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20010-11 Revised
                                 St. Jean de Brebeuf Catholic High School
                        Social ...
Units and Timelines

                                                Unit Title                                           ...
N.B. Additional Information Found in Student’s School Agenda/Board Policy:
  Lates, Absences and Missed Assignments follow...
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HHS4M Course Information Sheet

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HHS4M Course Information Sheet

  1. 1. 20010-11 Revised St. Jean de Brebeuf Catholic High School Social Science and the Humanities Course Information Sheet Course Title: Course Code: Prerequisite: Any university, university/college, or Individuals and Families in a HHS4M college preparation course in social Diverse Society sciences and humanities, English, or Canadian and world studies 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 contributing to the well-being of families, and the investigative skills required to conduct and evaluate research about individuals and families. CONNECTION TO OUR CATHOLIC FAITH This Course enables students to develop attitudes, values, and behaviours, founded on Catholic teachings, with regard to the human person and the family. Students are exposed to many different models of family, and while acknowledging the varied realities of family today, the course promotes the Catholic family and Catholic family values as the ideal. It teaches that the family has a significant impact on our lives and society. Strands Overall Expectations • Analyse theories and research on the subject of individual development, and summarize SELF AND OTHERS their findings; • Analyse theories and research on the subject of the development of and the psychological tasks connected with intimate relationships, and summarize their findings; • Analyse theories and research on the subject of parent–child relationships and their role in individual and family development, and summarize their findings. • Analyse decisions and behaviours related to individual role expectations; PERSONAL AND SOCIAL • Explain decisions and behaviours related to role expectations in intimate relationships; • Analyse decisions and behaviours related to parental and care-giver role expectations, RESPONSIBILITIES including the division of responsibilities for childrearing and socialization. DIVERSITY, • Explain the historical and ethnocultural origins of contemporary individual lifestyles, socialization patterns, and family roles; INTERDEPENDENCE, • Analyse changes that have occurred in family structure and function AND GLOBAL throughout the history of the family; CONNECTIONS • Analyse socialization patterns and the roles of children and parents in various historical periods and ethnocultural contexts. • Analyse current issues and trends relevant to individual development, and speculate on future directions; SOCIAL CHALLENGES • Analyse current issues and trends affecting the dynamics of intimate relationships, and AND SOCIAL speculate on future directions for individuals and families; STRUCTURES • Analyse current issues and trends affecting childrearing and socialization, and speculate on the changing role of children; • Demonstrate an understanding of the cycle of violence and the consequences of abuse and violence in interpersonal and family relationships. • Use appropriate social science research methods in the investigation of issues affecting individuals and families in a diverse society; RESEARCH AND • Access, analyse, and evaluate information, including opinions, research evidence, and INQUIRY SKILLS theories, related to individuals and families in a diverse society; • Analyse issues and data from the perspectives associated with key theories in the disciplines of anthropology, psychology, and sociology; • Communicate the results of their inquiries effectively.
  2. 2. Units and Timelines Unit Title Approximate Time An Approach to the Study of Individuals and Families 15 hours Individuals in a Diverse Society 25 hours Intimate Relationships and Marriage in a Diverse Society 25 hours Parent Child Relationships in a Diverse Society 25 hours Individuals and Families from Mid to Late Adulthood 20 hours Instructional strategies: modeled, shared and guided instruction, cooperative group learning, accountable talk, independent application and consolidation, experiential learning, inquiry-based learning, robust thinking (critical analysis and reflection). Assessment and Evaluation Breakdown CATEGORIES Knowledge/Understanding 20 % TERM 70% FINAL 30% Thinking 25 % Communication 15 % CPT EXAM Application 10 % 10% 20% Assessment and Evaluation Strategies: classroom presentations, conferences, essays, response journals, demonstrations, interviews, learning logs, quizzes, tests, and exams, observations, performance tasks, portfolios, question and answers, self-assessment. Assessment and Evaluation Tools: Checklists, exemplars, rating scales, rubrics, metacognition, self and peer assessment, anecdotal notes. Focus on Learning Skills Responsibility Organization Independent Work Collaboration Initiative Self-Regulation  Fulfils  Devises  Independently  Accepts various roles  Looks for and  Sets own responsibiliti and monitors, assesses, and an equitable acts on new individual goals es and follows a and revises plans share of work in a ideas and and monitors commitment plan and to complete tasks group opportunities progress towards s within the process and meet goals.  Responds positively for learning. achieving them. learning for  Uses class time to the ideas,  Demonstrate  Seeks environment. completin appropriately to opinions, values, and s the clarification or assistance when  Completes g work complete tasks. traditions of capacity for needed. and submits and tasks.  Follows others. innovation class work,  Establishe instructions with  Builds healthy peer- and a  Assesses and homework, s priorities minimal to-peer relationships willingness reflects critically and and supervision. through personal to take risks. on own assignments manages and  Demonstrate strengths, needs, according to time to media-assisted s curiosity and interests. agreed-upon complete interactions. and interest  Identifies in learning. timelines. tasks and  Works with others  Approaches learning  Takes achieve to resolve conflicts opportunities, responsibilit goals. new tasks choices, and and build consensus with a y for and  Identifies, to achieve group positive strategies to manages gathers, goals. meet own attitude. personal needs and evaluates,  Shares information, behaviour. and uses resources, and  Recognizes achieve goals. informatio expertise, and and  Perseveres and n, promotes critical advocates makes an effort technolog appropriatel thinking to solve problems and make when responding y, and decisions. y for the to challenges. resources rights of self to and others complete tasks.
  3. 3. N.B. Additional Information Found in Student’s School Agenda/Board Policy: Lates, Absences and Missed Assignments follow the YCDSB Assessment & Evaluation Guidelines, in compliance with the Ministry of Education Policy on Assessment, Evaluation and Reporting. Additional information in student agenda. Title of Textbook: Individuals in a Diverse Society Replacement Cost:$86.24 Name of Teacher:_________________________ ________________________________________ ________________________________________ Student Signature Parent/Guardian Signature

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