Page 520 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 11, Open
B1. Factors Affecting Political Engagement: analyse how various factors can contribute to, and present a barrier to, their own and others’ political engagement (FOCUS ON: Political Significance; Political Perspective)
B2. Issues of Political Importance: explain the political importance of some current issues and analyse various perspectives associated with these issues (FOCUS ON: Political Significance; Political Perspective)
B3. Causes, Impact, and Solutions: analyse some issues of political importance in terms of their causes, their impact, and ways in which they have been addressed (FOCUS ON: Objectives and Results; Stability and Change)
B. FOUNDATIONS OF POLITICAL ENGAGEMENT
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
SPECIFIC EXPECTATIONS
B1. Factors Affecting Political Engagement
FOCUS ON: Political Significance; Political Perspective
By the end of this course, students will:
B1.1 identify some agents of political socialization (e.g., the family, public education, religious institu- tions, the media, peers, personal experience, political/ social organizations), and analyse how these agents affect their own personal political beliefs and engagement and the beliefs and engagement of others
Sample questions: “Does your family’s political views and participation affect your own? To what extent do your friends and your education shape your political views and attitudes? What facets of your personal identity affect your political orientation?” “What methods do the media use to try to shape the political views and attitudes of teenagers?” “Which groups tend to have the highest rates of political participation in Canada? How would you account for these patterns?”
B1.2 describe their own personal attitudes towards political engagement, including the extent and type of involvement they think appropriate (e.g., non-involvement, donating to charities, volunteering locally, participating in“voluntourism”, keeping informed, making their views known to those in power, engaging in political protest, joining a political party)
Sample questions: “What is the relationship between your own beliefs and values and your level of political involvement?” “Do you think it is important to understand political issues within different communities? Why or why not? What are some ways in which you could enhance your understanding of these issues?” “Is there a ‘right time’ to get involved in a political issue? How do you determine when to get involved in an issue at school, in your neighbourhood, or elsewhere?”
B1.3 describe some challenges or barriers to political engagement (e.g., with reference to economic factors, gender, level of education, accessibility, social status or power, discrimination, personal experience and attitudes, personality traits, emotional state)
Sample questions: “What relationship do you see between socio-economic status and political leadership?” “Why are fewer women than men involved in political leadership?” “How are young people encouraged to take part, or dis- couraged from taking part, in political action?” “What are cynicism and apathy? How might these qualities affect a person’s level of political engagement?” “How might certain personality traits inhibit a person’s desire and/or ability to advocate for political change?”
B1.4 describe personal attributes, attitudes, and skills that enhance an individual’s ability to be a responsible citizen and contribute to the
OVERALL EXPECTATIONS
By the end of this course, students will:
518