware of the impact of government and government policies on individuals and families as they undergo change.
Strand(s): Social Challenges
Overall Expectations:
(SCV.01X) - analyse how a changing society affects individuals and families.
Specific Expectations:
(SC1.02X) - analyse the impact of a variety of changes on individuals and on peer and family relationships and life style (e.g., divorce and child-custody arrangements; new technologies);
(SC3.02X) - demonstrate an understanding of the natural tension that exists between family and government as a result of government policy (e.g., the difficulty that adopted children face in locating birth parents; censorship).
Teachers should:
· collect a series of articles (newspaper/magazine) to illustrate the impact of government and government policies on families as they undergo change (e.g., child labour laws, custody laws, Young Offenders Act, Child Protection Act, Divorce Act, tax laws);
· organize students into home groupings according to the jig saw strategy.
Teacher Awareness
· Be aware of methods of dealing with sensitive issues.
· Preview video(s) and prepare worksheets to accompany them.
· Become familiar with family changes and their impact, as well as, how government and government policy effects these changes.
· Be aware of and sensitive to his/her own biases towards government and government policy and present information in an unbiased manner.
· Students use skills in personal communication gained in Unit 1.
· Students use family terminology gained in Unit 5, Activities 1 and 2.
4. The teacher leads a class discussion regarding the ways families change and the factors that lead to change (e.g., death, serious illness, child leaving for further education, children beginning school, children marrying, birth of a child, birth of a grandchild, loss of employment, parents return to work divorce/separation, custody arrangements, government instability, war, economic crises, famine/hunger, natural and land disasters, immigration claims).
Students make notes on the changes and their impact on families.
The teacher may show a video(s) relating to the changes.
In their home groups, students agree on which expert group they will attend.
In their expert groups, students are given a series of articles illustrating one particular impact of government and government policies on families as they undergo change. Students read these and take notes to assist them in explaining their issue to their home group.
In their home groups, experts explain their information, and the rest of the group takes notes.
Students make an entry in their journal about their own families and change, and how government and government policies have affected them.
· Formative assessment: check journals for completeness.
“Interactions: The Ontario Journal of Environmental Education.” Contact: Ed Thompson, 700 Frederick St., Kitchener, On. N2B 2B2. 519-744-7918.
Jax, J. and P. Thompson. Exploring Life Skills. EMC Paradigm Publishing, 1998. Text and workbook, chapter 10.
Kelly-Plate, J. and E. Eubanks. Today’s Teen, 5th Edition. Glencoe/McGraw-Hill, 1997. Chapters 12 and 14.
Divorce and the Family. McIntyre Media Ltd., product # 200054-61G9.
Surviving your Parents Divorce: It’s Never Easy. McIntyre Media Ltd., product #010066-61G9.
The Children of Divorce. McIntyre Media Ltd., Product # 320003-61G9.
Working Parents: Balancing Kids and Careers. McIntyre Media Ltd., product #200027-61G9.
Aboriginal Net
Assembly of First Nations
Canadian Living Online
http://www.canadianliving.com
Chatelaine Connects
http://www.chatelaine.com
First Nations: Canadian Native and Inuit Resources
Mothers Are Women
www.cyberus.ca/~maw/index.num
Ontario Aboriginal Directory
www.first_nations.com
Ontario Women’s Directorate
http://www.gov.on.ca/owd
Schoolnet’s First People’s Home Page
Statistics Canada
www.statcan.ca
Village of First Nations
· Teacher makes an outline to assist in note taking.
· Teacher may modify group structure to ensure that the needs of all students are met.
Time: 120 minutes
Students investigate services offered to families within their community. They come to appreciate diversity of services available to support families in their community.
Strands: Personal and Social Responsibilities, Social Challenges
Overall Expectations:
(PRV.04X) - demonstrate practical skills that contribute to the proper functioning of families and that are transferable to the workplace and to the community;
(SCV.01X) - analyse how a changing society affects individuals.
Specific Expectations:
(PR3.03X) - prepare a plan to participate in activities in the community that support the functions of individuals and families (e.g., volunteer at a food bank; serve as an assistant Scout leader);
(PR3.04X) - identify community resources such as libraries and pharmacies, that offer free services;
(SC3.01X) - explain how government, non-profit, and business organizations assist families in performing their functions (e.g., how secondary schools, the YMCA, and a local organization assist families);
(SC3.03X) - describe the role of employment and income in enabling families to perform their functions.
Teachers should:
· preview all video(s);
· take a preliminary look at services available to families in their community;
· gather telephone books and pamphlets for use in this activity;
· prepare students for proper telephone etiquette;
· develop an assessment tool for the two-page summary;
· inquire as to which community services can accept student’s telephone calls.
· Students use personal and group communications skills gained in Unit 1.
· Students need to refer to the list of family changes made in Unit 5, Activity 4.
5. Show video How Social Organizations Define Culture. (If this video is not available, go directly to strategy 2.)
In small groups, students develop concept maps using the telephone books and pamphlets gathered by the teacher, to show community resources and services offered to families in their community.
Teacher leads a discussion about ‘for-profit’ and ‘non-profit’ organizations. Students come to understand the differences and similarities in the ways in which these organizations support families. Students also gain an understanding of the importance of volunteers to the successful functioning of the organizations that support families.
The teacher leads a class discussion on how differing families’ employment and income allows them different access to various community resources (e.g., the higher the family income, the greater the family’s ability to afford more activities and families with a stay at home parent have more flexibility do not need as much child care, can be more involved in children’s school and other volunteer activities)
Teacher leads a discussion of the types of questions one would ask a community resource. The class takes note of the questions. Teacher also discusses proper telephone etiquette with the class. Students take note of this as well. Teacher may wish to have the students practise telephone etiquette in pairs.
Students look up community resources in the local phone book, noting the phone number. Student(s) call one community resource and ask the questions developed in strategy 6. Students present their findings to the class.
As a class, students can develop a list of ways in which they could volunteer in their community.
Students write a two-page summary of the various types of resources offered in their community and explain how volunteerism supports individuals, families and the community as a whole.
Students make an entry in their journal about ways they could volunteer.
· Formative assessment:
· assess the two-page summary.
· check journals for completion.
Kelly-Plate, J. and E. Eubanks. Today’s Teen, 5th edition. Glencoe/McGraw-Hill, 1997. Chapter 14.
“Interactions: The Ontario Journal of Environmental Education.” Contact: Ed Thompson, 700 Frederick St., Kitchener, On. N2N 2B2. 519-744-7918.
How Social Organizations Define a Culture. McIntyre Media Ltd., product #850245-61A9.
Aboriginal Net
Assembly of First Nations
First Nations: Canadian Native and Inuit Resources
Mothers Are Women
www.cyberus.ca/~maw/index.num
Ontario Aboriginal Directory
www.first_nations.com
Schoolnet’s First People’s Home Page
Village of First Nations
· The teacher prepares an outline to assist in note taking.
· The teacher may wish to pair or group students to ensure that the needs of all students are met.
· For student enrichment, students may create a flyer or brochure outlining services for families in their community.
Time: 180 minutes
Students discuss new services offered to families and develop criteria with which to evaluate them in our ever changing environment.
Strand(s): Social Challenges
Overall Expectations:
(SCV.01X) - analyse how a changing society affects individuals and families.
Specific Expectations:
(SCI.03X) - evaluate a new product, service or technology for its ability to meet their own needs or the needs of their families (e.g., develop criteria for choosing a long distance service).
Teachers should:
· collect magazines, flyers, etc. to show new products available to families;
· prepare a unit test to be administered at the end of this activity to cover material presented in Activities 1 through 6.
· Students use personal and group communications skills gained in Unit 1.
· Students study material from all previous activities in this Unit.
6. In small groups, students brainstorm and develop a list of new services that impact on the lives of families in our society.
As a class, develop a master list.
In small groups, students develop a set of criteria to be used when evaluating the impact on families of new services. Students present their criteria to the class using the overhead.
As a class, create a checklist to be used when evaluating a new service. Students copy down the class-developed checklist.
Students select a new service to evaluate using the class-developed checklist. Students present their findings to the class.
Students make an entry in their journals about how new services have affected their family.
· Formative assessment: check journals for completion.
· Summative evaluation:
· evaluate students only on the completion of their evaluation of the new service they chose;
· evaluate unit test.
Consumer Reports magazine.
Current Canadian magazines.
“Interactions: The Ontario Journal of Environmental Education.” Contact: Ed Thompson, 700 Frederick St., Kitchener, ON N2B 2B2. 519-744-7918.
· Group structure may be modified to accommodate student needs.
· Students may work in pairs when evaluating products.
· For student enrichment, students may develop a new product, service, or technology, using the criteria designed by the class.
· For student enrichment, students may develop an ad for the service outlining how it assists families.
Time: 240 minutes
Students present their information on family and cultural diversity within our society using the display boards they prepared in Activity 3.
Strand(s): Diversity, Interdependence and Global Connections, Social Challenges
Overall Expectations:
(DIV.02X) - describe diverse family relationships and child-rearing patterns, and family lifestyles in various historical periods and cultures;
(SCV.01X) - analyse how a changing society affects individuals and families.
Specific Expectations:
(DI1.04X) - compare various personal, societal and cultural beliefs about individuals and the functions of families;
(SC1.01X) - compare individual and family lifestyles now and in the past, considering the effect of social, cultural, economic and technological and environmental changes.
Teachers should:
· set up as presentations of the cultures the students studied in Activity 3;
· provide recipe books on the various cultures studied.
· Students use the knowledge gained in Activity 3.
· Students use knowledge gained in Units 1 and 2.
· Students use safety and food handling knowledge gained in Unit 3.
7. Together with the teacher, students develop a rubric to assess the presentations.
The teacher may allow students time to find a recipe representing the culture they are presenting which they may serve during the presentation.
In their small groups from Activity 3, students present their culture to the class.
In their journals, students reflect on what “Appreciating Family and Cultural Diversity” means to them.
· Formative assessment peer and teacher:
· assess presentations and teacher using the class-generated rubric;
· check journals for completion but not assessed.
Cookbooks available in your school
· Alter group structure to ensure that the needs of all students are met.
· Prepare an outline to assist the students with taking notes from research (see Unit 2, Activity 2, Teaching/Learning strategy 4).
· For student enrichment, students may invite a guest (e.g., parent, student, staff member, member of the community) to the presentations.
· For student enrichment, depending on your community, students may wish to invite a guest representing their culture to join them in the presentation.
· For student enrichment, each small group may prepare two or three recipes representing their culture for a cultural buffet.
Coded Expectations: Individual and Family Living, Open Grade 9 or 10
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Key to Codes |
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SO |
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Self and Others strand |
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PR |
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Personal and Social Responsibilities strand |
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SC |
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Social Challenges strand |
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DI |
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Diversity, Interdependence and Global Connections strand |
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SS |
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Social Science Skills strand |
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PR |
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Personal and Social Responsibilities strand |
Overall Expectations
SOV.01X
- describe the characteristics of human growth and development in adolescence and explain their influence on the behaviour and needs of young people;
SOV.02X
- analyse strategies to develop and maintain effective relationships;
SOV.03X
- apply practical skills to perform daily-living tasks that meet the needs of self and family;
SOV.04X
- demonstrate a growing awareness of the need to be responsible and to contribute to the family.
Specific Expectations
Individual Development
SO1.01X
- outline key aspects of physical, intellectual, social, emotional, and moral development in adolescence (e.g., intellectually, adolescents are developing the ability for abstract reasoning);
SO1.02X
- summarize the connection between developmental stages and individual behaviour (e.g., socially - the development of identity in adolescence may result in the need to belong to a group);
SO1.03X
- explain how the needs of individuals relate to their stage of development (e.g., owing to their rapid physical development, adolescents have great nutritional and sleep needs than do adults);
SO2.01X
- explain the nature and role of relationships and the importance of reciprocity in meeting the social and emotional needs of individuals, families, and groups;
SO2.02X
- distinguish between effective relationships and ones that are emotionally, psychologically, or physically abusive and identify resources and strategies for dealing with abusive relationships;
SO2.03X
- identify, on the basis of existing psychological and sociological research, the factors that contribute to people’s need to participate in and belong to groups (e.g., affection, dependability, loyalty, responsibility).
Daily Living
SO3.01X
- apply strategies for building self-confidence (e.g., starting with a short oral report, gradually develop the ability to lead the class in a discussion or chair a meeting);
SO3.02X
- apply and analyse adolescents’ growing independence and responsibility to family members, and their responsibility to family members, and their responsibility to contribute to family efforts to meet food, clothing and housing needs;
SO3.03X
- demonstrate an ability to negotiate and perform tasks related to meeting the needs of individuals and families (e.g., caring for siblings, preparing meals, reading and following pharmaceutical instructions, taking proper care of clothing) at home or for another family;
SO3.04X
- evaluate household safety in terms of fire and other hazards, and outline the importance of smoke detectors, carbon monoxide detectors, fire extinguishers, and the safe use of equipment (e.g., barbecues, stoves, irons).
Overall Expectations
PRV.01X
- demonstrate an understanding of their growing rights and responsibilities in relation to their family, as well as their emerging independence from their family;
PRV.02X
- demonstrate communication and conflict-resolution skills in the context of family and social relationships;
PRV.03X
- understand and apply a variety of problem-solving and decision-making skills, grounded in psychological and sociological studies, to family and social problems;
PRV.04X
- demonstrate practical skills that contribute to the proper functioning of families that are transferable to the workplace and to the community.
Specific Expectations
Communication and Conflict Resolution
PR1.01X
- draw on research in psychology and sociology to describe strategies for becoming responsible members of their family and of society (e.g., deferring gratification, losing with good grace);
PR1.02X
- demonstrate appropriate speaking and listening skills for a variety of situations (e.g., active listening, classroom discussion, job interview);
PR1.03X
- demonstrate negotiation skills needed for home, school, peer, and work relationships;
PR1.04X
- demonstrate several appropriate strategies, grounded in research, for resolving conflict in a variety of relationships (e.g., disagreement over curfew, accusation of cheating, dispute over boyfriend or girlfriend);
PR1.05X
- demonstrate appropriate responses to harassing or abusive behaviour.
Decision Making and Problem Solving
PR2.01X
- apply appropriate decision-making models, grounded in research, to choices related to individual and family well-being and quality of life (e.g., use of time, household or clothing purchases, course selection) and suggest strategies for making difficult choices (e.g., contacting the Children’s Aid Society in cases of suspected abuse);
PR2.02X
- demonstrate individual and collaborative problem-solving skills for home, school, and peer situations (e.g., organizing a group project, passing a difficult subject, responding to peer pressure).
Practical Skills
PR3.01X
- identify skills that are required to meet the needs of individuals and families, within the family and the community (e.g., meal preparation at home; working from home; organizing a food co-op);
PR3.02X
- demonstrate practical skills required for meeting their own and their family’s food, clothing, health and security, and housing needs (e.g., accessing OHIP; securing medical attention or emergency services when needed; planning and preparing a meal; mending a garment; cleaning a room);
PR3.03X
- prepare a plan to participate in activities in the community that support the functions of individuals and families (e.g., volunteer at a food bank; serve as an assistant Scout leader);
PR3.04X
- identify community resources, such as libraries and pharmacies, that offer free services;
PR3.05X
- identify part-time work and occupational opportunities that support the needs of families, by using resources such as CD-ROMs, the Internet, and supermarket bulletin boards.
Overall Expectations
SCV.01X
- analyse how a changing society affects individuals and families;
SCV.02X
- describe strategies by which individuals and family members manage resources in a changing environment;
SCV.03X
- apply skills for using various technologies for family activities;
SCV.04X
- demonstrate an understanding of the principles of consumer awareness.
Specific Expectations
Change
SC1.01X
- compare individual and family lifestyles now and in the past, considering the effect of social, cultural, economic, technological, and environmental change;
SC1.02X
- analyse the impact of a variety of changes on individuals and on peer and family relationships and lifestyle (e.g., divorce and child-custody arrangements; new technologies);
SC1.03X
- evaluate a new product, service, or technology for its ability to meet their own needs or the needs of their families (e.g., develop criteria for choosing a long-distance service).
Resource Management
SC2.01X
- describe the impact of economic, social, technological, environmental, and health factors on lifestyle decisions (e.g., whether to purchase a product, use a service, or participate in an activity);
SC2.02X
- apply strategies for managing time to achieve individual, family, and group goals;
SC2.03X
- describe strategies for acquiring money, including summer employment, and for managing their own money to meet financial and personal goals (e.g., buying a mountain bike, paying for college);
SC2.04X
- use technology available for household purposes for activities that meet the needs of individuals and families (e.g., test a new kitchen appliance, download a recipe from the Internet).
Family and Society
SC3.01X
- explain how government, non-profit, and business organizations assist families in performing their functions (e.g., how secondary schools, the YMCA, and a local organization assist families);
SC3.02X
- demonstrate an understanding of the natural tension that exists between family and government as a result of government policy (e.g., the difficulty that adopted children face in locating birth parents, censorship);
SC3.03X
- describe the role of employment and income in enabling families to perform their functions;
SC3.04X
- describe the behaviour expected of students in summer jobs.
Consumer Awareness
SC4.01X
- describe strategies for making informed and responsible consumer decisions (e.g., comparison shopping, reading labels, checking warranties, handling complaints);
SC4.02X
- identify information required on labels (e.g., material, percentage composition of each component, CSA approval, manufacturer’s identification number);
SC4.03X
- determine whether specific examples of marketing are factual or misleading;
SC4.04X
- describe the influence of marketing and high-pressure sales pitches on personal purchase choices and how to recognize and resist this influence;
SC4.05X
- demonstrate the ability to conduct a thorough investigation before making a large purchase;
SC4.06X
- identify consumer agencies that handle complaints about defective goods;
SC4.07X
- demonstrate an understanding of how to make sound purchase decisions in stressful situations;
SC4.08X
- examine sources of information (e.g., newspapers, magazines, marketing media, the Internet) with the aim of identifying marketing strategies;
SC4.09X
- demonstrate an understanding of financial responsibility (e.g., banking, saving for purchases, long-term savings, managing debt).
Overall Expectations
DIV.01X
- summarize the functions of families in society;
DIV. 02X
- describe diverse family, relationship, and child-rearing patterns, and family lifestyles in various historical periods and cultures.
Specific Expectations
Family Functions
DI1.01X
- identify the universal basic functions of families (e.g., protection of children, socialization of children, division of labour) and their effects (e.g., developing loyalty, commitment, discipline; creating a sense of belonging);
DI1.02X
- analyse various ways in which families perform the basic functions, based on surveys of their own or other families;
DI1.03X
- analyse the impact of gender roles within families;
DI1.04X
- compare various personal, social and cultural beliefs about individuals and the functions of families.
Family Diversity
DI2.01X
- define terms and describe diverse family forms and relationships (e.g., nuclear, blended, single-parent families; foster care; adoption, sibling relationships);
DI2.02X
- compare family forms, relationship patterns, child-rearing patterns, and division of labour in several cultures and historical periods, using information sources (e.g., newspaper articles, web pages, databases, CD-ROMs, the Internet);
DI2.03X
- describe variations in the roles of adolescents and in expectations of females and of males among families within Canada and in other countries;
DI2.04X
- describe the impact of diversity in families on specific aspects of family lifestyle (e.g., food habits; assignment of chores; curfew).
Overall Expectations
SSV.01X
- use social science research methods to obtain information from various media, technology, and human resources in order to examine aspects of individual and family living;
SSV.02X
- effectively communicate the results of their inquiries;
SSV.03X
- demonstrate effective collaborative group skills.
Specific Expectations
Research Skills
SS1.01X
- prepare simple research questions;
SS1.02X
- distinguish between fact and opinion;
SS1.03X
- conduct research about individual, family, and social issues, using surveys and interviews (e.g., about personal responsibilities in a family and in a democracy, principles of informed consumerism; financial stability; investigation before making large purchases; diversity in family form, relationships, division of labour);
SS1.04X
- create graphs and charts from spreadsheets to compare results of surveys;
SS1.05X
- analyse a family studies issue (e.g., adolescent growth and development, peer pressure, developing positive relationships, personal rights and responsibilities) by making research notes from appropriate sources of information in various media, including books, periodicals, television, videotapes, and the Internet;
SS1.06X
- compare results of surveys and interviews with data from other source, and form conclusions;
Communication of Results
SS2.01X
- record information and key ideas from their research, and document the sources accurately;
SS2.02X
- organize, interpret, and communicate the results of their inquiries, using a variety of methods (e.g., graphs, charts, diagrams, oral presentations, written reports, newspaper articles, videos);
SS2.03X
- write a research report (e.g., using word-processing software) on aspects of individual and family living;
SS2.04X
- publish results of surveys.
Collaborative Group Skills
SS3.01X
- demonstrate effective speaking and listening skills in a small group;
SS3.02X
- analyse and demonstrate effective roles in small groups (e.g., chair, recorder);
SS3.03X
- demonstrate collaborative problem-solving, conflict-management, and planning skills (e.g., responsibility of each member to carry his or her own weight, task analysis, division of labour, time management);
SS3.04X
- demonstrate the ability to set achievable group goals and for each group member to make an equal contribution.
Appendix B: Teaching/Learning Strategies Glossary
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Brainstorm |
- group generation of initial ideas expressed without criticism or analysis |
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Case Study |
- investigation of real and simulated interconnected issues in a given situation |
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Class Discussion |
- students actively participate in taking turns while discussing current issues |
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Collage |
- a thematic collection of items (pictures, objects, etc.) arranged in a visually pleasant manner. |
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Concept Map |
- two-dimensional graphic representation of a concept elaborated by students’ ideas relating to the concept |
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Co-operative Learning Processes |
- structured small group learning through interdependence towards a common learning expectation |
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Display Board |
- a visual display board is used to share the information gained from the students research with others. Students may use visual aids, summary sheets, brochures, pamphlets, booklets, charts, graphs, etc. The display board should be neat, colourful, eye catching, attractive, motivating, creative, and organized, as well as informative. |
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Independent Study |
- a variety of self-selected areas of study that each learner pursues in a personalized manner |
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Inquiry |
- gather knowledge on a particular topic |
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Inquiry Process |
- students answer questions individually and/or in groups |
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Jig Saw |
- specialized group learning followed by home group sharing |
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Job Shadowing |
- a student follows a person on the job for a specific length of time to gain an understanding of the job and its requirements |
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Journal Writing |
- the practice of expressing ideas, experiences, questions, reflections, personal understanding or new learning in written form on a regular basis |
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Lecture |
- oral presentation of information |
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Report/ Presentation |
- oral and/or written presentation of researched topic to an individual or group |
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Research |
- model of investigation through data collection |
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Role Play |
- simulation of the real role of an individual or representative of a group in order to gain a better understanding of another person's circumstances |
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WHMIS Training |
- training for the safe use and handling of materials |
Appendix C: Social Science Research
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General Topic |
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Ask a Question or State a Problem |
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Identify 3-4 Factors which may influence the issue |
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Locate
Information for each factor |
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State Specific
Topic (e.g., thesis, hypothesis) |
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Organize Information according to the factors to be examined |
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Determine Form for presenting research (e.g., written paper, video) |
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Put it all together! Include: introduction, method, information
acquired, Add: interpretation, conclusion Share with others. |
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