Page 234 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 12, University Preparation
C3. The Effects on Family and Parent-Child Relationships
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
C2.3 analysewaysinwhichrolesarenegotiated in intimate relationships (e.g., with reference to division of labour, patterns of authority, decision making)
Teacher prompt: “What is the relationship between a person’s economic role and his or her decision-making role in a relationship?”
C2.4 analyse differences among roles in intimate relationships in various social, historical, and ethnocultural contexts (e.g., in traditional Islamic and Hindu societies; in First Nation or Inuit cultures; before and after the second wave women’s movement in Canada)
Teacher prompts: “How have the rights of women throughout history and across cultures helped to determine their domestic roles?”
“In what ways are gender roles in dual-earner families different from those in households with a male breadwinner? In what ways are they similar?”
C2.5 analyse how social institutions (e.g., religious, economic, political institutions) can affect intimate relations
Teacher prompts: “Why has same-sex marriage legislation in Canada been significant for same- sex couples, even if they choose not to get mar­ ried?” “What do various religions teach about the roles of and relationship between spouses?”
By the end of this course, students will:
C3.1 explain a range of factors that can influence decisions about having children (e.g., fertility; access to assisted reproductive technologies; access to birth control; religious beliefs regarding birth control and abortion; adoption policies and practices; the stability of an intimate relationship; considerations regarding the number and spacing of children; age and health; financial status; educational, career, and personal goals; cultural/religious background; the influence of friends or family; concerns about over­
consumption of resources)
Teacher prompt: “What policies have different jurisdictions put in place to encourage individ­ uals and couples to have children? What sorts of policies might discourage individuals and couples from having children?”
C3.2 analyse the ways in which caregiving responsibilities are carried out (e.g., with reference to the sex of caregivers; whether caregiving is paid work; the extent to which children, grandparents,
or other relatives are involved in providing care) in
diverse families (e.g., working-class and upper­ middle-class families, single-parent and extended families, grandparent-led families)
Teacher prompts: “How do the caregiving responsibilities of children and teens in single- parent families compare to those in two-parent families?” “What roles do elders play in pro­ viding care in families?” “What do recent Canadian statistics show about the extent to which men are involved in caregiving respon­ sibilities in the home?”
C3.3 assess government policy and legislation that is intended to support and protect families (e.g., parental and maternity leave benefits, protection from discrimination on the grounds of family status, protection against discrimination because of preg­ nancy, the right to breastfeed in public, adoption rights for same-sex couples, subsidized childcare, grandparents’ rights)
Teacher prompt: “How do parental leave bene­ fits in Canada compare to those available in other countries? Why may low-income families be less able than higher income families to take full advantage of parental leave benefits? What changes would you make to legislation and policy to ensure equal access to such benefits?”
C3.4 analyse the role of the family as an agent of socialization in different cultures and historical periods and among groups from various reli­ gious backgrounds (e.g., with reference to child­ rearing practices, parental expectations, attitudes towards sexuality, education, gender socialization)
Teacher prompt: “In the present day, do family or peers have the greater impact on the social­ ization of teens? To what extent has this changed from fifty years ago? How do you think it will have changed fifty years from now?”
C3.5 compare the roles of children in the family and society in various cultures and historical periods (e.g., with reference to rites of passage, participation in education and the labour force, the nature of parent-child relationships, attitudes towards family members with special needs)
Teacher prompt: “Why do literacy rates tend to be higher for boys than girls in most developing countries?”
C3.6 analyse the impact of social institutions (e.g., educational, religious, economic, and political insti­ tutions) on the socialization of family members
Teacher prompts: “What impact might economic or political instability have on child development and socialization?” “How have government controls and interventions affected the lives
of First Nation, Métis, and Inuit families?”
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