Page 222 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 11, Open
C3. Dynamics and Challenges That Affect Relationships
C4. Building Healthy Relationships
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
By the end of this course, students will:
C3.1 identify the roles people have in various relationships (e.g., parent, child, teen, sibling, grandparent, elder, employee, employer, spouse, friend, student, co-worker, volunteer, significant other, acquaintance)
C3.2 use various theories about intimacy (e.g., David Olson’s seven types of intimacy, Gary Chapman’s five love languages, Robert Sternberg’s triangular theory of love) to analyse the depth and type of intimacy in different relationships (e.g., acquaintance, friendship, dating, long-term partnership)
Teacher prompt: “How is intimacy different in a dating relationship versus a close friendship?”
C3.3 describe variations in cultural customs and traditions that affect how humans interact (e.g., customs related to greetings, personal space, eye contact, physical distance and/or contact)
Teacher prompt: “What are some examples
of behaviour that is considered polite in one culture and rude in another? How might lack of knowledge of such differences affect human interactions between people from different cultural backgrounds?”
C3.4 describevaluesandattitudesthatenhance the quality of human interactions (e.g., respect, caring, empathy, trust, honour, honesty)
C3.5 describe some of the ways in which power dynamics can influence behaviour in human interactions
Teacher prompts: “How and why might your behaviour in a court of law differ from your behaviour at the mall or in a classroom?” “How can differences in power affect the course of
a relationship?” “How might a change in an employee’s status (e.g., a promotion) affect the dynamics of various relationships and interactions in the workplace?”
C3.6 describe the challenges that may be experi­ enced in the development of a same-sex rela­ tionship but may not be experienced in the development of a heterosexual relationship (e.g., homophobia, pressure to keep the relationship hidden, lack of models in media of adolescents in healthy same-sex relationships)
Teacher prompts: “How would your peers react if you came to the prom with a same-sex date?” “What would need to change in your school community to make it safe for students to be ‘out’ at school?”
C3.7 describe typical gender differences in expectations about relationships (e.g., with respect to monogamy, equity, shared time, loyalty, openness, sexuality)
Teacher prompt: “What qualities do girls want in an intimate relationship? In a friendship? How do these qualities differ for boys?”
C3.8 describe the impact on human interactions of various changes that are taking place in society (e.g., greater reliance on technology, greater accept­ ance of independence by and for young people and women, greater cultural diversity in communities, increased sense of environmental responsibility)
Teacher prompts: “What kinds of relationships and human interactions are possible with access to social networking through the Internet that would be impossible without it? Are there
any drawbacks to this type of interaction?” “What challenges might a person from a monocultural society face in adjusting to
a multicultural society?”
By the end of this course, students will:
C4.1 describe strategies and skills for building healthy relationships (e.g., showing empathy, setting realistic expectations, showing respect for others, communicating with openness where possible and appropriate, working to solve problems, seeking counselling, seeking community support, volunteer­ ing, giving time and attention to others)
C4.2 identifystrategiesfordealingwithsignificant change and/or loss in a relationship (e.g., seeking relationship and/or grief counselling, taking time to grieve, confiding in friends, learning acceptance, believing in oneself, developing self-reliance)
Teacher prompts: “What community support systems are available in your area to help people deal with a person’s death or the loss of a relationship?” “What specific supports might teenagers need to help deal with the death of a close friend?”
C4.3 describe strategies and approaches for ending a relationship in a positive manner (e.g., treat the other person with sensitivity, respect, integrity, empathy, and honesty; enable the other person to maintain his or her dignity; communicate face to face; ensure that verbal and non-verbal messages match; listen to their instincts)
Teacher prompt: “What are the criteria for
a healthy break-up? Using these criteria, how would you evaluate break-ups in books that you’ve read recently, or in movies or television shows?”
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