Outcome Chart - Ontario - Gender Studies 11 HSG3M

Foundations

Overall Expectations

The Social Construction of Gender: demonstrate an understanding of how attitudes, behaviours, roles, and norms relating to gender are socially constructed, and of the complexity of gender as a concept and as a lived experience;

Power Relations, Sex, and Gender: analyse sexism and the dynamics of power relations with respect to sex and gender in a variety of contexts;

Representations of Gender: analyse representations of women and men in media, popular culture, and the arts, and assess the effects of these representations.

Specific Expectations

Students will:

explain key terms and concepts relating to gender studies
explain how gender norms are socially constructed and may be culturally specific (e.g., the influence of one’s culture, ethnic group, or heritage, and of the media and popular culture; family expectations; peer pressure; religious expectations), and describe possible tensions between an individual’s gender performance (e.g., attitudes, behaviours, roles) and societal norms
analyse ways in which gender intersects with other aspects of identity (e.g., indigeneity, race, socio-economic status, sexual orientation, ability) to create diverse gender role expectations and experiences
describe a range of gender roles in a variety of cultures and historical periods and explain how and why these roles have changed over time
assess ways in which socially constructed gender roles and norms reflect the realities of women’s and men’s lived experiences locally and globally
explain the differences as well as the links between individual and systemic forms of sexism and discrimination, and describe ways in which these forms manifest themselves
analyse ways in which sexism can manifest itself in contemporary Canadian society (e.g., in the family, sports and athletics, politics and government; through the climate at work or school; through jokes and language; in terms of employment opportunities or access to economic resources), and assess ways to address these manifestations of sexism
analyse representations of gender in media and popular culture (e.g., with reference to video games, toys, music and music videos, movies and television shows, advertisements, comics, blogs, online media)
analyse the impact on individuals (e.g., with reference to their self-concept, aspirations, notions of appropriate behaviour, relationships, sense of belonging or alienation) of stereotypical representations of gender in media and popular culture
analyse images of female and male bodies and representations of beauty and fashion in media and popular culture, and describe their impact
describe how visual art works, literature, and film can raise awareness of gender equity and changing gender expectations in society

Lessons that meet Grade 11 expectations

Advertising and Male Violence

Gender Messages in Alcohol Advertising

Marketing to Teens: Gender Roles in Advertising

Marketing to Teens: Gotta Have It! Designer & Brand Names

Sex in Advertising

Suffragettes and Iron Ladies

The Price of Happiness

Gender Issues And Gender-Related Policy In Context

Overall Expectations

Securing Rights and Social Supports: demonstrate an understanding of concerns and objectives of women’s rights movements and men’s movements, and explain issues related to the rights of sexual minorities;

Local and Global Challenges: analyse a range of social, political, economic, and environmental issues relating to gender in Canadian and global contexts;

Gender-Based Violence and Its Prevention: demonstrate an understanding of homophobic and gender-based violence in both Canadian and global contexts, and of violence-prevention strategies.

Specific Expectations

Students will:

describe the relevant social context of and issues of concern to contemporary and historical women’s movements, and evaluate the achievements of these movements
describe issues associated with the recognition of the rights of sexual minorities (e.g., same-sex marriage laws, adoption rights for same-sex families, rights of hijras in India), and explain how they relate to gender issues analyse a range of social and political issues relating to gender equity in both Canadian and global contexts
analyse the relationship between gender and environmental issues in both Canadian and global contexts
analyse the impact of gender-based violence
analyse how the media and popular culture portray gender-based violence and aggression
explain how social institutions or systems (e.g., criminal justice, legal, social service, immigration, and international development systems) can perpetuate or decrease homophobic and gender-based violence and harassment in both Canadian and global contexts
demonstrate an understanding of a range of awareness and prevention strategies relating to forms of gender-based violence, including sexual assault and gender-based bullying and harassment
describe, with reference to both Canadian and global contexts, accomplishments of and barriers faced by women and men in areas in which females or males have been traditionally underrepresented
explain individual and systemic factors that contribute to the ongoing occupational segregation of men and women in certain jobs or professions
describe the accomplishments of Canadian individuals and organizations in promoting gender equity and changing gender expectations
describe a variety of strategies used by individuals and organizations in support of gender equity
identify a specific need related to a gender equity or gender-based violence awareness/ prevention issue, and design an initiative to address this need

Lessons that meet Grade 11 expectations

Advertising and Male Violence

Gender Messages in Alcohol Advertising

Political Cartoons

Sex in Advertising

Suffragettes and Iron Ladies

The Pornography Debate: Controversy in Advertising

The Price of Happiness

Research and Inquiry Skills

Overall Expectations

Exploring: explore topics related to gender studies, 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 gender studies (e.g., self-esteem in adolescent girls; experiences of male primary school teachers or female auto mechanics) 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