Page 110 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 9 or 10, Open
B3. Family Lifestyles
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
B2.2 describe the characteristics of healthy
and unhealthy relationships (e.g., healthy relationships: trust, mutual support, clear limits and boundaries, humour, honesty; unhealthy relationships: mistrust, jealousy, isolation, control, tension)
Teacher prompts: “What rewards do we experi­ ence from healthy relationships?” “How do you know when a relationship is unhealthy?”
B2.3 identify resources and strategies that can be used to help develop healthy relationships and resolve conflict in a variety of human interactions (e.g., assertiveness training, anti-bullying programs, strategies for developing empathy)
B2.4 describe and demonstrate socially appropriate verbal and non-verbal communication skills in a variety of situations (e.g., describe the importance of maintaining eye contact when talking with a friend; show respect for the opinions of others in classroom discussions; using role play, demonstrate how to listen attentively when talking with parents or caregivers, or how to speak confidently during
a job interview)
By the end of this course, students will:
B3.1 describe the impact of change, including social, economic, technological, and environ­ mental change, on the lifestyles of past and present families (e.g., the effects of changes in divorce rates, the participation of women in the workforce, the role of fathers, gender roles, house­ hold technology; generational shifts in parental
perceptions about appropriate levels of involvement with and protection of children; the impact of resource depletion on families who live on the land; the rise of the skills-based economy)
Teacher prompts: “What impact have changes in technology had on household labour in Ontario?” “In what ways are current family lifestyles different from those of past genera­ tions? Have lifestyles changed equally for rural, urban, suburban, and reserve families? Why or why not?” “What impact have economic and technological changes had on people’s recre­ ational time? How have these changes affected the extent to which people spend time outside, in nature?”
B3.2 describe differences in lifestyle among families from diverse backgrounds (e.g., food choices; social life; gender roles; family celebrations and traditions; views on health and wellness; religious expression)
Teacher prompts: “In what ways can social interactions between friends be affected by the ethnocultural, socio-economic, racial, linguistic, and/or faith backgrounds of their respective families?” “What impact do religious obser­ vances such as Ramadan or Shabbat have on the behaviour of observant families?” “What differences in leisure time pursuits or the divi­ sion of labour would you expect to see in a working-class family and an upper-middle­ class family?” “How might Aboriginal families living in urban locations and those living on reserves differ in their approach to family and community traditions?”
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