HSB4U COURSE OUTLINE

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

Ministry Course Code: HSB4U

Course Type: University Preparation

Grade: 12

Credit Value: 1.00

Course Hours: 110

Department: Social Science and Humanities

Revision Date: N/A

Policy Document: Social Sciences and Humanities, The Ontario Curriculum, Grades 9 to 12, 2013 (Revised)

Domestic Student Price: $550
International Student Price: $799

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COURSE DESCRIPTION

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

OVERALL EXPECTATIONS

A. Research and Inquiry Skills

A1 Exploring: explore topics related to the analysis of social change, and formulate questions to guide their research;

A2 Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods;

A3 Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry;

A4 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.

B. Social Change

B1 Foundations for the Study of Social Change: demonstrate an understanding of the major theories, perspectives, and methodologies related to social change;

B2 Causes and Effects of Social Change: demonstrate an understanding of the causes and effects of social change;

B3 Technological Change: demonstrate an understanding of patterns and effects of technological change from a social science perspective.

C. Social Patterns and Trends

C1 Demographics: demonstrate an understanding of the importance of demographics as a tool for studying social patterns and trends, both nationally and globally;

C2 Forces That Shape Social Trends: demonstrate an understanding of how forces influence and shape social patterns and trends;

C3 Social Deviance: demonstrate an understanding of social science theories about social deviance, and of how various responses to deviance affect individuals and society.

D. Global Social Challenges

D1 Global Inequalities: demonstrate an understanding of how various social structures and conditions support or limit global inequalities;

D2 Globalization: assess the impact of globalization on individuals and groups;

D3 Exploitation: analyse the impact of unfair or unjust exploitation of people or resources, locally and gl

OUTLINE OF COURSE CONTENT

TEACHING AND LEARNING STRATEGIES

A variety of teaching and learning strategies are used to allow students many opportunities to attain the necessary skills for success in this course and in future studies. In all activities, consideration will be taken to ensure that individual students’ multiple intelligences and learning strengths are addressed through the use of varied and multiple activities in each lesson.

STRATEGIES FOR ASSESSMENT AND EVALUATION OF STUDENT PERFORMANCE

The primary purpose of assessment and evaluation is to improve student learning. Assessment and evaluation is based on the Ministry of Education’s Growing Success policy document, which articulates the Ministry’s vision for how assessment and evaluation is practiced in Ontario schools.

Growing Success describes the three assessment types as follows:

Assessment as Learning: focuses on the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modelling external, structured opportunities for students to assess themselves.
Assessment for Learning: the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there.
Assessment of Learning: the assessment that becomes public and results in statements or symbols about how well students are learning.

ASSESSMENT AND EVALUATION

EVALUATION SCHEME

A final grade (percentage mark) is calculated at the end of the course and reflects the quality of the student’s achievement of the overall expectations of the course, in accordance with the provincial curriculum.

The final grade will be determined as follows:

Seventy percent (70%) of the grade will be based on evaluation conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
Thirty percent (30%) of the grade will be based on a final evaluation administered at or towards the end of the course. This evaluation will be based on evidence from one or a combination of the following: an examination, a performance, an essay, and/or another method of evaluation suitable to the course content. The final evaluation allows the student an opportunity to demonstrate comprehensive achievement of the overall expectations for the course.

PLAGIARISM

Plagiarism is a serious offense. It is defined as taking words, phrasing, sentence structure, or any other element of the expression of another person’s ideas, and using them as if they were your own. Plagiarism is a violation of another person’s rights, whether the material taken is great or small.Students will be assisted in developing strategies and techniques to avoid plagiarism. They need to be aware that plagiarized term work will be penalized and could result in a mark of zero.