Page 63 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

B. FOUNDATIONS OVERALL EXPECTATIONS
By the end of this course, students will:
B1. The Social Construction of Gender: demonstrate an understanding of how attitudes, behaviours, roles, and norms relating to gender are socially constructed, and of the complexity of gender as a concept and as a lived experience;
B2. Power Relations, Sex, and Gender: analyse sexism and the dynamics of power relations with respect to sex and gender in a variety of contexts;
B3. Representations of Gender: analyse representations of women and men in media, popular culture, and the arts, and assess the effects of these representations.
SPECIFIC EXPECTATIONS
B1. The Social Construction of Gender
By the end of this course, students will:
B1.1 explain key terms and concepts relating to gender studies (e.g., sex and gender, female, male, transsexual, intersex, gender performance, gender roles, gender norms, gender stereotypes, transgender, masculinity/masculinities, femininity/femininities, gender binary, intersectionality, hypermasculinity, emphasized femininity, sexism, matriarchy, patriarchy, gender hierarchy, sexual minorities, sexual orientation, homophobia, two-spirited, misogyny, misandry)
Teacher prompts: “What is the difference between sex and gender?” “What is meant by the term gender performance?” “In what ways does some gender research challenge under­ standings of sex as a simple binary between male and female?” “What did Simone de Beauvoir mean when she wrote, ‘One is
not born a woman, one becomes one’?”
B1.2 explain how gender norms are socially constructed and may be culturally specific
(e.g., the influence of one’s culture, ethnic group,
or heritage, and of the media and popular culture; family expectations; peer pressure; religious expec­ tations), and describe possible tensions between an individual’s gender performance (e.g., atti­ tudes, behaviours, roles) and societal norms
Teacher prompts: “How do individuals come to know the gender norms of their communities?” “In what ways do norms and expectations typ­ ically differ for boys and girls, and young men
and young women, regarding acceptable behav­ iour and expression of emotion? Regarding career choices? What factors influence the maintenance of or changes to such norms/ expectations?” “Do you ever find yourself in conflict with the gender norms accepted in your family or community? If so, explain the circumstances and your response.” “How might an individual’s personal preferences and choices affect his or her self-presentation of gender?”
B1.3 analyse ways in which gender intersects with other aspects of identity (e.g., indigeneity, race, socio-economic status, sexual orientation, ability) to create diverse gender role expectations
and experiences
Teacher prompts: “What does Patricia Monture-Angus, a Mohawk woman, mean when she writes, ‘To artificially separate my gender from my race and culture forces me to deny the way I experience the world’?” “How might factors such as socio-economic status or (dis)ability influence a person’s experience of gender?” “Why might it make more sense to use the terms masculinities and femininities rather than masculinity and femininity?”
B1.4 describe a range of gender roles in a variety of cultures and historical periods (e.g., in Western and non-Western countries; within various religious traditions; in rural and urban environments; in First Nation, Métis, or Inuit cultures; in middle-class Canada after World
FOUNDATIONS
61
ResearGcehnadnedr SIntuqduierys Skills
H H I F S 1 G 0 3 / M2 0