Page 86 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 11, University/College Preparation
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
minimum wage legislation in Canada?” “What are ‘sin taxes’? What is their purpose?” “Why might the government choose to subsidize agri- cultural production? What are some examples of such subsidies in Canada? Do all stakeholders agree with such subsidies? If not, why not?”
C2. Workers in Canada
FOCUS ON: Economic Significance; Economic Perspective
By the end of this course, students will:
C2.1 describe various ways in which workers organize in Canada as well as different categories of unorganized workers (e.g., with reference to professional associations, labour unions, worker-run cooperatives, itinerant workers, foreign domestic workers, temporary foreign workers, contract workers), and explain why different categories of workers may have different perspectives
Sample questions: “In what ways might the concerns of unionized and temporary foreign workers be similar? In what ways might they differ? How would you account for the differ- ences?” “What perspectives are evident in efforts, whether historical or contemporary, to unionize the garment industry?”
C2.2 compare incomes, benefits, and working conditions of unionized and non-unionized workers in different sectors of the Canadian economy (e.g., resource development, agriculture, manufacturing, service industries, public service)
C2.3 explain the rights and responsibilities of workers in Canada (e.g., rights: to a minimum wage, to refuse unsafe work, to compensation for workplace injuries, to freedom from discrimination and harassment; responsibilities: to be aware of and follow workplace health and safety requirements, to report unsafe working conditions, to use appro- priate protective equipment, to treat co-workers in accordance with human rights regulations)
Sample questions: “Do you think a worker has a responsibility to become a ‘whistleblower’ if he or she witnesses illegal or unethical behaviour in the workplace? Why or why not?”
C2.4 explain various practices and policies (e.g., collective bargaining, arbitration, walkouts, strikes, closed and open shops,“right to work”laws, back- to-work legislation) adopted by workers, firms, and governments to assert their interests with respect to labour-management issues, and assess the impact of these practices/policies on various stakeholders (e.g., workers, business owners, governments, consumers)
Sample questions: “What is the Rand Formula? What impact has it had on organized labour in Canada?” “What impact does strike action have on workers and the firms that employ them? How are consumers affected by strikes?” “What implication does the government’s designation of an occupation as an ‘essential service’ have for labour action?”
C3. Employment Patterns and Trends
FOCUS ON: Cause and Effect; Stability and Variability
By the end of this course, students will:
C3.1 analyse economic data to identify employ- ment/unemployment patterns (e.g., youth unemployment, unemployment among college/ university graduates, unemployment on First Nations reserves, seniors returning to part-time employment, contract work versus full-time employment, use of temporary foreign workers, outsourcing, loss of manufacturing jobs to other countries, regional expansion of energy-sector jobs), and explain how these patterns affect individuals and society
Sample questions: “What employment patterns are associated with students who have recently graduated from high school? In what ways, if any, do you think these patterns might affect your postsecondary plans?” “How are changes in the employment rates in manufacturing and service occupations affecting the Canadian economy?”
C3.2 identify trends related to workplace technol- ogy (e.g., continuing automation, cloud computing, use of big data), and analyse the effects on workers (e.g., changes in employability skills, flexibility in hours and location of work, use of social media to search for jobs)
Sample questions: “Why are employability skills changing?” “What are the benefits to workers of increased workplace technology? What are the benefits to employers?”
C3.3 explain the causes of specific types of unemployment (e.g., frictional, seasonal, structural, cyclical, regional) and their impact on career choices
Sample questions: “What impact has the demand for workers in western Canada had on workers in other parts of the country? Has this demand or its impact influenced your career plans? Why or why not?”
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