Page 308 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 11, University Preparation
C3. Socialization
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
behavioural responses (e.g., at work, within a family, in sports groups/clubs, in crowds, in urban versus rural areas, among bystanders)
Teacher prompt: “In the case of Kitty Genovese, how might the outcome have differed if the inci­ dent had occurred in a close-knit community?”
C2.3 explain how diverse psychological factors (e.g., motivation, perception, attitudes, mental health, temperament) influence individual behaviour
Teacher prompt: “How does an individual’s mental health affect his or her learning, employment, and relationships?”
By the end of this course, students will:
C3.1 identify and describe the role of socialization in the psychological development of the indi­ vidual (e.g., effects of social isolation on language development, effects of group play experiences on emotional development)
Teacher prompts: “What does the example of feral children teach us about the effect of isola­ tion on language, intellectual, and emotional development?” “What do we know about the effects on social skills of substituting virtual social experiences (e.g., through television
or computer games) for face-to-face social experiences with peers?”
C3.2 assess how diverse personality traits (e.g., introversion, openness to experience, perfectionism) shape human behaviour and interaction in a variety of environments
Teacher prompts: “Why might a college or employer ask questions to determine personality type in considering a person’s suitability for a specific career?” “How would a student who is a perfectionist behave in group assignments? What are some differences between leadership and controlling behaviour?”
C3.3 analyse the procedures of and ethical prob­ lems associated with major psychological experi­ ments in socialization (e.g., Zimbardo’s Stanford prison experiment, Asch’s conformity experiment, Milgram’s obedience-to-authority experiment, Elliot’s “Blue-Eyed/Brown-Eyed” experiment)
Teacher prompts: “In Zimbardo’s prison experi­ ment, what roles did the guards and inmates play?” “How might the results of Zimbardo’s prison experiment differ if the study were conducted today?” “How would you design and implement an ethical social psychology experiment to show conformity?”
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