Page 252 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 12, University/College Preparation
D1. CognitiveDevelopment:demonstrateanunderstandingoftheoriesofcognitivedevelopment and of changes in aspects of cognitive development throughout the lifespan;
D2. LanguageAcquisitionandDevelopment:explaintheprocessesandphysiologicalfoundations of language acquisition and development throughout the lifespan;
D3. Intelligence:demonstrateanunderstandingofissuesrelatedtodefining,measuring,and developing intelligence;
D4. FactorsAffectingCognitiveDevelopmentandLanguageUse:analysetheeffectsofcontextual factors on cognitive development and language use throughout the lifespan.
D1. Cognitive Development
D2. Language Acquisition and Development
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
SPECIFIC EXPECTATIONS
By the end of this course, students will:
D1.1 explain theories of human cognitive devel­ opment (e.g., the theories of Jean Piaget, Lev Vygotsky, Noam Chomsky, Maria Montessori, Robert J. Sternberg)
Teacher prompt: “According to Vygotsky, what is the best way to promote cognitive develop­ ment of young children?”
D1.2 explain theories of moral development (e.g., the theories of Lawrence Kohlberg, Carol Gilligan, Moshe Blatt, James Rest)
Teacher prompt: “According to Kohlberg, what
are the connections between cognitive and moral development?”
D1.3 describe cognitive development throughout the lifespan (e.g., the development of theory of mind in preschoolers, dualistic thinking of adolescents, reflective thinking of adults, wisdom in later adulthood)
Teacher prompt: “What is wisdom? What types of life experiences and cognitive capacity would be required to develop wisdom? Is it possible for a young adult to show wisdom? Why or why not?”
D1.4 explain how information processing changes throughout the lifespan (e.g., with reference to short- and long-term memory, critical thinking, problem solving, decision making), with emphasis on changes in attention, memory, thinking, and metacognition
Teacher prompts: “What is the impact of atten­ tion on storage and retrieval of information?” “In what ways do children and adults differ in the problem-solving strategies they use?”
By the end of this course, students will:
D2.1 explain the physiological foundations of lan­ guage development (e.g., the areas of the brain related to language processing)
Teacher prompt: “What role do Broca’s area and Wernicke’s area play in language development?”
D2.2 explain the processes of language acquisi­ tion and development throughout the lifespan
Teacher prompts: “How does verbal and non­ verbal stimulation enhance or impede language development?” “Why is it easier for people to learn a new language when they are young
D. COGNITIVEDEVELOPMENT, LANGUAGE DEVELOPMENT, AND INTELLIGENCE
OVERALL EXPECTATIONS
By the end of this course, students will:
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