Grade 12 - Social Sciences and Humanities (2013)

Equity and Social Justice: From Theory to Practice, Grade 12 University/College Preparation (HSE4M)

World Cultures, Grade 12 University/College Preparation (HSC4M)

The World of Fashion, Grade 12 University/College Preparation (HNB4M)

Nutrition and Health, Grade 12 University Preparation (HFA4U)

Nutrition and Health, Grade 12 College Preparation (HFA4C)

Food and Healthy Living, Grade 12 Workplace Preparation (HFL4E)

Families in Canada, Grade 12 University Preparation (HHS4U)

Families in Canada, Grade 12 College Preparation (HHS4C)

Human Development throughout the Lifespan, Grade 12 University/College Preparation (HHG4M)

Personal Life Management, Grade 12 Open (HIP4O)

Working With School-Age Children and Adolescents, Grade 12 College Preparation (HPD4C)

Challenge and Change in Society, Grade 12 University Preparation (HSB4U)

Philosophy: Questions and Theories, Grade 12 University Preparation (HZT4U)

Research and Inquiry Skills

Understanding Social Construction

Addressing Equity and Social Justice Issues

Personal and Social Action

Research and Inquiry Skills

The Concept of Culture

Cultural Expressions

Critical Cultural Issues

Research and Inquiry Skills

History and Influences

Textile Production, Society, and the Globalized Marketplace

Design and Fashion Construction Skills

Research and Inquiry Skills

Nutrition and Health

Eating Patterns and Trends

Local and Global Issues

Food-Preparation Skills

Research and Inquiry Skills

Nutrition and Health

Eating Patterns and Trends

Local and Global Issues

Food-Preparation Skills

Research and Inquiry Skills

Kitchen Fundamentals

Food Fundamentals

The Food Consumer

Food and the Workplace

Research and Inquiry Skills

Theoretical Perspectives on Development

The Impact of Norms, Roles, and Institutions

Trends, Issues, and Challenges

Research and Inquiry Skills

Theoretical Perspectives on Development

The Impact of Norms, Roles, and Institutions

Trends, Issues, and Challenges

Research and Inquiry Skills

Developmental Theories, and Risk and Resilience

Understanding Physical Development

Cognitive Development, Language Development, and Intelligence

Social-Emotional Development and Personality

Research and Inquiry Skills

Self and Others

Daily Living Skills

Personal and Social Responsibilities

Economics and Personal Finances

Research and Inquiry Skills

Growth and Development

Employment Opportunities and Requirements

Interacting with School-Age Children and Adolescents

Addressing Social Challenges

Research and Inquiry Skills

Social Change

Social Patterns and Trends

Global Social Challenges

Research and Inquiry Skills

Philosophical Foundations

Core Topics: Metaphysics

Core Topics: Ethics

Core Topics: Epistemology

Supplementary Topics: Philosophy of Science

Supplementary Topics: Social and Political Philosophy

Supplementary Topics: Aesthetics

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

explore a variety of topics related to equity and social justice (e.g., media representations of women in politics, effects of social networking on activism) 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 topic, 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 in print and other media such as film, photographs, songs, advertisements) and secondary sources (e.g., book reviews, magazine articles, textbooks, critical analysis in journals)

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

use terms relating to equity and social justice correctly (e.g., equity, equality, marginalization, human rights, diversity, ethics)

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

Approaches and Perspectives: demonstrate an understanding of a range of perspectives on and approaches to equity and social justice issues, and of factors that affect inequity and social injustice

demonstrate an understanding of theoretical and research approaches associated with the study of equity and social justice issues (e.g., postmodernism, anti-oppression theory, feminist analysis, critical race theory, critical disability theory, postcolonial theory, indigenous knowledge approach)

demonstrate an understanding of basic concepts related to the social construction of identity (e.g., the construction of race, gender, ability, sexual orientation, class) that have been developed by a range of theorists (e.g., Judith Butler, George Dei, Jacques Derrida, Michel Foucault, bell hooks, Karl Marx), and of how to apply the concepts when analysing equity issues

explain how individual and systemic factors (e.g., fear, greed, isolation, pressure to conform, poverty, individual and systemic discrimination) can cause or perpetuate inequity and social injustice

analyse ways in which social and cultural belief systems can affect perspectives on and decisions relating to equity and social justice issues (e.g., one's position on land development/resource exploitation versus the preservation of sites sacred to Aboriginal people; Sharia and Halakhah law versus a single system of family law in Canada; individual versus social responsibility)

analyse how legislation, the courts, and public policy approach equity and social justice issues (e.g., federal and provincial human rights legislation, United Nations conventions, Ontario's Environmental Bill of Rights, high court decisions on equity issues, workplace policies on discrimination and harassment), and how they can affect people's perceptions of these issues

Power Relations: analyse, in historical and contemporary contexts, the dynamics of power relations and privilege as well as various factors that contribute to power or marginalization

analyse the dynamics of power relations and privilege in various social settings, both historical and contemporary (e.g., the status of women in various historical periods and/or societies; power relations in slave societies; the connections between economic and political power; heterosexual privilege; power relations between dominant and minority language groups)

analyse the effects of bias, stereotypes, prejudice, discrimination, and oppression on individuals and groups (e.g., feelings of marginalization, powerlessness, anger, hopelessness, apathy, lack of self-worth, defiance; ghettoization; formation of support groups; motivation to seek societal change or engage in advocacy, action)

analyse factors that affect political participation, including standing for elected office, at the local, provincial, and/or federal level in Canada (e.g., political traditions in one's country of origin; language barriers; feelings of alienation, apathy, or powerlessness; obstacles to elected office facing women, working-class people, ethnic minorities, people with disabilities)

demonstrate an understanding of how the use of language can empower or marginalize individuals and groups (e.g., the impact of forcing colonized people to be educated in or to use the language of the colonizer; the implications of androcentric language; the benefits of groups "reclaiming" pejorative language)

Media and Popular Culture: assess the impact of media and popular culture on equity and social justice issues

analyse stereotypes found in the media and popular culture, and assess their impact (e.g., with reference to: personal aspirations, expectations, and assumptions; empathy; violent or oppressive behaviour; harassment and bullying; sense of belonging or alienation)

analyse the viewpoints in news reports (e.g., in print media, on television, on the Internet) on equity and social justice issues

demonstrate an understanding of various ways in which media and popular culture can be used to raise awareness of equity and social justice issues (e.g., how popular music, feature films, documentaries, photographs, and the Internet can raise social awareness)

Historical and Contemporary Issues: analyse a range of historical and contemporary equity and social justice issues and the impact of economic and environmental factors on these issues

analyse the rationale for specific instances of social injustice in Canadian history (e.g., denying women the vote; educational restrictions/quotas facing women and Jews; racial segregation; the internment of Japanese Canadians during World War II; the institutionalization and/or sterilization of people with disabilities; forcing Aboriginal children to attend residential schools; the destruction of Africville), and demonstrate an understanding of how perspectives on the issues related to these historical injustices have changed

analyse a broad range of current equity and social justice issues in Canada (e.g., racial profiling of Blacks and South Asians; Islamophobia; stereotypes of East Asians as "model minorities"; the marginalization of Black, Latin American, Hispanic, and Portuguese students in educational systems; temporary and domestic workers' rights; Aboriginal land claim disputes and settlements; an increasing gap between the wealthy and the poor; the racialization and feminization of poverty) with reference to the underlying social circumstances and potential strategies for addressing the issues

analyse the role of economics and globalization in promoting or impeding equity or social justice (e.g., the impact of World Bank policies, the rise of the middle class in China and India, the creation of maquiladoras in Mexico, the lack of labour and environmental industrial standards in the Canada–U.S. Free Trade Agreement, the establishment of microcredit organizations)

assess the equity and social justice implications of major environmental issues (e.g., the privatization of water; the shipment of electronic waste to developing countries; the unsustainable exploitation of natural resources; issues relating to genetically modified crops and the seed-saving movement; the impact of global warming, and policies to reduce global warming, on developing countries; urban/industrial development of protected land or land whose ownership is disputed)

Leadership: evaluate the contributions of individuals and groups and/or movements identified with specific aspects of the struggle for equity and social justice

evaluate the achievements of a range of individual Canadians (e.g., activists, actors, artists, economists, environmentalists, humanitarians, journalists, philanthropists, politicians, scientists, social visionaries, writers) in the areas of equity and social justice

explain how the combination of circumstances and personal qualities and skills resulted in specific individuals' becoming effective agents of change (e.g., Mary Harris "Mother" Jones, Mohandas Gandhi, Rosa Parks, Tommy Douglas, Jean Vanier, Jeannette Corbiere Lavell, Abbie Hoffman, Nelson Mandela, Stephen Lewis, Shirin Ebadi, Vandana Shiva)

analyse equity and social justice issues that have been confronted by various religious leaders and movements, and assess the contributions that specific religious leaders and movements have made to the advancement of equity and social justice (e.g., Oscar Romero's championing of the poor and powerless in El Salvador; Mother Teresa's hospices in India; Desmond Tutu's resistance to apartheid in South Africa; the Dalai Lama's challenge to the Chinese control of Tibet; the role of Quakers in the emancipation of slaves; the impact of liberation theology on social inequality in Latin America; the connection between tikkun olam initiatives and human rights)

describe the issues leading to the establishment of a range of secular social justice movements or organizations (e.g., the Canadian labour movement, Greenpeace, the Assembly of First Nations, Egale Canada, Project Ploughshares, the Arpillera movement in Chile, Doctors Without Borders, Inclusion International, Justice for Children and Youth, Adbusters), and assess the impact of these movements on individuals and groups

Policies, Strategies, and Initiatives: compare policies, strategies, and initiatives used by various groups, including indigenous peoples and women, to address equity and social justice issues in a variety of jurisdictions

compare challenges facing various equity-seeking groups (e.g., groups seeking gender equity, racial equity, poverty reduction, or rights for people who are mentally ill or who have physical, intellectual, or sensory disabilities), and describe some of the policies, strategies, and initiatives used by these groups to address their concerns

describe the ways in which Aboriginal peoples in Canada and other indigenous groups around the world (e.g., the Innu of Labrador, the Lubicon Cree of Alberta, Guyanese indigenous peoples, the Basque people of Spain and France) have used laws or international attention to try to effect changes in domestic policy with respect to social justice issues

compare the ways in which injustices against women (e.g., issues related to political leadership, violence against women, the feminization of poverty, women's health care) have been addressed in Canada to the ways they have been addressed in other countries, with reference both to public policy and the strategies used by groups, particularly women's groups, to effect change

Promoting Equity and Social Justice: demonstrate an understanding of how personal values, knowledge, and actions can contribute to equity and social justice, and assess strategies that people use to address equity and social justice concerns

describe how fundamental values, attitudes, and day-to-day behaviour (e.g., fair-mindedness, empathy, reflection, respecting and embracing diversity, personal language use) can contribute to equity and social justice

describe how education can help promote equity and social justice (e.g., by fostering critical thinking, increasing awareness, exposing students to multiple perspectives)

analyse ways in which personal actions (e.g., voting, establishing student social justice clubs, supporting fair/ethical trade practices through consumer action, participating in the public policy–creation process, working for political candidates, participating in a labour union, engaging in advocacy activities, reducing energy consumption) can empower individuals and reduce the impact of inequity or social injustice in local, national, and international contexts

assess the effectiveness of various strategies that have been used, both historically and in the present day, to address equity and social justice issues (e.g., Internet campaigns; boycotts; petitions; letters to the editor; lobbying; participation in non-governmental organizations [NGOs], rallies/demonstrations, revolutionary movements)

Opportunities for Participation: describe a variety of careers and volunteer opportunities in fields related to equity and social justice, and demonstrate an understanding of the skills and knowledge they require

describe a range of careers related to equity and social justice (e.g., community organizer, public policy analyst, NGO worker, diversity trainer)

describe the education, training, and skills required for careers related to equity and social justice

describe volunteer opportunities that relate to equity and social justice initiatives in schools, in the local community, nationally, and globally, and that reflect their personal skills, knowledge, and interests (e.g., helping to organize or participating in student equity or anti-bullying groups; doing volunteer work for NGOs, political campaigns, or social service or equity groups in the local community; helping to design a website to raise awareness of a social justice issue; attending workshops, lectures, or rallies on social justice issues)

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 school workshop or campaign to promote diversity; creating and publicly presenting rap songs, videos, visual art works, dances, dramatizations, or podcasts on the impact and prevention of discrimination; 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 finding allies within their school/community, determining who has power and influence, and working with those people/groups; skills relating 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 world cultures and/or cultural groups, and formulate questions to guide their research

explore a variety of topics related to world cultures and/or cultural groups (e.g., ethnocultural study of a particular culture, the issue of hyphenated identities, educational and employment barriers faced by newcomers to Canada, changing gender roles in specific cultures) 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 and questionnaires; original documents in print or other media such as film, photographs, songs, advertisements) and secondary sources (e.g., book reviews, magazine articles, literature reviews in academic journals)

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 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 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 world cultures and cultural groups correctly (e.g., power dynamics, endogamy and exogamy, social institutions, assimilation, multiculturalism, cultural imperialism, cultural appropriation, hyphenated identities)

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

Understanding Culture: demonstrate an understanding of the elements and functions of culture and of the nature of cultural influence

demonstrate an understanding of the elements of culture (e.g., language, symbols, arts, literature, values, beliefs, traditions, ethnic origin, religion, social hierarchies, kinship relations) associated with various definitions of the term (e.g., the UNESCO definition; anthropological, sociological, humanist definitions)

analyse various functions of culture (e.g., contributing to an individual's sense of self and sense of community; providing a sense of security; establishing and enforcing social norms; providing meaning, purpose, and structure in individuals' lives)

describe multiple ways in which culture can influence an individual's perceptions, attitudes, and behaviours (e.g., with respect to dietary choices/restrictions, customs, habits, moral expectations, the human relationship to nature, social roles such as gender roles or roles associated with age) and can shape social institutions and practices (e.g., the education system, employment opportunities, forms of entertainment)

Cultural Dynamics: analyse how cultural identities are socially constructed, preserved, transmitted, and transformed

demonstrate an understanding of how an individual's cultural identity is socially constructed (e.g., with reference to family expectations, peer pressure, religious expectations, education and training, media and popular culture)

analyse how culture is acquired and maintained within a group (e.g., through oral/written traditions, social and religious organizations and institutions, language, symbols, customs and mores, art, philosophy; through practices such as endogamy)

analyse ways in which culture is transmitted between groups (e.g., through dispersion, incorporation, assimilation, diffusion, conquest, exogamy, cultural imperialism) and how processes of transmission can result in changes to cultures, including loss of traditional culture

compare the rates at which cultural change is taking place within a variety of cultures (e.g., with respect to language, social mores, traditions, religious observance, fashion, intergenerational relationships, marriage, rites of passage; in the roles of women, men, and children), and analyse the factors contributing to this change (e.g., technological change, economic development, globalization, epidemics, migration, civil strife, education, mass media, climate change)

analyse various types of tensions that can occur between individuals and their collective culture (e.g., intergenerational conflict regarding social roles, values, beliefs, and behaviours such as gender roles, the language used at home, dating and courtship practices, dress; culture clashes between majority and minority cultures; tension between secular and religious perspectives on sexual mores)

Theoretical Analysis of Culture: demonstrate an understanding of theories and concepts related to the study of culture, and apply these theories to analyse various cultures

explain the major ideas related to the study of culture of leading figures in the humanities and social sciences (e.g., Surinder Bhardwaj, Franz Boas, bell hooks, Ruth Hubbard, Samuel Huntington, JeeYeun Lee, Lila Abu Lughod, Marshall McLuhan, Margaret Mead, Ziba Mir-Hosseini, Gayle Rubin, Edward Said, Cornel West, Mayfair Mei-yui Yang)

demonstrate an understanding of theoretical perspectives used to analyse culture (e.g., structural functionalist, conflict theory, feminist theory, symbolic interactionist, and cultural materialist perspectives)

apply a range of theoretical perspectives to analyse selected cultures or cultural practices

Art, Philosophy, and Religion: demonstrate an understanding of artistic expressions, philosophies, and religious/spiritual beliefs found within specific cultures, and of how these expressions relate to various aspects of those cultures

describe forms of artistic expression found within a specific culture (e.g., Koto drumming, Arab architecture, dancing in West Africa, totem poles of West Coast First Nations in Canada, Bollywood films), and explain how they relate to aspects of that culture (e.g., spiritual or religious beliefs or rituals; military or political traditions; social roles and structures; values, norms, and attitudes; identities)

demonstrate an understanding of various secular beliefs or philosophies found within a specific culture (e.g., individualism, collectivism, patriarchalism, feminism, humanism, rationalism, egalitarianism, elitism, imperialism, Confucianism, Marxism, liberalism, conservatism, modernism, belief in capitalism) and of how they relate to various aspects of that culture (e.g., attitudes towards health and wellness, child-rearing practices, social hierarchies, rituals surrounding birth and death, concepts of land ownership and use, trade, education, taboos)

demonstrate an understanding of various religious or spiritual beliefs (e.g., Taoism, Buddhism, Hinduism, Judaism, Christianity, Islam, Aboriginal or tribal spiritual beliefs) found within a specific culture and of how they relate to various aspects of that culture (e.g., dietary laws; social hierarchies; attitudes towards gender roles and social inequality; ethics and mores; rituals/practices around birth, marriage, sickness, death; educational practices; practices such as meditation, powwows, pilgrimages, shamanism, t'ai chi ch'uan, voodoo)

analyse the ways in which a culture's relationship to the environment is reflected in its art, philosophy, and religious/spiritual beliefs (e.g., with reference to depictions of nature in visual arts; creation stories of various cultures, including that of the Garden of Eden; the Aboriginal medicine wheel; philosophical approaches that view nature as separate from humanity)

Cultural Expressions in Context: analyse specific cultural expressions and a range of factors that can affect them

analyse specific cultural expressions (e.g., in the areas of visual arts, music, dance, drama, literature, architecture, fashion, values, philosophy, religion, media) with reference to their function and the time and place with which they are associated

analyse the impact of various transformative social, economic, or political conditions or events (e.g., the partition of India, demographic and economic changes in Harlem in the early twentieth century, the Cultural Revolution in China, apartheid in South Africa) on forms of cultural expression in the areas of art, philosophy, and religion/spirituality

compare similar forms of cultural expression in different cultures and/or historical periods (e.g., cartooning and animé or manga in the United States and Japan; Aboriginal art in Australia and Canada; Catholicism in Latin America and Spain; rap in Cuba, Senegal, and the United States)

Contributions and Influences: assess the contributions to and influence on various cultures/societies, including Canada, of a diverse range of ethnocultural groups and individuals from those groups

analyse the integration of different aspects of culture in the cultural expressions of specific societies (e.g., how religion can affect practices related to food, clothing, education, music; how philosophy can affect visual art, architecture, songs; how folk traditions can be integrated with more modern elements in dance, music, crafts; how the arts can be used to enhance religious practices)

assess the influence of the art, philosophy, and religious/spiritual beliefs or practices of one culture (e.g., Grebo or Haida masks, yoga and meditation, t'ai chi ch'uan, salsa, hip hop, reggae, capoeira, Maori haka, Bollywood films) on forms of cultural expression produced by individuals or groups from other cultures

assess ethnocultural minority groups' contributions to and influence on culture in Canada (e.g., heritage centres; cultural museums; ethnic neighbourhoods in large cities; meditation centres; fusion cuisine; ethnocultural film festivals; multicultural festivals; a variety of churches, temples, and mosques; influences on fashion, literature, music, visual art)

demonstrate an understanding of the ways in which Canadian individuals from various ethnocultural minority groups have contributed to and influenced Canadian culture and society (e.g., Rosalie Abella, Zanana Akande, Lincoln Alexander, Adam Beach, David Bouchard, Rosemary Brown, Herb Carnegie, Thérèse Casgrain, Wayson Choy, Viola Desmond, Graham Greene, Elijah Harper, Nazem Kadri, Joy Kogawa, Susur Lee, Stephen Lewis, Sandra Lovelace, Antonine Maillet, Tak W. Mak, Deepa Mehta, Rohinton Mistry, Raymond Moriyama, Robbie Robertson, Haroon Siddiqui, Alfred Sung, David Suzuki)

assess the broad significance of historic cultural developments associated with a diverse range of ethnocultural groups (e.g., Semitic and Phoenician alphabets; Egyptian, Roman, and Aztec calendars; Persian and Chinese calligraphy; Arab mathematical notation; Chinese paper and gun powder; the Three Sisters of Haudenosaunee agriculture; tobacco; the canoe; Saracenic art; Japanese and Arab architecture; Islamic and Christian illuminated manuscripts; Chinese medicine; scripture from various cultures; foods/beverages such as pasta, rice, ketchup, corn, potatoes, tea, coffee, wine)

Power Relations: demonstrate an understanding of the dynamics of power relations within specific cultural groups and between minority and majority cultures

demonstrate an understanding of the dynamics of power relations within specific cultural groups (e.g., with reference to: the caste system in India; shadism in various societies; race relations in Mexico or Zimbabwe; the role of elders in China or among First Nation peoples; gender roles in Iran or Japan; the status of katoey in Thailand, hijra in India, two-spirited people in Aboriginal cultures, fafafini in Samoa)

analyse the potential impact on cultural identity and on the relations between cultural groups of cultural stereotypes, labelling, and misrepresentations found in mainstream media and popular culture (e.g., the labelling of some groups as "model minorities" or "fresh off the boat"; stereotypes such as dragon women, Asian lotus blossoms, Black athletes, First Nation warriors; misrepresentations such as Muslims as terrorists)

analyse both the positive and negative aspects and effects of the interactions between minority and majority cultures in Canada and around the world (e.g., interactions between Aboriginal peoples and majority cultures in Canada; relations between francophones and anglophones in Quebec; interactions between the Black majority and white minority in South Africa; the interaction of the majority culture with Uighurs in China, Hmong in Laos, Algerians in France, Kurds in Iraq, Palestinians in Israel; the experience of Romani in central Europe)

describe various ways in which cultural minority groups address challenges to their identity from more powerful groups (e.g., cultural resistance, revitalization movements, culture jamming, forming social organizations/networks, banning intermarriage, establishing their own media, lobbying)

assess the effects of cultural imperialism on cultures around the world (e.g., loss of language, preferences for Western brands over local products, the spread of consumerism, increased cultural protectionism, cultural appropriation)

Policies and Issues: demonstrate an understanding of past and present policies and issues affecting cultural diversity in Canada, and compare approaches to such policy in Canada with those in other countries

explain the impact of colonization on Aboriginal communities in Canada and other countries (e.g., the loss of culture, autonomy, land, and way of life; the impact on language and spirituality; the effects of the introduction of alcohol and new diseases; the different impact on women, men, and children)

evaluate the impact on cultural groups of Canada's immigration and refugee policies, past and present (e.g., changing criteria for admission, the Chinese Exclusion Act, the Continuous Passage Act, the refusal to accept Jewish refugees from the SS St. Louis or South Asian immigrants from the Komagata Maru; policies regarding settlement, sponsorship, education and training, recognition of credentials)

explain systemic barriers to integration and achievement facing Canadian ethnocultural minority groups (e.g., the need for "Canadian experience"; racism and discrimination; lack of access to language training, social services, educational opportunities), and assess the effectiveness of programs and strategies to overcome these barriers (e.g., programs for English language learners, provincial and federal credential assessment programs, support groups for immigrant women, projects of various agencies serving immigrants)

analyse major past and present policies, practices, and cultural issues at the community, in Canada (e.g., nationalism; ghettoization; Quebec nationalism; hyphenated Canadians and the balance between ethnocultural identity and Canadian identity; biculturalism and multiculturalism; integration versus assimilation; intermarriage and the status of First Nation women; racial profiling; cultural/gender imbalances in political representation; American cultural imperialism)

compare the context of and approaches implicit in Canada's policies on diversity and multiculturalism with the context, approaches, and policies of other nations (e.g., China's policy towards minority groups, Thailand's policy towards Hill Tribe groups, the integration of immigrants in various nations, the White Australia policy, secularism versus religious freedom in France, the Statement of the Government of Canada on Indian Policy [White Paper, 1969], the federal response to Quebec nationalism)

Social Action and Personal Engagement: design, implement, and evaluate an initiative to address an issue related to cultural groups or promoting cultural diversity

identify a specific need related to cultural groups or promoting cultural diversity, and design an initiative to address this need (e.g., a multimedia campaign in your school to combat cultural stereotyping; a series of student workshops that address discrimination experienced by cultural groups within your school; a student-led forum that voices common issues between different cultural groups)

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 fashion, and formulate questions to guide their research

explore a variety of topics related to fashion (e.g., fashion history, the impact of social and technological developments, logos and brand marketing, fashion designers, occupations, specialized and niche markets, fibre and fabric creation, elements and principles of design, connections between social movements and fashion) 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 (i.e., 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 and questionnaires; original documents in print or other media such as film, photographs, advertisements) and 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

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., 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 for a specific purpose and audience

use terms relating to fashion correctly (e.g., positional goods, Empire waist, haute couture, maquiladora, Textile Labelling Act, CAD, serger, croquis)

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

Fashion History: demonstrate an understanding of the impact on fashion of historical and technological developments and social issues

analyse the impact on the fashion industry of historical developments and social issues (e.g., economic conditions, class structure, gender roles, religious practices, environmental issues, trade and exploration, colonization, industrialization, natural disasters, labour practices in the garment industry, scientific discoveries and technological changes)

describe notable fashion innovations associated with various historical periods (e.g., ancient Egyptian, ancient Greek, ancient Roman, Byzantine, medieval, baroque, rococo, Renaissance, Empire, Victorian, Edwardian eras; the 1920s, the 1960s), including innovations that continue to influence current Westernized fashions

analyse the importance to the fashion industry of key technological developments (e.g., the loom, the sewing machine, automation, mechanization, computer assisted design [CAD], synthetic fibres and fabrics, silk farming, new materials arising from research related to military or space exploration)

Fashion Influences: demonstrate an understanding of the influence of brands, designers, and design centres on the fashion industry

analyse the influence on the fashion industry of brand marketing (e.g., celebrity endorsements and fashion lines, logos, cause marketing, testimonials, diversified product lines by specific designers, marketing of status or positional goods)

explain the contributions to the fashion industry of various Canadian and international designers (e.g., Dean and Dan Caten, Alfred Sung, D'Arcy Moses, John Fluevog, Linda Lundstrom, Vera Wang, Yves Saint Laurent, Coco Chanel, Hanae Mori, Ritu Kumar)

explain the influence of haute couture on the fashion industry (e.g., the influence of haute couture collections on current styles; the demand for copies, knock-offs; the diversification of fashion houses into ready-to-wear and mass production; the existence of fashion piracy)

explain the influence on the fashion industry of the traditional fashion centres (e.g., Paris, Milan, London, Tokyo, New York City)

explain the influence on the fashion industry of emerging fashion centres (e.g., Los Angeles, Toronto, Dubai, Beijing)

Clothing for Specialized Markets: demonstrate an understanding of the needs of specialized markets with regard to fashion/clothing

identify specialized fashion/clothing markets (e.g., infants, pregnant women, children, older adults, religious or faith groups, people with disabilities, athletes), and explain how and why each constitutes a separate market

describe fabrics used in, and innovations and modifications applied when creating, garments for specialized markets (e.g., hook-and­loop tape, magnetic closures, adjustable waistbands and hemlines, large arm openings; durable, soft, windproof, waterproof, low-resistance, breathable, moisture-wicking, and flame-retardant fabrics), and explain their functions

Global Textile Production: demonstrate an understanding of global textile production and its social and environmental impact

identify countries associated with the production of specific textiles (e.g., silk in China; cotton in Egypt, the United States, and India; wool in Scotland; acrylic fabric in Mexico; synthetic and non-woven fabrics in Canada), and explain why those countries are major textile producers

describe the basic processes involved in textile production (e.g., with reference to the production of fibre, thread, yarn, fabric; differences in processes for knitted, woven, and non-woven fabrics; dying, printing, and finishing processes)

analyse the social and environmental impact of textile production and disposal (e.g., the social impact related to workers' health issues or child labour; the environmental impact of the irrigation of and use of pesticides on cotton, the production process for petroleum-based textiles, the use of various dyes and finishes, the disposal of non-biodegradable textiles, the leaching of finishes from fabric disposed of in landfill)

Globalization and Social Responsibility: demonstrate an understanding of the impact of globalization on the fashion industry and of strategies for reducing the negative impact of the industry

demonstrate an understanding of concepts related to the globalization of the fashion industry (e.g., imports, exports, offshore and domestic production, sourcing, unions, trade agreements, maquiladoras, sweatshops)

demonstrate an understanding of legislation and agreements relating to the fashion industry (e.g., the Textile Labelling Act, the Stuffed Articles Act as it pertains to insulated garments, provisions in the North American Free Trade Agreement [NAFTA])

analyse the impact of globalization on the fashion industry (e.g., the availability of inexpensive clothes; the loss of union jobs in Canada as a result of offshore production; child labour; poor wages and working conditions in sweatshops and maquilas; displacement of local craftspeople as a result of mass-produced fabric and garments)

describe strategies that consumers can adopt to make socially responsible fashion choices (e.g., buying less, buying sweatshop-free clothing, buying fabrics that are sustainable, engaging in letter-writing campaigns or boycotts against unethical practices or companies, creating fashion items from recycled materials, buying second-hand clothing, washing clothing less frequently)

explain strategies used by the fashion industry to reduce its environmental impact (e.g., reducing waste during the manufacturing process; reducing and/or eliminating pesticide use on cotton and other crops; using natural dyes such as indigo, cutch, and weld whenever possible; reducing water use and water pollution during production)

Elements and Principles of Design: analyse the use of the elements and principles of design in fashion, and apply them when creating fashion products

analyse the elements and principles of design in fashion presented in the media (e.g., magazines, billboards, television)

analyse apparel items to determine how the designer has used the elements and principles of design to enhance their marketability

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

Tools and Technologies: describe the function and use of 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, and describe the function and use of, various tools and technologies used in the creation of fashion products (e.g., measuring tape, seam ripper, scissors, pinking shears, iron, pressing ham, sewing machine, serger, loom, knitting needles, crochet hook, embroidery hoops and frames, CAD)

demonstrate the safe use of tools and technologies when creating fashion products

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

Procedures, Skills, and Techniques: describe a wide range of procedures, skills, and techniques used in the creation of fashion products, and demonstrate the ability to use appropriate procedures, skills, and techniques when creating fashion products

demonstrate an understanding of and use appropriate terminology when referring to techniques and tools used in fashion drawing (e.g., croquis, flat pattern design, draping, CAD, swatches, concept boards)

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 simple buttonholes, sewing in zippers, hemming, reducing bulk, using stabilizers and interfacing)

identify and describe advanced skills and construction techniques used in the creation of fashion products (e.g., top stitching; blind stitching; sewing flat felled or French seams; creating collars, waistbands, inset pockets, facings, plackets, cuffs, bound buttonholes, pin-tucked sleeves; tailor's tacking; pleating)

apply appropriate construction techniques and demonstrate a range of skills when creating fashion products

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

explore a variety of topics related to nutrition and health (e.g., food security, factors affecting metabolism) 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, questionnaires, observations, field research, research based on primary data in a peer-reviewed journal, data sets from Statistics Canada) and secondary sources (e.g., book reviews, literature 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 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., 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; assess the extent to which their results may be affected by "confounding variables" – i.e., 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, 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 nutrition and health correctly (e.g., macronutrient, micronutrient, nutrient deficiency, nutrient retention, food security, water potability, functional food)

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

Nutrients: demonstrate an understanding of nutrients and their connection to physical health

identify the sources and explain the functions of macronutrients (i.e., carbohydrates, fats, proteins), micronutrients (i.e., vitamins, minerals), and water

describe the causes and symptoms of nutrient deficiencies (e.g., rickets, pellagra, goitre, anaemia, osteoporosis, scurvy, kwashiorkor, marasmus, beriberi) and excesses (e.g., iron toxicity, fluorosis)

analyse specific foods to determine their nutrient content, using available food and nutrition information (e.g., Nutrition Facts tables, food company nutrition information, nutrient-values databases, information provided by health and nutrition professionals)

plan and prepare a food item or items to ensure optimal nutrient content and retention (e.g., choose nutrient-dense foods; steam rather than boil vegetables)

Food Guides: demonstrate an understanding of Canada's Food Guide and its role in promoting physical health

explain why Canada's Food Guide has changed over time (e.g., in response to new scientific information, greater diversity in the Canadian population, increased availability of internationally marketed crops, lobbying by food-marketing boards)

outline the main nutrients found in each of the food groups in Canada's Food Guide (e.g., carbohydrates in the Grain Products group, protein in the Meat and Alternatives and Milk and Alternatives groups)

explain how various research findings support the recommendations and guidelines in Canada's Food Guide (e.g., the recommendation to choose fruits and vegetables rather than juice is based on the research finding that whole fruits and vegetables contain fibre, which juice does not)

explain the differences in the underlying concepts and recommendations of food guides from other countries (e.g., Dietary Guidelines for Americans, Mediterranean Food Guide, Chinese Food Guide) and food guides designed for special groups (e.g., vegans, vegetarians, diabetics)

analyse a recipe and modify it as necessary to reflect specific recommendations in Canada's Food Guide (e.g., reduce fat and sodium; use whole grains, dark green or orange vegetables, beans or lentils)

Energy Balance: demonstrate an understanding of the physical processes involved in maintaining energy balance

explain the processes of and factors affecting the digestion, absorption, and metabolism of food

analyse foods to identify their macronutrient content (i.e., the percentage of calories from various types of nutrients)

explain the concept of energy balance, and describe how energy balance is achieved (e.g., by changing the volume and types of food eaten; by changing the type, duration, or intensity of exercise)

analyse and interpret data to determine how various factors affect calorie expenditure (e.g., data about duration and intensity of exercise, body composition, basal metabolic rate, energy required for various forms of activity)

Nutritional Status: demonstrate an understanding of their nutrient intake and of factors that affect the nutritional status of individuals and groups

analyse their own nutrient intake with reference to current Canadian guidelines (e.g., Dietary Reference Intakes)

compare their own nutrient intake with that of various population groups in Canada

explain how various factors (e.g., genetics, deterioration of infrastructure, environmental governance, trade embargos, war, natural disasters) affect the nutritional status of specific population groups in Canada and around the world

plan and prepare a food item or items to address a specific nutritional deficiency in a typical Canadian diet (e.g., prepare a high-fibre snack to address a lack of dietary fibre)

Nutrition throughout the Lifespan: demonstrate an understanding of food- and nutrition-related issues at different stages in the lifespan

analyse developments throughout the lifespan (e.g., during pre-pregnancy, pregnancy, lactation, infancy, toddler and preschool years, elementary school years, pre-adolescence, adolescence, adulthood, senior years) to determine how they affect nutritional needs

explain how various influences throughout the lifespan (e.g., familial, social, emotional, cultural, religious, economic, ethical, psychological) can affect people's food choices

explain why particular food and nutrition products are appropriate or popular at various stages of the lifespan (e.g., single-serving products, baby foods, meal-replacement drinks)

plan and prepare a food item or items appropriate to the nutritional needs of people at a specific stage of the lifespan

Nutrition and Disease: demonstrate an understanding of the relationships between nutrition, health, and disease

explain why certain eating practices are associated with the prevention and management of particular health conditions (e.g., allergies, diabetes, cardiovascular disease, osteoporosis, kidney disease)

explain the relationship between particular social and emotional conditions (e.g., busy schedules, expectations related to body shape, stress, scarcity of resources) and unhealthy eating patterns that can contribute to illness and disease

assess the role of various factors (e.g., heredity/genetics, socio-economic status, geography, lifestyle, activity level) in nutrition-related illnesses and health conditions

analyse how specific illnesses, diseases, or medical treatments (e.g., diabetes, HIV/AIDS, chemotherapy, certain pharmaceutical drugs or drug combinations) affect people's nutritional needs

identify and evaluate strategies to prevent food- and nutrition-related diseases and illnesses

plan and prepare a food item or items to meet the nutritional needs of people with a specific illness or disease

Trends and Patterns in Food and Nutrition: demonstrate an understanding of current Canadian trends and patterns in nutritional guidelines and in food production and consumption

evaluate new and emerging food- and nutrition-related products and services in terms of their real or perceived benefits to Canadian consumers (e.g., additives, functional foods, whole-wheat pasta, soy products, energy drinks, vitamin-enhanced drinks, local food initiatives, agri-tourism, molecular gastronomy, the slow food movement)

explain why people adopt various eating patterns (e.g., vegetarian diet, slow food diet, organic diet, local food diet, weight-loss program)

assess the effects on overall health of various eating patterns and trends (e.g., low-carbohydrate diets, promotion of trans-fat-free foods, promotion of antioxidants and phytochemicals)

explain some ways in which scientific research on nutrition and health has influenced government policy (e.g., nutrition labelling requirements, trans-fat regulations, school food and beverage policies, policies to implement daily physical activity in schools)

plan and prepare a food item or items using a product that is currently being marketed as a functional food (e.g., flax seed, high-protein pasta, blueberries, pomegranates, chia)

Food Security: demonstrate an understanding of various factors involved in achieving and maintaining food security

explain the importance of each of the key components of food security (e.g., availability, accessibility, adequacy, acceptability, sustainability)

explain how and why various social, cultural, and economic factors (e.g., gender, ethnicity, income, employment, religious or political affiliation) contribute to nutritional inequalities among people within the same community

explain the relationships among poverty, food insecurity, poor nutrition, and poor health

evaluate various food-distribution systems in terms of their impact on local and global food security (e.g., systems that improve the availability of fair-trade products and local foods versus imported foods)

demonstrate the ability to combat food insecurity at the local and global level (e.g., write to an elected representative or government official; volunteer with a breakfast program; fundraise for community water wells; plant trees; buy products from women-led cooperatives; become involved in a community garden)

Food Production and Supply: demonstrate an understanding of various factors that affect food production and supply

explain how geographical factors, physical conditions, and natural disasters (e.g., climate, weather, soil conditions, proximity to water, mud-slides, floods, earthquakes) affect food supply and production and water potability

explain the effects of various agricultural methods (e.g., crop rotation, integrated pest management, fallow fields, intercropping, no tillage) on local and/or global food production and yields

analyse the relationship between various economic, social, and political factors and food supply and production in a particular region or regions (e.g., debt-repayment requirements, demand for cash crops, oil prices, free-trade agreements, trade embargos or bans, controls on fishing and hunting, import-export restrictions to prevent or control outbreaks of disease)

analyse the effect of various trends in agriculture and aquaculture (e.g., organic farming, use of antibiotics, fish farming, genetic engineering, greenhouse food production) on local and global food supply and production

Food Production and the Environment: demonstrate an understanding of the impact of food production on the environment

explain how consumer food choices affect the environment, locally and globally (e.g., demand for imported food increases the amount of energy used in transportation; choice of overpackaged products increases the volume of waste going to landfills; demand for fair-trade products supports sustainable farming practices and small-scale farmers but may cause farmers to grow cash crops, such as cocoa and coffee, rather than food; demand for local produce supports farmers' markets, reduces the use of preservatives, and lowers transportation costs)

analyse the effect on the environment of various agricultural trends (e.g., growing crops for biofuels) and food production technologies (e.g., types of farm equipment, types of energy sources, climate-control techniques, genetic engineering of foods)

analyse the effects of various environmental protection laws and regulations on food supply and production (e.g., policies related to forest preservation, fuel emission standards, pesticide use)

demonstrate an understanding of health, safety, and environmental issues related to food supply and production (e.g., risks associated with the bioaccumulation of pesticides and hormones, risks of contamination during food production), and describe key aspects of legislation that is designed to protect Canadian consumers (e.g., Canadian Agricultural Products Act, Food and Drugs Act)

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

outline 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 needed in food preparation

identify and select appropriate tools, equipment, and ingredients for use in food preparation

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

demonstrate the ability to follow a recipe

demonstrate the ability to adapt recipes to accommodate specific dietary needs (e.g., to adhere to religious dietary practices, to limit salt intake for somebody with high blood pressure, to adhere to ovo-lacto vegetarian dietary practices)

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 the ability to plan, prepare, and serve a food item or items according to set criteria

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

explore a variety of topics related to nutrition and health (e.g., nutritional needs throughout the lifespan, nutritional status of different groups) 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, data sets from Statistics Canada) and/or secondary sources (e.g., research reports, textbooks, advertisements, brochures, newspaper and magazine articles, 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., journals, logs, report outlines, notes, graphic organizers, audio/visual/digital records)

analyse and interpret research information (e.g., compare information from various sources; make connections; identify gaps 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, report, multimedia presentation) to communicate the results of their research and inquiry effectively for a specific purpose and audience

use terms relating to nutrition and health correctly (e.g., macronutrient, micronutrient, nutrient deficiency, nutrient retention, food security, water potability, functional food)

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

Nutrients: demonstrate an understanding of nutrients and their connection to physical health

describe sources and functions of macronutrients (i.e., carbohydrates, fats, proteins), micronutrients (i.e., vitamins, minerals), and water

describe the causes and symptoms of nutrient deficiencies (e.g., rickets, pellagra, goitre, anaemia, osteoporosis, scurvy, kwashiorkor, marasmus, beriberi) and excesses (e.g., iron toxicity, fluorosis)

describe the nutrient content of specific foods, using available food and nutrition information (e.g., Nutrition Facts tables, food company nutrition information, nutrient-values databases, information provided by health and nutrition professionals)

plan and prepare a food item or items to ensure optimal nutrient content and retention (e.g., choose nutrient-dense foods; steam rather than boil vegetables)

Food Guides: demonstrate an understanding of Canada's Food Guide and its role in promoting physical health

describe the evolution of Canada's Food Guide over time (e.g., changes in name, food groups, objectives, serving amounts, key recommendations)

outline the main nutrients found in each of the food groups in Canada's Food Guide (e.g., carbohydrates in the Grain Products group, protein in the Meat and Alternatives and Milk and Alternatives groups)

describe research findings that support the recommendations and guidelines in Canada's Food Guide (e.g., research showing that whole-grain products have more vitamins, minerals, and fibre than comparable non–whole-grain products)

compare the key recommendations in Canada's Food Guide to those in food guides from other countries (e.g., Dietary Guidelines for Americans, Mediterranean Food Guide, Chinese Food Guide) and food guides designed for special groups (e.g., vegetarians, vegans, diabetics)

prepare a food item or items to reflect specific recommendations in Canada's Food Guide (e.g., reduce fat or sodium; use whole grains, dark green or orange vegetables, beans or lentils)

Energy Balance: demonstrate an understanding of the physical processes involved in maintaining energy balance

describe the processes of food digestion, absorption, and metabolism

analyse foods to determine their macronutrient content (i.e., the percentage of calories from protein, fat, and carbohydrates)

explain the concept of energy balance, and describe how energy balance can be achieved (e.g., by changing the quantity and types of food eaten; by changing the type, duration, or intensity of exercise)

explain how various factors affect calorie expenditure (e.g., duration and intensity of exercise, body composition, basal metabolic rate, type of activity)

Nutritional Status: demonstrate an understanding of their nutrient intake and of factors that affect the nutritional status of individuals and groups

compare their own nutrient intake to that recommended in current Canadian guidelines for people of their age, gender, and lifestyle (e.g., Dietary Reference Intakes)

compare their own nutrient intake with that of various population groups in Canada

identify factors that can contribute to the poor nutritional status of people in Canada and around the world (e.g., genetic propensity to nutrition-related diseases such as diabetes; decaying infrastructure; natural disasters)

plan and prepare a food item or items to address a specific nutritional deficiency common to Canadians (e.g., prepare a high-fibre snack to address a lack of dietary fibre)

Nutrition throughout the Lifespan: demonstrate an understanding of food- and nutrition-related issues at different stages in the lifespan

explain how growth and development throughout the lifespan (e.g., during pre-pregnancy, pregnancy, lactation, infancy, childhood, adolescence, later life) affect nutritional needs and food choices

explain how a variety of factors (e.g., familial, social, emotional, cultural, religious, economic, geographic, ethical, psychological) influence the food choices people make

describe food and nutrition products that are designed to meet the needs of people at different stages of the lifespan (e.g., single-serving products, baby foods, meal-replacement drinks)

plan and prepare a food item or items appropriate to the nutritional needs of people at a specific stage of the lifespan

Nutrition and Disease: demonstrate an understanding of the relationships between nutrition, health, and disease

describe some eating practices that help in the prevention and management of particular health conditions (e.g., allergies, diabetes, cardio­vascular disease, osteoporosis, kidney disease)

identify social and emotional conditions that may result in unhealthy eating patterns and contribute to illness and disease (e.g., busy schedules, expectations related to body shape, stress, scarcity of resources)

explain how various factors (e.g., heredity/genetics, socio-economic status, geography, lifestyle, activity levels) can contribute to nutrition-related illnesses and health conditions

describe and explain the reasons for the nutrient needs and dietary requirements of people with specific illnesses or diseases (e.g., diabetes, HIV/AIDS) or people undergoing particular medical treatments (e.g., people undergoing chemotherapy, people taking particular pharmaceutical drugs or drug combinations)

explain the scientific basis for particular strategies to prevent food- and nutrition-related diseases and illnesses

plan and prepare a food item or items to meet the nutritional needs of people with a specific illness or disease

Trends and Patterns in Food and Nutrition: demonstrate an understanding of current Canadian trends and patterns in nutritional guidelines and in food production and consumption

analyse new and emerging food- and nutrition-related products and services (e.g., additives, functional foods, whole-wheat pasta, soy products, energy drinks, vitamin-enhanced drinks, local food initiatives, agri-tourism, molecular gastronomy, the slow food movement) in terms of their real or perceived benefits to Canadian consumers (e.g., health benefits, time savings, environmental benefits)

explain why people adopt various eating patterns (e.g., vegetarian diet, slow food diet, organic diet, weight-loss program)

describe the effects on overall health of various popular diets and food trends (e.g., low-carbohydrate diets, promotion of antioxidants and phytochemicals)

explain some ways in which scientific research on nutrition and health has influenced government legislation and policy (e.g., nutrition labelling requirements, trans-fat-reduction campaigns, school food and beverage policies, policies to implement daily physical activity in schools)

plan and prepare a food item or items using an ingredient that is currently being marketed as a functional food (e.g., flax seed, high-protein pasta, blueberries, pomegranates, chia)

Food Security: demonstrate an understanding of various factors involved in achieving and maintaining food security

explain the importance of each of the key components of food security (e.g., availability, accessibility, adequacy, acceptability, sustainability)

explain how social, cultural, economic, and political factors (e.g., gender, ethnicity, religious or political affiliation, employment, income) contribute to nutritional inequalities among people within the same community

describe the relationships between poverty, food insecurity, poor nutrition, and poor health

explain how various food distribution systems affect food security, locally and globally (e.g., farmers' markets supply local foods from identifiable sources; large supermarkets provide increased access to foods year-round but may contribute to lack of access to foods in other countries; fair-trade networks guarantee the working conditions of the food producers but may lead to choices to grow cash crops rather than food for local consumption)

demonstrate the ability to act to combat food insecurity at the local and global level (e.g., write to elected representatives or government officials; volunteer with a breakfast program; fundraise for community water wells; plant trees; buy products from women-led cooperatives; become involved in a community garden; work on a local farm)

Food Production and Supply: demonstrate an understanding of various factors that affect food production and supply

outline how geographical factors, physical conditions, and natural disasters (e.g., climate, weather, soil conditions, proximity to water, mudslides, floods, earthquakes) affect food supply and production

explain the effects of various agricultural methods (e.g., crop rotation, integrated pest management, fallow fields, intercropping, no tillage) on local or global food production and yields

explain the effect of various economic, social, and political factors (e.g., debt-repayment obligations, demand for cash crops, oil prices, free-trade agreements, trade embargos or bans, controls on fishing and hunting, import-export restrictions designed to prevent or control outbreaks of disease) on food supply and production

analyse the effect of various trends in agriculture and aquaculture (e.g., organic farming, use of antibiotics, fish farming, genetic engineering, greenhouse food production) on local and global food supply and production

Food Production and the Environment: demonstrate an understanding of the effects of food production on the environment

describe how consumer food choices affect the environment, locally and globally (e.g., demand for imported food increases the amount of energy used in transportation; choice of overpackaged products increases the volume of waste going to landfills; choice of fair-trade products supports sustainable farming and small-scale farmers; demand for local produce supports farmers' markets and reduces use of fossil fuels)

explain the effect on the environment of various agricultural trends (e.g., growing crops for biofuels) and food-production technologies (e.g., types of farm equipment, types of energy sources, climate-control techniques, genetic engineering of foods)

explain the effect of various environmental protection laws and regulations on food supply and production (e.g., policies related to forest preservation, fuel emission standards, pesticide use)

demonstrate an understanding of health, safety, and environmental issues related to food supply and production (e.g., risks associated with bioaccumulation of pesticides and hormones, risks of contamination during food production), and identify legislation that is designed to protect Canadian consumers (e.g., Canada Agricultural Products Act, Food and Drugs Act)

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

outline 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 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 needed in food preparation

identify and select appropriate tools, equipment, and ingredients for use in food preparation

demonstrate the ability to follow a recipe

demonstrate the ability to adapt recipes to accommodate specific dietary needs

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

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

plan, prepare, and serve a food item or items according to set criteria

Exploring: explore topics related to personal food preparation and consumption, and formulate questions to guide their research

explore a variety of topics related to personal food preparation and consumption (e.g., food safety, trends in food and nutrition, meal-planning strategies) 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., informal interviews, surveys, observations, food logs, grocery bills) and/or secondary sources (e.g., textbooks, advertisements, brochures, newspaper articles, websites, cookbooks)

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, bias)

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., 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., brochure, flyer, poster, report, multimedia presentation) to communicate the results of their research and inquiry effectively for a specific purpose and audience

use terms relating to personal food preparation and consumption correctly (e.g., food budgeting, menu planning, comparison shopping, healthy choices)

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

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

outline 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 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 needed in food preparation

identify and select appropriate tools, equipment, and ingredients for use in food preparation

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

demonstrate the ability to adapt recipes by substituting equipment and ingredients that are readily available (e.g., use a frying pan instead of a wok; use milk with vinegar instead of buttermilk; use dried instead of fresh herbs)

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)

select an appropriate cooking method for various foods (e.g., choose among boiling, steaming, or roasting vegetables; use a microwave oven to cook frozen foods or reheat leftovers; choose among stewing, grilling, or roasting to cook meat)

demonstrate the ability to manage preparation and cooking times so that all components of a course are ready simultaneously

plan, prepare, and serve a food item or items for a specific occasion or purpose (e.g., for a special occasion, to meet special dietary needs)

Kitchen Essentials: demonstrate an understanding of how to stock and organize a starter kitchen

assess personal food preferences to identify the equipment and food products needed to stock a starter kitchen

identify various utensils and appliances needed in a starter kitchen and their uses (e.g., microwave oven, slow cooker, toaster oven, blender, electric frying pan, measuring spoons and cups, spatula, can opener, cutting board, paring knife, tongs)

identify the basic staple food items needed in a starter kitchen (e.g., flour, sugar, canned goods, spices, rice, legumes)

identify criteria to use when comparison shopping for kitchen equipment (e.g., price, quality, warranty, range of functions, energy efficiency, size)

describe the optimal placement of kitchen items for maximum efficiency and safety (e.g., in the work triangle, fridge, stove, and sink should be within easy reach of one another; pots and pans should be near the stove; cleaning supplies should be separate from food items)

Healthy Eating: demonstrate an understanding of the components of healthy eating

identify key recommendations in Canada's Food Guide (e.g., foods emphasized, recommended nutrient intakes for specific groups, recommended activity levels)

describe appropriate serving sizes as indicated in Canada's Food Guide

identify the main nutrients found in the basic food groups (e.g., energy-yielding nutrients, calcium, vitamin D, folic acid, iron) and their importance for optimal physical health

explain why it is important to achieve balance, moderation, and variety in their diet, and describe strategies for doing so (e.g., choosing foods from each of the food groups; including different-coloured fruits and vegetables; choosing complex rather than simple carbohydrates; eating moderate-sized portions)

compare fresh, frozen, and canned foods using a variety of criteria (e.g., price, taste, nutritional value, convenience)

compare home-made foods to ready-made and packaged foods using a variety of criteria (e.g., quality, nutrient density, fat and sodium content, additives)

analyse current issues and trends in food and nutrition to determine their influence on people's health (e.g., trans-fat regulations; popularity of energy drinks, "enriched" water, protein shakes; debates about the use of bisphenol A in food packaging; popularity of fad diets)

outline a personal meal plan that emphasizes nutrition, balance, and variety

Diverse Food Needs: demonstrate an understanding of the importance of meeting diverse food needs

identify factors that influence people's dietary needs and preferences (e.g., allergies, food likes and dislikes, medical conditions requiring special diets, religious affiliations, cultural traditions)

describe strategies to accommodate diverse dietary needs and preferences (e.g., substituting foods, using new or specialty food products, offering choices, asking guests about needs or preferences)

Menu Planning: demonstrate an understanding of factors to consider in menu planning

identify key considerations in meal planning (e.g., time, budget, skills, schedules, recommendations in Canada's Food Guide, diverse needs and preferences of others)

describe ways to maintain a varied diet while using ingredients purchased in large quantities (e.g., rice, potatoes, oatmeal)

describe ways of using leftovers effectively (e.g., in casseroles, soups, salads, stir-fries, sandwiches)

outline strategies for eliminating waste in menu planning and meal preparation (e.g., freezing individual-size portions; using most or all parts of vegetables or cuts of meat)

demonstrate an ability to plan a menu for several days using a variety of meal-planning strategies

Food Shopping: demonstrate an understanding of efficient and economical purchasing strategies that ensure food safety and quality

identify various places where food can be obtained (e.g., grocery store, farmers' market, culture-specific food market, bulk food store, restaurants, school cafeteria, take-out, delicatessen, the wild [for game, fish, wild fruits, and edible plants], community garden, community kitchen, food bank)

identify strategies that contribute to efficiency and economy in food purchasing (e.g., determining needs, making a list, planning menus, making and sticking to a budget, not shopping when hungry, avoiding impulse buying)

describe strategies they can use to reduce food costs (e.g., reading flyers, clipping coupons, purchasing generic brands, buying in bulk)

describe shopping practices they can use to ensure food quality and safety (e.g., assessing ripeness, avoiding dented cans, checking "best-before" dates, buying fresh vegetables and fruits in season)

identify proper methods for storing perishable and non perishable foods (e.g., refrigeration, freezing, drying, canning)

Responsible Consumerism: demonstrate an understanding of practices related to responsible consumerism

describe environmentally responsible ways of acquiring food (e.g., buying locally, bartering or exchanging, growing their own vegetables)

describe some environmentally responsible food-preparation practices (e.g., using energy-efficient appliances; filling the freezer to the recommended level; using fewer pots in cooking; using a microwave oven rather than a conventional oven to cook a small amount of food; using as many parts of an item of food as possible; planning meals to avoid overshopping, eating out, or food waste)

describe strategies they can use at home to reduce food waste and excess packaging (e.g., separating out recyclable materials, vermicomposting, using reusable fabric shopping bags, buying in bulk, refusing excess packaging)

Consumer Literacy and Numeracy: demonstrate the literacy and numeracy skills needed to get good value for their food dollar

demonstrate the ability to make the calculations necessary for purchasing food (e.g., keep a running total on a grocery list; calculate tips in restaurants; determine the value of using coupons; compare unit prices; calculate per-serving costs; calculate sales taxes)

use the information found on Canadian food labels (e.g., ingredient lists, Nutrition Facts tables, "best-before" dates, lists of food additives) to check for food safety and nutritional value

describe and evaluate the effectiveness of common marketing and advertising techniques that are used to encourage consumers to buy (e.g., coupons, product placement, end-of-aisle displays, brand recognition, celebrity endorsements, scare tactics)

evaluate the reliability and credibility of nutrition claims from various sources (e.g., infomercials, health claims and nutrition claims on food labels, websites, blogs, public-service announcements)

Eating Out: demonstrate an understanding of etiquette and logistics related to eating out

identify various factors to consider when choosing a place to eat (e.g., food preferences of dinner companions, cost, type of restaurant, time available)

describe the type of information commonly provided on menus (e.g., categories of dishes, ingredients, prices, cooking method used)

describe the behaviour of a courteous customer in a variety of eating venues of different levels of formality (e.g., making reservations; appropriately getting a server's attention; observing etiquette appropriate to the type of establishment and situation; expressing dissatisfaction appropriately; dressing appropriately; disposing of waste after eating)

demonstrate an understanding of tipping customs and practices (e.g., determine whether tipping is appropriate or required; assess the quality of service; decide what percentage of the bill to leave as a tip; understand that tip money is shared with cooking staff and cleaning staff in some restaurants)

Preparing to Work in the Food Industry: identify food-related occupations for which they are personally suited

identify occupational opportunities in the food industry (e.g., server, cook, chef, sous-chef, restaurant manager, food stylist, dietitian)

identify personal knowledge, skills, and attitudes that may make them suited to occupations in the food industry

describe the training and knowledge required for a variety of occupations in the food industry (e.g., knowledge of WHMIS regulations, Smart Serve training, Food Handler training, knowledge of common allergenic ingredients, CPR training, First Aid training, knowledge of workers' rights and responsibilities)

describe short-term and long-term strategies they could use to secure and maintain employment in the food industry

Successful Employment in the Food Industry: demonstrate an understanding of the qualifications and skills required for successful employment in the food industry

describe different types of relationships found in the workplace (e.g., with co-workers, with managers, with clients)

identify various skills that are needed to manage interactions within the workplace (e.g., communication skills; conflict-management skills; recognition of appropriate boundaries with colleagues, supervisors, and customers)

describe appropriate workplace behaviour and appearance (e.g., punctuality, efficient time management, appropriate dress, attention to personal grooming)

explain why initiative, persistence, and motivation are important for career advancement in the food industry

Exploring: explore topics related to families in Canada, and formulate questions to guide their research

explore a variety of topics related to families in Canada (e.g., the effects of changes in marriage and divorce legislation on individuals and families; the effects of economic downturns on children, parents, and the elderly) 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 research published in peer-reviewed journals; census data; original documents in print or other media such as film, photographs) and/or secondary sources (e.g., textbooks, book reviews, literature reviews, magazine or newspaper 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 results of interviews with different groups; determine whether common themes arise in different sources; compare results from primary data sources with results reported in secondary 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; assess the extent to which their results may be affected by "confounding variables" – i.e., variables not controlled for 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, multimedia presentation, research report, web page) to communicate the results of their research and inquiry effectively for a specific purpose and audience

use terms relating to families in Canada correctly (e.g., family systems, life expectancy, replacement rate, primary and secondary data, socialization, social policy)

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 citations properly)

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

Individual Development: demonstrate an understanding of theoretical perspectives and research on various aspects of individual development

explain individual development throughout the lifespan, according to a variety of theoretical perspectives on development (e.g., psychodynamic perspective [Sigmund Freud, Erik Erikson, Karen Horney], cognitive perspective [Lev Vygotsky], humanist perspective [Abraham Maslow, Carl Rogers], symbolic interactionist perspective [Charles Cooley, George Mead], sociocultural perspective [Urie Bronfenbrenner], evolutionary perspective [Konrad Lorenz, John Bowlby])

assess research on sex-based similarities and differences as well as gender-based similarities and differences (e.g., with reference to the complexity of distinguishing the effects of nature and nurture; the impact of cultural, social, and historical change on expectations associated with gender)

compare theories used to explain adult development in later life (e.g., Erik Erikson's stages of generativity versus stagnation, and ego integrity versus despair; Daniel Levinson's midlife transition; Bernice Neugarten's concept of the social clock; George Mead's symbolic interactionist theories)

The Development of Intimate Relationships: demonstrate an understanding of theoretical perspectives and research on the development of intimate relationships

explain the development of intimate relationships according to a variety of theoretical perspectives (e.g., psychodynamic, evolutionary, structural functionalist, conflict theory, feminist theory, queer theory perspectives)

compare various theories of attraction and mate selection (e.g., evolutionary theory, filter theory, social homogamy theory, the theory of complementary needs)

assess various theories of attraction, mate selection, and the development of intimate relationships with reference to current research that supports or contradicts them

The Development of Family and Parent-Child Relationships: demonstrate an understanding of theoretical perspectives and research on the development of family and parent-child relationships

describe the functions of the family (e.g., reproduction, socialization of children, physical maintenance of members, nurturance and love, social control, production of goods and services), and explain the ways in which these functions are met in diverse family forms (e.g., single-parent families, two-parent families [both same-sex and heterosexual], grandparent-led families, extended families, childless families)

assess various theoretical perspectives on the development of family and parent-child relationships (e.g., psychodynamic, symbolic interactionist, structural functionalist, conflict theory, social exchange theory perspectives)

assess, with reference to current theories and research (e.g., caregiver identity theory, child and adult attachment theories, Roy Adaptation Model of Caregiver Stress), the impact of caregiving on family relationships

The Effects on Individuals: demonstrate an understanding of the impact of norms, roles, and social institutions on individuals throughout the lifespan

assess ways in which norms, values, and expectations (e.g., cultural or social norms and expectations, gender expectations, familial values and expectations) influence individual decisions throughout the lifespan (e.g., with regard to educational choices, career choices, choices about sexuality and relationships)

explain how multiple roles (e.g., student, volunteer, employee, friend, son/daughter, sibling, caregiver) can create personal conflict

analyse the impact of social institutions (e.g., the family; the media; educational, religious, economic, and political institutions) on the socialization of individuals throughout the lifespan

The Effects on Intimate Relationships: demonstrate an understanding of the impact of norms, roles, and social institutions on intimate relationships

analyse ways in which social norms and expectations (e.g., cultural and religious norms; expectations of peers, friends, and parents) can influence the establishment and maintenance of healthy intimate relationships

explain mate-selection, courtship, and marriage customs (e.g., arranged and free-choice marriages; use of matchmakers; civil, religious, and tribal marriage ceremonies; polygamy and monogamy) in various cultures, religions, and historical periods

analyse ways in which roles are negotiated in intimate relationships (e.g., with reference to division of labour, patterns of authority, decision making)

analyse differences among roles in intimate relationships in various social, historical, and ethnocultural contexts (e.g., in traditional Islamic and Hindu societies; in First Nation or Inuit cultures; before and after the second wave women's movement in Canada)

analyse how social institutions (e.g., religious, economic, political institutions) can affect intimate relations

The Effects on Family and Parent-Child Relationships: demonstrate an understanding of factors that can affect decisions about whether to have and how to care for children, and of the impact of norms, roles, and social institutions on family and parent-child relationships

explain a range of factors that can influence decisions about having children (e.g., fertility; access to assisted reproductive technologies; access to birth control; religious beliefs regarding birth control and abortion; adoption policies and practices; the stability of an intimate relationship; considerations regarding the number and spacing of children; age and health; financial status; educational, career, and personal goals; cultural/religious background; the influence of friends or family; concerns about over­consumption of resources)

analyse the ways in which caregiving responsibilities are carried out (e.g., with reference to the sex of caregivers; whether caregiving is paid work; the extent to which children, grandparents, or other relatives are involved in providing care) in diverse families (e.g., working-class and upper­middle-class families, single-parent and extended families, grandparent-led families)

assess government policy and legislation that is intended to support and protect families (e.g., parental and maternity leave benefits, protection from discrimination on the grounds of family status, protection against discrimination because of pregnancy, the right to breastfeed in public, adoption rights for same-sex couples, subsidized childcare, grandparents' rights)

analyse the role of the family as an agent of socialization in different cultures and historical periods and among groups from various religious backgrounds (e.g., with reference to child­rearing practices, parental expectations, attitudes towards sexuality, education, gender socialization)

compare the roles of children in the family and society in various cultures and historical periods (e.g., with reference to rites of passage, participation in education and the labour force, the nature of parent-child relationships, attitudes towards family members with special needs)

analyse the impact of social institutions (e.g., educational, religious, economic, and political institutions) on the socialization of family members

Trends and Challenges for Individuals: demonstrate an understanding of demographic trends related to the lives of individuals and of the impact of social issues and challenges on individual development

analyse the significance of recent demographic trends relating to the lives of individuals (e.g., trends related to educational attainment, workforce participation, income, independent living, age at retirement, life expectancy, rates of cancer and other serious diseases)

assess the impact of current social trends, issues, and challenges on individual development (e.g., with reference to electronic media, climate change, increased urbanization, increased life expectancy, health care, education, economic changes)

Trends and Challenges in Intimate Relationships: demonstrate an understanding of demographic and social trends and issues related to intimate relationships and of strategies for responding to challenges in those relationships

analyse the significance of recent demographic trends relating to intimate relationships (e.g., with regard to adolescent sexual activity; cohabitation, marriage, and divorce rates; same-sex marriage; delayed age of marriage; the number of people living independently; serial monogamy; an increase in arranged marriages)

assess the impact of current social trends, issues, and challenges on intimate relationships (e.g., with reference to electronic media, employment, health care, education, economic changes, the aging population, balancing work and family, an increase in the number of relationships between people of different faiths or ethnic backgrounds)

outline strategies for avoiding and responding to various types of violence and abuse in intimate relationships (e.g., emotional, physical, sexual, financial abuse)

Trends and Challenges in the Family and in Parent-Child Relationships: demonstrate an understanding of demographic trends related to the family and to parent-child relationships and of the impact of social issues and challenges on family development

analyse the impact of major social and economic changes on the historical evolution of the family (e.g., with reference to complementary roles for men, women, and children in peasant families in agricultural economies; family relations in slave economies; male breadwinners and stay-at-home mothers and children in middle-class families and child labour in working-class families in industrializing economies; the impact on child labour of the development of compulsory education policies; changes in child-rearing practices)

analyse the significance of recent demographic trends relating to parent-child relationships (e.g., with reference to family forms, birth rates, age at childbearing, child custody arrangements, care-giving responsibilities, life expectancy, employment status of family members, educational attainment)

assess the impact of current social trends, issues, and challenges relating to the functioning of families (e.g., with reference to electronic media, climate change, health care, education, economic conditions, the aging of the population, balancing work and family, increasing ethnocultural and religious diversity in Canada)

analyse the impact of violence and abuse on family relationships (e.g., with reference to victims and witnesses of child abuse and neglect, spousal/partner abuse, elder abuse and neglect)

Exploring: explore topics related to families in Canada, and formulate questions to guide their research

explore a variety of topics related to families in Canada (e.g., the division of labour in families, the effects of different custody arrangements on children, the pressures and joys experienced in interfaith marriages, the impact of the Indian Act on First Nation families) 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 and 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 research published in peer-reviewed journals; census data; original documents in print or other media, such as film, photographs) and secondary sources (e.g., textbooks, book reviews, literature reviews, magazine or newspaper 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 results of interviews with different groups; determine whether common themes arise in different sources; compare results from primary data sources with results reported in secondary 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, 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 families in Canada correctly (e.g., family systems, life expectancy, replacement rate, primary and secondary research, socialization)

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

Individual Development: demonstrate an understanding of theoretical perspectives and research on various aspects of individual development

describe individual development throughout the lifespan, according to a variety of theoretical perspectives on development (e.g., psychodynamic perspective [Sigmund Freud, Erik Erikson, Karen Horney], cognitive perspective [Lev Vygotsky], humanist perspective [Abraham Maslow, Carl Rogers], symbolic interactionist perspective [Charles Cooley, George Mead], sociocultural perspective [Urie Bronfenbrenner], evolutionary perspective [Konrad Lorenz, John Bowlby])

describe research on sex-based similarities and differences and on gender-based similarities and differences (e.g., similarities and differences related to socialization, findings and limitations of brain research)

describe theories used to explain adult development in later life (e.g., Erik Erikson's stages of generativity versus stagnation, and ego integrity versus despair; Bernice Neugarten's concept of the social clock; George Mead's symbolic interactionist theories)

The Development of Intimate Relationships: demonstrate an understanding of theoretical perspectives and research on the development of intimate relationships

summarize how various theoretical perspectives (e.g., psychodynamic, evolutionary, structural functionalist, conflict theory, feminist theory, queer theory perspectives) explain the development of intimate relationships

describe various theories of attraction and mate selection (e.g., evolutionary theory, filter theory, social homogamy theory, the theory of complementary needs)

describe current research that supports or contradicts various theories of attraction, mate selection, and the development of intimate relationships

The Development of Family and Parent-Child Relationships: demonstrate an understanding of theoretical perspectives and research on the development of family and parent-child relationships

describe the functions of families (e.g., reproduction, socialization of children, physical maintenance of members, nurturance and love, social control, production of goods and services)

explain the development of family and parent-child relationships from the viewpoint of a variety of theoretical perspectives (e.g., symbolic interactionist, family systems, conflict theory, feminist theory, structural functionalist perspectives)

describe the impact of caregiving on family relationships in a variety of contexts (e.g., with reference to the sandwich generation, the revolving door, skipped-generation or grandparent-led families, blended families, single-parent families, families with members who have special needs)

The Effects on Individuals: demonstrate an understanding of the impact of norms, roles, and social institutions on individuals throughout the lifespan

explain ways in which norms, values, and expectations (e.g., cultural and societal norms and expectations, gender expectations, familial values and expectations) influence individual decisions throughout the lifespan (e.g., with regard to educational choices, career choices, choices about sexuality and relationships)

explain how multiple roles (e.g., student, volunteer, employee, friend, son/daughter, sibling, caregiver) can create personal conflict

explain the impact of social institutions (e.g., the family; the media; educational, religious, economic, and political institutions) on the socialization of individuals throughout the lifespan

The Effects on Intimate Relationships: demonstrate an understanding of the impact of norms, roles, and social institutions on intimate relationships

explain how social norms and expectations (e.g., cultural and religious norms; expectations of peers, friends, parents) can influence the establishment and maintenance of healthy intimate relationships

describe mate-selection, courtship, and marriage customs (e.g., arranged and free-choice marriages; use of matchmakers; civil, religious, and tribal marriage ceremonies; polygamy and monogamy) in various cultures, religions, and historical periods

describe ways in which roles are negotiated in intimate relationships (e.g., with reference to division of labour, patterns of authority)

describe differences among roles in intimate relationships in various social, historical, and ethnocultural contexts (e.g., in traditional Islamic and Hindu societies; in First Nation or Inuit cultures; before and after the second wave women's movement in Canada)

explain how social institutions (e.g., religious, economic, political institutions) can affect intimate relationships

The Effects on Family and Parent-Child Relationships: demonstrate an understanding of factors that can affect decisions about whether to have and how to care for children, and of the impact of norms, roles, and social institutions on family and parent-child relationships

describe a range of factors that can influence decisions about having children (e.g., fertility; access to assisted reproductive technologies; access to birth control; religious beliefs regarding birth control and abortion; adoption policies and practices; the stability of an intimate relationship; considerations regarding the number and spacing of children; age and health; financial status; educational, career, and personal goals; cultural/religious background; the influence of friends or family; concerns about over-consumption of resources)

identify and describe the caregivers and the ways in which caregiving responsibilities are carried out (e.g., the sex of the caregiver; whether the caregiving is paid work; the extent to which children, grandparents, or other relatives are involved) in diverse families (e.g., working-class and upper­middle-class families, single-parent and extended families, grandparent-led families)

describe government policy and legislation that is intended to support and protect families (e.g., parental and maternity leave benefits, protection from discrimination on the grounds of family status, protection against discrimination because of pregnancy, the right to breastfeed in public, adoption rights for same-sex couples, subsidized childcare, grandparents' rights)

describe the role of the family as an agent of socialization in different cultures and historical periods and among groups from various religious backgrounds (e.g., with reference to child­rearing practices, parental expectations, attitudes towards sexuality, education, gender socialization)

compare the roles of children in the family and society in various cultures and historical periods (e.g., with reference to rites of passage, participation in education and the labour force, the nature of parent-child relationships, attitudes towards family members with special needs)

explain the impact of social institutions (e.g., educational, religious, economic, political institutions) on the socialization of family members

Trends and Challenges for Individuals: demonstrate an understanding of demographic trends related to the lives of individuals, and of the impact of social issues and challenges on individual development

describe recent demographic trends relating to the lives of individuals (e.g., trends related to educational attainment, workforce participation, income, independent living, age at retirement, life expectancy, rates of cancer and other serious diseases)

explain the impact of current social trends, issues, and challenges on individual development (e.g., with reference to electronic media, climate change, increased life expectancy, health care, education, economic changes, increased urbanization)

Trends and Challenges in Intimate Relationships: demonstrate an understanding of demographic and social trends and issues related to intimate relationships, and of strategies for responding to challenges in those relationships

describe recent demographic trends relating to intimate relationships (e.g., with regard to adolescent sexual activity; cohabitation, marriage, and divorce rates; same-sex marriage; delayed age of marriage; an increase in the number of people living independently; serial monogamy; an increase in arranged marriages)

explain the impact of current social trends, issues, and challenges on intimate relationships (e.g., with reference to electronic media, employment, health care, education, economic changes, the aging population, balancing work and family, an increase in the number of relationships between people of different faiths or ethnic backgrounds)

outline strategies for avoiding and responding to various types of violence and abuse in intimate relationships (e.g., emotional, physical, sexual, financial abuse)

Trends and Challenges in the Family and in Parent-Child Relationships: demonstrate an understanding of demographic trends related to the family and to parent-child relationships, and of the impact of social issues and challenges on family development

describe the impact of major social and economic changes on the historical evolution of the family (e.g., with reference to complementary roles for men, women, and children in peasant families in agricultural economies; family relations in slave economies; male breadwinners and stay-at-home mothers and children in middle-class families and child labour in working-class families in industrializing economies; the impact on child labour of the development of compulsory education policies; changes in child-rearing practices)

describe recent demographic trends relating to parent-child relationships (e.g., with reference to family forms, birth rates, age at childbearing, child custody arrangements, caregiving responsibilities, life expectancy, employment status of family members, educational attainment)

explain the impact of current social trends, issues, and challenges relating to the functioning of families (e.g., with reference to electronic media, climate change, health care, education, economic conditions, the aging of the population, balancing work and family, increasing ethnocultural and religious diversity in Canada)

describe the impact of violence and abuse on family relationships (e.g., with reference to victims and witnesses of child abuse and neglect, spousal/partner abuse, elder abuse and neglect)

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

explore a variety of topics related to human development (e.g., brain development, effects of play on development, language development) 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 and questionnaires; journal articles reporting on original research; original documents in print or other media such as film, photographs) and secondary sources (e.g., textbooks, literature reviews, bibliographies, encyclopedias)

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 "confounding variables" – i.e., variables not controlled for 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, 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 human development correctly (e.g., risk, resilience, protective factor, attachment, plasticity, identity, 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

Theoretical Perspectives: demonstrate an understanding of a variety of theoretical perspectives on human development

explain human development throughout the lifespan according to structuralist theoretical perspectives (e.g., the stage theories of Sigmund Freud, Erik Erikson, Jean Piaget)

explain human development throughout the lifespan according to information-processing and learning theoretical perspectives (e.g., the theories of Ivan Pavlov, B. F. Skinner, John B. Watson, Albert Bandura)

explain human development throughout the lifespan according to systemic and humanistic theoretical perspectives (e.g., the theories of Urie Bronfenbrenner, Abraham Maslow, Carl Rogers, Bonnie Burstow, Barbara Rogoff)

Risk and Resilience: demonstrate an understanding of threats to healthy development throughout the lifespan and of a variety of protective factors that can increase an individual's resilience and reduce the impact of these threats

describe threats to healthy development and their impact at various stages of life (e.g., poverty, discrimination, political unrest, environmental degradation, physical and mental illness, substance abuse, physical/sexual abuse)

explain how protective factors at the individual, familial, and community levels (e.g., intelligence; strong relationships with one or more adults; exposure to enriched learning environments; community supports such as Meals on Wheels, senior centres, literacy centres) can promote resilience in individuals

describe ways in which government policies and initiatives by non-governmental organizations (NGOs) at the local and global levels can function as protective factors that reduce the impact of threats to human development at different stages of the lifespan (e.g., government policies supporting full-day Kindergarten, parental leave, and preventive health care; establishing green space; combating global climate change; NGO initiatives such as the Stephen Lewis Foundation's support for grand­mothers raising grandchildren orphaned by AIDS or Planned Parenthood's maternal health programs)

describe opportunities for involvement in local community initiatives that address challenges to human development (e.g., school-wide fundraising for organizations providing support to children and families; food drives; volunteer opportunities with literacy initiatives, in Big Brothers/Big Sisters, at retirement homes)

Physical Development and Brain Physiology: demonstrate an understanding of physical development, including brain physiology and development, throughout the lifespan

explain theories of human physical development (e.g., the theories of Arnold Gesell, Esther Thelen)

describe the major changes in the body throughout the lifespan (e.g., cephalocaudal and proximodistal patterns of growth in infancy and childhood; changes associated with puberty; changes related to sex drive, sexual attraction, and reproduction; changes associated with menopause; physical changes in elderly people)

describe human brain physiology, including key structures and their functions (e.g., the brain-stem is responsible for basic vital life functions such as breathing; the cerebellum is responsible for movement, posture, and balance)

describe the development of the brain from the prenatal period through the elder years, with particular emphasis on significant changes that occur throughout the lifespan (e.g., neuron formation, neural tube development, neurogenesis, neuronal migration, myelination, synaptogenesis, development of the prefrontal cortex, peak periods of growth for each brain lobe, synaptic pruning, brain shrinkage, slowing of brain function)

Sensory and Motor Development: demonstrate an understanding of sensory and motor development at different stages of the lifespan

analyse the major milestones in motor skills development in the early years of life (e.g., milestones related to reflexes, gross motor skills, fine motor skills)

describe changes to sensory faculties and motor skills in later life (e.g., presbyopia, presbycusis, decline in taste buds, reduced muscle strength and bone density, slower reflexes), and explain strategies that can be used to slow, prevent, or otherwise address their decline (e.g., doing regular cardiovascular and weight-bearing exercise, practising good nutrition, wearing ear protection when working around loud noises, having cataract surgery, wearing a hearing aid)

Factors Affecting Physical Development: demonstrate an understanding of contextual factors that can affect physical development, particularly brain development, throughout the lifespan and of the effects of these factors

explain how various factors affect physical development throughout the lifespan (e.g., illness, injury, genetic factors, nutrition, exercise)

analyse the long-term effects of early environmental stimulation and deprivation on brain development (e.g., stimulation produces a heavier brain with thicker layers, more neural connections, and greater neurochemical activity; deprivation hinders brain activity)

identify factors that can affect brain development during the prenatal period (e.g., maternal and paternal illness; maternal stress, substance abuse, or nutritional deficiencies; advanced maternal or paternal age; teratogens; some prescription drugs; environmental pollutants; infectious diseases), and analyse their impact

describe brain plasticity with reference to the brain's response to injury, illness, and environmental factors (e.g., physical injuries, strokes, aphasia, stress, substance abuse, infectious diseases, environmental toxins, nutritional deficiencies)

Cognitive Development: demonstrate an understanding of theories of cognitive development and of changes in aspects of cognitive development throughout the lifespan

explain theories of human cognitive development (e.g., the theories of Jean Piaget, Lev Vygotsky, Noam Chomsky, Maria Montessori, Robert J. Sternberg)

explain theories of moral development (e.g., the theories of Lawrence Kohlberg, Carol Gilligan, Moshe Blatt, James Rest)

describe cognitive development throughout the lifespan (e.g., the development of theory of mind in preschoolers, dualistic thinking of adolescents, reflective thinking of adults, wisdom in later adulthood)

explain how information processing changes throughout the lifespan (e.g., with reference to short- and long-term memory, critical thinking, problem solving, decision making), with emphasis on changes in attention, memory, thinking, and metacognition

Language Acquisition and Development: explain the processes and physiological foundations of language acquisition and development throughout the lifespan

explain the physiological foundations of language development (e.g., the areas of the brain related to language processing)

explain the processes of language acquisition and development throughout the lifespan

Intelligence: demonstrate an understanding of issues related to defining, measuring, and developing intelligence

analyse various aspects of intelligence (e.g., infant intelligence, multiple intelligences, social intelligence, emotional intelligence, fluid and crystallized intelligence)

explain the limitations of standardized tests of intelligence (e.g., lack of "culture-fair" tests; reliance on language as the basis for testing; stereotype threat)

analyse current research on the impact of environment on intelligence (e.g., the Fraser Mustard report, the Charles Pascal report)

Factors Affecting Cognitive Development and Language Use: analyse the effects of contextual factors on cognitive development and language use throughout the lifespan

explain the effects of individual differences (e.g., differences related to giftedness, developmental delays, attention deficit disorder, autism, school anxiety, aphasia, depression, schizophrenia, dementia, Alzheimer's, birth order, gender) on cognitive development throughout the lifespan

evaluate the effects of rapidly changing technology on cognitive development and language use throughout the lifespan (e.g., the effects of increased use of texting language, the effects on cognitive processing speed)

Social-Emotional Development: demonstrate an understanding of social-emotional development throughout the lifespan and of ways of influencing such development

explain attachment theory as it relates to human development (e.g., with reference to the theories of John Bowlby, Mary Ainsworth, Kim Batholomew)

describe the development of emotion throughout the lifespan (e.g., early emotions, stranger anxiety, emotional fluctuations, socio-emotional selectivity)

describe ways in which parents and caregivers can promote secure attachment in infants and children (e.g., nurturing, responsive care, breastfeeding)

explain the effects that secure and insecure attachment in the early years can have on social-emotional development in adolescence and adulthood

Personality and Identity: demonstrate an understanding of various influences on personality development and identity formation throughout the lifespan

explain the process of identity formation throughout the lifespan (e.g., with reference to gender identity, ethnic identity, identity statuses)

explain how birth order and temperament can affect the development of an individual's personality

analyse the relationship between personality and social interactions (e.g., the differences that introverted and extraverted people might experience in their social interactions; the impact on one's personality of nurturing, supportive, empathetic interactions and critical, controlling ones)

Factors Affecting Social-Emotional Development: demonstrate an understanding of how factors affect social-emotional development, with an emphasis on the process of socialization

analyse the role that family plays in socializing its members (e.g., with reference to the development of language, communication skills, confidence, competence, and self-esteem, and to the transmission of gender roles, culture, religion, and values such as respect for elders and for the environment)

analyse the effects of socialization on the social-emotional functioning of individuals throughout the lifespan (e.g., with respect to individuals' values, behaviour, and sense of social responsibility; their ability to adjust to change, balance work and leisure, engage and communicate with other people and maintain relationships; their response to peer pressure, discrimination; the relationship between poor socialization and defiance, delinquency, and disengagement)

assess the impact of marginalization (e.g., marginalization related to factors such as age, poverty, disability, gender, sexual orientation, ethnicity, religion, low literacy levels) on social-emotional development

Exploring: explore topics related to personal life management, and formulate questions to guide their research

explore a variety of topics related to personal life management (e.g., careers, consumer rights, rights of employees and employers, economic trends, investment options, credit-card options, financial services) 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 documents in print and other media – film, photographs, songs, advertisements) and/or secondary sources (e.g., textbooks, newspaper or magazine articles, book reviews, research reports, websites, brochures)

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 a variety of 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, podcast, 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 personal life management correctly (e.g., resources, budgeting, goal setting, consumerism)

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

Progressing From Adolescence to Adulthood: demonstrate an understanding of the personal qualities and skills necessary to make the transition from adolescence to adulthood

compare the roles of adolescents and adults, and identify responsibilities they themselves will assume and personal qualities they will require as they take on adult roles

identify their personal short-term and long-term goals and the essential skills and knowledge needed to achieve them

explain the importance of initiative, persistence, and motivation in achieving personal goals

explain how pursuing opportunities for ongoing learning (e.g., taking additional courses such as First Aid, CPR, computer applications) can help them achieve their personal goals and contribute to future success

explain the importance of building a network of human resources to support independent living (e.g., friends, mentors, community organizations)

Planning for Employment: describe the elements of successful planning for employment

identify occupations available in fields related to their personal skills, interests, values, and attributes

summarize the steps required for obtaining desirable employment (e.g., recording their own work experience to build a portfolio/résumé; identifying skills, interests, and educational achievements; preparing or revising a résumé and letter of application; collecting references)

Communicating Effectively: demonstrate an understanding of effective communication skills and their role in building the healthy relationships that support independent living

identify the components of verbal and non­verbal communication (e.g., choice of vocabulary and level of language, tone of voice, body language and manner of self-presentation, physical distance, appropriate physical contact, choice and use of written/electronic media)

describe different styles of communication (e.g., passive, aggressive, passive aggressive, assertive), and identify their strengths and weaknesses

describe barriers to effective communication (e.g., noise, misinterpretations, interruptions, distractions, interference, bias, stereotyping)

describe techniques for communicating effectively (e.g., listening actively, using "I" messages, maintaining open body language, maintaining a positive attitude, choosing an appropriate level of assertiveness, acknowledging the perspective of the other person)

explain how cultural awareness and understanding can assist communication

identify common causes of conflict in interpersonal relationships (e.g., power inequalities, power struggles, gossip, rumours, differing opinions or values, feelings of disrespect)

determine which models of conflict resolution (e.g., acquiescence, mediation, compromise, collaboration, synthesis) are most appropriate for resolving different types of conflicts

apply appropriate conflict-resolution skills to resolve interpersonal conflicts

Making Decisions: demonstrate an understanding of effective decision-making processes and their role in independent living

evaluate the effectiveness of some common approaches to decision making (e.g., acting on impulse, adopting a laissez-faire attitude, flipping a coin, setting priorities, weighing alternatives)

identify an appropriate decision-making model, use it to make a particular personal choice, and evaluate its effectiveness

explain how a variety of factors (e.g., resources; personal, family, and community values; individual goals, abilities, and interests) can influence an individual's decision-making process

analyse the relationship between effective decision making and personal well-being

Managing Financial Resources: explain and demonstrate the use of basic money-management skills and techniques needed to manage personal financial resources effectively

explain factors that affect the use of money as a resource (e.g., basic needs, personal needs, wants, goals, priorities)

demonstrate the use of effective money-management strategies (e.g., budgeting, banking, responsible credit card use, bank statement reconciliation)

explain the reasons for setting aside a portion of income as savings (e.g., to prepare for emergencies, to plan for future purchases, to maintain their home, to save for education or retirement)

demonstrate the use of strategies for effectively managing finances and planning next steps if they are unable to earn sufficient income to support themselves and/or their families

explain the advantages and disadvantages of buying on credit (e.g., commitment of future income; positive and negative effects on credit rating; risks of repossession, garnishment of wages, or bankruptcy; purchase protection)

Managing a Household: describe and demonstrate the use of basic principles and techniques of effective household management

describe the basic components of a home environment that is safe and adequate for their needs

describe the basic responsibilities involved in maintaining a safe and functional home environment (e.g., conserving water and energy, recycling, reducing waste, making informed decisions about the use of toxic household products, making minor home repairs, storing flammable liquids safely, ensuring that smoke detectors and fire extinguishers are in working order, planning escape routes)

demonstrate the skills required to acquire and maintain a functional personal wardrobe (e.g., budgeting for purchases, caring for clothing, altering and repairing clothing)

demonstrate the skills required to plan and safely prepare healthy meals (e.g., budgeting for food, shopping for groceries, using Nutrition Facts tables and food labels to make healthy food choices, preparing nutritious meals, using small appliances appropriately, practising food and kitchen safety)

Personal Responsibilities: demonstrate an understanding of the role of personal responsibility in independent living, and of strategies that can be used to meet individual needs

describe the various ways individuals meet their basic food needs (e.g., budgeting for food, making healthy food choices, planning meals, buying locally produced food, applying food safety techniques, recognizing the importance of breakfast, contacting community organizations that provide assistance)

explain the various ways individuals meet their basic clothing needs (e.g., wardrobe planning, laundering clothing, contacting community organizations that provide assistance, shopping at used-clothing stores)

explain the various ways individuals meet their basic housing needs (e.g., choosing appropriate housing alternatives, budgeting for shelter, maintaining a safe and clean home, contacting community organizations that provide assistance)

identify personally relevant legal documents, records, and areas of law (e.g., insurance policies, wills, leases, health records, insurance records, the Landlord and Tenant Act, municipal by-laws), and describe their importance

identify strategies for maintaining a healthy balance between work and personal life (e.g., managing stress, prioritizing activities, making time for self and family, being physically active, getting enough sleep, maintaining healthy relationships, contributing to the community)

Workplace Rights and Responsibilities: demonstrate an understanding of the rights and responsibilities of employers and employees, including both personal and legal responsibilities

explain the importance of maintaining a positive attitude and self-image in the workplace

explain the importance of ethics and honesty in the workplace

identify the rights and responsibilities of employees and employers

identify policies, laws, and government regulations related to health and safety in the workplace (e.g., employee manuals, workplace safety policies, the Workplace Hazardous Materials Information System, the Ontario Occupational Health and Safety Act)

describe key provisions of legislation that governs labour relations and unions in the workplace (e.g., the Employment Standards Act, the Ontario Human Rights Code)

explain the benefits of taking training in preventing and/or addressing harassment and violence in the workplace

Consumer Rights and Responsibilities: demonstrate an understanding of the role that responsible consumerism plays in living independently

describe strategies for making responsible consumer decisions when living independently (e.g., prioritizing needs and wants, comparison shopping, reading warranties and contracts, considering the environmental impact of purchases, reading information labels)

identify internal and external factors that influence spending decisions (e.g., personal preferences, convenience, cultural values, status-related motives, advertising, product cost and availability, environmental impact, considerations related to labour and exploitation issues)

identify the basic products and services needed to support independent living (e.g., furnishings, utility services, communication services, staple goods, household equipment, consumable goods, insurance)

evaluate retail shopping opportunities available within their community as sources of basic products and services (e.g., catalogue shopping, retail stores, convenience stores, outlet malls, home shopping channels on television, Internet shopping, buying clubs, bulk warehouse purchasing, farmers' markets)

demonstrate the use of effective techniques for making consumer complaints (e.g., writing letters of complaint; contacting a customer-relations department, the ombudsman, or the Better Business Bureau; reporting to appropriate authorities)

Economic Influences: demonstrate an understanding of how global, national, and community economic factors affect the individual's financial circumstances

explain the impact of various economic changes on individual finances (e.g., changes in interest rates, consumer prices, employment rates; fluctuations in the value of the dollar; inflation; border closures; changes in the supply of or demand for various commodities)

analyse the impact of employment changes on personal finances (e.g., layoffs, long strikes, downsizing, plant closures, promotions)

identify and describe strategies they can use to plan for and manage unexpected financial crises (e.g., saving money, making investments, owning property, borrowing money, using credit, preventing and/or repairing the damage from identity theft and fraud)

Financial Institutions: describe ways in which financial institutions can assist in the management of personal finances

identify various types of financial institutions in the community (e.g., banks, credit unions, finance companies, trust companies, the stock market)

compare the products and services offered by a variety of financial institutions (e.g., debit cards, credit cards, lines of credit, loans, mortgages, investment instruments, automatic teller machines, financial advisers)

Benefits and Costs of Working: explain the benefits and costs of working

identify the economic and personal costs associated with working for pay (e.g., cost of clothing and uniforms, safety equipment, tools, transportation, food, childcare; job-related stress or illness; limited time to meet personal needs)

explain the benefits of working for pay (e.g., opportunities to: make a living; develop relationships/networks; strengthen interpersonal skills; increase competencies; obtain personal gratification and/or satisfaction through making a contribution; offset feelings of boredom; expand professional skills, knowledge, and experience)

explain the typical deductions from a paycheque (e.g., union dues, income tax, employment insurance, private pension, Canada Pension Plan)

identify the types of benefits employers might offer as part of a job contract (e.g., supplementary health insurance, life insurance, pension, paid vacation, sick leave, skills-upgrading programs)

describe various alternatives to regular full-time employment (e.g., self-employment, contract work, part-time work, job sharing, multiple jobs)

identify the additional financial arrangements workers in alternative employment need to make (e.g., planning for retirement; purchasing injury, accident, and supplementary health insurance; saving for income tax)

Exploring: explore topics related to school-age children and adolescents, and formulate questions to guide their research

explore a variety of topics related to school-age children and adolescents (e.g., effects of vigorous physical exercise on school-age children; strategies for developing inclusive and diverse after-school care programs) 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, primary research published in peer-reviewed journals, data sets from Statistics Canada) and/or secondary sources (e.g., book reviews, government reports, textbooks, websites, 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 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 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., 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, 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 the study of school-age children and adolescents (e.g., puberty, identity, formal operations, problem-based approach)

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 of Development: demonstrate an understanding of patterns of social, emotional, cognitive, and physical development in school-age children and adolescents

identify major milestones in the social, emotional, cognitive, and physical development of school-age children and adolescents

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

identify and compare the nutritional and physical-activity requirements of school-age children and adolescents at different stages, based on current recommendations from Health Canada

explain the benefits of healthy eating for the learning, growth, and development of school-age children and adolescents (e.g., increased ability to concentrate, maintenance of healthy body weight)

describe indicators of the various types of exceptionalities in school-age children and adolescents (e.g., cognitive, behavioural, physical)

describe patterns in male and female sexual development and explain how sexual development affects physical, social, and emotional development

describe the findings of brain research that contribute to our understanding of development in older children and adolescents (e.g., information about blooming and pruning, brain wiring, control centres in the brain for judgement and decision making, development of the frontal lobe in late adolescence)

Theories of Development: demonstrate an understanding of various influential theories about child and adolescent development

outline the theories of recognized experts in the field of child and adolescent development (e.g., theories of Piaget, Erikson, Gilligan, Kohlberg, Gardner)

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

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

describe conditions that promote growth and development in school-age children and adolescents in caregiving contexts (e.g., engaging personal relationships with caring adults, safe spaces)

describe strategies for teaching values and building character in school-age children and adolescents (e.g., use of bullying-prevention programs, peer mediation, leadership training courses, cultural literacy programs)

explain how and why physical activity, including physical activity out of doors, promotes the physical and emotional health of school-age children and adolescents (e.g., by providing opportunities for vigorous exercise and connection with the natural environment, by laying the foundation for a healthy lifestyle)

describe strategies to promote healthy eating among diverse groups of school-age children and adolescents

explain ways in which the development of school-age children and adolescents is connected to the well-being 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)

Career Pathways: identify various postsecondary education and/or training opportunities, workplaces, and professional development options related to working with school-age children and adolescents

identify postsecondary pathways to occupations that involve working with school-age children and adolescents

describe and compare a variety of workplace destinations that involve working with school-age children and adolescents (e.g., before-school and after-school programs, summer camps, parks and recreation programs, treatment centres)

demonstrate an understanding of the importance of professional development for people who work with school-age children and adolescents

Workplace Expectations: explain the legal and social workplace expectations related to working with school-age children and adolescents in Ontario

demonstrate an understanding of the responsibilities of people who work with school-age children and adolescents as outlined in various local, provincial, federal, and international codes (e.g., school board policies, daycare policies, Ontario's Equity and Inclusive Education Strategy, 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 school-age children and adolescents (e.g., fire-safety regulations, food-safety regulations, WHMIS regulations, the Day Nurseries Act)

describe the rules and regulations governing schooling that parents and professional care­givers are required to observe (e.g., truancy regulations, provisions of Ontario's Safe Schools Act and Child and Family Services Act, Learning to 18 regulations, requirements for a vulnerable sector criminal check)

identify ways in which people who work with school-age children and adolescents carry out their responsibility to promote children's socialization and healthy development (e.g., teaching life skills; helping youth recognize unhealthy relationships; having open, respectful conversations about sexual development; fostering vigilance about physical safety; fostering environmental awareness; treating all people, including children, equitably regardless of race, sex, ability, or family structure)

explain the code of ethics and standards of practice for people who work with children and adolescents as outlined by recognized professional organizations (e.g., Ontario College of Early Childhood Educators, Canadian Child Care Federation)

Essential Skills and Personal Qualities: describe the essential skills, personal qualities, and work habits necessary for success in working with school-age children and adolescents

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

identify the personal qualities needed to work with school-age children and adolescents (e.g., compassion, empathy, patience, creativity, flexibility)

describe the essential skills and work habits needed for success in working with children and adolescents (e.g., effective interpersonal skills, punctuality, ability to maintain confidentiality, ability to use self-reflection for self-evaluation)

Guiding Children's Behaviour: describe a broad range of practices and techniques adopted by parents, educators, caregivers, and other professionals that shape the behaviour of school-age children and adolescents

explain various models for effectively guiding child and adolescent behaviour (e.g., the Morrish model, the Faber and Mazlish model)

identify character qualities that can help enable and empower school-age children and adolescents to achieve their goals (e.g., self-control; the ability to set personal limits, anticipate and accept consequences, take responsibility), and describe techniques for promoting the development of these qualities

evaluate the effectiveness of various communication and behaviour-management strategies in interactions with school-age children and adolescents (e.g., conflict-resolution strategies, win-win problem-solving strategies, "I" messages, paraphrasing, restorative justice, threats)

analyse practical experiences with the use of various models for helping children and adolescents make informed decisions (e.g., the five-step model, the decision web, consultation with elders), and evaluate the effectiveness of the different models

explain how experiencing positive relationships with peers and others contributes to healthy social and emotional development in school-age children and adolescents (e.g., by strengthening their sense of belonging, sense of identity, and social skills)

Planning Developmentally Appropriate Programming: demonstrate the ability to plan developmentally appropriate programs for school-age children and adolescents

identify and plan a variety of activities that promote social, linguistic, emotional, cognitive, and physical development in school-age children and adolescents (e.g., cooperative games, board games)

demonstrate the ability to plan nutritious snacks and meals for school-age children and adolescents

Refining Skills through Practical Experiences: apply and evaluate their knowledge of child and youth development through practical experiences with school-age children and adolescents

identify and use a variety of observation techniques to study children and adolescents in a community setting (e.g., running record, anecdotal record, time sample, video, checklist, event sample)

demonstrate the ability to design and implement activities to meet the needs of school-age children and adolescents (e.g., an activity for an after-school program)

evaluate their experiences in working with school-age children and adolescents, and reflect on their potential strengths and areas for improvement

Issues and Challenges: demonstrate an understanding of a variety of strategies for helping school-age children and adolescents deal with issues and challenges

describe skills caregivers teach (e.g., self-advocacy skills, stress-management skills, self-defence skills, social skills for making and keeping friends) and strategies they use (e.g., providing appropriate physical/mental-health support) to help children and adolescents address particular issues and challenges

demonstrate an understanding of the positive and negative effects of media on children and adolescents (e.g., positive effects such as enhancing awareness of current events, facilitating social connection through social networking; negative effects such as legitimizing violence, pressuring viewers to purchase fad items, increasing opportunities for cyber-bullying)

identify specific challenges faced by people who work with school-age children and adolescents, and describe effective strategies for addressing them (e.g., strategies for engaging children with exceptionalities, supporting children living in poverty, responding sensitively and appropriately to diversity)

Neglect and Abuse: demonstrate an understanding of the responsibilities of people who work with school-age children and adolescents in dealing with issues related to abuse, neglect, and family violence

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

identify indicators of neglect and physical, sexual, or emotional abuse in children (e.g., physical signs such as bruising and laceration; emotional signs such as withdrawal or unexplained fears)

demonstrate an understanding that people who work with school-age children and adolescents have a duty to report suspected cases of neglect or physical, sexual, or emotional abuse, and describe procedures for doing so

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

Social and Cultural Variations: demonstrate an understanding of how a variety of social and cultural factors affect school-age children and adolescents

describe local and global variations in family forms (e.g., extended families, families led by same-sex partners, polygamous families)

explain how a variety of global challenges (e.g., war, famine, AIDS, use of child labour, natural disasters) affect the lives of children and adolescents

demonstrate an understanding of how expectations related to the behaviour and treatment of children and adolescents vary or have varied in different cultures and historical periods (e.g., up to the industrial period in Western countries, adolescents were viewed as adults)

describe strategies and activities that can be used in formal and informal settings to ensure that environments for children and adolescents are free from bias and respectful of diversity

compare various forms of childcare in different cultures (e.g., extended families, kibbutzim)

identify various organizations in the community that provide support to families (e.g., children's aid societies, Dietitians of Canada, police, newcomers' support centres, family counselling agencies, Native friendship centres, breakfast programs)

Exploring: explore topics related to the analysis of social change, and formulate questions to guide their research

explore a variety of topics related to the analysis of social change (e.g., social and economic factors leading to political changes) to identify topics for research and inquiry

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

formulate effective questions to guide their research and inquiry

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 – published primary research, film, photographs, data sets from Statistics Canada) and/or secondary sources (e.g., book reviews, textbooks, literature 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 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 research 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, brochure, flyer, poster, research report, seminar, web page) to communicate the results of their research and inquiry effectively for a specific purpose and audience

use terms relating to social change correctly (e.g., functionalism, structuralism, feminism, paradigm shift, cognitive dissonance)

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

Foundations for the Study of Social Change: demonstrate an understanding of the major theories, perspectives, and methodologies related to social change

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

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

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

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

describe ways in which influential Canadian leaders have contributed to social change (e.g., Nellie McClung, Agnes Macphail, Tommy Douglas, Lester B. Pearson, Pierre Trudeau, David Suzuki, Phil Fontaine, Roberta Jamieson, Adrienne Clarkson)

explain how various economic, environmental, political, or sociocultural factors (e.g., global warming/climate change, environmental activism, the threat of separatism, leadership changes, pluralism) can lead to social change, and how other factors (e.g., cost, traditional values, fear of negative consequences) can create resistance to change

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

explain the relationships between conformity, alienation, and social change (e.g., conformity discourages social change; feelings of alienation on a group level sometimes lead to movements to bring about social change; drastic social change sometimes leads to greater conformity)

explain the relationships between poverty, affluence, and social change (e.g., the effects of the digital divide and/or unequal access to higher education on the social and economic prospects of different groups)

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

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

identify some recent technological changes and describe how they affect individuals (e.g., computer technology and the Internet provide extensive opportunities for social networking; many workplace technologies place a physical strain on workers and require ergonomic remedies)

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

explain how technological advances (e.g., in manufacturing, agriculture, recycling) lead to cultural adaptations (e.g., the rapid introduction of new technologies creates cultural lag that leads to social problems and conflicts)

Demographics: demonstrate an understanding of the importance of demographics as a tool for studying social patterns and trends, both nationally and globally

describe population trends in Canada and around the world (e.g., rural-suburban-urban migration, the baby boom effect, differences between the demographic profiles of developed and developing nations)

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

explain the significance of immigration to Canadian society (e.g., immigration maintains Canadian population levels; immigration is an inherent part of Canadians' view of their society as a "mosaic")

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

describe how trends are shaped by various socio-economic factors (e.g., extracurricular activity costs, access to transportation, access to computers, access to health care and education)

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

explain how increases in population mobility shape social patterns and trends

explain changes in the nature of work in Canada (e.g., increase in the information economy and in service sector employment and corresponding decrease in manufacturing jobs, increase in telecommuting, increase in "credentialism")

Social Deviance: demonstrate an understanding of social science theories about social deviance, and of how various responses to deviance affect individuals and society

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

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

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

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

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

Global Inequalities: demonstrate an understanding of how various social structures and conditions support or limit global inequalities

describe the key provisions of various provincial, national, and international agreements for addressing human rights issues (e.g., the Ontario Human Rights Code, the Ontario Environmental Bill of Rights, the Canadian Charter of Rights and Freedoms, the Geneva Conventions, the United Nations Convention on the Rights of the Child)

demonstrate an understanding of various types of discrimination (e.g., racism, homophobia, ageism, sexism, hate crimes, individual discrimination, systemic discrimination, genocide) and their impact on individuals and groups

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

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

Globalization: assess the impact of globalization on individuals and groups

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

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

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

Exploitation: analyse the impact of unfair or unjust exploitation of people or resources, locally and globally

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

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

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

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

explore a variety of topics related to philosophy (e.g., the relationship between body and mind; the existence of an afterlife; the nature of a just society; the basis for moral behaviour; the nature and reliability of perception; the relationship between science and metaphysics; the nature of human rights; the relationship of humankind to other animals and the environment; the relationship between religious and secular authority in politics; the function of art) 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 their purpose, identify sources of information, describe their method – critical reading, argument, explanation)

locate and select information relevant to their investigations from a variety of primary sources (e.g., original documents in print or other media, interviews) and secondary sources (e.g., book reviews, textbooks, critical analysis in journals)

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 the support for their strongest argument with support for counter-arguments)

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., a research paper reporting on an original investigation, an essay defending a personal opinion, a reaction paper responding to another person's argument, a seminar, a website, a podcast, a documentary) to communicate the results of 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., 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

The Nature of Philosophy: demonstrate an understanding of the main areas of philosophy, periods of philosophical development, and the differences between philosophy and other areas of inquiry

explain the main areas of philosophy (e.g., metaphysics, ethics, epistemology, philosophy of science, social and political philosophy, aesthetics), and identify some of the big questions that arise in each area (e.g., metaphysics: Do we have free will? What is the relationship between the mind and the body?; ethics: Are "Good Samaritan laws" sound laws? Do animals have moral rights?; epistemology: How does one justify a belief?; philosophy of science: Is scientific knowledge more reliable than other forms of knowledge?; social and political philosophy: How can one decide what the best system of government is? Are individuals' first obligations to their countries, or do they have equal or more important global obligations?; aesthetics: How does one determine the merit of a work of art?)

describe the main periods of philosophical development and the major philosophers identified with those periods (e.g., ancient period [Socrates, Aristotle, Lao Tzu, Indian Upanishad philosophers]; medieval period [Aquinas, Occam, Ibn Rushd (Averroes), Shankara, Madhvacharya, Maimonides]; early modern period [Descartes, Locke, Kant]; nineteenth century [Mill, Hegel, Kierkegaard]; contemporary period [Russell, Wittgenstein, Radhakrishnan, de Beauvoir, Arendt, Husserl, Rawls, Buber, Nozick, Appiah, Quine, Foucault])

distinguish between philosophy and other areas in the social sciences and humanities (e.g., law, religious studies, sociology, psychology, political science)

Philosophical Reasoning: demonstrate an understanding of philosophical reasoning and critical thinking skills, including skills required to identify and avoid common fallacies of reasoning, and demonstrate the ability to apply these skills in various contexts

demonstrate an understanding of the form and components of a philosophical argument (e.g., premise, evidence, conclusion), including how a philosophical argument differs from other communications, and identify these components when formulating and evaluating arguments

describe critical thinking skills (e.g., detecting bias and point of view, systematic and analytical thinking) and habits of mind (e.g., open-mindedness, truth seeking, inquisitiveness) that support philosophical reasoning, and demonstrate the ability to use them in various contexts

correctly use terminology related to logic (e.g., logical consistency, contradiction, deduction, induction, inference, relevance, ambiguity, presumption, validity) when formulating and analysing arguments

explain common fallacies of reasoning (e.g., denying the antecedent, affirming the consequent, an ad hominem argument, an appeal to pity, an appeal to authority, equivocation, false cause, begging the question, the complex question fallacy), and identify them when formulating and analysing arguments

explain how philosophical reasoning and critical thinking skills can be applied in everyday life (e.g., logical thinking skills can be used to detect fallacies in arguments, advertisements, the media; critical and analytical thinking skills can be used in questioning and analysing assertions and assumptions made in debates, speeches, editorials; systematic thinking skills can be used to solve problems and weigh decisions), and demonstrate the ability to apply these skills in various contexts

Understanding Metaphysics: demonstrate an understanding of the main questions in metaphysics, and of the positions of major philosophers and schools of philosophy with respect to some of these questions

demonstrate an understanding (e.g., in class discussions, debates, presentations, written work) of some of the main questions in metaphysics (e.g., What are the ultimate constituents of reality? Does a supreme being exist, and, if so, what role does it have in human life? What is understood by the concept of "being"? What is the relationship of mind to matter? What is the self? What is personal identity? Are human actions free? What is the meaning of life? Do machines have minds? Do people have souls?)

summarize the positions of various major philosophers (e.g., Plato, Ibn Sina [Avicenna], Augustine, Descartes, Leibniz, Nietzsche, Heidegger, Spinoza, Laozi, Locke, Kant, Sartre, Shankara, Ramanuja, Quine, Parfit) and schools of philosophy (e.g., Platonism, monism, dualism, idealism, materialism, existentialism) on some of the main questions in metaphysics

Exploring Metaphysics: demonstrate an understanding of metaphysical theories, and evaluate responses to some of the main questions in metaphysics by major philosophers and schools of philosophy

explain different metaphysical theories with reference to some classic and contemporary texts (e.g., excerpts from Plato's Phaedo, Aristotle's Metaphysics, the Bhagavad Gita, St. Anselm's Proslogion, Hume's Treatise of Human Nature, Heidegger's What Is Metaphysics?, Spinoza's Ethics, Kierkegaard's Repetition, Quine's Word and Object)

compare how different philosophers and/or schools of philosophy approach the same metaphysical questions/issues

evaluate the strengths and weaknesses of philosophical responses to some of the main questions in metaphysics

Making Connections to Metaphysics: demonstrate an understanding of connections between metaphysics and other areas of philosophy, other subject areas, and various aspects of society, including everyday life

demonstrate an understanding of the influence that ideas related to metaphysics have on their everyday life

explain ways in which metaphysics draws from and influences other areas of philosophy

describe forces that have helped shape the evolution of metaphysical thought over time, and analyse their impact (e.g., the impact of neuroscientific developments on understandings of self and consciousness; the impact of computers and developments in artificial intelligence on ideas about the mind and thought)

demonstrate an understanding of the influence of metaphysical ideas on other subject areas (e.g., how ideas about determinism influence notions of legal responsibility in law; how ideas about cosmology relate to the big bang theory in physics; how views of the self influence discussions of the relationship of people to nature in environmental studies)

Philosophical Reasoning in Metaphysics: use philosophical reasoning skills to develop, communicate, and defend their own responses to metaphysical questions

formulate and explain, using philosophical reasoning skills, their own clear and cogent responses to some of the main questions in metaphysics

evaluate and defend, in philosophical exchanges with others, their own responses to some of the main questions in metaphysics, and anticipate and respond logically to counter-arguments

correctly use terminology related to metaphysics (e.g., form, substance, existence, reality, materialism, personhood)

Understanding Ethics: demonstrate an understanding of the main questions in ethics, and of the positions of major philosophers and schools of philosophy with respect to some of these questions

demonstrate an understanding (e.g., in class discussions, debates, presentations, written work) of some of the main questions in ethics (e.g., Are there objective standards for determining good and evil, right and wrong, or are these concepts based on entirely subjective opinions? What is duty? What is the nature of responsibility? How should I live my life? What is a good life? Is morality separable from religion? Are there, or should there be, universal moral norms for all individuals and cultures? What is virtue?)

summarize the positions of various major philosophers (e.g., Plato, Aristotle, Confucius, the Buddha, Aquinas, Bentham, Mill, Kant, Singer, Kierkegaard, Sartre, de Beauvoir, Gauthier, Levinas, Nussbaum, Williams) and schools of philosophy (e.g., stoicism, hedonism, utilitarianism, existentialism, nihilism, ethical relativism, moral particularism, the schools of virtue ethics and theistic normative ethics) on some of the main questions in ethics

Exploring Ethics: demonstrate an understanding of theories in ethics, and evaluate responses to some of the main questions in ethics by major philosophers and schools of philosophy

explain, with reference to some classic and contemporary texts, different theories in ethics (e.g., excerpts from Plato's Euthyphro, Aristotle's Nicomachean Ethics, Mill's Utilitarianism, Confucius's Analects, Kant's Groundwork of the Metaphysics of Morals, Sartre's Existentialism Is a Humanism, Singer's Animal Liberation, Jaggar's Feminist Ethics, Nussbaum's The Fragility of Goodness, Gyekye's An Essay on African Philosophical Thought) and the ethical implications underlying various religious texts (e.g., Buddhism's Eightfold Path, Anishinaabe Principles of Life and Seven Grandfather Teachings, the Christian Bible, the Islamic Qur'an)

compare how different philosophers and/or schools of philosophy approach the same questions/issues in ethics

evaluate the strengths and weaknesses of philosophical responses to some of the main questions in ethics

Making Connections to Ethics: demonstrate an understanding of connections between ethics and other areas of philosophy, other subject areas, and various aspects of society, including everyday life

demonstrate an understanding of the influence that ideas related to ethics have on their everyday life

explain ways in which ethics draws from and influences other areas of philosophy

describe forces that have helped shape the evolution of ethics over time (e.g., the separation of theology and ethics, changing roles of women in society), and analyse their impact

demonstrate an understanding of the influence that ideas in ethics have on other subject areas (e.g., with reference to medical ethics; research ethics in science, sociology, psychology; the role of art and literature in reinforcing and challenging ethical issues; judgements about the morality of historical events; the role of ethics in law making; ethical questions relating to discrimination, equity, and human rights in sociology, politics, economics)

Philosophical Reasoning in Ethics: use philosophical reasoning skills to develop, communicate, and defend their own responses to philosophical questions in ethics

formulate and explain, using philosophical reasoning skills, their own clear and cogent responses to some of the main questions in ethics

evaluate and defend, in philosophical exchanges with others, their own responses to some of the main questions in ethics, and anticipate and respond logically to counter-arguments

correctly use terminology related to ethics (e.g., justice, fairness, morality, rights, moral scepticism, moral relativism)

Understanding Epistemology: demonstrate an understanding of the main questions in epistemology, and of the positions of major philosophers and schools of philosophy with respect to some of these questions

demonstrate an understanding (e.g., in class discussions, debates, presentations, written work) of some of the main questions in epistemology (e.g., What is knowledge? What is truth? What are the limits of knowledge? Are there different kinds of knowledge? What is required to justify a belief? Does knowledge require certainty? Do men and women have different ways of knowing? Is scientific knowledge more reliable than other forms of knowing? What is the difference between knowledge and opinion? How can we know whether we perceive the world as it really is?)

summarize the positions of various major Western philosophers (e.g., Plato, Aristotle, Sextus Empiricus, Aquinas, Descartes, Locke, Berkeley, Hume, Kant, Husserl, Peirce, Russell, Wittgenstein, Quine, Putnam) and schools of philosophy (e.g., rationalism, empiricism, scepticism, pragmatism, logical positivism) on some of the main questions in epistemology

Exploring Epistemology: demonstrate an understanding of epistemological theories, and evaluate responses to some of the main questions in epistemology by major philosophers and schools of philosophy

explain different epistemological theories with reference to some classic and contemporary texts (e.g., excerpts from Plato's Meno, Descartes' Discourse on Method, Locke's Essay Concerning Human Understanding, Berkeley's Treatise Concerning the Principles of Human Knowledge, Kant's Critique of Pure Reason, Hume's Enquiry Concerning Human Understanding, Russell's The Problems of Philosophy, Quine's Word and Object)

compare how different philosophers and/or schools of philosophy approach the same epistemological questions/issues

evaluate the strengths and weaknesses of philosophical responses to some of the main questions in epistemology

Making Connections to Epistemology: demonstrate an understanding of connections between epistemology and other areas of philosophy, other subject areas, and various aspects of society, including everyday life

demonstrate an understanding of the influence that ideas related to epistemology have on their everyday life

explain ways in which epistemology draws from and influences other areas of philosophy

describe forces that have helped shape the evolution of epistemological thought over time (e.g., the development of modern science; critiques of modern science that have questioned the notion of objectivity; challenges to colonialism/imperialism, including challenges to assumptions about the superiority of Western ways of knowing), and analyse their impact

demonstrate an understanding of the influence of epistemological ideas on other subject areas (e.g., with reference to the nature of scientific knowledge, the nature of historical truth, the role of perception in the creation and judgement of art and literature, theories of knowledge related to the stages of human cognitive development)

Philosophical Reasoning in Epistemology: use philosophical reasoning skills to develop, communicate, and defend their own responses to epistemological questions

formulate and explain, using philosophical reasoning skills, their own clear and cogent responses to some of the main questions in epistemology

evaluate and defend, in philosophical exchanges with others, their own responses to some of the main questions in epistemology, and anticipate and respond logically to counter-arguments

correctly use terminology related to epistemology (e.g., knowledge, opinion, empiricism, objectivity, subjectivity, a priori, a posteriori)

Understanding the Philosophy of Science: demonstrate an understanding of the main questions in the philosophy of science, and of the positions of major philosophers and schools of philosophy with respect to some of these questions

demonstrate an understanding (e.g., in class discussions, debates, presentations, written work) of some of the main questions in the philosophy of science (e.g., What is science? What, if any, are the limits of scientific knowledge? Does science study reality? Is astrology a science? Can science either prove or disprove religious beliefs? Are scientific models (e.g., of the atom) accurate depictions of reality or just useful tools for developing hypotheses? To what extent is science a social construct?)

summarize the positions of various major philosophers (e.g., Aristotle, Francis Bacon, Galileo, Kuhn, Hempel, Popper, Duhem, Feyerabend, Hacking, van Fraassen, Dennett, Fox Keller) and schools of philosophy (e.g., logical positivism, instrumentalism, scientific realism, constructive empiricism, social constructivism) on some of the main questions in the philosophy of science

Exploring the Philosophy of Science: demonstrate an understanding of theories in the philosophy of science, and evaluate responses to some of the main questions in the philosophy of science by major philosophers and schools of philosophy

explain different theories in the philosophy of science with reference to some classic and contemporary texts (e.g., excerpts from Kuhn's The Structure of Scientific Revolutions, Popper's The Logic of Scientific Discovery, van Fraassen's The Scientific Image, Feyerabend's Against Method, Hacking's The Social Construction of What?, Cartwright's How the Laws of Physics Lie, Fox Keller's Reflections on Gender and Science, Foucault's The Order of Things, Latour's Laboratory Life)

compare how different philosophers and/or schools of philosophy approach the same questions/issues in the philosophy of science

evaluate the strengths and weaknesses of philosophical responses to some of the main questions in the philosophy of science

Making Connections to the Philosophy of Science: demonstrate an understanding of connections between the philosophy of science and other areas of philosophy, other subject areas, and various aspects of society, including everyday life

demonstrate an understanding of the influence that ideas related to the philosophy of science have on their everyday life

explain ways in which the philosophy of science draws from and influences other areas of philosophy

describe forces that have helped shape the evolution of the philosophy of science over time (e.g., the influence of religious and political beliefs and institutions, the impact of technological developments), and analyse their impact (e.g., the impact of Darwin's view about evolution on philosophical theories about what constitutes a satisfactory scientific explanation)

demonstrate an understanding of the influence that ideas in the philosophy of science have on other subject areas (e.g., the impact of empiricism on research in the social sciences; questions about the value of formal logic in science and in the philosophy of mathematics; discussions of the relative value of objectivity and subjectivity in gender studies and women's studies)

Philosophical Reasoning in the Philosophy of Science: use philosophical reasoning skills to develop, communicate, and defend their own responses to questions in the philosophy of science

formulate and explain, using philosophical reasoning skills, their own clear and cogent responses to some of the main questions in the philosophy of science

evaluate and defend, in philosophical exchanges with others, their own responses to some of the main questions in the philosophy of science, and anticipate and respond logically to counter-arguments

correctly use terminology related to the philosophy of science (e.g., falsification, naturalism, positivism, constructivism, paradigm)

Understanding Social and Political Philosophy: demonstrate an understanding of the main questions in social and political philosophy, and of the positions of major philosophers and schools of philosophy with respect to some of these questions

demonstrate an understanding (e.g., in class discussions, debates, presentations, written work) of some of the main questions in social and political philosophy (e.g., What are the just limits of state authority? Do all people have the right to equal treatment? What limits, if any, should be put on the freedom of an individual citizen? What are an individual's rights and responsibilities? Is it possible in a democracy for the government to adhere to the will of the majority and still respect the views of the minority?)

summarize the positions of various major philosophers (e.g., Plato, Aristotle, Hobbes, Locke, Rousseau, Wollstonecraft, Marx, Gandhi, Charles Taylor, Arendt, Okin, Rawls, Nozick, Sen, Habermas, Foucault) and schools of philosophy (e.g., anarchism, liberalism, conservatism, libertarianism, Marxism, utopianism, communitarianism) on some of the main questions in social and political philosophy

Exploring Social and Political Philosophy: demonstrate an understanding of theories in social and political philosophy, and evaluate responses to some of the main questions in social and political philosophy by major philosophers and schools of philosophy

explain different theories in social and political philosophy with reference to some classic and contemporary texts (e.g., excerpts from Plato's Republic, Rousseau's Social Contract, Hobbes's Leviathan, Locke's Two Treatises of Government, Rawls's Theory of Justice, Nozick's Anarchy, State, and Utopia, Popper's The Open Society and Its Enemies, de Beauvoir's The Second Sex, Okin's Justice, Gender, and the Family, Taylor's Multiculturalism and the Politics of Recognition, Arendt's The Human Condition)

compare how different philosophers and/or schools of philosophy approach the same questions/issues in social and political philosophy (e.g., questions related to the idea of a social contract, the role of women in society, the ideal form of government, the justifiability of various forms of resistance to oppression)

evaluate the strengths and weaknesses of philosophical responses to some of the main questions in social and political philosophy

Making Connections to Social and Political Philosophy: demonstrate an understanding of connections between social and political philosophy and other areas of philosophy, other subject areas, and various aspects of society, including everyday life

demonstrate an understanding of the influence that ideas related to social and political philosophy have on their everyday life

explain ways in which social and political philosophy draws from and influences other areas of philosophy

describe forces that have helped shape the evolution of social and political philosophy over time, and analyse their impact (e.g., how Hobbes's and Locke's views of human nature and the ideal society were influenced by the civil wars through which they lived; how colonialism and imperialism influenced the thinking of Charles Mills, Taiaiake Alfred, and Amartya Sen; how the French Revolution influenced Wollstonecraft's views on oppressive political systems; how the feminist movement influenced philosophers' views on the role of women)

demonstrate an understanding of the influence that ideas in social and political philosophy have on other subject areas (e.g., the impact on law enactment and enforcement, on questions of the role of religion in the state, on discussions of power and propaganda in media studies, on assumptions about the forces shaping history, on questions about the political uses of science and art)

Philosophical Reasoning in Social and Political Philosophy: use philosophical reasoning skills to develop, communicate, and defend their own responses to questions in social and political philosophy

formulate and explain, using philosophical reasoning skills, their own clear and cogent responses to some of the main questions in social and political philosophy

evaluate and defend, in philosophical exchanges with others, their own responses to some of the main questions in social and political philosophy, and anticipate and respond logically to counter-arguments

correctly use terminology related to social and political philosophy (e.g., contractualism, ideology, freedom, totalitarianism, social contract)

Understanding Aesthetics: demonstrate an understanding of the main questions in aesthetics, and of the positions of major philosophers and schools of philosophy with respect to some of these questions

demonstrate an understanding (e.g., in class discussions, debates, presentations, written work) of some of the main questions in aesthetics (e.g., What is art? What is beauty? Should art have social value, and, if so, how is its social value determined? Is art a uniquely human endeavour? Does the creation of art have to be a conscious endeavour? Are aesthetic judgements subjective or objective? What factors are involved in making aesthetic judgements? Can propaganda be art? Can advertising be art?)

summarize the positions of various major philosophers (e.g., Plato, Aristotle, Confucius, Kant, Burke, Hume, Hegel, Nietzsche, Dewey, Danto, Croce, Bell, Lyotard, Charles Nussbaum) and schools of philosophy (e.g., Platonism, idealism, hedonism, nihilism, utilitarianism, existentialism) on some of the main questions in aesthetics

Exploring Aesthetics: demonstrate an understanding of theories in aesthetics, and evaluate responses to some of the main questions in aesthetics by major philosophers and schools of philosophy

explain different theories in aesthetics with reference to some classic and contemporary texts and artistic works (e.g., excerpts from Aristotle's Poetics, Hume's Of the Standard of Taste, Dewey's Art as Experience, Nietzsche's The Birth of Tragedy, Danto's After the End of Art, Tolstoy's What Is Art?, Dickie's Art and the Aesthetic; art works such as Duchamp's Fountain, Picasso's Guernica, Pollock's Lavender Mist: Number 1, Kahlo's Self-Portrait With Cropped Hair)

compare how different philosophers and/or schools of philosophy approach the same aesthetic questions/issues

evaluate the strengths and weaknesses of philosophical responses to some of the main questions in aesthetics

Making Connections to Aesthetics: demonstrate an understanding of connections between aesthetics and other areas of philosophy, other subject areas, and various aspects of society, including everyday life

demonstrate an understanding of the influence that ideas related to aesthetics have on their everyday life

explain ways in which aesthetics draws from and influences other areas of philosophy

describe forces that have helped shape the evolution of aesthetics over time, and analyse their impact (e.g., the impact of religious beliefs and control; the impact of technological change, such as the development of oil paint or photography, on aesthetic philosophy and practice; the impact of social/historical forces such as imperialism, anticolonialism, and/or feminism on theories of the purpose of art)

demonstrate an understanding of the influence that ideas in aesthetics have on other subject areas (e.g., how ideas about beauty and art inform aesthetic or critical judgements in visual arts, music, literature; how awareness of the social value/purpose of art affects understanding of cultural and social developments in history; how theories about the role of consciousness in the creation of art influence ideas about consciousness and perception in psychology; how an understanding of the power of social/cultural elites to influence/control what is considered art provides insight into power structures in sociology, equity studies, media studies)

Philosophical Reasoning in Aesthetics: use philosophical reasoning skills to develop, communicate, and defend their own responses to questions in aesthetics

formulate and explain, using philosophical reasoning skills, their own clear and cogent responses to some of the main questions in aesthetics

evaluate and defend, in philosophical exchanges with others, their own responses to some of the main questions in aesthetics, and anticipate and respond logically to counter-arguments

correctly use terminology related to aesthetics (e.g., beauty, taste, aesthetic judgement, aesthetic experience, appropriation, artworld, art for art's sake)