Page 46 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
In order for these connections to be authentic, teachers should make them as specific as possible and move beyond obvious or stereotypical illustrations. For example, rather than referring only to the more obvious items of clothing associated with Aboriginal peoples, such as moccasins, fashion teachers might explore a wider range of clothing associated with specific groups (e.g., the wampum belts of the Mohawk and other First Nations, the sashes of the Métis people, the deerskin dresses of Haudenosaunee women, or the quillwork accessories of the Mi’kmaq).
The four courses in equity studies, which constitute a new subject area in the social sciences and humanities curriculum, reflect the aims of the equity and inclusive education strategy. These courses – on equity and social justice, gender studies, and world cultures – provide students with tools for understanding, analysing, and challenging inequity in various areas, including interpersonal relationships, the family, the school, the workplace, and the larger society, as well as in the global arena. The courses explore the construction
of identity, the differences among diverse individuals and groups, the nature of power dynamics, the barriers that prevent some people from participating fully in society, the contributions of various individuals and groups to social justice in Canada and around the world, and the importance of personal engagement and social action. Together, the courses promote an understanding of and respect for diversity, and a critical awareness of the status quo and of continuing challenges to an inclusive, fair, and just society.
FINANCIAL LITERACY IN SOCIAL SCIENCES AND HUMANITIES
The document A Sound Investment: Financial Literacy Education in Ontario Schools, 2010 (p. 4) sets out the vision that:
Ontario students will have the skills and knowledge to take responsibility for managing their personal financial well-being with confidence, competence, and a compassionate awareness of the world around them.
There is a growing recognition that the education system has a vital role to play in preparing young people to take their place as informed, engaged, and knowledgeable citizens in the global economy. Financial literacy education can provide the preparation Ontario students need to make informed decisions and choices in a complex and fast- changing financial world.
Because making informed decisions about economic and financial matters has become an increasingly complex undertaking in the modern world, students need to build knowledge and skills in a wide variety of areas. In addition to learning about the
specifics of saving, spending, borrowing, and investing, students need to develop broader skills in problem solving, inquiry, decision making, critical thinking, and critical literacy related to financial issues, so that they can analyse and manage the risks that accompany various financial choices. They also need to develop an understanding of world economic forces and the effects of those forces at the local, national, and global level. In order to make wise choices, they will need to understand how such forces affect their own and their families’ economic and financial circumstances. Finally, to become responsible citizens in the global economy, they will need to understand the social, envi­ ronmental, and ethical implications of their own choices as consumers. For all of these reasons, financial literacy is an essential component of the education of Ontario students – one that can help ensure that Ontarians will continue to prosper in the future.
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