Page 79 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Canadian life?” “What impact has Celtic, Latin, and Caribbean music had on the Canadian music scene?” “In what ways have NGOs associated with First Nations contributed to Canadian society?” “What contribution do small businesses owned by ethnocultural minorities make to the economy of Ontario’s cities?”
C2. Equity and Social Justice in Canada
By the end of this course, students will:
C2.1 describe a variety of historical and contem­ porary examples of inequity and social injustice in Canada (e.g., historical immigration policy, including the Chinese Exclusion Act and head
tax on Chinese residents; the response to Jewish refugees fleeing Nazism; the internment of Japanese Canadians, German Canadians, and Doukhobors; living conditions in urban slums and First Nation communities; working conditions in early factories and sweatshops; the destruction of Africville;
the struggle for unions and for health and safety standards for workers; discrimination against francophones; environmental degradation related to resource exploitation)
Teacher prompts: “Historically, which groups have been encouraged to immigrate to Canada? Which groups have been discouraged or barred? Why?” “What was life like in Africville prior to its destruction? What happened to its residents?”
C2.2 demonstrate an understanding of Canada’s historical and current relationship with First Nation, Métis, and Inuit peoples, and of the ways in which Aboriginal people have worked to achieve recognition of Aboriginal and treaty rights (e.g., by forming Aboriginal organizations, through the courts, by lobbying governments, through appeals to the United Nations and the international community, through demonstrations and blockades)
Teacher prompts: “What issues and actions led to the Canadian government’s apology for the residential school system?” “Why isn’t it com­ mon for Aboriginal children to be educated in their own language?” “Where and why have First Nations used blockades?”
C2.3 describe the progress Canada has made in the areas of human rights, equity, and social justice (e.g., the Canada/Quebec Pension Plan and Old Age Security, the Canadian Charter of Rights and Freedoms, the Ontarians with Disabilities Act, same-sex marriage laws, anti–hate crimes legislation)
C2.4 describe a range of perspectives on specific contemporary equity or social justice issues in Canada (e.g., equity in the workplace, safe schools, accessibility for elderly people and for people with disabilities, treatment of domestic workers and itinerant labourers)
Teacher prompts: “What might be the responses of governments, employers, and families with and without children to the issue of universal childcare?” “Whose perspectives on social justice issues are generally found in the mainstream media? Where might you look to find a greater range of perspectives on these issues?”
C3. Social Activism
By the end of this course, students will:
C3.1 describe the impact of historically important social movements (e.g., movements in support of civil rights, women’s rights, Aboriginal rights, gay rights; the Black Power movement; peace, environ­ mental, and anti-globalization movements)
C3.2 describe forms of social activism, including those unique to contemporary society (e.g., netivism, hacktivism, culture jamming; participation in student social justice clubs; use of the arts such as music, theatre, and visual arts to publicize or comment on social justice issues; use of the media to report on social injustice; protests such as hunger strikes, demonstrations, civil disobedience, passive resistance)
Teacher prompts: “What forms of activism have you noticed in and around your community?” “How could you use your talents and/or inter­ ests to raise awareness around an issue you feel strongly about?” “What do you think are the lasting effects of campaigns that take place through social networking sites? Do you think people ‘click and care’? Why or why not?”
C3.3 describe how various social groups have created effective coalitions to achieve significant equity and social justice objectives (e.g., the Ontario Coalition for Social Justice, the World Social Forum, the Equal Pay Coalition, the Coalition for Cultural Diversity)
Teacher prompt: “What are some examples of successful coalitions? How did working together advance the cause of the respective groups or create positive change?”
EQUITY, SOCIAL JUSTICE, AND CHANGE
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Equity, Diversity, and Social Justice
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