Page 64 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 11, University/College Preparation
B2. Power Relations, Sex, and Gender
B3. Representations of Gender
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
War II), and explain how and why these roles have changed over time
Teacher prompts: “In what ways are gender roles today similar to and different from those in your parents’ or grandparents’ generation?” “In what ways are your gender expectations and roles and those of your peers similar to
or different from those of adolescents in places such as rural Kenya or a large city in India? What might account for these similarities
and differences?” “What is the meaning and significance of the term two-spirited among many First Nations?”
B1.5 assess ways in which socially constructed gender roles and norms reflect the realities of women’s and men’s lived experiences locally and globally
Teacher prompts: “Why might some people choose to challenge gender roles while other people accept them?” “What types of factors are linked to diverse gender performances?” “In what ways can gender norms and expectations limit what is possible for men and women? What are some specific instances of women and men challenging gender expectations and norms over the past decade?” “How and why are women who do not want children judged differently than men who do not want children?”
By the end of this course, students will:
B2.1 analyse the ways in which power and privilege are unequally distributed between and among males and females in homes, schools, workplaces, and community settings (e.g., with reference to financial decision-making, domestic chores, child and senior care, teacher attention, leadership opportunities, assigned duties, access
to community resources)
Teacher prompts: “Do male and female students have equal access to sports facilities and resources in your school and community? If not, what are the implications of this difference?
What are its effects?” “What proportion of single- parent households are headed by women? What proportion of these households live below the poverty line?” “What does the fact that more than 500 Aboriginal women are missing in Canada reveal about the position of Aboriginal women within Canada and their position in relation to Canadian women as a whole?”
B2.2 explain the differences as well as the links between individual and systemic forms of sexism and discrimination, and describe ways in which these forms manifest themselves
Teacher prompts: “What are some of the ways in which individuals might exhibit sexist behaviour at home, at school, or in their everyday life? How can these behaviours be avoided or discouraged? Who would you turn to if you experienced sexism?” “How are sexist jokes related to sys­ temic forms of sexism?” “What do the terms glass ceiling, pay equity, and employment equity mean? When and why were these terms coined? To what extent and in what ways are they still relevant today?” “What is meant by the term patriarchal dividend? How is this term related
to systemic sexism and discrimination?”
B2.3 analyse ways in which sexism can manifest itself in contemporary Canadian society (e.g., in the family, sports and athletics, politics and govern­ ment; through the climate at work or school; through jokes and language; in terms of employment oppor­ tunities or access to economic resources), and assess ways to address these manifestations of sexism
Teacher prompts: “Do you think Canada is a sexist society? Why or why not?” “How do the Indian Act and Bill C-31 discriminate against Aboriginal women?” “What forms does sexism take in schools? What steps do or should schools take to address sexism?”
B2.4 explain variations in power relations between men and women within patriarchal and matriarchal societies (e.g., in matriarchal or matrilineal societies such as the Oneida, Cayuga, Mohawk, Seneca, Tuscarora, or Onondaga First Nations and the Mosuo and Naxi indigenous peoples of China), with reference to a variety of social roles and responsibilities (e.g., parental roles, decision making, economic responsibilities, leadership roles, training and educational options)
By the end of this course, students will:
B3.1 analyse representations of gender in media and popular culture (e.g., with reference to video games, toys, music and music videos, movies and television shows, advertisements, comics, blogs, online media)
Teacher prompts: “How does the marketing
of children’s toys contribute to perpetuating traditional gender roles?” “Where in the media can you find positive images of women in positions of authority (e.g., judges, surgeons, news anchors) and positive images of nurturing males?” “How varied are the gender roles for lesbian, gay, bisexual, and transgender (LGBT) characters on television or in the movies?” “In what ways do media representations of male gender roles differ according to race, ethnicity, socio-economic status, or sexual orientation?”
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