Page 318 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 11, College Preparation
D1. Theories,Perspectives,andMethodologies:demonstrateanunderstandingofmajortheories, perspectives, and research methods in sociology;
D2. ExplainingSocialBehaviour:useasociologicalperspectivetoexplainhowdiversefactors influence and shape social behaviour;
D3. Socialization:useasociologicalperspectivetoexplainpatternsofsocialization.
D1. Theories, Perspectives, and Methodologies
D2. Explaining Social Behaviour
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
SPECIFIC EXPECTATIONS
By the end of this course, students will:
D1.1 identify the significant contributions of influential sociologists (e.g., Emile Durkheim, Karl Marx, Edward Said, Max Weber, Dorothy Smith, Charles Wright-Mills, Gordon Allport, Reginald Bibby, George Dei, Ibn Khaldun)
D1.2 outline the key ideas of the major sociological schools of thought (e.g., structural functionalism, symbolic interactionism, conflict theory, feminist perspective), and explain how they can be used to understand social behaviour
Teacher prompts: “From a feminist perspective, why is there inequality in the workplace?” “Why is it important to consider social as well as individual factors when trying to understand issues such as poverty or unemployment?”
D1.3 identify and describe the main research methods that are used for conducting sociological research (e.g., surveys, case studies, observations,
secondary analysis of statistical results, content analysis, focus groups), and describe critiques of the various methods
Teacher prompt: “What method or methods would you use to determine the relationship between the academic performance of Grade 11 students and the amount of time spent in employment or playing sports? What would be the limitations of sociological research methods for addressing this research question?”
By the end of this course, students will:
D2.1 describe, from a sociological perspective, how diverse factors (e.g., social norms and expectations, social structures, social sanctions, social distinctions, socio-economic status, geographic location, physical environment, media coverage) influence and shape individual and group behaviour (e.g., conformity, obedience, discrimination, “groupthink”, choice
of occupation)
Teacher prompts: “In what ways does socio­ economic status affect people’s career choices?” “How are social norms and expectations,
such as standing for the national anthem, communicated? What sanctions take place when a person does not stand for the playing
of the national anthem?”
D2.2 explain the relationship between prejudice and individual and systemic discrimination (e.g., on the basis of gender, race, socio-economic status, sexual orientation, ability, religion, age, appearance), and describe their impacts on individuals and society
Teacher prompts: “What is the impact of het­ erosexism on individuals and society?” “How are stereotypes conveyed in the media, and how do these stereotypes affect individual behaviour?”
D2.3 describe, from a sociological perspective, ways in which diverse influences (e.g., culture, religion, economics, technology) shape social behaviour (e.g., dating and courtship, social networking, bullying, following trends and fads)
D. SOCIOLOGY OVERALL EXPECTATIONS
By the end of this course, students will:
316