Outcome Chart - Ontario - Dynamics of Human Relationships 11 HHD3O

Research and Inquiry Skills

Overall Expectations

Exploring: explore topics related to food and culture, and formulate questions to guide their research;

Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods;

Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry;

Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.

Specific Expectations

Students will:

  • explore a variety of topics related to healthy relationships (e.g., well-being; flourishing versus languishing; mental health and relationships; human rights codes; anti-bullying campaigns) to identify topics for research and inquiry
  • formulate effective questions to guide their research and inquiry
  • Teacher prompt: “If you found an article showing that anti-bullying programs are effective in elementary schools, do you think it would also be important to see how effective these programs are in secondary schools?”
  • locate and select information relevant to their investigations from a variety of primary sources (e.g., informal interviews and surveys) and secondary sources (e.g., print resources, the Internet, online databases, and other media)
  • based on preliminary research, for each investigation formulate a hypothesis, thesis statement, or research question, and use it to focus their research
  • assess various aspects of information gathered from primary and secondary sources (e.g., accuracy, relevance, reliability, inherent values and bias, voice)
  • analyse and interpret research information
  • demonstrate academic honesty by documenting the sources of all information generated through research
  • synthesize findings and formulate conclusions
  • use an appropriate format (e.g., brochure, flyer, poster, report, multimedia presentation, web page) to communicate the results of their research and inquiry effectively for a specific purpose and audience
  • demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communication skills

Lessons that meet Grade 11 expectations

Cyberbullying and the Law

Finding and Authenticating Online Information on Global Development Issues

Hoax? Scholarly Research? Personal Opinion? You Decide!

Making Media for Democratic Citizenship

Shaking the Movers: Youth Rights and Media

Student Tutorials (Licensed Resource)

MyWorld

Personal Growth and Development

Overall Expectations

Self-concept and Self-esteem: explain how self-concept and self-esteem influence personal well-being;

Self-concept and Healthy Relationships: demonstrate an understanding of how self-concept influences an individual’s interactions with others.

Specific Expectations

Students will:

  • explain the interrelationship between self-concept, self-esteem, and mental health
  • explain ways in which self-concept and self-esteem are interconnected with community and societal beliefs and values
  • explain how a strong self-concept and healthy self-esteem contribute to healthy relationships
  • explain how self-concept influences a person’s relationships
  • analyse how being self-aware affects interpersonal relationships
  • analyse how both social awareness and physical, psychological, and emotional health affect people’s relationships

Lessons that meet Grade 11 expectations

Kellogg Special K Ads

The Price of Happiness

Student Tutorials (Licensed Resource)

MyWorld

Healthy Relationships

Overall Expectations

Healthy Relationships Over a Lifetime: demonstrate an understanding of the range of relationships people experience over a lifetime and of the differences between healthy and unhealthy relationships;

Social and Cultural Influences: demonstrate an understanding of various social and cultural influences on relationships;

Dynamics and Challenges That Affect Relationships: demonstrate an understanding of various dynamics and challenges that can affect relationships;

Building Healthy Relationships: demonstrate an understanding of skills and strategies that help people to develop and sustain healthy relationships.

Specific Expectations

Students will:

  • identify characteristics of healthy relationships
  • describe behaviours that characterize unhealthy relationships (e.g., physical and verbal abuse, bullying, sexual harassment, stalking, obsession, possessiveness, intimidation, isolation, financial control, substance abuse, co-dependence)
  • analyse ways in which social and cultural factors, including portrayals in the media, shape people’s ideas about relationships
  • describe the benefits and challenges to relationships of increased access to media and technology
  • describe values and attitudes that enhance the quality of human interactions (e.g., respect, caring, empathy, trust, honour, honesty)
  • describe some of the ways in which power dynamics can influence behaviour in human interactions
  • describe some of the ways in which power dynamics can influence behaviour in human interactions
  • describe the impact on human interactions of various changes that are taking place in society (e.g., greater reliance on technology, greater acceptance of independence by and for young people and women, greater cultural diversity in communities, increased sense of environmental responsibility)
  • describe strategies and skills for building healthy relationships
  • describe strategies for sustaining various types of relationships as they evolve over time

Student Tutorials (Licensed Resource)

MyWorld

 

Rights and Responsibilities

Overall Expectations

Individual Rights and Responsibilities: demonstrate an understanding of the nature of individual rights and responsibilities in human interactions;

Rights and Responsibilities in Community Context: demonstrate an understanding of the extent of individual rights and responsibilities within the wider community.

Specific Expectations

Students will:

  • identify the rights of the individual in human interactions as outlined in a variety of laws and policies (e.g., the Ontario Human Rights Code, the Employment Standards Act, the Ontario Environmental Bill of Rights, the Canadian Charter of Rights and Freedoms, the Indian Act, the Privacy Act, the United Nations Convention on the Rights of the Child, the Universal Declaration of Human Rights)
  • identify the individual’s responsibilities in human interactions (e.g., obeying Canada’s laws, refraining from infringing on the rights of others, promoting respect for others, encouraging the responsible use of technology)
  • explain the relationship between rights and responsibilities
  • explain the difference between legal and personal rights and responsibilities
  • explain how various societal factors (e.g., media, peers, socio-economic status, technology, environmental conditions, values, culture, religion, family) extend or limit individual rights and responsibilities
  • compare and evaluate various strategies for responding to infringements on individual rights (e.g., direct confrontation, complaints to people in positions of authority, official complaints to the Ontario Human Rights Commission)

Lessons that meet Grade 11 expectations

Shaking the Movers: Youth Rights and Media

Research and Inquiry Skills

Overall Expectations
Exploring: explore topics related to human relationships, and formulate questions to guide their research

Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods

Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry

Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.
Specific Expectations
Students will:

explore a variety of topics related to equity, diversity, and/or social justice (e.g., well-being; flourishing versus languishing; mental health and relationships; human rights codes; anti-bullying campaigns) to identify topics for research and inquiry

identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics

formulate effective questions to guide their research and inquiry

create appropriate research plans to investigate their selected topics (e.g., outline purpose and method; identify sources of information), ensuring that their plans follow guidelines for ethical research

locate and select information relevant to their investigations from a variety of primary sources

based on preliminary research, for each investigation formulate a hypothesis, thesis statement, or research question, and use it to focus their research

assess various aspects of information gathered from primary and secondary sources (e.g., accuracy, relevance, reliability, inherent values and bias, voice)

analyse and interpret research information

synthesize findings and formulate conclusions

demonstrate academic honesty by documenting the sources of all information generated through research

demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communication skills

Lessons that meet Secondary expectations

Cyberbullying and the Law

Deconstructing Web Pages

First Person

Free Speech and the Internet

Hate 2.0

Hate or Debate

I heard it ‘round the Internet: Sexual health education and authenticating online information

Learning Gender Stereotypes

Promoting Ethical Behaviour Online: My Virtual Life

Scapegoating and Othering

Taming the Wild Wiki

Thinking about Hate

What Students Need to Know about Freedom of Information and Protection of Privacy

Student Tutorials (Licensed Resource)
MyWorld