Page 376 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 11, Open
C1. Historical Contexts: demonstrate an understanding of the historical contexts that have shaped particular religions and belief traditions;
C2. Community Beliefs and Practices: demonstrate an understanding of various ways in which adherents of particular world religions and belief traditions relate to their own and other communities;
C3. Belief Traditions and Popular Culture: demonstrate an understanding of ways in which various world religions and belief traditions are interpreted and adapted within popular culture.
C1. Historical Contexts
C2. Community Beliefs and Practices
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
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SPECIFIC EXPECTATIONS
By the end of this course, students will:
C1.1 identify and describe significant episodes from the history of various world religions and belief traditions
Teacher prompts: “How has the experience of diaspora affected the practices of Judaism?” “Why is the founding of the Confederacy of Six Nations an important event in Haudenosaunee history?” “Why would the opening of the Woodlands Cultural Centre be a significant event for the Confederacy of Six Nations?” “What is the tradition of leadership succession in Tibetan Buddhism? How might this tradition be affected by the fourteenth Dalai Lama’s experience of exile?”
C1.2 identify major figures from the history of
various world religions and belief traditions, and explain their origins, roles, and contributions
Teacher prompts: “How did Baha’ullah con­ tribute to and influence the Baha’i faith?” “How have the Haudenosaunee been influ­ enced by those born outside their nation, such as Peacemaker?” “How does the significance and role of Jesus of Nazareth differ in Christianity and Islam?”
C1.3 explain the relationship between specific historical incidents and the practices or rituals associated with particular belief traditions (e.g., the exodus of Jews from Egypt and the eating of matzo at Passover)
C1.4 explain the relationship between religious movements (e.g., Reform Judaism) or events (e.g., the Second Vatican Council) and changes in religious practice over time
Teacher prompts: “Why has there been a decrease in the number of people entering vowed religious communities and an increase in lay movements and participation within the Roman Catholic tradition since the Second Vatican Council?”
By the end of this course, students will:
C2.1 identify and explain differences in beliefs and belief-related practices between different branches within particular communities of believers, and describe unifying elements that connect them despite their differences
Teacher prompts: “Why is the Dalai Lama dif­ ferently perceived by Vajrayana, Theravada, and Mahayana Buddhists, as well as different groups within secular society?” “How does the concept of umma influence relationships between Shia, Sunni, and Ismaili Muslims?”
C2.2 describe various roles played by people in different belief traditions (e.g., senators in the Métis tradition; the laity in Orthodox Christianity; the cantor in Jewish Sabbath services; men and women, boys and girls in various traditions)
C. COMMUNITYWITHINSACREDAND SECULAR CONTEXTS
OVERALL EXPECTATIONS
By the end of this course, students will: