Page 164 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Grade 10, Open
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies
voters’ lists, how elections are called, campaigning, candidates’ and party leaders’ debates, advance polls, election day procedures)
Sample questions: “What is the significance of the queen in Canada’s constitutional monarchy?” “What is the process by which someone becomes premier or prime minister?” “Why does the popular vote not always give a clear indication of the number of seats won by the parties?” “What role does Elections Canada play in the election process?” “What impact can technology have on electoral processes?” “How and why might a majority government govern differently than a minority government?” “Given its geographic size and population, do you think your region’s ridings are fairly distributed?” “Do you think that polls published in the media can have an impact on election results? Why or why not?”
B3. Rights and Responsibilities
FOCUS ON: Political Significance; Objectives and Results
By the end of this course, students will:
B3.1 demonstrate an understanding that Canada’s constitution includes different elements, and analyse key rights of citizenship in the constitution, with particular reference to the Canadian Charter of Rights and Freedoms (e.g., voting rights, mobility rights, language rights, equality rights, right to privacy, rights
of Aboriginal people)
Sample questions: “Besides the Charter of Rights and Freedoms, what other documents are part of the Canadian constitution?” “What section of the Charter do you value the most? Why?” “What is the difference between a free- dom, a right, and a responsibility?” “What are some challenges to Canadians’ right to privacy presented by new technological developments?” “What rights of citizenship are represented by
a passport? Should the government be able to rescind a passport?”
B3.2 analyse key responsibilities associated with Canadian citizenship (e.g., voting, obeying the law, paying taxes, jury duty, protecting Canada’s cultural heritage and natural environment, helping others in the community)
Sample questions: “Should people be fined if they do not vote? Why or why not?” “At what age do you think people are responsible enough to vote?” “Why is paying one’s taxes an import- ant responsibility?” “Why do you think that,
in order to earn a secondary school diploma in
Ontario, students must complete community involvement hours?” “What are your respon- sibilities as a Canadian citizen? In what ways will these change or develop as you get older?”
B3.3 explain how the judicial system and other institutions and/or organizations help protect the rights of individuals and the public good in Canada (e.g., with reference to the courts, trials, juries, sentencing circles, human rights tribunals, commissions of inquiry, the media, NGOs and social enterprises)
Sample questions: “What supports and mechanisms are in place in your school
and/or local community to help protect the rights of individuals?” “What protections does the Canadian legal system offer you? What impact does it have on your everyday life?” “What responsibility does the community
have for integrating offenders back into society?” “What is the role of the Children’s Aid Society?” “Are there groups of people that need more support than others to protect their rights? Why or why not?”
B3.4 analyse rights and responsibilities of citizenship within a global context, including those related to international conventions, laws, and/or institutions (e.g., the United Nations Universal Declaration of Human Rights [1948], Convention on the Rights of the Child [1989], Rio Declaration on Environment and Development [1992], or Declaration on the Rights of Indigenous Peoples [2007]; the International Criminal Court)
Sample questions: “What are the main similarities between the rights and responsibilities associated with citizenship in Canada and those associated with citizenship in the global community? What are the main differences?” “What role
or responsibility does an individual have in helping to protect the global commons such
as air and water?” “Does digital technology present a challenge to the rights and/or respon- sibilities of citizenship in a global context?
Why or why not?” “What was the objective
of the UN Declaration of Human Rights? Do
all people enjoy the rights embodied in that document?” “What are the issues surrounding Haudenosaunee passports?”
B3.5 identify examples of human rights violations around the world (e.g., hate crimes, torture, genocide, political imprisonment, recruitment
of child soldiers, gender-based violence and discrimination), and assess the effectiveness of responses to such violations (e.g., media scrutiny; government sanctions; military intervention;
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