Page 350 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 11, Open
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
Afrocentric schools in some areas; the economic boom in Alberta; the adoption of a motion in the Quebec National Assembly to ban the kirpan)
Sample questions: “How important was the establishment of the Ontario Human Rights Commission for ethnocultural minorities in this province?” “What impact has the recent growth of the economies of Saskatchewan or Alberta had on ethnic communities in Canada?”
E2. From Assimilation to Multiculturalism
FOCUS ON: Cause and Consequence; Historical Perspective
By the end of this course, students will:
E2.1 analyse the evolution of government policies and perspectives related to the place of immigrants in Canadian society (e.g., from assimilationist, segregationist, or integrationist policies to multiculturalism, accommodation, and celebration of differences), and explain their significance for the selected ethnic group
Sample questions: “What is the significance of government apologies for the Chinese Head Tax or the internment of ‘enemy aliens’?” “Do you think the debate over turbans in the RCMP or the adoption of Sharia law can be seen as a turning point in ethnic relations in Canada? Why or why not?”
E2.2 analyse various government programs or policies that support multiculturalism (e.g., the establishment of Black History Month or Asian Heritage Month; the funding of ethnic festivals and museums; heritage language programs in schools; modifying uniform requirements to accommodate turbans and hijabs; practices regarding prayer in schools), and assess whether they meet the needs of various ethnic groups, including the selected ethnic group
Sample questions: “Do you think multicultural festivals celebrate cultural differences or reinforce stereotypes and commodify culture?” “Who chooses which ethnic groups will receive official recognition, such as a heritage month? What criteria do you think should be used to make that decision?” “Are there any issues
in this ethnic community that have tested the limits of Canada’s multiculturalism policy?”
E2.3 analyse changes over time in social attitudes towards ethnic groups and cultural diversity, and explain the impact of these changes on relations between these groups and the broader
society, with reference, where applicable, to the selected ethnic group (e.g., decline in ethnocentrism, support for equity, increasing acceptance of inter- marriage and families of mixed ethnic background, decline of segregation, valuing of ethnic neighbour- hoods, integration of neighbourhoods, tolerance
for different values in the community, changes in attitudes in response to events such as the Air India bombing or the September 11 terrorist attacks)
Sample questions: “Do you think that attitudes towards this group have changed for the better or worse in the past few decades? What factors have contributed to an increase or decrease in tolerance towards and/or acceptance of this group?”
E2.4 assess the importance of social and political support and investment at the community level, both for ethnic groups and for Canadian society in general (e.g., with reference to English as a second language programs; citizenship education; continuing education; mentoring; policies and initiatives on equity in education; community organizations, including ethnic organizations
and other non-governmental organizations; various social services; volunteerism; community service awards)
Sample questions: “Why does supporting ethnic communities through agencies such as the United Way benefit not only the specific community but also Canadian society as a whole?” “What is the role of education in preparing Canadians, including new Canadians, for active, responsible citizenship?”
E3. Cultural Traditions
FOCUS ON: Historical Significance; Continuity and Change
By the end of this course, students will:
E3.1 analyse challenges and opportunities associated with preserving cultural diversity in Canada (e.g., the dominance of English-language culture, challenges and opportunities associated with social media and the Internet, pressures from consumer culture, heritage language programs, prayer rooms for Muslim students in schools,
the dominance of Western clothing and fast-food outlets, tensions between traditional ethnic cultures and dominant Canadian cultures and values, redefinitions of collective identity)
Sample questions: “Do you think the preserva- tion of language/dialect is essential to the preservation of culture? Why or why not?” “Do you think it’s acceptable for people from
348