Page 82 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 11, Workplace Preparation
D3. Social Action and Personal Engagement
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
D2.2 demonstrate an understanding of how to apply strategies to effectively and safely address personal experiences of bias, stereotypes, preju­ dice, discrimination, and/or oppression (e.g., anti-bullying strategies, self-assertion and self- advocacy techniques, intervention strategies, conflict-resolution strategies)
Teacher prompt: “How can you determine whether you can safely respond to a bully or harasser on your own? How can you deter­ mine when and from whom to seek help?”
D2.3 demonstrate an understanding of how to respond safely and effectively when witnessing a situation or behaviour that reflects prejudice, discrimination, oppression, harassment,
or bullying
Teacher prompts: “What can you do if you hear racist or homophobic comments in the hallway?” “How can you safely intervene if a friend is being harassed or bullied?”
By the end of this course, students will:
D3.1 identify a specific need related to an equity or social justice issue, and design an initiative to address this need (e.g., an initiative such as designing a classroom or school workshop or cam­ paign to promote diversity; creating posters, pam­ phlets, or a website on an equity theme; organizing a petition or a letter-writing campaign on a social justice issue)
Teacher prompt: “What are some equity issues that have affected you personally or that you have personally witnessed in your school? What steps can be taken to address such issues?”
D3.2 identify strategies and skills needed for gaining support for and handling potential resistance to their initiative (e.g., strategies such as resolving differences of opinion, seeking common ground with those who approach the issue differently; skills related to active listening, understanding various perspectives, collaboration and consultation)
Teacher prompts: “What steps might you take to work effectively with others who may have different opinions from yours?” “How can you ensure that you have support for your initiative from people in power, such as your school principal?”
D3.3 demonstrate an understanding of how to effectively evaluate social action initiatives (e.g., strategies for evaluating the clarity of the message and the appropriateness of the initiative for the target audience or group being served, for measuring results)
Teacher prompt: “How will you know whether your project was successful? What criteria will you use to measure its success?”
D3.4 implement their initiative using appropriate planning, organizational, evaluation, and communication skills
D3.5 reflect on the skills and strategies they
used before, during, and after designing and implementing their initiative; explain which ones they found most useful in achieving their objectives; and identify what they would do differently in the future to improve their work as committed, responsible activists
Teacher prompt: “When implementing your initiative, what skills did you develop that you could use for other social action initiatives? What challenges did you face? How might you over­ come these when working on future projects?”
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