ISSUES IN HUMAN GROWTH
&
DEVELOPMENT
HHG4M
By: Marcela Russi
Family Studies Part 1
TABLE OF CONTENTS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Course Description
Overview
.
Summary Chart
Family Studies Curriculum
a. Curriculum Profile
b. HHG4M Social Science Research skills
Family Studies Philosophy
Commitment to Student and Student Learning
a. Adults must be alert sexed up images targeted
at very young girls.
b. Parents and their Roles in their children’s education.
c. Statement on Children and Family Services.
d. The influences of culture on the roles and responsibilities
of Family members.
e. Understanding Healthy Lifelong relationships with children.
f. The impact of family socialization patters on Human Growth
and development.
Professional Knowledge
Professional Practice
a. Unit 5- Culminating Activity
b. Research Skills and Diagnostic Test
c. The Concept of Mapping Process
d. Computer Applications in the Family Studies Classroom
e. Differentiated Instructional Strategies
f. Culminating Task: Career Case File
g. Research Report Checklist
h. Research Report Rubric
i. Oral Presentation Checklist
j. Oral Presentation Rubric
Leadership in Learning Communities
a. Locating Community Support Program for Parents
b. Developing an enriching Play-based Activity
Ongoing Professional Learning
a. Teacher Resource Package – HHG4M
b. Additional Qualifications Information
c. OFSHEEA Conferences
d. Statistics Canada
Resources
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Course: Issues in Human Growth and Development
Grade 12 University/College Prep
Course Code: HHG4M
Course Description:
This course offers a multidisciplinary approach to the study of human development throughout
the life cycle, with particular emphasis on enhancing growth and development. Students will
examine how early brain and child development are linked to lifelong learning, health, and wellbeing, and will develop child-care and human-relationship skills through practical experience in a
community setting. This course also refines students’ skills used in researching and investigating
issues related to human growth and development.
Prerequisite: Any university, university/college, or college preparation course in social sciences
and humanities, English, or Canadian and world studies
OVERVIEW
What is Family Studies? Family Studies includes “the study of individual and family development,
relationships, parenting, decision-making, resource management, food and nutrition, clothing and
textile, housing and health science. Family Studies allows students to develop critical and creative
thinking” (http://www.oise.utoronto.ca/ro/UserFiles/File/admissions/10famstudies.pdf) and to gain
the hands-on experience they need to develop practical skills and understanding. Family Studies
helps students develop critical lifelong skills that will help them make informed decisions about
family planning, diet, development, language acquisition, how to raise a child and what to expect
during various stages in their adult life. I began teaching family studies in September of 2010 and
when I entered the department to my surprise there was an overwhelming amount of resources and
my key goal was to pick key resources that would be inclusive to my student population while at the
same time engage students with things that would interest them and make them gain great skills for
their future. For my resource assignment I decided to create a package for Issues in Growth and
Human Development. I decided to choose this because in September of 2011 I would be teaching
this course and this would not only facilitate my own practice and enable me to reflect on “best
practices” and incorporate “differentiated instruction” but I would become more familiar with the
content before I would actually be utilizing it in the classroom. I wanted to create a package of
resources for peers that would make life easier for them in their own teaching career while at the
same time trying to infuse the information that we learned within the Family Studies Part 1 AQ.
Issus in Growth and Human Development is a senior level course that deals with very theoretical
aspects of human development. This is a very critical course with many theories and in order to
make this course accessible to all students I would have to create assignments that would interest
and engage all students both with high level learning assignments and others that were adaptable to
even my LD ESL students.
Course Summary
Course Name: Issues in Human Growth and Development, Grade 12, University/ College Preparation
Course Code: HHG4M
Course Focus
Course Content (list key topics of interest)
This course offers a
multidisciplinary
approach to the
study of human
development
throughout
The life cycle, with
particular emphasis
on enhancing
growth and
development.
Students
will examine how
early brain and child
development are
linked to lifelong
learning, health, and
well-being, and will
develop child-care
and humanrelationship skills
through practical
experience
in a community
setting. This course
also refines
students’ skills used
in researching and
investigating issues
related to human
growth and
development
Human Development
Overall Expectations
By the end of this course, students will:
• demonstrate an understanding of established
theories of bonding and attachment;
• evaluate the significance of neuroscience and
theories of brain development during critical
periods in early childhood;
• demonstrate an understanding of the
consequences of environmental deprivation
during
early childhood;
• analyse changes in human development
throughout the life cycle, including early
childhood,
adolescence, mid-life, and aging
Practical/Hands-on Elements
Brain Development and Early Years
explain the relationship between maternal
health and well-being and brain development in
the child from the neonatal period to age three;
evaluate the long-term effects of inadequate
nurturing and environmental deprivation (e.g.,
behavioural problems, criminal behaviour), and
summarize their findings;
Explain and evaluate how play-based problemsolving activities can facilitate brain
development in children; evaluate the
effectiveness of an enriching play-based
activity of their own design, implemented in a
real-life setting.
Specific Expectations
Brain Development in the Early Years,
Infant Bonding and Attachment and
Changes Throughout the Lifecycle.
Socialization and Human
Development
Overall Expectations
By the end of this course, students will:
• demonstrate an understanding of the critical
role that a family plays in the socialization
of its members;
• investigate and interpret the contributions
that schools make to the socialization of
individuals across the life span;
• identify and evaluate the various ways in
which the media can be seen as agents of
Socialization.
The School as and Agent of Socialization
-describe the diverse ways in which aspects of
the school environment (e.g., teachers,
volunteers, peer relationships, play, curriculum,
adult-education programs, and extracurricular
activities) contribute to the socialization of
individuals at various stages of the life cycle;
demonstrate an understanding of the impact that
parental involvement in the schools can have on
a child’s growth and development (e.g., with
respect to academic performance, confidence,
attendance);
Describe creative approaches to fostering
parental involvement in schools.
Relationships with Others
describe how the transition to parenthood
changes a couple’s relationship (e.g., as
Specific Expectations
The Family as an Agent of Socialization, The
School as an Agent of Socialization, The media
as an agent of Socialization.
described by Jay Belsky and John Kelly);
analyse and compare the relationships in a
variety of family models (e.g., nuclear
families, alternative family groupings);
Identify the issues that affect the ways in
which children relate in a family (e.g., being
a single child; a sibling; or an older, middle,
or younger child).
Self and Others
Overall Expectations
By the end of this course, students will:
• demonstrate an understanding of the
Diversity and Human Development
critical nurturing and teaching roles of
evaluate and compare various theories of
parents and
male/female morality (e.g., Kohlberg’s model)
care-givers;
in relation to gender differences in moral
• analyse the many relationships that are a
development (e.g., Gilligan’s model);
part of human development;
–explain how different societies have developed
• demonstrate an understanding of the ways
a sense of morality;
in which communication and problemdescribe different forms of socially
solving
unacceptable behaviour (e.g., thwarting
skills are essential to human development1
authority, criminal behaviour, anarchy) and
predict their short- and long-term effects in
Specific Expectations
various societies;
Parent/Caregiver as a Teacher, Communication
demonstrate an understanding of the diverse
and Problem Solving, Relationships with
ways in which societies value various aspects of
others.
intelligence (e.g., spatial skills in societies that
engage in hunting and trapping; linguistic and
mathematical skills in modern urban societies);
describe how cultural and religious differences
Diversity, Interdependence, and
affect the roles and responsibilities of parents,
Global Connections
children, and others (e.g., of parents as
Overall Expectations
authority figures; of couples in arranged
marriages; of men and women in families and
By the end of this course, students will:
in society);
• demonstrate an understanding of the diverse
recommend, implement, and evaluate strategies
influences that shape human growth and
for dealing with a special-needs child in a realdevelopment;
life setting; compare child-rearing practices in
• explain why social challenges need to be
various contexts (e.g., on a kibbutz, in a nuclear
understood within an integrated framework.
family);
Explain, through critical analysis, the ways in
Specific Expectations
which personal values and standards evolve,
vary, and change with time and circumstance
Diversity and Human Development, Social
(e.g., from family to family, from situation to
Challenges in an Integrated Framework,
situation, across the life cycle).
Social Science Skills
Research and Inquiry Skills
Overall Expectations
By the end of this course, students will:
• use appropriate social science research
methods in the investigation of issues
related to human growth and development;
• use appropriate psychological and
sociological terminology relating to human
growth and
development;
• demonstrate an understanding of how to
access, organize, analyse, and evaluate
information for research purposes;
• communicate the results of their inquiries
effectively
Specific Expectations:
Using Research Methodology,
Communicating Results, Organizing and
Analyzing Information
Using Research Methodology
demonstrate an understanding of social
science research methods (e.g., case study,
ethnographic study, narrative inquiry);
correctly use psychological terms (e.g.,
bonding, attachment) and socio-economic
terms (e.g., poverty, social status ) associated
with human growth and development;
Use appropriate research and inquiry skills
to investigate topics related to human
growth and development.
write a research report (e.g., using wordprocessing software) on aspects of individual
and family living;
Publish results of surveys.
Communicating Results
communicate the results of their
investigations effectively in oral
presentations and written reports and essays,
using an appropriate format for social
science research (e.g.,
introduction/background, statement of
purpose, description of method(s), data
collection, analysis, discussion of results,
conclusion);
Family Studies Curriculum
Herein please find the website for the Ontario Curriculum Document for Social Sciences in
which you will find the complete course profile for the Issues in Human Growth and
Development Course.
http://www.edu.gov.on.ca/eng/curriculum/secondary/sstudies1112curr.pdf
Issues in Human Growth and Development [HHG4M],
Grade 12, University/College Preparation
Social Science Research Skills
The following coded expectations in HHG4M incorporate social science research skills:
Human Development
Overall Expectations
HDV.04 · analyse changes in human development throughout the life cycle, including early
childhood, adolescence, mid-life, and aging.
Specific Expectations
HD1.01 – analyse and evaluate factors that contribute to the emotional and physical well-being of a
newborn (e.g., nurturing, breast-feeding, security, trust);
HD1.03 – investigate theories related to the causes and effects of healthy and unhealthy parent–infant
relationships (e.g., Freud’s, Offord’s), and summarize their findings;
HD2.04 – analyse and evaluate how an individual’s ability to cope with stress relates to early brain
development (e.g., as discussed by McCain and Mustard in the Early Years Study and by Keating
and Hertzman in Developmental Health and the Wealth of Nations);
HD2.05 – investigate the long-term effects of inadequate nurturing and environmental deprivation
(e.g., behavioural problems, criminal behaviour), and summarize their findings;
Socialization and Human Development
Overall Expectations
SHV.02 · investigate and interpret the contributions that schools make to the socialization of
individuals across the life span;
SHV.03 · identify and evaluate the various ways in which the media can be seen as agents of
socialization.
Specific Expectations
SH2.02 – identify through research and critical analysis the social issues that schools face in
educating individuals across the life span (e.g., safety, defiance of authority), and evaluate
strategies for dealing with these issues;
SH3.01 – analyse media representations of the family (e.g., in TV sitcoms, advertising, movies, music
videos; on the Internet) to identify the inherent values and ideologies;
Self and Others
Overall Expectations
SOV.02 · analyse the many relationships that are a part of human development;
Specific Expectations
SO1.03 – analyse the role that temperament plays in the parent–child relationship;
SO1.04 – identify and analyse the causes and effects of positive and maladjusted parent–child
relationships.
SO2.02 – analyse and compare the relationships in a variety of family models (e.g., nuclear families,
alternative family groupings);
SO3.02 – analyse and evaluate the connection between children’s communication skills and the
quality of their social interactions (e.g., with peers, parents, other adults);
Diversity, Interdependence, and Global Connections
Overall Expectations
GCV.01 · demonstrate an understanding of the diverse influences that shape human growth and
development;
Specific Expectations
GC1.01 – evaluate and compare various theories of male/female morality (e.g., Kohlberg’s model) in
relation to gender differences in moral development (e.g., Gilligan’s model);
GC1.07 – compare child-rearing practices in various contexts (e.g., on a kibbutz, in a nuclear family);
GC1.08 – explain, through critical analysis, the ways in which personal values and standards evolve,
vary, and change with time and circumstance (e.g., from family to family, from situation to
situation, across the life cycle).
Research and Inquiry Skills
Overall Expectations
ISV.01 · use appropriate social science research methods in the investigation of issues related to
human growth and development;
ISV.02 · use appropriate psychological and sociological terminology relating to human growth and
development;
ISV.03 · demonstrate an understanding of how to access, organize, analyse, and evaluate information
for research purposes;
ISV.04 · communicate the results of their inquiries effectively.
Specific Expectations
IS1.01 – demonstrate an understanding of social science research methods (e.g., case study,
ethnographic study, narrative inquiry);
IS1.02 – correctly use psychological terms (e.g., bonding, attachment) and socio-economic terms
(e.g., poverty, social status) associated with human growth and development;
IS1.03 – use appropriate research and inquiry skills to investigate topics related to human growth and
development.
IS2.01 – demonstrate effective data-collection skills, including the ability to gather and select relevant
information from a variety of primary and secondary sources (e.g., interviews, questionnaires,
Internet sites);
IS2.02 – use information technology effectively to access and organize the information and data
collected;
IS2.03 – organize, analyse, and evaluate the quality of the information gathered through research on a
particular aspect of human growth and development.
IS3.01 – communicate the results of their investigations effectively in oral presentations and written
reports and essays, using an appropriate format for social science research (e.g.,
introduction/background, statement of purpose, description of method(s), data collection,
analysis, discussion of results, conclusion);
IS3.02 – effectively use computer technology to produce and present the results of research inquiries;
IS3.03 – document sources accurately, using correct forms of citation.
The curriculum policy document for this course can be found at
http://www.edu.gov.on.ca/eng/document/curricul/secondary/grade1112/social/social.html
To locate a copy of all the coded expectations for HHG4M, please go to:
www. curriculum.org.
Click on The Ontario Curriculum Centre. Under the heading Grade 12 Course Profiles click on
Grade 12 Learning Expectations. Click on Social Sciences and Humanities. Download Issues in
Human Growth and Development [HHG4M], Grade 12, University/College Preparation
Family Studies Philosophy
The website below is from OISE-UT and it gives a great description of what family studies is
about and the philosophy behind becoming a Family Studies teacher.
http://www.oise.utoronto.ca/ro/UserFiles/File/admissions/10famstudies.pd
f
Commitment to Student and Student
Learning
Adults must be alert to sexed-up images targeted at very
young girls
ZOSIA BIELSKI
From Tuesday's Globe and Mail
Published Tuesday, Jun. 09, 2009 4:00AM EDT
Last updated Thursday, Mar. 10, 2011 4:25PM EST
They troll gossip blogs, pore over Miley Cyrus videos and eyeball toy store shelves. They're
not preteens, but a crew of early childhood educators on a mission: to show parents and
teachers what their five- to 11-year-old charges are ingesting.
The educators from the University of Toronto's Ontario Institute for Studies in Education are
meeting with teachers across North America to drive home the message that consumerist
culture is sexualizing girls, and early onset puberty is worsening the problem.
The educators want to deepen elementary school teachers' understanding of media. They will
present their research, entitled the Pink Project, at a U.S. National Association for the
Education of Young Children gathering in Charlotte, N.C., next week.
Early childhood education specialist Kimberly Bezaire spoke to The Globe and Mail.
Why are you looking at girls aged 5 to 11 specifically?
There's so much research on teens and that three- to five-year-old range, but so little from 5
to 11.
Biology and branding are really changing the ways these girls are growing up today.
What do you mean by biology changing?
Accelerated puberty - early onset puberty. It's commonplace now for a certain percentage of
girls to be having their period when they're 8. We still haven't gotten a clear answer on that
one. Body mass index is one of the speculations, and also environmental conditions. Then it's
coupled with acceleration in social maturity and high achievement pressures. Girls excel but
it's a double-edged sword: Along with that comes an obsessive perfectionism.
You look at digital characters. What do you mean by that?
Miley Cyrus, the G-rated [actress] on Nickelodeon who seems so wholesome - she doesn't
stand alone: There's Hannah Montana, clothing, products, YouTube videos, her Vanity Fair
photo, her fashion photos in all the tabloid magazines, and there's 24/7 access to those things.
[Colleague] Shelley Murphy wanted to be Laurie Partridge when she was growing up. The
most personal information she could learn was her star's height, weight and favourite
toothpaste. Now, the girls mine and know every single little detail - who [Ms. Cyrus] is
dating, what she wants to wear and buy, who she's posed in her underwear for, what picture
she took in the shower to send to which boy and that she wants to have breasts like Katy
Perry. We found from our interviews with parents that they often aren't aware of the extent of
information their girls know and make sense of.
And how do they make sense
of it?
That's the complicated question. Making a YouTube video of yourself in a push-up bra and a
tank top when you're 10 years old and having adult men subscribe to your [channel] - that's
what we're seeing. They're looking at media role models and imitating. What are the deeper
spiritual and mental health implications to your identity? What are the girls spending their
time, money and energy on, that could be spent on other things?
You look at clothing. What stood out?
We're hearing from parents that it's hard to find neutral, innocuous clothing. It's all pretty,
pink, sparkly and sexy. There's a lot of trash talk on the clothing. We saw skinny jeans for
babies at the Gap. We're seeing high heels and thongs, belly shirts, low-rise jeans and wedge
heels. How did we get to this point, the pornification of little ones? How did we get used to
it, and who is the audience? The feminist theory that it's the male gaze doesn't quite satisfy
us.
What about toys?
The Bratz are so explicitly sexualized that [children's book publisher and distributor]
Scholastic has banned them. They had a brand called Rock Angelz and they come with a
groupie van. It had a bar and hot tub. There's nothing subtle about it and they're calling them
toys - toys for what? ... From our workshops, teachers really do question why parents buy
this stuff. It's easy to get into simplistic judgment but we hear from moms that it's hard to say
no. It's a constant barrage and the cross-marketing is complex.
How is this script affecting their relationships?
Some immediate effects are a disruption between girls and their parents, who report a lot of
conflict and pressure. Regarding friendships, teachers report these themes disrupting
classroom learning and play as early as Grade 1. This sexualized curriculum disrupts
important opportunities to develop social skills and self-esteem. The implications relate
highly to the development of a relationship with the self: knowing who you are and what
your value is, regardless of style, accoutrements, social status, attention and posing. I'm
interested in knowing more about how fathers, stepfathers and grandfathers are making sense
and responding - or not - to all of this.
What are you hoping to change?
We're curriculum theorists. For schools and teachers, we want to position these issues as a
curriculum that we can think critically about. The next step will be setting up a blog space
where the teachers who have been involved can continue to be co-researchers and contribute
to a tipping point.
What's your advice for parents?
We caution against sticking one's head in the sand and figuring, 'This is just a free-for-all.'
But we also wouldn't suggest banning pop culture texts altogether. What we know is that
children learn about themselves and the world in the context of their family, school and
culture. When we engage with our kids about this stuff, we create opportunities to
communicate our own values. We secure our position as role models when we engage.
Parents and Their Role in their Children’s Education
From: Social Science Research Skills
Purpose:
The purpose of this activity is to:
- describe the diverse ways in which aspects of the school environment contribute to
the
socialization of individuals at various stages of the life cycle
- demonstrate an understanding of the impact that parental involvement in schools can have
on a child’s growth and development
- describe creative approaches to fostering parental involvement in schools
The Process:
 You will work in a small group (three to four people) and then each complete an individual
report to summarize your results.
Part One
 As a group choose one stage of the school system you will investigate:
o Preschool
o Junior/Senior Kindergarten
o Primary (grades 1 – 3)
o Junior (grades 4 – 5)
o Middle School (grades 6 – 8)
o Secondary School (grades 9 – 12)
 Your group will conduct a literature search using the Internet and periodicals. Your goal is to
gather secondary research on the role that parents play in the education of their children.
Ensure that you keep track of where you found all of your research. You will be required to
cite all of your sources and give credit using the APA style of citation.
 Return to your group when your search is complete and share the information that you have
gathered.
Part Two:
 During this segment your group will conduct primary research. Your goal is to answer the
research question “What role do parents play in the education of their children?”
 The group will need to determine how they will gather information and who their sample will
be. You may decide to interview parents of children in your selected group, teachers and
administrators, parent volunteers (e.g., Home and School Association, Parent Council) or
students. To keep your study manageable, choose ONE segment to research.
 You will need to determine your best method (tool) of information gathering – survey,
interview, observation or a combination of these methods.
 Create a research tool that will be distributed to the sample you selected above.
 Follow the guidelines given in class about creating your research tool. Your teacher must
approve your sample and research tool before it is administered.
 Each student in the group must be involved in the administration of the survey. When
conducting your primary research collection it is important that you respect an individual’s
choice to respond to an interview/survey with “no comment” or “no response at all” as a valid
answer. Some people will prefer not to participate in your research.
 All primary research must be complete and returned to class on ___________.
Part Three:
After the primary research is brought back to class your group will tally the data. All groups’
members should have this information.
Individually you will write a three-page report that will include the following:
Part A – Introduction and Method
 A brief summary of the method and sample used for your primary research
Part B – Results and Discussion
 Summarize findings, draw conclusions, and identify similarities and
differences between your secondary research and primary results.
 Did you notice any differences between the males and females that you
surveyed? Ages of students?
 How does the information collected in your survey compare to the material
presented in class and in other secondary sources? How are they similar or
different? Why do you think the similarities/ differences exist?
 Are there any views that you find surprising?
 How are their views different from yours?
 Based on your research answer the question “What makes for an effective
school?”
Part C – Conclusion
•
•
Examine your research and identify its the implications. What does
your research say about the role that parents play in the education of their
children?
Based on both your primary and secondary research create a list of
creative approaches to fostering parental involvement in schools. Ensure that
your suggestions are realistic and appropriate to the age group you are
investigating.
The following websites will be helpful in your research. They should be used as a starting point only.
Ontario Home and School Association - http://www.ofhsa.on.ca/
Canadian Federation of Home and School Associations http://cap-pac.ic.gc.ca/chsptf/index.html
Ontario School Council Support Centre - http://schoolcouncils.net/
Ontario Parent Council - http://www.ontarioparentcouncil.org/
Parents for Education - http://www.peopleforeducation.com/
Family Education - http://www.familyeducation.com/home/
Parent’s Place – Education Central - http://www.parentsoup.com/edcentral/
Today’s Parent – Education - http://www.todaysparent.com/education/index.jsp
What Role Do Parents Play in the Education of Their Children?
Rubric
Category
Level One
(50 – 59%)
Identifies the ways in
which parents are
involved with limited
effectiveness
Level Two
(60 – 69%)
Identifies the ways in
which parents are
involved with some
effectiveness
Level Three
(70 – 79%)
Identifies the ways in
which parents are
involved with
considerable
effectiveness
Examines the impact
with considerable
effectiveness
Documents sources
using correct forms
of citiation in a
adequate manner
Level Four
(80 – 100%)
Identifies the ways in
which parents are
involved with a high
degree of
effectiveness
Examines the impact
with a high degree of
effectiveness
Documents sources
using correct forms
of citiation in a
thorough manner
Thinking and Inquiry
- report examines the impact that parental
involvement has on a child’s education
Communication
- all secondary research is cited using APA
style
Examines the impact
with limited
effectiveness
Documents sources
using correct forms
of citiation in a
limited manner
Examines the impact
with some
effectiveness
Documents sources
using correct forms
of citiation somewhat
- report is clearly written with few grammar
and spelling errors
Communicates
information with
limited clarity and
correctness
Communicates
information with
some clarity and
correctness
Communicates
information with
considerable clarity
and correctness
Suggests creative
approaches with
limited effectiveness
Suggests creative
approaches with
some effectiveness
- appropriate research tools chosen
Chooses appropriate
research tool with
limited effectiveness
Chooses appropriate
research tool with
some effectiveness
Suggests creative
approaches with
considerable
effectiveness
Chooses appropriate
research tool with
considerable
effectiveness
Communicates
information with a
high degree of clarity
and correctness
Suggests creative
approaches with a
high degree of
effectiveness
Chooses appropriate
research tool with a
high degree of
effectiveness
Application
- report suggests creative approaches to
fostering parental involvement in schools
- research tool administered to gather primary
data
Administers research
tools with limited
effectiveness
Administers research
tools with some
effectiveness
Administers research
tools with
considerable
effectiveness
Administers research
tools with a high
degree of
effectiveness
Knowledge and Understanding
- report identifies the ways in which parents are
involved in the education of their children
Level ______
Comments/Next Steps:
Statement on Children and Family Services in Ethiopia
From: http://betheanswerforchildren.wordpress.com/2011/03/09/statement-on-children-andfamily-services-in-ethiopia/
By: Joint Council
9 03 2011
March 9, 2011
Statement on Children and Family Services in Ethiopia
The work of Joint Council on International Children’s Services includes the development and
implementation of the highest standards and ethical practices, the support of children living
outside of family care and advocacy for permanency. As a leader in the international child
welfare community, we are deeply concerned about the well-being of Ethiopian children and the
integrity of the intercountry adoption process. Respecting Ethiopian culture and sovereignty, we
offer the following for consideration as we collectively serve Ethiopian children and families and
partner with others in supporting the efforts of the Government of Ethiopia.
Children need families – Who we are as human beings is largely influenced by our genes and
our environment. The attention, affection, responsiveness, consistency, communication and
interaction of a family have profound effects on all aspects of human development especially in
the earliest stages of life. No institution, regardless of how well organized and funded it may be,
can replace the nurturing, safety and guidance of a family.
Birth families need accessible, efficient and well-funded alternatives – Relinquishing a child is
a painful decision for any birth parent or extended family member. This is especially true in
remote and rural areas where few alternatives exist. If intercountry adoption is to decrease over
time, birth families need accessible and reliable social service programs to support them. To
date, many adoption service providers and other NGOs, are filling this gap in Ethiopia. Joint
Council partner-members are contributing over 16 million per year to family preservation and
community development programs that strive to keep vulnerable children and families together.
They are assisting 1.2 million vulnerable individuals per year that otherwise would not receive
these services.
Institutionalization can hurt children – Quotas and other drastic measures mean that children
currently living in orphanages will reside in an institution longer. Sixty years of multinational
human development research on institutionalized children, such as the Bucharest Early
Intervention Study, indicates that the longer a child is in an orphanage the progressively worse
their social, language, fine motor and gross motor skills become. Any change to the intercountry
adoption process needs to carefully consider its effects on all children currently in orphanage
care and the length of time newly institutionalized children will reside in the orphanage to
complete their adoption process.
There are nearly 5 million orphaned children – This is nearly 13 percent of the child population
in Ethiopia. These children need a family for love and support so they grow into productive adult
members of our global community and retain their inherent human rights. There need to be
support services for vulnerable children including adoption. At present, intercountry adoption
only serves .001 percent of all orphaned children in Ethiopia. This fraction of a percentage, while
rising, is not disproportionate to the number of children in need.
Various manners to combat corruption – Corruption is deplorable in all its forms especially
when children’s lives are at stake. There are numerous manners to prevent, discourage, and
punish corruption without punishing children, families of birth and adoptive families. A
gardener who wants to beautify a landscape does not cut the weeds in his garden by a certain
percent. Rather, he mindfully detects the weeds and eliminates them from the root up. A quota,
no matter how small, will not eliminate corruption. It simply reduces the quantity of ethical
violations that can occur in an environment. In fact corruption, like a weed, can actually grow in
a restricted environment if it is allowed to exist.
Children with special needs deserve special consideration – Children with special needs require
care and resources that are not easily given in an orphanage setting. According to research
conducted by Joint Council, 40% of children adopted from Ethiopia are considered special
needs. When contemplating new policies or procedures, children with special needs deserve
expedited processes or exemptions whenever possible.
Intercountry adoption is one of many solutions that can successfully assist vulnerable children.
Forty years of outcomes research indicates that intercountry adoption is a positive solution for
most children. While there are several other programmatic alternatives that can be designed over
time, it is one of the few permanent solutions currently available that situates children in the
optimal environment to reach their full potential as human beings – a family
Professional Knowledge
http://www.ofslc.org/index.php/resources
Professional Practice
RESEARCH SKILLS DIAGNOSTIC TEST
From: Social Science Research Skills
During your assigned time in the library/resource centre, find a resource for each of the
following questions. Using the appropriate bibliographical format, cite the source (e.g., book,
newspaper, magazine, journal, encyclopaedia, CD-Rom, Internet, etc.) used for each question.
1.
What is the role of fibre in the body?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Source:
2.
How much does the human brain weigh?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Source:
3.
What was the divorce rate in Canada in the year 2000?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Source:
4.
Investigate the types of families, which are represented in Canada as well as in your classroom.
Provide the research method that you would use for both the primary and secondary research.
PRIMARY RESEARCH METHOD:
SECONDARY RESEARCH METHOD:
5.
Which of the following statements represents a good thesis? Circle your answer.
a)
b)
c)
d)
e)
The use of pesticides.
The use of pesticides endangers the lives of people who eat fruit.
Fruits treated with pesticides may increase the percentage of human fetal deformities.
Because there is risk attached to pesticides, the government should ban their
use.
Pesticides and fruit are a dangerous combination.
Why do you think this statement represents a good thesis statement?
_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________
6.
Provide three reasons why the following research question may pose problems for the
investigator.
Is there a relationship between school achievement and parental divorce?
7.
1.
_______________________________________________________________
2.
_______________________________________________________________
3.
_______________________________________________________________
State the difference between the qualitative and quantitative research:
QUALITATIVE:
QUANTITATIVE:
8.
Define the following terms as they relate to good research design and credible results:
Validity:
Reliability:
Bias:
9.
Define PLAGIARISM:
10.
Arrange the following STEPS of Social Science Research in sequential order.
_____
A.
Interpret the data
_____
_____
_____
_____
_____
B.
C.
D.
E.
F.
Access the requirements for carrying out the research
Consider ethical issues
Define the topic of investigation
Share your results
Specify the research question
_____
G.
Gather data
_____
_____
_____
H.
I
J.
Find out what others have learned about the topic
State your conclusions
Devise a research strategy
THE CONCEPT MAPPING PROCESS
From: Social Science Research Skills
STEP 1:
The first step in planning your search is to develop your concept or topic. Decide
which concept (or concepts – there may be more than one) is the most important
or most inclusive idea, and make a list with this concept at the top. Find the next
most general concept and write it next. You now proceed to rank or cluster the
remainder of your concepts from the most “general” to the most “specific”.
“identify through research and critical analysis the social issues that schools face in
educating individuals across the life span (e.g. safety, defiance of authority), and
evaluate strategies for dealing with these issues” (Expectation SH2.02 from HHG4MP)
From this expectation, the following concepts have been selected as important
STAGES OF
SCHOOLING
ACROSS THE LIFESPAN
SOCIAL ISSUES IN
SCHOOL
STRATEGIES FOR
DEALING WITH ISSUES
STEP 2:
Begin constructing a concept map by placing the name of the broadest, most
inclusive concept(s) at the top of a piece of paper. Work down, adding more
specific concepts. Sometimes these may be located alongside each other;
sometimes it is most sensible to have them in descending order, one above the
other. Enclose each term in a box or circle. At this point, you may decide to write
each of the remaining concepts on very small "post-it notes" so you can rearrange
your concepts while making the map. This will save time and frustration, as you
won’t have to erase and re-write as you think.
STEP 3:
Join the concepts with lines and label the lines with linking words that show
meaningful connections between the concepts. The “mapper” should try to be
"concise" in formulating these links. Linking concepts is the most important
aspect of concept mapping. Here are a few examples of linking words
used to describe relationships: `composed of', `includes', `depends on', `is
influenced by', `causes', `is effected by', etc.
Stages of Schooling
Across the Lifespan
Elementa
ry School
Ages
suffer
Social Issues in School
Poverty/Hunger
Strategies for Dealing
with Issues
influenced
by
Breakfast
Program
STEP 4:
Finish mapping all the concepts in your list. Continue to make the map grow by relating
additional concepts from your list to concepts already on the map.
STEP 5:
Now, study your map to see if there are any other relevant relationships that
should be illustrated between terms on the map. Such relationships, if they exist, may
take the form of cross-links. Cross-links are relationships that exist between two concepts
or two propositions in different vertical segments of the concept map. Cross-links help to
integrate a concept map into a cohesive whole.
STEP 6:
When the concepts are linked together to form a cause-effect relationship,
an arrow is used to show the direction of the relationship. Not all links need be one-way.
Sometimes the relationships may be interdependent which would require a two-headed
arrow. Sometime the relationship may be indirect, and in this case, a series of cross-links
should be used.
Reference:
The Department of Economics, University of Melbourne (February 25, 2000). Concept
Maps: A Valuable Learning Tool. Retrieved July 16, 2002 from the World Wide Web:
http://www.economics.unimelb.edu.au/cmm.html
HELPFUL TOOLS FOR CONCEPT MAPPING:
INSPIRATION SOFTWARE www.inspiration.com
This is currently one of the most popular computer software programs for creating concept maps.
GRAPHIC ORGANIZERS
http://www.sdcoe.k12.ca.us/score/actbank/sorganiz.htm
For more options on graphic organizers, type in “graphic organizers” into the search box from Google or
Alta Vista. There are many free downloads of graphic organizers available to use.
CONCEPT MAP CHECKLIST
Focus
ORGANIZATION
EVALUATION
Criteria
-General to specific: Key concepts to
specific details; Main ideas supported
by subtopics
RELATIONSHIPS
-Meaningful relationships between
each two concepts as shown by the
line and the words on the link
CONNECTIONS
-Links are labelled to make valid,
accurate connections between
concepts in different parts
of the map
COMPLETENESS
-Map gives a complete picture of
important linkages
PRESENTATION
-Presentation is orderly and visually
appealing
-Demonstrates effective use of the
elements of graphic design
Suggestions for improvement on your next concept map:
Yes
No
Resource Package: Computer Applications In the Family Studies Classroom
Written by Kris Ewing, Michelyn Putignano, Rosemary Sutton
Website: www.ofslc.org/teachers/computer.doc
Included herein please find a sample of what you can find at the above noted website. It is a
great document with different strategies that one can utilize in the classrom to assist students
with technological strategies to utilize in Family Studies. I have included one example of how to
create a graph using excel but there are other various things such as how to cite a newspaper
report. This is a great tool for it gives students guided and step by step instruction about how to
use different methods to display research. This is also great for ESL and LD students because
the instructions are very simple, are visually there and numbered to guide them easily.
Creating Graphs Using Microsoft Excel
These instructions were created using a MAC – the process is very similar for both MAC and
Windows.
1. Open Excel. You will be creating a spreadsheet (MAC – Excel Workbook).
2. Refer to the questions asked by the survey. Type in the answers to the survey questions across
the top of the spreadsheet (cells B1, C1, D1 etc.). For this example the survey responses were
sorted by male and female as well. Type Male into Cell A2 and female into A3. Cell A1 was left
blank.
3. Using your mouse select all cells that have information typed into them.
Sears
The Bay
Le Chateau
Old Navy
Other
Males
15
13
15
6
12
Females
20
12
0
11
9
4. In the standard MENU bar there is a button labeled Chart Wizard. Click on this
button. The many types of graphs available will appear. Select the type of graph
you prefer. You can preview your selection before finalizing.
5. You can then click on the NEXT button. As part of Chart Wizard you will be
given step-by-step instructions on how to complete your graph. You will be asked
to determine the graph’s SERIES (male and/or female) and DATA RANGE (this will determine
what is placed on the x and y axes). Click on the NEXT button when you are done this step.
6. Step Three of the Chart Wizard will allow you to label your graph – title, x and y
axes, legends etc.
7. Step Four will determine where your finished graph will be placed – within the
existing spreadsheet or in a new spreadsheet document.
Favorite Stores By Sex
25
20
# of Respondents
20
15
15
15
13
12
11
Males
12
9
10
Females
6
5
0
0
Sears
The Bay
Le
Chateau
Old Navy
Other
Store Names
8.
The graph can be copied and pasted into a word processing document as well.
POWER POINT – students can create graphs within the presentation software program. The process is
very similar to the one described above.
Differentiated Instructional Strategies
Ideas for Centers and Projects
Grouped by Multiple Intelligences
From website:
http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf
By: Prepared for the Dedicated Instructional Team
Of Appomattox County Public Schools
Dan Mulligan
August 2005
Verbal/Linguistic
Bodily/Kinesthetic
Prepare a report
Create a role-play
Write a play or essay
Construct a model
Create a poem or recitation
Develop a mime
Listen to an audiotape on …
Create a tableau for …
Interview
Manipulate materials
Label a diagram
Work through a simulation
Give directions for …
Create actions for …
Musical/Rhythmic
Interpersonal
Compose a rap song or rhyme
Work with partner/group
Create a jingle to teach others
Discuss and come to conclusions
Listen to musical selections
Solve a problem together
Write a poem
Survey or interview others
Select music or poems for Dialogue about a topic
Use cooperative groups
a purpose
Naturalist
Logical/Mathematical
Discover or experiment
Create a pattern
Categorize materials or ideas
Describe a sequence or process
Look for ideas from nature
Develop a rationale
Adapt materials to a new look
Analyze a situation
Connect ideas to nature
Critically assess …
Examine materials
Classify, rank, or compare …
to make generalizations
Interpret evidence …
Leadership in Learning Communities
Ongoing Professional Learning
Teacher Resource Package
HHG4M
A classroom resource for exploring issues of loss and grief
in children and families
Created by the Ontario Family Studies Leadership Council
in partnership with Sky Works Charitable Foundation
This document is too large to display in the Electronic Resource Package but I have included the first
chunk on information for planning. If you want to continue to look at this wonderful resource in depth
please see the URL address below:
http://www.ofslc.org/images/stories/kids_care__hhg4m_section_3.pdf
Kids Care Teacher’s Guide - HHG4M
Time: 5 – 75 minute classes
Description
This activity will use the Kids Care Documentary to help students gain an understanding of the effects of
critical illness, death and grief on children and their friends and families. Students will explore ways to
help those who are experiencing critical illness, death and grief deal with their grief, and how different
members of the community can support them.
Planning Notes
Prior to the activity the teacher will:
- Preview the DVD
- Inquire in the guidance department as to which students may have issues with the sensitivity of the
content of the DVD
- Prepare all handouts and overheads in advance
- Find a story from a local paper or newscast about how the community supported an individual or
family dealing with a tragedy e.g. after a fire, accidental death of loved one, natural disaster etc.
Issues to Consider
The “kids” in this DVD are real children who have experienced the loss of someone they cared for. It is
important to prepare your class to be sensitive to the issues being discussed. Teachers must have an
understanding of the grieving process and the fact that it is different for everyone. Teachers should also
be aware of their own personal experiences and how it could impact on their teaching of these lessons.
It is also important to be aware of any students in your class who may have recently experienced a loss,
or who may have a loved one who is critically ill.
Note: At some point in this activity it should be explained to the students that the topic being addressed
is a sensitive one and that rule of confidentiality exist. They should not share the personal stories of
their classmates with others. They should also be informed of the different types of supports that are
available to them both in the school and in the community.
Day One
1. Ask the students to think of the qualities of friends that they like, make a list on the board or
overhead.
2. Read “Brendon’s Poem” (Appendix 1) to the class. Leave a copy on the overhead for the students to
see. Provide for a minute of reflection.
3. Ask them to compare Brendon’s thoughts with their own, circle the words on their list that are similar
to Brendon’s.
4. Ask the students to describe times when they need a friend the most. Make a list on the board or
overhead.
5. Tell the students that you are going to introduce them to Brendon’s friends. Show Chapter 10 from
the DVD. Have a discussion about friendship and how important Brendon and his friends were to each
other.
6. Raise the issue of grief and discuss the fact that this is a sensitive topic which will be discussed
throughout the next week. Let the students know that they will be exploring how to support children
and teens who are dealing with the loss of a loved one.
7. Provide students with the handout about “Brendon’s Friends” (Appendix HHG 2). Play Chapter 6 of
the DVD again to allow students to complete the handout.
8. Put the students into small groups to discuss the handout and the supports that were there for
Brendon’s friends.
9. As a class discuss what they have learned about supporting someone who is suffering from the loss of
a loved one.
10. Share an article from a local paper or newscast where the community has supported someone who
has experienced a tragedy.
11. For homework, or if time permits, have the students access websites for local news outlets to find an
example of community support.
Day Two
1. Ask students to share their stories. Discuss the different types of support that were given.
2. Define social institutions and give examples.
3. Discuss the role that social institutions played in supporting the families in the news stories the
students brought in.
4. Provide students with a copy of the handout “Examples of Help for the Kids in the Kids Care
Documentary” (Appendix HHG 3). Read over the handout and answer any questions.
5. Show the entire documentary; stop periodically to allow the students time to complete the
worksheet.
6. Upon completion of the worksheet allow the students time to share.
7. Pull the class together for a closing discussion on the types of help available.
Day Three
1. Introduce the culminating activity to the class. “It Takes a Community” (Appendix HHG 4). Go over
both the assignment and the rubric with the class.
2. Brainstorm a list of possible community locations for their posters. Assign students to make contact
with the location to ask permission to post the posters. As a class write a script for the students to use
when talking to the representative.
3. Teach a lesson on children’s concepts of death and reactions to grief based on developmental stages.
Either provide handout or create overhead from “Children’s Concepts of Death and Their Responses to
Grief” (Appendix HHG 5).
4. Provide time for students to begin working on their culminating activity.
Day Four and Five
1. Divide the class into seven groups. Provide each group with one of the seven handouts listed below:
i. How Do Dead People Get Chocolate Cake? (Appendix HHG 6)
ii. The Funeral (Appendix HHG 7)
iii. Schools Role in Helping Grieving Children (Appendix HHG 8)
iv. Myths About Children and Grief (Appendix HHG 9)
v. Guidelines for Helping Grieving Teens (Appendix HHG 10)
vi. Rituals and Commemorative Activities with a Grieving Teenager (Appendix HHG 11)
vii. The Grief Experience for a Teenager (Appendix HHG 12)
Each group will read their handout and become an expert on their topic. Provide each group with a
sheet of chart paper and markers to use to record the key points from their handout.
2. When all groups have complete their recording of key points, each group will present their findings to
the class and post their chart paper of information on the classroom wall.
3. When all presentations have been completed allow students class time to work on their culminating
activities.
Ontario College of Teachers
Additional Qualifications: Family Studies
From: http://www.oct.ca/additional_qualifications/search/AQSearch.aspx?lang=en-CA
I have included the website for your own perusal and herein I have included a chart that from the OCT
site that demonstrates the courses offered and if you click on each you will be given added information
for each of the courses that is of interest.
Course Name
Schedule/Division
Language
Family Studies
Schedule A - ABQ - Intermediate
E
Family Studies
Schedule A - ABQ - Senior
E
Family Studies, Part 1
Schedule D - Three-Session AQ
E
Family Studies, Part 2
Schedule D - Three-Session AQ
E
Family Studies, Specialist
Schedule D - Three-Session AQ
E
Family Studies
Schedule E - Honour Specialist AQ
E
I included a list of all the conferences being offered in 2011 scholastic year, but if you actually
go onto the website than you can click onto the conference that interests you and it indicates
dates and times they are offered.
OFSHEEA Conferences and Sessions
http://www.ofsheea.ca/index.php?option=com_conferences&Itemid=205
Plugging In To Youth Culture: November, 5th-5th 2011 (Maple High School, Maple)
Package
Price
Early Bird before September, 24th 2011
$
$
Conference Sessions
o
o
o
o
Engaging youth through financial literacy
Exploring and Connecting the New Individuals and Families Classroom
eaching/raising children with hearing loss
Strong Fathers Strong Daughters
Celebrating the New Social Science and Humanities Curriculum: November, 6th-6th
2010 (Maple High School, Maple)
Conference Sessions
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Fathers Matter: The Role of Dads in Families Today
Body Shape and Body Image - Reconstructing Views of the Fashion World
SmartBoard in the HHS Classroom
Revolutionary in the Little Black Dress
Canadian Food History 101
Real Dirt on Farming
How to Run a Basic Food Lab - A Hands on Experience with an Ethnic Dish
Hands-on Fashion Project for Boys and Girls
Reach Every Student Through Differentiated Instruction
FoodFocus Nutrition Analysis Software Beginner Session
Fathers Matter: The Role of Dads in Families Today *Repeat of earlier session
Digital Storytelling - Personal Reflection Stories
World Cultures: Transitions for Social Science departments
Work Smarter Not Harder- Using Technology in the Classroom--Diigo
Improving Student Learning: One Activity at a Time
The Dark Side of the Sweet Stuff
FoodFocus Nutrition Analysis Software Advanced Session
Engaging Family Studies Online Resources
Making Connections with Historical Fashions
Teaching Research Skills
Teaching About Children's Rights in Your Parenting Class
Making a Food Lab Work using Small Kitchen Appliances
Work Smarter Not Harder - Using Technology in the Classroom--GoogleDocs
The City - Teaching Financial Literacy
"The Good Wife, Her Husband, and Other Marital Tales"
Teaching Equality Rights: New Issues, Ideas and Strategies
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How to Conduct a Food Lab
Hands on Fashion Project for Boys and Girls *Repeat of morning session
Discover how statistics can be relevant and fun Hands on Session
"Individuals and Families – Reflecting 21st Century Canadians"
Home Safe: Connecting Young People to the Issues of Families and Homelessness in Canada
Assessment FOR Learning in the Family Studies and Social Science Classroom
The 40 Year Secret
Work Smarter Not Harder - Using Technology in the Classroom--Glogster and Online Learning Communitie
The City - Teaching Financial Literacy *Repeat of Earlier Session
Food and Fashion Educational Tours
Thinking Critically About Local Food
Asking Rich Questions in the Social Science Classroom
Discover how statistics can be relevant and fun
Cultural Proficiency in Schools *Repeat of earlier session
Towards Tomorrow Today: October, 24th-24th 2009 (Maple High School, Maple)
Conference Sessions
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How to Run a Food Lab
Fashion Labs: Beginner Sewing
Using Smartboards in Family Studies
Advanced Smartboards in Family Studies
Food Focus Nutrition Analysis Software
Engaging Technology
Fibres, Fabric, Fitness and Fun With Lululemon
Wear It Like You Mean It
Becoming a Man
Aboriginal Perspectives in the Curriculum
Bounty from the County
Embedding Literacy Strategies in Family Studies: A Step Beyond Think Literacy
Parenting 101: Real Care Baby
Breakfast for Learning
Food Focus Nutrition Analysis Software
Recycling Elements of Historical Fashion
Differentiating in Family Studies
Teaching Children's Rights in Your Parenting Class
Accessing Family Studies Resource Through the Ontario Educational Resource Bank
Common Threads IV: Hungry for Change
Educating Students on "What's Right in Developing Countries?"
Going Local: Environmental Education and the Food and Nutrition Curriculum
How to Run a Food Lab
Fashion Labs: Beginner Sewing
Using Smartboards in Family Studies
Statistics Canada: Family Trends
Wikis and Blogs
Body Jewels and You
Recycling Elements of Historical Fashion
How to Set Up a Family Studies Kitchen
Becoming a Man
Accessing Family Studies Resource Through the Ontario Educational Resource Bank
Common Threads IV: Hungry for Change
Embedding Literacy Strategies in Family Studies: A Step Beyond Think Literacy
Educating Students on "What's Right in Developing Countries?"
Fashion & Creative Expression in the World of E-Learning
Nutrition in Schools: A Focus on the Revised Food Guide
Body Jewels and You
Fashion Arts: Inspiration or Perspiration
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Differentiating in Family Studies
Teaching Children's Rights in Your Parenting Class
Bounty from the County
Fashion & Creative Expression in the World of E-Learning
Thinking Critically About Local Food
Theme.: October, 24th-25th 2008 (Maple High School, Maple)
Conference Sessions
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How to Run a Food Lab
Fashion Labs: Sewing Basics
Using Smartboards in Family Studies
FoodFocus Nutrition Analysis Software
The Home Safe Project - Connecting Young People to the Issue of Families and Homelessness in Canada
Jewelry Making
Adapting OAFE Materials for Use in the Secondary Family Studies Classroom
English Language Learners
Fatherhood is an Inside Job
Have you Read Any Good Story Books to Your Secondary Students Lately?
Fabrics, Textiles & Fibres: Everyday and Extraordinary
FoodFocus Nutrition Analysis Software
Fashion Shows: From the Traditional Runway Shows to the Web
Integrating Family Studies into the Junior/Intermediate Core Curriculum
Differentiated Instruction and Shared Reading in the Family Studies Classroom
Creating a Healthy School Nutrition Environment
Teaching Sexual Health in Your Parenting Class
How to Run a Food Lab
Fashion Labs: Advanced Sewing and the Grade 12 Fashion Industry Course
Web-quests for the Family Studies Curriculum
Get Students Talking with Blogs and Wikis
Exploring a Curriculum Embedded Framework for Critical Inquiry in Family Studies
Teacher Leadership for the Family Studies Educator
Tips and Tricks for New and Not-So-New Family Studies Teachers
All About Shoes: Field Trips and Teacher Resources at the Bata Shoe Museum
HHG from A to Z
An Introduction to Knitting: An Alternative to Sewing in the HIF Course
Tapped Out: The World Water Crisis
Stewards of the Earth: How Agriculture Works to Ensure a Sustainable Future
Fashion Software Demonstration
Customized Course Materials on a Budget: Digital Scrapbooking Possibilities
Food Trends 2008
Environmental Education in the Family Studies Classroom
Equality Rules!
Living and Working with Children Job Shadowing Experience: Student-Led Day Care
One good webpage that I found that is very useful and it is free is:
http://www.statcan.gc.ca/kits-trousses/family-famille/edu01d_0000-eng.htm
This site if from Stats Canada but it is a Family Studies Kit Teachers Guide. It is very useful because it
gives on line census’ and charts to explain how household families have changed from a two parent
household to single parents and it shows which numbers are prevalent. Also, this site is excellent
because it discusses the following Trends in Family Formation, Children and Fertility, The Division
of Labour in the Family, The Socio-economic Characteristics of the Family. This site is very
useful for teaching the parenting course, Living and working with Children, Individual growth and
development to name a few. This is useful because sometimes when you teach students about
the change in the dynamics of the family it is very useful to have concrete numbers and a visual
to show them how things have changed over the recent years. On the side panel there is a table
called Learning resources and there are various tables to choose from such as kid zone and
teachers. FI you click on the teachers tab you are taken to another page with other subjects
also and there you can click family studies. When you click family studies you are taken to a
section full of articles both recent and older. The articles are the following:
Families in society
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Children and youth
o Canada Year Book: overview of Children and youth
o The Daily: latest releases on Children and youth
o Canadian Social Trend: articles on Children and youth
o Perspective on Labour and Income: articles on Youth
o Teenage pregnancy: Guide to the latest information (view)
o How do teenagers spend their days? 2008 (view)
o Studies on Children and youth
Families, households and housing
o Mothers Day... by the numbers (2011) (view) New!
o Canada Year Book: overview of Families, households and housing
o The Daily: latest releases on Families, households and housing
o Family portrait: Continuity and change in Canadian families and households, 2006
Census (view)
o Canadian Social Trends: articles on Marriage and families
o Perspective on Labour and Income: articles on Families
o Divorce: Guide to the latest information (view)
o Marriages (view)
o Navigating Family Transitions: Evidence from the General Social Survey, 2006
(view)
o Studies on Families, households and housing
Seniors
o Canada Year Book: overview of Seniors
o The Daily: latest releases on Seniors
o Canadian Social Trends: articles on Aging, seniors and retirement
o Perspective on Labour and income: articles on Seniors
o A Portrait of Seniors in Canada (view)
o Studies on Seniors
Women
o The Daily: latest releases on Women and gender
o International Women's Day... by the numbers (2011) (view)
o Women in Canada: A Gender-based Statistical Report, 2010 (view) New!
 Paid work
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 Economic well-being
 Women and the criminal justice system New!
Women in Non-traditional Occupations and Fields of Study (view)
Economic Fact Sheet (view)
Social Fact Sheet (view)
Are women spending more time on unpaid domestic work than men in Canada?
(view)
Perspective on Labour and income: articles on Women
Studies on Women and gender
Women in Canada: A Gender-based Statistical Report, 2006 (view)
Household income and spending
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Canada Year Book: overview of Income, pensions, spending and wealth
Earning and income of Canadians over the last quarter century, 2006 Census (view)
The Daily: latest releases on Incomes, pensions, spending and wealth
Canadian Social Trends: articles on Income, expenditures and housing
Perspectives on Labour and Income: articles on Consumer spending, Income
Spending patterns in Canada (view)
Studies on Income, pensions, spending and wealth
Food and nutrition
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Food in Canada, in Human Activity and the Environment: Annual Statistics, 2009 (view)
Canadian Agriculture at a Glance - articles (view)
Overview of Canadians' Eating Habits, 2004 Canadian Community Health Survey (view)
Nutrition: Findings from the 2004 Canadian Community Health Survey (view)
Food Statistics (view) (click on 'View', then on 'Analysis' in left sidebar)
Health Reports: articles on Nutrition, Obesity
Fashion and textiles
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Study: The textile and clothing industry (2005) (view)
Trade liberalization and the Canadian clothing market (2006) (view)
Maps
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Family portrait: Continuity and change in Canadian families and households in 2006:
Maps (view)
Works Cited
"Additional Qualifications - The Ontario College of Teachers." Ontario College of Teachers Ordre Des Enseignantes Et Des Enseignants De L'Ontario. Web. 30 June 2011.
<http://www.oct.ca/additional_qualifications/default.aspx>.
Bielski, Zosia. "Adults Must Be Alert to Sexed-up Images Targeted at Very Young Girls." Globe
and Mail [Toronto] 9 June 2009. Print.
Clive, Sandra. HHG4M- Unit 5 Culminating Activity- Research Paper. Assignment. East York,
Toronto.
Cunningham, Mary, Laura Tryssenaar, and Eva Meriorg. Parenting in Canada: Human Growth
and Development. Toronto: Thomson Nelson, 2003. Print.
"Http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf."
OFSLC. Web. 30 June 2011. <http://www.ofslc.org/index.php/resources>.
"Human Development in Poor Countries: On the Role of Private Incomes and Public Services."
EconPapers. 06 Aug. 2002. Web. 30 June 2011.
<http://econpapers.repec.org/RePEc:aea:jecper:v:7:y:1993:i:1:p:133-50>.
"Learning Resources – Family Studies Kit: Teacher's Guide." Statistics Canada: Canada's
National Statistical Agency / Statistique Canada : Organisme Statistique National Du
Canada. Statistics Canada, 6 Nov. 2011. Web. 30 June 2011.
<http://www.statcan.gc.ca/kits-trousses/family-famille/edu01d_0000-eng.htm>.
McCaffrey, Andrea, Laura Tryssenaar, Diane O'Shea, and Mary Cunningham. Parenting in
Canada: Human Growth and Development. Toronto: Thomson Nelson, 2004. Print.
Ministry of Education / Ministère De L'Éducation. Web. 30 June 2011.
<http://www.edu.gov.on.ca>.
Mulligan, Dan. "Differentiated Instructional Strategies." Learning and Succeeding in a Caring
Environemtn. Aug. 2005. Web.
<http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout
.pdf>.
Social Science Research Skills. OFSLC, July 2002. Web.
<http://www.ofslc.org/teachers/socsciresearchdoc.pdf>.
"Statement on Children and Family Services in Ethiopia «." Be the Answer? Joint Council, 9 Mar.
2011. Web. 30 June 2011.
<http://betheanswerforchildren.wordpress.com/2011/03/09/statement-on-childrenand-family-services-in-ethiopia/>.
University of Toronto. Web.
<http://www.oise.utoronto.ca/ro/UserFiles/File/admissions/10famstudies.pdf>.