Page 370 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 11, University/College Preparation
F3. Social Challenges
F4. Religion, Civil Society, and Popular Culture
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
F2.2 evaluatetheinfluenceofvariousreligions and belief traditions on the policies and prac­ tices of social and political institutions (e.g., the Canadian constitution, hospitals, schools)
Teacher prompts: “Why do the names of many hospitals indicate an affiliation with particular religions or belief traditions?” “How is consid­ eration of religious beliefs expressed through the policies of your school or school board?” “How have faith-based groups influenced the development of universal health care legislation in Canada?”
F2.3 identifysomecommonprejudicesand misconceptions about various religions and belief traditions
By the end of this course, students will:
F3.1 explainwhytensionsanddebateshavearisen between various faith communities and society (e.g., Doukhobors, religious marriage tribunals, satyagraha, Aboriginal women of Narmada)
Teacher prompts: “How did the beliefs of the women of Narmada influence their decision tostageanon-violentprotestagainstthe construction of the Narmada Valley dam?” “Why is the legal status of religious marriage tribunals contested in Canadian courts?”
F3.2 explain how leaders from various religions and belief traditions have used religion to oppose prejudice and discrimination (e.g., Guru Nanak, Elijah Harper, Jesus of Nazareth, Muhammad, Marcus Garvey, Martin Luther King Jr., Mohandas K. Gandhi, Moses)
F3.3 evaluate the influence of prejudice on public perceptions of the practices of various religious institutions and belief traditions (e.g., common public perceptions and misconceptions related to wearing the kirpan, jihad, proselytism, First Nations’ use of tobacco and sweetgrass)
Teacher prompts: “How do media depictions of jihad reflect or perpetuate common miscon­
ceptions about jihad?” “How have misunder­ standings about the function and role of the kirpan in Sikhism contributed to tension in Canadian society?” “How might efforts to discourage tobacco consumption conflict with First Nation beliefs?”
F3.4 analyse how specific laws or historical events have affected relationships between the state and groups holding particular religious beliefs (e.g., anti-conversion laws in India; the Iranian
Revolution of 1979; the French Loi no. 2004 228
on secularism and conspicuous religious symbols; restrictions on the use of the Lord’s Prayer in public institutions in Ontario; secularization in Turkey after the First World War; the status of religion under and after Soviet communism; residential schools legislation and First Nation communities
in Canada)
Teacher prompts: “What was the reason for the French legislation on secularism and conspicu­ ous religious symbols, and what response has it prompted?” “Why was the inclusion of smudg­ ing during the swearing in of Paul Martin’s cabi­ net a milestone in the relationship between the Canadian government and Canada’s Aboriginal people?” “How is the role of Buddhism as the state religion reflected in the relationship of the people of Thailand with their monarch?” “To what extent should elected officials in Canada allow their faith to influence how they carry out their public functions?”
By the end of this course, students will:
F4.1 identifywaysinwhichreligiousorquasi- religious references or symbols are incorporated into civil ceremonies (e.g., through flags, the national anthem, observances on Remembrance Day)
Teacher prompts: “How does the reference to God in the Canadian national anthem reflect the values of a multicultural society?” “How do Remembrance Day ceremonies employ and reflect elements of religious ritual?”
F4.2 analyse ways in which popular culture uses traditional symbols, ideas, and other elements associated with various religions and belief traditions (e.g., the use of dream catchers and cru­ cifixes as decorative objects or fashion accessories, the use of sacred Hindu symbols in tattoos)
Teacher prompts: “Why might the use of a dream catcher as a decorative item offend First Nation people?” “Why might it be inappropriate for movie stars and popular musicians to use the crucifix as a fashion accessory?” “What are the positive and negative effects of the com­ mercialization of yoga and of Hindu symbols and practices?”
F4.3 analyseandcritiquefromapersonalper­ spective ways in which elements of various religions and belief traditions are imported into popular culture
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