Page 231 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

B. THEORETICALPERSPECTIVES ON DEVELOPMENT
OVERALL EXPECTATIONS
By the end of this course, students will:
B1. Individual Development: demonstrate an understanding of theoretical perspectives and research on various aspects of individual development;
B2. The Development of Intimate Relationships: demonstrate an understanding of theoretical perspectives and research on the development of intimate relationships;
B3. The Development of Family and Parent-Child Relationships: demonstrate an understanding of theoretical perspectives and research on the development of family and parent-child relationships.
SPECIFIC EXPECTATIONS
B1. Individual Development
By the end of this course, students will:
B1.1 explain individual development throughout the lifespan, according to a variety of theoretical perspectives on development (e.g., psychodynamic perspective [Sigmund Freud, Erik Erikson, Karen Horney], cognitive perspective [Lev Vygotsky], humanist perspective [Abraham Maslow, Carl Rogers], symbolic interactionist perspective [Charles Cooley, George Mead], sociocultural perspective [Urie Bronfenbrenner], evolutionary perspective [Konrad Lorenz, John Bowlby])
Teacher prompts: “What factors have the greatest influence on individual development, according to the psychodynamic perspective? What are the similarities and differences between these factors and those that are the focus of the socio­ cultural perspective?” “What are some critiques of these theoretical perspectives?”
B1.2 assess research on sex-based similarities and differences as well as gender-based similarities and differences (e.g., with reference to the com­ plexity of distinguishing the effects of nature and nurture; the impact of cultural, social, and historical change on expectations associated with gender)
Teacher prompt: “Why can researchers never completely separate the effects of nature and nurture when studying sex- and gender-based differences?”
B1.3 compare theories used to explain adult development in later life (e.g., Erik Erikson’s
stages of generativity versus stagnation, and ego integrity versus despair; Daniel Levinson’s midlife transition; Bernice Neugarten’s concept of the social clock; George Mead’s symbolic interactionist theories)
Teacher prompt: “Which developmental theory predicts the greatest developmental variability among adults?”
By the end of this course, students will:
B2.1 explain the development of intimate rela­ tionships according to a variety of theoretical perspectives (e.g., psychodynamic, evolutionary, structural functionalist, conflict theory, feminist theory, queer theory perspectives)
Teacher prompts: “How would a structural functionalist and a conflict theorist explain the ways in which couples establish the division of labour in their households?” “How would different theories account for the experiences of a couple in an arranged marriage versus a couple in a free-choice marriage?”
B2.2 compare various theories of attraction and mate selection (e.g., evolutionary theory, filter theory, social homogamy theory, the theory of complementary needs)
Teacher prompt: “Which theories of attraction and mate selection predict similar outcomes? Which theories contradict one another?”
THEORETICAL PERSPECTIVES ON DEVELOPMENT
B2. The Development of Intimate Relationships
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