Outcome Chart - Ontario - Equity Diversity and Social Justice 11 HSE3E

Foundations

Overall Expectations

The Social Construction of Identity: demonstrate an understanding of how identity is socially constructed and internalized, and of the impact of social norms and stereotypes;

Power Relations: demonstrate an understanding of the dynamics of power relations in various social contexts;

Social Awareness and Individual Action: demonstrate an understanding of the impact individual action can have on equity, social justice, and environmental issues, and of how the media can create awareness of these issues.

Specific Expectations

Students will:

  • explain how various aspects of identity (e.g., gender identity, sexual orientation, trans identities, race, culture, ethnicity, ability, language, class, faith, age, body image) may be socially constructed and internalized (e.g., through the media, parental expectations, religion, popular culture)
  • demonstrate an understanding of how a variety of factors (e.g., race, socio-economic status, sexual orientation, ability) intersect in individuals to create diverse experiences of identity and social roles
  • explain positive and negative ways in which social norms can affect individuals explain how biases and stereotypes, including those related to race, class, gender, and sexual orientation, are transmitted through the media and popular culture (e.g., with reference to gender roles depicted in music videos; the depiction of LGBT [lesbian, gay, bisexual, transgender] characters in films and television shows; stereotypical representations of Aboriginal people in films; how race, class, and gender figure in media depictions of criminal behaviour and victims of crime), and describe their possible impact on individuals (e.g., the impact on well-being, self-image, their own attitudes and behaviour and those of others)
  • explain how power and privilege operate in various Canadian social, economic, and political contexts
  • explain how and why a person’s power and privilege can vary in different contexts (e.g., at home, in a peer group, at school, in the community)
  • demonstrate an understanding of the difference between individual and systemic forms of discrimination and oppression
  • describe the effects of discrimination and oppression on individuals and groups
  • describe ways in which one’s personal choices or behaviour (e.g., socially conscious consumption, support for fair/ethical trade, involvement in co-construction of public policy, personal language use, expanding one’s political awareness) can help empower individuals and reduce the impact of inequity or social injustice in local, national, and international contexts
  • explain how the media and popular culture can help create awareness of equity, social justice, and environmental issues (e.g., through Internet campaigns, social marketing, documentaries and other films; by publicizing positive role models)

Lessons that meet Grade 11 expectations

Equity, Social Justice and Change

Overall Expectations

  • Ethnocultural Diversity in Canada: describe challenges faced by various racial, cultural, and national communities in Canada and the contributions these communities have made to this country;
  • Equity and Social Justice in Canada: demonstrate an understanding of a range of historical and contemporary Canadian equity and social justice issues;
  • Social Activism: demonstrate an understanding of how social activism can be used to support equity and social justice objectives.

Specific Expectations

Students will:

  • describe the ongoing challenges and struggles facing various racial, cultural, or national minority groups in Canada, including Aboriginal people and newcomers
  • describe various racial, cultural, and national communities’ contributions to and influence on Canadian life and society (e.g., with reference to the arts, sports, business, science, government, non-governmental organizations [NGOs])
  • describe a variety of historical and contemporary examples of inequity and social injustice in Canada
  • demonstrate an understanding of Canada’s historical and current relationship with First Nation, Métis, and Inuit peoples, and of the ways in which Aboriginal people have worked to achieve recognition of Aboriginal and treaty rights
  • describe the progress Canada has made in the areas of human rights, equity, and social justice
  • describe the impact of historically important social movements
  • describe forms of social activism, including those unique to contemporary society
  • describe how various social groups have created effective coalitions to achieve significant equity and social justice objectives
  • describe contemporary examples of social justice activism by indigenous communities and other groups from around the world

Lessons that meet Grade 11 expectations

Promoting Equity and Social Justice

Overall Expectations

  • Respecting Diversity: demonstrate an understanding of how to interact successfully in settings characterized by diversity, including school, workplace, and community settings, and ways to promote respect for diversity in these settings;
  • Human Rights, Equity, and Antidiscrimination: demonstrate an understanding of their rights and responsibilities relating to equity and human rights, and of how to appropriately address situations involving discrimination, harassment, and the denial of rights;
  • Social Action and Personal Engagement: design, implement, and evaluate an initiative to address an equity or social justice issue.

Specific Expectations

Students will:

  • describe various policies and initiatives in the school, workplace, and community that are designed to promote respect for diversity
  • describe the protections outlined in the Ontario Human Rights Code and other human rights legislation and policies (e.g., equity and antidiscrimination legislation; antiharassment, union, worker safety, safe school policies) as they apply to school, workplace, and community settings
  • demonstrate an understanding of how to apply strategies to effectively and safely address personal experiences of bias, stereotypes, prejudice, discrimination, and/or oppression (e.g., anti-bullying strategies, self-assertion and self-advocacy techniques, intervention strategies, conflict-resolution strategies)
  • demonstrate an understanding of how to respond safely and effectively when witnessing a situation or behaviour that reflects prejudice, discrimination, oppression, harassment, or bullying
  • identify a specific need related to an equity or social justice issue, and design an initiative to address this need
  • identify strategies and skills needed for gaining support for and handling potential resistance to their initiative
  • demonstrate an understanding of how to effectively evaluate social action initiatives

Lessons that meet Grade 11 expectations

Research and Inquiry Skills

Overall Expectations

  • Exploring: explore topics related to equity, diversity, and/or 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

  • equity, diversity, and/or social justice (e.g., stereotypes in textbooks, newspapers, and magazines; gender discrimination in sports) 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