Page 86 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 12, University/College Preparation
B1. Approaches and Perspectives: demonstrate an understanding of a range of perspectives on and approaches to equity and social justice issues, and of factors that affect inequity and social injustice;
B2. Power Relations: analyse, in historical and contemporary contexts, the dynamics of power relations and privilege as well as various factors that contribute to power or marginalization;
B3. Media and Popular Culture: assess the impact of media and popular culture on equity and social justice issues.
B1. Approaches and Perspectives
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
SPECIFIC EXPECTATIONS
By the end of this course, students will:
B1.1 demonstrate an understanding of theoretical and research approaches associated with the study of equity and social justice issues (e.g., postmodernism, anti-oppression theory, feminist analysis, critical race theory, critical disability theory, postcolonial theory, indigenous knowledge approach)
Teacher prompts: “What are some of the
key issues relating to people with disabilities that are being identified within the field of dis­ ability studies?” “What contribution has Peggy McIntosh made to anti-oppression theory?”
B1.2 demonstrate an understanding of basic concepts related to the social construction of identity (e.g., the construction of race, gender, ability, sexual orientation, class) that have been developed by a range of theorists (e.g., Judith
Butler, George Dei, Jacques Derrida, Michel Foucault, bell hooks, Karl Marx), and of how to apply the concepts when analysing equity issues
Teacher prompts: “What does Judith Butler mean by the term gender performance? What implications does this concept have with regard to the way we view ourselves and interact with others?” “How does the concept of the policing of identity, as used by Michel Foucault, relate to social constructions of identity?” “How might Jacques Derrida’s concept of the naturalization of difference influence the way we categorize identities?”
B1.3 explain how individual and systemic factors (e.g., fear, greed, isolation, pressure to conform, poverty, individual and systemic discrimination) can cause or perpetuate inequity and social injustice
Teacher prompts: “Have you ever been in
a situation where peer pressure led you to respond negatively to an individual who
was different from the members of your group (e.g., a person from a different ethnocultural group or with a different sexual orientation)? Did your response reflect your actual feelings/ beliefs? If not, what did your response reveal about the role that pressure to conform plays in perpetuating inequity?” “How does the privilege of certain groups (e.g., groups based on sex, gender, socio-economic status, or ethnicity), including feelings of entitlement among people from those groups, affect other people’s use of and access to resources?” “What is the effect on individuals of bias in standardized tests?”
B1.4 analyse ways in which social and cultural belief systems can affect perspectives on and decisions relating to equity and social justice issues (e.g., one’s position on land development/ resource exploitation versus the preservation of sites sacred to Aboriginal people; Sharia and Halakhah law versus a single system of family law in Canada; individual versus social responsibility)
Teacher prompts: “In what ways does your own belief system influence your position on social justice issues?” “What are some potential tensions between religious principles and
B. UNDERSTANDINGSOCIAL CONSTRUCTION
OVERALL EXPECTATIONS
By the end of this course, students will:
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