Page 66 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 11, University/College Preparation
C1.
C2. C3.
Securing Rights and Social Supports: demonstrate an understanding of concerns and objectives of women’s rights movements and men’s movements, and explain issues related to the rights of sexual minorities;
Local and Global Challenges: analyse a range of social, political, economic, and environmental issues relating to gender in Canadian and global contexts;
Gender-Based Violence and Its Prevention: demonstrate an understanding of homophobic and gender-based violence in both Canadian and global contexts, and of violence-prevention strategies.
C1. Securing Rights and Social Supports
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
SPECIFIC EXPECTATIONS
By the end of this course, students will:
C1.1 describe the relevant social context of and issues of concern to contemporary and historical women’s movements (e.g., issues such as women’s suffrage, property ownership, birth control and reproductive rights, equal pay for equal work and equal pay for work of equal value, violence against women and children, education for girls and women in developing nations, the contribution of women’s unpaid domestic and volunteer work to the family and the economy, discrimination in development assistance), and evaluate the achievements of these movements
Teacher prompts: “What were the reasons
for establishing the Royal Commission on the Status of Women in Canada?” “How and why
has feminism been critiqued for excluding issues of concern to women who were not white and/or privileged?” “What changes have resulted from the debates within the women’s movement relating to marginalization of women of colour, women with disabilities, and lesbians?” “What
specific issues confront, or have confronted, First Nation, Métis, and Inuit women?” “What issues do young feminists address today through groups such as the Miss G__ Project and RebELLEs?”
C1.2 evaluate the objectives of various men’s movements (e.g., men's liberation movements; men's health, pro-feminist, and anti-sexist move­ ments) in relation to gender equity and changing gender roles
Teacher prompts: “Can men be feminists?” “What role do you think men should have
in the women’s movement? How can men be effective allies in the anti-sexist movement?” “What type of approach to gender relations is advocated by the National Organization for Men Against Sexism?”
C1.3 describeissuesassociatedwiththerecognition of the rights of sexual minorities (e.g., same-sex marriage laws, adoption rights for same-sex families, rights of hijras in India), and explain how they relate to gender issues
Teacher prompt: “What are some of the assump­ tions about appropriate gender roles that might affect people’s views on same-sex marriage or adoption rights for same-sex families?”
C. GENDERISSUESANDGENDER­ RELATED POLICY IN CONTEXT
OVERALL EXPECTATIONS
By the end of this course, students will:
64