Families in Canada – HHS4U (Tutoring)

Course Prerequisite

Any university or university/college preparation course in social sciences and humanities, English, or Canadian and world studies (Recommended)

Description

This course enables students to draw on sociological, psychological, and anthropological theories and research to analyze the development of individuals, intimate relationships, and family and parent-child relationships. Students will focus on issues and challenges facing individuals and families in Canada’s diverse society. They will develop analytical tools that enable them to assess various factors affecting families and to consider policies and practices intended to support families in Canada. They will develop the investigative skills required to conduct and communicate the results of research on individuals, intimate relationships, and parent-child relationships.

Course Info

Course Outline & Units

Unit Order

Unit Name

Suggested Time

Unit 0

Research and Inquiry Skills

Integrated throughout the course
Unit 1

An Approach to the Study of Individuals and Families:

Students explore family definitions, structures, and roles within various historical and cultural origins. Theoretical frameworks for studying the family are examined from the disciplines of sociology, psychology, and anthropology. Students are introduced to social science research methods to investigate issues that affect individuals and families in a diverse society. Note: The independent study begins in this unit. Each student determines a topic and formulates a research question.

15 hours
Unit 2

Individuals in a Diverse Society: 

An understanding of individual development is gained through the exploration of a variety of related theories. Historical and ethno cultural understandings of the origins of contemporary individual lifestyles, socialization patterns, and family roles are developed. Students analyze current issues and trends relating to young adults. They use social science research skills to enhance their learning.

20 hours
Unit 3

Intimate Relationships and Marriage in a Diverse Society:

Students analyze and evaluate theories about mate selection. The legal aspects of marriage are presented and examined. An overview of the historical, religious, and cultural perspectives of marriage is given. The students learn the skills, attitudes, and behaviors necessary to build satisfying and lasting relationships. Current issues, such as divorce, power/abuse, and alternatives to marriage are explored.

25 hours
Unit 4

Parent Child Relationships on a Diverse Society:

Students examine and explore the development of the parent-child relationship. Students use knowledge of family theories gained in Unit 1 to analyze information from both a psychological and sociological perspective. Issues, such as the role of parents and children in the family, socialization patterns, and parenting practices are examined within the contexts of various cultural perspectives and historical periods. Current issues such as divorce, reproductive technology, teen parenting, and child abuse are investigated to speculate on the significance of these trends for individual and family development. Upon completion of their independent study unit, students demonstrate effective use of current technology in the communication of their independent study.

22 hours
Unit 5

Individuals and Families from Mid to Late Adulthood:

Students analyze theories and research related to individuals and families ranging from mid-to-late adulthood. Students take into consideration diversity in personal and family roles as well as the roles of social institutions. Many important life issues that occur from mid-life through to death are examined. Students come to understand that at this stage in life we revisit some earlier issues from a different perspective.

20 hours
Final Evaluation 30%

Final Assignment 

Final Exam

 

8 hours

Total 110 Hours
Learning Strategies

A wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. These strategies include, but are not limited to:

  • Structured Overview
  • Lecture
  • Guided and Shared (Reading, Listening, Viewing and Thinking)
  • Brainstorming
  • Discussion
  • Student – Teacher Conferencing
  • Case Studies
  • Reflective Discussion
  • Essays
  • Computer Assisted Instruction
  • Journals Learning Logs
  • Research Reports
  • Independent Research Projects
Course FAQ
The course duration is 110 hours, delivered in an online school format. 
Any university or university/college preparation course in social sciences and humanities, English, or Canadian and world studies
The course fee varies based on the selected availability option: Online Self-Study and Online Instructor-Led. For detailed information and pricing, please check our website.  
Assessment & Resources

Purpose   

The primary purpose of assessment is to improve student learning. Assessment relates directly to the expectations for the course.

A variety of assessments for and as learning are conducted on a regular basis to allow ample opportunities for students to improve and ultimately demonstrate their full range of learning and for the teacher to gather information to provide feedback. Assessment tasks relate to the success criteria set out in lesson plans. Success criteria allow students to see what quality looks like.

Evaluation is the process of judging the quality of student work in relation to the achievement chart categories and criteria and assigning a percentage grade to represent that quality. Evaluation is based on gathering evidence of student achievement through:

  • Products
  • Observations
  • Conversations

Assessment for Learning – we provide feedback and coaching. Assessment FOR Learning is the process of seeking and interpreting evidence for the use of learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to go there.

Assessment as Learning – we help students monitor progress, set goals, reflect on their learning

Assessment AS Learning is the process of the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modeling external, structured opportunities for students to assess themselves.

Assessment of Learning – we use assessments to provide evaluative statements about student achievement. Assessment OF Learning is the assessment that becomes public and results in statements of symbols

(marks/grades/levels of achievement) about how well students are learning. It often contributes to pivotal decisions that will affect students’ future.

ASSESSMENT TOOLS  

Assessment and evaluation in this course will be continuous throughout the semester and will include a variety of methods.
Assessment As Learning Assessment for Learning Assessment of Learning

Student Product:

Learning Logs

KWL Chart

Goal Settings

Student Product:

Assigned Questions / Worksheet / Homework

Reflective Journal

Diagnostic Quiz

Student Product:

Unit Culminating Activities

Unit Tests

Independent Study Project

Final Exam

Observation:

Performance Tasks

Observation:

Individual and/or Group Presentations and Seminars

Observation:

Individual/Group presentations and Seminars

Conversation:

Reflective Discussion

Conversation:

Discussions

 

 

Conversation:

Student Teacher Conferences

Seminars

Resources 

Course Final Grade & Report Card

Grading  

  • The final grade is based on performance in 3 areas: products, observations, conversations.
  • 70% of the grade is based on evaluations conducted throughout the course.
  • 30% is based on a final evaluation.

Weighting of categories 

Knowledge/Understanding  Thinking/Inquiry  Communication  Application 
25%  25%  25%  25% 
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Course Grade

Grade 12

Course Code

HHS4U

Course Category

Social Sciences and Humanities

Course Type

University Preparation

Course Delivery

Online

Course Duration

8hrs

Course Credit

0
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