Page 43 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Acting Today, Shaping Tomorrow: A Policy Framework for Environmental Education in Ontario Schools outlines an approach to environmental education that recognizes the needs of all Ontario students and promotes environmental responsibility in the operations of all levels of the education system.
The three goals outlined in Acting Today, Shaping Tomorrow are organized around the themes of teaching and learning, student engagement and community connections, and environmental leadership. The first goal is to promote learning about environmental issues and solutions. The second is to engage students in practising and promoting environmental stewardship, both in the school and in the community. The third stresses the importance of having individuals and organizations within the education system provide leadership by implementing and promoting responsible environmental practices throughout the system so that staff, parents, community members, and students become dedicated to living more sustainably.
There are many opportunities to integrate environmental education into the teaching of social sciences and humanities. Family studies courses provide opportunities for students to explore ways in which varying notions of “need” affect how various individuals, families, communities, and societies use – or overuse – resources. Students come to understand the environmental impact of their choices – and those of the broader society – with respect to food, clothing, housing, and other aspects of life. In general social sciences and equity studies courses, students examine the impact of climate change on individuals and diverse groups and communities, including the disproportionate impact on the poor and mar­ ginalized. In world religions courses, students explore the ways in which environmental stewardship and responsible environmental practices are woven into the tenets of a number of religions and belief traditions. Philosophy courses provide opportunities for students to reflect on the ethics associated with differing attitudes and actions with respect to
the environment.
A resource document – The Ontario Curriculum, Grades 9–12: Environmental Education – Scope and Sequence of Expectations, 2011 – has been prepared to assist teachers in planning lessons that integrate environmental education with other subject areas. It identifies cur­ riculum expectations and related examples and prompts in disciplines across the Ontario curriculum that provide opportunities for student learning “in, about, and/or for” the environment. Teachers can use the document to plan lessons that relate explicitly to
the environment, or they can draw on it for opportunities to use the environment as the context for learning. The document can also be used to make curriculum connections to school-wide environmental initiatives. This publication is available on the Ministry of Education’s website, at www.edu.gov.on.ca/eng/curriculum/secondary/environ9to12curr.pdf.
HEALTHY RELATIONSHIPS AND SOCIAL SCIENCES AND HUMANITIES
Every student is entitled to learn in a safe, caring environment, free from violence
and harassment. Research has shown that students learn and achieve better in such environments. A safe and supportive social environment in a school is founded on healthy relationships – the relationships between students, between students and adults, and between adults. Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive in an environment in which diversity is honoured and accepted. Healthy relationships do not tolerate abusive, controlling, violent, bullying/harassing, or
SOME CONSIDERATIONS FOR PROGRAM PLANNING
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