1. 20010-11 Revised
St. Jean de Brebeuf Catholic High School
Social Science and the Humanities Course Information Sheet
Course Title: Course Code: Prerequisite:
Any university, university/college, or
Individuals and Families in a HHS4M college preparation course in social
Diverse Society sciences and humanities, English, or
Canadian and world studies
COURSE DESCRIPTION
This course applies current theories and research from the disciplines of anthropology, psychology, and
sociology to the study of individual development, family behaviour, intimate and parent–child relationships,
and the ways in which families interact within the diverse Canadian society. Students will learn the
interpersonal skills required contributing to the well-being of families, and the investigative skills required
to conduct and evaluate research about individuals and families.
CONNECTION TO OUR CATHOLIC FAITH
This Course enables students to develop attitudes, values, and behaviours, founded on Catholic teachings,
with regard to the human person and the family. Students are exposed to many different models of family,
and while acknowledging the varied realities of family today, the course promotes the Catholic family and
Catholic family values as the ideal. It teaches that the family has a significant impact on our lives and
society.
Strands Overall Expectations
• Analyse theories and research on the subject of individual development, and summarize
SELF AND OTHERS their findings;
• Analyse theories and research on the subject of the development of and the psychological
tasks connected with intimate relationships, and summarize their findings;
• Analyse theories and research on the subject of parent–child relationships and their role in
individual and family development, and summarize their findings.
• Analyse decisions and behaviours related to individual role expectations;
PERSONAL AND SOCIAL • Explain decisions and behaviours related to role expectations in intimate relationships;
• Analyse decisions and behaviours related to parental and care-giver role expectations,
RESPONSIBILITIES including the division of responsibilities for childrearing and socialization.
DIVERSITY, • Explain the historical and ethnocultural origins of contemporary individual lifestyles,
socialization patterns, and family roles;
INTERDEPENDENCE, • Analyse changes that have occurred in family structure and function
AND GLOBAL throughout the history of the family;
CONNECTIONS • Analyse socialization patterns and the roles of children and parents in various historical
periods and ethnocultural contexts.
• Analyse current issues and trends relevant to individual development, and speculate on
future directions;
SOCIAL CHALLENGES • Analyse current issues and trends affecting the dynamics of intimate relationships, and
AND SOCIAL speculate on future directions for individuals and families;
STRUCTURES • Analyse current issues and trends affecting childrearing and socialization, and speculate
on the changing role of children;
• Demonstrate an understanding of the cycle of violence and the consequences of abuse and
violence in interpersonal and family relationships.
• Use appropriate social science research methods in the investigation of issues affecting
individuals and families in a diverse society;
RESEARCH AND • Access, analyse, and evaluate information, including opinions, research evidence, and
INQUIRY SKILLS theories, related to individuals and families in a diverse society;
• Analyse issues and data from the perspectives associated with key theories in the
disciplines of anthropology, psychology, and sociology;
• Communicate the results of their inquiries effectively.

2. Units and Timelines
Unit Title Approximate Time
An Approach to the Study of Individuals and Families 15 hours
Individuals in a Diverse Society 25 hours
Intimate Relationships and Marriage in a Diverse Society 25 hours
Parent Child Relationships in a Diverse Society 25 hours
Individuals and Families from Mid to Late Adulthood 20 hours
Instructional strategies: modeled, shared and guided instruction, cooperative group learning, accountable talk, independent
application and consolidation, experiential learning, inquiry-based learning, robust thinking (critical analysis and reflection).
Assessment and Evaluation Breakdown
CATEGORIES
Knowledge/Understanding 20 % TERM 70% FINAL 30%
Thinking 25 %
Communication 15 % CPT EXAM
Application 10 % 10% 20%
Assessment and Evaluation Strategies: classroom presentations, conferences, essays, response journals, demonstrations,
interviews, learning logs, quizzes, tests, and exams, observations, performance tasks, portfolios, question and answers,
self-assessment. Assessment and Evaluation Tools: Checklists, exemplars, rating scales, rubrics, metacognition,
self and peer assessment, anecdotal notes.
Focus on Learning Skills
Responsibility Organization Independent Work Collaboration Initiative Self-Regulation
 Fulfils  Devises  Independently  Accepts various roles  Looks for and  Sets own
responsibiliti and monitors, assesses, and an equitable acts on new individual goals
es and follows a and revises plans share of work in a ideas and and monitors
commitment plan and to complete tasks group opportunities progress towards
s within the process and meet goals.  Responds positively for learning. achieving them.
learning for  Uses class time to the ideas,  Demonstrate  Seeks
environment. completin appropriately to opinions, values, and s the clarification or
assistance when
 Completes g work complete tasks. traditions of capacity for
needed.
and submits and tasks.  Follows others. innovation
class work,  Establishe instructions with  Builds healthy peer- and a  Assesses and
homework, s priorities minimal to-peer relationships willingness reflects critically
and and supervision. through personal to take risks. on own
assignments manages and  Demonstrate strengths, needs,
according to time to media-assisted s curiosity and interests.
agreed-upon complete interactions. and interest  Identifies
in learning.
timelines. tasks and  Works with others  Approaches
learning
 Takes achieve to resolve conflicts opportunities,
responsibilit goals. new tasks choices, and
and build consensus with a
y for and  Identifies, to achieve group positive
strategies to
manages gathers, goals. meet
own attitude. personal needs and
evaluates,  Shares information,
behaviour. and uses resources, and  Recognizes achieve goals.
informatio expertise, and and  Perseveres and
n, promotes critical advocates makes an effort
technolog appropriatel
thinking to solve problems and make when responding
y, and decisions. y for the to challenges.
resources rights of self
to and others
complete
tasks.

3. N.B. Additional Information Found in Student’s School Agenda/Board Policy:
Lates, Absences and Missed Assignments follow the YCDSB Assessment & Evaluation Guidelines, in compliance with the Ministry of
Education Policy on Assessment, Evaluation and Reporting. Additional information in student agenda.
Title of Textbook: Individuals in a Diverse Society Replacement Cost:$86.24
Name of Teacher:_________________________
________________________________________
________________________________________
Student Signature Parent/Guardian Signature