Grade 11 - Social Sciences and Humanities (2013)

Gender Studies, Grade 11 University/College Preparation (HSG3M)

Equity, Diversity, and Social Justice, Grade 11 Workplace Preparation (HSE3E)

Understanding Fashion, Grade 11 College Preparation (HNC3C)

Housing and Home Design, Grade 11 Open (HLS3O)

Food and Culture, Grade 11 University/College Preparation (HFC3M)

Food and Culture, Grade 11 Workplace Preparation (HFC3E)

Dynamics of Human Relationships, Grade 11 Open (HHD3O)

Working With Infants and Young Children, Grade 11 College Preparation (HPW3C)

Raising Healthy Children, Grade 11 Open (HPC3O)

Introduction to Anthropology, Psychology, and Sociology, Grade 11 University Preparation (HSP3U)

Introduction to Anthropology, Psychology, and Sociology, Grade 11 College Preparation (HSP3C)

Philosophy: The Big Questions, Grade 11 University/College Preparation (HZB3M)

World Religions and Belief Traditions: Perspectives, Issues, and Challenges, Grade 11 University/College Preparation (HRT3M)

World Religions and Belief Traditions in Daily Life, Grade 11 Open (HRF3O)

Research and Inquiry Skills

Foundations

Gender Issues and Gender ­Related Policy in Context

Implementing Change

Research and Inquiry Skills

Foundations

Equity, Social Justice, and Change

Promoting Equity and Social Justice

Research and Inquiry Skills

Influences on Fashion

Marketing, Environmental Responsibility, and Consumer Behaviour

Design and Fashion Construction Skills

Research and Inquiry Skills

Housing Needs

Social, Economic, and Legal Considerations

Creating and Maintaining Living Spaces

Research and Inquiry Skills

Culture, Foods, and Food Practices

Foods and Flavours

Food-Preparation Skills

Research and Inquiry Skills

Culture, Foods, and Food Practices

Foods and Flavours

Food-Preparation Skills

Research and Inquiry Skills

Personal Growth and Development

Healthy Relationships

Rights and Responsibilities

Interpersonal Skills

Research and Inquiry Skills

Growth and Development

Employment Opportunities and Requirements

Interacting with Children

Addressing Social Challenges

Research and Inquiry Skills

Child Growth and Development

Personal and Social Responsibilities of Parents

Child Rearing Around the World

Addressing Social Challenges

Research and Inquiry Skills

Anthropology

Psychology

Sociology

Research and Inquiry Skills

Anthropology

Psychology

Sociology

Research and Inquiry Skills

Philosophical Foundations

Philosophical Skills

The Relevance of Philosophy

Research and Inquiry Skills

Approaches to the Study of the Sacred

Religious and Spiritual Impulse

Sacred Teachings and Principles

Rites and Observance

Social and Cultural Contexts

Research and Inquiry Skills

Commonalities, Concepts, and Contexts

Community Within Sacred and Secular Contexts

Actions

Sacred Stories and Writings

Dimensions of the Sacred

Exploring: explore topics related to gender studies, and formulate questions to guide their research

explore a variety of topics related to gender studies (e.g., self-esteem in adolescent girls; experiences of male primary school teachers or female auto mechanics) 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

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

create appropriate research plans to investigate their selected topics (e.g., outline purpose and method; identify sources of information; develop research tools such as surveys, questionnaires, or interviews), ensuring that their plans follow guidelines for ethical research

locate and select information relevant to their investigations from a variety of primary sources (e.g., interviews; observations; surveys and questionnaires; original documents and media such as film, photographs, songs, advertisements) and/or secondary sources (e.g., critical analysis in journals; book reviews, magazine articles, textbooks)

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

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

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

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

analyse and interpret research information (e.g., compare results of surveys and interviews; determine whether common themes arise in different sources)

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

synthesize findings and formulate conclusions (e.g., weigh and connect information to determine the answer to their research question)

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

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

correctly use terms relating to sex and gender equity (e.g., power relations, gender norms, intersectionality, gender representation, transgender, sexism)

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)

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

The Social Construction of Gender: demonstrate an understanding of how attitudes, behaviours, roles, and norms relating to gender are socially constructed, and of the complexity of gender as a concept and as a lived experience

explain key terms and concepts relating to gender studies (e.g., sex and gender, female, male, transsexual, intersex, gender performance, gender roles, gender norms, gender stereotypes, transgender, masculinity/masculinities, femininity/femininities, gender binary, intersectionality, hypermasculinity, emphasized femininity, sexism, matriarchy, patriarchy, gender hierarchy, sexual minorities, sexual orientation, homophobia, two-spirited, misogyny, misandry)

explain how gender norms are socially constructed and may be culturally specific (e.g., the influence of one's culture, ethnic group, or heritage, and of the media and popular culture; family expectations; peer pressure; religious expectations), and describe possible tensions between an individual's gender performance (e.g., attitudes, behaviours, roles) and societal norms

analyse ways in which gender intersects with other aspects of identity (e.g., indigeneity, race, socio-economic status, sexual orientation, ability) to create diverse gender role expectations and experiences

describe a range of gender roles in a variety of cultures and historical periods (e.g., in Western and non-Western countries; within various religious traditions; in rural and urban environments; in First Nation, Métis, or Inuit cultures; in middle-class Canada after World War II), and explain how and why these roles have changed over time

assess ways in which socially constructed gender roles and norms reflect the realities of women's and men's lived experiences locally and globally

Power Relations, Sex, and Gender: analyse sexism and the dynamics of power relations with respect to sex and gender in a variety of contexts

analyse the ways in which power and privilege are unequally distributed between and among males and females in homes, schools, workplaces, and community settings (e.g., with reference to financial decision-making, domestic chores, child and senior care, teacher attention, leadership opportunities, assigned duties, access to community resources)

explain the differences as well as the links between individual and systemic forms of sexism and discrimination, and describe ways in which these forms manifest themselves

analyse ways in which sexism can manifest itself in contemporary Canadian society (e.g., in the family, sports and athletics, politics and government; through the climate at work or school; through jokes and language; in terms of employment opportunities or access to economic resources), and assess ways to address these manifestations of sexism

explain variations in power relations between men and women within patriarchal and matriarchal societies (e.g., in matriarchal or matrilineal societies such as the Oneida, Cayuga, Mohawk, Seneca, Tuscarora, or Onondaga First Nations and the Mosuo and Naxi indigenous peoples of China), with reference to a variety of social roles and responsibilities (e.g., parental roles, decision making, economic responsibilities, leadership roles, training and educational options)

Representations of Gender: analyse representations of women and men in media, popular culture, and the arts, and assess the effects of these representations

analyse representations of gender in media and popular culture (e.g., with reference to video games, toys, music and music videos, movies and television shows, advertisements, comics, blogs, online media)

analyse the impact on individuals (e.g., with reference to their self-concept, aspirations, notions of appropriate behaviour, relationships, sense of belonging or alienation) of stereotypical representations of gender in media and popular culture

analyse images of female and male bodies and representations of beauty and fashion in media and popular culture, and describe their impact (e.g., how images of underweight, digitally altered fashion models can contribute to unhealthy eating habits among girls and women; how images showing celebrities who have had a variety of cosmetic procedures can affect individuals' self-image or the choices they make)

describe how visual art works, literature, and film can raise awareness of gender equity and changing gender expectations in society (e.g., art work by Judy Chicago, Guerrilla Girls, Joyce Wieland, Joanne Tod, Barbara Kruger, Cindy Sherman, Shelley Niro, Rebecca Belmore; literature by Caryl Churchill, Margaret Atwood, David Sedaris, Nawal El Saadawi, David Alexander Robertson, Madison Blackstone; films by Deepa Mehta, Stephen Daldry, Tracey Deer)

Securing Rights and Social Supports: demonstrate an understanding of concerns and objectives of women's rights movements and men's movements, and explain issues related to the rights of sexual minorities

describe the relevant social context of and issues of concern to contemporary and historical women's movements (e.g., issues such as women's suffrage, property ownership, birth control and reproductive rights, equal pay for equal work and equal pay for work of equal value, violence against women and children, education for girls and women in developing nations, the contribution of women's unpaid domestic and volunteer work to the family and the economy, discrimination in development assistance), and evaluate the achievements of these movements

evaluate the objectives of various men's movements (e.g., men's liberation movements; men's health, pro-feminist, and anti-sexist movements) in relation to gender equity and changing gender roles

describe issues associated with the recognition of the rights of sexual minorities (e.g., same-sex marriage laws, adoption rights for same-sex families, rights of hijras in India), and explain how they relate to gender issues

Local and Global Challenges: analyse a range of social, political, economic, and environmental issues relating to gender in Canadian and global contexts

analyse a range of social and political issues relating to gender equity in both Canadian and global contexts (e.g., issues related to employment, poverty, health care, sports, violence; the use of rape as a tool of war; infanticide and fetal sex selection; access to education and training; political representation)

describe the effects of globalization and international trade and economic policies on gender-related issues in both Canadian and global contexts (e.g., sex trafficking and tourism; mail-order brides; the proportion of women in sweatshops; the impact of changing economies on women's and men's social roles; the impact of Western advertising and consumerism on gender roles in newly industrializing countries; deindustrialization and the loss of traditionally male-dominated jobs in manufacturing; an increase in male employment in the service and retail sectors)

analyse the relationship between gender and environmental issues in both Canadian and global contexts (e.g., with reference to the work of Wangari Maathai or Vandana Shiva; the relationship between chemical use and birth defects/infertility; the impact of desertification on arable land, family farms, and the roles of women and men; differences in the impact of climate change on men and women)

Gender-Based Violence and Its Prevention: demonstrate an understanding of homophobic and gender-based violence in both Canadian and global contexts, and of violence-prevention strategies

analyse the impact of gender-based violence (e.g., bullying; harassment; child and spousal abuse; sexual assault, including date rape; gay bashing)

analyse how the media and popular culture portray gender-based violence and aggression (e.g., in video games, popular music and music videos, television shows, sports), and assess the possible impact of these portrayals

explain how social institutions or systems (e.g., criminal justice, legal, social service, immigration, and international development systems) can perpetuate or decrease homophobic and gender-based violence and harassment in both Canadian and global contexts

demonstrate an understanding of a range of awareness and prevention strategies relating to forms of gender-based violence, including sexual assault and gender-based bullying and harassment (e.g., the White Ribbon Campaign; the Sisters in Spirit initiative of the Native Women's Association of Canada; the I Am a Kind Man campaign; the Take Back the Night campaign; information on websites such as those of the Ontario Women's Directorate, Kids Help Phone, the Metropolitan Action Committee on Violence Against Women and Children [METRAC], sexual assault or rape crisis centres)

Changes in the Workplace: demonstrate an understanding of changes in occupations and the workplace with respect to gender issues, and of the reasons for continuing occupational segregation

describe, with reference to both Canadian and global contexts, accomplishments of and barriers faced by women and men in areas in which females or males have been traditionally underrepresented (e.g., politics, law, sports, arts and culture, science, health, education, economics, religion, the military, childcare and homemaking)

assess the extent of changes that have occurred in the world of work (e.g., on-site daycare, changes in leadership styles, different ways of doing business, flexible work days, parental leaves) as a result of women and men entering areas in which they have traditionally been underrepresented

assess the contribution of Canadian legislation as well as government and employment policies to gender equity in the workplace (e.g., pay equity legislation, employment equity legislation, human rights codes, maternity and parental leave policies, equity and antidiscrimination policies), and explain how these policies were achieved

explain individual and systemic factors that contribute to the ongoing occupational segregation of men and women in certain jobs or professions (e.g., the construction industry, computer programming and engineering, nursing, elementary school teaching, politics) and how this segregation might be reduced

Agents of Change: describe strategies, initiatives, and accomplishments of individuals and organizations, including both Canadian and international organizations, with respect to gender equity

describe the accomplishments of Canadian individuals and organizations in promoting gender equity and changing gender expectations (e.g., the Famous Five, Kay Macpherson, Ursula Franklin, Jeannette Corbiere Lavell, Judy Rebick, Sally Armstrong, Voice of Women, the Women's Legal Education and Action Fund, the White Ribbon Campaign, the Native Women's Association of Canada, the DisAbled Women's Network, the Congress of Black Women, the National Action Committee on the Status of Women, the Black Daddies Club, organizations supporting female and male survivors of sexual assault)

describe a range of organizations outside Canada, including international organizations and initiatives (e.g., the United Nations, including the UN Entity on Gender Equality and the Empowerment of Women; UNESCO; the Grameen Bank; the World Health Organization; the Revolutionary Association of the Women of Afghanistan; the International Indigenous Women's Forum [FIMI]; the One Million Women campaign; the International Lesbian, Gay, Trans, and Intersex Association; the Transgender Law Center), that contribute to gender equity

describe a variety of strategies used by individuals and organizations in support of gender equity (e.g., Internet organizing, educational programs, public awareness campaigns, petitions, lobbying, public demonstrations, advocacy)

Social Action and Personal Engagement: design, implement, and evaluate an initiative to address an issue related to gender equity or gender-based violence awareness/prevention

identify a specific need related to a gender equity or gender-based violence awareness/prevention issue, and design an initiative to address this need (e.g., an initiative such as developing a set of workshops on preventing gender-based violence to be presented to peers; designing an awareness campaign to combat sexism; creating a gender issues news magazine for the school; creating songs about changing gender roles to be performed at a local community centre; designing a comic book or biography about a positive role model or significant pioneer or agent of change to be shared at a local public school; creating and presenting/distributing videos, visual art works, dances, dramatizations, pamphlets, or podcasts to help prevent gender-based violence; organizing a petition or a letter-writing campaign to back a political candidate who supports gender equity)

identify strategies and skills needed for gaining support for and handling potential resistance to their initiative (e.g., strategies such as finding allies within their school/community, determining who has power and influence and working with those people/groups; skills related to advocacy, persuasion, diplomacy, active listening, understanding various perspectives, collaboration and consultation)

demonstrate an understanding of how to effectively evaluate social action initiatives (e.g., strategies for evaluating the clarity of the message and the appropriateness of the initiative for the target audience or group being served, for measuring results)

implement their initiative using appropriate planning, organizational, evaluation, and communication skills

reflect on the skills and strategies they used before, during, and after designing and implementing their initiative; explain which ones they found most useful in achieving their objectives; and identify what they would do differently in the future to improve their work as committed, responsible activists

Exploring: explore topics related to equity, diversity, and/or social justice, and formulate questions to guide their research

explore a variety of topics related to equity, diversity, and/or social justice (e.g., stereotypes in textbooks, newspapers, and magazines; gender discrimination in sports) 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

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

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 (e.g., interviews; personal observation; surveys and questionnaires; original documents in print or other media such as film, photographs, songs, advertisements) and secondary sources (e.g., textbooks, magazines)

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

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

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

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

analyse and interpret research information (e.g., compare results of surveys and interviews; determine whether common themes arise in different media products)

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

synthesize findings and formulate conclusions (e.g., weigh and connect information to determine the answer to their research question)

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

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

correctly use terms relating to equity, diversity, and social justice (e.g., social construction of identity, power, oppression, social movement, antidiscrimination)

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)

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

The Social Construction of Identity: demonstrate an understanding of how identity is socially constructed and internalized, and of the impact of social norms and stereotypes

explain how various aspects of identity (e.g., gender identity, sexual orientation, trans identities, race, culture, ethnicity, ability, language, class, faith, age, body image) may be socially constructed and internalized (e.g., through the media, parental expectations, religion, popular culture)

demonstrate an understanding of how a variety of factors (e.g., race, socio-economic status, sexual orientation, ability) intersect in individuals to create diverse experiences of identity and social roles

explain positive and negative ways in which social norms can affect individuals (e.g., positive effects: social acceptance and self-acceptance, popularity, positive self-esteem, sense of security for those who follow norms; negative effects: ostracism for those who challenge norms, internal conflicts between one's sense of self and societal expectations)

explain how biases and stereotypes, including those related to race, class, gender, and sexual orientation, are transmitted through the media and popular culture (e.g., with reference to gender roles depicted in music videos; the depiction of LGBT [lesbian, gay, bisexual, transgender] characters in films and television shows; stereotypical representations of Aboriginal people in films; how race, class, and gender figure in media depictions of criminal behaviour and victims of crime), and describe their possible impact on individuals (e.g., the impact on well-being, self-image, their own attitudes and behaviour and those of others)

Power Relations: demonstrate an understanding of the dynamics of power relations in various social contexts

explain how power and privilege operate in various Canadian social, economic, and political contexts (e.g., in the arts, education, publishing, community organizations, professional sports, financial institutions, the labour market, the media, government)

explain how and why a person's power and privilege can vary in different contexts (e.g., at home, in a peer group, at school, in the community)

demonstrate an understanding of the difference between individual and systemic forms of discrimination and oppression (e.g., antisemitic remarks, racial profiling, gay bashing, racist slurs, homophobic comments, lack of captioning of television programs or videos, employment barriers, restrictions on gay men being blood or organ donors, the reserve system for First Nations peoples in Canada, failure to make buildings accessible for elderly people and people with disabilities)

describe the effects of discrimination and oppression on individuals and groups (e.g., feelings of marginalization, powerlessness, anger, hopelessness; motivation to seek societal change or engage in advocacy, action)

Social Awareness and Individual Action: demonstrate an understanding of the impact individual action can have on equity, social justice, and environmental issues, and of how the media can create awareness of these issues

describe ways in which one's personal choices or behaviour (e.g., socially conscious consumption, support for fair/ethical trade, involvement in co-construction of public policy, personal language use, expanding one's political awareness) can help empower individuals and reduce the impact of inequity or social injustice in local, national, and international contexts

demonstrate an understanding of the effects of individual actions that are grounded in environmental awareness (e.g., taking public transportation helps reduce air pollution, shopping at thrift stores helps reduce the depletion of resources used to create products, recycling lessens the amount of garbage going into landfill sites)

explain how the media and popular culture can help create awareness of equity, social justice, and environmental issues (e.g., through Internet campaigns, social marketing, documentaries and other films; by publicizing positive role models)

identify career and volunteer opportunities that could help support equity and social justice objectives (e.g., working as a trade union representative or in social services, participating in political campaigns, lobbying in support of an equity issue, serving on a community social justice committee)

Ethnocultural Diversity in Canada: describe challenges faced by various racial, cultural, and national communities in Canada and the contributions these communities have made to this country

describe the ongoing challenges and struggles facing various racial, cultural, or national minority groups in Canada, including Aboriginal people and newcomers (e.g., the need to learn a new language, different social role expectations, lack of recognition for international qualifications, religious stereotypes, ghettoization, family reunification, the time taken to settle refugee claims, prejudice and discrimination, racism, racial profiling, poverty)

describe the complexities of the relationship between an individual's cultural heritage and Canadian values, beliefs, and practices (e.g., with reference to: dual identities; possible conflict between values in the family and the broader society; differences in expectations regarding citizen rights and participation; conflict between collective and individualistic values; mainstream Canadian attitudes towards and stereotypes about the newcomer's country of origin or Aboriginal cultures; ties to the home country, including economic ties such as remittances)

describe various racial, cultural, and national communities' contributions to and influence on Canadian life and society (e.g., with reference to the arts, sports, business, science, government, non-governmental organizations [NGOs])

Equity and Social Justice in Canada: demonstrate an understanding of a range of historical and contemporary Canadian equity and social justice issues

describe a variety of historical and contemporary examples of inequity and social injustice in Canada (e.g., historical immigration policy, including the Chinese Exclusion Act and head tax on Chinese residents; the response to Jewish refugees fleeing Nazism; the internment of Japanese Canadians, German Canadians, and Doukhobors; living conditions in urban slums and First Nation communities; working conditions in early factories and sweatshops; the destruction of Africville; the struggle for unions and for health and safety standards for workers; discrimination against francophones; environmental degradation related to resource exploitation)

demonstrate an understanding of Canada's historical and current relationship with First Nation, Métis, and Inuit peoples, and of the ways in which Aboriginal people have worked to achieve recognition of Aboriginal and treaty rights (e.g., by forming Aboriginal organizations, through the courts, by lobbying governments, through appeals to the United Nations and the international community, through demonstrations and blockades)

describe the progress Canada has made in the areas of human rights, equity, and social justice (e.g., the Canada/Quebec Pension Plan and Old Age Security, the Canadian Charter of Rights and Freedoms, the Ontarians with Disabilities Act, same-sex marriage laws, anti–hate crimes legislation)

describe a range of perspectives on specific contemporary equity or social justice issues in Canada (e.g., equity in the workplace, safe schools, accessibility for elderly people and for people with disabilities, treatment of domestic workers and itinerant labourers)

Social Activism: demonstrate an understanding of how social activism can be used to support equity and social justice objectives

describe the impact of historically important social movements (e.g., movements in support of civil rights, women's rights, Aboriginal rights, gay rights; the Black Power movement; peace, environmental, and anti-globalization movements)

describe forms of social activism, including those unique to contemporary society (e.g., netivism, hacktivism, culture jamming; participation in student social justice clubs; use of the arts such as music, theatre, and visual arts to publicize or comment on social justice issues; use of the media to report on social injustice; protests such as hunger strikes, demonstrations, civil disobedience, passive resistance)

describe how various social groups have created effective coalitions to achieve significant equity and social justice objectives (e.g., the Ontario Coalition for Social Justice, the World Social Forum, the Equal Pay Coalition, the Coalition for Cultural Diversity)

describe contemporary examples of social justice activism by indigenous communities and other groups from around the world (e.g., by indigenous groups in Bolivia, Niger, the Circumpolar North; through specific Internet campaigns; through Theatre of the Oppressed productions; by organizations such as Inclusion International, Free the Children, War Child Canada, Right to Play; by anti-globalization activists; by groups advocating a peaceful resolution between Israelis and Palestinians)

Respecting Diversity: demonstrate an understanding of how to interact successfully in settings characterized by diversity, including school, workplace, and community settings, and ways to promote respect for diversity in these settings

identify the specific skills, including those outlined in the Ontario Skills Passport, required to work and live successfully in diverse school, workplace, or community settings (e.g., skills related to conflict resolution, consensus building, problem solving, democratic decision-making; skills required to interact positively with peers, co-workers, clients/customers)

explain how to apply specific skills and strategies necessary to interact effectively in diverse school, workplace, and community settings (e.g., skills/strategies for engaging in intercultural communication, constructive dialogue, consensus building, interventions, advocacy; respectful behaviour; the use of inclusive language and avoidance of offensive language/expressions)

describe various policies and initiatives in the school, workplace, and community that are designed to promote respect for diversity (e.g., student equity groups; school/workplace antidiscrimination policies; multiculturalism policies)

Human Rights, Equity, and Antidiscrimination: demonstrate an understanding of their rights and responsibilities relating to equity and human rights, and of how to appropriately address situations involving discrimination, harassment, and the denial of rights

describe the protections outlined in the Ontario Human Rights Code and other human rights legislation and policies (e.g., equity and antidiscrimination legislation; antiharassment, union, worker safety, safe school policies) as they apply to school, workplace, and community settings

demonstrate an understanding of how to apply strategies to effectively and safely address personal experiences of bias, stereotypes, prejudice, discrimination, and/or oppression (e.g., anti-bullying strategies, self-assertion and self-advocacy techniques, intervention strategies, conflict-resolution strategies)

demonstrate an understanding of how to respond safely and effectively when witnessing a situation or behaviour that reflects prejudice, discrimination, oppression, harassment, or bullying

Social Action and Personal Engagement: design, implement, and evaluate an initiative to address an equity or social justice issue

identify a specific need related to an equity or social justice issue, and design an initiative to address this need (e.g., an initiative such as designing a classroom or school workshop or campaign to promote diversity; creating posters, pamphlets, or a website on an equity theme; organizing a petition or a letter-writing campaign on a social justice issue)

identify strategies and skills needed for gaining support for and handling potential resistance to their initiative (e.g., strategies such as resolving differences of opinion, seeking common ground with those who approach the issue differently; skills related to active listening, understanding various perspectives, collaboration and consultation)

demonstrate an understanding of how to effectively evaluate social action initiatives (e.g., strategies for evaluating the clarity of the message and the appropriateness of the initiative for the target audience or group being served, for measuring results)

implement their initiative using appropriate planning, organizational, evaluation, and communication skills

reflect on the skills and strategies they used before, during, and after designing and implementing their initiative; explain which ones they found most useful in achieving their objectives; and identify what they would do differently in the future to improve their work as committed, responsible activists

Exploring: explore topics related to fashion, and formulate questions to guide their research

explore a variety of topics related to fashion (e.g., cultural influences on dress, fashion cycles, fashion marketing, media and advertising, body image, fibre and fabric characteristics, elements and principles of design) to identify topics for research and inquiry

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

formulate effective questions to guide their research and inquiry

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

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 (e.g., interviews, observations, surveys, questionnaires, photographs in magazines, billboards) and/or secondary sources (e.g., textbooks, book reviews)

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

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

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

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

analyse and interpret research information (e.g., compare observations with predictions; determine whether common themes arise in research from/on different periods)

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

synthesize findings and formulate conclusions (e.g., determine whether their results support or contradict their hypothesis; weigh and connect information to determine the answer to their research question)

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

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

use terms relating to fashion correctly (e.g., fashion cycles, marketing, positional goods, pattern, dart, seam, gather, ease, line, colour, shape, texture)

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)

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

Cultural Influences: demonstrate an understanding of how culture influences fashion

identify and describe garments and styles of personal adornment typical of various cultures (e.g., sari, turban, parka, kimono, ribbon shirt, dance shawl, kilt, hijab, burka, yarmulke, tattoos, scarification, piercings)

explain how various garments and styles of personal adornment express a person's cultural identity and heritage (e.g., kilts identify Scottish clans; items such as a hijab, burka, or kippah identify the religion of the wearer)

describe ways in which current fashion trends reflect aspects of garments and adornment associated with various cultures (e.g., the Mandarin collar, moccasins, nose piercings, the keffiyeh, dashikis)

Media Influences: demonstrate an understanding of how media influence fashion

explain the ways in which different media (e.g., music videos, television shows, movies, the Internet, fashion magazines, billboards, window displays) influence the fashion industry and individual fashion choices

analyse how the media influence social norms with respect to fashion, and describe the effect these norms can have (e.g., how young pop stars wearing revealing clothing in music videos contributes to the hypersexualization of children)

Fashion Cycles and Trends: demonstrate an understanding of fashion cycles and trends and of factors that influence them

identify and describe the stages of a fashion cycle (i.e., introduction, growth, maturity, decline, and obsolescence)

explain theories that have been developed to account for the origin and adoption of fashion trends (e.g., trickle up, trickle down, trickle across), and describe the use of these theories in the fashion business

analyse how social factors, including current events, influence fashion trends and cycles (e.g., factors such as historical events, technological advances, economic factors, geographical factors, environmental issues)

Consumer Behaviour and Fashion Marketing: demonstrate an understanding of consumer behaviour and marketing strategies, including specific social marketing promotions, associated with the fashion industry

explain the elements of marketing in the fashion industry (i.e., product, placement, price, promotion)

explain strategies that fashion marketers use to create a sense of need among consumers, and describe the effects of these strategies (e.g., manufacturing demand for clothing that has "cool" labels/logos; convincing consumers to replace garments that are out of style rather than worn out; creating a market for positional goods, whose value is based on exclusivity, and knock-offs of these items)

explain how marketing in the fashion industry can affect consumer behaviour (e.g., impulse buying, accessorizing, combination buying, buying items endorsed by celebrities)

describe strategies that consumers can use to make informed and responsible fashion purchases (e.g., checking textile labels, comparison shopping, checking warranties/guarantees, wardrobe assessment, checking return policies, investigating the working conditions under which the garment was produced and sold)

analyse fashion promotions and products that raise awareness of social issues (e.g., charity fashion shows such as Fashion Cares, ribbons symbolizing issues such as breast cancer and HIV/AIDS awareness, T-shirts with messages, reusable shopping bags)

Fibres, Fabrics, and the Environment: demonstrate an understanding of fibres, fabrics, and finishes, and of the environmental impact associated with their production and use

identify the advantages and disadvantages of common natural and synthetic fibres (e.g., cotton is lightweight, breathable, and easy to find, but it can shrink when washed and is easily creased; silk is hypoallergenic, breathable, and strong, but it is expensive and the fibres are weakened by perspiration; spandex increases the stretch of a garment, but it is not breathable; polyester is relatively inexpensive and holds its shape and colour, but it is not absorbent, does not breathe, and can cling as a result of static electricity)

describe characteristics of different types of woven fabrics (e.g., canvas, chino, damask, linen, percale), knit fabrics (e.g., jersey, tricot, velour, boiled wool), and non-woven fabrics (e.g., leather, fur, felt) used in various fashion products

describe characteristics of various types of dyes (e.g., natural, acid, reactive, solvent) and fabric finishes (e.g., waterproof, flame-retardant, wrinkle-resistant, stain-resistant finishes), and describe the effects they have on fabrics

describe the environmental impact of the production, use, and care of various fibres and fabrics (e.g., the impact of farming cotton, hemp, bamboo, sheep, silkworms; of the production process for various synthetic fabrics and dyes; of dry cleaning)

describe strategies to reduce the environmental impact of the production of various fibres, fabrics, and finishes (e.g., purchasing garments made from organic cotton or hemp, using plant-based dyes, buying second-hand clothes, limiting the use of stain-resistant fabric)

apply their knowledge of the basic characteristics of various fibres and fabrics and their environmental impact when choosing appropriate fabrics for various fashion products

Elements and Principles of Design: demonstrate an understanding of the elements and principles of design, and of how they can be used to different effect in the creation of fashion products

identify and describe the elements and principles of design as they apply to fashion products (e.g., line, colour, shape, texture, balance, proportion, rhythm, emphasis, harmony)

analyse the impact that apparel and/or accessories reflecting various elements and principles of design can have on a person's appearance and the impression he or she creates

apply the elements and principles of design when creating fashion-related products (e.g., when creating fashion illustrations, fashion sketches, apparel for paper dolls of different body shapes; when designing a garment; when engaged in a sewing project)

Tools and Technologies: describe a variety of tools and technologies associated with the creation of fashion products, and use tools and technologies safely and correctly when creating such products

identify various tools and technologies used in the creation of fashion products, and describe their function (e.g., measuring tape, seam ripper, scissors, pinking shears, iron, pressing ham, sewing machine, serger, loom, knitting needles, crochet hook)

demonstrate the safe use of tools and technologies when creating fashion products (e.g., keep pins in a pin cushion, store the iron on its heel when not in use, promptly replace blunt or bent needles in sewing machines or sergers)

use tools and technologies correctly when creating fashion products (e.g., tools and technologies associated with cutting, pressing, pinning, sewing, knitting, crocheting, felting, embroidering, dyeing)

Procedures, Skills, and Techniques: demonstrate the ability to use appropriate procedures, skills, and techniques when creating fashion products

demonstrate the ability to follow preconstruction procedures (e.g., measuring; interpreting patterns, including their abbreviations, and laying out patterns; selecting and preparing fabrics; fitting and altering patterns; understanding knitting, crocheting, or jewellery-making instructions) when creating fashion products

identify and describe basic skills and construction techniques used in the creation of fashion products (e.g., finishing seams, sewing darts, gathering and easing fabric, making button­holes, sewing in zippers, hemming, reducing bulk, using stabilizers and interfacing)

demonstrate the ability to apply basic skills and construction techniques when creating fashion products (e.g., finishing seams, sewing in zippers, hemming, using fasteners)

Exploring: explore topics related to housing and home design, and formulate questions to guide their research

explore a variety of topics related to housing and home design (e.g., careers related to housing and home design; furniture styles; house styles; types of accommodation; technology in the home; eco-housing; eco-textiles; costs of home ownership and renting and their relation to income) 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

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

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 (e.g., interviews, observations, surveys, questionnaires, design plans, photographic spreads in interior design magazines) and secondary sources (e.g., textbooks, websites, brochures, magazine and newspaper articles)

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

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

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

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

analyse and interpret research information (e.g., determine whether common themes arise in different sources)

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

synthesize findings and formulate conclusions (e.g., weigh and connect information to determine the answer to their research question)

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

use an appropriate format (e.g., presentation board, oral presentation, brochure, poster, multimedia presentation, web page) to communicate the results of their research and inquiry for a specific purpose and audience

use terms relating to housing and home design correctly (e.g., floor plan, traffic patterns, window coverings, detached, semi-detached, transitional housing, mortgage, lien, escrow)

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)

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

Housing and Human Needs: demonstrate an understanding of the relationship between housing and various human needs and wants

identify the ways in which housing can meet basic human needs (e.g., physical, psychological, social, emotional, aesthetic needs)

explain, on the basis of comparison of historical and modern living spaces, how housing has evolved to meet human needs (e.g., insulation, windows, central heating, air conditioning to protect the inhabitants from heat/cold; chimneys, fans, and vents to circulate air and remove harmful fumes and dampness; indoor plumbing and sanitation; doors and locks for security; bans on harmful building substances)

describe the relationship between personal values, lifestyle, and housing needs and/or preferences (e.g., the need for families with children to be close to schools, for people without cars to have access to public transportation, for people working outside the home to be within commuting distance of their place of employment; the impact of hobbies and lifestyle on housing choices with respect to location and proximity to sports and recreational facilities, cultural institutions, shops, restaurants; the impact of values on choice of neighbourhood or proximity to religious facilities)

describe how and why housing needs and preferences vary in different regions of Canada and throughout the world (e.g., the impact of factors such as climate, proximity to earthquake or flood zones, local building standards; needs associated with nomadic and sedentary lifestyles, nuclear and extended families; the relationship between financial means, social status, and housing needs/preferences)

Homelessness and Inadequate Housing: explain what happens to people when their housing needs are not met, and demonstrate an understanding of laws and policies related to housing standards in Canada

describe possible effects of homelessness and housing instability on individuals and families (e.g., physical illness, including tuberculosis; mental illness; nutritional deficiencies; developmental delays in children; increased risk of physical and sexual assault; reduced access to government supports; separation of families)

explain the effects of living in inadequate housing (e.g., housing that is overcrowded, has poor ventilation, lacks heating/cooling and/or running water and sanitation facilities, is not adequate to withstand natural disasters common in the region)

assess the laws and policies that protect the housing rights of individuals and families in Canada (e.g., the Ontario Human Rights Code, the Accessibility for Ontarians with Disabilities Act, Residential Tenancies Act)

Housing and the Life Cycle: demonstrate an understanding of how stages of the life cycle can affect people's choice of and modifications to living spaces

describe what people at different stages of the life cycle (e.g., young people, newly married couples, single parents, families with young children, families with "boomerang" children, empty nesters, retirees) look for in a living space

describe types of modifications that enhance household access and safety for family members at different stages of the life cycle (e.g., safety gates, electrical outlet covers, safety bars in bathrooms, stairway lifts, ramps, heat sensors, fenced yards, child locks on cupboards, secondary suites)

The Impact of Social Factors: demonstrate an understanding of the impact that social factors, including cultural traditions, can have on housing

analyse the impact of current social and demographic factors on housing (e.g., changing family structures, population fluctuations, economic conditions, government policies and services, technological advances, environmental issues, green space regulations)

describe how the increased recognition of the need for resource conservation can affect decisions related to living spaces, and identify ways in which householders can conserve energy, water, and other resources (e.g., by using alternative sources of energy such as solar or geothermal power; by installing low-flow toilets and shower heads; by using recycled building materials; by retrofitting a building with more energy-efficient windows and doors and improving insulation; by using energy-saving appliances, programmable thermostats, dimmer switches, and LED lights; by recycling and composting)

explain how cultural traditions and values can affect decisions related to housing (e.g., with reference to preferred styles of architecture and interior design, the use of feng shui principles, the need for specialized rooms such as shrines, approaches to colour, beliefs about lucky/unlucky numbers, dietary restrictions and kitchen needs, space for extended families living under the same roof)

describe how social factors and housing-related technologies may affect housing in the future, and provide reasons to support their predictions (e.g., the increasing development of high-rise buildings as available land decreases in urban spaces; the availability of more recycled building materials and/or stricter building regulations to conserve natural resources and protect the environment; the development of decentralized communities with single-family housing as more people telecommute to work or school)

Housing for Specialized Markets: demonstrate an understanding of different types of housing, including housing for specialized markets, and of housing-related support programs

describe common types of housing available in Canada for the general population (e.g., detached and semi-detached houses; row houses; townhouses; duplexes; low- and high-rise apartments, condominiums, and co-op housing; secondary suites in private houses; rooming houses; mobile homes)

describe the function and availability of different types of housing, including social housing, for specialized markets (e.g., student residences, group homes, supportive housing, respite housing, shelters for homeless people, family shelters, halfway houses, transitional housing, nursing homes, hospices, subsidized housing for people living on a low income)

explain the specific roles of various agencies and programs that assist people to acquire and/or maintain housing (e.g., programs of the Canada Mortgage and Housing Corporation, including the Emergency Repair Program, Home Adaptations for Seniors' Independence, and Residential Rehabilitation Assistance Program; the First Nations Market Housing Fund; housing loan guarantees from the Department of Indian and Northern Affairs; Affordability and Choice Today; the Ontario Disability Support Program; Ontario Works; rent-supplement programs; non­profit housing programs; Habitat for Humanity; community-based agencies such as the United Way, religious groups, rent bank programs, legal services to help prevent eviction)

Economic and Legal Considerations: demonstrate an understanding of the economic and legal considerations associated with housing

demonstrate an understanding of different models of housing ownership or tenancy in Canada and other countries (e.g., freehold, condominium, or cooperative ownership; co-housing; rental of public, subsidized, or private housing; company housing; sharecropping rentals)

identify the ongoing costs associated with various types of housing (e.g., rent; mortgage payments; condominium fees; property taxes; repairs; home or contents insurance; utility, telephone, Internet, cable expenses)

describe the financial obligations associated with acquiring housing (e.g., first and last months' rent, down payment, deposit, mortgage, lawyers' and real estate agents' fees)

describe the legal obligations associated with buying and renting housing (e.g., with reference to leases, subletting, an offer to purchase, escrow, liens, closing; illegal practices such as asking for "key money")

describe factors to be considered in determining the affordability of accommodation (e.g., level and stability of one's income, savings and debts, number of dependants, plans to have children, money needed for non-discretionary expenses, values and goals, interest rates)

summarize housing-related services and regulations available in Canadian communities (e.g., garbage collection; water and sanitation; energy services; tree-planting and maintenance services; regulations relating to zoning for rental accommodations or rooming houses, building codes, environmental assessment; legislation such as landlord and tenant acts; property taxes)

Functional Floor Plans: demonstrate the ability to create and evaluate floor plans for living spaces

demonstrate an understanding of the terminology relating to, and drawing conventions used in, floor plans (e.g., conventions used in architectural drawings and floor plans, including those for doors, walls, windows, kitchen and bathroom fixtures, laundry facilities, closets and storage; electrical symbols)

using floor plans, evaluate the effectiveness of interior design decisions (e.g., the positioning and function of various rooms, including social zones, private spaces, work areas; the placement of appliances and furnishings; the number and location of electrical outlets; orientation of windows for solar gain; decisions with respect to traffic patterns, accessibility, clearance, storage; fire and emergency measures)

demonstrate the ability to create a floor plan for a specific purpose (e.g., for a bedroom, home office, garage; for a recreational space in a backyard; showing an emergency evacuation plan)

Design and Furnishing Considerations: demonstrate an understanding of the elements and principles of design and other considerations related to designing and decorating living spaces

demonstrate an understanding of basic terminology relating to styles of architecture, furniture, and interior design (e.g., Saltbox, Cape Cod, Georgian houses; French provincial, colonial, retro, eclectic, country, contemporary, minimalist design/furniture)

analyse ways in which elements and principles of design (e.g., line, space, harmony, texture, colour) are used to create interior and exterior home environments

analyse the interrelationship between the elements and principles of design, practical considerations, and the range of available products with respect to home-decorating decisions (e.g., how the size and shape of a room influence the type, style, and placement of furniture; how natural light may influence decisions about wall colour, window coverings, lighting; how the function of a room affects decisions about flooring, furniture materials, decoration; how the availability of environmentally friendly and energy-efficient products may influence design decisions; how the size and purpose of a yard and the amount of sun and shade affect landscaping decisions)

describe the criteria involved in selecting home furnishings, equipment, and appliances (e.g., product reputation, durability, function, safety, cost, maintenance, energy efficiency, design, aesthetic appeal)

demonstrate an understanding of skills, technologies, and techniques that can be used to inexpensively enhance personal spaces (e.g., with reference to creating their own household accessories or home décor items; doing their own floor or wall tiling, painting, wall papering, gardening; reupholstering or refinishing furniture; building shelving or other storage, decks, fences; ways of reusing or repurposing building materials; shopping in used housewares stores; using computer software applications to help them make design decisions)

Home Maintenance: demonstrate an understanding of the importance of home maintenance and of ways to create a safe and healthy home

describe proper home maintenance, including preventive maintenance (e.g., maintaining the roof, servicing the furnace/air conditioner, cleaning and repairing the eaves, shutting off water to outdoor taps in the fall, painting or staining exterior wood, tuckpointing masonry, cleaning ducts, replacing chipped caulking, checking smoke and carbon monoxide detectors)

describe strategies for maintaining a healthy home environment (e.g., limiting use of household chemicals or choosing environmentally responsible products; using proper waste disposal and recycling procedures; using safe and appropriate pest control; using exhaust fans in the kitchen and bathroom; cleaning, vacuuming, and dusting regularly; mopping up spills and fixing leaks promptly; replacing furnace/humidifier filters)

identify household hazards and outline related safety precautions (e.g., installing a home security system, childproofing cupboards, storing toxic or flammable substances safely or avoiding their use altogether, removing snow and ice, ensuring fire extinguishers are in working order, installing and regularly checking smoke and carbon monoxide detectors, avoiding overloading electrical outlets, cleaning dryer ducts)

identify household repairs that can generally be done by the occupant of the home (e.g., replacing a toilet seat, cupboard handles, furnace filters) and those that require a professional (e.g., replacing electrical wiring, duct cleaning, plumbing)

explain the possible impact of failing to properly maintain and repair a home (e.g., water damage and mould from leaky pipes and/or roof or from clogged eavestroughs; structural instability from cracks in the foundation; air leaks from windows or doors that are not properly hung, caulked, and/or weather stripped; fire hazards associated with old wiring; increased energy use associated with poorly insulated spaces)

Career Opportunities in Housing: describe various careers associated with housing, including home maintenance and design, and the educational pathways related to them

identify and describe career opportunities related to housing and home design/maintenance (e.g., realtor, lawyer, mortgage officer, land­lord, developer, property manager, social housing coordinator, home inspector, home stager, designer, decorator, painter, wallpaper hanger, insurance professional, architect, colour specialist, kitchen planner, landscape architect, electrician, plumber, space planner, storage organizer)

describe the educational pathways most appropriate for various careers related to housing and home design/maintenance

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

explore a variety of topics related to food and culture (e.g., nutrition recommendations in food guides around the world, effects of immigration on the availability of food) 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

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

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

locate and select information relevant to their investigations from a variety of primary sources (e.g., interviews, surveys, observations, field research, food labels, data sets from Statistics Canada) and secondary sources (e.g., research reports, textbooks, brochures, newspaper and magazine articles, websites, other media)

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

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

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

record and organize information and key ideas using a variety of formats (e.g., journals, logs, report outlines, notes, graphic organizers, audio/visual/digital records)

analyse and interpret research information (e.g., make connections between findings from different sources; identify gaps in explanations or information that may necessitate further research or inquiry)

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

synthesize findings and formulate conclusions (e.g., determine whether their results support or contradict their hypothesis; weigh and connect information to determine the answer to their research question)

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

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

use terms relating to food and culture correctly (e.g., culture, acculturation, herbs, spices, cuisine, food-borne illness, tajine, bamboo steamer)

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)

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

Food Choices: demonstrate an understanding of the factors that influence food choices, with reference to a variety of cultures

explain how various factors (e.g., geography, religion, economics, culture, environment, values) influence personal and societal food choices

explain why specific foods are served on various special occasions in Canada and in different countries (e.g., national holidays, cultural and religious celebrations, weddings, harvest celebrations, family celebrations)

describe the origins and development of food traditions and agricultural practices in a variety of cultures (e.g., the discovery of fire and its use in cooking, the "Green Revolution" and the widespread use of fertilizers, the effects of food scarcity, advances in tools used in food production, advances in sanitation, immigration between countries), and explain how they have influenced current practices in these cultures

plan and prepare a food item or items associated with a special occasion of their own or another culture or country

Food Guidelines: demonstrate an understanding of the key recommendations in Canada's Food Guide and the food and nutrition guidelines of other countries

describe key recommendations in Canada's Food Guide (e.g., choose dark green and orange vegetables and orange fruit more often; choose lower-fat milk products)

compare key recommendations and foods represented in various versions of Canada's Food Guide (e.g., First Nations, Inuit, and Métis version; translated versions)

compare recommendations in Canada's Food Guide with those in food guidelines from other countries (e.g., Dietary Guidelines for Americans, Mediterranean Food Guide, French Food Guide, Chinese Food Guide)

Culture and Food Habits: demonstrate an understanding of the influence of culture on how people obtain, prepare, serve, and consume food

describe foods from other cultures that are available in Canada (e.g., samosa, sushi, pizza, fried rice, pita, nachos, tortillas, dhal, bannock)

describe responses by the food industry to consumer demand for greater diversity in food products (e.g., international aisles and greater variety of imported foods in grocery stores, exotic fruits and vegetables in the produce section, culture-specific grocery markets)

identify some foods that are Westernized versions of foods/dishes from various cultures (e.g., California roll)

compare some food-production and food-acquisition practices in Canada to those in a variety of other countries/cultures (e.g., with reference to: cultivation on small family farms versus large monoculture farms; the role of hunting and fishing; organic farming practices versus the use of chemicals and genetically modified seeds/plants; growing cash crops versus growing for local consumption; using surplus produce to barter or trade for different foodstuffs; buying packaged goods and butchered meat in grocery stores versus fresh produce and live animals in markets; kosher and halal foods)

compare and contrast food-preparation practices in a variety of cultures

describe some cultural variations in daily eating patterns (e.g., time of day for meals, number of meals per day, timing and typical content of the main meal of the day)

compare dining etiquette in various cultures (e.g., seating arrangements, order and use of utensils, appropriate sounds while eating)

Food Availability: demonstrate an understanding of the relationship between geography and the foods naturally found and/or produced in Canada and various other countries

explain the relationship between geography and the foods naturally found or produced in different regions of Canada (e.g., salmon on the west coast, beef and bison on the prairies, Saskatoon berries on the prairies, cranberries in Ontario, grapes in southern Ontario, fish/seafood in the Atlantic provinces, seal and whale in the far north)

explain how overhunting and overfishing, as well as the reduction or elimination of natural habitats, have affected the availability of foods found in different regions of Canada

explain the relationship between geography and the foods naturally found or produced in various countries of the world (e.g., tropical and citrus fruits in countries with consistently warm climates, fish/seafood in coastal areas, food products from grazing animals in grassland areas)

explain how food-acquisition practices vary among people who live in rural and urban environments (e.g., in rural areas, people may grow some of their own food, keep poultry for eggs and/or meat, hunt for seasonal game; in urban areas, people have access to large grocery stores and may have access to food products from a variety of cultures, local farmers' markets, and community gardens)

Sources of Foods: demonstrate an understanding of the sources of foods eaten in Canada and in various other countries/cultures

describe the origins of various foods eaten in Canada (e.g., potatoes, breads, corn, rice, bananas, tofu, various cheeses, various herbs and spices)

identify foods that are regularly eaten as a dominant part of the diet in different parts of the world (e.g., grains/cereals such as rice, wheat, maize/corn, millet, sorghum; roots and tubers such as potatoes, cassava, yams, taro; animal products such as meat, milk, eggs, cheese, fish)

compare the different forms that certain foods take around the world (e.g., rice: noodles, rice pudding, risotto, rice paper; corn/maize: flour, tortillas, polenta, oil; chickpeas: hummus, chana masala, flour; wheat: flour, bannock, pasta, cereal, breads such as pita, naan, baguette, focaccia, challah)

plan and prepare a food item or items using ingredients from a variety of countries/cultures

Flavours of the World: demonstrate an understanding of the characteristic flavours, aromas, herbs, and spices associated with cuisines of various countries/cultures

explain the differences between herbs and spices

describe a variety of herbs and spices and their common uses in the cuisines of various countries/cultures

describe some characteristic flavours and aromas of the cuisines of various countries/cultures

plan and prepare a food item or items using herbs and spices typical of the cuisine of a particular country/cultures

Kitchen Safety: demonstrate an understanding of practices that ensure or enhance kitchen safety

describe common accidents that can occur in the kitchen (e.g., cuts, burns, fires, falls, poisoning, electric shocks)

demonstrate an understanding of safe practices within the food-preparation area (e.g., safely handle hot foods; prevent spatters, scalds, and cuts; wipe up spills immediately)

demonstrate an understanding of appropriate emergency responses to common accidents associated with food preparation (e.g., cuts, burns, scalds, fires)

Food Safety: demonstrate an understanding of practices that ensure or enhance food safety

explain the causes of food-borne illnesses (e.g., E. coli poisoning, botulism poisoning, Clostridium perfringens poisoning, salmonellosis, listeriosis) and describe the symptoms of, and the techniques for preventing, these illnesses

use appropriate personal hygiene practices to prevent contamination of food (e.g., wash hands frequently; cover a cough or sneeze in their sleeve; use gloves to cover cuts or wounds; tie hair back)

use safe food-handling practices to prevent cross-contamination by pathogens, parasites, and allergens in the food-preparation area (e.g., wash fresh produce; sanitize cutting boards after contact with meat products; sanitize implements that come into contact with allergens when preparing food for or with people with known allergies; sanitize work surfaces; replace and/or sanitize sponges or cloths frequently; use proper clean-up procedures)

follow appropriate protocols to ensure food safety (e.g., cook foods to recommended temperatures; keep hot foods hot and cold foods cold; store food appropriately; wipe tops of cans before opening; check "best-before" dates; demonstrate an awareness of common allergenic ingredients)

Food Preparation: demonstrate skills used in food preparation in various countries/cultures

identify the tools and equipment used for preparing, serving, and eating foods from a variety of cultures (e.g., wok, tajine, barbeque, smoker, clay oven, bamboo steamer, chopsticks, mortar and pestle, skewer)

demonstrate the ability to safely use, maintain, clean, and store tools and equipment used in food preparation

demonstrate the ability to adapt recipes from other countries/cultures by substituting equipment that is readily available (e.g., use a frying pan instead of a wok; use a standard oven instead of a clay oven; use a Dutch oven or slow cooker instead of a tajine)

demonstrate the ability to measure quantities accurately (e.g., use different strategies for measuring wet and dry ingredients; level off excess amounts; measure liquids at eye level)

demonstrate the correct use of food-preparation techniques (e.g., stirring, beating, whipping, chopping, broiling, frying)

demonstrate the ability to manage time effectively in food preparation

demonstrate an understanding of meal customs and table-setting practices in a variety of cultures (e.g., sitting on the floor on a rug in northern Africa; sitting on tatami [mats] for a traditional Japanese meal; setting the table with many utensils for a formal European meal)

plan, prepare, and serve a variety of food items from various countries/cultures using culturally specific ingredients and techniques

Kitchen Literacy and Numeracy: demonstrate the literacy and numeracy skills required in food preparation

demonstrate an understanding of the information found on Canadian food labels and on labels of foods from other countries

demonstrate the ability to follow recipes from different countries

demonstrate an understanding of common terms used in food preparation (e.g., names of utensils and techniques)

apply mathematical skills correctly in food-preparation tasks (e.g., convert between imperial and metric measurements; convert between measures based on weight and those based on volume; calculate yield changes)

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

explore a variety of topics related to food and culture (e.g., food guidelines from around the world, herbs and spices used in different cuisines) 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

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

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 (e.g., interviews, surveys, questionnaires, observations) and/or secondary sources (e.g., textbooks, advertisements, brochures, newspaper and magazine articles, cookbooks, recipe websites)

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

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

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

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

analyse and interpret research information (e.g., compare information from different sources; identify gaps in information that necessitate further research)

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

synthesize findings and formulate conclusions (e.g., weigh and connect information to determine the answer to their research question)

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

use an appropriate format (e.g., brochure, flyer, poster, multimedia presentation) to communicate the results of their research and inquiry effectively for a specific audience and purpose

use terms relating to food and culture correctly (e.g., staple foods, etiquette, eating patterns, tajine, wok, cuisine)

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)

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

Food Choices: demonstrate an understanding of the factors that influence food choices, with reference to a variety of cultures

describe how various factors (e.g., geography, religion, economics, culture, environment, values) influence personal food choices

identify specific foods that are served for special occasions in Canada and other countries (e.g., for national holidays, cultural and religious celebrations, weddings, harvest celebrations)

describe some technological innovations that make local and imported foods available to Canadians in all seasons (e.g., refrigerated trucks, freeze drying, deep freezing, cold storage, greenhouse food production)

plan and prepare a food item or items associated with a special occasion of their own or another culture or country

Food Guidelines: demonstrate an understanding of recommendations made in Canada's Food Guide and of recommendations made in the guidelines of other countries

identify key recommendations in Canada's Food Guide (e.g., choose lower-fat milk products; have vegetables and fruit more often than juice)

compare recommendations in Canada's Food Guide with those in the First Nations, Inuit, and Métis Food Guide

compare recommendations in Canada's Food Guide with those in food guidelines from other countries (e.g., Dietary Guidelines for Americans, Mediterranean Food Guide, Chinese Food Guide)

Culture and Food Habits: demonstrate an understanding of the influence of culture on how people obtain, prepare, serve, and consume food

identify foods from other cultures that have become common in Canada (e.g., samosas, sushi, pizza, fried rice, pita, nachos, tortillas, dhal, bannock)

identify where in their local community foods from various cultures can be acquired (e.g., international aisles at grocery stores, the school cafeteria, restaurants, community events, culture-specific grocery markets)

describe some food-production and food-acquisition practices in Canada and in a variety of other countries/cultures (e.g., cultivation on small family farms, organic farming practices, large monoculture farms, the use of chemicals and genetically modified seeds/plants, the role of hunting and fishing, growing cash crops, growing for local consumption, using surplus produce to barter or trade for different foodstuffs, buying packaged goods and butchered meat in grocery stores, buying fresh produce and live animals in markets, kosher and halal foods)

describe some cultural variations in daily eating patterns (e.g., time of day for meals, number of meals per day, timing and typical content of the main meal of the day)

describe some cultural variations in dining etiquette (e.g., seating arrangements, order and use of utensils, appropriate sounds while eating)

Food Availability: demonstrate an understanding of the relationship between geography and the foods naturally found and/or produced in Canada and in various other countries

identify foods naturally found or produced in the different regions of Canada (e.g., salmon on the west coast, beef and bison on the prairies, Saskatoon berries on the prairies, cranberries in Ontario, grapes in southern Ontario, fish/seafood in the Atlantic provinces, seal and whale in the far north)

explain the relationship between geography and the foods naturally found or produced in Canada (e.g., the influence on food production of land formations, rainfall, the location of fertile farmland or temperate climates)

explain how overhunting and overfishing, as well as the reduction or elimination of natural habitats, have affected the availability of foods found in different regions of Canada

explain the relationship between geography and the foods naturally found or produced in various countries or regions (e.g., tropical and citrus fruits in countries with consistently warm climates, fish/seafood in coastal areas, food products from grazing animals in grassland areas)

identify foods that are naturally found or produced in particular countries and regions of the world (e.g., rice in the Far East, maize/corn in Central America, fish/seafood in Spain and Portugal, olives in Mediterranean countries)

describe ways in which food-acquisition practices vary among people who live in rural and urban environments (e.g., in rural areas, people may grow some of their own food, keep poultry for eggs and/or meat, hunt for seasonal game; in urban areas, people have access to large grocery stores and may have access to food products from a variety of cultures, local farmers' markets, and community gardens)

Sources of Foods: demonstrate an understanding of the sources of foods eaten in Canada and in various other countries/cultures

identify the origins of various foods eaten in Canada (e.g., potatoes, breads, corn, rice, bananas, tofu, various cheeses, various herbs and spices)

identify foods that are regularly eaten as a dominant part of the diet in different parts of the world (e.g., grains/cereals such as rice, wheat, maize/corn, millet, sorghum; roots and tubers such as potatoes, cassava, yams, taro; animal products such as meat, milk, eggs, cheese, fish)

identify different ways in which certain food sources are used around the world (e.g., rice: noodles, rice paper, rice pudding, risotto; corn/maize: flour, tortillas, polenta, oil; chickpeas: hummus, chana masala, flour, dahl; wheat: flour, bannock, pasta, cereal, breads such as pita, naan, focaccia, challah)

plan and prepare a food item or items using ingredients from a variety of countries/cultures

Flavours of the World: demonstrate an understanding of the characteristic flavours, aromas, herbs, and spices associated with the cuisines of various countries/cultures

identify various herbs and spices

identify the sources and common uses of herbs and spices in the cuisines of various countries/cultures

describe characteristic flavours and aromas of the cuisines of various cultures

plan and prepare a food item or items using herbs and spices typical of the cuisine of a particular country/culture

Kitchen Safety: demonstrate an understanding of practices that ensure or enhance kitchen safety

describe common accidents that can occur in the kitchen (e.g., cuts, burns, fires, falls, poisoning, electric shocks)

demonstrate an understanding of safe practices within the food-preparation area (e.g., safely handle hot foods; prevent spatters, scalds, and cuts; wipe up spills immediately)

demonstrate an understanding of appropriate emergency responses to common accidents associated with food preparation (e.g., cuts, burns, scalds, fires)

Food Safety: demonstrate an understanding of practices that ensure or enhance food safety

describe the causes and symptoms of food-borne illnesses (e.g., E. coli poisoning, botulism poisoning, Clostridium perfringens poisoning, salmonellosis, listeriosis) and techniques for preventing these illnesses

use appropriate personal hygiene practices to prevent contamination of food (e.g., wash hands frequently; cover a cough or sneeze in their sleeve; use gloves to cover cuts or wounds; tie hair back)

use safe food-handling practices to prevent cross-contamination by pathogens, parasites, and allergens in the food-preparation area (e.g., wash fresh produce; sanitize cutting boards after contact with meat products; sanitize implements that come into contact with allergens when preparing food for or with people with known allergies; sanitize work surfaces; replace and/or sanitize sponges or cloths frequently; use proper clean-up procedures)

follow appropriate protocols to ensure food safety (e.g., cook foods to recommended temperatures; keep hot foods hot and cold foods cold; store food appropriately; wipe tops of cans before opening; check "best-before" dates; demonstrate awareness of common allergenic ingredients)

Food Preparation: demonstrate skills used in food preparation in various countries/cultures

identify the tools and equipment used for preparing, serving, and eating foods from a variety of cultures (e.g., wok, tajine, barbeque, smoker, clay oven, bamboo steamer, chopsticks, mortar and pestle, skewer)

demonstrate the ability to safely use, maintain, clean, and store tools and equipment used in food preparation

demonstrate the ability to adapt recipes from other countries/cultures by substituting equipment that is readily available (e.g., use a frying pan instead of a wok; use a standard oven instead of a clay oven; use a Dutch oven or slow cooker instead of a tajine)

demonstrate the ability to measure quantities accurately (e.g., use different strategies for measuring wet and dry ingredients; level off excess amounts; measure liquids at eye level)

demonstrate the correct use of food-preparation techniques (e.g., stirring, beating, whipping, chopping, broiling, frying)

demonstrate the ability to manage time effectively in food preparation

demonstrate an understanding of meal customs and table-setting practices in a variety of cultures (e.g., sitting on the floor on a rug in northern Africa; sitting on tatami [mats] for a traditional Japanese meal; setting the table with many utensils for a formal European meal)

plan and prepare a variety of food items from various countries/cultures using culturally specific ingredients and techniques

Kitchen Literacy and Numeracy: demonstrate the literacy and numeracy skills required in food preparation

demonstrate an understanding of the information found on Canadian food labels and on labels of foods from other countries

demonstrate the ability to follow a recipe

demonstrate an understanding of common terms used in food preparation (e.g., names of utensils and techniques)

apply mathematical skills correctly in food-preparation tasks (e.g., convert between imperial and metric measurements; calculate yield changes)

Exploring: explore topics related to healthy relationships, and formulate questions to guide their research

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

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

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

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

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

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

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

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

analyse and interpret research information (e.g., compare results of surveys and interviews; determine whether similar information is found in different sources)

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

synthesize findings and formulate conclusions (e.g., weigh and connect information to determine the answer to their research question)

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

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

use terms relating to healthy relationships correctly (e.g., self-concept, self-esteem, communication, rights and responsibilities)

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)

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

Personal Well-Being: demonstrate an understanding of the components of personal well-being, how to achieve and maintain it, and its importance throughout the life course

identify and describe the various components of personal well-being (e.g., emotional well-being, satisfaction, vitality, resilience, self-esteem, autonomy, competence, engagement, a sense of meaning and purpose, feelings of trust and belonging)

explain how various factors (e.g., good nutrition, physical activity, a strong support network, awareness of one's experiences and surroundings, lifelong learning, sharing and volunteering) contribute to the development of personal well-being

explain what they can do to maintain their personal well-being throughout life, and why it is important to do so

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

identify the main components of self-concept (e.g., physical self, academic/occupational self, social self, transpersonal self) and describe some of its characteristics (e.g., self-concept is learned, organized, and dynamic)

explain the interrelationship between self-concept, self-esteem, and mental health

describe ways to improve self-esteem (e.g., set reasonable goals and take steps to achieve them; participate in physical activities; practise to develop talents; join social groups; connect with a positive peer network)

explain ways in which self-concept and self-esteem are interconnected with community and societal beliefs and values

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

explain how a strong self-concept and healthy self-esteem contribute to healthy relationships

explain how self-concept influences a person's relationships (e.g., with other people, with society in general, with the environment)

use a variety of means (e.g., personality assessments, aptitude assessments, the Ontario Skills Passport) to identify and assess personal attributes, skills, and talents they have that can help them develop and nurture healthy relationships (e.g., emotional intelligence, listening skills)

explain the value of recognizing the unique strengths, abilities, and personal qualities of others

analyse how being self-aware affects interpersonal relationships

analyse how both social awareness and physical, psychological, and emotional health affect people's relationships

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

describe various types of relationships that people may experience during their lifetime (e.g., parent-child, sibling, peer, friend, student-teacher, spouse, co-worker, dating, intimate, inter-generational, employee-employer, doctor-patient)

identify characteristics of healthy relationships (e.g., equality, independence, trust, empathy, loyalty, respect, intimacy, honour, recognition of the other's value, open communication, stability, confidence, altruism)

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)

explain the contributions healthy relationships make to individual, group, family, and community well-being

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

analyse ways in which social and cultural factors, including portrayals in the media, shape people's ideas about relationships (e.g., the attitudes and expectations of family, friends, and peers; religious teachings; cultural norms with respect to gender roles; portrayals of intimate/sexual relationships in music videos, video games, or movies, or on television)

describe the benefits and challenges to relationships of increased access to media and technology (e.g., ease of communication through use of cellphones, e-mail, social networking; expectations of immediate response to communications; decreased adult scrutiny of communications)

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

identify the roles people have in various relationships (e.g., parent, child, teen, sibling, grandparent, elder, employee, employer, spouse, friend, student, co-worker, volunteer, significant other, acquaintance)

use various theories about intimacy (e.g., David Olson's seven types of intimacy, Gary Chapman's five love languages, Robert Sternberg's triangular theory of love) to analyse the depth and type of intimacy in different relationships (e.g., acquaintance, friendship, dating, long-term partnership)

describe variations in cultural customs and traditions that affect how humans interact (e.g., customs related to greetings, personal space, eye contact, physical distance and/or contact)

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 the challenges that may be experienced in the development of a same-sex relationship but may not be experienced in the development of a heterosexual relationship (e.g., homophobia, pressure to keep the relationship hidden, lack of models in media of adolescents in healthy same-sex relationships)

describe typical gender differences in expectations about relationships (e.g., with respect to monogamy, equity, shared time, loyalty, openness, sexuality)

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)

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

describe strategies and skills for building healthy relationships (e.g., showing empathy, setting realistic expectations, showing respect for others, communicating with openness where possible and appropriate, working to solve problems, seeking counselling, seeking community support, volunteering, giving time and attention to others)

identify strategies for dealing with significant change and/or loss in a relationship (e.g., seeking relationship and/or grief counselling, taking time to grieve, confiding in friends, learning acceptance, believing in oneself, developing self-reliance)

describe strategies and approaches for ending a relationship in a positive manner (e.g., treat the other person with sensitivity, respect, integrity, empathy, and honesty; enable the other person to maintain his or her dignity; communicate face to face; ensure that verbal and non-verbal messages match; listen to their instincts)

describe strategies for sustaining various types of relationships as they evolve over time

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

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

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

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

describe how rights are allocated among individuals, groups, families, and communities

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)

Making Decisions: demonstrate an understanding of effective decision-making processes in a variety of social contexts

explain the advantages and disadvantages of some common approaches to decision making (e.g., acting on impulse, adopting a laissez-faire attitude, flipping a coin, listing pros and cons, creating a plus/minus/interesting chart)

identify steps in the decision-making process (e.g., defining the problem, reviewing goals and values, identifying alternative solutions, weighing the options, choosing a solution, evaluating the results)

describe factors that affect decision making (e.g., goals, values, priorities, needs, wants, resources, peers, parents, family members, community, school, faith community, media)

identify and consult a variety of credible resources for information and assistance in making decisions (e.g., teachers, guidance counsellors, Health Canada, Dietitians of Canada, the Vanier Institute of the Family, local health units, the Centre for Addiction and Mental Health, the Centre for Prevention Science, the Promoting Relationships and Eliminating Violence Network, the Centre for Positive Relationships, the World Health Organization, the World Wildlife Fund, Native friendship centres, multicultural centres, Mothers Against Drunk Drivers Canada)

apply appropriate decision-making processes effectively in a variety of relationships (e.g., intimate relationships, multicultural relationships, multigenerational relationships, multi-faith relationships, employment relationships)

Communicating Effectively: demonstrate an understanding of effective communication skills and their role in maintaining healthy relationships

identify the components of verbal communication (e.g., choice of vocabulary, tone of voice, volume, rhythm and pace of speech, culture-based modes of address)

identify the components of non-verbal communication (e.g., body language and manner of self-presentation, eye contact, physical distance, culture-based behaviour)

describe the three basic styles of communication (i.e., passive, aggressive, assertive)

describe behaviours and other factors that can interfere with effective communication (e.g., interruptions, judgements, angry intonation, too great or too little physical distance, noise, blaming, sarcasm, threats, prejudice, gossip, accusations, lies, rumours, inappropriate use of technology, cultural misunderstandings, bias)

demonstrate the use of a variety of skills and techniques for communicating effectively (e.g., listening actively; maintaining open body language; taking turns in conversation; following accepted etiquette for telephone, cellphone, and Internet communication; setting clear boundaries)

explain why it is important to be aware of the communication styles of cultural groups other than their own (e.g., norms about eye contact, physical contact, and personal space)

describe ways in which effective and ineffective communication can affect relationships

Resolving Conflicts: demonstrate an understanding of effective strategies for resolving conflicts in human interactions

describe how conflicts arise in various human interactions

identify factors that can lead to interpersonal conflicts (e.g., jealousy, differing opinions, differing values, differing personalities)

identify various approaches that may be used to effectively resolve conflicts (e.g., Aboriginal healing circles, compromise and negotiation, avoidance of/removal from a situation, restorative justice processes, mediation, peer mediation, letter writing, techniques learned through assertiveness training)

identify and demonstrate (e.g., in role playing, in real situations) constructive and respectful techniques for resolving various types of interpersonal conflicts

identify and describe the different strategies used in conflict resolution (e.g., showing mutual respect, confronting the problem, identifying/defining the basis of the conflict, communicating understanding of another's perspective, considering alternatives, agreeing on a workable solution, continuing to evaluate the situation)

explain why conflicts that are based on infringements of rights and/or that involve a power imbalance (e.g., harassment, homophobia, bullying) cannot be effectively resolved using informal conflict-resolution strategies

Enhancing Relationships through Community Involvement: analyse and assess social-action initiatives that support or contribute to healthy relationships and/or healthy communities, and design and implement an initiative of their own

analyse the benefits of being part of a multicultural community

outline various ways in which individuals can enhance relationships through community involvement (e.g., through mentoring programs, consensus-building initiatives, volunteering, advocating for the rights of others)

assess the effectiveness of a variety of social-action initiatives that promote healthy relationships (e.g., letter-writing campaigns, petitions, brochures, videos, websites, art works, music, posters, drama productions, workshops)

design and implement a social-action initiative to promote healthy relationships (e.g., a campaign against bullying, discrimination, hate propaganda, or homophobia; a campaign to raise cultural awareness and understanding; an initiative to form a student equity and human rights club; a campaign to address community environmental concerns or gender-related issues)

Exploring: explore topics related to early childhood education, and formulate questions to guide their research

explore a variety of topics related to early childhood education (e.g., different forms of childcare around the world, strategies for supporting language development in young children) 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

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

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

locate and select information relevant to their investigations from a variety of primary sources (e.g., interviews, observations, surveys, questionnaires, original documents in print, original research published in peer-reviewed journals, data sets from Statistics Canada) and/or secondary sources (e.g., book reviews, textbooks, websites, newspaper and magazine articles, government reports)

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

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

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

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

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

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

synthesize findings and formulate conclusions (e.g., determine whether their results support or contradict their hypothesis; weigh and connect information to determine the answer to their research question)

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

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

use terms relating to early childhood education correctly (e.g., social, emotional, cognitive, and physical development; emergent curriculum; play-based approach; natural and logical consequences; running record; anecdotal record)

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)

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

Patterns in Infant and Child Development: demonstrate an understanding of patterns of social, emotional, cognitive, linguistic, and physical development in infants and children from birth to six years of age

demonstrate general knowledge of principles of child development (e.g., patterns of development are similar around the world, although individual rates of development may vary; child development is multi-determined; child development is holistic; child development is cumulative)

identify major milestones in the social, emotional, cognitive, physical, and linguistic development of children from birth to six years of age

explain the interdependence of the social, emotional, cognitive, physical, and linguistic areas of development (i.e., how development in each of the areas affects development in the others)

describe findings of recent brain research that contribute to our understanding of development in early childhood (e.g., information about critical periods, brain plasticity, different centres in the brain)

identify and compare the nutritional and physical-activity requirements of children at different stages between birth and six years of age, based on current recommendations from Health Canada

explain the benefits of healthy eating and physical activity for the learning, growth, and development of young children (e.g., increased ability to concentrate, fewer common childhood illnesses, increased ability to thrive, reduced long-term risk of heart disease and stroke)

Theories of Child Development: demonstrate an understanding of a variety of influential theories about child development

outline the theories about child development of major experts in the field (e.g., Freud, Erikson, Piaget, Bandura, Kohlberg, Vygotsky)

demonstrate an understanding of the theories about attachment and infant temperament of various child development experts (e.g., Bowlby, Ainsworth, Thomas and Chess)

demonstrate an understanding of how various theories of child development apply to real-life contexts

Positive Environments for Development: demonstrate an understanding of how developmentally appropriate environments and experiences promote healthy development in children

describe the role of educators in an emergent-curriculum approach to early childhood education (e.g., engaging attentively with children to assess their interests, planning authentic learning opportunities around and beyond the children's interests)

explain how environmental factors in the early years influence development later in life (e.g., influences on later-life health, school performance, socialization, emotional maturity)

describe developmentally appropriate learning environments for children from birth to six years of age

explain how and why outdoor play contributes to children's physical and emotional health (e.g., by providing opportunities for vigorous exercise and connection with the natural environment, by laying the foundation for a healthy lifestyle in the future)

explain the ways in which the development of infants and children is connected to the well­being of their families and the society in which they live (e.g., through access to social supports; access to educational and employment opportunities; access to adequate health care; access to affordable, high-quality childcare)

describe strategies early childhood educators can use to promote healthy eating among young children from birth to six years of age (e.g., encouraging mothers to store expressed breast milk at the childcare centre, modelling healthy eating, offering a variety of nutritious food choices, creating opportunities for children to grow food)

Education and Professional Development: describe postsecondary destinations, workplaces, and professional development opportunities in early childhood education

identify various postsecondary pathways leading to employment involving infants and young children

describe a variety of types of childcare (e.g., home childcare, preschool programs, nannies, drop-in programs, early learning centres, family resource programs)

demonstrate an understanding of the importance of professional development for early childhood educators

Workplace Expectations: explain the legal and social workplace expectations for employment in early childhood education in Ontario

demonstrate an understanding of the responsibilities of early childhood educators as outlined in various local, provincial, federal, and international codes (e.g., daycare policies, the Ontario Human Rights Code, the Canadian Charter of Rights and Freedoms, the United Nations Convention on the Rights of the Child)

describe the legal expectations for ensuring physically safe environments for children in early learning programs (e.g., fire-safety regulations, food-safety regulations, WHMIS regulations, provisions of the Day Nurseries Act of Ontario)

identify laws and safety requirements that apply to employees who work with children (e.g., requirement for a vulnerable sector criminal check, provisions of the Day Nurseries Act of Ontario and the Child and Family Services Act of Ontario)

identify the responsibilities of early childhood educators in promoting the socialization and healthy development of children (e.g., providing positive role models; providing a safe environment; fostering environmental awareness; using age-appropriate, accurate information when responding to children's questions and comments about their bodies; recognizing indicators of mental illness and/or mental health problems; treating all people, including children, equitably regardless of race, ability, sex, or family structure)

explain the code of ethics and standards of practice as outlined by recognized professional organizations associated with early childhood education in Ontario (e.g., College of Early Childhood Educators, Canadian Child Care Federation)

Essential Skills and Personal Qualities: demonstrate an understanding of the essential skills, personal qualities, and work habits necessary for success in early childhood education

explain how their own personal experiences, beliefs, and attitudes have influenced their attitudes and behaviour towards children (e.g., experiences, beliefs, and attitudes shaped by family, faith, community, political ideology, socio-economic status)

describe the personal qualities needed to work with children and families (e.g., nurturing qualities, empathy, patience, energy, creativity, flexibility)

describe the essential skills and work habits needed for employment in early childhood education (e.g., conflict-resolution skills, communication skills, organizational skills, decision-making skills; work habits such as initiative and team-work)

Guiding Children's Behaviour: demonstrate an understanding of theories and strategies related to child behaviour, and effectively use a range of strategies and skills when working with children from birth to six years of age

explain the theories about child behaviour and child guidance of various child-development experts (e.g., Coloroso, Dreikers, Sheedy, Kurcinka)

describe strategies for encouraging positive behaviour in children from birth to six years of age (e.g., responding lovingly and reliably to a crying infant, offering choices, discussing natural and logical consequences, setting limits, ignoring negative behaviour)

demonstrate the effective use of communication skills and strategies recommended for early childhood educators who are working with children (e.g., establishing eye contact, listening actively, interpreting body language, using positive statements)

use a variety of recommended strategies to help children resolve conflicts (e.g., "I" messages, help with verbalizing feelings, cool-down periods), and evaluate their effectiveness

Developmentally Appropriate Programs and Environments: demonstrate an understanding of the elements of developmentally appropriate programs and environments for children from birth to six years of age

demonstrate an understanding of key strategies and activities that are used in early learning programs to promote the social, linguistic, emotional, cognitive, and physical development of children from birth to six years of age (e.g., scaffolding, the use of peer helpers)

describe developmentally appropriate daily routines, schedules, and transitions, and explain why routines and schedules are an important component of a developmentally appropriate early childhood environment

explain ways in which a play-based approach to early childhood education promotes social, linguistic, emotional, cognitive, and physical development

explain what infants and toddlers need to prepare them for the development of pre-reading and pre-numeracy skills (e.g., exploration, sensory stimulation, time and materials to explore and manipulate)

demonstrate the ability to plan nutritious snacks and meals for young children (e.g., plan a one-day menu for an early learning program)

Refining Skills through Practical Experiences: apply and evaluate their knowledge of child development through practical experiences with children

demonstrate the effective use of a variety of observation techniques to study children (e.g., running record, anecdotal record, time sample, video, checklist, event sample)

demonstrate the effective use of strategies and activities to meet the needs of children from birth to age six (e.g., plan an event for a local daycare or playschool)

evaluate their experiences of working with children and reflect on their potential strengths and areas for improvement

Issues and Challenges: demonstrate an understanding of a variety of issues and challenges that early childhood educators encounter

describe the benefits of and challenges to the development of strong partnerships between early learning programs and their families (e.g., benefits: families develop confidence and are less likely to feel isolated; children have consistency of environments and expectations; early childhood educators feel more valued and respected; challenges: male early childhood educators may find it difficult to feel trusted; differing values of families and early childhood educators may make it difficult to establish mutual trust or rapport)

analyse ways in which children become the targets of marketing and the media (e.g., through licensed products, back-to-school ad campaigns, holiday toy launches, the marketing of gender-stereotyped toys and "child-themed" foods, promotions related to significant days such as Valentine's Day and Halloween, the marketing of electronic devices)

identify specific challenges early childhood educators face and effective strategies for addressing them (e.g., strategies for engaging children with exceptionalities, supporting children living in poverty, responding sensitively and appropriately to diverse families)

identify strategies used for ensuring the safety of children from birth to six years of age in a variety of childcare environments (e.g., Internet safety education; bullying prevention programs; Stay Alert, Stay Safe programs)

describe strategies that could be used in early learning programs to reduce their environmental impact (e.g., using cloth diapers, recycling craft materials, planting a vegetable garden, using reusable cutlery and dishes)

Neglect and Abuse: demonstrate an understanding of factors that contribute to neglect and physical, sexual, and emotional abuse and of the roles of early childhood educators in dealing with these issues

demonstrate an understanding of factors that can lead to neglect or physical, sexual, or emotional abuse (e.g., a family history of violence, stress, alcoholism)

identify indicators of neglect and physical, sexual, and emotional abuse (e.g., unexplained bruising or laceration, withdrawal, unexplained fears)

demonstrate an understanding that people who work with children have a duty to report and intervene in suspected cases of neglect and physical, sexual, and emotional abuse, and describe prescribed procedures for doing so

describe strategies early childhood educators can use to anticipate and prevent neglect and physical, sexual, and emotional abuse (e.g., education, communication, policy development)

Social and Cultural Variations: demonstrate an understanding of how a variety of social and cultural factors affect young children

identify biases in their own points of view and in society about diverse children and families (e.g., biases based on age, ethnicity, faith, language, sex, gender identity, class, ability, status)

identify and evaluate a variety of strategies and activities used in early learning programs to create bias-free environments that support diversity

identify a variety of ways in which family, community, and culture influence young children's behaviour

describe strategies that can be used in early learning programs to challenge gender stereotypes

explain the role and function of various social agencies that early childhood educators can call on to provide support to families (e.g., children's aid societies, Dietitians of Canada, police, newcomers' support centres, family counselling agencies, Native friendship centres)

Exploring: explore topics related to child development and child rearing, and formulate questions to guide their research

explore a variety of topics related to child development and child rearing (e.g., infant and toddler nutrition, diverse child-rearing practices, community supports for parents and children) 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

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

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

locate and select information relevant to their investigations from a variety of primary sources (e.g., interviews, observations, surveys, questionnaires, data sets from Statistics Canada) and/or secondary sources (e.g., book reviews, textbooks, websites, advertisements, brochures, newspaper and magazine articles)

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

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

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

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

analyse and interpret research information (e.g., compare information gathered from surveys and interviews; determine whether similar information is found in different sources)

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

synthesize findings and formulate conclusions (e.g., determine whether their results support or contradict their hypothesis; weigh and connect information to determine the answer to their research questions)

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

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

use terms relating to the study of child development and child rearing correctly (e.g., cognitive development, physical development, logical and natural consequences, authoritative, authoritarian, permissive)

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)

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

Pregnancy, Birth, and Postnatal Care: describe factors that contribute to the healthy development of children before and during birth, and in the first few months after birth

outline the stages in the biological process of conception, pregnancy, and birth

identify appropriate prenatal and postnatal care and support programs and facilities that are available for parents in their community (e.g., prenatal classes, breastfeeding clinics, Native friendship centres, Ontario early years centres, Canadian Down Syndrome Society)

identify various hereditary and genetic factors that influence fetal development (e.g., sex-linked diseases, the Rh factor, chromosomal abnormalities, sex)

identify and explain the importance of strategies for maintaining maternal and paternal health prior to and during pregnancy, birth, and the postnatal period (e.g., avoiding first-hand and second-hand smoke, having a healthy diet and getting adequate exercise, updating vaccinations, limiting stress, visiting their health care provider regularly, watching for signs of postpartum depression)

describe the effects of teratogens and environmental hazards on prenatal and long-term development (e.g., fetal alcohol spectrum disorder, low birth weight, brain damage, premature birth), and identify strategies for avoiding exposure to teratogens and environmental hazards (e.g., avoiding cat feces; checking with a physician before taking any medications; avoiding recreational drugs and alcohol; avoiding exposure to toxic cleaning products, household and garden chemicals, paints and solvents, and insecticides on fruits and vegetables)

describe ways in which partners and/or support persons can contribute to a healthy pregnancy (e.g., attending prenatal classes, helping to prepare healthy food for the pregnant woman)

Growth and Development: Stages and Influences: describe patterns in the healthy, social, emotional, cognitive, linguistic, and physical development of young children

identify major milestones in the social, emotional, cognitive, linguistic, and physical development of children from birth to six years of age

describe strategies used by parents to enhance the social, emotional, cognitive, linguistic, and physical development of children from birth to six years of age

describe a variety of measures parents can take to ensure the physical safety of children from birth to six years of age (e.g., using car seats, supervising bath time, teaching children how to swim, using sunscreen, washing fruits and vegetables well)

explain ways in which development from conception to six years of age significantly affects development later in life (e.g., explain the importance of early secure attachment for emotional health in adulthood; explain the connection between self-regulation in early childhood and later emotional and physical health)

explain the importance of play for healthy child development

outline strategies parents can use to communicate with young children about their bodies (e.g., using proper names for all body parts, providing accurate information when answering questions about reproduction)

Infant and Child Nutrition: demonstrate an understanding of the importance of nutrition for healthy development

explain the unique importance of breast-feeding for the health of the baby, the birth mother, and the family (e.g., its role in meeting infant nutritional needs, preventing obesity, reducing the risk of breast cancer, promoting mother-infant bonding)

identify ways in which partners and/or support persons can participate in infant care and support breastfeeding mothers (e.g., bathing the infant, changing diapers, bottle feeding the infant with pumped breast milk when the mother is unavailable)

plan nutritious meals and snacks for children of different ages based on Canadian food guidelines and regulations

describe the beneficial effects of healthy eating patterns on the growth and development of children from birth to six years of age (e.g., increased ability to concentrate, fewer common childhood illnesses, improved overall health)

Preparing for Parenting: demonstrate an understanding of how to prepare for the responsibilities of being a parent

identify the factors involved in deciding to become a parent (e.g., social pressures, cultural influences, physical and emotional maturity, values, economic stability, fertility)

identify personal and cultural reasons for becoming parents (e.g., to build a family, to save a relationship, to "be like" one's friends, to provide a loving home to a child whose birth parents are not able to provide care, to pass on one's family name)

explain why child rearing is a lifelong commitment in our society

explain the importance of having healthy, supportive relationships with other adults when providing care to young children (e.g., as a source of information, for physical and emotional support)

evaluate the effectiveness of various methods for contraception and the prevention of sexually transmitted infections (STIs) (e.g., abstinence; barrier methods – male and female condoms, diaphragm, sponge; hormonal methods – oral contraceptives, injectable contraceptives, transdermal patch, vaginal ring; intrauterine device)

identify the personal qualities, skills, and attitudes that are necessary for parenting (e.g., patience, sense of humour, responsiveness, boundary-setting skills, consistency)

demonstrate the ability to plan their finances to provide for the care of an infant and/or young child (e.g., budget for the financial impact of a period of parental leave, the costs of a crib and layette)

describe ways in which parents can reduce the environmental impact of raising children (e.g., using cloth diapers, breastfeeding, using homemade baby food, using public transit, choosing a fuel-efficient vehicle)

Communicating With Young Children: demonstrate an understanding of strategies parents can use to ensure effective communication in their families

demonstrate an understanding of age-appropriate verbal and non-verbal communication techniques (e.g., reading infant and toddler cues, using infant-directed talk, modelling appropriate language for older children)

demonstrate the use of supportive and considerate communication and conflict-resolution skills (e.g., use of eye contact, active listening, "I" messages, encouragement)

demonstrate the ability to use age-appropriate reading materials effectively to promote the development of literacy skills in children

Applying Child-Rearing Knowledge and Skills: apply and assess their child-rearing knowledge and skills through practical experiences with children

describe the capabilities and behaviours of young children of different ages in real-life settings (e.g., at preschool, at home with their family, when with a babysitter)

explain differences they observe in the capabilities and behaviours of children of different ages in classroom and/or community settings

demonstrate the ability to plan, organize, and carry out age-appropriate activities for children from birth to six years of age

demonstrate an understanding of an infant's needs and schedules by participating in a baby-simulation experience

assess their own experience with infants and children and reflect on personal strengths and areas for improvement

Family Variations: demonstrate an understanding of social and cultural variations in family forms and child-rearing approaches

analyse their own personal understanding of the terms family and parent, and assess the possible biases that may be inherent in this understanding

identify the functions of the family and explain how these functions may be carried out through a variety of family forms (e.g., same-sex couples with children, lone-parent families)

describe ways in which families transmit their cultural and religious heritage to children (e.g., through storytelling, visual arts, festivals, religious and other rituals) as well as the ways in which families may be constrained in their ability to transmit their culture and religion

describe ways in which culture and family tradition influence child-rearing practices (e.g., practices related to name selection, touch and physical contact, fostering cultural pride and a positive sense of self)

Parenting Styles and Practices: demonstrate an understanding of a variety of child-rearing practices and their effects on children

describe different parenting styles (e.g., permissive, authoritarian, authoritative, indulgent) and assess how they affect young children

demonstrate an understanding of the importance of positive parenting strategies for the development of a child's self-esteem and self-discipline

demonstrate an understanding of strategies for encouraging positive behaviour in children (e.g., offering choices, discussing logical and natural consequences of behaviour)

describe ways in which a parent can act as a positive role model for children (e.g., by modelling environmental responsibility, showing respect and care for others, having a positive body image)

describe ways in which parents and family members teach children socially acceptable behaviour (e.g., by encouraging good table manners at family meal time, by encouraging sharing with playmates)

Common and Diverse Experiences of Childhood: demonstrate an understanding of common and diverse experiences of young children in a variety of cultures and historical periods

identify forms of children's play that are found in all societies/cultures (e.g., traditional games involving balls and sticks, games modelled on "tag", variations of "playing house")

describe how childhood experiences vary/have varied in different cultures and historical periods (e.g., variations in levels of freedom and/or adult supervision for children in different times and places; variations in the age at which children start school and/or work in different times, places, or cultures)

compare expectations for male and female children in their own and other cultures

Caregiving Challenges in the Early Years: demonstrate an understanding of the challenges facing parents throughout the early childhood years

summarize the lifestyle and relationship changes that parents experience when raising young children (e.g., decreasing independence, fatigue, shifting priorities, varying rewards of care-giving, changing responsibilities as the child ages)

demonstrate an understanding of the challenges faced by parents of young children in today's rapidly changing society (e.g., balancing work and family responsibilities, finding quality childcare, dealing with discrimination)

identify strategies used by families to manage different types of early-childhood trauma

identify the unique challenges faced by families when parents or children have disabilities or special needs (e.g., a parent in a wheelchair, a child with autism)

identify indicators of possible mental illness or mental health problems in young children (e.g., social withdrawal, unexplained fears)

identify and describe challenges associated with teenage parenthood and lone parenting (e.g., poverty, discrimination, lack of gender-role modelling, stress)

Neglect and Abuse: describe strategies for building healthy family relationships in order to prevent neglect and/or physical, sexual, or emotional abuse of children

describe indicators of possible neglect or physical, sexual, or emotional abuse (e.g., malnutrition, lack of trust, unexplained bruises)

describe strategies that can be used to secure a safe and peaceful family, community, and social environment for children (e.g., teaching children that "touch" should never be kept secret; teaching safe Internet practices; providing "street­proofing" training to children)

demonstrate an understanding of the laws relating to child abuse and children's rights (e.g., the community's responsibility for children's welfare, the duty to report suspected child abuse)

identify various barriers parents face in gaining access to community supports (e.g., language, culture, level of literacy or education)

Society's Role in the Lives of Children and Families: describe the roles and responsibilities of society in protecting and supporting children and families, and the responsibilities of caregivers towards children

describe the positive and negative roles of societal agents in the lives of young children (e.g., the role of schools in teaching children to "get along" with others, the role of religious institutions in instilling values, the role of media in shaping children's attitudes to violence)

demonstrate an understanding of the laws that regulate the behaviour of children and parents in society (e.g., provisions of the Child and Family Services Act of Ontario; laws regarding school attendance, child labour, and parental leave from work)

identify community social programs and agencies that provide support to children and families (e.g., YMCA/YWCA, Big Brothers/Big Sisters, family shelters, Aboriginal Head Start programs, Kids Help Phone, Parenting and Family Literacy Centres)

describe the legal, social, and moral responsibilities of parents as outlined in the United Nations Convention on the Rights of the Child (e.g., providing adequate food, shelter, care, education)

Exploring: explore topics related to anthropology, psychology, and sociology, and formulate questions appropriate to each discipline to guide their research

explore a variety of topics related to anthropology, psychology, and sociology (e.g., rites of passage, identity development, effects of social networking) 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

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

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

locate and select information relevant to their investigations from a variety of primary sources (e.g., interviews, observations, surveys, questionnaires, original documents in print or other media – film, photographs) and/or secondary sources (e.g., textbooks, literature reviews, research reports, newspaper and magazine articles)

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

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

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

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

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

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

synthesize findings and formulate conclusions (e.g., determine whether their results support or contradict their hypothesis; weigh and connect information to determine the answer to their research questions; assess the extent to which their results may be affected by factors not included in their research design)

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

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

use terms relating to anthropology, psychology, and sociology correctly (e.g., functionalism, structuralism, feminism, culture, socialization, ethnography, survey, archaeology, temperament)

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)

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

Theories, Perspectives, and Methodologies: demonstrate an understanding of major theories, perspectives, and research methods in anthropology

explain the significance of contributions of influential anthropologists (e.g., Noam Chomsky, Charles Darwin, Jane Goodall, the Leakeys, Margaret Mead, Edward Sapir, Marvin Harris, Richard Lee, Biruté Galdikas, Sherry Ortner)

outline the key ideas of the major anthropological schools of thought (e.g., functionalism, structuralism, cultural materialism, feminist anthropology, postmodern or postcolonial anthropology) and explain how they can be used to analyse features of cultural systems

explain significant issues in different areas of anthropology (e.g., linguistic anthropology, physical anthropology, cultural anthropology, forensic anthropology, primatology)

explain the main research methods used for conducting anthropological research (e.g., participant observation, oral history, semi-structured interview, ethnography, genealogy, archaeological excavation, decolonizing research methods), and assess critiques of the various methods

Explaining Human Behaviour and Culture: use an anthropological perspective to explain how diverse factors influence and shape human behaviour and culture

explain, from an anthropological perspective, how various factors (e.g., physical environment, globalization, pandemics) influence and shape human behaviour and culture (e.g., technology, language, social structures, law, politics, religion and ritual, art)

describe, from an anthropological perspective, the effects that diffusion, assimilation, and multiculturalism have on culture

explain how studying cultural systems of different times, places, and groups helps anthropologists understand human behaviour and culture in the present

Socialization: use a cultural anthropology perspective to explain patterns of human socialization

explain how culture produces diverse forms of human behaviour (e.g., explain variations in rites of passage, language, family roles, or political practices from one culture to another)

explain ways in which culture is an agent of socialization (e.g., in communicating and upholding such things as kinship rights and obligations, social customs, religious practices)

Theories, Perspectives, and Methodologies: demonstrate an understanding of major theories, perspectives, and research methods in psychology

explain the significance of contributions of influential psychologists (e.g., Erik Erikson, Sigmund Freud, Carl Jung, Abraham Maslow, Ivan Pavlov, Carl Rogers, B. F. Skinner, Thomas Bouchard, Mary Ainsworth, Leta Stetter Hollingworth, Carol Gilligan)

summarize the key ideas of major psychological theories (e.g., psychodynamic theory, behaviourism, cognitive theory, humanistic theory, feminist psychology theory), and explain how they can be used to understand human behaviour

explain the contribution to understanding human behaviour of various psychological approaches (e.g., clinical, experimental, personality, abnormal, and developmental psychology)

compare the major research methods used for conducting psychological research (e.g., experiments, surveys, observations), and assess critiques of the various methods

Explaining Human Mental Processes and Behaviour: use a psychological perspective to explain how diverse factors influence and shape human mental processes and behaviour

explain, from a psychological perspective, how various influences (e.g., heredity, environment, personality, identity, developmental stage, attachment) contribute to an individual's psychological development

explain, from a psychological perspective, ways in which context and the influence of other individuals can affect people's emotional and behavioural responses (e.g., at work, within a family, in sports groups/clubs, in crowds, in urban versus rural areas, among bystanders)

explain how diverse psychological factors (e.g., motivation, perception, attitudes, mental health, temperament) influence individual behaviour

Socialization: use a psychological perspective to analyse patterns of socialization

identify and describe the role of socialization in the psychological development of the individual (e.g., effects of social isolation on language development, effects of group play experiences on emotional development)

assess how diverse personality traits (e.g., introversion, openness to experience, perfectionism) shape human behaviour and interaction in a variety of environments

analyse the procedures of and ethical problems associated with major psychological experiments in socialization (e.g., Zimbardo's Stanford prison experiment, Asch's conformity experiment, Milgram's obedience-to-authority experiment, Elliot's "Blue-Eyed/Brown-Eyed" experiment)

Theories, Perspectives, and Methodologies: demonstrate an understanding of major theories, perspectives, and research methods in sociology

explain the significance of contributions of various theorists to the field of sociology (e.g., Emile Durkheim, Karl Marx, Edward Said, Max Weber, Dorothy Smith, Charles Wright-Mills, Reginald Bibby, Gordon Allport, George Dei, Ibn Khaldun)

summarize the key ideas of the major sociological schools of thought (e.g., structural functionalism, symbolic interactionism, conflict theory, feminist perspective), and explain how they can be used to analyse social behaviour

identify and explain the main research methods that are used for conducting sociological research (e.g., surveys, case studies, observations, secondary analysis of statistical results, content analysis, focus groups), and assess critiques of the various methods

Explaining Social Behaviour: use a sociological perspective to explain how diverse factors influence and shape individual and group social behaviour

explain, from a sociological perspective, how diverse factors (e.g., social norms and expectations, social structures, social distinctions, socio-economic status, geographic location, physical environment, media coverage) influence and shape individual and group behaviour

explain, from a sociological perspective, the relationship between prejudice and individual and systemic discrimination (e.g., on the basis of gender, race, socio-economic status, sexual orientation, ability, religion, age, appearance), and describe their impacts on individuals and society

explain, from a sociological perspective, how diverse influences (e.g., culture, religion, economics, media, technology) shape social behaviour (e.g., dating and courtship, social networking, bullying, following trends and fads)

Socialization: use a sociological perspective to explain patterns of socialization

explain how structural changes take place in social institutions (e.g., family; religious institutions; legal, political, educational, and health systems; the military) in response to diverse influences (e.g., demographic or economic change, introduction of the Canadian Charter of Rights and Freedoms, social movements)

explain the ways in which social structures (e.g., economy, family, class, race, gender) affect individual and group behaviour

evaluate the relative influence of primary agents of socialization (e.g., family, peers) and secondary agents of socialization (e.g., media, religion) on the socialization of the individual

Exploring: explore topics related to anthropology, psychology, and sociology, and formulate questions appropriate for each discipline to guide their research

explore a variety of topics related to anthropology, psychology, and sociology (e.g., addictions, gender socialization, rites of passage) 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

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

create appropriate research plans to investigate their selected topics (e.g., if conducting primary research, 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 (e.g., interviews, observations, surveys, questionnaires, original documents in print or other media – film, photographs) and/or secondary sources (e.g., textbooks, research reports, newspaper and magazine articles)

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

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

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

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

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

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

synthesize findings and formulate conclusions (e.g., weigh and connect information to determine the answers to their research questions)

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

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

use terms relating to anthropology, psychology, and sociology correctly (e.g., functionalism, structuralism, feminism, culture, socialization, ethnography, survey, archaeology, temperament, behaviour)

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)

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

Theories, Perspectives, and Methodologies: demonstrate an understanding of major theories, perspectives, and research methods in anthropology

identify significant contributions of influential anthropologists (e.g., Noam Chomsky, Charles Darwin, Jane Goodall, the Leakeys, Margaret Mead, Edward Sapir, Marvin Harris, Richard Lee, Biruté Galdikas, Sherry Ortner)

outline the key ideas of major anthropological schools of thought (e.g., functionalism, structuralism, cultural materialism, feminist anthropology), and explain how they can be used to understand features of cultural systems

describe significant issues in different areas of anthropology (e.g., linguistic, physical, cultural, and forensic anthropology; primatology)

describe the main research methods used for conducting anthropological research (e.g., participant observation, oral history, semi-structured interview, ethnography, genealogy, archaeological excavation, decolonizing research methods), and explain critiques of the various methods

Explaining Human Behaviour and Culture: use an anthropological perspective to explain how diverse factors influence and shape human behaviour and culture

describe, from an anthropological perspective, how various factors (e.g., physical environment, globalization, pandemics) influence and shape human behaviour and culture (e.g., technology, language, social structures, law, politics, religion and ritual, art)

identify the effects that diffusion, assimilation, and multiculturalism have on culture

explain how studying cultural systems of different times and places helps anthropologists understand human behaviour and culture in the present

Socialization: use a cultural anthropology perspective to explain patterns of human socialization

explain how culture produces diverse forms of human behaviour (e.g., explain variations in rites of passage, language, family roles, the development of subcultures, or political practices from one culture to another)

describe ways in which culture is an agent of socialization (e.g., in communicating and upholding such things as kinship rights and obligations, social customs, religious practices)

Theories, Perspectives, and Methodologies: demonstrate an understanding of major theories, perspectives, and research methods in psychology

identify significant contributions of influential psychologists (e.g., Erik Erikson, Sigmund Freud, Carl Jung, Abraham Maslow, Ivan Pavlov, Carl Rogers, B. F. Skinner, Thomas Bouchard, Mary Ainsworth, Carol Gilligan)

outline the key ideas of major psychological theories (e.g., psychodynamic theory, behaviourism, cognitive theory, humanistic theory), and explain how they can be used to understand human behaviour

compare significant psychological approaches to the study of human behaviour (e.g., clinical, experimental, personality, abnormal, and developmental psychology)

describe the main research methods used for conducting psychological research (e.g., experiments, surveys, observations), and explain critiques of the various methods

Human Mental Processes and Behaviour: use a psychological perspective to describe how diverse factors influence and shape human mental processes and behaviour

describe, from a psychological perspective, how various factors (e.g., heredity, environment, personality, identity, developmental stage, level of attachment) influence and shape an individual's psychological development

describe, from a psychological perspective, ways in which context and the influence of other individuals can affect people's emotional and behavioural responses (e.g., at work, within a family, in sports groups/clubs, in crowds, in urban versus rural areas, among bystanders)

describe how diverse psychological factors (e.g., motivation, perception, attitudes, mental health, temperament) influence individual behaviour

Socialization: use a psychological perspective to explain patterns of socialization

identify the role of socialization in the psychological development of the individual (e.g., effects of direct teaching of social skills, effects of social isolation)

describe how diverse personality traits (e.g., introversion, openness to experience, perfectionism) shape human behaviour and interaction in a variety of environments

describe the procedures of and ethical problems associated with major psychological experiments in socialization (e.g., Zimbardo's Stanford prison experiment, Asch's conformity experiment, Milgram's obedience-to-authority experiment, Elliot's "Blue-Eyed/Brown-Eyed" experiment)

Theories, Perspectives, and Methodologies: demonstrate an understanding of major theories, perspectives, and research methods in sociology

identify the significant contributions of influential sociologists (e.g., Emile Durkheim, Karl Marx, Edward Said, Max Weber, Dorothy Smith, Charles Wright-Mills, Gordon Allport, Reginald Bibby, George Dei, Ibn Khaldun)

outline the key ideas of the major sociological schools of thought (e.g., structural functionalism, symbolic interactionism, conflict theory, feminist perspective), and explain how they can be used to understand social behaviour

identify and describe the main research methods that are used for conducting sociological research (e.g., surveys, case studies, observations, secondary analysis of statistical results, content analysis, focus groups), and describe critiques of the various methods

Explaining Social Behaviour: use a sociological perspective to explain how diverse factors influence and shape social behaviour

describe, from a sociological perspective, how diverse factors (e.g., social norms and expectations, social structures, social sanctions, social distinctions, socio-economic status, geographic location, physical environment, media coverage) influence and shape individual and group behaviour (e.g., conformity, obedience, discrimination, "groupthink", choice of occupation)

explain the relationship between prejudice and individual and systemic discrimination (e.g., on the basis of gender, race, socio-economic status, sexual orientation, ability, religion, age, appearance), and describe their impacts on individuals and society

describe, from a sociological perspective, ways in which diverse influences (e.g., culture, religion, economics, technology) shape social behaviour (e.g., dating and courtship, social networking, bullying, following trends and fads)

Socialization: use a sociological perspective to explain patterns of socialization

describe how structural changes take place in social institutions (e.g., family; religious institutions; legal, political, educational, and health systems; the military) in response to diverse influences (e.g., demographic or economic change, the growth of environmentalism, the introduction of the Canadian Charter of Rights and Freedoms, social movements)

describe ways in which social structures (e.g., economy, family, class, gender, race) affect individual and group behaviour

compare the relative influence of primary agents of socialization (e.g., family, peers) and secondary agents of socialization (e.g., media, religion) on the socialization of the individual

Exploring: explore topics related to philosophical questions and/or issues, and formulate questions to guide their research

explore a variety of topics related to philosophical questions and/or issues (e.g., Does a meaningful life require that there be a divine plan? Do people living in the present have a moral obligation to redress the wrongs done by their ancestors – for example, against Aboriginal peoples? Is science the best way to gain knowledge? Can a work of art be beautiful even if it portrays evil or ugly things? Can a society that is divided between the very rich and the very poor be just?) 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

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

create appropriate research plans to investigate their selected topics (e.g., outline purpose and method, identify sources of information)

locate and select information relevant to their investigations from a variety of primary sources (e.g., interviews; observations; original documents in print or other media such as film, photographs, music) and secondary sources (e.g., research reports, textbooks, websites, brochures, newspaper articles; critical analysis in journals or book reviews)

based on preliminary research, formulate arguments and anticipate counter-arguments

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

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

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

analyse and interpret research information (e.g., compare arguments that are made in a variety of sources)

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

synthesize findings and formulate conclusions (e.g., determine whether their results support or contradict their hypothesis; weigh and connect information to determine the answer to their research question)

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

use an appropriate format (e.g., oral presentation, written report, formal debate, poster, multimedia presentation, web page) to communicate the results of their research and inquiry effectively for a specific purpose and audience

correctly use terms relating to their chosen topics

clearly communicate the results of their inquiries (e.g., write clearly, organize ideas logically, use language conventions properly), and follow appropriate conventions for acknowledging sources (e.g., generate notes and/or references using APA, MLA, Chicago, or Turabian style)

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

Identifying the Big Questions: describe the main areas of philosophy and identify the big questions that arise in each area

describe the main areas of philosophy (e.g., metaphysics, ethics, epistemology, philosophy of science, social and political philosophy, aesthetics)

identify the big questions associated with each of the main areas of philosophy (e.g., metaphysics: Is there a supreme being? What is the nature of reality? What is the meaning of life?; ethics: What is a good person? Are there just wars? If so, what makes them just?; epistemology: What is truth? Is it possible to know the world as it truly is?; philosophy of science: What distinguishes science from other ways of knowing? What is the nature of scientific evidence? Is it ever possible, or desirable, for a scientist to be objective?; social and political philosophy: What are the limits of state authority? What is the best form of government? Why? What is social justice?; aesthetics: What is beauty? Is censorship ever justified?)

Philosophers and Philosophical Traditions: demonstrate an understanding of how major philosophers and philosophical traditions approach some of the big questions of philosophy

describe some major philosophical traditions (e.g., Confucianism, Platonism, rationalism, empiricism, idealism, materialism), and explain how these traditions approach the big questions of philosophy

compare how different philosophers have answered the same big question (e.g., Plato and Rawls on a question about justice; Aristotle and Danto on a question about the nature of art; Popper and Kuhn on a question about the nature of scientific knowledge; Hobbes and Sartre on a question about freedom; Kant and Mill on a question about moral obligation; Descartes and Hume on a question about the nature of knowledge; Aristotle and Wollstonecraft on a question about the role of women in society; Madhva and Ramanuja on a question about the nature of reality; Aristotle and Bentham on a question about the meaning of life; Conway and Descartes on a question about the nature of God; Shankara and Locke on a question about the self)

compare how different philosophical traditions approach the same big question (e.g., Thomism and existentialism on a question about the meaning of life; rationalism and empiricism on a question about human knowledge; liberalism and libertarianism on a question about social justice; utilitarianism and Kantianism on a question about ethical theory; expressionism and formalism on a question about the nature of art)

Defining Terms and Concepts: demonstrate an understanding of terms and concepts central to discussions of the big questions of philosophy, and of how these terms and concepts are used in various philosophical traditions

define terms central to philosophical discussions of the big questions (e.g., personal identity, nihilism, scepticism, a priori, a posteriori, personhood, essence, feminism, consciousness, altruism, Socratic method, pluralism, determinism, perception, causality, freedom, soul, knowledge, truth, virtue, morality, objectivity, subjectivity, wisdom, social contract, justice, the ideal state, rights and responsibilities, representational art, formalist art)

explain the ways in which philosophical terms and concepts used by different philosophers have evolved over time, and describe how these terms and concepts are understood within different philosophical traditions

Philosophical Reasoning: demonstrate an understanding of terms, methods, and fallacies associated with philosophical reasoning

describe the parts of an argument (e.g., premise, evidence, conclusion), and explain how a philosophical argument differs from other communications

describe forms of reasoning (e.g., deduction and induction), and explain how they are applied in philosophical arguments

correctly use terminology related to logic and philosophical argumentation (e.g., logical consistency, contradiction, deduction, induction, proposition, truth value, inference, validity; terms related to forms of arguments, types of syllogisms, patterns of reasoning)

identify some common fallacies in reasoning (e.g., fallacies related to relevance, such as an appeal to pity or emotion and an appeal to authority; fallacies related to ambiguity, such as equivocation and fallacies of composition and division; fallacies related to presumption, such as begging the question and using a straw man), and identify examples of some of these fallacies in arguments encountered in everyday life (e.g., in newspaper articles and editorials, advertising, formal debates, informal discussions)

Evaluating Philosophical Responses to Big Questions: analyse, using their own philosophical reasoning skills as well as the arguments of other critics, the strengths and weaknesses of the responses of major philosophers or schools of philosophy to some of the big questions of philosophy

summarize arguments that critics have used to support, critique, or refute responses of major philosophers or philosophical traditions to some of the big questions of philosophy

analyse, using their philosophical reasoning skills, the strengths and weaknesses of the main arguments made by major philosophers or philosophical traditions in response to some of the big questions of philosophy

Developing Philosophical Responses: use philosophical reasoning and critical thinking skills to formulate responses to big questions of philosophy and to arguments encountered in everyday life

develop and defend, using philosophical reasoning and critical-thinking skills, their own response to one or more of the big questions of philosophy examined in this course

apply philosophical reasoning and critical-thinking skills to analyse arguments encountered in everyday life (e.g., in letters to the editor, newspaper editorials, news reports, formal debates, face-to-face or online discussions among peers) and to develop a response to them

The Relevance to Everyday Life and Society: demonstrate an understanding of the relevance of philosophical questions, theories, and skills to their everyday life and to the community and broader society

explain the relevance of some of the big questions of philosophy to their own experiences in everyday life (e.g., questions about power in relation to the issue of bullying, about social responsibility in decisions to engage in social action, about the existence of a supreme being and their approach to religion, about the self and others in their relationships with family and friends)

explain the relevance of some of the big questions of philosophy to their community and the broader society (e.g., questions about the obligations of citizens and governments in Canadian and global politics; about equality and justice in policies regarding women, poor people, and ethnocultural minorities, including Aboriginal people; about ethics in debates about issues such as abortion, euthanasia, genetically modified organisms; about the relationship between nature and human beings in debates about environmental policy; about aesthetics and censorship in cultural industries)

demonstrate an understanding of how they can apply philosophical theories and skills to enhance their understanding of popular culture (e.g., movies; music; music videos; books such as fiction, graphic novels, pop psychology; television shows, including talk shows, reality shows)

The Relevance to Education and Careers: demonstrate an understanding of the relevance of philosophy to other subject areas and careers

demonstrate an understanding of ways in which skills developed and used in philosophy, such as critical thinking, argumentation, and effective listening skills, can be used in other subjects (e.g., when engaged in formal and informal debating, weighing evidence to reach a conclusion, writing essays, evaluating primary and secondary sources, formulating and defending an argument or thesis)

explain the philosophical presuppositions that are implicit in other subject areas (e.g., with reference to: the nature of knowledge in science; the possibility of objectivity in history; the basis for critical judgements in literature or art; ideas about free will and social responsibility in law, sociology, politics)

explain the philosophical presuppositions that are implicit in a variety of careers (e.g., law, arbitration/mediation, journalism, public relations, politics, the civil service, lobbying, diplomacy, medicine or medical ethics, publishing, teaching and research, history, science, art, human resources, religious fields)

Exploring: explore topics related to world religions and belief traditions, and formulate questions to guide their research

explore a variety of topics related to world religions and belief traditions (e.g., government policy pertaining to religion, the use of religious symbols in popular culture) 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

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

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 (e.g., interviews, observations, surveys, questionnaires, original research published in peer-reviewed journals, original documents in print or other media – sacred texts, film, photographs, songs, advertisements) and/or secondary sources (e.g., book reviews, textbooks, websites, brochures, newspaper articles)

based on preliminary research, for each investigation formulate a research question and identify potential subtopics to focus their research

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

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

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

analyse and interpret research information (e.g., compare results of surveys and interviews; determine whether common themes arise in different sources)

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

synthesize findings and formulate conclusions (e.g., determine whether their results support or contradict their hypothesis; weigh and connect information to determine the answer to their research question)

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

use an appropriate format (e.g., oral presentation, written report, formal debate, poster, multimedia presentation, web page) to communicate the results of their research and inquiry effectively for a specific audience and purpose

use terms relating to world religions and belief traditions correctly (e.g., belief, creed, deity, divine, faith, habit, sacred, tradition, ritual)

clearly communicate the results of their inquiries (e.g., write clearly, organize ideas logically, use language conventions properly), and follow appropriate conventions for acknowledging sources (e.g., MLA, Chicago, or Turabian style for references and/or notes)

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

Why Study World Religions and Belief Traditions?: demonstrate an understanding of various reasons for the study of world religions and belief traditions

identify diverse religions and belief traditions that are found in Canada (e.g., Christianity, First Nation and Inuit ritual and spirituality, Hinduism, Islam, Jainism, Judaism, secular humanism)

identify reasons for the study of world religions and belief traditions (e.g., to broaden their understanding of the world, to gain insight into human behaviour and diverse perspectives, to identify and explore universal values)

identify and describe local and global contexts in which it is important to have an understanding of diverse religions and belief traditions

Terms and Concepts in the Study of the Sacred: demonstrate an understanding of terms and concepts related to the study of world religions and belief traditions

explain the various terms used to classify religions and belief traditions and the values implicit in these classifications (e.g., belief system, cult, denomination, religion, sect)

define and appropriately use terms that relate to the study of world religions and belief traditions (e.g., atheism, agnosticism, ethics, monotheism, pantheism, polytheism, animism, theology)

explain important concepts related to the study of religions and belief traditions (e.g., insider-outsider challenge, reductionism versus religionism, thick description)

Approaches: demonstrate an understanding and assess the strengths and weaknesses of various approaches to the study of world religions and belief traditions

identify and explain the rationale for at least two recognized conceptual or methodological approaches to the study of religions and belief traditions (e.g., theological, anthropological, historical, psychological, typological, sociological)

identify the strengths and limitations of various approaches to the study of religions and belief traditions (e.g., the historical approach relies primarily on written accounts; anthropological approaches may be influenced by ethnocentrism)

describe their own perspective on religions and belief traditions

identify biases that may inform their own perspective on religions and belief traditions (e.g., anthropocentricism, an individualistic rather than a community orientation, a predisposition to value science over faith, a predisposition to privilege written rather than oral sources)

describe the roles of doubt, faith, intuition, and reason in religions and belief traditions

Functions of Human Belief Traditions: explain some of the ways people use religions and belief traditions to meet human needs

explain the connection between religions/belief traditions and human efforts to understand existence and the nature of reality (e.g., belief as a way of understanding destiny, the natural world, and ultimate reality)

explain the ways in which individual human needs (e.g., for community, meaning and purpose, psychological or emotional security) can be addressed through religions and belief traditions

explain the ways in which community needs (e.g., for commemoration, continuity, institutions, order, organization) can be met through religions and belief traditions

analyse how experiences and practices associated with various belief systems may change over time, and suggest reasons for the changes

The Search for Meaning: analyse ways in which various religions and belief traditions conceptualize the journey of life as a spiritual journey and quest for meaning

explain how the journey of life can be seen as a quest for meaning, and identify common questions associated with the search for meaning and purpose in life (e.g., Who are we? Where do we come from?)

identify and explain concepts associated with the journey of life and the quest for meaning in various religions and belief traditions (e.g., karma, jihad, nirvana, vocation, the Jewish covenant, the Aboriginal sacred path)

explain experiences and practices of various religions and belief systems that are associated with the quest for meaning and/or spiritual understanding (e.g., ordination, the prayer labyrinth, pilgrimage, the vision quest, practices associated with mysticism)

explain how ideas about death and the afterlife in various religions and belief traditions (e.g., Chinvat; heaven, hell, and purgatory; nirvana; reincarnation) reflect conceptions of the spiritual journey in these traditions

Tenets, Practices, and Teachings: outline the central tenets, practices, and teachings of various religions and belief traditions

explain the concept of the supernatural and the role of entities associated with it in various religions and belief traditions (e.g., angels, avatars, the creator, deities, demons, spirits, saints, souls)

identify and explain the central tenets of various religions and belief traditions (e.g., the Works of Mercy, the Five Virtues, the Golden Rule, the Noble Truths, the Three Jewels, the Code of Handsome Lake)

describe actions people perform to fulfil the expectations of their particular belief tradition (e.g., Aboriginal respect for and protection of the environment, charitable giving, zakat)

explain how concepts of time, creation, and the afterlife are reflected in the teachings and practices of various religions and belief traditions (e.g., karma, samsara and nirvana, sin and salvation)

identify and explain practices that reflect the principles and/or teachings of various religions and belief traditions (e.g., vegetarianism and ahimsa, baptism and grace, tithing of income for charity and tzedakah, fasting and submission)

explain how differing interpretations of specific teachings have arisen within various faith communities (e.g., interpretations of: the relative importance of scripture and tradition; the role and place of human beings in the world; the relative importance of individual versus community values; succession [in Islam])

Sacred Writings and Oral Teachings: analyse the role of sacred writings and oral teachings in various religions and belief traditions

identify significant sacred writings (e.g., the Qur'an, the Mahabharata, the New Testament, the Torah) and oral teachings (e.g., the Code of Handsome Lake, the Seven Grandfather Teachings, the Mishnah) of various religions and belief traditions

explain the origins and development of various sacred writings and oral teachings (e.g., the influence of the political conditions in early Christian communities on the writing of the Gospels; the role and varieties of revelation as a source of teachings and texts)

identify the central principles outlined in key oral teachings and passages of sacred writings in various religions and belief traditions (e.g., the Ten Commandments, the Sermon in the Deer Park, the Sermon on the Mount, Aboriginal creation stories)

compare sacred writings and oral teachings within the same tradition in terms of their recognized importance and influence on believers (e.g., the Qur'an and the Hadith in Islam, the Torah and the Mishnah in Judaism, the Rig Veda and the Laws of Manu in Hinduism)

Prescribed Roles and Influential Figures: analyse how individuals with specific roles have influenced the development of various religions and belief traditions

identify and explain concepts that define the basic roles and/or responsibilities of adherents of various religions and belief traditions (e.g., ahimsa, satya, and tyaga; dharma; love of God and neighbour; submission; re-enactment of the Dreaming through sacred art)

identify and explain the purpose of specific roles associated with various religions and belief traditions (e.g., ascetic, Brahmin, cantor, elder, guru, imam, laity, priest, prophet, senator in the Métis tradition, shaman)

identify influential figures associated with various religions and belief traditions (e.g., Abraham, Jesus of Nazareth, Confucius, Guru Nanak, Mirza Husayn, Ali Nuri, Moses, Mother Ann Lee, Muhammad, Siddhartha Gautama, Zoroaster, Handsome Lake), describe the contexts in which they emerged, and summarize their influence on the particular religion or belief tradition

analyse the impact of leaders and activists associated with various religions and belief traditions (e.g., Dietrich Bonhoeffer, Thich Quang Duc, Mohandas K. Gandhi, Mother Teresa, Martin Luther King Jr., Elie Wiesel, the women of Chipko)

Daily Living as Sacred Reality: demonstrate an understanding of the type of daily observances associated with various religions and belief traditions and of the role of these observances in the lives of adherents

describe the daily practices associated with various religions and belief traditions (e.g., dietary practices, forms of dress, patterns of prayer, use of language, care for those in need)

explain how the daily practices of adherents reflect the teachings of their particular religion or belief tradition (e.g., acts of discernment and/or daily prayer, acts of service, meditation, reflection)

explain the origins of the daily practices of various religions or belief traditions (e.g., Salah, Shema, Sikh practices signifying the importance of self-defence, Prayer to the Four Directions)

describe how major historical events and movements have shaped the daily practices of various religions and belief traditions (e.g., ahimsa in satyagraha, the prayer book movement in Anglican Christianity, the residential schools experience for First Nation and Métis people)

Rites and Rituals: demonstrate an understanding of the ways in which rituals and rites reflect the understandings and principles of various religions and belief traditions

describe ways in which various religions and belief traditions use rites and rituals to provide a spiritual context for understanding human experience

explain the origin and significance of various belief-related rituals, symbols, and festivals (e.g., the Five Ks, ICHTHYS, puja, sounding the shofar during Rosh Hashanah, the medicine wheel)

classify rituals and practices of various religions and belief systems in terms of categories such as almsgiving, asceticism, atonement, anointing, calls to worship, covenant, dietary laws, sacrifice, holy days, vision quest

describe how major historical events and movements have shaped the rituals of various religions and belief traditions (e.g., the Passover seder, the Blackfoot sun dance, the potlatch)

explain how key teachings of various religions and belief systems are reflected in their rites of passage (e.g., rites associated with birth, coming of age, marriage, death and funerary practices)

Cultural Contexts: identify and analyse ways in which various religions and belief traditions are embodied in cultural forms

identify and explain the significance of signs and symbols associated with various religions and belief traditions (e.g., the crucifix, the medicine wheel, symbols for the syllable "om")

explain why different religions and belief systems prohibit particular cultural forms or activities (e.g., reasons for: the iconoclastic controversy, prohibitions against visual depictions in Judaism and Islam, the common practice of not preserving sand mandalas within Tibetan Buddhism)

analyse the ways in which various religions and belief traditions are reflected in specific works of art, architecture, music, literature, and dance; in styles of dress; and in cuisines (e.g., religious icons, La Sagrada Familia church by Antonio Gaudi, evening ragas, the poetry of Rumi, Bharatnatyam dance, monastic robes, kosher and vegetarian cooking, the architecture of Douglas Cardinal)

explain why certain cultural forms have special significance within particular religions and belief traditions (e.g., Aboriginal drumming, Gregorian chant, Hindu sculpture, Islamic calligraphy, statues of the Buddha, Odissi dance and music)

Social Contexts: analyse the interaction between society and various religions and belief traditions

analyse the ways in which religious pluralism is reflected in Canadian society and culture (e.g., demographics, government policy)

evaluate the influence of various religions and belief traditions on the policies and practices of social and political institutions (e.g., the Canadian constitution, hospitals, schools)

identify some common prejudices and misconceptions about various religions and belief traditions

Social Challenges: demonstrate an understanding of the challenges that adherents of various religions and belief systems experience in society

explain why tensions and debates have arisen between various faith communities and society (e.g., Doukhobors, religious marriage tribunals, satyagraha, Aboriginal women of Narmada)

explain how leaders from various religions and belief traditions have used religion to oppose prejudice and discrimination (e.g., Guru Nanak, Elijah Harper, Jesus of Nazareth, Muhammad, Marcus Garvey, Martin Luther King Jr., Mohandas K. Gandhi, Moses)

evaluate the influence of prejudice on public perceptions of the practices of various religious institutions and belief traditions (e.g., common public perceptions and misconceptions related to wearing the kirpan, jihad, proselytism, First Nations' use of tobacco and sweetgrass)

analyse how specific laws or historical events have affected relationships between the state and groups holding particular religious beliefs (e.g., anti-conversion laws in India; the Iranian Revolution of 1979; the French Loi no. 2004 228 on secularism and conspicuous religious symbols; restrictions on the use of the Lord's Prayer in public institutions in Ontario; secularization in Turkey after the First World War; the status of religion under and after Soviet communism; residential schools legislation and First Nation communities in Canada)

Religion, Civil Society, and Popular Culture: describe and analyse ways in which various religions and belief traditions are interpreted and adapted within civil society and popular culture

identify ways in which religious or quasi-religious references or symbols are incorporated into civil ceremonies (e.g., through flags, the national anthem, observances on Remembrance Day)

analyse ways in which popular culture uses traditional symbols, ideas, and other elements associated with various religions and belief traditions (e.g., the use of dream catchers and crucifixes as decorative objects or fashion accessories, the use of sacred Hindu symbols in tattoos)

analyse and critique from a personal perspective ways in which elements of various religions and belief traditions are imported into popular culture

Exploring: explore topics related to world religions and belief traditions, and formulate questions to guide their research

explore a variety of topics related to world religions and belief traditions (e.g., rites of passage, religious observances) 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

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

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 (e.g., interviews, observations, surveys, questionnaires, original documents in print or other media – film, photographs, songs, advertisements, sacred texts) and/or secondary sources (e.g., book reviews, textbooks, websites, brochures, newspaper articles)

based on preliminary research, for each investigation formulate a research question and identify potential subtopics to focus their research

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

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

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

analyse and interpret research information (e.g., determine whether common themes arise in different sources)

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

synthesize findings and formulate conclusions (e.g., weigh and connect information to determine the answer to their research questions)

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

use an appropriate format (e.g., oral presentation, formal debate, poster, multimedia presentation, web page) to communicate the results of their research and inquiry effectively for a specific purpose and audience

use terms relating to world religions and belief traditions correctly (e.g., belief, creed, custom, deity, divine, faith, habit, mysticism, profane, sacred)

clearly communicate the results of their inquiries (e.g., write clearly, organize ideas logically, use language conventions properly), and follow appropriate conventions for acknowledging sources (e.g., MLA, Chicago, or Turabian-style references and/or notes)

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

Commonalities: demonstrate an understanding of the commonalities among various world religions and belief traditions that coexist within a diverse society

explain how common human needs (e.g., for a sense of community and identity, a moral code, a sense of purpose or meaning, ritual) are reflected in religions and belief traditions across cultures and historical eras

evaluate the importance of celebrations and commemorations in human experience (e.g., anniversaries, birthdays, historical markers)

identify various world religions and belief traditions that coexist within a diverse society, and explain why it is important to learn about them

explain how a focus on the differences between various religions rather than their commonalities can foster prejudice, bias, and discrimination

Terms and Concepts: define and appropriately use terms and concepts related to world religions and belief traditions, examining their meaning in the context of various beliefs

define and appropriately use terms and concepts related to the study of world religions and belief traditions (e.g., agnosticism, atheism, belief, clergy, conservative, creed, cult, custom, deity, denomination, divine, ecumenism, faith, fundamentalism, habit, interfaith dialogue, laity, liberal, monotheism, mysticism, orthodoxy, pantheism, polytheism, profane, reform, ritual, sacred, secular, supernatural, tradition)

explain the perceived nature and role of the supernatural and the divine in various religions and belief traditions

Global and Local Contexts: demonstrate an understanding of global and local contexts in which world religions and belief traditions function

describe factors that contribute or have contributed to the global influence of various religions and belief traditions (e.g., emigration and immigration, forced migration through enslaved labour, proselytism, colonialism)

analyse ways in which religions and belief traditions can influence the relationship between individuals and their society, with a focus on contemporary Canadian society

explain the impact of including "creed" as a protected ground of discrimination under the Ontario Human Rights Code

explain how individual religious beliefs can affect the ways in which people relate to others

identify similarities between civil and religious observances and celebrations (e.g., the oath of citizenship, the national anthem, Remembrance Day)

Historical Contexts: demonstrate an understanding of the historical contexts that have shaped particular religions and belief traditions

identify and describe significant episodes from the history of various world religions and belief traditions

identify major figures from the history of various world religions and belief traditions, and explain their origins, roles, and contributions

explain the relationship between specific historical incidents and the practices or rituals associated with particular belief traditions (e.g., the exodus of Jews from Egypt and the eating of matzo at Passover)

explain the relationship between religious movements (e.g., Reform Judaism) or events (e.g., the Second Vatican Council) and changes in religious practice over time

Community Beliefs and Practices: demonstrate an understanding of various ways in which adherents of particular world religions and belief traditions relate to their own and other communities

identify and explain differences in beliefs and belief-related practices between different branches within particular communities of believers, and describe unifying elements that connect them despite their differences

describe various roles played by people in different belief traditions (e.g., senators in the Métis tradition; the laity in Orthodox Christianity; the cantor in Jewish Sabbath services; men and women, boys and girls in various traditions)

demonstrate an understanding of how various world religions and belief traditions accommodate a range of commitment, from strict observance to liberal compromise

describe difficulties that individuals may encounter in Canadian society when their religious observance includes particular practices in regard to dress, diet, or behaviour (e.g., wearing hijab, refusing blood transfusions, following a vegetarian diet, offering tobacco)

Belief Traditions and Popular Culture: demonstrate an understanding of ways in which various world religions and belief traditions are interpreted and adapted within popular culture

describe ways in which popular culture uses traditional symbols, ideas, and other elements associated with various world religions and belief traditions

explain the effects on faith communities as well as popular culture when specific faith symbols are appropriated by popular culture

identify, explain, and evaluate examples of bias and prejudice in pop-culture representations of religions and belief traditions (e.g., depictions of Hinduism in The Simpsons; representations of Islam in the media)

Festivals, Celebrations, and Commemorations: demonstrate an understanding of the role and significance of festivals, celebrations, and commemorations in various world religions and belief traditions

explain the significance of major festivals and other commemorations in various world religions and belief traditions

identify and describe the observances and practices associated with the major festivals, commemorations, and celebrations of various world religions and belief traditions (e.g., coloured water at Holi, dancing at powwows, lighting candles at the beginning of Shabbat, nativity scenes at Christmas)

describe the role and significance of fasts and feasts in various belief traditions

explain how practices and rituals employed in festivals and celebrations of various religions and belief traditions reflect the teachings of those traditions

explain the origins of symbols associated with specific religious festivals, celebrations, and commemorations (e.g., Advent wreath, menorah, lotus, fireworks, sweetgrass)

Rites of Passage: describe the role and significance of rites of passage in various world religions and belief traditions

identify and explain the purpose of key rites of passage in various world religions and belief traditions (e.g., rituals associated with death, marriage, naming a child)

describe the practices and rituals employed in specific rites of passage associated with various religions and belief traditions, and explain their significance

demonstrate an understanding of symbols, art, and literature associated with rites of passage in various religions and belief traditions

Daily Observances: describe and explain the function and significance of the daily observances practised by followers of various world religions and belief traditions

identify daily rituals of various world religions and belief traditions (e.g., regular prayer, ritual bathing, meditation)

describe the role and significance of daily observances in different world religions and belief traditions (e.g., Kusti prayers, Salah, Shema, sunrise ceremony, the Five Ks in Sikhism)

explain how daily practices and rituals associated with various religions and belief traditions connect to and/or affect the lives of their adherents

Role of Sacred Writings, Oral Teachings, and Stories: demonstrate an understanding of the role of sacred writings, oral teachings, and stories in various world religions and belief traditions

compare and contrast sacred writings and oral teachings

describe the importance of sacred writings and oral teachings in various world religions and belief traditions

describe various sacred writings and oral teachings, providing specific examples from various world religions and belief traditions (e.g., the Bhagavad Gita, the Great Law of Peace of the Longhouse People, the Qur'an, the Jatakas, the Kojiki, the Mishnah, the New Testament)

explain the intended message of specific passages from sacred writings or oral teachings from various religions and belief traditions (e.g., the Beatitudes, the Eightfold Path, the Seven Grandfather Teachings)

Influence of Sacred Writings, Oral Teachings, and Stories: demonstrate an understanding of the influence of sacred writings, oral teachings, and stories on the development of belief and action

explain the influence of sacred writings and oral teachings in the origin and development of various world religions and/or belief traditions (e.g., the Code of Handsome Lake, the Qur'an, the New Testament, the Tripitaka)

identify key precepts (e.g., the Golden Rule) derived from the sacred writings and oral teachings of various world religions and belief traditions and describe any commonalities

explain the connections between the sacred stories and writings of various world religions and belief traditions and their festivals, celebrations, rites of passage, and daily observances (e.g., the Book of Esther and Purim, the Ramayana and Diwali, the Haudenosaunee creation story and the Green Corn Festival)

explain the relationships between sacred stories and various symbols and works of art, music, or literature

Sacred Time: demonstrate an understanding of how concepts of time influence the teachings and practices of various world religions and belief traditions

describe ways in which common celebrations and commemorations associated with various religions and/or belief traditions are linked to concepts of time

identify and explain the significance of historical events and natural cycles that are commemorated in various religions and belief traditions (e.g., planting and harvest time; the migrations of monarch butterflies, salmon, and birds; cycles of the moon and sun; the births and/or deaths of religious leaders)

Sacred Place: demonstrate an understanding of how concepts of place influence the teachings and practices of various world religions and belief traditions

describe the main features of the places of worship of various religions or belief traditions

explain ways in which attitudes and actions of believers are shaped by convictions about the significance of place (e.g., places such as Turtle Island for the Haudenosaunee people, the Western Wall for Jews, the Ganges River for Hindus)

identify the relationship between place and common celebrations and commemorations (e.g., cenotaphs on Remembrance Day)

identify various sacred places that are destinations for pilgrims (e.g., Jerusalem, Mecca, Varanas) and explain the difference between a pilgrimage (e.g., the hajj) and other types of spiritual journey (e.g., the vision quest)