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Islamic Foundation School
COURSE OUTLINE
Grade 12 Families in Canada
HHS4U
Department: Social Sciences
Teacher Name:
Arshia Alam
Course Description: This course applies current theories and research from the disciplines of anthropology, psychology, and sociology to the study of individual development, family behaviour, intimate and parent-child relationships, and the ways in which families interact within the diverse Canadian society. Students will learn the interpersonal skills required to contribute to the well-being of families, and the investigative skills required to conduct and evaluate research about individuals and families.
Overall Curriculum Expectations and Strands:
· Research and Inquiry Skills
By the end of this course, students will::
A1. Exploring: explore topics related to families in Canada, 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.
· Theoretical Perspectives on Development
By the end of this course, students will:
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.
· The Impact of Roles, Norms and Institutions
By the end of this course, students will:
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 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.
· Trends, Issues and Challenges
By the end of this course, students will:
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: 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 development.
Outline of Course Content
Unit 1
An Approach to the Study of Individuals and Families
20 hours
Unit 2
Individuals in a Diverse Society
20 hours
Unit 3
Intimate Relationships and Marriage In a Diverse Society
22 hours
Unit 4
Parent Child Relationships in a Diverse Society
24 hours
Unit 4
Individuals and Families from Mid-to-Late Adulthood
24 hours
Total Hours
110
Unit Titles: The following units make up the course. A variety of activities and learning opportunities will be designed to facilitate an understanding in the following units:
Unit 1
Students explore family definitions, structures, and roles within various historical and cultural origins. Theoretical frameworks for studying the family are examined from the disciplines of sociology, psychology, and anthropology. Students are introduced to social science research methods to investigate issues that affect individuals and families in a diverse society.
Unit 2
An understanding of individual development is gained through the exploration of a variety of related theories. Historical and ethno cultural understandings of the origins of contemporary individual lifestyles, socialization patterns, and family roles are developed. Students undertake an analysis of current issues and trends relating to the young adult. They use social science research skills to enhance their learning.
Unit 3
Students analyse and evaluate theories about mate selection. The legal aspects of marriage are presented and examined. An overview of the historical, religious, and cultural perspectives of marriage is given. The students learn the skills, attitudes, and behaviours necessary to build satisfying and lasting relationships. Current issues, such as divorce, power/abuse, and alternatives to marriage are explored.
Unit 4
Students examine and explore the development of the parent-child relationship. Students use knowledge of family theories gained in Unit 1 to analyse information from both a psychological and sociological perspective. Issues, such as the role of parents and children in the family, socialization patterns, and parenting practices are examined within the contexts of various cultural perspectives and historical periods. Current issues such as divorce, reproductive technology, teen parenting, and child abuse are investigated in order to speculate on the significance of these trends for individual and family development.
Unit 5
Students analyse theories and research related to individuals and families ranging from mid-to-late adulthood. Students take into consideration diversity in personal and family roles as well as the roles of social institutions. Many important life issues that occur from mid-life through to death are examined. Students come to understand that at this stage in life we revisit some earlier issues from a different perspective. The final activity in this unit is designed to be one part of the culminating activity for the course
Assessment and Evaluation: “Evidence of student achievement for evaluation is collected over time from three different sources –
observations, conversations, and student products. Using multiple sources of evidence increases the reliability and validity of the evaluation of student learning.” (Growing Success, 39)
In class activities, group readings, response journals, essays, tests, media presentation, quizzes, oral presentations, written responses, analysis of media, reflections on bias and stereotyping, research project
Term Work: 70% “Seventy per cent of the grade will be based on evaluation conducted throughout the course.” Growing Success,41
Final Evaluation = 30% “Thirty per cent of the grade will be based on a final evaluation administered at or towards the end of the course. This evaluation will be based on evidence from one or a combination of the following: an examination, a performance, an essay, and/or another method of evaluation suitable to the course content. The final evaluation allows the student an opportunity to demonstrate comprehensive achievement of the overall expectations for the course.” (Growing Success,41)
Students will be assessed according to the following four categories:
Knowledge & Understanding
Thinking & Inquiry
Communication
Application
Tests/ quizzes 20%
Assignments, projects 30%
Oral presentation, in class discussion 20%
Final exam and ISU assignment 30%
Assessment/Evaluation Tools:
Checklist, anecdotal notes, assignment to hand in, brainstorming, computer work, conferencing, debate, discussion, group work, independent study, journal check, observation, participation, project, culminating activity, written test, quiz
Learning Skills applied in this course:
Independent work, collaboration, organization, responsibility, initiative, self regulation
Resources:
1. www.curriculum.org
2. Growing Success. Assessment, Evaluation and Reporting in Ontario Schools. 2010
3. Individuals and Families in a Diverse Society
Materials Required:
v Writing Binder
v Journal
v Writing Tools
Character Education:
September October November December January February March April May June
Cleanliness Respect Sincerity Responsibility Humbleness Modesty Honesty Tolerance Courage Cooperation
Achievement Policy
A credit is granted and recorded for every course in which the student’s final percentage mark is 50 per cent or higher. Procedures for students whose final grade is below 50 per cent and who do not receive a credit are outlined in the ministry policy document Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999 (currently under revision).Growing Success,41
Plagiarism
Students are expected to think independently and work honestly. All students must avoid presenting the work or ideas of others as their own. It is in the best interest of each student to build habits which contribute to genuine academic, personal, and social growth, and which attest to sound character. Plagiarism is an academic dishonesty which cannot be tolerated at IFS. The first offence will result in a mark of zero and all previous work may be put to scrutiny. Subsequent offence may result in removal from school. (IFS Student Planner, page 30)
Late Assignment Submission Policy
“Students are responsible not only for their behaviour in the classroom and the school but also for providing evidence of their achievement of the overall expectations within the time frame specified by the teacher, and in a form approved by the teacher.” (Growing Success, page 43. )If a student has not already procured an extension from a teacher and does not meet assignment deadlines, he/she has up until the time the marked assignments are returned to submit the work for a full mark. Any work submitted after this will be marked and given a mark up to 50%.
Laptop Use
Laptops are not always required in the HHS4U course. However, on the occasion we are using laptops, please adhere to the guidelines below:
It is the student’s responsibility what is shown on their laptop and who they allow to use their laptop.
Students should bring their laptop to class only if it has been requested by the Teacher.
Students should be aware of the school’s policy on internet use and acceptable websites – please refer to your agenda.
Student Signature: ___________________________ Parent Signature: _________________________
Teacher Signature : ___________________________
Islamic Foundation School
COURSE OUTLINE
Grade 12 Families in Canada
HHS4U
Department: Social Sciences
Teacher Name:
Arshia Alam
Course Description: This course applies current theories and research from the disciplines of anthropology, psychology, and sociology to the study of individual development, family behaviour, intimate and parent-child relationships, and the ways in which families interact within the diverse Canadian society. Students will learn the interpersonal skills required to contribute to the well-being of families, and the investigative skills required to conduct and evaluate research about individuals and families.
Overall Curriculum Expectations and Strands:
· Research and Inquiry Skills
By the end of this course, students will::
A1. Exploring: explore topics related to families in Canada, 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.
· Theoretical Perspectives on Development
By the end of this course, students will:
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.
· The Impact of Roles, Norms and Institutions
By the end of this course, students will:
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 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.
· Trends, Issues and Challenges
By the end of this course, students will:
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: 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 development.
Outline of Course Content
Unit 1
An Approach to the Study of Individuals and Families
20 hours
Unit 2
Individuals in a Diverse Society
20 hours
Unit 3
Intimate Relationships and Marriage In a Diverse Society
22 hours
Unit 4
Parent Child Relationships in a Diverse Society
24 hours
Unit 4
Individuals and Families from Mid-to-Late Adulthood
24 hours
Total Hours
110
Unit Titles: The following units make up the course. A variety of activities and learning opportunities will be designed to facilitate an understanding in the following units:
Unit 1
Students explore family definitions, structures, and roles within various historical and cultural origins. Theoretical frameworks for studying the family are examined from the disciplines of sociology, psychology, and anthropology. Students are introduced to social science research methods to investigate issues that affect individuals and families in a diverse society.
Unit 2
An understanding of individual development is gained through the exploration of a variety of related theories. Historical and ethno cultural understandings of the origins of contemporary individual lifestyles, socialization patterns, and family roles are developed. Students undertake an analysis of current issues and trends relating to the young adult. They use social science research skills to enhance their learning.
Unit 3
Students analyse and evaluate theories about mate selection. The legal aspects of marriage are presented and examined. An overview of the historical, religious, and cultural perspectives of marriage is given. The students learn the skills, attitudes, and behaviours necessary to build satisfying and lasting relationships. Current issues, such as divorce, power/abuse, and alternatives to marriage are explored.
Unit 4
Students examine and explore the development of the parent-child relationship. Students use knowledge of family theories gained in Unit 1 to analyse information from both a psychological and sociological perspective. Issues, such as the role of parents and children in the family, socialization patterns, and parenting practices are examined within the contexts of various cultural perspectives and historical periods. Current issues such as divorce, reproductive technology, teen parenting, and child abuse are investigated in order to speculate on the significance of these trends for individual and family development.
Unit 5
Students analyse theories and research related to individuals and families ranging from mid-to-late adulthood. Students take into consideration diversity in personal and family roles as well as the roles of social institutions. Many important life issues that occur from mid-life through to death are examined. Students come to understand that at this stage in life we revisit some earlier issues from a different perspective. The final activity in this unit is designed to be one part of the culminating activity for the course
Assessment and Evaluation: “Evidence of student achievement for evaluation is collected over time from three different sources –
observations, conversations, and student products. Using multiple sources of evidence increases the reliability and validity of the evaluation of student learning.” (Growing Success, 39)
In class activities, group readings, response journals, essays, tests, media presentation, quizzes, oral presentations, written responses, analysis of media, reflections on bias and stereotyping, research project
Term Work: 70% “Seventy per cent of the grade will be based on evaluation conducted throughout the course.” Growing Success,41
Final Evaluation = 30% “Thirty per cent of the grade will be based on a final evaluation administered at or towards the end of the course. This evaluation will be based on evidence from one or a combination of the following: an examination, a performance, an essay, and/or another method of evaluation suitable to the course content. The final evaluation allows the student an opportunity to demonstrate comprehensive achievement of the overall expectations for the course.” (Growing Success,41)
Students will be assessed according to the following four categories:
Knowledge & Understanding
Thinking & Inquiry
Communication
Application
Tests/ quizzes 20%
Assignments, projects 30%
Oral presentation, in class discussion 20%
Final exam and ISU assignment 30%
Assessment/Evaluation Tools:
Checklist, anecdotal notes, assignment to hand in, brainstorming, computer work, conferencing, debate, discussion, group work, independent study, journal check, observation, participation, project, culminating activity, written test, quiz
Learning Skills applied in this course:
Independent work, collaboration, organization, responsibility, initiative, self regulation
Resources:
1. www.curriculum.org
2. Growing Success. Assessment, Evaluation and Reporting in Ontario Schools. 2010
3. Individuals and Families in a Diverse Society
Materials Required:
v Writing Binder
v Journal
v Writing Tools
Character Education:
September October November December January February March April May June
Cleanliness Respect Sincerity Responsibility Humbleness Modesty Honesty Tolerance Courage Cooperation
Achievement Policy
A credit is granted and recorded for every course in which the student’s final percentage mark is 50 per cent or higher. Procedures for students whose final grade is below 50 per cent and who do not receive a credit are outlined in the ministry policy document Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999 (currently under revision).Growing Success,41
Plagiarism
Students are expected to think independently and work honestly. All students must avoid presenting the work or ideas of others as their own. It is in the best interest of each student to build habits which contribute to genuine academic, personal, and social growth, and which attest to sound character. Plagiarism is an academic dishonesty which cannot be tolerated at IFS. The first offence will result in a mark of zero and all previous work may be put to scrutiny. Subsequent offence may result in removal from school. (IFS Student Planner, page 30)
Late Assignment Submission Policy
“Students are responsible not only for their behaviour in the classroom and the school but also for providing evidence of their achievement of the overall expectations within the time frame specified by the teacher, and in a form approved by the teacher.” (Growing Success, page 43. )If a student has not already procured an extension from a teacher and does not meet assignment deadlines, he/she has up until the time the marked assignments are returned to submit the work for a full mark. Any work submitted after this will be marked and given a mark up to 50%.
Laptop Use
Laptops are not always required in the HHS4U course. However, on the occasion we are using laptops, please adhere to the guidelines below:
It is the student’s responsibility what is shown on their laptop and who they allow to use their laptop.
Students should bring their laptop to class only if it has been requested by the Teacher.
Students should be aware of the school’s policy on internet use and acceptable websites – please refer to your agenda.
Student Signature: ___________________________ Parent Signature: _________________________
Teacher Signature : ___________________________