Page 102 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 12, University/College Preparation
D1. Power Relations: demonstrate an understanding of the dynamics of power relations within specific cultural groups and between minority and majority cultures;
D2. PoliciesandIssues:demonstrateanunderstandingofpastandpresentpoliciesandissuesaffecting cultural diversity in Canada, and compare approaches to such policy in Canada with those in other countries;
D3. Social Action and Personal Engagement: design, implement, and evaluate an initiative to address an issue related to cultural groups or promoting cultural diversity.
D1. Power Relations
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
SPECIFIC EXPECTATIONS
By the end of this course, students will:
D1.1 demonstrate an understanding of the dynamics of power relations within specific cultural groups (e.g., with reference to: the caste system in India; shadism in various societies; race relations in Mexico or Zimbabwe; the role of elders in China or among First Nation peoples; gender roles in Iran or Japan; the status of katoey in Thailand, hijra in India, two-spirited people in Aboriginal cultures, fafafini in Samoa)
Teacher prompts: “What role do elders play in Mohawk society? What implications does this role have for the power dynamics within this society?” “Why is there a market for skin-bleaching products in some South Asian nations?”
D1.2 analyse the potential impact on cultural identity and on the relations between cultural
groups of cultural stereotypes, labelling, and misrepresentations found in mainstream media and popular culture (e.g., the labelling of some groups as “model minorities” or “fresh off the boat”; stereotypes such as dragon women, Asian lotus blossoms, Black athletes, First Nation warriors; misrepresentations such as Muslims as terrorists)
Teacher prompt: “What specific cultural stereo­ types are found on television shows and in movies that you watch? What effect do you think they have on both the minority cultures who are the targets of these stereotypes and on the majority culture?”
D1.3 analyse both the positive and negative aspects and effects of the interactions between minority and majority cultures in Canada and around the world (e.g., interactions between Aboriginal peoples and majority cultures in Canada; relations between francophones and anglophones in Quebec; interactions between the Black majority and white minority in South Africa; the interaction of the majority culture with Uighurs in China, Hmong
in Laos, Algerians in France, Kurds in Iraq, Palestinians in Israel; the experience of Romani in central Europe)
Teacher prompts: “Why has Africville become a symbol of the treatment of Black Nova Scotians?” “How and why have different cultural groups adopted mainstream holidays into their own cultural practices?” “Do you think hyphenated identities are a positive phenomenon? Why or why not?” “What evidence of minority-majority interactions do you see in everyday life? Which of these would you categorize as positive? Why? Which are negative?”
D1.4 describe various ways in which cultural minority groups address challenges to their identity from more powerful groups (e.g., cul­ tural resistance, revitalization movements, culture jamming, forming social organizations/networks, banning intermarriage, establishing their own media, lobbying)
Teacher prompt: “Are there ethnic media in your community? What types of stories do they cover that are not addressed by the mainstream media?”
D. CRITICALCULTURALISSUES OVERALL EXPECTATIONS
By the end of this course, students will:
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