Page 76 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 11, Workplace Preparation
B2. Power Relations
B3. Social Awareness and Individual Action
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
Teacher prompts: “How are race and class depicted in video games? What do these depic­ tions imply?” “How do television programs represent working-class people?” “What are some of the stereotypes related to depictions/ reports of violence in the media and popular culture? What effect do you think these stereo­ types have on both perpetrators and victims?” “How does the use of sexual imagery in the promotion of fashion and beauty products marketed to increasingly young girls affect their self-image?” “What impact might the stereotypical representation of certain groups (e.g., people with disabilities, Aboriginal people, working-class people, people in racialized communities) in the media have on members of these groups? What impact might positive representations have on members of these groups and on the wider society?” “How are people in positions of power and privilege depicted in popular films?”
By the end of this course, students will:
B2.1 explain how power and privilege operate in various Canadian social, economic, and political contexts (e.g., in the arts, education, publishing, community organizations, professional sports, financial institutions, the labour market, the media, government)
Teacher prompts: “What are the similarities and differences in the make-up of your local town/city council, the Ontario provincial gov­ ernment, and Canada’s federal government?” “How diverse are the backgrounds and charac­ teristics of individuals who sit on the boards of or hold executive positions in organizations in your community?” “How might a person’s English-language skills and/or accent affect his or her chances of being hired for a job for which he or she is fully qualified?” “What roles do race, gender, sexual orientation, ability, and class play with respect to power and privilege?” “What are the responsibilities of those in posi­
tions of power or privilege towards those who are less powerful or privileged?” “Who decides what issues are featured in the media and how they are addressed?” “How many texts written by Aboriginal authors are available in your school library or media centre? What do you think these numbers reflect?”
B2.2 explain how and why a person’s power and privilege can vary in different contexts (e.g., at home, in a peer group, at school, in the community)
Teacher prompt: “Do you feel you are in a position of power at home? At school? On a sports team? In a community group? Why do you feel more powerful in some situations and less so in others?”
B2.3 demonstrate an understanding of the differ­ ence between individual and systemic forms of discrimination and oppression (e.g., antisemitic remarks, racial profiling, gay bashing, racist slurs, homophobic comments, lack of captioning of television programs or videos, employment barriers, restrictions on gay men being blood or organ donors, the reserve system for First Nations peoples in Canada, failure to make buildings accessible for elderly people and people with disabilities)
Teacher prompts: “What is the difference between prejudice and discrimination?” “Why do some Aboriginal adolescents have to leave their communities to go to high school? Do you think this constitutes an individual form of discrimination? Why or why not?” “What are the similarities and differences between a racial slur and racial profiling?”
B2.4 describe the effects of discrimination and oppression on individuals and groups (e.g., feelings of marginalization, powerlessness, anger, hopelessness; motivation to seek societal change or engage in advocacy, action)
Teacher prompts: “What are some of the ways in which people react when they experience discrimination?” “What conditions led to the People with Disabilities Act in Ontario?” “How were individuals from Aboriginal communities affected by the residential school experience?” “What impact might expensive school field trips have on less affluent students and their parents?” “How might individuals be affected by never seeing people similar to themselves portrayed in the media? How might this absence affect individuals in the dominant culture?”
By the end of this course, students will:
B3.1 describe ways in which one’s personal choices or behaviour (e.g., socially conscious con­ sumption, support for fair/ethical trade, involvement in co-construction of public policy, personal language use, expanding one’s political awareness) can help empower individuals and reduce the impact of inequity or social injustice in local, national, and international contexts
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