Page 75 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

B. FOUNDATIONS OVERALL EXPECTATIONS
By the end of this course, students will:
B1. The Social Construction of Identity: demonstrate an understanding of how identity is socially constructed and internalized, and of the impact of social norms and stereotypes;
B2. Power Relations: demonstrate an understanding of the dynamics of power relations in various social contexts;
B3. Social Awareness and Individual Action: demonstrate an understanding of the impact individual action can have on equity, social justice, and environmental issues, and of how the media can create awareness of these issues.
SPECIFIC EXPECTATIONS
B1. The Social Construction of Identity
By the end of this course, students will:
B1.1 explain how various aspects of identity (e.g., gender identity, sexual orientation, trans identities, race, culture, ethnicity, ability, language, class, faith, age, body image) may be socially constructed and internalized (e.g., through the media, parental expectations, religion, popular culture)
Teacher prompts: “What influences have
been the most important in your life? How do you think they have affected ‘who you are’?” “How do young boys and girls in Canadian society learn what it means to be masculine or feminine? How and why might this process differ depending on their racial, ethnocultural, or class background?” “How are dominant gender roles conveyed to young children through advertisements? Through toys, board games, and video games?” “In what ways might identity formation be different for an Aboriginal person and a person of European background living in Canada?” “In what ways has religion helped shape your identity?”
B1.2 demonstrate an understanding of how a variety of factors (e.g., race, socio-economic status, sexual orientation, ability) intersect in individuals to create diverse experiences of identity and social roles
Teacher prompts: “In what ways might expec­ tations relating to employment possibilities differ for males and females from different racial or
socio-economic backgrounds? How might these differing expectations affect one’s sense of iden­ tity and how one acts?” “How might religion influence the adoption of gender roles or norms and related behaviour?”
B1.3 explain positive and negative ways in which social norms can affect individuals (e.g., positive effects: social acceptance and self-acceptance, popular­ ity, positive self-esteem, sense of security for those who follow norms; negative effects: ostracism for those who challenge norms, internal conflicts between one’s sense of self and societal expectations)
Teacher prompts: “What might your peers say about you if you do not conform to what they think is normal or ‘cool’? How would this reac­ tion make you feel?” “How might different groups or individuals in the school and com­ munity react if a female student took her girl­ friend to the prom?”
B1.4 explainhowbiasesandstereotypes,including those related to race, class, gender, and sexual orientation, are transmitted through the media and popular culture (e.g., with reference to gender roles depicted in music videos; the depiction of LGBT [lesbian, gay, bisexual, transgender] characters in films and television shows; stereotypical representa­ tions of Aboriginal people in films; how race, class, and gender figure in media depictions of criminal behaviour and victims of crime), and describe their possible impact on individuals (e.g., the impact on well-being, self-image, their own attitudes and behaviour and those of others)
FOUNDATIONS
73
EquiRtey,sDeaivrcehrsaitnyd, aIndquSioryciSakl iJlulstice
H HI F S 1 E 0 3 / E2 0