Page 166 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

C1. Civic Contributions: analyse a variety of civic contributions, and ways in which people can contribute to the common good (FOCUS ON: Political Significance; Stability and Change)
C2. Inclusion and Participation: assess ways in which people express their perspectives on issues of civic importance and how various perspectives, beliefs, and values are recognized and represented in communities in Canada (FOCUS ON: Political Significance; Political Perspective)
C3. Personal Action on Civic Issues: analyse a civic issue of personal interest and develop a plan of action to address it (FOCUS ON: Political Significance; Objectives and Results)
Grade 10, Open
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies
SPECIFIC EXPECTATIONS
C1. Civic Contributions
FOCUS ON: Political Significance; Stability and Change
By the end of this course, students will:
C1.1 assess the significance, both in Canada and internationally, of the civic contributions of some individuals (e.g., Shawn Atleo, Maude Barlow, Mohandas K. Gandhi, Elijah Harper, Craig Kielburger, Martin Luther King, Jr., Cardinal Paul Émile Léger, Stephen Lewis, Nelson Mandela, Aung San Suu Kyi, David Suzuki) and organiza- tions, including NGOs and social enterprises (e.g., Amnesty International, L’Arche Canada, Democracy Watch, Free the Children, International Federation of Red Cross and Red Crescent Societies, Inuit Circumpolar Conference, Métis Nation of Ontario, Ontario Federation of Indian Friendship Centres, Samara Canada, Spread the Net, SoChange, World Wildlife Federation,Youth in Philanthropy Canada)
C1.2 describe a variety of ways in which they could make a civic contribution at the local, national, and/or global level (e.g., by serving on student council or on an organization offering
support to students who are being bullied; by reducing the amount of solid waste they generate and by properly disposing of hazardous waste;
by volunteering at a food bank, retirement home, hospital, humane society, or recreational facility
in the local community; by donating blood; by participating in community clean-up or tree-planting days; by raising funds for a charity or a development
NGO; by writing to or speaking with their city or band councillor, MPP, or MP to request action on an issue)
Sample questions: “When you brainstormed with other students, what are some ways you identified for making a contribution in the community? Which of these appeal to you? Why?” “Are there food banks and/or community gardens in your community? What are some ways in which you could get involved with them?”
C1.3 explain how various actions can contribute to the common good at the local, national, and/ or global level (e.g., engaging in a non-violent protest can heighten awareness of an issue and pressure for change; buying fair trade products helps ensure that producers are fairly compensated for the products they produce; the organized boycotting of products can pressure corporations
to change irresponsible practices; donating to a development NGO can help improve the lives of people affected by a natural disaster or enhance health care in developing countries; canvassing
or fundraising for an organization that works for social justice can raise people’s awareness of issues related to inequity or human rights abuses)
Sample questions: “In what ways does using public transit, biking, or carpooling contribute to the common good?” “What are some signifi- cant changes in your local community that have been brought about as a result of citizen action?” “What impact can consumers’ choices have on the natural environment?”
C. CIVIC ENGAGEMENT AND ACTION OVERALL EXPECTATIONS
By the end of this course, students will:
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