Page 109 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

B. SELFANDOTHERS OVERALL EXPECTATIONS
By the end of this course, students will:
B1. Adolescent Development: describe important changes that are associated with adolescent development, and explain their influence on the behaviour and needs of young people;
B2. Relating to Others: demonstrate an understanding of various types of relationships and of skills and strategies for developing and maintaining healthy relationships;
B3. Family Lifestyles: describe lifestyles in diverse families and the impact of a range of factors, including social and cultural factors, on these lifestyles.
SPECIFIC EXPECTATIONS
B1. Adolescent Development
By the end of this course, students will:
B1.1 describe important aspects of adolescent development (e.g., with reference to physical, cognitive, social, emotional development)
Teacher prompts: “What physical changes occur during adolescence?” “What types of cognitive development occur during adoles­ cence? What is meant by the term abstract thinking? In what areas might you use
such thinking?”
B1.2 distinguish between needs and wants, and identify needs, wants, values, and goals that may develop during adolescence (e.g., needs/ wants with respect to food, exercise, friends, support from family, electronic goods, designer clothing; values as reflected in tangible goods such as clothing and cars or intangibles such as behaviour, opinions, traits; short- and long-term goals relating to relationships, education, work, money, family)
Teacher prompts: “Would an adolescent in Ontario today consider a cellphone or high- speed Internet access to be satisfying a want or a need? Give reasons for your answer.” “How can culture and geography affect whether something is considered to be a need or a want?” ”Why is the fulfilment of some needs considered to be a human right? Which needs are referred to in the Ontario Human Rights Code and the United Nations Convention on the Rights of the Child?” “Do adolescents around the world have access to clean water? Is clean water a need or a want? Why?”
B1.3 explain the connection between adolescents’ developmental needs and their individual behaviour (e.g., how identity development and
the corresponding need to belong to a group can affect social behaviours; how rapid physical develop­ ment affects behaviours related to sleep and diet)
Teacher prompts: “Have you ever felt pres­ sured by your peers to engage in behaviour that you were uncomfortable with? Have you ever expressed opinions you didn’t hold in order to be accepted by or fit in better with a group? What do you think accounts for this type of behaviour?” “What are some ways in which classroom practices might be modified to recognize adolescent developmental needs?”
B2. Relating to Others
By the end of this course, students will:
B2.1 describe various types of relationships in which adolescents are involved (e.g., relationships with family, friends, and people in the local commu­ nity; collegial, intimate, and sexual relationships)
Teacher prompts: “What is meant by the term universe of obligation? What relationships are
in your universe of obligation?” “If there is a conflict between the needs of your friends and the needs of your family, to whom do you feel the most obligation? Why?” “What types of atti­ tudes and behaviour are necessary for you to ‘be there’ for your family? For your family
to ‘be there’ for you?”
SELF AND OTHERS
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