Page 327 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

D. GLOBALSOCIALCHALLENGES OVERALL EXPECTATIONS
By the end of this course, students will:
D1. Global Inequalities: demonstrate an understanding of how various social structures and conditions support or limit global inequalities;
D2. Globalization:assesstheimpactofglobalizationonindividualsandgroups;
D3. Exploitation:analysetheimpactofunfairorunjustexploitationofpeopleorresources,locally and globally.
SPECIFIC EXPECTATIONS
D1. Global Inequalities
By the end of this course, students will:
D1.1 describe the key provisions of various provincial, national, and international agree­ ments for addressing human rights issues
(e.g., the Ontario Human Rights Code, the Ontario Environmental Bill of Rights, the Canadian Charter of Rights and Freedoms, the Geneva Conventions, the United Nations Convention on the Rights of
the Child)
Teacher prompts: “How do the grounds
of discrimination in the Ontario Human Rights Code compare to the grounds of dis­ crimination in the Canadian Charter of Rights and Freedoms?” “How are the provisions of the Geneva Conventions enforced?”
D1.2 demonstrate an understanding of various types of discrimination (e.g., racism, homophobia, ageism, sexism, hate crimes, individual discrimination, systemic discrimination, genocide) and their impact on individuals and groups
Teacher prompts: “How can being labelled affect the future opportunities of a person or group?” “What are some examples of ageism shown on an individual level (e.g., jokes) and on a systemic level (e.g., government policies that could limit seniors’ access to resources)?” “In what ways is homophobia incorporated into the laws of some countries?”
D1.3 summarize the statistics on literacy rates nationally and internationally, and assess the impact of low literacy levels on the standard of living of individuals and groups
Teacher prompt: “How strongly correlated are literacy levels and standard of living in Canada? Are literacy levels and standard of living as strongly correlated in other countries?”
D1.4 explain how various socio-economic condi­ tions (e.g., international competition, prejudice, unfavourable economic conditions, military occupa­ tion/rule) and structures (e.g., the welfare system, public health and education, non-profit social serv­ ice organizations) operate to increase, entrench, or alleviate poverty
Teacher prompts: “What social support systems are available within your community (e.g., soup kitchens, food banks, women’s shelters)? Can you identify needs for which there are few or no supports?” “How does military occupation serve to entrench or increase poverty in a country?”
D2. Globalization
By the end of this course, students will:
D2.1 explain various types of arrangements between governments and transnational corporations, including the reasons for such arrangements, and describe their impact on developing nations (e.g., the impact of outsourcing of labour, tariff-free zones, maquilas, lax environ­ mental standards, the privatization of water)
Teacher prompts: “How do the rights and bene­ fits of Canadian employees compare to those of employees in developing nations?” “Who bene­ fits the most when labour is outsourced?”
GLOBAL SOCIAL CHALLENGES
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