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
- First Person
- Free Speech and the Internet
- 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?
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
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 and Crime in Media
- Bias in News Sources
- Celebrities and World Issues
- 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