Hsb 4u- challenge & change in society



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HSB 4U- CHALLENGE & CHANGE IN SOCIETY

This course focuses on the use of social science theories, perspectives, and methodologies to investigate and explain shifts in knowledge, attitudes, beliefs, and behaviour and their impact on society. Students will critically analyze how and why cultural, social, and behavioural patterns change over time. They will explore the ideas of social theorists and use those ideas to analyze causes of and responses to challenges such as technological change, deviance, and global inequalities. Students will explore ways in which social science research methods can be used to study social change.



ONTARIO CURRICULUM EXPECTATIONS & HOW I AM ORGANIZING THE UNITS- UPDATED 2013

UNIT

EXPECTATIONS

Intro to Social Science & Research in Social Science

EXPLORING

A1.1. 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

A1.2 identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics

A1.3 formulate effective questions to guide their research and inquiry

INVESTIGATING

A2.1 create appropriate research plans to investigate their selected topics

A2.2 locate and select information relevant to their investigations from a variety of primary sources

A2.3 based on preliminary research, for each investigation formulate a hypothesis, thesis statement, or research question, and use it to focus their research

PROCESSING INFORMATION

A3.1 assess various aspects of information gathered from primary and secondary sources

A3.2 record and organize information and key ideas using a variety of formats (e.g., notes, graphic organizers, summaries, audio/digital records)

A3.3 analyse and interpret research information (e.g., compare information gathered from primary and secondary sources; determine whether similar information is found in different sources)

A3.4 demonstrate academic honesty by documenting the sources of all information generated through research

A3.5 synthesize findings and formulate conclusions

COMMUNICATING & REFLECTING

A4.1 use an appropriate format (e.g., oral presentation, brochure, flyer, poster, research report, seminar, web page) to communicate the results of their research and inquiry effectively for a specific purpose and audience

A4.2 use terms relating to social change correctly (e.g., functionalism, structuralism, feminism,

paradigm shift, cognitive dissonance)

A4.3 clearly communicate the results of their inquiries (e.g., write clearly, organize ideas logically, use language conventions properly), and follow APA conventions for acknowledging sources (e.g., generate a reference list in APA style, use in-text author-date citations)

A4.4 demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communication skills

Intro to Social Change & Challenges in Health & Wellness

FOUNDATIONS FOR THE STUDY OF SOCIAL CHANGE

B1.1 outline and compare the key ideas of major theories used to explain social change (e.g., functionalism, conflict theory, interpretive theories, feminism, cultural materialism, structuralism, humanism, queer theory, cognitive theory)

B1.2 describe various psychological, social, material, or cultural conditions that are used to explain social change (e.g., cognitive dissonance, paradigm shift, class struggle, tension and adaptation, material and/or cultural change, globalization)

B1.3 explain major social science methodologies and research designs (e.g., qualitative and quantitative methods, critical ethnography, participant observation, survey, field observation, interview, experiment, focus group)

CAUSES & EFFECTS OF SOCIAL CHANGE

B2.1 describe 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)

B2.2 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

B2.3 explain various means of creating social change (e.g., direct action, protest, advocacy, community organization, revolution, political activism)

B2.4 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)

B2.5 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)

B2.6 explain the impact of social change on individuals in Canada and on Canadian society (e.g., increased participation of women in the workforce has led to increased need for parental-leave provisions and daycare services; increased recognition of climate change has brought environmental issues to the forefront of political and economic debates; demographic changes have created a need for legal changes to prevent harassment and discrimination)

TECHNOLOGICAL CHANGE

B3.1 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)

B3.2 explain how various new technologies (e.g., in medicine, education, entertainment, health and wellness) can affect social structures and interactions

B3.3 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)

Social Patterns in Canada, Social Trends and Deviance

DEMOGRAPHICS

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)

C1.2 explain concepts related to demography (e.g., replacement level, fertility rate, demographic transition), and assess the social impact of demographic change

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”)

FORCES THAT SHAPE SOCIAL TRENDS

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)

C2.2 describe ways in which culture, tradition, and language influence social trends

C2.3 explain how increases in population mobility shape social patterns and trends

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”)

SOCIAL DEVIANCE

C3.1 describe the key ideas of major social science theories related to deviance (e.g., labelling theory, social control theory, differential association theory, cultural theories)

C3.2 summarize and interpret statistics related to social deviance, discrimination, and hate crimes

C3.3 describe various methods of deterrence used within local, national, and global institutions and societies (e.g., restorative justice, the death penalty, sentencing circles, suspension and expulsion provisions within the education system),and explain the reasons for each

C3.4 explain the relationship between social panic about crime and deviance and the attention given to these issues by media, politicians, and other social groups

C3.5 explain ways in which the deterrence of social deviance and the maintenance of civil liberties can come into conflict with one another (e.g., with respect to Bill C-36: the Canadian Anti-Terrorism Act)

Global Social Challenges

GLOBAL INEQUALITIES

D1.1 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)

D1.2 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

D1.3 summarize the statistics on literacy rates nationally and internationally, and assess the impact of low literacy levels on the standard of living of individuals and groups

D1.4 explain how various socio-economic conditions (e.g., international competition, prejudice, unfavourable economic conditions, military occupation/rule) and structures (e.g., the welfare system, public health and education, non-profit social service organizations) operate to increase, entrench, or alleviate poverty

GLOBILIZATION

D2.1 explain various types of arrangements between governments and transnational corporations, including the reasons for such arrangements, and describe their impact on developing nations (e.g., the impact of outsourcing of labour, tariff-free zones, maquilas, lax environmental standards, the privatization of water)

D2.2 describe the roles of various transnational organizations (e.g., the International Monetary Fund, the World Trade Organization, the World Health Organization) and assess their effectiveness in carrying out their respective mandates

D2.3 summarize the impact (e.g., economic, social, environmental) of globalization on Canadian society

EXPLOITATION

D3.1 describe the effects of unfair exploitation (e.g., black market sales, human trafficking, the drug trade, human rights violations, use of child labour, expropriation of land) on individuals and groups

D3.2 explain ways in which some Canadian government policies have resulted in unfair or unjust exploitation of individuals and groups (e.g., policies establishing Aboriginal residential schools and Japanese internment camps; nineteenth-century policies on indentured labour; modern policies related to foreign domestic workers)

D3.3 identify environmental changes that have resulted from the unchecked exploitation of fossil-fuel resources (e.g., environmental degradation, climate change), and assess the impact of these changes on the well-being of Canadians


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