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Course Profile Challenge and Change in Society (HSB4M),
Grade 12, University/College Preparation, Catholic
Course Overview
Prerequisite: Any University,
University/College, or College Preparation course in
Social
Sciences and Humanities, English, or Canadian and World Studies
This
course examines the theories and methodologies used in anthropology,
psychology, and sociology to investigate and explain shifts in knowledge,
attitudes, beliefs, and behaviour and their impact on society. Students will
analyse cultural, social, and biological patterns in human societies, looking
at the ways in which those patterns change over time. Students will also
explore the ideas of classical and contemporary social theorists, and will
apply those ideas to the analysis of contemporary trends.
This
Course Profile has been designed to infuse Catholic beliefs, values, and Church
teachings into the curriculum. Concerned, informed, and productive citizens are
highly valued by society in general and the Catholic Church in particular.
Students develop a respect for humanity based upon the study of issues
presented in this course. Respect the dignity of self and others according to
the teachings of Christ is a key component of social behaviour. Students are
given the opportunity to become aware of and resist social forces that are
considered destructive to the health of society and individuals. Students are
encouraged to develop a respect for social institutions, such as the family and
Catholic Church and the related moral and ethical values inherent in these
institutions.
This
course has been arranged in a logical format that builds upon the first unit
and examines the basic tenets of anthropology, psychology, and sociology. The
focus shifts to understanding the underlying causes for social change in order
to prepare students to meet the requirements of the remaining units. The
remaining units in the course focus on specific issues that face modern
Canadian society in a local, national, and global context. Research and inquiry
skills have been integrated throughout the remaining units of the course. This
approach allows for a systematic development of research skills that can be
applied to the Independent Study Unit (a possible course/unit culminating
activity), which should be ongoing throughout the course.
Three
important areas require careful attention by the teacher. First, Teachers
should be sensitive to the personal nature of the experience, and support
students in avoiding disclosure and discussion of sensitive issues in the
classroom context.
Second,
students must be instructed as to the ethics and sensitivity of data collection
from human subjects. They should be advised as to Board policies on the conduct
of research. Students must also be instructed to accept “no comment” as a valid
answer to any questions, and to respect that people may choose not to respond
at all to questionnaires and/or surveys.
Third,
the teacher should be aware of the range of socio-economic status among their
students. Not every student has a personal computer in the home. Since many of
the course materials used, and skills being developed, rely upon the use of computers,
the teacher must arrange for student access to the required technology. This is
so students without home access to computers and the Internet can utilize
school equipment. Tasks and assignments for these students should be such that
they can be completed in the classroom.
|
Unit 1 |
Introduction
to Social Science Theories |
17
hours |
|
Unit 2 |
Social
Change |
18
hours |
|
* Unit
3 |
Impact
of the Baby Boom |
17
hours |
|
Unit 4 |
Fertility |
12
hours |
|
Unit 5 |
Health
Care |
15
hours |
|
Unit 6 |
Prejudice
and Discrimination |
16
hours |
|
Unit 7 |
Global
Challenges |
15
hours |
* This
unit is fully developed in this Course Profile.
Time:
17 hours
Unit Description
Students
define and correctly use anthropological, psychological, and sociological terms
and concepts. The appropriate subject-based terminology is correctly applied to
issues that may be discussed in class. Students demonstrate an understanding of
the main areas of study in anthropology, psychology, and sociology, and of the
similarities and differences among them. They describe and apply to real-life
scenarios, the theories that are central to anthropology (functionalism,
structuralism), psychology (psychoanalytic, behavioural, and cognitive
theories), and sociology (feminism). Students compare explanations of human
behaviour drawn from the three disciplines, and evaluate the strengths and
weaknesses of each. Students begin their examination of current research
methods used in each of the three disciplines. They examine the major research
methods such as case study, experiment, quasi-experiment, co-relational
studies, etc., and compare these methods for their suitability and use in
particular aspects of research. Students should become familiar with the
specific terminology of research such as mean, median, independent and
dependent variables, control variables, etc. An introduction to action research
should also be made in this unit. The teacher reminds students that the
research process will culminate in a term paper, written to the American
Psychological Association (APA) or similar guidelines’ standards, and that they
should carefully choose a topic and begin the research and writing process. A
general introduction to the APA style should be made in this unit. The teacher
may use the essay evaluation, Appendix 1.1, to introduce the general marking
scheme for the essay.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
ISV.01,
ISV.02, IS1.01, IS1.03 |
K/U, C |
Introduction
to Anthropology, Psychology, and Sociology |
|
2 |
ISV.01,
ISV.02, IS1.04 |
T/I, C, A |
Influence
of social scientist on present thinking |
|
3 |
ISV.01,
ISV.02, IS1.02 |
K/U, T/I, |
Apply
to real-life theories of Anthropology, Psychology, and Sociology |
|
4 |
ISV.03,
IS2.01 |
K/U, T/I, C |
Examine
a variety of research methods used in each of the three disciplines. |
K/U =
Knowledge/Understanding, T/I =
Thinking/Inquiry, C =
Communication, A = Application
Time: 18
hours
Unit Description
Students
appraise the similarities and differences in the methodologies and strategies
of anthropology, psychology, and sociology as applied to the study of change.
They identify a major question about social change posed by each of the three
disciplines. Students identify conditions for change and impediments to change
as defined by anthropology, psychology, and sociology. They explain the
relationship among conformity, alienation, and social change. An analysis of
the patterns of technological change from the varying perspectives of the three
disciplines is made. Students demonstrate an understanding of how social change
is influenced by poverty and affluence, and they explain the impact of evolving
roles of individuals or groups on social change in Canada. Students examine the
stabilizing influences of the Catholic Church in times of social unrest and
instability. This should include contributions made by individual Catholics and
by representatives of the Catholic Church, including Archbishop Romero. A
suggested unit culminating activity would be a group role-playing activity
reflecting the theories of social change as applied to a social situation
determined by students. Students examine a variety of research instruments and
their strengths and weaknesses in data collection. They develop their own
instruments to practise and strengthen skills in asking questions to obtain
data on specific topics. Students are introduced to research methods and
understand how the methods incorporate various instruments to obtain their
stated goals. The ethical nature of research is discussed with students,
including the idea of the researcher accepting declining to answer as a
response. They should understand that research requires an ethical review
before it is undertaken. Once data has been collected, students examine various
methods of organizing the data in order to analyse it and ultimately present
it. Some examples include types of graphs and applications, coding of interview
questions, secure storage of data, and what to do if disclosures occur during
the research process. Students continue to work on their term papers as part of
the research and writing process. The teacher continues to monitor their
progress. Since much of the research process involves the Internet, the teacher
includes an assessment of websites. An example of this form can be found in
Appendix 2.1.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
CHV.01,
CHV.02, CH1.01, CH1.02 |
K/U, T/I |
Ideal
of social change in anthropology, psychology, and sociology |
|
2 |
CHV.02,
CH2.01 |
K/U, C |
Identifying
conditions for change |
|
3 |
CHV.02,
CH1.03 |
K/U, T/I, C, A |
Evaluate
major contributions of leading practitioners of the social sciences |
|
4 |
CHV.02,
CH2.02, CH2.03 |
K/U, C |
Relationship
among conformity, alienation and social change and how they are influenced by
poverty and affluence |
|
5 |
CHV.02,
CH2.04 |
C, A |
Pressures
for conformity and social change |
|
6 |
ISV.04,
ISV.05, IS2.02, IS2.03, IS2.06 |
K/U, T/I, C, A |
Development
of specific research instruments such as the questionnaire, interview, and
the organization of data |
K/U =
Knowledge/Understanding, T/I =
Thinking/Inquiry, C =
Communication, A = Application
Time: 17 hours
Unit Description
This unit
includes an appraisal of the differences and similarities in the approaches
taken by anthropology, psychology, and sociology, to the study of trends
relating to the baby boom. Since the baby boom is often interpreted as a
western phenomenon, a study of non-western countries would be ideal. Students
assess the importance of demography as a tool for studying social trends and
demonstrate an understanding of the social forces that influence and shape
trends. They evaluate the anthropological significance of war and the impact of
returning soldiers on individuals, families, and communities. Students assess
the psychological importance of the baby boom to Generations “X”, “Y”, and “Z”,
and demonstrate an understanding of the social impact of the baby boom and echo
boom. Students demonstrate an understanding of the influence that
anthropological, psychological, and sociological factors have on youth culture.
Students complete a journal and discuss the many ways that technology has
placed stress on themselves and their families. They assess the social
implications of an aging population for families and communities, and formulate
strategies for responding to this shift in demographics. Students identify
strategies for coping with the psychological stress of technological change on
the individual. The role of the Catholic Church in rebuilding post-war Europe
is discussed. The continuing process of assisting societies through the
spiritual challenge of the baby boom and the Cold War is presented. The teacher
continues to monitor students’ progress in the research and writing process.
Students should continue to refine ideas as their research uncovers new facts
and materials.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
CHV.03,
CH3.01 |
K/U, T/I, C |
Strategies
for coping with psychological stress of technological change |
|
2 |
STV.01,
ST1.01 |
K/U, T/I, |
Impact
of war |
|
3 |
STV.01,
ST1.02, ST3.01 |
K/U, T/I, C |
Importance
of baby boom to Generations “X”, “Y”, “Z”, and youth culture |
|
4 |
STV.02,
STV.03, ST1.03, ST3.03 |
K/U, T/I, |
Baby
boomers and changes resulting from their aging in the allocation of resources |
K/U =
Knowledge/Understanding, T/I =
Thinking/Inquiry, C =
Communication, A = Application
Time:
12 hours
Unit Description
This unit
evaluates the differences and similarities in the approaches taken by
anthropology, psychology, and sociology to the study of trends relating to
fertility. Students assess the importance of demography as a tool for studying
social trends, and demonstrate an understanding of the social forces that
influence and shape trends. They demonstrate an understanding of the
relationship between fertility and culture, and they explain the psychological
impact of the choice of whether or not to have children. This unit evaluates
the social impact of current birth patterns on Canadian communities and the
influence of education, career choice, and medical advances on decisions about
childbearing. Students examine the influence and teachings of the Catholic
Church on a variety of issues including family planning, birth control, and in
vitro fertilization. A possible unit culminating activity would be the
planning, organization, and invitation of an expert panel of local health
professionals to address the student body on issues relating to this unit.
Students would be responsible for contacting the individuals, advising them of
the parameters of the discussion, and introducing and thanking them to the
student body. It is highly recommended that the panel include one member of the
Catholic community (priest). School and board policies with respect to visitors
in the classroom must be followed.
Students examine the basic methods of presenting their research. An
introduction to the American Psychological Association (APA) stylistic guidelines
is highly recommended. The teacher may compare this with other stylistic
guidelines in other disciplines. Reference may be made to the APA website at
http://www.apa.org/journals/faq.html. Students should be given ample practice
in reading short passages and making quotes and references to the passage
utilizing the APA format. The teacher may proofread rough copies of student
papers at this point to ensure that students are on topic and that their work
reflects appropriate stylistic guidelines.
Unit Overview
Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
STV.01,
ST2.01 |
K/U |
Relationship
between fecundity and culture |
|
2 |
STV.03,
ST2.02, ST3.02 |
K/U, C |
Decision
to have children |
|
3 |
CHV.03,
STV.02, CH3.02, ST2.03 |
T/I, C, A |
Current
birth patterns |
|
4 |
ISV.03,
IS2.05, IS2.07 |
K/U, T/I, |
Introduction
to American Psychological Association (APA) stylistic guidelines and further
discussion of research ethics |
K/U =
Knowledge/Understanding, T/I =
Thinking/Inquiry, C =
Communication, A = Application
Time: 15 hours
Unit Description
This unit
evaluates the differences and similarities in the approaches taken by
anthropology, psychology, and sociology to the study of social challenges
pertaining to health. Students demonstrate an understanding of the social
forces that shape such challenges. They analyse social practices leading to
health-impairing behaviours from the perspectives of at least two of the three
disciplines (anthropology, psychology, or sociology). A discussion of cultural,
psychological, and sociological barriers to accessing health care is made in
this unit. Students demonstrate an understanding of the ethical issues related
to health care provision. The viewpoints of the Catholic Church on moral and
ethical issues in health care such as euthanasia, access to health care, and
innovations in health care (cloning) are examined. An introduction to basic
statistical analysis should be made. Students should understand the specific
terminology of statistics and its application to research and its limitations in
that research. If the teacher is unfamiliar with statistics, it is recommended
that part of this unit be a team-teaching exercise. Access to Canadian
statistics can be made at http://www.statcan.ca. Students and the teacher
continue to collaborate on the term paper assignment.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
SCV.01,
SC1.01 |
K/U, T/I, C, A |
Analyse
social practices leading to health impairing behaviours |
|
2 |
SCV.01,
SC1.02 |
K/U, C |
Cultural,
psychological, and social barriers to accessing health care |
|
3 |
SCV.02,
SC1.03 |
K/U, C, A |
Demonstrate
understanding of ethical issues related to health care provision |
|
4 |
ISV.01,
IS2.04 |
K/U, A |
Using
statistics in research applications and data analysis |
K/U =
Knowledge/Understanding, T/I =
Thinking/Inquiry, C =
Communication, A = Application
Time:
16 hours
Unit Description
This unit
considers the differences and similarities in the approaches taken by
anthropology, psychology, and sociology to the study of social challenges
pertaining to prejudice and discrimination. Students demonstrate an understanding
of the social forces that shape such challenges including sexism, racism,
ableism (prejudice against those with a disability), ageism, and homophobia.
They explain the relationship between prejudice and discrimination, and assess
the impact of both on ideas of self-worth. Students assess the role of
stereotyping as a barrier to full participation in society. An analysis of
patterns of hate crimes, and a differentiation of ways that social scientists
would attempt to understand the motivation for these crimes, are made. The
teacher could use the scenario of a child shunned at school who cannot afford
brand name clothing as an alternate example here. Students evaluate the impact
of changing social mores on the well-being of Canadians. The role of the
Catholic Church and of Catholic faith in preventing discrimination is
presented. Give students ample opportunity to work on a rough draft of their
research papers in class. The teacher assists in the editing process in order
to ensure that students are following their research designs and are following
ethical guidelines. This allows for adequate time to revise the research papers
before submission and gives ample opportunity for the teacher to assess student
progress for evaluation purposes. Other students should be involved in the
proofreading of papers at this point. This ongoing collaboration should ensure
that the final products are topical and adhere to the stylistic guidelines and
parameters as set forth by the teacher.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
SCV.01,
SC1.04 |
C, A, T/I |
Evaluate
impact of changing social mores on the well being of Canadians |
|
2 |
SCV.01,
SC2.01 |
C, A, K/U |
Explain
the relationship between prejudice and discrimination and its impact on
self-worth |
|
3 |
SCV.01,
SC2.02 |
T/I, C, A |
Access
the role of stereotyping as a barrier to full participation |
|
4 |
SCV.02, SC2.03 |
K/U, T/I, C, A |
Analyse patterns of hate crimes and
differentiate ways social scientists would attempt to understand racism |
|
5 |
ISV.04,
ISV.05, IS3.01, IS3.02, IS3.03 |
K/U, T/I, C, A |
Research
paper/project Independent
Study Unit (ISU) |
K/U =
Knowledge/Understanding, T/I =
Thinking/Inquiry, C =
Communication, A = Application
Time:
15 hours
Unit Description
Students
appraise the differences and similarities in the approaches taken by
anthropology, psychology, and sociology to the study of social challenges
pertaining to global concerns. They demonstrate an understanding of the social
forces that shape such challenges. Students demonstrate an understanding of the
anthropological significance of the relationships among globalization,
tribalism, and transnationalism for Canadians. From a Canadian perspective, an
analysis of the social structures that support, and those that weaken global
inequities, is made. Students evaluate, from a psychological perspective, the
role of perception in Canadians’ understanding of themselves, their families,
and their local and global communities. The role of the Catholic Church and
other Catholic organizations in providing education, health care, disaster
relief, and spiritual guidance to developing nations is discussed. Students are
given ample opportunity to work on the final draft of their research papers in
class. Students assist in the revision process in order to gain experience in
editing and to provide them with input on each other’s papers. This allows for
adequate time to revise their final copies before submission. Students may
assist in developing a rubric for assessment of their product (research paper)
and process (research process).
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
SCV.02,
SC3.03 |
T/I, C, A |
Role of
perception of Canadians’ understanding of themselves, their families, and
their local and global communities |
|
2 |
SCV.01,
SC3.01 |
K/U, T/I, A |
Demonstrate
the anthropological significance of relationships among globalization,
tribalism, and transnationalism for Canadians |
|
3 |
SCV.01,
CH3.03, SC3.02 |
T/I, C |
Social
structures that support and weaken global inequalities |
|
6 |
ISV.04,
ISV.05, IS3.01, IS3.02, IS3.03 |
K/U, T/I, |
Research
paper/project Independent
Study Unit (ISU) |
K/U = Knowledge/Understanding, T/I = Thinking/Inquiry, C = Communication, A = Application
This
course lends itself to a variety of teaching strategies and learning styles.
These strategies encourage students to think critically, work cooperatively,
conduct ethical research, discuss complex social issues, and make informed
decisions for themselves and society. When students are presented with a
variety of learning situations, they construct meaning and develop skills that
are useful throughout life. Students can then apply these skills to real life
situations. This course is ideally suited to conduct independent study units to
develop research skills, critical thinking skills, and encourage students to
become life-long learners.
The
teacher is encouraged to develop learning strategies that meet the needs of
students with a wide variety of learning styles and abilities. Suggested
learning strategies include: research and data collection, role playing,
simulations, collaborative learning, brainstorming, mind mapping, independent
study units, seminar presentations, personal reflection, Socratic lessons,
guest speakers, and discussion. The teacher should acquire and/or develop a
wide range of classroom resources, many of which are available from government
and non-government organizations.
Where
possible, the teacher should make maximum use of computer-mediated
communication (CMC). This includes assisting students to create web pages,
research using search engines, providing interactive learning modules for
students (some are available commercially based upon subject matter), and using
computers to generate reports and assignments. The teacher should check with
the local school board and school for Internet policies and guidelines. Students
should be given a copy of these policies and reminded of the ethical use of
computers at school. All websites should be checked by the teacher prior to use
in the classroom to determine whether or not the URL address has changed, and
to assess the suitability of the site for education purposes. The teacher makes
special accommodations for students without home computers to use school
computers after school and on their own time.
The
teacher employs student-teacher conferences in order to more accurately assess
the process portion of the formal assessment in this course. These conferences
can be useful in recognizing strengths and assessing weaknesses in student
progress and provide an opportunity for students and the teacher to know and
understand each other better.
Opportunity
should be provided for the critical analysis of articles, films, and news
reports from the perspective of the three disciplines studied in this course.
Students can develop rubrics to assess the quality of various sources of information.
These rubrics can be developed cooperatively with the teacher or in groups.
Students
should be given every opportunity to reflect and present materials in report
form. Emphasis on note making and report writing should be given priority.
Students will need to carry this knowledge on into university/and or college so
they should be given ample practice.
The
subject disciplines of anthropology, psychology, and sociology have their own particular
vocabulary used to express concepts. In order to help all students, but
especially ESL/ELD students, teaching and learning strategies should pay
particular attention to the following aspects of language in written and oral
forms:
·
specialized
vocabulary/idioms;
·
wide
range of tense use, active and passive voice;
·
word
phrases and clausal structures that indicate:
·
sequence/chronology;
·
cause/effect
relationships;
·
contrast/comparatives/superlatives;
·
statements
of opinion, interpretation, inference;
·
statements
of speculation/hypothesis, prediction;
·
statements
of belief, intent, necessity, persuasion, evaluation, definition;
·
explanations
of reason;
·
formation
of questions (oral or written) for formal and informal circumstances;
·
active
listening skills, for example, phrases and syntax that express encouragement,
requests for repetition, clarification and restatement;
·
activities
such as reading/listening tasks (case-study/video viewing) need a specific and
concrete product expected of students;
·
completion
of a graphic organizer/re-enactment or structural oral response
·
note
taking/summarizing;
·
non-verbal
communication skills of particular importance to presentation tasks.
Language development and the expression of concepts require both written and oral tasks. All learners, especially those with difficulties, benefit greatly if the guidelines for oral and written tasks are provided by the teacher.
The
improvement of student learning is the primary purpose of assessment and
evaluations. Assessment and evaluation in this course are based upon the
assessment and evaluation principles outlined in The Ontario Curriculum,
Grades 9-12, Program, Planning, and Assessment pp. 13-16, and the
Achievement Chart in The Ontario Curriculum, Grades 11 and 12, Social
Sciences and Humanities pp. 142-145. The four categories identified are:
Knowledge/Understanding, Thinking/Inquiry, Communication, and Application. The
provincial standard for student achievement is Level 3.
There
are opportunities to evaluate any one or all of the categories, within any of
the clusters of expectations for each unit. The teacher may choose to design
activities, which focus on one or two categories or attempt to include all of
them for assessment. For example, if students are asked to develop a
role-playing presentation, Knowledge/Understanding, Thinking/Inquiry,
Communication, and Application all come into play. Ideally, these categories
would be equally balanced.
The
teacher is expected to employ both formative assessment and summative
evaluation strategies. The independent study unit, a research paper, is best
introduced early and developed throughout the course. Each unit provides a
framework for introducing research skills in an orderly fashion. The
independent research project is a culminating activity in which students
demonstrate to what level they have attained these research and inquiry skills.
Some suggestions for
assessment and evaluation techniques for this course include:
·
providing
students with models of skills the teacher expects the students to master,
e.g., developing inquiry, questions, formulating a thesis, etc.;
·
providing
students with a clear articulation of assessment and evaluation criteria, e.g.,
checklists, rubrics, as well as developing such criteria with students;
·
accommodating
a variety of learning styles and special needs through adaptation when
necessary, in order to improve their performance;
·
assessment
tools that are appropriate for the expectations being addressed and relate to
the categories on the achievement charts should be used;
·
performance
tasks involving group work should build positive interdependence and individual
accountability.
Students should become able researchers and
writers practising and demonstrating their skills in a variety of written and
verbal communication tasks.
Assessment
is the ongoing process of collecting and analysing data on student performance.
Evaluation is using the data collected to make an informed judgment about the
knowledge, skills, and attitudes that are a part of students’ learning
experience after a specific period of time.
Effective
classroom instruction is supported and driven by ongoing assessment and must
answer the following questions:
·
Why do
I assess?
·
When
do I assess?
·
What
do I assess?
·
How do
I assess?
Assessment provides information the teacher needs to design optimal
programs for class instruction, individual learning, and group enrichment.
Assessment instruments vary and have very different purposes.
Diagnostic assessment is used to monitor an individual to
determine how to remediate or deepen their understanding of skills and
concepts. It can include cloze work, applying miscue analysis, rephrasing from
written and oral work, and applying assessment scales to identify the desired
diagnosis.
Norm-referenced assessment compares a student to a group
standard, such as national or provincial scoring scales with exemplars.
Self-referenced assessment places students on the learning
continuum. Student performance is re-evaluated periodically and recorded and
supported with anecdotal comments or hard copies of students’ work. Data to
support the expectations on this continuum are dated and filed in students’
record.
Formative assessment is an ongoing process and measures
how well an expectation is being met. It is used to ensure that students are on
track in the learning process and includes checklists, conferences,
self-evaluation, peer assessment and journals.
Summative evaluation is applied at the end of a unit of
study or course. It is used to measure students’ work against a standard and
includes portfolio assessment, unit tests, project work, oral interviews, the
application of scoring scales, and work examples or exemplars.
A comprehensive
assessment plan:
·
relies
on a variety of strategies to measure achievement in order to make judgments
about progress and performance, and create a comprehensive profile of the
student learner;
·
uses
methods that reflect classroom practice;
·
reflects
the stakeholders: students, parents/guardians, and teachers;
·
ensures
that the methods, expectations, and time-lines are understood by students;
·
generates
performance indicators to support the expectation statements;
·
includes
ongoing cumulative format, such as writing folders and portfolios;
·
includes
student self-assessment, evaluation, goal setting, and re-evaluation;
·
uses
assessment methods that are inclusive and unbiased in terms of race and gender;
·
values
process and product;
·
makes
meta-cognition a key component (how students learned).
Seventy per cent of the grade will be based on
assessments and evaluations conducted throughout the course. Thirty per cent of
the grade will be based on a final evaluation in the form of an examination,
performance, essay, and/or other methods of evaluation. It is suggested that
the final evaluation of this course include an examination. The teacher may
want to weigh the major research project/essay as part of the course
culminating activity in conjunction with the final exam.
The teacher should make any necessary
adaptations and accommodations where available. Individual Education Plans
(IEPs) provide the teacher with specific learning and assessment strategies
that work best with individual students. There are numerous opportunities
throughout the course for the enrichment of gifted students.
In
addition, consideration for students learning English as their second language
is necessary. The teacher should be familiar with The Ontario Curriculum,
Grades 9 to 12, English As a Second Language and English Literacy Development.
Some ESL/ELD students, it should be realized, may have had little or no formal
education in their first language. As a result, intensive support may be
required for such students.
Units in
this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. Teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has a Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with their students, teachers need to ensure
that their board/school has obtained the appropriate public performance
videocassette licence from an authorized distributor, e.g., Audio Cine Films
Inc. Teachers are reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work on the Internet is not allowed without the permission of the
owner.
This
course is ideally suited to include a number of community members who are
specialists in fields relating to topics discussed as part of the course
materials. These include but are not limited to, public health nurses and
doctors, social workers, psychologists, law enforcement officials, members of
the local government services, clergy, and other professionals who may have
valuable information that would be useful to students. These resources should
be accessed to assist in bridging the gap between the theoretical aspects of
the course and application to Canadian society. Placement of students in the workplace
through cooperative education would also be of an advantage if this were
possible. The teacher should also be familiar with Cooperative Education and
Other Forms of Experiential Learning and Guidance and Career Education.
This course is ideally suited to placing students in job shadowing, job
twinning, work experience, virtual work experience, and cooperative education
placements.
Andrews,
Jac and Judy Lupart. The Inclusive Classroom: Educating Exceptional
Children. Scarborough: Nelson Canada, 1993. ISBN 0-17-603497-9
Bee,
Helen. The Developing Child. Needham Heights, MA: Allyn & Bacon,
2000. ISBN 0321047095
Bee,
Helen. The Developing Child: Study Guide. Needham Heights, MA: Allyn
& Bacon, 2000.
ISBN 0321047109
Berger,
Kathleen. The Developing Person: Through Childhood and Adolescence. New
York: Worth Publishers, 2000. ISBN 1572594179
Bruce-Grey-Owen
Sound Interagency Committee. Let’s Grow, With your Child: Healthy Growth and
Development of Our Community’s Children. Windsor-Essex County Health Unit
(1-800-265-5822)
Case,
Roland and Penney Clark. The Canadian Anthology of Social Studies: Issues
and Strategies for Teachers. Vancouver: Pacific Educational Press, 1999.
ISBN 1-895766-39-7
Catechism
of the Catholic Church. Toronto: Image/Doubleday, 1995. ISBN 0-385-47967-0
Coates,
Erik. Classic and Contemporary Readings in Social Psychology. Prentice
Hall, 1998.
ISBN 0137439075
Craig,
Grace. Human Development. Prentice Hall, 2002. ISBN 0130334413
Demetriou.
Life-Span Developmental Psychology. John Wiley & Sons, 1998. ISBN
0471970786
Eichler,
Margrit and Mary Bullen. Families in Canada: An Introduction. Toronto:
OISE Press, 1986. ISBN 0-7744-0301-2
Feldman,
Robert. Development Across the Life-Span. Prentice Hall, 2000. ISBN
0130878669
Feldman,
Robert. Development Across the Life-Span (Study Guide). Prentice Hall,
2000.
ISBN 0130841781
Frankfort-Nachmias,
Chava and David Nachmias. Research Methods in the Social Sciences. Worth
Publishers, 2000. ISBN 1572599294
Frankfort-Nachmias,
Chava and David Nachmias. Research Methods in the Social Sciences (Study
Guide). Worth Publishers, 2000. ISBN 1572599081
Gerrig,
Richard and Phillip Zimbardo. Psychology and Life. Allyn & Bacon,
Incorporated, 2002.
ISBN 020533511X
Gerrig,
Richard and Phillip Zimbardo. Psychology and Life (Study Guide). Allyn
& Bacon, Incorporated, 2002. ISBN 0205344569
Handbooks,
Manuals, etc. Publication Manual of the American Psychological Association. Washington,
DC: American Psychological Association, 1999. ISBN 1-55798-243-0
Hardman,
M., C. Drew, and M. Egan. Human Exceptionality: Society, School, and Family.
Needham Heights, MA: Allyn and Bacon, 2002. ISBN 0205337503
Harvey,
Penelope and Peter Gow. Sex and Violence: Issues in Representation and
Experience. New York: Routledge, 1994. ISBN 0-415-05733-7 (hbk) or ISBN
0-415-05734-5 (pbk)
Hawkes,
Charles, M. Keirstead, R. Hawes, D. Holland, and D. Gerrard. Images of
Society: Introduction to Anthropology, Psychology, and Sociology. Toronto:
McGraw-Hill Ryerson, 2001.
ISBN 0-07-088032-8
Keppel,
G. and Z. Sheldon. Data Analysis for Research Designs. New York: W. H.
Freeman, 1989.
ISBN 0-7167-1991-6
Lerner,
Richard. Concepts and Theories of Human Development. Lawrence Erlbaum
Associates, 2002. ISBN 0805827986
Lourenco,
O. and A. Machado. (1996). “In Defense of Piaget’s Theory: A Reply to 10 Common
Criticisms.” Psychological Review, V. 103(1): 143-164.
Osborne,
Richard and Borin Van Loon. Introducing Sociology. New York: Totem
Books, 1999.
Try the original publishing company at – www.iconbooks.co.uk.
Rudinow,
Joel and Vincent Barry. Invitation to Critical Thinking. Harcourt Press,
1999.
ISBN 0155055623
Santrock,
John W. Adolescence. New York: McGraw-Hill, 2001. ISBN 0072420065
Santrock,
John W. Adolescence (Student Study Guide). New York: McGraw-Hill, 2001.
ISBN 0072323507
Santrock,
John W. Children. New York: McGraw-Hill, 2000. ISBN 069736447X
Shaffer,
David. Developmental Psychology: Childhood and Adolescence. Belmont, CA:
Wadsworth/Thomson Learning, 2002. ISBN 0534572146
Sherman,
William. Behavior Modification. New York: Harper & Row, 1990. ISBN
0-06046105-5
Smith,
D., R. Luckasson and C. Crealock. Introduction to Special Education in
Canada. Scarborough: Allyn & Bacon Canada, 1995. ISBN 0-205-17226-1
Sproule,
W. Our Social World: An Introduction to Anthropology, Psychology, and
Sociology. Toronto: Prentice Hall, 2001. ISBN 0-13-041068-3
Stevens-Long,
Judith. Adult Life: Developmental Processes. California: Mayfield
Publishing
Company, 1992. ISBN 1559340827
Thomas,
R. Murray. Recent Theories of human Development. London: Sage
publications, 2001.
ISBN 0-7619-2247-4
Towson,
Shelagh. Educational Psychology: Readings for the Canadian Context.
Peterborough, Ontario: Broadview Press, 1992. ISBN 0-921149-21-2
Valsiner,
Joan. Culture and Human Development. Sage Publications, 2000. ISBN
0761956840
Westen,
D. Psychology: Mind, Brain, and Culture. New York: John Wiley, 2002.
ISBN 0471387541
Westen,
D. Psychology: Mind, Brain, and Culture (Study Guide). New York: John
Wiley, 2002.
ISBN 0471415979
Westen,
D. Psychology: Mind, Brain, and Culture (Lab Manual). New York: John
Wiley, 2002.
ISBN 0471415960
The
URLs for the websites were verified by the writers prior to publication. Given
the frequency with which these designations change, teachers should always
verify the websites prior to assigning them for student use.
APA
Online: Research Ethics and Animal Research –
http://www.apa.org/science/research.html
This site provides links to various publications on the code of ethics in
research from the American Psychological Association.
ACCF
Center for Policy Research – http://www.accf.org/shovenschieber.htm
This site provides articles and other information on boomer impact on pensions,
savings, and financial markets.
The
American Boomer – http://www.theamericanboomer.com/
A business site geared to meet the needs of the American Baby Boom Generation.
It contains links that are useful to marketing strategies aimed at boomers.
American
School Counselors – http://www.counseling.org/CTONLINE/archives/boom.htm
This is an article that discusses the impact of the echo boom on American
school enrolments and the potential need for new teachers and school
counsellors.
Awesome
Library Problem Solving
– http://www.awesomelibrary.org/Classroom/Science/Problem_Solving/Problem_Solving.html
This site provides links to numerous resources on critical thinking, research
methods, and rubrics.
Boomer
Net – http://www.boomernet.com/linkfarm.htm
This is a general site containing many links to other boomer sites. It contains
a quiz and a variety of trivia information on the American Baby Boom
Generation.
Bright
Futures in Practice: Physical Activity
– http://www.brightfutures.org/physicalactivity/if/overview.html
This site provides information on growth and development from infancy to adolescence.
The
Catechism of the Catholic Church –
http://www.vatican.va/archive/catechism/ccc_toc.htm
This site provides an updated information base on Catechism.
The
Canadian Conference of Catholic Bishops – http://www.cccb.ca/
The
Canadian Psychological Association – http://www.cpa.ca
This site provides similar information to the APA site, but with a Canadian
context.
Child
Development Institute: Information For Parents –
http://childdevelopmentinfo.com/index.htm
This site provides searches, resources, and online information on child
development, parenting, child psychology, teenagers, health, safety, and
learning disabilities including attention deficit disorder and dyslexia.
Cognitive
Development and Intelligence – http://classweb.gmu.edu/awinsler/ordp/cogdev.html
This site provides links focusing on cognitive development and intelligence.
Family
Literacy Special Collections: Ideas for Parents
– http://literacy.kent.edu/Midwest/FamilyLit/parentideas.html
This site provides a narrated list of links for parents in order to promote the
healthy development of children from the prenatal stage to adolescence.
Freud's
Five Lectures on Psychoanalysis
– http://www.stolaf.edu/people/huff/classes/handbook/Freud.html
This site provides information on the following theorists: Freud, Skinner,
Gilligan, Milgram, Ward et al., and Andreasen.
Internet
Movie Database (IMDb) – http://us.imdb.com/
This site allows you to search for movies and provides a synopsis of each film.
Jean
Piaget’s Theory of Development
– http://snycorva.cortland.edu/~ANDERSMD/piaget/PIAGET.HTML
This site provides links to a fairly comprehensive tutorial on the stages of
Piaget’s theory of cognitive development.
Key
Concepts of Early Childhood Development – http://www.worldbank.org/children/what/
This site provides links to detailed information on the stages of child
development from birth to eight years of age.
The
Media and Communications Studies Site –
http://www.aber.ac.uk/media/Functions/mcs.html
This site provides a variety of scholarly resources connected to the study of
the media.
Parent
Center: Welcome to the Early Childhood Development Center
– http://www.wholefamily.com/aboutyourkids/bridge_pages/early_childhood_2.html
This site provides information on child development and parenting.
Parenting
Today: Child Development Institute – http://parentnewsnet.com/
This is an online magazine that provides information and searches on child
development and parenting.
Parents
Brainwonders – http://www.zerotothree.org/brainwonders/parents.html
This site provides information on brain development and language acquisition
between the ages of zero and three.
Portland
State University Institute on Aging – http://www.upa.pdx.edu/baby-boom/
This site contains information on American demographics, policy information,
and other related materials to the baby boom.
Psychological
Self-Help written by Clayton E. Tucker-Ladd – http://mhnet.org/psyhelp/
This electronic book has numerous chapters relating to psychological
development across the life span.
Psychological
Self-Help Chapter 3: Values and Morals: Guidelines for Living
– http://mhnet.org/psyhelp/chap3/
This site provides information on morals and values. It examines Kohlberg’s
theory of moral development and ponders the question of whether or not men and
women have different values.
Rubistar
– http://rubistar.4teachers.org/
This site assists in the creation of rubrics for your project-based activities.
Senior
Living – http://seniorliving.about.com/cs/boomer_groups/
This site contains links to other international baby boom sites including
Canadian sites.
Statistics
on the Canadian Family – http://www.gdsourcing.com/home.htm
This site provides statistical information on Canadian society (families in
particular).
Strategy
List: 35 Dimensions of Critical Thought
– http://www.criticalthinking.org/K12/k12class/strat/stratall.html
This site provides 35 hyper-linked dimensions of critical thought.
Teaching
with Electronic Technology – http://www.wam.umd.edu/~mlhall/teaching.html
This site provides links to a considerable variety of resources, such as
journals, libraries, archives, etc., for computing and related forms of
electronic technology in teaching.
The
Urban Institute – http://www.urban.org/aging/abb/agingbaby.html
This is a site containing all sorts of American demographics including charts,
graphs etc. Very detailed and current information
The
Vanier Institute of the Family – http://www.vifamily.ca
This is an interesting site that provides an enormous amount of information on
Canadian families.
The
Vatican – http://www.vatican.va
Government of Canada Links
Canadian
Citizenship and History – http://www.citizine.ca
This is an interactive, youth oriented site that promotes awareness of Canadian
citizenship, history, and identity.
Drinking
and Driving – http://www.tc.gc.ca
A useful site that provides information on how to prevent impaired driving.
Smoking
Cessation – http://www.quit4life.com
This is a teen smoking cessation program that provides information needed to
stop smoking.
Youth
Resource Network of Canada – http://www.youth.gc.ca
This site provides information on starting your own business, careers, and
job-search strategies.
Job
and Career Information – http://www.SkillNet.ca
This site is used by more than 40,000 employers and provides a wealth of information
for students looking for employment and information on careers.
Canada’s
School Net – http://www.schoolnet.ca
This site is a partnership of the federal and provincial governments and
business to bring the Internet to Canadian schools.
Voluntary
Sector Network Support Program – http://www.volnet.org
This site can assist students in volunteering for local non-profit
organizations. It is useful to give alternative organizations for Ontario
students to fulfill their community service diploma requirements.
Canadian
Consumer Information Gateway – http://www.ConsumerInformation.ca
Provides students with a comprehensive source of consumer information.
Department
of Canadian Heritage – http://www.pch.gc.ca
Provides Canadians with services relating to arts, heritage, Canadian identity,
and cultural development.
National
Film Board of Canada – http://www.nfb.ca
Provides an online distribution network for Canadian films. Also provides a
good idea of the comprehensive nature of the Canadian Film Industry.
CanLearn
Interactive – http://www.canlearn.ca
Provides information for planning and financing your education and your career.
Information
Concerning People with Disabilities – http://www.ccra-adrc.gc.ca/disability
This site provides information on tax credits and deductions for people with
disabilities. The information is useful to investigate how governments seek to
assist those with disabilities.
Aging
and Seniors Website – http://www.hc-sc.gc.ca/seniors-aines
A good source for links to key senior organizations and general information
useful to seniors living in Canada and those living abroad.
Homebuying
Step by Step – http://www.cmhc-schl.gc.ca
This is a step-by-step site that provides information on how to buy a home in
Canada. The site is useful for providing students with more practical
activities in the classroom.
National
Strategy on Community Safety and Crime Prevention –
http://www.crime-prevention.org
This site provides information on starting up innovative crime prevention
programs in your community. Again, this can provide a more practical set of
activities in the classroom.
|
Film/Video |
Date of
Production |
Company/ Running
Time (Minutes) |
Website/Description |
|
The
Andromeda Strain |
1971 |
Universal
(131) |
www.sci.flicks.com/the_andromeda_strain/ |
|
China
Syndrome |
1979 |
Columbia
(123) |
www.allmovie.com/cg/avg.d11?p=avg&sql=A9338 |
|
Fail
Safe |
1964 |
Columbia
(112) |
http://us.imdb.com/Details?0058083 |
|
Dr
Strangelove |
1964 |
Columbia
(93) |
http://us.imdb.com/Details?0057012 |
|
The
Third Man |
1949 |
Selznick
Productions (104) |
http://appolloguide.com/mov_stars.asp?CID=30 |
|
Soylent
Green |
1973 |
MGM
(97) |
http://us.imdb.com/Details?0070723 |
|
Logan’s
Run |
1976 |
MGM
(120) |
http://us.imdb.com/Details?0074812 |
|
Jesus
of Montreal |
1989 |
Telefilm
Canada (119) |
http://us.imdb.com/Details?0097635 |
|
On
the Beach |
1959 |
United
Artists (134) |
http://us.imdb.com/Details?0053137 |
|
Sleeper |
1973 |
United
Artists (89) |
http://us.imdb.com/Details?0070707 |
|
The
Time Machine |
1960 |
MGM
(103) |
http://us.imdb.com/Details?0054387 |
|
The
Fly |
1958 |
20th
Century Fox (94) |
http://us.imdb.com/Details?0051622 |
|
2001:
A Space Odyssey |
1968 |
MGM
(139) |
http://us.imdb.com/Details?0062622 |
|
Brave
New World |
1980 |
Universal
TV |
http://us.imdb.com/Details?0080468 |
|
The
Third Wave |
1981 |
Universal
TV |
http://us.imdb.com/Details?0083316 |
|
The
Gods Must Be Crazy |
1980 |
20th
Century Fox (109) |
http://us.imdb.com/Details?0080801 |
|
The
Forbidden Planet |
1956 |
MGM
(98) |
http://us.imdb.com/Details?0049223 |
|
Silkwood |
1983 |
20th
Century Fox (131) |
http://us.imdb.com/Details?0086312 |
|
Threads |
1984 |
Lionheart Productions (120) |
http://us.imdb.com/Details?0090163 |
|
The
Day After |
1983 |
PSO
International (126) |
http://us.imdb.com/Details?0085404 |
|
The
Right Stuff |
1983 |
Warner
Brothers (193) |
http://us.imdb.com/Details?0086197 |
|
Metropolis |
1927 |
Paramount
(153) |
http://us.imdb.com/Details?0017136 |
|
The
Invasion of the Body Snatchers |
1956 |
Allied
Artists (80) |
http://us.imdb.com/Details?0049366 |
|
Big |
1988 |
20th
Century Fox (104) |
http://us.imdb.com/Details?0094737 |
|
Apollo
13 |
1995 |
MCA/Universal
(140) |
http://us.imdb.com/Details?0112384 |
|
Sneakers |
1992 |
Universal
(126) |
http://us.imdb.com/Details?0105435 |
|
On
Golden Pond |
1981 |
Universal
(109) |
http://us.imdb.com/Details?0082846 |
This profile is designed to aid the teacher in developing
and delivering the course Challenge and Change in Society, Grade 12 (HSB4M),
University/College preparation based on The Ontario Curriculum, Grades 11
and 12, Social Sciences and Humanities, pp.105-110. This course would
fulfill the requirement for an additional credit in social sciences and the
humanities within the 18 compulsory credits required for an Ontario Secondary
School Diploma in Section 3.1.1 (p.9) and Appendix 5 (p.72) of Ontario
Secondary Schools, Grades 9 to12, Program and Diploma Requirements, 1999. Expectations
for accommodations and modifications are outlined in section 7.12 (pp.56-58)
and Appendix 6
(pp.74-75). The basis for assessment, evaluation and reporting practices are
outlined on pp.13-16 of The Ontario Curriculum, Grades 9 to 12, Program
Planning and Assessment.
Coded
Expectations, Challenge and Change in Society, Grade 12, University/College
Preparation, HSB4M
CHV.01 · appraise the differences and
similarities in the methodologies and strategies of anthropology, psychology,
and sociology applied to the study of change;
CHV.02 · describe key features of major
theories from anthropology, psychology, and sociology that focus on change;
CHV.03 · analyse patterns of technological
change from the perspectives of anthropology, psychology, and sociology.
Foundations
of Social Change
CH1.01 – identify a major question about
social change posed by anthropology (e.g., What impact does technology have on
cultural norms?), psychology (e.g., How is ego affected by family breakdown?),
and sociology (e.g., How has women’s changing workforce participation affected
gender relations?);
CH1.02 – define and differentiate the
theories of change (e.g., origination, acceptance, acculturation) in
anthropology, psychology, and sociology;
CH1.03 – evaluate the major contribution
to understanding social change made by leading practitioners in the social
sciences (e.g., anthropology: Marvin Harris, Sherry Ortner, Edward Spicer;
psychology: Carl Jung, Abraham Maslow, B.F. Skinner, Marion Woodman; sociology:
Dorothy Smith,
Emanuel Wallerstein, Thelma McCormick).
Forces
That Influence Social Change
CH2.01 – identify conditions for change
(e.g., objectification, advocacy, personality) and impediments to change (e.g.,
cost, penalty, functional repercussions), as revealed in studies of
anthropology, psychology, or sociology;
CH2.02 – explain the relationship among
conformity, alienation, and social change;
CH2.03 – demonstrate an understanding of
how social change is influenced by poverty and affluence (e.g., consequences of
unequal access to personal computers or higher education);
CH2.04 – explain the impact of evolving
roles of individuals or groups (e.g., of women in the workplace) and values
(e.g., concern for the environment) on social change in Canada.
Technological
Change
CH3.01 – identify strategies for coping
with the psychological stress of technological change on the individual;
CH3.02 – evaluate the social impact of new
technologies (e.g., new reproductive technologies, the Internet) on family
structure and dynamics;
CH3.03 – analyse the ways in which
ecological knowledge resulting from advances in technology
(e.g., improved tools, irrigation systems) influences indigenous approaches to
resource management and land tenure.
STV.01 · appraise the differences and similarities in
the approaches taken by anthropology, psychology, and sociology to the study of
trends relating to the baby boom, fertility and fecundity, and the life cycle;
STV.02 · assess the importance of
demography as a tool for studying social trends;
STV.03 · demonstrate an understanding of
the social forces that influence and shape trends.
Trends
Related to the Baby Boom and Echo Boom
ST1.01 – evaluate the anthropological
significance of war and the impact of returning soldiers on individuals,
families, and communities;
ST1.02 – assess the psychological
importance of the baby boom to Generations “X”, “Y”, and “Z”;
ST1.03 – demonstrate an understanding of
the social impact of the baby boom and echo boom (e.g., on educational
facilities, pensions, health care, entrepreneurial and employment
opportunities).
Trends
Related to Fertility and Fecundity
ST2.01 – demonstrate an understanding of
the relationship between fecundity and culture (e.g., age of marriage, average
number of children per family);
ST2.02 – explain the psychological impact
of the choice of whether or not to have children;
ST2.03 – evaluate the social impact of
current birth patterns on Canadian communities.
Trends
Related to the Life Cycle
ST3.01 – demonstrate an understanding of
the influence that anthropological, psychological, and sociological factors
have on youth culture (e.g., in terms of music, television, travel, gender
identity);
ST3.02 – evaluate the influence of
education, career choice, and medical advances on decisions about childbearing
(e.g., age of parents at first pregnancy, having children later in life);
ST3.03 – assess the social implications of
an aging population for families and communities, and formulate strategies for
responding to this shift in demographics (e.g., the granny flat, transcab
services, wellness clinics).
SCV.01 · appraise the differences and
similarities in the approaches taken by anthropology, psychology, and sociology
to the study of social challenges pertaining to health, social injustice, and
global concerns;
SCV.02 · demonstrate an understanding of
the social forces that shape such challenges.
Health
and Wellness
SC1.01 – analyse social practices leading
to health-impairing behaviours from the perspective of at least two of
anthropology (e.g., the impact of formula feeding over breast-feeding in
developing countries), psychology (e.g., the increase of isolation and
depression among the elderly), and sociology (e.g., the rise of smoking among
teenaged girls);
SC1.02 – discuss cultural, psychological, and
sociological barriers to accessing health care;
SC1.03 – demonstrate an understanding of the ethical
issues related to health-care provision (e.g., the blood supply system, organ
donation, medical research);
SC1.04 – evaluate the impact of changing
social mores on the well-being of Canadians (e.g., desensitization to violence
and abuse).
Prejudice
and Discrimination
SC2.01 – explain the relationship between
prejudice and discrimination, and assess the impact of both on ideas of
self-worth;
SC2.02 – assess the role of stereotyping
as a barrier to full participation in society;
SC2.03 – analyse patterns of hate crimes
and differentiate ways in which social scientists (e.g., John Ogbu, Gordon
Allport, George Dei, Beverly Tatum, Stuart Hall) would attempt to understand
racism.
Challenges
Facing Canadians in a Global Context
SC3.01 – demonstrate an understanding of
the anthropological significance of the relationships among globalization,
tribalism, and transnationalism for Canadians;
SC3.02 – analyse, from a Canadian
perspective, the social structures that support, and those that weaken, global
inequalities (e.g., literacy, poverty, new technologies);
SC3.03 – evaluate, from a psychological
perspective, the role of perception in Canadians’ understanding of themselves,
their families, and their local and global communities.
ISV.01 · define and correctly use
anthropological, psychological, and sociological terms and concepts;
ISV.02 · demonstrate an understanding of
the main areas of study in anthropology, psychology, and sociology, and of the
similarities and differences among them;
ISV.03 · demonstrate an understanding of
the different research methods used by anthropology, psychology, and sociology
to investigate questions of importance within each field, and apply relevant
skills correctly and ethically;
ISV.04 · demonstrate an ability to select,
organize, and interpret information gathered from a variety of print and
electronic sources;
ISV.05 · communicate the results of their
inquiries effectively.
Foundations
of Inquiry in Anthropology, Psychology, and Sociology
IS1.01 – define and correctly use the terminology
of anthropology, psychology, and sociology (e.g., in relation to issues of
ethnicity, race, and racism);
IS1.02 – describe and apply to real-life
contexts the theories that are central to anthropology (e.g., cultural
materialism, functionalism, structuralism), psychology (e.g., behaviouralism,
psychoanalytic theory, learning theory), and sociology (e.g., symbolic
interactionism, feminism, Marxism);
IS1.03 – compare explanations of human
behaviour (e.g., aggressive behaviour, competitive behaviour, cult membership)
drawn from anthropology, psychology, and sociology, and evaluate the strengths
and weaknesses of each approach;
IS1.04 – analyse the ways in which the
theories of early social scientists have influenced subsequent
social-scientific thinking (e.g., anthropology: Franz Boaz, Margaret Mead;
psychology: Ivan Pavlov, Sigmund Freud, Harry Harlow; sociology: Emile
Durkheim, Max Weber, Karl Marx).
Using
Research Methods and Skills
IS2.01 – demonstrate an understanding of a variety of
research methods and approaches used in anthropology, psychology, and
sociology;
IS2.02 – demonstrate an ability to select,
organize, summarize, and interpret information from a variety of print, media,
and electronic sources;
IS2.03 – analyse for bias, accuracy, and
relevance articles or programs on issues related to anthropology, psychology,
and sociology;
IS2.04 – correctly use the terminology of
anthropological, psychological, and sociological research, including
statistical terminology (e.g., hypothesis testing, prediction, variance,
distribution, correlation, reliability, validity, statistical significance);
IS2.05 – demonstrate an understanding of
the purpose and use of the stylistic guidelines set by the American
Anthropological Association, the American Psychological Association, and the
American Sociological Association;
IS2.06 – use telecommunications tools
appropriately in conducting and reporting on research;
IS2.07 – using ethical guidelines,
appropriate methodology, and a range of primary and secondary sources, develop
a position on a social issue of importance to anthropology, psychology, or
sociology; and, using a research design appropriate to the issue and
discipline, carry out a research project in at least one of the disciplines.
Communicating
Results
IS3.01 – effectively communicate the
results of their inquiries, using a variety of methods and forms (e.g., graphs,
charts, diagrams, oral presentations, lab reports, written reports, essays,
journal-style articles, videos);
IS3.02 – explain conclusions made as a
result of an inquiry, using appropriate structure, argument, and documentation;
IS3.03 – use recognized style guidelines
(e.g., those of the American Psychological Association [APA]) to present the
methods, results, discussion, conclusions, and documentation of research on a
social issue or problem.
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.