Page 382 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

F1. Sacred Time: demonstrate an understanding of how concepts of time influence the teachings and practices of various world religions and belief traditions;
F2. Sacred Place: demonstrate an understanding of how concepts of place influence the teachings and practices of various world religions and belief traditions.
Grade 11, Open
F1. Sacred Time
F2. Sacred Place
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
SPECIFIC EXPECTATIONS
By the end of this course, students will:
F1.1 describewaysinwhichcommoncelebra­ tions and commemorations associated with various religions and/or belief traditions are linked to concepts of time
Teacher prompts: “What is the connection between respect for ancestors and the arrival of spring through the Qingming festival for Confucians?” “Based on what you know about the potlatch celebration, why would it make more sense to celebrate a potlatch during the winter months rather than the summer months?”
F1.2 identifyandexplainthesignificanceof historical events and natural cycles that are commemorated in various religions and belief traditions (e.g., planting and harvest time; the migrations of monarch butterflies, salmon, and birds; cycles of the moon and sun; the births and/or deaths of religious leaders)
Teacher prompts: “How does the lunar cycle affect the timing of events in the religious year of
various belief traditions? How does its influence compare with the effect of the solar cycle in vari­ ous belief traditions?” “Why do some commu­ nities gather to celebrate cycles of nature?”
By the end of this course, students will:
F2.1 describethemainfeaturesoftheplacesof worship of various religions or belief traditions
Teacher prompts: “How might the interior features of Roman Catholic churches differ from those of the Eastern Orthodox or Calvinist Reform traditions?” “How does the construction ofasweatlodgereflecttheunderstandingsand beliefs of First Nation people about the natural world?” “Why are prayer wheels incorporated into the design of some Buddhist temples?”
F2.2 explainwaysinwhichattitudesandactions of believers are shaped by convictions about the significance of place (e.g., places such as Turtle Island for the Haudenosaunee people, the Western Wall for Jews, the Ganges River for Hindus)
Teacher prompts: “Why is the Ark of the Covenant in a synagogue placed on the side that faces Jerusalem?” “How do adherents of varioustraditionsexpressreverencewhenthey approach or enter sites of sacred importance?” “How are Aboriginal people’s attitudes towards the environment and the earth a reflection of their larger belief tradition?” “How does the positioning of the Guru Granth Sahib in rela­ tion to the congregation in a Gurdwara reflect attitudes about the significance of place?”
F2.3 identifytherelationshipbetweenplaceand common celebrations and commemorations (e.g., cenotaphs on Remembrance Day)
Teacher prompts: “Why were veterans upset when the French government wanted to remove a British war cemetery on the Somme battle­ field to build an airport?” “Why were the Stoney Point Ojibwe protesting at Ipperwash Provincial Park in 1995?”
F. DIMENSIONSOFTHESACRED OVERALL EXPECTATIONS
By the end of this course, students will:
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