Department of Social Sciences and Humanities
Ascension of Our Lord Catholic Secondary School
Course Code:
Course Name:
Level:
HHS 4C1
Families in Canada
Grade 12, College
Student Name: _________________
Textbook #: __________
Course Description:
This course enables students to develop an understanding of social science theories as they apply to individual
development, the development of intimate relationships, and family and parent-child relationships. Students will
explore a range of issues relating to the development of individuals and families in contemporary Canadian society as
well as in other cultures and historical periods. They will develop the investigative skills required to conduct research
on individuals, intimate relationships, and parent-child roles and relationships in Canada.
Overall Course Expectations or Strands:
RESEARCH & INQUIRY SKILLS
Exploring: explore topics related to families in Canada, and formulate questions to guide their research;
Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research
and inquiry methods;
Processing Information: assess, record, analyze, and synthesize information gathered through research and inquiry;
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
THEORETICAL PERSPECTIVES ON DEVELOPMENT
Individual Development: demonstrate an understanding of theoretical perspectives and research on various aspects of individual development;
The Development of Intimate Relationships: demonstrate an understanding of theoretical perspectives and research on 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.
THE IMPACT OF NORMS, ROLES, AND INSTITUTIONS
The Effects on Individuals: demonstrate an understanding of the impact of norms, roles, and social institutions on individuals throughout the
lifespan;
The Effects on Intimate Relationships: demonstrate an understanding of the impact of norms, roles, and social institutions on 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
TRENDS, ISSUES, AND CHALLENGES
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;
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;
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.
Overall Catholic Graduate Expectations:
The graduate is expected to be:
-A Discerning Believer Formed in the Catholic Faith Community
-An Effective Communicator
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-A Collaborative Contributor
-A Caring Family Member
-A Responsible Citizen
My signature below indicates that I have read the Course Handout, and I am in agreement with its contents.
Parent’s/Guardian’s Signature: _________________________ Date: _______________
Student’s Signature: ________________________________
Date: _______________
Course Timeline:
Resources:
The course will use a variety of resources which will
be distributed to students during the first week of the
course. The text and all other resources assigned to
each student are the responsibility of the student.
Unit 1: Your Boarding Pass- Approach to the Study of Individuals
and Families
(24 days)
Unit 2: The Island- Individuals in a Diverse Society
(15 days)
Unit 3: The Continent- Intimate Relationships and Marriage in a
Diverse Society
(15 days)
Unit 4: The Globe- Parent Child Relationships in a Diverse Society
(15 days)
Unit 5: Individuals and Families from Mid to Late Adulthood
(25 days)
Students must provide:

Binder, paper, pen, pencil
Resource for this course includes:
Culminating Summative Tasks will be administered towards the
end of the course and will be weighted at 10% of the final mark.
These tasks are specifically itemized below.
All timelines as stated are approximate.
Halloway, Maureen et al. (2003) Individuals and
Families in a Diverse Society. Toronto: McGraw-Hill
Ryerson Ltd.
Any damage incurred will result in payment for
replacement.
Replacement cost is $100.00
Evaluation Policies
1.
Student marks will be determined by evaluating process & product according to 4 categories (see below) & 4 levels of
the Achievement Chart as found in the Ministry Policy document for Social Sciences and Humanities.
Evaluation Structure:
Knowledge/Understanding
Application
Communication
Thinking/Inquiry
25%
30%
25%
20%
Term Evaluations = 70% of the final mark. Final Evaluation = 30% of the final mark.
Final Evaluations will include: (Final exam = 20% & C.P.T. = 10%)
2.
Feedback will also be provided for student learning skills. Independent work, collaboration, organization,
responsibility, self-regulation and initiative are assessed apart from student achievement in the four categories
outlined above and will conform to the coding:
E – Excellent
3.
4.
G – Good
S – Satisfactory
N - Needs Improvement
Assignments submitted after the due date established by the teacher will receive a penalty in accord with our Board
Assessment & Evaluation Policy Document as outlined in the student agenda.
Should a student miss an evaluation due to a legitimate absence, in accord with our Board A&E Policy Document,
the student and teacher will make arrangements to address the missed evaluation in a timely manner. In the cases of
extended vacation or prolonged absence, consultation with the appropriate administrator is required.
5.
In the event that the student does not make up the missed evaluation(s), a zero may be assigned. If it is determined
that the evaluation(s) has/have been missed as a result of a skip/truancy or has/have been plagiarized, a zero may be
assigned.
6.
For all other cases of absence and/or missed evaluations (including absence during the final examination period),
please refer to our Board A&E Policy as outlined in the student agenda.
May God bless your efforts this semester!