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HSB4U

HSB4U. Chapter 6 Social Trends Related to Fertility and Fecundity. Day 1. Introduction to Graphing and World Population Trends. Fertility Buzz Words. Sperm donors Octo-mom Older parents Surrogate moms Frozen eggs Designer babies Biological clock Mini baby boom. World Population.

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HSB4U

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  1. HSB4U Chapter 6 Social Trends Related to Fertility and Fecundity

  2. Day 1 Introduction to Graphing and World Population Trends

  3. Fertility Buzz Words • Sperm donors • Octo-mom • Older parents • Surrogate moms • Frozen eggs • Designer babies • Biological clock • Mini baby boom

  4. World Population

  5. World Fertility Rates

  6. Inquiry Questions • What questions would you ask about graph 1 (world population growth)? • What questions would you ask about graph 2 (world fertility rates)? • What questions would you ask about the relationship between graphs 1 and 2?

  7. Definitions* from pages 176-177 • Fertility • Fecundity • Fertility rate • Replacement level (at bottom) *write on Quick Version of day 1 worksheet

  8. In-class Data Collection Exercise First, a few very personal questions: • Do you want to have children when you get older? • If yes, how many children would you like to have?

  9. Next, make a group of 3 people and fill in Data Collection Exercise. • Identify for each person: • How many children did each of your grandmothers have? • What year was each grandmother born in? • How many children has your mother had? • What year was your mother born in? Now, average all your numbers and record on the grid on the board, including your own projected fertility rate and year of birth.

  10. Class Scattergraph • Write a descriptive title for the graph • Label x axis (fertility rate (defined)) • Label y axis (year of birth) • Don’t plot any coordinates until you have figured out what the range (from low to high) for each axis will be • Mark the gradations on each axis • Plot coordinates • Identify trends in the data

  11. Fill in Blanks • Using 176-177 fill in the bottom of the blanks on the bottom of the worksheet.

  12. HW • Read 179-180 and answer questions #1 and 2 on p. 180 and #1 and 2 on p. 181. • Work on CCA draft.

  13. Day 2 Relationship Between Fecundity and Culture (Scattergraph data gathering day)

  14. Proximate Determinants • proximate determinates = “the factors that lead to a certain outcome in a particular area of study”. In the case of fertility specifically it is the “biological and behavioural factors through which social, economic and environmental variables affect fertility”. • On blog page for Proximate Determinants, there is a list of factors. Which are biological, behavioural, or both?

  15. Correlation • For us to see if there’s a relationship between these biological/behavioural factors and fertility rates we’ll have to look at some data. • Three kinds of relationships are possible. • Positive • Negative • None

  16. CorrelationNot Causation

  17. No Correlation

  18. Scattergraph • You will now begin the process of constructing two graphs and identifying correlations. • X= fertility rate • Y = see factors • Look at the assignment and let’s determine (educated guess) if you think each factor is positively, negatively or not correlated to fertility rates.

  19. Groups of 3 • Pick 6 countries from each of the 6 “groups” of countries. • That will automatically guarantee that you’ll have a range of countries with low, medium and high fertility rates. • These are the 36 countries you’ll try to find data for. • This is the only group aspect of the assignment.

  20. Your Individual Graphs • Now, for each graph, write down the X and Y coordinate data for each of your 36 countries • Info is usually listed geographically, not alphabetically • As long as you have about 30 countries it’s fine – don’t substitute any if you can’t find all 36 • You must record the info before you can plot it (must know range for both X and Y axis)

  21. HW Plot coordinates for both graphs and bring both graphs to class tomorrow – do not draw any lines of best fit yet

  22. Day 3 Relationship Between Fecundity and Culture, con’t

  23. Graph Groups • Get in a group with the people who made the same graphs as you. • Are your findings similar? • Where can you see a line of best fit? • Must have equal number of points above and below the line • Bring completed graphs to class on __________ for one more check

  24. Government Brainstorm 2 groups • If you were a government of a country with a low fertility rate, what could you do to try to raise it? • If you were a government of a country with a high fertility rate, what could you do to try to lower it?

  25. How Gov’ts Can Affect Fertility Rates • Governments can view* their counties’ fertility rates as: • H = too high (e.g., Mexico 2.6, India 3.0) • S = satisfactory (e.g., China, Canada, US, Afghanistan 6.8) • L = too low (Israel 2.9, South Korea 1.2, Germany 1.3) * These views can be influenced by politics and economics.

  26. How Gov’ts Can Affect Fertility Rates • Use pages 184 to 187 to fill in the chart. • Do not write anything under Drawbacks/Pitfalls yet. Conception Day in Russia • http://www.independent.co.uk/news/world/europe/skip-work-have-sex-russians-celebrate-day-of-conception-as-sporting-community-continues-to-criticise-putins-antigay-legislation-8812840.html

  27. Inquiry Activity on Making Reasoned Judgments • Now that you have the information about what governments have done, you are going to decide what were the best and worst policies for raising fertility rates and the best/worst for lowering fertility rates. • In order to make good decisions you must use criteria. You should never just randomly decide something.

  28. Criteria • Criteria = principles or standards on which to judge something • What will you look for in terms of making a policy successful (re: lowering or raising)? • Should have about 2 criteria • Look carefully at the information

  29. Reflection • Briefly explain how successful you were in identifying criteria for justifying your choice of best/worst policy for raising/lowering fertility rates.

  30. Pitfalls • Here they are in random order. Which one fits with which government policy? • Sex selection (preference for boys over girls) leading to gender imbalance • Illegal abortion leading to infection, infertility, death • Coercion (opposite of voluntary) • Female infanticide and adoption

  31. HW • Bring scattergraphs with lines of best fit (if any) drawn in for checking tomorrow.

  32. Day 4 Proximate Determinants and Involuntary Childlessness

  33. Proximate Determinants

  34. Proximate Determinants Chart (181-184)

  35. HW Take up from Day 1 • Why does fertility decline with age? • What are the physical and environmental aspects of infertility in men and women?

  36. Fertility Ad – “Increase Your Chances” Ad by EMD Serono, a pharma-ceutical company Harris, L. (2010, June 7). Nailing infertility with an ad. Retrieved Nov. 28, 2012 from http://www.salon.com/2010/06/07/increase_your_chances_infertility/

  37. Involuntary Childlessness • Take notes on 189-190 using these headings: • a) How common is it? (stats for males/females) • b) Burdens of reproductive technology • Physical • Time • Psychological

  38. Recent Infertility Headline “One in 7 Canadian couples seek help to conceive” “Mostly when woman is older, Statistics Canada report says” One in 7 Canadian couples seek help to conceive. (2012, Oct. 17). Retrieved Nov. 29, 2012 from http://www.montrealgazette.com/health/Canadian+couples+seek+help+conceive/7404085/story.html

  39. Age-specific fertility rates, Canada, 1988 to 2008 Statistics Canada. (2011, April 29). Births and total fertility rates, Canada, 1988 to 2008. Retrieved Nov. 29, 2012 from http://www.statcan.gc.ca/pub/84f0210x/2008000/ct002-eng.htm

  40. Births and total fertility rates, Canada, 1988 to 2008 Statistics Canada. (2011, April 29). Births and total fertility rates, Canada, 1988 to 2008. Retrieved Nov. 29, 2012 from http://www.statcan.gc.ca/pub/84f0210x/2008000/ct006-eng.htm

  41. Reproductive Technologies Chart (6-3) using pages 192-193, 196 • IUI cost • IVF cost • GIFT cost • AID cost • Surrogacy cost

  42. HW • Work on scattergraphs • Work on CCA draft

  43. Day 5 Involuntary Childlessness, con’t

  44. Minds On • 9 out of 10 Canadian adults say having children in their lives is important or very important. (Vanier Institute of the Family) • You have seen the technology (assisted human reproduction) that people will use in order to have a child. • What are the ethical and legal implications of the technology? • First we need to know what the law allows and does not allow in Canada

  45. Worksheet on Involuntary and Voluntary Childlessness • After looking at what is legal and illegal in Canada, can you explain why regulation (such as the AHR Act) exists?

  46. Baby M Case Study (pages 196-197) • How does it relate to the legal and ethical issues already identified on the chart? http://nypost.com/2013/11/16/its-time-to-make-paid-surrogacy-legal-in-new-york/ https://www.mtholyoke.edu/~mckee20p/classweb/surrogacypm/babymp3.html

  47. Voluntary Childlessness • Reasons to have and not have children • Stereotypes of “child free” people

  48. HW • Complete voluntary childlessness sections of chart using 197-199 if not finished in class. • Work on scattergraphs. • Work on CCA draft.

  49. Days 6 and 7 Wombs for Rent Debate and Self-Assessment

  50. Wombs for Rent • Is renting wombs a justifiable action? • 4 groups • Inquiry Activity (reflection and self-assessment)

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