Course Overview

Living Spaces and Shelter, Grade 11, Open

Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12,

Social Sciences and Humanities, 2000

Course Description

This course analyses how different types of living spaces and forms of shelter meet people’s physical, social, emotional, and cultural needs and reflect society’s values, established patterns of living, and economic and technological developments. Students learn how to make practical decisions about where to live and how to create functional and pleasing environments, and they explore occupational opportunities related to housing and design. They also learn skills used in researching and investigating living accommodations and housing.

How This Course Supports the Ontario Catholic School Graduate Expectations

Throughout this course, students develop attitudes and values founded on Catholic social teaching that promotes human dignity, social responsibility, justice, peace, and the building of community.

By identifying and analysing individual and family housing needs, students demonstrate that each person is called to live and build a community which values and honours the important role of the family while respecting the rights of individuals within society.

Students use and integrate the Catholic faith tradition, in the critical analysis of new trends in household technologies and their impact on the quality of life. Students demonstrate respect for the dignity and welfare of others by thinking reflectively and creatively, in light of gospel values, in evaluating housing issues.

Course Notes

This course begins with a focus on the individual and ends with a more global perspective in Unit 5. The information in Unit 2 is designed to be taught towards the beginning of the course. Ideally, the research component would take place at this point, and the presentations of the research would be spread throughout the remainder of the course (e.g., career presentations on Fridays). These presentations would coincide with the related topics in Units 3, 4, and 5.

Inclusiveness of all aspects of ethnicity, race, culture, gender, ability, class, age, appearance, and beliefs, is a feature of this course. Teachers should review their school board policy on equity. They must be sensitive to a variety of religious beliefs as well as the ethnic and cultural customs of their students, making changes to their Teaching/Learning Strategies to address the needs of their student population. Similarly, teachers must be sensitive to the variety of socio-economic levels and family structures within their student body and be prepared to make adjustments to the learning experiences and resources as needed. This course deals with many sensitive issues with reference to families and society (e.g., functions of shelter, shelter needs, values relating to shelter, social issues relating to shelter such as homelessness, low income housing, etc.) therefore, students’ reactions to these issues must be anticipated and respected.

The activities take into account the variety of students’ abilities, backgrounds, interests, and learning styles. Teachers, in conjunction with the Special Education teacher and in accordance with students’ Individual Education Plans, adapt expectations. Accommodations to the course delivery may be needed to meet some specialized needs. Students learn how to work effectively with others and develop effective communication, team, research, and analytical skills. These skills can be transferred to future occupations and real-life situations.

Although written for adolescents in Grade 11, this course could be adapted for adult students. While the practical skills will be similar, the content may need to be adjusted to be relevant for adult learners.

The suggested hours for the units are guidelines; individual teachers may wish to adjust the timelines to meet student, school and community needs.

Units: Titles and Times

* Unit 1	Shelter: A Basic Need	20 hours
Unit 2	Occupational Opportunities Related to Living Spaces and Shelter	14 hours
Unit 3	Considerations in Acquiring Shelter	20 hours
Unit 4	Considerations in Designing Shelter	31 hours
* Unit 5	Shelter for Everyone	25 hours

* These units are fully developed in this Course Profile.

Unit Overviews

Unit 1: Shelter: A Basic Need

Time: 20 hours

Unit Description

In this unit, students come to understand the many differing needs that shelter satisfies for all people. The ways in which shelter needs change based on stage of family life cycle, changing personal needs, physical needs, psychological needs, social needs, aesthetic needs, spiritual considerations, lifestyle needs, special considerations, health considerations, and other circumstances are explored. Students investigate and become familiar with the agencies within the community that serve as resources for meeting individual needs. The social science research model is used to study these concepts.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1 6 hours	LSV.01, LS1.01; CGE1d, 1i, 2b, 3f, 5e, 6c	Knowledge/Understanding Thinking/Inquiry Application Communication	How shelter satisfies our needs.
2 8 hours	LSV.02, ISV.02, ISV.04, LS2.01, LS2.02, LS2.03, IS2.02, IS3.02; CGE2a, 2b, 2c, 3b, 3c, 4f, 6c, 7h	Knowledge/Understanding Thinking/Inquiry Application Communication	How our shelter needs change throughout the life’s stages.
3 6 hours	LSV.02, ISV.02, ISV.04, LS2.04, IS1.02, IS3.01; CGE1d, 2b, 2c, 3c, 3f, 4f, 5e, 6c, 7e	Knowledge/Understanding Thinking/Inquiry Communication Application	How shelter accommodates our life stage needs.

Unit 2: Occupational Opportunities Related to Living Spaces and Shelter

Time: 14 hours

Unit Description

In this unit, students use research skills to complete research on careers and occupations in fields relating to shelter. Students gain an understanding of the wide variety of options available in this field through listening to the presentations given by their peers, and by reviewing the summaries provided during the presentations. They have an opportunity to become effective communicators by integrating faith with life when researching and presenting information clearly and honestly with sensitivity to others. Students write a profile on one Canadian or international person in their field of study. They describe ways in which the person influenced shelter and living spaces. Students then examine the many career options available and reflect upon one’s personal values, abilities, and aspirations to assess potential career choices. (Note: The research portion of this unit is designed to be completed at this point in the course. It is suggested that students present their findings throughout the remainder of the course; for example, on a weekly basis, as the careers relate to the expectations being explored at that particular time).

Unit Overview Chart

Act.

Expectations

Assessment

Focus

14 hours

OOV.01, ASV.02, ISV.01, ISV.03, ISV.04, OO1.01, OO1.02, AS2.01, IS1.03, IS2.05, IS3.01

CGE1i, 2b, 2c, 4g, 5b, 5d, 5e, 5h, 7f, 7h, 7j

Knowledge/ Understanding

Thinking/Inquiry

Communication

Research a career related to living spaces and shelter.

Describe the functions and responsibilities of the career.

Describe the career path leading to that career.

Write a profile on a Canadian or international person who works in that field and describe his/her influence in living spaces and shelter.

Provide a summary sheet for the class.

Unit 3: Considerations in Acquiring Shelter

Time: 20 hours

Unit Description

The ways in which living spaces and shelter meet the varying needs of individuals and families are considered. Students use knowledge gained in Unit 1 to help them make informed decisions regarding shelter at various life stages of individuals and families. Decision-making provides students with opportunities to integrate faith with life by applying gospel values and Christian morals. An understanding of the legal, economic, and social considerations involved in acquiring shelter is gained. Students identify and analyse the ways in which political, economic, social, psychological, and technological trends affect available types of shelter. An analysis of considerations involved in acquiring shelter and trends influencing shelter allows students to become aware of whether or not the diversity, dignity, and welfare of all people is being addressed.

Unit Overview Chart

Act.

Expectations

Assessment

Focus

4 hours

ASV.01, ISV.02, AS1.06, IS1.02

CGE1i, 3e, 3f, 4g, 6c, 7f, 7h

Knowledge/
Understanding

Thinking/ Inquiry

Communication

Understand the influence of personal and/or family circumstances and values on the selection of:

· type of accommodation;

· style of accommodation;

· neighbourhood;

· community.

5 hours

ASV.01, ISV.01, ISV.02, ISV.04, AS1.01, IS1.01, IS1.03, IS2.01, IS2.02, IS2.04, IS2.06, IS3.02

CGE1i, 2c, 2d, 3c, 3f, 4a, 6c, 7a, 7f

Thinking/ Inquiry

Application

Communication

Create a survey/questionnaire and conduct primary research on factors to consider when allocating a portion of income to shelter needs, including:

· amount and stability of income;

· age of family members;

· size of family;

· values;

· goals;

· available shelter options.

6 hours

ASV.01, AS1.02, AS1.03, AS1.04

CGE1i, 3c, 3d, 3e, 3f, 4a, 4f, 4g, 6c, 7a, 7e, 7h

Knowledge/
Understanding

Identify the steps involved in acquiring shelter, renting, buying, and furnishing.

Identify options for financing kinds of shelter.

Identify the various costs associated with living in different types of shelter.

5 hours

ASV.01, SEV.02, AS1.05, SE1.04

CGE1d, 1i, 2b, 2c, 3c, 3f, 4a, 6c, 7a, 7e, 7h, 7i

Knowledge/
Understanding

Thinking/ Inquiry

Understand legal terminology and documents associated with the acquisition of shelter.

Understand laws and regulations relating to shelter:

· zoning;

· pollution;

· ownership and maintenance of property;

· building and development;

· energy conservation and waste management.

Unit 4: Considerations in Designing Shelter

Time: 31 hours

Unit Description

In this unit, students develop an appreciation and respect for the diversity of individuals, families, and the environment in which they live. Students become familiar with the elements and principles of design as they relate to shelter and living spaces. They come to understand ways in which products for shelter and living space can meet the diverse needs of individuals and families. Opportunities are provided to find meaning, dignity, and fulfillment in planning living space that contributes to the needs of individuals and families. An understanding is gained of factors that influence the purchase and maintenance of household furniture, appliances, equipment, and technologies. Students explore Canadian and global influences on design and trade in building materials related to shelter and living spaces.

Unit Overview Chart

Act.

Expectations

Assessment

Focus

3 hours

ASV.03, AS3.01, AS3.02

CGE3b, 3c

Knowledge/
Understanding

Thinking/Inquiry

Describe the influence of the following factors on design of living spaces and shelter:

· family composition and living patterns;

· lifecycle changes;

· cultural traditions;

· economic resources and human resources;

· energy costs;

· special needs.

10 hours

ASV.02, ISV.02, AS2.03, AS2.06, IS2.02

CGE1i, 2c, 3b, 5d, 5g, 6c

Knowledge/
Understanding

Application

Communication

Understand how the elements and principles of design:

· are used in shaping a living space;

· can be applied to interior and exterior spaces;

· can be used to provide areas of privacy for family and personal pursuits.

Design a living space.

7 hours

ASV.03, SEV.02, AS3.03, AS2.04, SE2.04

CGE2c, 2e, 3c, 4a, 7f

Knowledge/
Understanding

Thinking/Inquiry

Communication

Develop a guide for consumers explaining the criteria involved in purchasing home furnishings, equipment, and appliances, as well as their maintenance and care.

Identify the ways in which families are affected by new trends in household technologies.

Add furnishing to space designed in Activity 2.

7 hours

ASV.02, AS2.05

CGE1c, 3b, 4f, 5c, 7i, 7j

Knowledge/
Understanding

Thinking/Inquiry

Application

Understand ways of enhancing one’s personal living space by using environmentally friendly materials.

Create an accent for one’s personal living space.

4 hours

ASV.02, AS2.02

CGE1c, 3c, 7f, 7g

Knowledge/
Understanding

Thinking/Inquiry

Communication

Explore Canadian and global influences on design and trade in building materials, furniture, and appliances.

Make connections between their furnished design space and the origin of materials.

Unit 5: Shelter for Everyone

Time: 25 hours

Unit Description

In this unit, students identify and analyse how political, social, economic, technological, environmental, and ethical trends, as well as psychological factors, affect shelter requirements in society. The impact of these trends on shelter availability and the development of community programs for specialized markets is explored. Students become aware of agencies and programs available to assist those with special needs within their own community. An understanding of Catholic social teaching that promotes social responsibility enables students to examine and evaluate the consequences of housing problems and societal attitudes. In conducting social science research, an understanding of social realities related to living spaces and shelter in Canada and abroad is acquired.

Unit Overview Chart

Act.

Expectations

Assessment

Focus

10 hours

SEV.01, ISV.01, ISV.03, ISV.04, SE1.01, SE1.03, SE3.01, IS2.02, IS2.05, IS2.07, IS3.02

CGE1c, 1d, 2a, 2b, 2c, 3c, 3d, 3f, 4a, 4c, 7h, 7e

Knowledge/
Understanding

Thinking/ Inquiry

Communication

Social Realities in Relation to Living Spaces and Shelter: Research housing issues.

5 hours

SEV.02, ISV.03, SE1.02, SE2.03, IS2.03

CGE1a, 1c, 3f

Thinking/ Inquiry

Communication

Application

Trends Affecting Shelter: Identify trends.

10 hours

SEV.03, SE2.01, SE2.02, SE3.02, SE3.03, SE3.04

CGE1d, 3f, 4f, 7e

Knowledge/
Understanding

Thinking/ Inquiry

Communication

Application

Shelter for Special Markets:

· Analyse shelter needs created by societal changes.

· Explore community agencies and programs to assist special needs shelter.

Teaching/Learning Strategies

It is strongly recommended that teachers follow the order of units and activities given in the course profile because of the sequential nature of the learning. This curriculum is designed to allow students to explore connections with each other, their families, their communities, and society as a whole.

A variety of strategies involving various sectors of the local community are recommended throughout the course (e.g., inviting guest speakers, tours of facilities, etc.). Teachers need to use the most appropriate methods and materials to help students achieve the expectations as outlined in their Individual Education Plans. Practical experiences and simulations related to the real world provide opportunities for exploring and expanding activities in the area of shelter and living spaces.

A variety of teaching/learning strategies are encouraged. Examples of strategies that could be used include brainstorming, case studies, class discussion, collaborative/cooperative learning, computer-assisted learning, CAD, conferencing/discussion, construction techniques for making a product, demonstrations, process of designing living spaces and shelter, electronic presentations, homework, independent study, issues-based analysis, journal writing, learning centres, mind mapping, note making, problem-solving strategies and models, report writing, presentations, social science research, Socratic lessons, and theological reflections.

Teachers should review their school/board policy with reference to the use of the Internet prior to using the Internet as a teaching/learning strategy. There are many websites listed as teacher and/or student resources. While all websites have been thoroughly investigated and were current at the time of publication, teachers should preview websites prior to student use. Teachers may also find it useful to develop a guideline to assist students with assessing the quality of Internet information.

Assessment & Evaluation of Student Achievement

Students must be provided with numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations, across all four categories of the Achievement Chart. Examples of strategies are paper-and pencil-tests, performance assessments, presentations/multimedia presentations, research projects, portfolios, verbal feedback, critiques, formal/informal teacher observations, teacher conferencing, reports/reflection, and design projects. Examples of assessment tools are criterion-referenced checklists, criterion-referenced marking schemes, rubrics, rating scales, anecdotal comments, and suggestions for improvement.

Methods of evaluating student achievement are as follows:

· Diagnostic: occurs at the beginning of a term, a unit of study or whenever information about prior learning is useful.

· Formative: during learning; ongoing feedback to the teacher and student about quality of learning and the effectiveness of instruction.

· Summative: usually carried out at the end of a learning process; may include feedback and/or evaluation.

The practical nature of the expectations allows for more opportunities for students to apply the knowledge and skills that they gain throughout the course.

As per The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000, seventy percent of the grade is based on evaluations conducted throughout the course and thirty percent of the grade is based on the final evaluation. The final evaluation may take the form of an examination, performance task, and/or another method of evaluation that is suitable to the course content and is to be administered towards the end of the course. Student achievement is the measurement of learning. It must be congruent with the assessment of the clusters of learning expectations. The final evaluation could include one or more of the following examples: written examination, oral examination, oral report or presentation, social science research project, and/or case study application.

Accommodations

Teachers using this profile should be acquainted with students’ Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations. Accommodations such as specialized supports and services are provided to help students meet the expectations.

To maintain the principles of sound educational pedagogy and Catholic teaching, accommodations must be made so students do not lose their dignity due to level of ability, income, language proficiency, or race. Teachers should foster a positive atmosphere accepting of the individual’s uniqueness, values, and needs.

Adaptation of the course for ESL/ELD students should reflect the knowledge and skills these students possess. These students may need extra support to acquire basic literacy skills and academic concepts. Teachers should select resources that relate to the ESL/ELD curriculum document strands: writing, reading, oral and visual communications, and social and cultural competence. Teachers should use the expertise of ESL/ELD teachers and consultants for assistance in meeting the needs of these students.

There is a wide range of Teaching/Learning Strategies available to teachers. Teachers are encouraged to expand teaching strategies, in order to best meet the needs of all students and accommodate different learning styles.

Some examples of accommodations for special needs are: oral testing, using a scribe for written work, demonstration of skill, peer tutors, small-group work, simplified instructions, flexible timelines, modifying handouts, instructions and project guidelines, use of a word processor to complete assignments, use of a tape recorder to tape answers to assignments and tests, and enrichment activities.

Resources

The resources that may be used for the entire course are listed below. Both general and specific resources for Units 1 and 5 are listed.

Magazines/Journals

Canadian Architect

Canadian Living Magazine

Chatelaine

Harrowsmith

Maclean’s

National Geographic

New Homes and Condos for Sale

Resale Homes and Condos for Sale

The Real Estate Book

The Twentieth Century Architectural Digest

Vanier Institute of the Family. Transition.

Texts

Ahlers, Julia and Michael Wilt. Christian Justice. USA: St. Mary’s Press, 1995. ISBN 0-88489-330-8

The Bible for Catholics: CD-ROM. Washington: Liguori Publications, 1996. ISBN 0-7648-0065-5

The Bible, New revised Standard Version.

Blueprints: A Resource for Writing Catholic Secondary School Course Profiles. Catholic Curriculum Cooperative, Central Region.

Choices into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999.

CMHC. A-C-T In Action: Affordability and Choice Today: Lessons Learned. Order number PE 0309

CMHC. Building A Safer Society: Crime Prevention in Residential Environments. Order number PE0288

CMHC. Building Materials for the Environmentally Hypersensitive. 1997. Order number 6742 E

CMHC. Construction and the Environment: How Home Builders and Renovators Can Help Build a Green Future. Order number 6719 E

CMHC. Details of House Construction. Order number 5011 E

CMHC. Flexhousing: Homes that Adapt to Life’s Changes. 1999. Order number 2020E

CMHC. Gimme Shelter: Sharing Successes in Housing for Youth. Order number KE 4043

CMHC. Glossary of Housing Terms. 1997. Order number 1165E

CMHC. Healthy Housing Renovation Planner. 1999. Order number 2172 E

CMHC. Home Care: A Guide to Repair and Maintenance. 1985. Order number 5624 E

CMHC. Homeowner’s Inspection Checklist. 2000. Order number 2444 E

CMHC. Homeowner’s Manual. 1999. Order number 2322 E

CMHC. Housing Canada’s Youth. 1999. Order number PE 0310

CMHC. Housing Choices for Canadians with Disabilities. 1995. Order number 6619 E

CMHC. Housing For Older Canadians. 1999. Order number 2184 E

CMHC. Housing For Persons with Disabilities. 1996. Order number 5467E

CMHC. Housing Options For People with Dementia. 1999. Order number NE 2214

CMHC. Housing Outlook – National Edition. 2000. Order number 2357 E

CMHC. Internal Spaces of the Dwelling. 1984. Order number 5791 E

CMHC. Landscape Architectural Design and Maintenance. 1982. Order number 5476 E

CMHC. Maintaining Seniors’ Independence: A Guide to Home Adaptations. 1989.

CMHC. Meeting Seniors’ Housing Needs. Order number PE 0350

CMHC. Meeting Seniors’ Needs: A Guide for Community Groups. 2000. Order number PE 0350

CMHC. Revitalization of the Manufactured Housing Industry in Canada to Provide Affordable Housing Effectively. Order number PE 0338

CMHC. Sprout: The Versatile, Dynamic House. 1996. Order number6845 E

CMHC. Supportive Housing for Seniors. 2000. Order number PE 0381

CMHC. Tap the Sun: Passive Solar Techniques and Home Designs. 1998. Order number 2000E

CMHC. Women and Their Housing. 1999. Order number PE0313

Fuller, M. More Than Houses. Habitat For Humanity. Order number 1454

Gaillard, F. If I Were a Carpenter: Twenty Years of Habitat For Humanity. North Carolina: John F. Blair Publishing, 1996. Order from Habitat For Humanity. Order number 1439

Gustafson, Janie, PH.D. Building Catholic Character. USA: Ava Maria Press, Inc., 1998.
ISBN 0-88793-642-0

Harper, Mark, et al. Quality Assessment: Fitting the Pieces Together. The Educational Services Committee, OSSTF, 1999. ISBN 0-920930-47-6

Katsura, H., et al. Housing for the Elderly in 2010: Projections and Policy Options. Urban Institute Press, 1989. ISBN 0877664749

Koch, Carl. 150 Opening and Closing Prayers. Winona, MN: Saint Mary’s Press, 1996.
ISBN 0-88489-241-7

Lewis, Evelyn L. and Carolyn S. Turner. Housing Decisions. USA: Irwin Publishing, 2000.
ISBN 1-56637-6513

Mechmann, Edward T. God, Society and the Human Person. USA: St. Paul’s/Alba House, 2000.
ISBN 0-8189-0886-6

The Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities, 2000.

The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000.

Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999.

Reaching Out. Maxwell Macmillan Canada, Inc., 1994.

Pontifical Commission for Justice and Peace. What Have You Done to Your Homeless Brother? Other Ecclesial Pronouncements, Dec. 27, 1987.

Regnier, V. Assisted Living Housing for the Elderly: Design Innovations from the United States and Europe. John Wiley and Sons, 1993. ISBN 0471284238

Reigner, V. Assisted Living Housing for the Elderly: Innovations in Design and Planning. Van Nostrand Reinhold, 1993. ISBN 0442007027

ShareLife. Share the Spirit Classroom Curriculum. Toronto: York Catholic District School Board Religious Education Department, January 2000.

Schoenauer, N. 6000 Years of Housing. W.W. Norton and Company Inc., 2000. ISBN 0393730522

Sherwood, Ruth F. Homes Today and Tomorrow. Peoria, IL: Glencoe/McGraw-Hill, 1997.
ISBN 0-02-642846-6

Sofield, Loughlin, et al. Building Community. USA: Ava Maria Press Inc., 1998. ISBN 0-87793-648

Transition. The Vanier Institute of the Family, Autumn 2000, Volume 30 (3)

Trafford, L. Educating the Soul: Writing Curriculum for Catholic Secondary Schools. Toronto: Institute for Catholic Education, 1998. ISBN 0-9699178-5-6

Websites

Note: The URLs for the websites have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Advertising Standards – http://www.adstandards.com

The Bay – http://www.thebay.ca

B’nai B’rith Senior Housing – http://bnaibrith.org

Canada Mortgage and Housing Corporation (CMHC) – http://www.cmhc-schl.gc.ca

Canada Trust – http://www.canadatrust.com

Canadian Home Economics Association – http://www.chea-acef.ca

Canadian Housing Information Centre – http://www.cmhc-schl.gc.ca

Canadian Living Magazine – http://www.canadianliving.com

CARP, Canada’s Association for the Fifty-Plus – www.fifty-plus.net

Chatelaine Magazine – http://www.chatelaine.com

Cooperative Housing in Canada – http://www.unesco.org

Covenant House, Toronto – http://www.covenanthouse.on.ca

Government of Ontario, Ministry of Community and Social Services, developmental services webpage – http://www.gov.on.ca/CSS/page/services/dh.html

Government of Ontario, Ministry of Health and Long-term Care webpage – http://www.gov.on.ca/health/english/program/ltc/ltc_ mn.html

Government of Ontario, Ministry of Health, Health Links, disability webpage – http://www.gov.on.ca/health/english/tools/hlinks.disability.html

Government of Ontario, Ministry of Health, Health Links, organizations webpage, listing of a very large number of supporting groups and organizations – http://www.gov.on.ca/health/english/tools/hlinks.organizations.html.

Government of Ontario, Ministry of Municipal Affairs and Housing webpage – http://www.mah.gov.on.ca

Habitat For Humanity – http://www.habitat.org

Home Design – http://www.designplus.com

Housing Again (deals with housing issues) – http://www.housingagain.web.net

The Home and Garden Store from Chapters.ca – http://www.villa.ca

MLS Canada Website – http://www.mls.ca/mls/home/asp

National Film Board of Canada – http://www.nfb.ca

New Homes and Condos for Sale – http://www.newhomesandcondos.com

The Ontario Mortgage Action Centre – http://www.omac-mortgages.com

Presidents Choice Financial Services – http://www.preschoicefinancial.com

The Real Estate Book – http://www.realestatebook.com

Royal Bank – http://www.royalbank.com

Royal Lepage Canada Website – http://www.royallepage.ca

Save the Children Foundation Canada – http://www.savethechildren.ca

Sears Catalogue on-line – http://www.sears.ca

ShareLife – http://www.sharelife.org/33-agencies.html

Statistics Canada – http://www.statcan.ca

Ten Ten Sinclair – http://www.tenten.mb.ca

The Toronto Dominion Bank Website – http://www.tdbank.ca/mortgages

UNICEF – http://www.unicef.ca

The Virtual Reference Library – http://www.tpl.toronto.on.ca

The War Amps – http://www.waramps.ca

World Vision – www.worldvision.ca

Audio-Video

Films for the Humanities and Social Sciences – www.films.com

The Learning Seed – www.learningseed.com

McIntyre Media – www.mcintyre.ca

National Film Board of Canada – www.nfb.ca

America the Ugly: Searching For A Better Way To Live. Films for the Humanities and Social Sciences, 1998. 22 min. Order number BVL9318

Architecture: The Science of Design. Films for the Humanities and Social Sciences. 23 min.
Order number BVL5546

Apartment Renting 101. Films for the Humanities and Social Sciences. 30 min. Order number BVL8577

CMHC. Barrier Free Housing. 1981. 24 min. Order number VE008

CMHC. Free to Choose. 1982. 36 min. Order number VE 014

CMHC. Maintaining Senior’s Independence through Home Adaptations. 1993. 34 min.
Order number 4033E

CMHC. Making a Molehill out of a Mountain. 1990. 10 min. Order number VE 038

CMHC. The Made to Convert House. 1989. 14 min. Order number VE019

CMHC. This Clean House. 1994. 30 min. Order number VE 057

CMHC. Winning Entries: Building Designs for Northern Communities. 1996. 20 min.
Order number VE 062

Clean up Your Act! Fighting Household Germs. McIntyre Media, 1997. 20 min.
Order number 200100-61W8

Colour In Everyday Life. Learning Seed. 25 min. Order number 150

Collins, Phil. “Another Day in Paradise.” USA: Phillip Collins Ltd., 1989. 6:20 min.

Eye for Design. Learning Seed. 22 min. Order number 143

Furnishing and Decorating Your First Apartment. McIntyre Media, 1999. 15 min.
Order number 700362-61W9

Furniture: A Buyer’s Guide. Learning Seed. 20 min. Order number 184

Home Sweet Home. Films for the Humanities and Social Sciences, 2000. 58 min.
Order number BVL3248

How to Clean a House. McIntyre Media, 1999. Order number 700368-61W0

Kilcher, Jewel. “Hands.” USA: Atlantic Recording Corporation for the United States and WEA International Inc., 1998. 3:52 min.

Roommates: Harmonious Living or Horror Story. McIntyre Media. 12 min. Order number 700355-61HO

ShareLife. ShareLife & Students … Making a Difference. Toronto: Villagers Media Production, 1998.
12 min.

The Mad Housers: Shelter For Homeless. Films for the Humanities and Social Sciences. 48 min.
Order number BVL2664

The Secret Life of Rooms: Interior Design Basics. Learning Seed. 22 min. Order number 25201

What is a House? Learning Seed, 1998. 22 min. Order number 233

User Friendly Budgeting. McIntyre Media, 1997. 13 min. Order number 200094-61W8

Software

CMHC. Affordability. CD-ROM. Order number SE 004

CMHC. Buy or Rent Decision Model. 7358E

OSS Considerations

The Living Spaces and Shelter course is part of the Social Sciences and Humanities curriculum policy document. It is designated as an Open program with a set of expectations suitable for all students. With reference to the requirements for the Ontario Secondary School Diploma, students can use the course as an additional compulsory credit or as one of the twelve optional credits. The practical aspect of the Living Spaces and Shelter course provides students with the knowledge and skills needed for further education and work, as well as living satisfying and productive lives as independent and responsible members of society.

This Open course allows students to broaden their knowledge of living spaces and shelter, thus benefiting themselves, their families, and their community. Through a variety of learning activities, students have many opportunities to further develop their research, critical thinking, communication, interpersonal, and practical skills. In learning to critically analyse issues that deal with shelter and living spaces, students are prepared to be active in society by promoting a just, equal, and compassionate environment for all peoples.

Students have the opportunity to enhance their computer skills (e.g., Internet usage, word processing, creation of graphs, etc.), as they use their social science research skills to complete class assignments and projects. Students may elect to create multimedia presentations.

The Living Spaces and Shelter course explores aspects of various careers relating to shelter and living spaces; hence, this course is aligned with Choices Into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999. As all students enrolled in this course have taken the Grade 10 Careers course and are in a Teacher Advisory Program, teachers should investigate cross-curricular situations. Teachers should advise students in the Living Spaces and Shelter course of how they might apply the theory and practical applications they have learned in class through a Cooperative Education experience.

Coded Expectations, Living Spaces and Shelter, Grade 11, Open, HLS3O

Functions of Living Spaces and Shelter

Overall Expectations

LSV.01 · identify the ways in which living spaces and shelter meet individual and family needs;

LSV.02 · demonstrate an understanding of how shelter needs change with age, life stages, and health.

Specific Expectations

Individual and Family Needs in Relation to Living Spaces and Shelter

LS1.01 – summarize the ways in which different forms of shelter satisfy various individual and family needs and functions, such as:

1. physical needs (e.g., safety and protection, barrier-free access);

2. psychological needs (e.g., self-expression, sense of belonging, individuality, self-esteem, sense of personal living space within the family environment);

3. social needs (e.g., status, interaction with others, social acceptance, entertaining);

4. aesthetic needs (e.g., décor preferences, cultural traditions, balance with nature);

5. spiritual considerations (e.g., proximity to a place of worship, accessibility of items required by a particular faith);

6. lifestyle needs (e.g., those related to activities, interests, life-cycle events, community services);

7. special considerations (e.g., storage space, noise pollution, transportation, maintenance requirements, local demand for technologies and utilities; private and personal spaces).

Shelter Through the Stages of Life

LS2.01 – describe how the various stages of life influence choices relating to shelter, such as where to live (e.g., community, neighbourhood) and what type of shelter to live in (e.g., single- or multiple-family dwelling, rooming house, group home, trailer home);

LS2.02 – establish criteria for evaluating shelter units and their locations, taking into consideration particular interests, economic status, and successive stages of family life;

LS2.03 – identify the types of living-space modifications required during various stages of life to provide better access and safety for family members (e.g., safety gates, electrical outlet covers, safety bars in bathrooms, stairway lifts, ramps, heat sensors);

LS2.04 – identify community agencies and resources available to assist with necessary living-space modifications.

Shelter for Everyone

Overall Expectations

SEV.01 · demonstrate an understanding of social realities related to living spaces and shelter in Canada and abroad;

SEV.02 · identify the ways in which political, social, economic, and technological trends, as well as psychological factors, affect available types of shelter;

SEV.03 · describe the development, types, and availability of special niche markets for accommodation.

Specific Expectations

Social Realities in Relation to Living Spaces and Shelter

SE1.01 – demonstrate an understanding of trends relating to home ownership in Canada and other countries (e.g., popularity of cooperatives and condominiums; preferences for home rental over ownership; increasing incidence of homelessness and alternative accommodations);

SE1.02 – identify the ways in which shelter requirements are affected by population fluctuation and growth;

SE1.03 – describe the consequences of unsolved housing problems (e.g., poor plumbing, inadequate heating and insulation);

SE1.04 – summarize the laws and regulations pertaining to such factors as zoning, pollution, and ownership and maintenance of property; building and development; expropriation; and conservation of energy.

Trends Affecting Shelter

SE2.01 – summarize how personal and financial changes affect shelter requirements (e.g., “boomerang” kids; cocooning; retirement; single-parenting; single home-ownership);

SE2.02 – analyse how various societal changes (e.g., high unemployment, home-based businesses, population increases, the aging population, technological changes) create a need for accommodation tailored to the physical, financial, and psychological requirements of individuals and families;

SE2.03 – summarize how living spaces and shelter requirements are affected by social norms and pressures (e.g., those resulting from demographic changes);

SE2.04 – identify how families are affected by new trends in household technologies (e.g., modular housing, the computerized home, the ecological house, new energy sources, new trends in appliances and household equipment).

Shelter for Special Markets

SE3.01 – demonstrate an understanding of sociological, psychological, political, and economic factors connected with dwellings for specialized markets (e.g., criteria for tenant eligibility; geared-to-income and subsidized housing, Habitat For Humanity homes, trailer parks, homes in northern First Nations communities) and of societal attitudes towards those living in such dwellings;

SE3.02 – identify the types of accommodations available for those with special needs (e.g., physical, mental, emotional);

SE3.03 – identify and describe the agencies and programs available to assist those with special needs relating to shelter and accommodation;

SE3.04 – describe the availability and roles of community housing (e.g., for students, recent immigrants, young offenders, the elderly, abused spouses, the physically or developmentally challenged, the homeless).

Considerations in Acquiring Shelter and Designing Living Spaces

Overall Expectations

ASV.01 · identify legal, economic, and social considerations involved in acquiring and financing a home;

ASV.02 · demonstrate an understanding of elements and principles of design relating to home environments;

ASV.03 · describe the home furnishings and equipment required to meet diverse needs.

Specific Expectations

Acquiring and Financing a Home

AS1.01 – identify the proportion of income to be allocated for shelter needs, based on the amount and stability of income, age of family members, size of family, values and goals, and available shelter options;

AS1.02 – identify the steps involved in renting, buying, and furnishing a house or a unit in a multiple dwelling;

AS1.03 – identify various options for financing the purchase of a home, condominium, or other type of dwelling;

AS1.04 – identify the costs associated with living in a household (e.g., rent, property taxes, utilities, condominium maintenance fees, telephone and cable service fees);

AS1.05 – demonstrate an understanding of legal terminology (e.g., lease, sublet, assign, leasehold, offer to purchase, term, amortization, mortgage) and of the types of documents associated with the various options for financing shelter;

AS1.06 – summarize the criteria derived from personal and/or family circumstances and values that are used in selecting a type of accommodation (single- or multiple-family dwelling), a style of accommodation (bungalow, Tudor, high-rise), a neighbourhood, and a community.

Designing the Home Environment

AS2.01 – describe the influence of several major international and Canadian architects (e.g., Miës van der Rohe, Frank Lloyd Wright, Buckminster Fuller; John C. Parkin, A.J. Diamond, George Baird);

AS2.02 – describe key aspects of trade in building materials, furniture, and appliances around the world (e.g., logs for Canadian modular homes, teak furniture, European appliances);

AS2.03 – describe how the elements and principles of design can be applied to both interior and exterior spaces to provide areas for privacy and for family and personal pursuits and interactions;

AS2.04 – demonstrate an understanding of the relationship between design considerations and the choice of consumer products (e.g., furniture, appliances, draperies, carpets, landscaping, household decoration) in the decoration and furnishing of a small living space selected from a variety of floor plans;

AS2.05 – demonstrate an understanding of ways of enhancing personal spaces (e.g., by creating household accessories), using environmentally friendly materials (e.g., recycled materials, garage-sale purchases, non-toxic building materials and wall and floor coverings);

AS2.06 – demonstrate an understanding of the elements and principles of design that are used in shaping the home environment (e.g., by creating floor plans, front elevations, and models).

Meeting Diverse Needs in the Home Environment

AS3.01 – describe home furnishings and equipment requirements as influenced by family composition, living patterns, changing needs throughout the stages of life, cultural traditions, economic and human resources, and energy costs;

AS3.02 – describe the types of furnishings and equipment available for those with special needs (e.g., young children, the elderly, people with serious illnesses or special physical needs);

AS3.03 – explain the criteria involved in the purchase of home furnishings, equipment, and appliances, and describe how these items are maintained.

Occupational Opportunities Related to Living Spaces and Shelter

Overall Expectation

OOV.01 · identify and describe occupational opportunities related to living spaces and shelter, and the career paths leading to them.

Specific Expectations

OO1.01 – identify and describe building-related occupations (e.g., architect, civil or mechanical engineer, landscape designer, interior designer and decorator, builder, real estate agent, property manager, zoning by-law official, tradesperson);

OO1.02 – describe a career path for these occupations.

Research and Inquiry Skills

Overall Expectations

ISV.01 · use appropriate social science research methods in the investigation of issues related to living spaces and shelter;

ISV.02 · correctly use terminology specifically associated with living spaces and shelter;

ISV.03 · use appropriate methods for organizing and interpreting data and analysing results;

ISV.04 · communicate the results of their inquiries effectively.

Specific Expectations

Using Research Methodology

IS1.01 – demonstrate an understanding of the methods used to study living spaces and shelter;

IS1.02 – correctly use terminology related to living spaces and shelter (e.g., principles of design, barrier-free design, subsidized housing, rooming house);

IS1.03 – locate and access primary and secondary sources of information related to living spaces and shelter.

Organizing and Analysing Information

IS2.01 – pose appropriate research questions to frame their inquiries;

IS2.02 – summarize the main points of information gathered from reliable research sources;

IS2.03 – demonstrate an understanding of how to interpret charts, graphs, and statistical data presented in the literature;

IS2.04 – use graphs and charts to organize quantitative research effectively;

IS2.05 – organize information, using headings and subheadings, according to the accepted format for social science research;

IS2.06 – evaluate the validity and reliability of information gathered through their research;

IS2.07 – differentiate between research evidence and opinion.

Communicating Results

IS3.01 – record information and key ideas from their research, and document sources accurately, using appropriate forms of citation;

IS3.02 – effectively communicate the results of their inquiries, using a variety of methods and forms (e.g., graphs, charts, diagrams, oral presentations, written reports, newspaper-style articles, videos).

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work, which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good.

Unit 1 | Unit 5 | Course Profiles Main Menu

Acknowledgments

Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12,

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Times

Unit Overviews

Unit 1: Shelter: A Basic Need

Unit Overview Chart

Unit 2: Occupational Opportunities Related to Living Spaces and Shelter

Unit Overview Chart

Unit 3: Considerations in Acquiring Shelter

Unit Overview Chart

Unit 4: Considerations in Designing Shelter

Unit Overview Chart

Unit 5: Shelter for Everyone

Unit Overview Chart

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Magazines/Journals

Texts

Websites

Audio-Video

Software

OSS Considerations

Functions of Living Spaces and Shelter

Overall Expectations

Specific Expectations

Shelter for Everyone

Overall Expectations

Specific Expectations

Considerations in Acquiring Shelter and Designing Living Spaces

Overall Expectations

Specific Expectations

Occupational Opportunities Related to Living Spaces and Shelter

Overall Expectation

Research and Inquiry Skills

Overall Expectations

Specific Expectations