Delta Secondary School

Co r!e O tl"ne #$%&'#$%( ))S(U * Fa+"l"e! "n Canada

DEPARTMENT: Family Studies and Social Science TEACHER: M. Baines Contact: 905-549-7188 Margaret.baines@hwdsb.on.ca COURSE: Families in Canada, HHS 4U PREREQUISITE: Any university or university/college
preparation course in social sciences and humanities, English, or Canadian and world studies. 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 Canadas 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.

Department Head: J. Currie HOURS: 110 CREDIT VALUE: 1.0 TEXTBOOKS: None GUIDELINE: Ministry of Education. (2013). The
Ontario Curriculum, Grades 9 to 12: Social Sciences and Humanities. Toronto: Queens Printer for Ontario.

BIG IDEAS . Theories on !evelopment a. "hat is an individual# $ntimate relationship# %amily and parent-child relationship# b. "hat are some theoretical perspectives on the development of the individual# $ntimate relationship# The family# c. "hat is the function of the family# &. 'orms, (oles, and $nstitutions a. )ow can norms impact individuals# $ntimate relationships# The family# b. Compare the roles of intimate relationships and the family from history to present-day. c. Compare the role of the intimate relationships and the family in Canadian to other cultures. d. )ow can social institutions impact individuals# $ntimate relationships# The family# *. Trends, $ssues, and Challenges a. "hat are some demographic trends happening to lives of individuals# +eople in intimate relationships# %amilies# b. "hat is the impact of current social trends on the individual# $ntimate relationships# %amilies# c. "hat are some types of abuse that happen in relationships# d. )ow has the family evolved socially and economically through history#
%or a more detailed e,planation of these course e,pectations, please refer tohttp-..www.edu.gov.on.ca.eng.curriculum.secondary.ssciences/to &&0 *.pdf

COURSE UNITS OF STUDY . Theoretical +erspectives on !evelopment &. The $mpact of 'orms, (oles, and $nstitutions *. Trends, $ssues, and Challenges EVALUATION POLICIES 1ccommodations will be made for e,ceptional students based on their individual $.2.+. +lease refer to the student handbook for the school wide plagiarism policy. Family Studies and Social Science LATE assignment policyo 2very assignment has a due date. Students are e,pected to submit assignments on or before the assigned due date. o +apers handed in after the due date will receive a &3 deduction each day following the due date up to 03. This late policy will apply to all assignments for which no application for e,tension has been made. o $n the event of e,tenuating circumstances, a student may request an e,tension without penalty from the teacher. Students must e,plain to the teacher the e,tenuating circumstance prior to the assigned due date. (easons for which an e,tension may be granted must be significant, unusual or unpredictable circumstances. 2,amples of acceptable reasons include- treatment by a physician, personal, or family crisis.

2,amples of unacceptable reasons include- broken printer or computer virus, behind on other assignments, cannot get to a library or buy a book.

2vidence of student achievement for evaluations is collected over time from three different sources 4 observations, conversations and student products. 'ot every assessment will count towards a students final grade. The primary purpose of assessment and evaluation is to improve student learning. Students will be assessed using formal 5summative6 and informal 5formative6 evaluation. Term work will account for 703 of your total mark. 1 summative evaluation worth *03 of your year will make up the remainder of your mark. 8oth of these marks will be subdivided as follows The *03 summative evaluation will consist of a ,"nal e-a+ .%/01 and a ,"nal c l+"nat"n2 3ro4ect .%/015 These bracketed percentage represent the percent of your total year. The 703 term work mark is e,plained in the chart on the ne,t page. $t is important to note that all marks will be classified into one of the four categories, and each category will be weighted as outlined in the chart.
Cate2ory (esearch and $nquiry Skills #/ Theoretical +erspectives on !evelopment The $mpact of 'orms, (oles, and $nstitutions Trends, $ssues, and Challenges #/ #/ Relat"6e 7e"2ht"n2 .01

E6"dence o, ach"e6e+ent can 8e deter+"ned ,ro+ a 6ar"ety o, !o rce!: 9ui::es Conversations 2ssays =nit tests or >idterms +resentations +ro;ects <bservations Seminars $n class assignments $nvestigations

This evidenced will be assessed using the standards of the 1chievement Chart of the Social Sciences and Humanities Curriculum, page &?-&/. #/ Teachers will take various considerations into account before making a decision about the grade to enter on the report card. !etermining a report card grade will involve teachers professional ;udgement and interpretation of the evidence and should reflect the students most consistent level of achievement with special consideration given to more recent evidence. Students will be also assessed based on the way in which they learn. This will not affect your percentage mark, but will be reported on your report card under the following categories%5 Re!3on!"8"l"ty #5 Or2an"9at"on &5 Inde3endent 7or: (5 Colla8orat"on /5 In"t"at"6e ;5 Sel,<Re2 lat"on %or more detailed e,amples please refer to the Student )andbook. TEAC)ING STRATEGIES 5include, but not limited to6 +roviding appropriate accommodation for students on $2+s and for 2nglish @anguage @earners and for those who are %irst 'ations, >etis or $nuitA =tili:ing Student Support and Student 1lternative Support +rogramsA Contacting parents for support and assistanceA =sing diagnostic assessment and check-in points to monitor student progressA +roviding differentiation of instruction and assessment to meet the needs of diverse learnersA +roviding ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved student learningA Creating lessons, and assessment and evaluations, that are carefully planned to relate to the curriculum e,pectations and learning goals, and as much as possible to the interests, learning styles and preferences of all studentsA !eveloping students self-assessment skills to enable them to assess their own learning, set specific goals, and plan ne,t steps for their learning.

)O7 TO BE SUCCESSFUL IN T)IS CLASS . &. *. C. /5 Attend !chool and 8e on t"+e on re2 lar 8a!"!5 The best way to ensure success is to be present and engaged in the learning every day. $t is important to demonstrate an ownership for your own learning, by getting catch up on missed work and discussing issues or e,tensions ahead of due dates. 7ear yo r n",or+5 Bour uniform must be the top layer of your clothing. Be or2an"9ed5 'otes should be organi:ed in a three ring binder or notebook. <rgani:ation will help with success in the course. 8ring all required materials 5writing utensil, binder, paper and any other tools that you require6 to class every day. L"!ten and 3art"c"3ate5 8eing an engaged and active participant in all lessons help with the understanding of the course and contribute to your success. A!: ,or hel35 I a+ al=ay! a6a"la8le5