Page 100 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 12, University/College Preparation
C2. Cultural Expressions in Context
C3. Contributions and Influences
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
class?” “In what ways are Mexican beliefs about the nature of death reflected in El Dia de los Muertos?”
C1.4 analyse the ways in which a culture’s rela­ tionship to the environment is reflected in its art, philosophy, and religious/spiritual beliefs (e.g., with reference to depictions of nature in visual arts; creation stories of various cultures, including that of the Garden of Eden; the Aboriginal medicine wheel; philosophical approaches that view nature as separate from humanity)
Teacher prompts: “How is the Cree conception of Mother Earth reflected in that nation’s rela­ tionship to the environment?” “What does the concept of instrumental reason in Western phi­ losophy suggest about humanity’s relationship to the environment?”
By the end of this course, students will:
C2.1 analyse specific cultural expressions (e.g., in the areas of visual arts, music, dance, drama, litera­ ture, architecture, fashion, values, philosophy, religion, media) with reference to their function and the time and place with which they are associated
Teacher prompts: “What functions did wampum belts serve for Eastern Woodlands First Nations?” “What do Bob Marley’s lyrics to ‘Africa Unite’ reveal about the connections between Africa and Jamaica?” “What do vari­ ous images of the Last Supper suggest about the sociocultual context in which they were created?”
C2.2 analyse the impact of various transformative social, economic, or political conditions or events (e.g., the partition of India, demographic and economic changes in Harlem in the early twentieth century, the Cultural Revolution in China, apartheid in South Africa) on forms of cultural expression in the areas of art, philosophy, and religion/spirituality
Teacher prompts: “How did the particular social and economic conditions of the African-
American community in Harlem in the 1920s and 1930s contribute to the music and poetry created within this community?” “What impact has the Holocaust had on Jewish cultural expression?” “Why were the Bamiyan Buddhas in Afghanistan created? Why were they destroyed?” “Why were the late 1800s and early 1900s referred
to as ‘The Silent Years’ in Haida art?”
C2.3 compare similar forms of cultural expression in different cultures and/or historical periods (e.g., cartooning and animé or manga in the United
States and Japan; Aboriginal art in Australia and Canada; Catholicism in Latin America and Spain; rap in Cuba, Senegal, and the United States)
Teacher prompt: “In what ways are the values reflected in Senegalese rap different from those in American rap? How do you think American rap listeners would respond to the messages in Senegalese rap music? Why?”
By the end of this course, students will:
C3.1 analyse the integration of different aspects of culture in the cultural expressions of specific societies (e.g., how religion can affect practices related to food, clothing, education, music; how philosophy can affect visual art, architecture, songs; how folk traditions can be integrated with more modern elements in dance, music, crafts; how the arts
can be used to enhance religious practices)
Teacher prompt: “What influence has the Ayurvedic tradition had on Indian cuisine?”
C3.2 assess the influence of the art, philosophy, and religious/spiritual beliefs or practices of one culture (e.g., Grebo or Haida masks, yoga and meditation, t’ai chi ch’uan, salsa, hip hop, reggae, capoeira, Maori haka, Bollywood films) on forms of cultural expression produced by individuals or groups from other cultures
Teacher prompts: “What was the impact of Chinese Buddhism on Korea, Vietnam, and China? How were practices associated with Chinese Buddhism adapted in these different social/cultural contexts?” “What is the difference between cultural appropriation and cultural influence in an artist’s work? Why is the dis­ tinction important?” “Do you think Picasso practised cultural appropriation of African
art forms? Give reasons for your answer.”
C3.3 assess ethnocultural minority groups’ contri­ butions to and influence on culture in Canada (e.g., heritage centres; cultural museums; ethnic neighbourhoods in large cities; meditation centres; fusion cuisine; ethnocultural film festivals; multi­ cultural festivals; a variety of churches, temples, and mosques; influences on fashion, literature, music, visual art)
Teacher prompts: “In what ways has cuisine from various ethnocultural groups changed the nature of the Canadian culinary landscape?” “What have been the effects of interfaith dialogue on Canadian culture?” “In what ways has ethnocultural diversity contributed to Canadian national identity?” “How has
98