Families in Canada, Grade 12, University Preparation (HHS4U) CONTACT US
Course Title : Families in Canada, Grade 12, University Preparation (HHS4U)
Course Name : Families in Canada
Course Code : HHS4U
Grade : 12
Course Type : University Preparation
Credit Value : 1.0
Prerequisite : Any university, university/college, or college preparation course in Social Sciences and Humanities, English, or Canadian and World Studies
Curriculum Policy Document: Social Science and Humanities, The Ontario Curriculum, Grades 11 and 12, 2013 (Revised)
Course Developer: USCA Academy
Department: Social Science and Humanities
Development Date: June 2019
Most Recent Revision Date: June 2019

Course Description

This course enables students to draw on sociological, psychological, and anthropological theories and research to analyse the development of individuals, intimate relationships, and family and parent-child relationships. Students will focus on issues and challenges facing individuals and families in Canada’s diverse society. They will develop analytical tools that enable them to assess various factors affecting families and to consider policies and practices intended to support families in Canada. They will develop the investigative skills required to conduct and communicate the results of research on individuals, intimate relationships, and parent-child relationships.

Overall Curriculum Expectations

A1 Exploring:

explore topics related to nutrition and health, and formulate questions to guide their research;

A2 Investigating:

create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods;

A3 Processing Information:

assess, record, analyse, and synthesize information gathered through research and inquiry;

A4 Communicating and Reflecting:

communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.

B1 Individual Development:

demonstrate an understanding of theoretical perspectives and research on various aspects of individual development;

B2 The Development of Intimate Relationships:

demonstrate an understanding of theoretical perspectives and research on the development of intimate relationships;

B3 The Development of Family and Parent-Child Relationships:

demonstrate an understanding of theoretical perspectives and research on the development of family and parent-child relationships.

C1 The Effects on Individuals:

demonstrate an understanding of the impact of norms, roles, and social institutions on individuals throughout the lifespan;

C2 The Effects on Intimate Relationships:

demonstrate an understanding of the impact of norms, roles, and social institutions on intimate relationships;

C3 The Effects on Family and Parent-Child Relationships:

demonstrate an of factors that can affect decisions about whether to have and how to care for children, and of the impact of norms, roles, and social institutions on family and parent-child relationships.

D1 Trends and Challenges for Individuals:

demonstrate an understanding of demographic trends related to the lives of individuals and of the impact of social issues and challenges on individual development;

D2 Trends and Challenges in Intimate Relationships:

demonstrate an understanding of demographic and social trends and issues related to intimate relationships and of strategies for responding to challenges in those relationships;

D3 Trends and Challenges in the Family and in Parent-Child Relationships:

an understanding of demographic trends related to the family and to parent-child relationships and of the impact of social issues and challenges on family development.

Outline of Course Content

Unit

Titles and Descriptions

Time and Sequence

Unit 1

Introduction to the Family and Research Methods

In this unit, students will learn about social factors that have influenced the historical evolution of the family and how different social factors have influenced the historical evolution of the family. Students will further learn about is the purpose of family. They will also learn how to begin the social science research process.

28 hours

Unit 2

The Development of Individuals

In this unit students will learn what personal factors influence individual development and how reliable and valid sources of information are determined.

27 hours

Unit 3

The Development of Intimate Relationships

By the end of this unit, students will demonstrate an understanding of the what personal factors influence the development of intimate relationships, in what ways research findings can be authentically summarized and when it is appropriate to paraphrase or summarize academic research.

27 hours

Unit4

The Development of Families

In this unit, students will learn how personal and social factors influence the development of families, what personal factors influence the development of families and in what ways academic research ca effectively communicated.

25 hours

 

Final Evaluation

The final assessment task is a three hour exam worth 30% of the student’s final mark.

3 hours

 

Total

110 hours

 

Assessment Plan
HHS4U

POC O/F/A
P = Product O = Assessment OF Learning
O = Observation F = Assessment FOR Learning
C = Conversation A = Assessment AS Learning

Unit number

Assessment

O/F/A

Expectations

POC

K

25%

T

25%

C

25%

A

25%

Term Work 70%

1.

History of Families Assignment

O

A1.1, A1.2, A3.1

P

25

25

25

25

 

Unit 1 Test

O

A1, A2, A3, B1, B2, B3

P

25

25

25

25

 

Total

 

 

 

50

50

50

50

 

 

 

 

 

 

 

 

 

2.

Group Discussion

F

B2.1, B2.2, B2.3

 

P/O/C

 

 

 

 

 

Individuals Assignment

O

B1.1, B1.3, C1.3

P

25

25

25

25

 

Unit 2 Test

O

B1.1, 1.2, B1.3, C1.1, C1.3, D1.1, D1.2

P

25

25

25

25

 

Total

 

 

 

50

50

50

50

 

 

 

 

 

 

 

 

 

3.

Intimate Relationships Assignment

O/F/A

B2.1, B2.2, C2.1

P

25

25

25

25

 

Unit 3 Test

O

B2.1, B2.2, B2.3, C2.1, C2.2, 2.3, C2.4, D2.1

P

25

25

25

25

 

Total

 

 

 

50

50

50

50

 

 

 

 

 

 

 

 

 

4.

Development of Families Assignment

O/F/A

 

 

B3.1, C3.1, D3.1

 

P

25

25

25

25

 

Unit 4 Test

O

B3.1, B3.2, B3.3, C3.1, C3.4, D3.1

P

25

25

25

25

 

 

 

 

 

50

50

50

50

5.

Review Discussion

F/A

All strands

O/C

 

 

 

 

 

Final Exam (30%)

 

Observation/Conversation

O

A,B,C,D,E-all strands

O

P

 

P/O/C

 

25

 

5

25

 

5

25

 

5

25

 

5

 

Total

 

 

 

30

30

30

30

 

 

 

 

 

 

 

 

 

Total Marks (Assessment of Learning only)

230

230

230

230

 

 

 

Category Weighting

25%

25%

25%

25%

Students learn best when they are engaged in a variety of ways of learning. Canadian and world studies courses lend themselves to a wide range of approaches in that they require students to research, think critically, work cooperatively, discuss relevant issues, and make decisions about significant human concerns. When students are engaged in such active learning strategies, they tend to retain knowledge for longer periods and to develop meaningful skills.

Active learning strategies also enable students to apply their knowledge and skills to real-life issues and situations. A number of strategies include:

Case studies

Written assignments

Graphing

Decision making exercises

Direct Instruction

Independent Reading

Independent Study

Cooperative Learning

Multimedia Productions

Model Analysis

Group discussion

Self-Assessments

Assessment is a systematic process of collecting information or evidence about student learning. Evaluation is the judgment we make about the assessments of student learning based on established criteria. The purpose of assessment is to improve student learning. This means that judgments of student performance must be criterion-referenced so that feedback can be given that includes clearly expressed next steps for improvement.

The assessment will be based on the following processes that take place in the classroom:

Assessment FOR Learning Assessment AS Learning Assessment OF Learning

During this process the teacher seeks information from the students in order to decide where the learners are and where they need to go.

During this process the teacher fosters the capacity of the students and establishes individual goals for success with each one of them.

During this process the teacher reports student’s results in accordance to established criteria to inform how well students are learning.

Conversation Conversation Conversation

Classroom discussion Self-evaluation Peer assessment

Classroom discussion Small group discussion Post-lab conferences Presentations of research Debates
Observation Observation Observation
Drama workshops (taking direction) Steps in problem solving Group discussions Presentations Group Presentations
Student Products Student Products Student Products
Reflection journals (to be kept throughout the duration of the course)
Check Lists
Success Criteria
Practice sheets
Socrative quizzes
Projects
Poster presentations Tests
In Class Presentations

Tools of varying complexity are used by the teacher to facilitate this. For the more complex evaluations, the criteria are incorporated into a rubric where levels of performance for each criterion are stated in language that can be understood by students.

Strategy

Purpose

Who

Assessment Tool

Self Assessment Quizzes

Diagnostic

Self/Teacher

Marking scheme

Homework check

Diagnostic

Self/Teacher

Checklist

Teacher/Student Conferencing

Assessment

Self/Teacher

Anecdotal records

Investigations

Assessment

Self/Teacher

Checklist

Problem Solving

Evaluation

Teacher

Marking scheme

Unit Tests

Evaluation

Teacher

Marking scheme

Final Exam

Evaluation

Teacher

Checklist

Assessment is embedded within the instructional process throughout each unit rather than being an isolated event at the end. Often, the learning and assessment tasks are the same, with formative assessment provided throughout the unit. In every case, the desired demonstration of learning is articulated clearly and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course as stated in the course guideline. The evaluations are expressed as a percentage based upon the levels of achievement.

The evaluation of this course is based on the four Ministry of Education achievement categories of knowledge and understanding (25%), thinking (25%), communication (25%), and application (25%). The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning.

The percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.

A credit is granted and recorded for this course if the student's grade is 50% or higher. The final grade for this course will be determined as follows:

  • 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student's most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.
  • 30% of the grade will be based on a final evaluation of two products administered at the end of the course. The first product is a Project, subdivided into three distinct subsections and is worth 15% of the overall course marks. This Project will be evaluated using a marking scheme and a rubric. The second product will be a final exam of well-formulated multiple choice questions requiring information from the whole course as well as the student's reports completed through-out the course.

Resources

Individuals and Families: Diverse Perspectives - 9780070738768

Statistics Canada: http://www.statcan.gc.ca/start-debut-eng.html

For the teachers who are planning a program in Social Science Education take into account several important areas. The areas of concern to all teachers that are outlined in the policy document of Ontario Ministry of Education, include the following:

  • teaching approaches
  • types of secondary school courses
  • education for exceptional students
  • the role of technology in the curriculum
  • English as a second language (ESL) and English literacy development (ELD)
  • career education
  • cooperative education and other workplace experiences
  • health and safety in mathematics

It is important to ensure that all students, especially those with special education needs, are provided with the learning opportunities and supports they require to gain the knowledge, skills, and confidence needed to succeed in a rapidly changing society. The context of special education and the provision of special education programs and services for exceptional students in Ontario are constantly evolving. Provisions included in the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code have driven some of these changes. Others have resulted from the evolution and sharing of best practices related to the teaching and assessment of students with special educational needs. Accommodations (instructional, environmental or assessment) allow the student with special education needs access to the curriculum without changes to the course curriculum expectations.

Environmental education teaches students about how the planet's physical and biological systems work, and how we can create a more sustainable future. Good curriculum design following the resource document. This ensures that the student will have opportunities to acquire the knowledge, skills, perspectives and practices needed to become an environmentally literate citizen. The online course should provide opportunities for each student to address environmental issues in their home, in their local community, or even at the global level.

USCA helps students to become environmentally responsible. The first goal is to promote learning about environmental issues and solutions. The second goal is to engage students in practicing and promoting environmental stewardship in their community. The third goal stresses the importance of the education system providing leadership by implementing and promoting responsible environmental practices so that all stakeholders become dedicated to living more sustainably. Environmental education teaches students about how the planet's physical and biological systems work, and how we can create a more sustainable future.

USCA provides a number of strategies to address the needs of ESL/ELD students to accommodate the needs of students who require instruction in English as a second language or English literacy development. Our teacher considers it to be his or her responsibility to help students develop their ability to use the English language properly. Appropriate accommodations affecting the teaching, learning, and evaluation strategies in this course may be made in order to help students gain proficiency in English, since students taking English as a second language at the secondary level have limited time in which to develop this proficiency. School determines the student's level of proficiency in the English Language upon registration. This information is communicated to the teacher of the course following the registration and the teacher then invokes a number of strategies and resources to support the student in the course.

Throughout their secondary school education, students will learn about the educational and career opportunities that are available to them; explore and evaluate a variety of those opportunities; relate what they learn in their courses to potential careers in a variety of fields; and learn to make appropriate educational and career choices. The skills, knowledge and creativity that students acquire through this course are essential for a wide range of careers. Being able to express oneself in a clear concise manner without ambiguity in a second language, would be an overall intention of this course, as it helps students prepare for success in their working lives.

By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace practices and the nature of the employer-employee relationship. Teachers should maintain links with community-based businesses to ensure that students have access to hands-on experiences that will reinforce the knowledge they have gained in school.

Every student is entitled to learn in a safe, caring environment, free from violence and harassment. Students learn and achieve better in such environments. The safe and supportive social environment at USCA is founded on healthy relationships between all people. Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive in an environment in which diversity is honoured and accepted. Healthy relationships do not tolerate abusive, controlling, violent, bullying/harassing, or other inappropriate behaviours. To experience themselves as valued and connected members of an inclusive social environment, students need to be involved in healthy relationships with their peers, teachers, and other members.

Critical thinking is the process of thinking about ideas or situations in order to understand them fully, identify their implications, make a judgement, and/or guide decision making. Critical thinking includes skills such as questioning, predicting, analysing, synthesizing, examining opinions, identifying values and issues, detecting bias, and distinguishing between alternatives. Students who are taught these skills become critical thinkers who can move beyond superficial conclusions to a deeper understanding of the issues they are examining. They are able to engage in an inquiry process in which they explore complex and multifaceted issues, and questions for which there may be no clear-cut answers.

The school library program in USCA can help build and transform students' knowledge in order to support lifelong learning in our information- and knowledge-based society. The school library program of these schools supports student success across the curriculum by encouraging students to read widely, teaching them to examine and read many forms of text for understanding and enjoyment, and helping them improve their research skills and effectively use information gathered through research. USCA teachers assist students in accessing a variety of online resources and collections (e.g., professional articles, image galleries, videos, databases). Teachers at USCA will also guide students through the concept of ownership of work and the importance of copyright in all forms of media.

Information literacy is the ability to access, select, gather, critically evaluate, and create information. Communication literacy refers to the ability to communicate information and to use the information obtained to solve problems and make decisions. Information and communications technologies are utilized by all Virtual High School students when the situation is appropriate within their online course. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any other course or any business environment. Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students must be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred.

USCA provides varied opportunities for students to learn about ethical issues and to explore the role of ethics in both public and personal decision making. During the inquiry process, students may need to make ethical judgements when evaluating evidence and positions on various issues, and when drawing their own conclusions about issues, developments, and events. Teachers may need to help students in determining appropriate factors to consider when making such judgements. In addition, it is crucial that USCA teachers provide support and supervision to students throughout the inquiry process, ensuring that students engaged in an inquiry are aware of potential ethical concerns and address them in acceptable ways. Teachers will ensure that they thoroughly address the issue of plagiarism with students. In a digital world in which there is easy access to abundant information, it is very easy to copy the words of others and present them as one's own. Students need to be reminded, even at the secondary level, of the ethical issues surrounding plagiarism, and the consequences of plagiarism should be clearly discussed before students engage in an inquiry. It is important to discuss not only dishonest plagiarism but also more negligent plagiarism instances.