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18288000Week 1: Feb 29 – March 4 0Week 1: Feb 29 – March 4 Date(s): Monday, February 29th Course: Families in CanadaCourse Code: HHS4UTeacher: Sam FairbloomTimeframe: 135 minutesRationale: This lesson introduces the student to the course and gives the teacher a chance to get to know the student before planning how to teach the material. Overall Expectations:D3: Trends and Challenges in the Family and in Parent-Child Relationships: demonstrate 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 developmentsLearning Goals: Get to know one anotherGo through the curriculum and course outlineBegin discussing the history of the family Specific Expectations:D3.1 Analyze the impact of major social and economic changes on the historical evolution of the family Building ActivitiesSuccess CriteriaAssessment AS/OF/FOR LearningMaterialIntroductionsTeacherStudentQuestionnaire The student should ask any questions or share any concerns they have for the course, and identify her areas of strengths and weaknessesAssessment FOR Learning:Diagnostic lesson as the teacher becomes more familiar with the student and her learning needs. The teacher will be listening to the student’s reading, and checking her writing strength. The teacher will be able to get an idea of what the student wants out of the course and how to move forward from this lesson.PowerPointQuestionnaire Ontario Curriculum Expectations & Course OutlineRead through the course outline explaining how the course is going to work and what is expected of the studentHighlight important information Course OutlineIntroduction to History of the FamilyPowerPoint introducing the student to the course and providing some information about the history of the familyThe student should follow along, take notes and engage in the discussionPowerPointReflection: We got to know one another, established what we want to get out of the course, as well as what learning styles and techniques will be used to guide you towards success. During the lesson we read through the Ontario curriculum expectations and guidelines associated with HHS4U: Families in Canada, and the way I plan on approaching the material with you. We finished class by looking at the history of the family. This lesson was not very long as the teacher wanted to get to know the student before venturing into the material. Date(s): Tuesday, March 1st Course: Families in CanadaCourse Code: HHS4UTeacher: Sam FairbloomTimeframe: 135 minutesRationale: This lesson will be completed independently at home due to weather circumstances and travel distance. The lesson provides student with more information regarding the history of the family and provides the student with a detailed overview of the theoretical perspectives. The student will complete an assignment to demonstrate that they read and understood the material. Overall Expectations:Theoretical Perspectives on Development B2: Development of Intimate Relationships: demonstrate an understanding of theoretical perspectives and research on the development of intimate relationshipsB3: The Development of Family and Parent-Child Relationships: demonstrate an understanding of theoretical perspectives and research on the development of family and parent-child relationshipsLearning Goals: Review and add more information to the history of the familyRead through the theoretical perspectives PowerPoint and complete assignment Specific Expectations:Theoretical Perspectives on Development B2.1: Explain the development of intimate relationships according to theoretical perspectivesB3.1: Describe the functions of the familyBuilding ActivitiesSuccess CriteriaAssessment AS/OF/FOR LearningMaterialHistory of the FamilyReview and add more information to your notes Topics include: divisions of labor, types of society, and moving toward the modern familyThe student will be working independently at home, so she is expected to read the PowerPoint and take notes, so that she can accurately complete the assignment.Assessment AS Learning:The student is responsible for her own learning. In order to succeed in the course, the student must be proactive in her learning. It is up to her how much time she chooses to use to understand the material and how she chooses to understand it (note taking, reading, typing, highlighting, etc.). The teacher is not there to monitor her work. PowerPointTheoretical PerspectivesWhat is theoryExplanations of each theoretical perspective: ecological, structural, family systems, symbolic interactionism, social exchange, developmental, conflict, and feministResearch – types of researchPowerPointAssignmentWrite four points about each theoretical perspectiveCompare and contrast two of the theoretical perspectivesFollow the instructions and thoroughly complete the assignment.Write down any outstanding questions or things that need clarification.Assessment AS / FOR Learning: The student will work on this assignment independently. The assignment forces the student to review the material and extract information from it. The assignment allows the teacher to see how the student understood the material and their ability to work independently.HandoutReflection: The material will be reviewed throughout the lessons this week. The student completed the assignment and understood the material. It will be reviewed during Friday’s class. Date(s): Wednesday, March 2nd Course: Families in CanadaCourse Code: HHS4UTeacher: Sam FairbloomTimeframe: 135 minutesRationale: Due to weather conditions we decided to call this lesson a snow day. This lesson highlights the aspects of development and socialization for Families in Canada. The student will complete an assignment focusing on social institutions. Overall Expectations: Theoretical Perspectives on DevelopmentB1: Individual Development: an understanding of theoretical perspectives and research on various aspects of individual development 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 relationshipsThe Impact of Norms, Roles, and InstitutionsC1: The Effects on Individuals: an understanding of the impact of norms, roles, and social institutions on individuals throughout the lifespanLearning Goals: Read, highlight and make notes on the Development & Socialization documentRead Social Institutions – The Family and answer the questions about the family as a social agentWrite 200 words about the role of the agents of socialization in shaping your identityReview the document Theoretical Perspectives Review Specific Expectations: Theoretical Perspectives on DevelopmentB1.1: Explain individual development throughout the lifespan, according to a variety of theoretical perspectives on developmentB1.3: Compare theories used to explain adult development in later lifeB3.1: Describe the functions of the familyB3.2: Assess various theoretical perspectives on the development of family and parent-child relationships The Impact of Norms, Roles, and InstitutionsC1.2: Explain how multiple roles can create personal conflictC1.3: Analyze the impact of social institutions on the socialization of individuals throughout the lifespanBuilding ActivitiesSuccess CriteriaAssessment AS/OF/FOR LearningMaterialDevelopment & SocializationDifferent theories regarding the development and socialization of children into adults Highlight and annotate the handout. Assessment AS Learning:The student is responsible for her own learning. In order to succeed in the course, the student must be proactive in her learning. It is up to her how much time she chooses to use to understand the material and how she chooses to understand it (note taking, reading, typing, highlighting, etc.). The teacher is not there to monitor her work.Assessment AS/FOR Learning:The student will work on this assignment independently. The assignment forces the student to review the material and extract information from it. The assignment allows the teacher to see how the student understood the material and their ability to work independently.HandoutSocial Institutions – The FamilyFocuses on the role of the family as an agent of socializationQuestionsHighlight and annotate the handout. Thoroughly answer the questions based on the lesson and their own family. HandoutReflection200 words about how the agents of socialization have shaped your identityWrite in proper grammatical English sentences. HandoutTheoretical Perspectives ReviewDocument reviewing and adding information to some of the theoretical perspectives examined on Tuesday. Read and add information to notes from the previous class. HandoutReflection: The student did not complete this lesson at home as assigned. The lesson was taught during Thursday’s class and the information from Thursday’s class will be taught on Friday with the assignment. Date(s): Thursday, March 4th Course: Families in CanadaCourse Code: HHS4UTeacher: Sam FairbloomTimeframe: 135 minutesRationale: This will be an in class lesson. The teacher will collect the assignments from the previous lesson, review the material and answer any outstanding questions. The lesson then will focus on the understanding culture, interactions, and gender. Overall Expectations: Theoretical Perspectives on DevelopmentB1: Individual Development: an understanding of theoretical perspectives and research on various aspects of individual development 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 relationshipsThe Impact of Norms, Roles, and InstitutionsC1: The Effects on Individuals: an understanding of the impact of norms, roles, and social institutions on individuals throughout the lifespanC3: The Effects on Family and Parent-Child Relationships: demonstrate an understanding 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 Learning Goals: Review theoretical perspectives and agents of socializationLook at the submitted tasksRead through a PowerPoint about Culture, Interaction, and GenderSpecific Expectations: Theoretical Perspectives on DevelopmentB1.1: Explain individual development throughout the lifespan, according to a variety of theoretical perspectives on developmentB3.2: Assess various theoretical perspectives on the development of family and parent-child relationships The Impact of Norms, Roles, and InstitutionsC1.1: Assess ways in which norms, values, and expectations influence individual decisions throughout the lifespanC1.2: Explain how multiple roles can create personal conflictC3.4: Analyze the role of the family as an agent of socialization in different cultures and historical periods and among groups from various religious backgroundsBuilding ActivitiesSuccess CriteriaAssessment AS/OF/FOR LearningMaterialReview of Tuesday & WednesdayCollect and look at assignmentsReview the theoretical perspectivesThe student should be asking questions, following along, taking notes, highlighting important information and engaging in the discussions. Assessment FOR Learning:The teacher is adding on more information to the material taught this week. The teacher will be able to gauge the student’s level of understanding of the material as they connect it to the new information. HandoutsYouTube VideosPowerPointCultureWhat is culture? Cultural DiversityCulture and GlobalizationNormsRolesStatusInteractionsWhat is social interaction?Theories on social interactionGender RolesWhat is the difference between sex and gender?Gender ideologyReflection: The student did not complete the assignment and lesson assigned on Wednesday so it was taught on Thursday. The information from this lesson will be taught on Friday. Date(s): Friday, March 5th Course: Families in CanadaCourse Code: HHS4UTeacher: Sam FairbloomTimeframe: 135 minutesRationale: This lesson concludes the first week of HHS4U. The student will review the information taught during this introductory week and apply it to movie or television program of their choosing. Thus, the student will be attaching the material from the course to popular culture. Overall Expectations: Theoretical Perspectives on DevelopmentB1: Individual Development: an understanding of theoretical perspectives and research on various aspects of individual development 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 relationshipsThe Impact of Norms, Roles, and InstitutionsC1: The Effects on Individuals: an understanding of the impact of norms, roles, and social institutions on individuals throughout the lifespanC3: The Effects on Family and Parent-Child Relationships: demonstrate an understanding 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 relationshipsLearning Goals: Complete Week 1 lessonsReview Theoretical PerspectivesLesson on Culture, Identification and GenderExplain assignment and begin working on it Specific Expectations: Theoretical Perspectives on DevelopmentB1.1: Explain individual development throughout the lifespan, according to a variety of theoretical perspectives on developmentB3.2: Assess various theoretical perspectives on the development of family and parent-child relationships The Impact of Norms, Roles, and InstitutionsC1.1: Assess ways in which norms, values, and expectations influence individual decisions throughout the lifespanC1.2: Explain how multiple roles can create personal conflictC3.4: Analyze the role of the family as an agent of socialization in different cultures and historical periods and among groups from various religious backgroundsBuilding ActivitiesSuccess CriteriaAssessment AS/OF/FOR LearningMaterialCulture, Identification & GenderDue to a change in schedule, the information that was planned for Thursday has been moved to Friday’s lesson. This part of the lesson will define and explain culture, review individuals roles and status, explain social interaction and the theories that have been created, and gender roles and gender ideologyThe student should be asking questions, following along, taking notes, highlighting important information and engaging in the discussions.Assessment FOR Learning:The teacher is adding on more information to the material taught this week. The teacher will be able to gauge the student’s level of understanding of the material as they connect it to the new information.HandoutsYouTube VideosPowerPointModel AssignmentAssignment guidelines and rubricExample of what I am looking for (format and material) Ask questions and brainstorm ideasAssessment FOR / OF Learning:The student will apply their knowledge from Week 1 (Theoretical Perspectives, Family Introduction, Development and Socialization, Agents of Socialization, Culture, Identification, and Gender) to the assignment. The student will choose a theoretical perspective and/or a developmental theory and apply it to a movie or television program of their choosing. They will write a reflection that explains and applies the theories to the selected program. It will be submitted on Monday. Example AssignmentAssignment OutlineRubricWork Period – Movie/Television Program AnalysisApply one or more theoretical perspectives or developmental theories to a movie or television program. Write a reflection that explains and applies the theories to the selected program. Due on Monday, March 7th. Take advantage of class time to work on the assignment. Take advantage of the work time provided and ask the teacher for assistanceStudent should have their computer, and access to the internet and course website Reflection: ................
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