Page 323 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

B. SOCIALCHANGE OVERALL EXPECTATIONS
By the end of this course, students will:
B1. Foundations for the Study of Social Change: demonstrate an understanding of the major theories, perspectives, and methodologies related to social change;
B2. Causes and Effects of Social Change: demonstrate an understanding of the causes and effects of social change;
B3. Technological Change: demonstrate an understanding of patterns and effects of technological change from a social science perspective.
SPECIFIC EXPECTATIONS
By the end of this course, students will:
B1.1 outline and compare the key ideas of major theories used to explain social change (e.g., functionalism, conflict theory, interpretive theories, feminism, cultural materialism, structuralism, humanism, queer theory, cognitive theory)
Teacher prompt: “What are the main similarities and differences between functionalism, conflict theory, and interpretive theories? How might you use a Venn diagram to compare these theories?”
B1.2 describe various psychological, social, material, or cultural conditions that are used
to explain social change (e.g., cognitive dissonance, paradigm shift, class struggle, tension and adaptation, material and/or cultural change, globalization)
Teacher prompts: “What are some positive and negative changes in society that can be traced to developments in technology?” “What is meant by the term paradigm shift? What are some examples of paradigm shifts in science that have led to important social change?”
B1.3 explain major social science methodologies and research designs (e.g., qualitative and quanti­ tative methods, critical ethnography, participant observation, survey, field observation, interview, experiment, focus group)
Teacher prompt: “Suppose a school board is considering restructuring local schools. What would be the best method of collecting reliable
and valid data to use in comparing the viability of the various schools? What would be the ben­ efits of using qualitative data? What would be the benefits of using quantitative data?”
By the end of this course, students will:
B2.1 describe ways in which influential Canadian leaders have contributed to social change (e.g., Nellie McClung, Agnes Macphail, Tommy Douglas, Lester B. Pearson, Pierre Trudeau, David Suzuki, Phil Fontaine, Roberta Jamieson, Adrienne Clarkson)
B2.2 explainhowvariouseconomic,environmental, political, or sociocultural factors (e.g., global warming/climate change, environmental activism, the threat of separatism, leadership changes, pluralism) can lead to social change, and how other factors (e.g., cost, traditional values, fear of negative conse­ quences) can create resistance to change
Teacher prompt: “What are some changes in our society that have resulted or that may result from attempts to deal with the challenge of climate change? What are some factors that make it difficult to respond to this challenge?”
B2.3 explain various means of creating social change (e.g., direct action, protest, advocacy, com­ munity organization, revolution, political activism)
Teacher prompt: “What were some of the means by which same-sex marriage became legally and socially recognized in Canada?”
SOCIAL CHANGE
B1. Foundations for the Study of Social Change
B2. Causes and Effects of Social Change
321
ChaRlelesnegarecahnadnCdhInanqgueiryinSSkoilclsiety
H HI F S 1 B 0 4 / U2 0