Page 78 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 11, Workplace Preparation
C1. Ethnocultural Diversity in Canada: describe challenges faced by various racial, cultural, and national communities in Canada and the contributions these communities have made to this country;
C2. Equity and Social Justice in Canada: demonstrate an understanding of a range of historical and contemporary Canadian equity and social justice issues;
C3. Social Activism: demonstrate an understanding of how social activism can be used to support equity and social justice objectives.
C1. Ethnocultural Diversity in Canada
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
SPECIFIC EXPECTATIONS
By the end of this course, students will:
C1.1 describe the ongoing challenges and struggles facing various racial, cultural, or national minority groups in Canada, including Aboriginal people and newcomers (e.g., the need to learn a new language, different social role expectations, lack of recognition for international qualifications, religious stereotypes, ghettoization, family reunification, the time taken to settle refugee claims, prejudice and discrimination, racism, racial profiling, poverty)
Teacher prompts: “Why are some people
who worked as engineers, lawyers, or doctors in other countries driving taxis or cleaning houses or offices in Canada?” “How might being separated from your family for an extended period of time affect your life?” “How do multicultural and antiracist policies affect ethnocultural communities in Canada?” “What unique challenges face immigrant com­
munities in Canada?” “What challenges face First Nation people living on reserves? How do these compare to the challenges facing First Nation people living off reserve?”
C1.2 describe the complexities of the relationship between an individual’s cultural heritage and Canadian values, beliefs, and practices (e.g., with reference to: dual identities; possible conflict between values in the family and the broader society; differences in expectations regarding citizen rights
and participation; conflict between collective and individualistic values; mainstream Canadian attitudes towards and stereotypes about the newcomer’s country of origin or Aboriginal cultures; ties to the home coun­ try, including economic ties such as remittances)
Teacher prompts: “What, if any, tensions do you experience between the traditions in your home and the behaviour/attitudes that help you fit in at school?” “What stereotypes exist in Canada about other countries?” “What are the main ethnocultural groups in your local community? What effect do current events in their country or countries of origin have on the community?” “Why are individuals from certain racial, cultural, or national groups frequently asked when they came to Canada? Have you ever been asked that question? How did that make you feel?” “What impact have British cultural traditions had on Canadian values, beliefs, and practices? How might Canadian values, beliefs, and practices be different if Aboriginal ways of knowing and being had been valued more widely in the country’s history?”
C1.3 describe various racial, cultural, and national communities’ contributions to and influence on Canadian life and society (e.g., with reference to the arts, sports, business, science, government, non-governmental organizations [NGOs])
Teacher prompts: “In what ways do festivals and celebrations such as Caribana, St-Jean- Baptiste Day, and Chinese New Year enrich
C. EQUITY,SOCIALJUSTICE,ANDCHANGE OVERALL EXPECTATIONS
By the end of this course, students will:
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