Page 369 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

F. SOCIALANDCULTURALCONTEXTS OVERALL EXPECTATIONS
By the end of this course, students will:
F1. Cultural Contexts: identify and analyse ways in which various religions and belief traditions are embodied in cultural forms;
F2. Social Contexts: analyse the interaction between society and various religions and belief traditions;
F3. Social Challenges: demonstrate an understanding of the challenges that adherents of various
religions and belief systems experience in society;
F4. Religion, Civil Society, and Popular Culture: describe and analyse ways in which various religions and belief traditions are interpreted and adapted within civil society and popular culture.
SPECIFIC EXPECTATIONS
F1. Cultural Contexts
By the end of this course, students will:
F1.1 identifyandexplainthesignificanceofsigns and symbols associated with various religions and belief traditions (e.g., the crucifix, the medicine wheel, symbols for the syllable “om”)
Teacher prompts: “Why is the crucifix, which was an instrument of Roman torture, employed as a sign of salvation by Christians?” “How do the colours in a medicine wheel embody the First Nation concept of the importance of
the physical, spiritual, and natural worlds?” “Why is the syllable ‘om’ sacred to Hindus?”
F1.2 explainwhydifferentreligionsandbelief systems prohibit particular cultural forms
or activities (e.g., reasons for: the iconoclastic controversy, prohibitions against visual depictions in Judaism and Islam, the common practice of not preserving sand mandalas within Tibetan Buddhism)
Teacher prompt: “Why are sand mandalas often swept away upon completion?”
F1.3 analysethewaysinwhichvariousreligions and belief traditions are reflected in specific works of art, architecture, music, literature, and dance; in styles of dress; and in cuisines (e.g., religious icons, La Sagrada Familia church by Antonio Gaudi, evening ragas, the poetry of Rumi, Bharatnatyam dance, monastic robes, kosher and vegetarian cooking, the architecture of Douglas Cardinal)
Teacher prompts: “How do the architectural features of La Sagrada Familia church reflect aspects of the Roman Catholic faith?” “How do the cuisines of various cultures reflect the dietarylawsofparticularreligions?”“Howare Aboriginal attitudes towards the environment and geography reflected in the architecture of Douglas Cardinal?”
F1.4 explainwhycertainculturalformshave special significance within particular religions and belief traditions (e.g., Aboriginal drumming, Gregorian chant, Hindu sculpture, Islamic calligra­ phy, statues of the Buddha, Odissi dance and music)
Teacher prompts: “Why is drumming impor­ tant in many Aboriginal communities?” “WhatwasthefunctionofGregorianchant
in medieval monastic religious observance? Does it have the same function today?” “What are some differences in the way the Buddha
is depicted in various cultures? What are the reasons for the differences?”
F2. Social Contexts
By the end of this course, students will:
F2.1 analysethewaysinwhichreligiouspluralism is reflected in Canadian society and culture (e.g., demographics, government policy)
Teacher prompt: “How does the Canadian Charter of Rights and Freedoms encourage or discourage religious plurality?”
SOCIAL AND CULTURAL CONTEXTS
367
Perspectives, Issues, and Challenges
Research and Inquiry Skills
World Religions and Belief Traditions:
H H I F R 1 T 0 3 / M2 0