| Big Ideas |
Social justice issues are interconnected. |
Social Justice 12 |
No CCG |
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| Content |
processes, methods, and approaches individuals, groups, and institutions use to promote social justice |
Social Justice 12 |
No CCG |
| Keyword: processes, methods, and approaches individuals, groups, and institutions use to promote social justice |
Elaboration: Sample topics:activism, advocacy, and ally-buildingdispute and conflict resolution processes and practicessocial media and technologyschooling and education |
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| Content |
governmental and non-governmental organizations in issues of social justice and injustice |
Social Justice 12 |
No CCG |
| Keyword: governmental and non-governmental organizations in issues of social justice and injustice |
Elaboration: Sample topics:international lawsUN resolutions and declarationsCanadian Charter of Rights and Freedomshuman rights codescivil and criminal lawsindigenous rights in Canada and globally |
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| Content |
social injustices in Canada and the world affecting individuals, groups, and society |
Social Justice 12 |
No CCG |
| Keyword: social injustices in Canada and the world affecting individuals, groups, and society |
Elaboration: Sample topics:individual ideas, thoughts, beliefs, and actionsgroup ideas, thoughts, beliefs, and actions:Romawomen (e.g., education for girls in Afghanistan; property rights for women in the Middle East)decriminalization of homosexualsShia and Suni minoritiesSyriaIsrael/Palestine |
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| Content |
social justice issues |
Social Justice 12 |
No CCG |
| Keyword: social justice issues |
Elaboration: Sample topics:connections between and among such issues as:racepovertyLGBTQ rightsstatus of womenenvironmental and ecological justicepeace and globalizationdisabilitiesother marginalized and vulnerable groups |
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| Content |
self-identity and an individual's relationship to others |
Social Justice 12 |
No CCG |
| Keyword: self-identity and an individual's relationship to others |
Elaboration: Sample topics:privilege and powerdiverse belief systems and worldviews of minority groupstraditional and unceded territories of indigenous peoplesinclusive and non-inclusive language |
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| Content |
definitions, frameworks, and interpretations of social justice |
Social Justice 12 |
No CCG |
| Keyword: definitions, frameworks, and interpretations of social justice |
Elaboration: Sample topics:definitions of social justice in local contextsequity and equalityvalues, morality, ethicssocial service, social responsibility (e.g., Elizabeth Fry Society; Malala Fund)justice (e.g., restitution, restorative justice) |
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| Curricular Competency |
Make reasoned ethical judgments about controversial actions in the past or present after considering the context and standards of right and wrong (ethical judgment) |
Social Justice 12 |
No CCG |
| Keyword: Make reasoned ethical judgments about controversial actions in the past or present after considering the context and standards of right and wrong |
Elaboration: Key questions:What is the difference between implicit and explicit values?Why should we consider the historical, political, and social context when making ethical judgments?Should people of today have any responsibility for actions taken in the past?Can people of the past be celebrated for great achievements if they have also done things considered unethical today? Sample activities:Assess the responsibility of historical figures for an important event. Assess how much responsibility should be assigned to different people, and evaluate whether their actions were justified given the historical context.Examine various media sources on a topic and assess how much of the language contains implicit and explicit moral judgments. |
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| Curricular Competency |
Explain different perspectives on past and present people, places, issues, and events, and distinguish between worldviews of the past or present (perspective) |
Social Justice 12 |
No CCG |
| Keyword: Explain different perspectives on past and present people, places, issues, and events, and distinguish between worldviews of the past or present |
Elaboration: Key questions:What sources of information can people today use to try to understand what people in different times and places believed?How much can we generalize about values and beliefs in a given society or time period?Is it fair to judge people of the past using modern values?Sample activity:Explain how the beliefs of people on different sides of the same issue influence their opinions. |
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| Curricular Competency |
Determine and assess the long- and short-term causes and consequences, and the intended and unintended consequences, of an event, legislative and judicial decision, development, policy, or movement (cause and consequence) |
Social Justice 12 |
No CCG |
| Keyword: Determine and assess the long- and short-term causes and consequences, and the intended and unintended consequences, of an event, legislative and judicial decision, development, policy, or movement |
Elaboration: Key questions:What is the role of chance in particular events, decisions, or developments?Are there events with positive long-term consequences but negative short-term consequences, or vice versa?Sample activities:Assess whether the results of a particular action were intended or unintended consequences.Evaluate the most important causes or consequences of various events, decisions, or developments. |
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| Curricular Competency |
Compare and contrast continuities and changes for different groups and individuals at different times and places (continuity and change) |
Social Justice 12 |
No CCG |
| Keyword: Compare and contrast continuities and changes for different groups and individuals at different times and places |
Elaboration: Key questions:What factors lead to changes or continuities affecting groups of people differently?How do gradual processes and more sudden rates of change affect people living through them? Which method of change has more of an effect on society?How are periods of change or continuity perceived by the people living through them? How does this compare to how they are perceived after the fact?Sample activity:Compare how different groups benefited or suffered as a result of a particular change. |
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| Curricular Competency |
Assess the justification for competing accounts after investigating points of contention, reliability of sources, and adequacy of evidence, including data (evidence) |
Social Justice 12 |
No CCG |
| Keyword: Assess the justification for competing accounts after investigating points of contention, reliability of sources, and adequacy of evidence, including data |
Elaboration: Key questions:What criteria should be used to assess the reliability of a source?How much evidence is sufficient in order to support a conclusion?How much about various people, places, events, or developments can be known and how much is unknowable?Sample activities:Compare and contrast multiple accounts of the same event and evaluate their usefulness as historical sources.Examine what sources are available and what sources are missing and evaluate how the available evidence shapes your perspective on the people, places, events, or developments studied. |
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| Curricular Competency |
Assess and compare the significance of people, places, events, or developments at particular times and places, and determine what is revealed about issues of social justice in the past and present (significance) |
Social Justice 12 |
No CCG |
| Keyword: Assess and compare the significance of people, places, events, or developments at particular times and places, and determine what is revealed about issues of social justice in the past and present |
Elaboration: Key questions:What factors can cause people, places, events, or developments to become more or less significant?What factors can make people, places, events, or developments significant to different people?What criteria should be used to assess the significance of people, places, events, or developments?Sample activities:Use criteria to rank the most important people, places, events, or developments in the current unit of study.Compare how different groups assess the significance of people, places, events, or developments. |
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| Curricular Competency |
Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions |
Social Justice 12 |
No CCG |
| Keyword: Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions |
Elaboration: Key skills:Draw conclusions about a problem, an issue, or a topic.Assess and defend a variety of positions on a problem, an issue, or a topic.Demonstrate leadership by planning, implementing, and assessing strategies to address a problem or an issue.Identify and clarify a problem or issue.Evaluate and organize collected data (e.g., in outlines, summaries, notes, timelines, charts).Interpret information and data from a variety of maps, graphs, and tables.Interpret and present data in a variety of forms (e.g., oral, written, and graphic).Accurately cite sources.Construct graphs, tables, and maps to communicate ideas and information, demonstrating appropriate use of grids, scales, legends, and contours. |
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| Big Ideas |
The breakdown of long-standing empires created new economic and political systems. |
20th Century World History 12 |
No CCG |
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