Page 89 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

C. ADDRESSINGEQUITYANDSOCIAL JUSTICE ISSUES
OVERALL EXPECTATIONS
By the end of this course, students will:
C1. Historical and Contemporary Issues: analyse a range of historical and contemporary equity and social justice issues and the impact of economic and environmental factors on these issues;
C2. Leadership: evaluate the contributions of individuals and groups and/or movements identified with specific aspects of the struggle for equity and social justice;
C3. Policies, Strategies, and Initiatives: compare policies, strategies, and initiatives used by various groups, including indigenous peoples and women, to address equity and social justice issues in a variety of jurisdictions.
SPECIFIC EXPECTATIONS
C1. HistoricalandContemporaryIssues
By the end of this course, students will:
C1.1 analyse the rationale for specific instances of social injustice in Canadian history (e.g., denying women the vote; educational restrictions/quotas facing women and Jews; racial segregation; the internment of Japanese Canadians during World War II; the institutionalization and/or sterilization of people with disabilities; forcing Aboriginal children to attend residential schools; the destruction of Africville), and demonstrate an understanding
of how perspectives on the issues related to these historical injustices have changed
Teacher prompts: “Why were Chinese workers on the transcontinental railway not allowed
to bring their families with them to Canada?” “What effect did Canada’s involvement in wars and international conflicts have on domestic xenophobia?” “What was the background of the ‘Persons Case’?” “When did Aboriginal people in Canada obtain the vote? What was the rationale for the state’s withholding it from them?” “What events led to the legalization
of same-sex marriage?” “What types of social justice issues do we view differently today than Canadians did a generation or two earlier? What accounts for the change in attitudes?”
C1.2 analyse a broad range of current equity and social justice issues in Canada (e.g., racial profiling of Blacks and South Asians; Islamophobia; stereo­
types of East Asians as “model minorities”; the marginalization of Black, Latin American, Hispanic, and Portuguese students in educational systems; temporary and domestic workers’ rights; Aboriginal land claim disputes and settlements; an increasing gap between the wealthy and the poor; the racialization and feminization of poverty) with reference to the underlying social circumstances and potential strategies for addressing the issues
Teacher prompts: “Has the social welfare state adequately met the needs of all citizens? Give reasons for your answer.” “What are some of the challenges that people with various disabil­ ities face on a daily basis? How have legislators attempted to address these challenges? Have their solutions been adequate?”
C1.3 analyse the role of economics and globaliza­ tion in promoting or impeding equity or social justice (e.g., the impact of World Bank policies,
the rise of the middle class in China and India,
the creation of maquiladoras in Mexico, the lack of labour and environmental industrial standards in the Canada–U.S. Free Trade Agreement, the establishment of microcredit organizations)
Teacher prompts: “How has the rise of China as a global economic power affected human rights in that country?” “What impact have World Bank and/or International Monetary Fund policies had on social justice in African or Latin American countries?” “What effect has the marketing of fair-trade products had on farm economies in developing countries?”
ADDRESSING EQUITY AND SOCIAL JUSTICE ISSUES
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