Page 69 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

D. IMPLEMENTINGCHANGE OVERALL EXPECTATIONS
By the end of this course, students will:
D1. ChangesintheWorkplace:demonstrateanunderstandingofchangesinoccupationsandthe workplace with respect to gender issues, and of the reasons for continuing occupational segregation;
D2. AgentsofChange:describestrategies,initiatives,andaccomplishmentsofindividualsand organizations, including both Canadian and international organizations, with respect to gender equity;
D3. SocialActionandPersonalEngagement:design,implement,andevaluateaninitiativetoaddress an issue related to gender equity or gender-based violence awareness/prevention.
SPECIFIC EXPECTATIONS
D1. Changes in the Workplace
By the end of this course, students will:
D1.1 describe, with reference to both Canadian and global contexts, accomplishments of and barriers faced by women and men in areas in which females or males have been traditionally underrepresented (e.g., politics, law, sports, arts and culture, science, health, education, economics, religion, the military, childcare and homemaking)
D1.2 assess the extent of changes that have occurred in the world of work (e.g., on-site day- care, changes in leadership styles, different ways of doing business, flexible work days, parental leaves) as a result of women and men entering areas in which they have traditionally been underrepresented
Teacher prompt: “The areas of medicine and law have shifted from being overwhelmingly male-dominated to having a slight preponder­ ance of women. To what extent have these fields changed as a result of this demographic shift? To what extent have they remained essentially the same, with workers having to adapt to fit existing work norms and expectations? Has this pattern been replicated in other areas of work?”
D1.3 assess the contribution of Canadian legisla­ tion as well as government and employment policies to gender equity in the workplace (e.g., pay equity legislation, employment equity legislation, human rights codes, maternity and parental leave policies, equity and antidiscrimination policies), and explain how these policies were achieved
Teacher prompts: “Why do Canadian women continue to earn less than men despite at least two decades of pay equity legislation? Why do women from some visible minorities, including Aboriginal women, earn even less than other women?” “What kinds of access or equity issues in the workplace might be of concern to trans­ sexual individuals? How might legislation or policies address these concerns?” “What role has unionization played in improving wages and benefits for women?” “In what ways have women’s organizing and lobbying resulted in better working conditions and improved health and safety for women workers?” “What are some of the limitations of legislative and policy changes in achieving equity in the workplace?”
D1.4 explain individual and systemic factors
that contribute to the ongoing occupational segregation of men and women in certain jobs or professions (e.g., the construction industry, computer programming and engineering, nursing, elementary school teaching, politics) and how this segregation might be reduced
Teacher prompts: “Why do you think so
few women are employed in the construction industry or engineering?” “Why don’t more men work in nursing or in elementary school teaching?” “Would it be a good idea to have approximately equal numbers of men and women working in all jobs? Why or why not?”
IMPLEMENTING CHANGE
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