Page 67 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

C2. Local and Global Challenges
By the end of this course, students will:
C2.1 analyse a range of social and political issues relating to gender equity in both Canadian and global contexts (e.g., issues related to employment, poverty, health care, sports, violence; the use of rape as a tool of war; infanticide and fetal sex selection; access to education and training; political representation)
Teacher prompts: “How has the preference for male children in some societies led to a skew­ ing of sex ratios? What is the possible impact of such skewing for women and men in those societies?” “What is meant by the term the fem­ inization of poverty? What are some factors that account for the disproportionate number of women who live in poverty?”
C2.2 describe the effects of globalization and international trade and economic policies on gender-related issues in both Canadian and global contexts (e.g., sex trafficking and tourism; mail-order brides; the proportion of women in sweatshops; the impact of changing economies
on women’s and men’s social roles; the impact of Western advertising and consumerism on gender roles in newly industrializing countries; deindustri­ alization and the loss of traditionally male-dominated jobs in manufacturing; an increase in male employ­ ment in the service and retail sectors)
Teacher prompts: “What policies encourage nannies from developing countries to work in Canada? What are the effects of these policies on nannies and their families in their countries of origin?” “In what ways do international aid and banking programs discriminate against women?”
C2.3 analyse the relationship between gender and environmental issues in both Canadian and global contexts (e.g., with reference to the work of Wangari Maathai or Vandana Shiva; the relationship between chemical use and birth defects/ infertility; the impact of desertification on arable land, family farms, and the roles of women and men; differences in the impact of climate change
on men and women)
Teacher prompts: “What is meant by the term ecofeminism?” “Where would you find data to determine the relationship between the use of pesticides and fertility rates?” “What effects has oil sands development in Alberta had on women in the Lubicon First Nation?” “What evidence exists of the impact on boys and men of increased levels of estrogen in drinking water?”
By the end of this course, students will:
C3.1 analyse the impact of gender-based violence (e.g., bullying; harassment; child and spousal abuse; sexual assault, including date rape; gay bashing)
Teacher prompts: “What forms can gender- based violence take?” “What is the impact of emotional or psychological abuse, including bullying? How is it similar to or different from the impact of physical abuse?”
C3.2 analyse how the media and popular culture portray gender-based violence and aggression (e.g., in video games, popular music and music videos, television shows, sports), and assess the possible impact of these portrayals
Teacher prompts: “Who are the perpetrators
of violence most commonly depicted in the movies and television shows you watch and the video games you play? Who are the victims? What, if any, patterns do you notice? What impact do you think these patterns may have?” “How do news reports represent female victims of violent crimes? How are these representations affected by factors such as the victim’s race, religion, or occupation (e.g., whether the victim is a sex trade worker)?” “Do you think playing violent video games desensitizes participants to violence and aggression in real life? Why or why not? Do you think that first-person shooter games have a greater impact on players than other video games? Why or why not?”
C3.3 explain how social institutions or systems (e.g., criminal justice, legal, social service, immigra­ tion, and international development systems) can perpetuate or decrease homophobic and gender- based violence and harassment in both Canadian and global contexts
Teacher prompts: “Why do critics argue that violence against women is significantly under- reported? Why might a woman be reluctant to report domestic abuse, sexual harassment, or sexual assault? What are her options if she reports abuse? How are these options affected by factors such as poverty?” “It is only in the past few decades that marital rape has been recognized as a crime in many countries. Why did it take so long for these laws to be imple­ mented? Why do some countries still not rec­ ognize it as a crime?” “What is the ‘don’t ask, don’t tell’ policy in the U.S. military? What message does this policy send to potential new
GENDER ISSUES AND GENDER-RELATED POLICY IN CONTEXT
C3. Gender-Based Violence and Its Prevention
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Gender Studies
HSG3M