Page 167 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

C2. Inclusion and Participation
FOCUS ON: Political Significance; Political Perspective
By the end of this course, students will:
C2.1 analyse ways in which various beliefs, values, and perspectives are represented in their communities (e.g., with reference to different racial, ethnic, and/or religious groups; people
with various political beliefs and/or social values; people from different age groups; men and women; First Nations, Inuit, or Métis people; people in lesbian, gay, bisexual, and transgender [LGBT] communities; environmentalists; people with disabilities; people from different professions and/or economic circumstances; recent immigrants and new Canadians; business people), and assess whether all perspectives are represented or are valued equally
Sample questions: “What are some ways
in which various student perspectives are represented in our school? Do you feel like your voice is heard?” “What cultural festivals are celebrated in your community? Whose beliefs and values do they reflect?” “What religious structures are in your community? What do they tell you about respect for diversity in the community?” “Why might some people’s perspectives be valued more than those of others? What are some ways to address this inequity? What action could be taken to ensure that marginalized voices are heard?”
C2.2 describe ways in which some events, issues, people, and/or symbols are commemorated or recognized in Canada (e.g., by war memorials and Remembrance Day services; through citizen- ship awards such as the Order of Canada; by depicting them on postage stamps or currency; in museums; on public plaques; by naming streets or public spaces after them; through observances such as Black History Month, Fête nationale du Québec, Flag Day, Holocaust Day, Holodomor Memorial Day, Human Rights Day, Labour Day, National Aboriginal Day, Persons Day, Pride Week, Victoria Day), and analyse the significance of this recognition
Sample questions: “What do you think are
the most important regional or national symbols in Canada? Who or what do they represent?” “Do you think there are people in your local community or in Canada whose civic contribution has not been formally recognized but should be? Why and how do you think they should be acknowledged?” “What criteria do you think should be used when deciding which events or people to formally recognize?”
C2.3 describe various ways in which people can access information about civic matters (e.g., websites of governments, political parties, NGOs, or other groups and/or institutions; social media; meetings organized by elected representatives; newspapers or newscasts), and assess the effectiveness of ways in which individuals
can voice their opinions on these matters (e.g., by contacting their elected representatives, being part of a delegation to speak on an issue under consideration by city council, organizing a petition, voting, making a presentation to a commission of inquiry, participating in a political party or interest group; by expressing their views through the media, including social media, or at a town-hall meeting; through court challenges; through art, drama, or music)
Sample questions: “What are some ways in which a person can communicate his or her position on an environmental issue?” “What do you think is the most effective way for you to get your ideas heard in our school?” “What criteria might you use to determine the most effective way to voice your position on a social justice issue?”
C3. Personal Action on Civic Issues
FOCUS ON: Political Significance; Objectives and Results
By the end of this course, students will:
C3.1 analyse a civic issue of personal interest, including how it is viewed by different groups
Sample questions: “What current civic issue is important to you? Who are the people and/or organizations involved in this issue? What views do they have on it? Do you think there might be other perspectives on this issue that are not commonly heard? Which level or levels of government would be responsible for addressing this issue?”
C3.2 propose different courses of action that could be used to address a specific civic issue (e.g., a public awareness campaign, a plan for local action, a campaign to pressure for political action), and assess their merits
Sample questions: “When you consider the various courses of action proposed to address this issue, how would you rank them from easiest to most difficult to carry out?” “Which option do you think would have the greatest impact?” “Would you be able to carry out, or participate in, any of these courses of action?”
CIVIC ENGAGEMENT AND ACTION
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Civics and Citizenship
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