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

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

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

Lessons that meet Secondary expectations