Page 378 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

D1. Festivals,Celebrations,andCommemorations:demonstrateanunderstandingoftheroleand significance of festivals, celebrations, and commemorations in various world religions and belief traditions;
D2. RitesofPassage:describetheroleandsignificanceofritesofpassageinvariousworldreligions and belief traditions;
D3. DailyObservances:describeandexplainthefunctionandsignificanceofthedailyobservances practised by followers of various world religions and belief traditions.
Grade 11, Open
D1. Festivals, Celebrations, and Commemorations
D2. Rites of Passage
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
SPECIFIC EXPECTATIONS
By the end of this course, students will:
D1.1 explain the significance of major festivals and other commemorations in various world religions and belief traditions
Teacher prompt: “Why would some Jewish people say that Yom Kippur is the most holy day in the Jewish calendar?”
D1.2 identify and describe the observances and practices associated with the major festivals, commemorations, and celebrations of various world religions and belief traditions (e.g., coloured water at Holi, dancing at powwows, lighting candles at the beginning of Shabbat, nativity scenes
at Christmas)
Teacher prompts: “Why are lights and candles an important symbol for the celebration of Wesak by Buddhists?” “Why is drumming
often a significant feature in the festivals of indigenous people in Canada and around the world?”
D1.3 describe the role and significance of fasts and feasts in various belief traditions
Teacher prompts: “Why do Muslims fast during Ramadan?” “Why do Hindus exchange sweets during Holi?” “How does the nalukataq – the spring whaling festival – express the signifi­ cance of the whale to the Inuit community?”
D1.4 explain how practices and rituals employed in festivals and celebrations of various religions and belief traditions reflect the teachings of those traditions
Teacher prompts: “How does Ayambil relate to the spiritual goals of a Jain?” “Why is the kiss of peace symbolic of the life of a Christian?” “How does the redistribution of goods in a potlatch express the importance of community interdependence?”
D1.5 explain the origins of symbols associated with specific religious festivals, celebrations, and commemorations (e.g., Advent wreath, menorah, lotus, fireworks, sweetgrass)
Teacher prompts: “What is the significance of the dreidel?” “Explain why fireworks and lights are common symbols associated with the Hindu festival of Diwali.”
By the end of this course, students will:
D2.1 identify and explain the purpose of key rites of passage in various world religions and belief traditions (e.g., rituals associated with death, marriage, naming a child)
Teacher prompts: “Why is the naming ceremony such a significant aspect of First Nation, Hindu, Jewish, and Muslim traditions?” “What is the significance of the one-month celebration for infants in Buddhist and Taoist traditions?”
D. ACTIONS OVERALL EXPECTATIONS
By the end of this course, students will:
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