Page 325 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

C. SOCIALPATTERNSANDTRENDS OVERALL EXPECTATIONS
By the end of this course, students will:
C1. Demographics: demonstrate an understanding of the importance of demographics as a tool for studying social patterns and trends, both nationally and globally;
C2. Forces That Shape Social Trends: demonstrate an understanding of how forces influence and shape social patterns and trends;
C3. Social Deviance: demonstrate an understanding of social science theories about social deviance, and of how various responses to deviance affect individuals and society.
SPECIFIC EXPECTATIONS
C1. Demographics
By the end of this course, students will:
C1.1 describe population trends in Canada and around the world (e.g., rural-suburban-urban migration, the baby boom effect, differences between the demographic profiles of developed and developing nations)
Teacher prompts: “What has been the impact and what are the future implications of Canada’s changing ratio of urban to rural dwellers?” “What are some of the implications of the
fact that Aboriginal people are one of the fastest-growing groups among urban populations in Canada?”
C1.2 explain concepts related to demography (e.g., replacement level, fertility rate, demographic transition), and assess the social impact of demographic change
Teacher prompt: “What are the possible socio­ economic implications of the fact that fertility rates in Canada are below replacement level?”
C1.3 explain the significance of immigration to Canadian society (e.g., immigration maintains Canadian population levels; immigration is an inherent part of Canadians’ view of their society as a “mosaic”)
Teacher prompt: “Are some categories of immigrants more favoured by Canada’s immigration laws than others? What do the laws tell you about how government views the role of immigration in Canadian society?”
C2. Forces That Shape Social Trends
By the end of this course, students will:
C2.1 describe how trends are shaped by various socio-economic factors (e.g., extracurricular activity costs, access to transportation, access to computers, access to health care and education)
Teacher prompt: “How do high fuel costs influence trends in tourism?”
C2.2 describe ways in which culture, tradition, and language influence social trends
Teacher prompt: “Why are halal and kosher foods becoming more popular even among people who are not Muslim or Jewish?”
C2.3 explain how increases in population mobility shape social patterns and trends
Teacher prompt: “How does increased popula­ tion mobility affect the role of extended family members in the lives of children?”
C2.4 explain changes in the nature of work in Canada (e.g., increase in the information economy and in service sector employment and corresponding decrease in manufacturing jobs, increase in telecommuting, increase in “credentialism”)
C3. Social Deviance
By the end of this course, students will:
C3.1 describe the key ideas of major social sci­ ence theories related to deviance (e.g., labelling theory, social control theory, differential association theory, cultural theories)
SOCIAL PATTERNS AND TRENDS
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