Philosophy 12
Curricular Competencies
Students are expected to be able to do the following:
Outcome Chart – Nunavut –Social Studies 30-2
Strand: Nunavusiutit
Overall Expectations: Related Issue 4: To what extent should my actions as a citizen be shaped by an ideology?
- Students will assess their rights, roles and responsibilities as citizens.
Specific Expectations:
Outcome Chart – Nunavut –Social Studies 30-1
Strand: Nunavusiutit
Overall Expectations: Related Issue 4: To what extent should my actions as a citizen be shaped by an ideology?
- Students will assess their rights, roles and responsibilities as citizens.
Specific Expectations:
Calling Out versus Calling In: Helping youth respond to casual prejudice online
Youth are often reluctant to “call out” their friends or peers who say or do prejudiced things online because they’re afraid that others might get mad at them or because they’re not sure if the person intended to be prejudiced. Putting someone on the spot for something they’ve said or done is more likely to make them feel guilty or angry and not likely to change their mind around the impact of their actions, and it can also make the situation about the person who’s “calling out” instead of what the other person said or did.
This lesson introduces students to the idea of “calling in” – reaching out to someone privately with the assumption that they didn’t mean to do any harm – and explores how this idea can be applied both to casual prejudice online and when responding to stereotyping and other negative representations in media. Finally, students explore the different benefits of “calling out” and “calling in”, and consider when the two strategies would be most appropriate.
Alberta
This section comprises a curricular overview, as well as information about professional development for media education.
Yukon
Yukon follows the British Columbia (BC) English Language Arts curriculum for Grades K-12, which is based on the WCP framework. At the secondary level, Yukon is implementing the BC Integrated Resource Packages (IRPs). In this curriculum, media-related outcomes have been included within the three areas of Comprehend and Respond, Communicate Ideas and Information, and Self and Society.
Science
“A scientifically and technologically literate person is one who can read and understand common media reports about science and technology, critically evaluate the information presented, and confidently engage in discussions and decision-making activities that involve science and technology.” Science Co-ordinators’ and Consultants’ Association of Ontario (SCCAO) and Science Teachers’ Association of Ontario (STAO/APSO), Position Paper: The Nature of Science (2006)
Happy Holidays and Best Wishes for the New Year!
As we come to the end of 2012, we reflect on the busy and exciting year that just passed. We’re ending the year with a new name, new logo, and new website, but with the same dedication to supporting adults in helping raise a generation of media savvy youth!
My Voice is Louder Than Hate Teacher Guide
The My Voice is Louder Than Hate teacher’s guide provides an expanded discussion of topics such as online hate, casual prejudice, dehumanization and digital citizenship and detailed instructions on how to present the My Voice is Louder Than Hate lessons in a way that will be emotionally safe for students.