Page 70 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 11, University/College Preparation
D2. Agents of Change
D3. Social Action and Personal Engagement
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
By the end of this course, students will:
D2.1 describe the accomplishments of Canadian individuals and organizations in promoting gender equity and changing gender expectations (e.g., the Famous Five, Kay Macpherson, Ursula Franklin, Jeannette Corbiere Lavell, Judy Rebick, Sally Armstrong, Voice of Women, the Women’s Legal Education and Action Fund, the White Ribbon Campaign, the Native Women’s Association of Canada, the DisAbled Women’s Network, the Congress of Black Women, the National Action Committee on the Status of Women, the Black Daddies Club, organizations supporting female and male survivors of sexual assault)
Teacher prompts: “What is the mission of the Native Women’s Association of Canada? How are Aboriginal women’s issues represented by other Aboriginal organizations?” “How have partnerships between organizations, such as that between the Black Daddies Club and the White Ribbon Campaign or between various groups in the Grandmothers to Grandmothers Campaign of the Stephen Lewis Foundation, contributed to the achievement of their goals?”
D2.2 describe a range of organizations outside Canada, including international organizations and initiatives (e.g., the United Nations, including the UN Entity on Gender Equality
and the Empowerment of Women; UNESCO; the Grameen Bank; the World Health Organization; the Revolutionary Association of the Women of Afghanistan; the International Indigenous Women’s Forum [FIMI]; the One Million Women campaign; the International Lesbian, Gay, Trans, and Intersex Association; the Transgender Law Center), that contribute to gender equity
Teacher prompts: “Why do you think girls’ education is emerging as a top priority in international development? Which international groups support educational initiatives for girls in developing countries?” “What types of organizations offer microcredit to women in developing countries? Do you think this is a
good approach to helping women and children around the world? Why or why not?”
D2.3 describe a variety of strategies used by individuals and organizations in support of gender equity (e.g., Internet organizing, educational programs, public awareness campaigns, petitions, lobbying, public demonstrations, advocacy)
By the end of this course, students will:
D3.1 identify a specific need related to a gender equity or gender-based violence awareness/ prevention issue, and design an initiative
to address this need (e.g., an initiative such as developing a set of workshops on preventing gender- based violence to be presented to peers; designing
an awareness campaign to combat sexism; creating a gender issues news magazine for the school; creating songs about changing gender roles to be performed at a local community centre; designing a comic book or biography about a positive role model or significant pioneer or agent of change to be shared at a local public school; creating and presenting/distributing videos, visual art works, dances, dramatizations, pamphlets, or podcasts to help prevent gender-based violence; organizing a petition or a letter-writing campaign to back a political candidate who supports gender equity)
Teacher prompt: “What gender equity issue do you feel needs to be addressed in your school? Who could you consult to assess the impact of the issue in your school?”
D3.2 identify strategies and skills needed for gaining support for and handling potential resistance to their initiative (e.g., strategies such as finding allies within their school/community, determining who has power and influence and working with those people/groups; skills related to advocacy, persuasion, diplomacy, active listening, understanding various perspectives, collaboration and consultation)
Teacher prompts: “Which groups could you approach about your initiative? What types of resources might they be able to provide
to support you plan? Are there other groups or institutions not normally associated with gender issues that might provide resources?” “Which groups might oppose your approach? What strategies might you use to avoid conflict with these groups?” “What concerns might arise when individuals work on behalf of groups whose identity is different from their own (e.g., when white women work
on behalf of women of colour, when men work on behalf of women)?”
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