Page 113 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

D. EXERCISINGRESPONSIBILITY OVERALL EXPECTATIONS
By the end of this course, students will:
D1. PersonalResponsibilities:demonstrateanunderstandingoftheirresponsibilitiesrelatedto their personal well-being and that of their family, and of how they can maintain their health and well-being;
D2. FamilyResponsibilities:describethefunctionsandresponsibilitiesoffamiliesandthediverse ways in which families fulfil them;
D3. ConsumerAwareness:describeanddemonstrateresponsibleconsumerpractices.
SPECIFIC EXPECTATIONS
D1. Personal Responsibilities
By the end of this course, students will:
D1.1 identify strategies and resources that indi­ viduals can use to improve and/or maintain their personal health and well-being (e.g., resources such as Canada’s Food Guide and other Health Canada publications; strategies such as practising good hygiene, exercising, spending time in nature, managing stress, choosing healthy foods, living within their means, fostering healthy rela­ tionships; avoiding unsafe practices such as drinking and driving, smoking, having unprotected sex)
D1.2 explain the importance of taking personal responsibility for maintaining their health and well-being (e.g., how taking personal responsibility contributes to skills development, independence, self-confidence)
D1.3 explain how and why an adolescent’s responsibilities with respect to the family and household changes as his or her independence increases (e.g., with reference to sharing responsi­ bilities to meet food, clothing, and household needs, and caring for and communicating with family members)
D2. Family Responsibilities
By the end of this course, students will:
D2.1 describe a variety of family forms (e.g., nuclear, single-parent, blended, extended, same-sex, skipped-generation, foster, and adoptive families; families of affinity)
D2.2 identify family functions that are common to all cultures (e.g., reproduction, socialization of children, physical maintenance of members, nurturance and love, social control, production
of goods and services)
D2.3 describe ways in which diverse families (e.g., families from diverse backgrounds, nuclear versus extended families, upper-class versus working-class families) perform their fundamental functions
Teacher prompts: “How might same-sex parents involve other adults in their children’s lives to provide diverse role models for their children?” “How might families with no children of their own contribute to the socialization of children?” “Under what circumstances might a family need to go to a food bank?” “What are some childcare options for parents who work outside the home?” “What is the role of foster families or organizations such as Big Brothers/Sisters?” “How might day-to-day life for members of a single-parent family be different from that for the members of an extended family?” “What impact has the Indian Act had on the ability of Aboriginal parents to perform their functions within the family (e.g., with respect to educating children, passing on religious and spiritual practices, maintaining Aboriginal languages)?”
D2.4 explain how families can fulfil their func­ tions and meet their needs while reducing their impact on the environment (e.g., by recy­ cling and reusing goods, composting, shopping for second-hand clothing or household items, reducing consumption, using forms of transportation other than a car whenever possible)
EXERCISING RESPONSIBILITY
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