Outcome Chart - Ontario - Equity and Social Justice: From Theory to Practice 12 HSE4M

Understanding Social Construction

Overall Expectations

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;

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;

Media and Popular Culture: assess the impact of media and popular culture on equity and social justice issues.

Specific Expectations

Students will:

  • demonstrate an understanding of theoretical and research approaches associated with the study of equity and social justice issues
  • demonstrate an understanding of basic concepts related to the social construction of identity that have been developed by a range of theorists, and of how to apply the concepts when analysing equity issues
  • 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
  • analyse ways in which social and cultural belief systems can affect perspectives on and decisions relating to equity and social justice issues
  • analyse the dynamics of power relations and privilege in various social settings, both historical and contemporary
  • analyse the effects of bias, stereotypes, prejudice, discrimination, and oppression on individuals and groups
  • analyse factors that affect political participation, including standing for elected office, at the local, provincial, and/or federal level in Canada
  • demonstrate an understanding of how the use of language can empower or marginalize individuals and groups
  • analyse stereotypes found in the media and popular culture, and assess their impact
  • analyse the viewpoints in news reports (e.g., in print media, on television, on the Internet) on equity and social justice issues
  • demonstrate an understanding of various ways in which media and popular culture can be used to raise awareness of equity and social justice issues

Lessons that meet Grade 12 expectations

Beyond Media Messages: Media Portrayal of Global Development

Bias and Crime in Media

Bias in News Sources

Challenging Hate Online

Cyberbullying and the Law

Crime in the News

Diversity and Media Ownership

Fact Versus Opinion

First Person

Free Speech and the Internet

How to Analyze the News

Miscast and Seldom Seen

Online Propaganda and the Proliferation of Hate

Political Cartoons

Sex in Advertising

Suffragettes and Iron Ladies

The Citizen Reporter

The Front Page

Who’s Telling My Story?

You Be the Editor

Personal and Social Action

Overall Expectations

Promoting Equity and Social Justice: demonstrate an understanding of how personal values, knowledge, and actions can contribute to equity and social justice, and assess strategies that people use to address equity and social justice concerns;  

Opportunities for Participation: describe a variety of careers and volunteer opportunities in fields related to equity and social justice, and demonstrate an understanding of the skills and knowledge they require;

Social Action and Personal Engagement: design, implement, and evaluate an initiative to address an equity or social justice issue.

Specific Expectations

Students will:

  • describe how fundamental values, attitudes, and day-to-day behaviour (e.g., fair-mindedness, empathy, reflection, respecting and embracing diversity, personal language use) can contribute to equity and social justice
  • describe how education can help promote equity and social justice (e.g., by fostering critical thinking, increasing awareness, exposing students to multiple perspectives)
  • assess the effectiveness of various strategies that have been used, both historically and in the present day, to address equity and social justice issues (e.g., Internet campaigns; boycotts; petitions; letters to the editor; lobbying; participation in non-governmental organizations [NGOs], rallies/demonstrations, revolutionary movements)
  • 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
  • identify a specific need related to an equity or social justice issue, and design an initiative to address this need
  • demonstrate an understanding of how to effectively evaluate social action initiatives

Lessons that meet Grade 12 expectations

Bias and Crime in Media

Celebrities and World Issues

Challenging Hate Online

Free Speech and the Internet

Making Media for Democratic Citizenship

Online Propaganda and the Proliferation of Hate

Suffragettes and Iron Ladies

The Citizen Reporter

Watching the Elections

Student Tutorials (Licensed Resource)

MyWorld

Research and Inquiry Skills

Overall Expectations
Exploring: explore topics related to equity and social justice, and formulate questions to guide their research

Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods

Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry

Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.
Specific Expectations
Students will:

explore a variety of topics related to explore a variety of topics related to equity and social justice (e.g., media representations of women in politics, effects of social networking on activism) to identify topics for research and inquiry

identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics

formulate effective questions to guide their research and inquiry

create appropriate research plans to investigate their selected topics (e.g., outline purpose and method; identify sources of information), ensuring that their plans follow guidelines for ethical research

locate and select information relevant to their investigations from a variety of primary sources

based on preliminary research, for each investigation formulate a hypothesis, thesis statement, or research question, and use it to focus their research

assess various aspects of information gathered from primary and secondary sources (e.g., accuracy, relevance, reliability, inherent values and bias, voice)

analyse and interpret research information

synthesize findings and formulate conclusions

demonstrate academic honesty by documenting the sources of all information generated through research

demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communication skills

Lessons that meet Secondary expectations

Bias

Bias and Crime in Media

Bias in News Sources

Celebrities and World Issues

Cinema Cops

Deconstructing Web Pages

Diversity and Media Ownership

Finding and Authenticating Online Information on Global Development Issues

First Person

Free Speech and the Internet

Hate 2.0

Hate or Debate

I heard it ‘round the Internet: Sexual health education and authenticating online information

Learning Gender Stereotypes

Miscast and Seldom Seen

Online Propaganda and the Proliferation of Hate

Perceptions of Youth and Crime

Scapegoating and Othering

Suffragettes and Iron Ladies

Taming the Wild Wiki

The Front Page

Thinking about Hate

What Students Need to Know about Freedom of Information and Protection of Privacy

Student Tutorials (Licensed Resource)
MyWorld