Page 93 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

D2. Opportunities for Participation
By the end of this course, students will:
D2.1 describe a range of careers related to equity and social justice (e.g., community organizer, public policy analyst, NGO worker, diversity trainer)
Teacher prompt: “What role do human rights lawyers play in the fight for equity and social justice? Where might human rights lawyers work?”
D2.2 describe the education, training, and skills required for careers related to equity and social justice
Teacher prompts: “Which organizations in
your community deal with equity and social justice issues? Who could you interview in these organizations to get information on the educational and career paths most appropriate for staff?” “Which provincial or national organ­ izations could you contact to discuss the kinds of skills you would need to optimize your employment opportunities in the social justice field?” “Which postsecondary institutions have programs that specialize in fields relating to equity and social justice? What kinds of careers could a graduate of these programs pursue?”
D2.3 describe volunteer opportunities that relate to equity and social justice initiatives in schools, in the local community, nationally, and globally, and that reflect their personal skills, knowledge, and interests (e.g., helping to organize or participat­ ing in student equity or anti-bullying groups; doing volunteer work for NGOs, political campaigns, or social service or equity groups in the local community; helping to design a website to raise awareness of a social justice issue; attending workshops, lectures,
or rallies on social justice issues)
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 school workshop or campaign to promote diversity; creating and publicly presenting rap songs, videos, visual art works, dances, dramatizations,
or podcasts on the impact and prevention of discrimination; organizing a petition or a letter- writing campaign on a social justice issue)
Teacher prompt: “What social justice issue do you think needs to be addressed in your school? Who could you consult to assess the impact of the issue in your school?”
D3.2 identify strategies and skills needed for gaining support for and handling potential resistance to their initiative (e.g., strategies such as finding allies within their school/community, determining who has power and influence, and working with those people/groups; skills relating to advocacy, persuasion, diplomacy, active listening, understanding various perspectives, collaboration and consultation)
Teacher prompts: “What steps can your group take to be as collaborative as possible?” “Where will you look for resources to support your plan?” “Who do you think will help support your plan? Who are some good contact people?”
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 prompts: “What are some methods that organizations use to determine whether an initiative has achieved its goals? How might the modes of evaluation differ depending on the goals?” “What are your short- and long- term goals? What tools or approaches are most appropriate for measuring your success in achieving those goals?”
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 imple­ menting 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 prompts: “Which individuals or social groups were served by your project?” “How do you know your project was effective? What could you have done to make it more effective?” “What skills would you want to further develop before implementing a new initiative? How might you acquire or hone those skills?”
PERSONAL AND SOCIAL ACTION
D3. Social Action and Personal Engagement
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Equity and Social Justice: From Theory to Practice
HSE4M