EDUCATIONAL RESOURCE
HOUSE OF Z
Lead Sponsor
Exclusive Education Partner
Supported by
An agency of the Government of Ontario
Un organisme du gouvernement de l’Ontario
Additional support is provided by The Andy and Beth Burgess Family Foundation,
Hal Jackman Foundation, Artscape Foundation, CineSend and through
contributions by individual donors.
Like us on Facebook.com/docsforschools
WWW.HOTDOCS.CA/YOUTH
HEADER
HOUSE OF Z
Directed by Sandy Chronopoulos
2016 | USA/Canada | 97 min
TEACHER’S GUIDE
This guide has been designed to help teachers and students enrich their experience of House of Z
by providing support in the form of questions and activities. There are a range of questions that
will help teachers frame discussions with their class, activities for before, during and after viewing
the film, and some weblinks that provide starting points for further research or discussion.
The Film
The Filmmaker
As good looking and stylish as its subject, House of Z is
a portrait of the artist as a young man. Famously well
connected, Zac Posen rode a rocket ship to fame and success
at the age of 21. But his is a cautionary tale of what happens
to those whose PR machines are steps ahead of reality. As
quickly as the handsome Zac made a name for himself, he
found himself on the receiving end of damaging gossip, bad
reviews and dropping sales. Told with the help of a starstudded cast, including Puff Daddy, Naomi Campbell and
Claire Danes, this all-access story charts the rise and fall—
and rise again—of a fashion world wunderkind. Aisha Jamal
Sandy Chronopoulos (director/producer) is a documentary
filmmaker and television producer living in Toronto,
Canada. House of Z is her feature directorial debut. She
is the supervising producer of Lifestyle & Entertainment
programming at Rogers Media, at the helm of Canada’s
most successful women’s lifestyle show (Cityline). She has
overseen awards-season coverage, as well as live event
programming such as the Royal Wedding, The Grammys and
Toronto International Film Festival specials. A journalism
graduate, Sandy’s love of storytelling, fierce curiosity and
tenacity was cultivated producing hard news for nearly a
decade. Her 2012 television documentary Project Runway
Spotlight: Marchesa, starring Halle Berry, Eva Longoria and
Anna Wintour, produced by Rogers Media and The Weinstein
Company, was recognized by the New York Festivals for Best
Direction.
Source: https://hotdocs.ca
Source: Sandy Chronopoulos
Educational package written and compiled by Noelle Morris
[email protected]
1
VIEWING THE FILM WITH STUDENTS
The following three subsections are intended to provide you with a range of Pre-Viewing,
Viewing and Post-Viewing activities. They are followed by a set of questions based upon the
film’s larger thematic domains, some follow-up questions and quotations, sample curricular
outcomes and a page of weblinks for further investigation.
Pre-Viewing Activities
Have students explore Zac Posen’s website (http://zacposen.
com/houseofz), making notes on anything that they find
interesting or wish to clarify. Encourage students to
explore the links on the website. Students may also wish to
explore Zac’s YouTube channel (https://www.youtube.com/
Username Zac Posen).
Discuss and clarify the words “atelier,” “haute couture,”
“recession” and “capital” as a class.
Print several of the questions or quotations from the
Extensions Activities section of this guide on individual
sheets of paper. Have students share what they think or
believe about it with the class.
The film examines Zac’s quick rise to fame as a young
person and the pressures that he faced in the public eye.
Have students discuss young people who have risen to fame
and success very quickly, providing examples. What are the
advantages, disadvantages and dangers/consequences of
fame, especially for a younger person?
Viewing Activities
In the beginning of the film, Zac is called a “child genius
designer,” as well as “the designer who we got to watch fall.”
Pause the film after the opening credits and discuss students’
initial perceptions of Zac.
Have students keep track of any words, terms or ideas they
don’t understand. After viewing the film, have students look
up the definitions.
Have students make notes on some of the key words from
reviews throughout the film. As a Post-Viewing Activity,
students can discuss the evolving perceptions of Zac by the
fashion industry.
Have students keep track of how teamwork is presented
throughout the film and in the fashion industry.
Have students make notes on the different types of footage
and techniques that are used throughout the documentary.
Students can consider the purpose and effectiveness of the
footage and techniques in their notes.
Have students jot down two to three ideas for discussion, or
questions that the film raises in their minds. As an Extension
and/or Post-Viewing Activity, students can enter their
questions into an online response or polling system and can
vote on the questions or issues they would like to explore in
further detail. Encourage students to use multiple levels of
Bloom’s Taxonomy.
Post-Viewing Activities
Discuss with students their initial reactions to the film, Zac,
the other subjects and the fashion industry. How did their
feelings evolve over the course of the film?
Ask students for their takeaway: in one sentence, what is
this film about? Have students share their takeaways in pairs
or small groups, and then as a class. What are the similarities
and differences between the students’ takeaways? You may
also wish to enter all of the takeaways into a word cloud
generator, such as Wordle (http://www.wordle.net/), to
see the frequency of certain words used by students in
their takeaways.
In a written entry or class discussion, have your students
reflect on their own dreams and consider what actions are
needed to achieve their dreams. What obstacles may they
face and how can they overcome these obstacles?
Have students read and annotate “A Star is Born” by Daisy
Garnett from The New York Times Magazine (http://partners.
nytimes.com/library/magazine/specials/20010225magstarborn.html). Discuss students’ perceptions of Zac after
2
reading the article, and encourage students to consider how
early praise and high expectations may have affected Zac.
Have students research Zac’s contributions to the fashion
industry. What kind of an impact has Zac had on the industry
and other designers? What else has he accomplished beyond
what is presented in the film?
Using Vogue magazine’s fashion show archive (http://
www.vogue.com/fashion-shows), have students collect
photos of Zac’s creations over the years and create a visual
retrospective. Students should also complete a written
reflection on how Zac’s work has evolved. Students may
choose to put their images and reflection in a blog post or
presentation software.
Show the students their quotations from the Pre-Viewing
Activity and see if their opinions were changed, altered or
enhanced by the film.
Have students participate in a Socratic discussion on the film.
Guidelines for Socratic discussions can be found here: http://
www.authenticeducation.org/documents/WhatSeminar04.
pdf
Have students complete an exit note. The exit note should
contain one idea that demonstrates what they learned
from the film, as well as one question that they still have
about the topic.
Have students select one reviewer from the film, and
then conduct a search for several of their reviews of Zac’s
collections over the years. Students should analyze the
reviews for similarities and differences, and then discuss
as a class.
At one point in the film, one of the individuals being
interviewed comments that “fashion loves to see people fall.”
What is meant by this? Have students conduct research to
find other examples of this statement.
At one point in the film, Zac tells Jillian Sinel that he’s “really
tired of not having money.” She responds and says, “Money
comes with voices. Not interested.” What would students do
in this situation? Using this as a prompt, have students write
a two-paragraph written response.
At the end of the film, Zac’s sister talks about the family
relearning how to be with each other. Have students reflect
on this in a one-page journal response.
How have industrialization, globalization, commerce and
the Internet impacted the fashion industry? Have students
provide references from the film and then conduct additional
research on a topic of their own choice (for example, the
increasing prevalence of fast fashion).
The tension between art and commerce runs throughout
the film and Zac’s career. In a class debate or written
reflection, have students respond to the idea of art versus
commerce and consider how the relationship between art
and commerce can be quite complicated.
Have students choose one of the events or stories
from the film and write a diary entry from one of the
subject’s perspectives.
3
WEBSITES AND ONLINE RESOURCES
About the Film
http://zacposen.com/houseofz
Instagram: https://www.instagram.com/zacposen
YouTube: https://www.youtube.com/channel/UCmadAu_
TV9hP7a94HcYcSmA
Additional Resources
Central Saint Martins: Central Saint Martins is an arts and
design college located in London, England. The website
includes information on the different courses and pathways
that are offered at the school.
http://www.arts.ac.uk/csm/courses/our-programmes/
fashion-programme/
Entertainment Weekly: In the May 2016 article “Met Gala
2016: Claire Danes’ Zac Posen Dress Details,” Zac talks about
his experimental approach to designing Claire Danes’ gown
for the 2016 Met Gala and “fashiontainment.”
http://ew.com/ Type the title of the article into the search
function of the website.
MSN: “Zac Posen—Fall 2017—Pictures at an Exhibition” is
a five-minute video that provides a look at Zac Posen’s Fall
2017 collection that was presented in January 2017. Instead
of a runway show, Zac chose to have photographer Vanina
Sorrenti photograph models in his collection. The photos
were presented in an exhibition format in Zac’s former
Tribeca design studio.
http://www.msn.com/ Type the name of the video into the
search function of the website.
The New York Times: In the February 3, 2010, article “The
Trials of a Former Boy Wonder,” Eric Wilson interviews
Zac Posen on growing up and maturing within the fashion
industry, and the challenges that he faced.
https://www.nytimes.com/ Type the title of the article into
the search function of the website.
Parsons: This is the website for the School of Fashion at
Parsons. The website includes the school’s mandate, latest
news on the school and information on the programs that
are offered.
http://www.newschool.edu/parsons/fashion-school/
The Daily Beast: Tim Teeman’s “Zac Posen on Fashion,
Fame and Why He Won’t Design Clothes for Ivanka and
Melania Trump” is an interview from March 2017. In the
interview, Zac discusses political responsibility, his formative
years and advice that he would give to individuals entering
the fashion industry.
http://www.thedailybeast.com/ Type the title of the article
into the search function of the website.
The Hollywood Reporter: In “Katie Holmes Feels Like a
Walking Art Piece in Zac Posen’s Designs,” Zac Posen and
Katie Holmes discuss their friendship, the dresses that she
has worn over the years and their collaboration for the 2015
Met Gala.
http://www.hollywoodreporter.com/ Type the title of the
video into the search function of the website.
The Metropolitan Museum of Art: This is the website for the
Metropolitan Museum of Art. Additional information about
the Costume Institute is available on the website.
http://www.metmuseum.org/ Click on About the Met, then
Curatorial Departments, then The Costume Institute.
YouTube (BUILD Series): In “Zac Posen: From Draping to
Making | AOL BUILD,” Kinvara Balfour interviews Zac Posen
about his experiences in fashion and food. The interview is 52
minutes in length.
https://www.youtube.com/ Type the title of the video into
the search function of the website.
YouTube (Vogue): In the video “Zac Posen on his 10th Year on
the Runway,” Vogue goes behind the scenes with Zac Posen
as he prepares for his spring 2015 collection. The video is five
minutes in length.
https://www.youtube.com/ Type the title of the video into
the search function of the website.
NPR: Jim Zarroli’s March 2013 article “In Trendy World
of Fast Fashion, Styles Aren’t Made to Last” examines the
effects of “fast fashion” on the fashion industry, consumers
and the environment.
http://www.npr.org/ Type the title of the article into the
search function of the website.
4
EXTENSION ACTIVITIES
Questions for Pre-Viewing
or Post-Viewing Activities
What are the different issues and themes that surface in this
film? How do these issues and themes surface in Zac’s work?
What was the motivation for Zac’s success and fame? How
did people perceive of Zac’s initial quest for success?
What were others’ perceptions of Zac at various points in his
life? How did this impact him?
Who and what were Zac’s influences?
How did the press treat Zac at various points in his career,
and how are fashion designers treated today?
How did Zac’s early childhood and life experiences influence
his decision to pursue fashion?
Why are people so willing to turn on successful people?
What makes something “fashion”?
What are the dreams of the individuals in the film? What
obstacles do they face as they pursue their dreams?
During Zac’s first show, Ken Downing says, “The front rows
were filled with the who’s who of the entire industry.”
Building on this, John Demsey comments, “His friends were
friends of privilege who had famous parents.” What kinds of
advantages were presented to Zac early in his career? What
kind of impact did these advantages have on Zac? Would he
have found his success as early if he hadn’t been presented
with these advantages?
What kinds of pressures were put on Zac because of his early
successes?
Sean Combs talks about Zac’s family, and says, “Just seeing
his whole family believe in his dreams so much that they
would pause their dreams. They really made his dreams their
dream.” How did Zac’s familial relationships affect his path,
and how was he supported by his family? How important is
family when someone is trying to achieve their dreams? How
does your family support your talents and interests?
In the film, Lola Schnabel discusses Zac’s difficulties with
being at Central Saint Martin “because he was more
advanced so he had to just sit back and watch patiently what
was happening, but he already had a trajectory in his head
about where he was going.” Eric Wilson later comments that
Zac “didn’t want to be perceived or included in a story about
young designers or new designers because he felt he was
better than that.” How did Zac perceive of himself, and what
effects did this have on his early career?
After his early successes, Zac says, “I started to enter a
world that I had never entered into, and it was definitely
a world that I was enticed by.” Robin Givhan paraphrases
another reviewer, who cautioned Zac to “Be careful. Beware.”
What did the reviewer mean by this?
What was Zac criticized for? How did he deal with rejection
and criticism from the fashion world and the press?
What were Zac’s perceptions of brand collaborations
throughout the film? Does Zac collaborate with anyone
now? Where else have you seen instances of designers
collaborating with other brands, and why would they decide
to do this?
The speed of fashion is mentioned throughout the film. What
effect(s) does the speed of fashion have on a designer’s
creativity?
What effects did the recession have on the fashion industry
and Zac?
In the film, Zac says, “An atelier is such a rare and special
community of artisans, of mathematicians, of creators, of
imagineers.” What is the production process like within an
atelier? Is an atelier sustainable? What are the alternatives
to having an atelier? What the benefits and drawbacks to the
alternatives?
Where does Zac continue to find his inspiration?
What other challenges may Zac face in his career?
In the film, Zac says, “Every collection, every piece I drape,
I learn something.” He also says, “Every time I get a little
bit closer to hitting a goal, I just put the benchmark a little
bit higher.” What are Zac’s perceptions of learning and
craftsmanship when it comes to his career? Is there an area
in your life where you are always seeking growth?
Consider what the filmmaker decided to capture on film. Are
there any scenes that stand out, and why? What might have
been left out of the film, and why?
5
QUOTATIONS FROM THE FILM TO EXPLORE
1. “Fashion has a dark side. It’s not all runways and lipstick
and fishtail gowns.” Zac Posen
2. “Early years, when I was working very hard as a young
corporate lawyer, I would race home to make sure I was
there for dinner and then race back to the office.” Susan
Posen
3. “Through middle school and that time period, I just
didn’t feel like I ever fit in. I had been extremely dyslexic
and had struggled with ADD. I don’t think I really felt
comfortable in my own skin. And then for high school, I
went to a school called Saint Ann’s. I was this outsider
and I found other outsiders. Paz de la Huerta, Jemima
Kirke, Lola Schnabel and Ry Russo Young. Actors and
performers.” Zac Posen
4. “I left school early because I had opportunity.” Zac Posen
12. “Things were starting to crumble internally. I was deeply
depressed and physically worn out. I couldn’t move. I
was paralyzed in bed. And I was too scared to let anyone
know.” Zac Posen
13. “In today’s world where everything is computerized,
everything is automated, everything is copied, to
actually create pieces that are original is not necessarily
appreciated from a business perspective. But for me, the
process of building these pieces is essential.” Zac Posen
14. “If I had one word to describe Zac, it would be the
builder. He takes this fabric which is ultimately a dead
piece of fabric, and he builds it and manipulates it into
this piece that even standing alone, is alive.” Crystal Renn
15. “You can’t have one thing that’s not perfect. It’s better
not to have it at all.” Christopher Niquet
5. “Putting together the first show felt like putting together
a play with your friends. And we just had to make a lot
out of nothing.” Albertina Rizzo
6. “I used to sleep on a couch for the first two years of my
company, and then the first doorbell would ring. I would
pull myself together and start my day.” Zac Posen
7. “People like Natalie Portman show up. I have empty
Chinese food containers by my desk. Actresses were
asking for gowns to wear to premieres. I’m dealing with
stylists. I didn’t know what the hell I was doing. We
were all kind of faking it till we made it.” Albertina Rizzo
8. “A lot about fashion is the perception is that you’re
successful. The reality is that it’s a lot of smoke
and mirrors and creating that environment to look
successful.” Voiceover (27:20)
9. “It was the way that I saw him look at a garment on
a woman. He looked at it like he was a sculptor.” Sean
“Diddy” Combs
10. “It became a performance. But if the perception of you
is not actually the reality and you’re living that because
it’s feeding the beast, you’re playing a very dangerous
game.” Zac Posen
11. “As the pressures of the business grew, the voices got
more difficult.” Susan Posen
6
CULMINATING ACTIVITY: WHAT’S YOUR BLISS?
In the film, Zac Posen discusses his love of designing clothing and says, “What I do is something that I love so dearly. It’s
what I live for.” At the end of the film, Zac’s father reads him several quotations from Joseph Campbell, who said, “Poets
are simply those who have made a profession and a lifestyle of being in touch with their bliss. There’s something inside you
that knows when you’re in the centre. That knows when you’re on the beam or off the beam. If you follow your bliss, you put
yourself on a kind of track that has been there all the while waiting for you, and the life that you ought to be living is the one
that you are living. Follow your bliss and don’t be afraid, and doors will open where you didn’t know they’d be.”
Your task:
Explore Joseph Campbell’s musings on bliss, and respond to the following prompt: What is your bliss?
You can respond to this prompt in a written reflection, a video, a presentation or any other medium that you think is
appropriate to showcase your bliss. You will conference with your teacher during the planning stages to pitch your idea and
your selected medium.
7
ACTIVITY RUBRIC: WHAT’S YOUR BLISS?
Knowledge/Understanding
Understands and
persuasively represents
the hobby/passion
2.5 2.9
3.0 3.4
3.5 3.9
4.0 5.0
Communicates
with a limited degree
of understanding and
persuasiveness the
hobby/passion
Communicates
with a moderate
degree of
understanding and
persuasiveness the
hobby/passion
Communicates
with a considerable
degree of
understanding and
persuasiveness the
hobby/passion
Communicates
with a high degree of
understanding and
persuasiveness the
hobby/passion
2.5 2.9
3.0 3.4
3.5 3.9
4.0 5.0
Uses planning
skills with limited
effectiveness
Uses planning
skills with some
effectiveness
Uses planning skills
with considerable
effectiveness
Uses planning skills
with a high degree of
effectiveness
2.5 2.9
3.0 3.4
3.5 3.9
4.0 5.0
Makes connections
within and between
various contexts with
limited effectiveness
Makes connections
within and between
various contexts with
some effectiveness
Makes connections
within and between
various contexts
with considerable
effectiveness
Makes connections
within and between
various contexts
with a high degree of
effectiveness
2.5 2.9
3.0 3.4
3.5 3.9
4.0 5.0
Communicates
for the intended
audiences and
purposes with limited
effectiveness
Communicates
for the intended
audiences and
purposes with some
effectiveness
Communicates
for the intended
audiences and
purposes with
considerable
effectiveness
Communicates
for the intended
audiences and
purposes with a high
degree of
effectiveness
/5
Thinking/Inquiry
Use of planning skills
(gathering information,
research and drafting)
/5
Application
Makes connections within
and between the film and
personal knowledge and
experience, other texts, and
the world outside school
/5
Communication
Communicates for the
intended audience(s) in oral,
visual and/or written forms
Comments:
/5
Total: ___ /20 =___ /100
8
EXAMPLES OF CURRICULUM EXPECTATIONS
COURSE
Grade 7 & 8 Arts
OVERALL EXPECTATIONS
• demonstrate an understanding of a variety of art forms, styles and techniques from the past and present,
and their sociocultural and historical contexts.
• generate, gather and organize ideas and information to write for an intended purpose and audience.
• draft and revise their writing, using a variety of informational, literary and graphic forms and stylistic
elements appropriate for the purpose and audience.
Grade 7 & 8 Language
• use editing, proofreading and publishing skills and strategies, and knowledge of language conventions, to
correct errors, refine expression and present their work effectively.
• demonstrate an understanding of a variety of media texts.
• identify some media forms and explain how the conventions and techniques associated with them are used
to create meaning.
• generate, gather and organize ideas and information to write for an intended purpose and audience.
Grade 9–12 English
• demonstrate an understanding of a variety of media texts.
• identify some media forms and explain how the conventions and techniques associated with them are used
to create meaning.
• demonstrate an understanding of the critical analysis process by examining, interpreting, evaluating and
reflecting on various art works.
Grade 9–12 Visual Arts
• demonstrate an understanding of how art works reflect the society in which they were created, and of how
they can affect personal values.
• demonstrate an understanding of, and use correct terminology when referring to, elements, principles and
other components related to visual arts.
• demonstrate an understanding of conventions and techniques used in the creation of visual art works.
• demonstrate an understanding of a variety of media texts.
Grade 11 Media Studies
• deconstruct a variety of types of media texts, identifying the codes, conventions and techniques used and
explaining how they create meaning.
• analyze, through examination and reflection, their initial response to media art works, using various
strategies and modes of communication.
Grade 11 Media Arts
• identify and explain the messages in and meanings of media texts.
• describe the characteristics of particular media genres and forms, and explain how they help to convey
meaning and influence the audience.
Grade 9 & 10 Integrated
Arts
• communicate an understanding of the ability of the arts to inform and instruct and to contribute to social
change.
9
• demonstrate an understanding of the functions clothing serves, the kinds of messages it conveys and the
impact it can have on social interactions.
• demonstrate an understanding of various factors affecting personal wardrobe planning and clothes
selection.
Grade 10 Clothing
• demonstrate an understanding of how to evaluate the quality, value and suitability of clothing and
accessories.
• demonstrate an understanding of the effects that retail formats and promotions can have on individuals’
decisions about clothing purchases.
• demonstrate an understanding of natural and synthetic fibres and fabrics, and of how their characteristics
affect clothing choices and care.
• describe the elements of design related to clothing and accessories, and explain how an awareness of these
elements can affect personal clothing choices.
• explore topics related to fashion, and formulate questions to guide their research.
• demonstrate an understanding of how culture influences fashion.
• demonstrate an understanding of how media influence fashion.
Grade 11 Understanding
Fashion
• demonstrate an understanding of fashion cycles and trends and of factors that influence them.
• demonstrate an understanding of consumer behaviour and marketing strategies, including specific social
marketing promotions, associated with the fashion industry.
• demonstrate an understanding of fibres, fabrics and finishes, and of the environmental impact associated
with their production and use.
• explore topics related to fashion, and formulate questions to guide their research.
• demonstrate an understanding of the impact on fashion of historical and technological developments and
social issues.
Grade 12 The World of
Fashion
• demonstrate an understanding of the influence of brands, designers and design centres on the
fashion industry.
• demonstrate an understanding of the needs of specialized markets with regard to fashion/clothing.
• demonstrate an understanding of global textile production and its social and environmental impact.
• demonstrate an understanding of the impact of globalization on the fashion industry and of strategies for
reducing the negative impact of the industry.
Grade 11 Dynamics of
Human Relationships
• explain how self-concept and self-esteem influence personal well-being.
• demonstrate an understanding of how self-concept influences an individual’s interactions with others.
• demonstrate an understanding of various social and cultural influences on relationships.
• demonstrate an understanding of various types of relationships and of skills and strategies for developing
and maintaining healthy relationships.
Grade 9 Family Studies
• describe lifestyles in diverse families and the impact of a range of factors, including social and cultural
factors, on these lifestyles.
• describe the functions and responsibilities of families and the diverse ways in which families fulfil them.
Grade 11 Family Studies
• demonstrate an understanding of the role parents play in affecting how children form relationships within
and outside the family.
• identify and describe environments provided by families, caregivers and others that offer positive
conditions for child development.
analyze theories and research on the subject of individual development, and summarize their findings.
Grade 12 Family Studies
analyze theories and research on the subject of parent-child relationships and their role in individual and
family development, and summarize their findings.
demonstrate an understanding of the critical role that a family plays in the socialization of its members.
analyze the many relationships that are a part of human development.
10
HEADER
Grade 11 Equity, Diversity
and Social Justice
• explore topics related to equity, diversity and/or social justice, and formulate questions to guide
their research.
• create research plans, and locate and select information relevant to their chosen topics, using appropriate
social science research and inquiry methods.
• assess, record, analyze and synthesize information gathered through research and inquiry.
• demonstrate an understanding of a range of historical and contemporary Canadian equity and social
justice issues.
• demonstrate an understanding of how social activism can be used to support equity and social
justice objectives.
Grade 11 Introduction
to Anthropology,
Psychology and
Sociology
Grade 12 Human
Development Throughout
the Lifespan
• use a psychological perspective to explain how diverse factors influence and shape human mental
processes and behaviour.
• use a sociological perspective to explain how diverse factors influence and shape individual and group
social behaviour.
• demonstrate an understanding of social-emotional development throughout the lifespan and of ways of
influencing such development.
• demonstrate an understanding of various influences on personality development and identity formation
throughout the lifespan.
• demonstrate an understanding of the decision-making process as it relates to career planning.
Grade 10 Careers
• identify potential barriers (e.g., learning difficulties, financial constraints, distance from opportunities)
that could interfere with the achievement of their goals, and use problem-solving strategies to identify
appropriate actions.
• demonstrate an understanding of career development as a lifelong process that will include transitions,
changes and lifelong learning.
Grade 11 Economics
• analyze how various factors, including the practices of different stakeholders, affect markets and the value
of goods.
• demonstrate an understanding of supply and demand models, including how to apply these models, and of
factors that affect supply and demand.
• analyze aspects of economic growth/development, including its costs, benefits and sustainability.
Grade 12 Economics
• analyze how economic and political ideas and various sociocultural factors affect economic decision
making.
• demonstrate an understanding of markets and theories of the firm.
• analyze economic trade-offs from the perspective of different stakeholders, including those in different
countries, and how trade-offs influence economic decisions.
The Overall Expectations listed above are from the Ontario Curriculum. Complete course descriptions, including all Overall
and Specific Expectations can be found at: http://www.edu.gov.on.ca/eng/teachers/curriculum.html
11