Page 87 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

social ethics?” “What kinds of tensions can exist between traditional and non-traditional social or cultural belief systems?” “Do you think Canada is a religious or a secular society? Give reasons to support your answer.”
B1.5 analyse how legislation, the courts, and public policy approach equity and social justice issues (e.g., federal and provincial human rights legislation, United Nations conventions, Ontario’s Environmental Bill of Rights, high court decisions on equity issues, workplace policies on discrimina­ tion and harassment), and how they can affect people’s perceptions of these issues
Teacher prompts: “Why did feminist groups lobby to have sex equality provisions included in the Canadian Charter of Rights and Freedoms? What difference do you think it would have made to Canadian law and society if they had not been successful?” “What arguments can be made for and against the idea that access to adequate food, housing, and health care, as well as clean air and water, is a basic human right?” “How effective do you think antidiscrimination policies are in changing individual attitudes and behaviour?”
B2. Power Relations
By the end of this course, students will:
B2.1 analyse the dynamics of power relations
and privilege in various social settings, both historical and contemporary (e.g., the status of women in various historical periods and/or societies; power relations in slave societies; the connections between economic and political power; heterosexual privilege; power relations between dominant and minority language groups)
Teacher prompts: “In what ways have power relations shifted in Canada over the past century? In what ways have they remained the same?” “Which groups have power at school? In your community? Which groups experience discrimination or exclusion in the community?” “What are some examples of inherent or unchallenged privilege in Canada? Are they unique to Canadian society?” “What responsibilities do people in positions of power have towards those with less power?”
B2.2 analyse the effects of bias, stereotypes, prejudice, discrimination, and oppression on individuals and groups (e.g., feelings of margin­ alization, powerlessness, anger, hopelessness, apathy, lack of self-worth, defiance; ghettoization; formation of support groups; motivation to seek societal change or engage in advocacy, action)
Teacher prompt: “Which groups in Canada face more than one form of discrimination? What impact does such discrimination have?”
B2.3 analyse factors that affect political participa­ tion, including standing for elected office, at the local, provincial, and/or federal level in Canada (e.g., political traditions in one’s country of origin; language barriers; feelings of alienation, apathy, or powerlessness; obstacles to elected office facing women, working-class people, ethnic minorities, people with disabilities)
Teacher prompts: “How does the proportion
of women and various racial and ethnocultural groups on your city/town council or in the Ontario provincial legislature compare to their proportion in the general population?” “What could be done to encourage greater diversity among political candidates?” “What could be done to encourage more people to vote in municipal, provincial, and federal elections?” “How might electoral reform encourage diversity in elected officials?”
B2.4 demonstrate an understanding of how the use of language can empower or marginalize individuals and groups (e.g., the impact of forcing colonized people to be educated in or to use the lan­ guage of the colonizer; the implications of androcen­ tric language; the benefits of groups “reclaiming” pejorative language)
Teacher prompts: “What are some instances in which the connotation of words used to describe particular social groups has changed from neg­ ative to positive? Why has this happened? What is the effect on individuals and society?” “Why is it important to use inclusive language, even in groups that are not visibly diverse?”
B3. Media and Popular Culture
By the end of this course, students will:
B3.1 analyse stereotypes found in the media and popular culture, and assess their impact (e.g., with reference to: personal aspirations, expectations, and assumptions; empathy; violent or oppressive behaviour; harassment and bullying; sense of belonging or alienation)
Teacher prompts: “How do stereotypes of Arabs and Muslims (or any other group) in
the media affect both the minority group repre­ sented and the majority viewing the images?” “Do you think it is better to be represented in the media in stereotypical ways rather than
not at all? Give reasons for your answer.” “How might the images of Black men in the media affect people’s perceptions of Black men in the
UNDERSTANDING SOCIAL CONSTRUCTION
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Equity and Social Justice: From Theory to Practice
HSE4M