Grade 11 - EQUITY, DIVERSITY, AND SOCIAL JUSTICE

Constitution

Explain how power and privilege operate in various Canadian social, economic, and political contexts (e.g., in the arts, education, publishing, community organizations, professional sports, financial institutions, the labour market, the media, government). Teacher prompts: “What are the similarities and differences in the make-up of your local town/city council, the Ontario provincial government, and Canada’s federal government?” “How diverse are the backgrounds and characteristics of individuals who sit on the boards of or hold executive positions in organizations in your community?” “How might a person’s English-language skills and/or accent affect his or her chances of being hired for a job for which he or she is fully qualified?” “What roles do race, gender, sexual orientation, ability, and class play with respect to power and privilege?” “What are the responsibilities of those in positions of power or privilege towards those who are less powerful or privileged?” “Who decides what issues are featured in the media and how they are addressed?” “How many texts written by Aboriginal authors are available in your school library or media centre? What do you think these numbers reflect?”

Charter of Rights and Freedoms

Describe the progress Canada has made in the areas of human rights, equity, and social justice (e.g., the Canada/Quebec Pension Plan and Old Age Security, the Canadian Charter of Rights and Freedoms, the Ontarians with Disabilities Act, same-sex marriage laws, anti–hate crimes legislation).

Describe the protections outlined in the Ontario Human Rights Code and other human rights legislation and policies (e.g., equity and anti-discrimination legislation; anti-harassment, union, worker safety, safe school policies) as they apply to school, workplace, and community settings. Teacher prompt: “What policies are in place to protect individuals who are harassed at school or in a volunteer or cooperative placement?”

Collective rights

Describe how various social groups have created effective coalitions to achieve significant equity and social justice objectives (e.g., the Ontario Coalition for Social Justice, the World Social Forum, the Equal Pay Coalition, the Coalition for Cultural Diversity). Teacher prompt: “What are some examples of successful coalitions? How did working together advance the cause of the respective groups or create positive change?”

Indigenous rights

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 (e.g., by forming Aboriginal organizations, through the courts, by lobbying governments, through appeals to the United Nations and the international community, through demonstrations and blockades). Teacher prompts: “What issues and actions led to the Canadian government’s apology for the residential school system?” “Why isn’t it common for Aboriginal children to be educated in their own language?” “Where and why have First Nations used blockades?”