Social Sciences Humanities - The Ontario Curriculum Grades ...

2013

The Ontario Curriculum Grades 9 to 12

REVISED

Social Sciences

and Humanities

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CONTENTS

PREFACE

4

Secondary Schools for the Twenty-First Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Supporting Students' Well-being and Ability to Learn . . . . . . . . . . . . . . . . . . . . . . . . . . 4

INTRODUCTION

7

The Importance of the Social Sciences and Humanities Curriculum . . . . . . . . . . . . . 7

Ideas Underlying the Social Sciences and Humanities Curriculum . . . . . . . . . . . . . . 8

Roles and Responsibilities in the Social Sciences and Humanities Program . . . . . . 9

THE PROGRAM IN SOCIAL SCIENCES AND HUMANITIES

13

Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Strands in the Social Sciences and Humanities Curriculum . . . . . . . . . . . . . . . . . . . . 22

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

24

Basic Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

The Achievement Chart for Social Sciences and Humanities, Grades 9?12 . . . . . 27

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN SOCIAL SCIENCES

AND HUMANITIES

33

Instructional Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Health and Safety in Social Sciences and Humanities . . . . . . . . . . . . . . . . . . . . . . . . . 34

Planning Social Sciences and Humanities Programs for Students

with Special Education Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Program Considerations for English Language Learners . . . . . . . . . . . . . . . . . . . . . . 38

Environmental Education and Social Sciences and Humanities . . . . . . . . . . . . . . . . 40

Healthy Relationships and Social Sciences and Humanities . . . . . . . . . . . . . . . . . . . . 41

Equity and Inclusive Education in the Social Sciences and Humanities Program . . . 42

Financial Literacy in Social Sciences and Humanities . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Literacy, Mathematical Literacy, and Inquiry/Research Skills . . . . . . . . . . . . . . . . . . . 45

Critical Thinking and Critical Literacy in Social Sciences and Humanities . . . . . . . 46

The Role of the School Library in the Social Sciences and Humanities Program . . . 48

Une publication ?quivalente est disponible en fran?ais sous le titre suivant : Le curriculum de l'Ontario, de la 9e ? la 12e ann?e ? Sciences humaines et sociales, 2013.

This publication is available on the Ministry of Education's website, at ontario.ca/edu.

The Role of Information and Communications Technology in the Social

Sciences and Humanities Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

The Ontario Skills Passport: Making Learning Relevant and Building Skills . . . . . 50

Education and Career/Life Planning through the Social Sciences and

Humanities Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Cooperative Education and Other Forms of Experiential Learning . . . . . . . . . . . . . 52

Planning Program Pathways and Programs Leading to a Specialist High

Skills Major . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Ethics in Social Sciences and Humanities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

COURSES

EQUITY STUDIES

57

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Gender Studies, Grade 11, University/College Preparation (HSG3M) . . . . . . . . . . . . 58

Equity, Diversity, and Social Justice, Grade 11, Workplace Preparation (HSE3E) . . . . 70

Equity and Social Justice: From Theory to Practice, Grade 12, University/

College Preparation (HSE4M) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

World Cultures, Grade 12, University/College Preparation (HSC4M) . . . . . . . . . . . . 92

FAMILY STUDIES

103

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Exploring Family Studies, Grade 9 or 10, Open (HIF1O/2O) . . . . . . . . . . . . . . . . . . . 104

Fashion and Housing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Clothing, Grade 10, Open (HNL2O) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114

Understanding Fashion, Grade 11, College Preparation (HNC3C) . . . . . . . . . . . . . 123

Housing and Home Design, Grade 11, Open (HLS3O) . . . . . . . . . . . . . . . . . . . . . . . . 132

The World of Fashion, Grade 12, University/College Preparation (HNB4M) . . . . . 141

Food and Nutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151

Food and Nutrition, Grade 9 or 10, Open (HFN1O/2O) . . . . . . . . . . . . . . . . . . . . . . . . 152

Food and Culture, Grade 11, University/College Preparation (HFC3M) . . . . . . . . 163

Food and Culture, Grade 11, Workplace Preparation (HFC3E) . . . . . . . . . . . . . . . . . 172

Nutrition and Health, Grade 12, University Preparation (HFA4U) . . . . . . . . . . . . . . 181

Nutrition and Health, Grade 12, College Preparation (HFA4C) . . . . . . . . . . . . . . . . . 192

Food and Healthy Living, Grade 12, Workplace Preparation (HFL4E) . . . . . . . . . . 202

General Family Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213

Dynamics of Human Relationships, Grade 11, Open (HHD3O) . . . . . . . . . . . . . . . . 214

Families in Canada, Grade 12, University Preparation (HHS4U) . . . . . . . . . . . . . . . . 226

Families in Canada, Grade 12, College Preparation (HHS4C) . . . . . . . . . . . . . . . . . . 235

Human Development throughout the Lifespan, Grade 12, University/

College Preparation (HHG4M) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244

Personal Life Management, Grade 12, Open (HIP4O) . . . . . . . . . . . . . . . . . . . . . . . . . 254

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Raising and Caring for Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265

Working with Infants and Young Children, Grade 11, College

Preparation (HPW3C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266

Raising Healthy Children, Grade 11, Open (HPC3O) . . . . . . . . . . . . . . . . . . . . . . . . . . 277

Working with School-Age Children and Adolescents, Grade 12,

College Preparation (HPD4C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288

GENERAL SOCIAL SCIENCES

299

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299

Introduction to Anthropology, Psychology, and Sociology, Grade 11,

University Preparation (HSP3U) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300

Introduction to Anthropology, Psychology, and Sociology, Grade 11,

College Preparation (HSP3C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309

Challenge and Change in Society, Grade 12, University Preparation (HSB4U) . . . 318

PHILOSOPHY

327

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327

Philosophy: The Big Questions, Grade 11, University/College Preparation (HZB3M) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 328

Philosophy: Questions and Theories, Grade 12, University Preparation (HZT4U) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 337

WORLD RELIGIONS

355

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 355

World Religions and Belief Traditions: Perspectives, Issues, and Challenges, Grade 11, University/College Preparation (HRT3M) . . . . . . . . . . . . . . . . . . . . . . . . 356

World Religions and Belief Traditions in Daily Life, Grade 11, Open (HRF3O) . . . . 369

GLOSSARY

383

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PREFACE

This document replaces The Ontario Curriculum: Social Sciences and Humanities, Grades 9?10, 1999 and The Ontario Curriculum: Social Sciences and Humanities, Grades 11?12, 2000. Beginning in September 2014, all social sciences and humanities courses for Grades 9?12 will be based on the expectations outlined in this document.

SECONDARY SCHOOLS FOR THE TWENTY-FIRST CENTURY

The goal of Ontario secondary schools is to support high-quality learning while giving individual students the opportunity to choose programs that suit their skills and interests. The updated Ontario curriculum, in combination with a broader range of learning options outside traditional classroom instruction, will enable students to better customize their high school education and improve their prospects for success in school and in life.

The revised curriculum recognizes that, today and in the future, students need to be critically literate in order to synthesize information, make informed decisions, communicate effectively, and thrive in an ever-changing global community. It is important that students be connected to the curriculum; that they see themselves in what is taught, how it is taught, and how it applies to the world at large. The curriculum recognizes that the needs of learners are diverse, and helps all learners develop the knowledge, skills, and perspectives they need to be informed, productive, caring, responsible, healthy, and active citizens in their own communities and in the world.

SUPPORTING STUDENTS' WELL-BEING AND ABILITY TO LEARN

Promoting the healthy development of all students, as well as enabling all students to reach their full potential, is a priority for educators across Ontario. Students' health and well-being contribute to their ability to learn in all disciplines, including social sciences and humanities, and that learning in turn contributes to their overall well-being.

Educators play an important role in promoting children and youth's well-being by creating, fostering, and sustaining a learning environment that is healthy, caring, safe, inclusive, and accepting. A learning environment of this kind will support not only students' cognitive, emotional, social, and physical development but also their mental health, their resilience, and their overall state of well-being. All this will help them achieve their full potential in school and in life.

A variety of factors, known as the "determinants of health", have been shown to affect a person's overall state of well-being. Some of these are income, education and literacy, gender and culture, physical and social environment, personal health practices and coping skills, and availability of health services. Together, such factors influence not

4

only whether a person is physically healthy but also the extent to which he or she will have the physical, social, and personal resources needed to cope and to identify and achieve personal aspirations. These factors also have an impact on student learning, and it is important to be aware of them as factors contributing to a student's performance.

An educator's awareness of and responsiveness to students' cognitive, emotional, social, and physical development is critical to their success in school. A number of researchbased frameworks, including those described in Early Learning for Every Child Today: A Framework for Ontario Early Childhood Settings (2007) and Stepping Stones: A Resource on Youth Development (2012),1 identify developmental stages that are common to the majority of students from Kindergarten to Grade 12. At the same time, these frameworks recognize that individual differences, as well as differences in life experiences and exposure to opportunities, can affect development, and that developmental events are not specifically age-dependent.

The framework described in Stepping Stones is based on a model that illustrates the complexity of human development. Its components ? the cognitive, emotional, physical, and social domains ? are interrelated and interdependent, and all are subject to the influence of a person's environment or context. At the centre is an "enduring (yet changing) core" ? a sense of self, or spirit ? that connects the different aspects of development and experience (p. 17).

Environment/Context

Cognitive Emotional

Self/Spirit

Social Physical

Source: Stepping Stones: A Resource on Youth Development, p.17

Educators who have an awareness of a student's development take each component into account, with an understanding of and focus on the following elements:

? cognitive development - brain development, processing and reasoning skills, use of strategies for learning

? emotional development - emotional regulation, empathy, motivation ? social development - self-development (self-concept, self-efficacy, self-esteem);

identity formation (gender identity, social group identity, spiritual identity); relationships (peer, family, romantic) ? physical development ? physical activity, sleep patterns, changes that come with puberty, body image, nutritional requirements

1. Best Start Expert Panel on Early Learning, Early Learning for Every Child Today: A Framework for Ontario Early Childhood Settings (2007) is available at earlychildhood/early_learning_for_every_child_today.aspx, and Government of Ontario, Stepping Stones: A Resource on Youth Development (2012), is available at English/topics/youthopportunities/steppingstones/youth_policy.aspx.

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PREFACE

The Role of Mental Health

Mental health touches all components of development. Mental health is much more than the absence of mental illness. Well-being is influenced not only by the absence of problems and risks but by the presence of factors that contribute to healthy growth and development. By nurturing and supporting students' strengths and assets, educators help promote positive mental health in the classroom. At the same time, they can identify students who need additional support and connect them with the appropriate services.2 What happens at school can have a significant influence on a student's well-being. With a broader awareness of mental health, educators can plan instructional strategies that contribute to a supportive classroom climate for learning in all subject areas, build awareness of mental health, and reduce stigma associated with mental illness. Taking students' well-being, including their mental health, into account when planning instructional approaches helps establish a strong foundation for learning.

2. The Ministry of Education is making materials available to Ontario schools and school boards to support educators in this regard.

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THE ONTARIO CURRICULUM, GRADES 9?12 | Social Sciences and Humanities

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