Outcome Chart - Ontario - Challenge and Change in Society 12 HSB4U

Social Change

Overall Expectations

Causes and Effects of Social Change: demonstrate an understanding of the causes and effects of social change;

Technological Change: demonstrate an understanding of patterns and effects of technological change from a social science perspective.

Specific Expectations

Students will:

  • identify 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)
  • explain how various economic, 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 consequences) can create resistance to change
  • explain various means of creating social change (e.g., direct action, protest, advocacy, community organization, revolution, political activism)
  • explain the relationships between conformity, alienation, and social change (e.g., conformity discourages social change; feelings of alienation on a group level sometimes lead to movements to bring about social change; drastic social change sometimes leads to greater conformity)
  • explain the relationships between poverty, affluence, and social change (e.g., the effects of the digital divide and/or unequal access to higher education on the social and economic prospects of different groups)
  • explain the impact of social change on individuals in Canada and on Canadian society
  • identify some recent technological changes and describe how they affect individuals (e.g., computer technology and the Internet provide extensive opportunities for social networking; many workplace technologies place a physical strain on workers and require ergonomic remedies)
  • explain how various new technologies (e.g., in medicine, education, entertainment, health and wellness) can affect social structures and interactions
  • explain how technological advances (e.g., in manufacturing, agriculture, recycling) lead to cultural adaptations (e.g., the rapid introduction of new technologies creates cultural lag that leads to social problems and conflicts)

Lessons that meet Grade 12 expectations

 

Social Patterns and Trends

Overall Expectations

Forces That Shape Social Trends: demonstrate an understanding of how forces influence and shape social patterns and trends;

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

Students will:

  • describe ways in which culture, tradition, and language influence social trends
  • summarize and interpret statistics related to social deviance, discrimination, and hate crimes
  • explain the relationship between social panic about crime and deviance and the attention given to these issues by media, politicians, and other social groups

Lessons that meet Grade 12 expectations

Global Social Challenges

Overall Expectations

Global Inequalities:

demonstrate an understanding of how various social structures and conditions support or limit global inequalities;

Specific Expectations

Students will:

  • describe the key provisions of various provincial, national, and international agreements for addressing human rights issues (e.g., the Ontario Human Rights Code, the Ontario Environmental Bill of Rights, the Canadian Charter of Rights and Freedoms, the Geneva Conventions, the United Nations Convention on the Rights of the Child)
  • demonstrate an understanding of various types of discrimination (e.g., racism, homophobia, ageism, sexism, hate crimes, individual discrimination, systemic discrimination, genocide) and their impact on individuals and groups

Lessons that meet Grade 12 expectations

Research and Inquiry Skills

Overall Expectations

  • Exploring: explore topics related to the analysis of social change, 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 the analysis of social change (e.g., social and economic factors leading to political changes) 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