Civics and Citizenship, Grade 10

Open CHV2O

This course explores rights and responsibilities associated with being an active citizen
in a democratic society. Students will explore issues of civic importance such as healthy
schools, community planning, environmental responsibility, and the influence of social
media, while developing their understanding of the role of civic engagement and of
political processes in the local, national, and/or global community. Students will apply
the concepts of political thinking and the political inquiry process to investigate, and
express informed opinions about, a range of political issues and developments that
are both of significance in today’s world and of personal interest to them.

Prerequisite: None

OVERVIEW
The course has three strands. Instruction and learning related to the expectations in
strand A are to be interwoven with instruction and learning related to expectations from
the other two strands. Strand A must not be seen as independent of the other strands.
Student achievement of the expectations in strand A is to be assessed and evaluated
throughout the course.

Strand A
A: Political Inquiry and Skill Development

Overall Expectations

A1. Political Inquiry: use the political inquiry process and the concepts of political thinking when
investigating issues, events, and developments of civic importance

A2. Developing Transferable Skills: apply in everyday contexts skills developed through
investigations related to civics and citizenship education, and identify some careers in which
civics and citizenship education might be an asset
(continued)

147
 Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A
in with the expectations from strands B and C. Aspects of the citizenship education framework found on
page 10 should also be considered when planning instruction.

Strands B–C
Overall Expectations and Related Concepts of Big Ideas* Framing Questions*
Grade 10, Open

Political Thinking

B: Civic Awareness

B1. Civic Issues, Democratic Values: describe beliefs In a democratic society, What is the relationship
and values associated with democratic citizenship in people have different between people’s beliefs
Canada, and explain how they are related to civic action beliefs, which influence and values and their
and to one’s position on civic issues (FOCUS ON: Political their position and actions positions on civic issues?
Significance; Political Perspective) with respect to issues of
Why is it important to
civic importance.
understand how political
B2. Governance in Canada: explain, with reference An understanding of structures and processes
to a range of issues of civic importance, the roles and how various levels of work?
responsibilities of various institutions, structures, and government function and
figures in Canadian governance (FOCUS ON: Stability make decisions enables What are some ways in
and Change; Political Perspective) people to effectively which I can make my voice
engage in the political heard within the political
process. process?

B3. Rights and Responsibilities: analyse key rights People living in Canada In what ways does the
and responsibilities associated with citizenship, in both have rights and freedoms Canadian Charter of Rights
the Canadian and global context, and some ways in based in law; at the and Freedoms protect me?
which these rights are protected (FOCUS ON: Political same time, they have What responsibilities come
Significance; Objectives and Results) responsibilities associated with these rights?
with citizenship.

C: Civic Engagement and Action

C1. Civic Contributions: analyse a variety of civic Individuals and groups Why should I care about
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

contributions, and ways in which people can contribute of people can make a issues in my community?
to the common good (FOCUS ON: Political Significance; difference in the world.
What contributions can I
Stability and Change)
make to my community?
C2. Inclusion and Participation: assess ways in which People, including students,
people express their perspectives on issues of civic have various ways to voice What is the most effective
importance and how various perspectives, beliefs, and their points of view within way to voice my position
values are recognized and represented in communities the many communities to on a civic issue?
in Canada (FOCUS ON: Political Significance; Political which they belong. What can I do to make a
Perspective) difference in the world?
C3. Personal Action on Civic Issues: analyse a civic issue Through the critical How will I know whether
of personal interest and develop a plan of action to analysis of issues and the my actions have been
address it (FOCUS ON: Political Significance; Objectives creation of plans of action, effective?
and Results) students can contribute to
the common good.

* See page 14 for a discussion of the purpose of big ideas and framing questions.

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A. POLITICAL INQUIRY AND SKILL
DEVELOPMENT

Civics and Citizenship

OVERALL EXPECTATIONS
Throughout this course, students will:

A1. Political Inquiry: use the political inquiry process and the concepts of political thinking when
investigating issues, events, and developments of civic importance;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through investigations
related to civics and citizenship education, and identify some careers in which civics and citizenship
education might be an asset.

SPECIFIC EXPECTATIONS
A1. Political Inquiry A1.3 assess the credibility of sources relevant to
their investigations (e.g., the reliability of the
Throughout this course, students will: evidence presented in a source; the purpose,
intended audience, and context of a source; the
CHV2O
A1.1 formulate different types of questions to bias, values, and expertise of the speaker/author)
guide investigations into issues, events, and/or
developments of civic importance (e.g., factual Sample questions: “Does this author back up
questions: What form of government does Canada his or her position with specific evidence or
have? What are my rights and responsibilities as data, or are the claims unsupported?” “What
a citizen in my local community?; comparative criteria might you use to help you determine
questions: What are the similarities and if a source is credible?” “Are there reasons to
differences in the positions of stakeholder groups think that this source might be biased in some
on an issue related to local transit in Ontario?; way?” “What ideas are presented in this inter-
causal questions: If I were to implement this view or news story? Do your other sources on
plan of action, what impact might it have on my this issue support these ideas? If not, which
community?) source do you think is the most reliable? Why?”

A1.2 select and organize relevant evidence, data, A1.4 interpret and analyse evidence, data, and
and information on issues, events, and/or information relevant to their investigations
developments of civic importance from a using various tools, strategies, and approaches
variety of primary and secondary sources appropriate for political inquiry (e.g., use a 5W’s
(e.g., primary sources: interviews, photographs, chart to help them begin to analyse the information
podcasts, speeches, statistics, surveys; secondary they have gathered; analyse their evidence for the
sources: investigative news stories, textbooks, points of view of different stakeholders and record POLITICAL INQUIRY AND SKILL DEVELOPMENT
most websites), ensuring that their sources them on a web chart; assess the validity and rank
reflect multiple perspectives the importance of the points made in their sources;
collaborate with their peers to discuss, clarify, and
Sample questions: “If you were advocating for compare positions on the issue)
recreational space for youth in your community,
why would it be important to gather statistics Sample questions: “What type of tool might
on the number of people in the local community help you clarify the different positions on an
and their ages? Are there people you might issue?” “If you were talking to people who
interview about the need for such a space?” were extremely passionate about an issue, what
“Why might political cartoons be a good source questions might you ask to get them to clarify
on the ideas of a political leader and the public and build on their ideas about the issue?” “What
response to those ideas?” approaches might one take to include ideas
on an issue from people whose voices are not
always heard?”

149
 A1.5 use the concepts of political thinking issue such as child poverty and links to relevant
(i.e., political significance, objectives and results, organizations; a discussion group on how best to
stability and change, political perspective) when foster healthy schools; a poster that highlights
analysing and evaluating evidence, data, and people’s civic responsibilities; a news report on a
information and formulating conclusions plan to build a big box store in the local community;
and/or judgments about issues, events, and/or a presentation on cultural celebrations of various
developments of civic importance (e.g., use the people within the local community; a protest song
concept of political significance when analysing to commemorate or raise awareness about a violation
the impact of the Canadian Charter of Rights and of human rights; a petition calling for clean,
Grade 10, Open

Freedoms on Canadian society; use the concept of safe water on First Nations reserves; a debate
objectives and results when analysing the intended on alternative electoral processes; a work of art
and unintended impact of a community-planning on the value of volunteer work)
decision; use the concept of stability and change
when analysing the results of an election; use the A1.8 use accepted forms of documentation
concept of political perspective when evaluating (e.g., footnotes or endnotes, author/date citations,
the positions of different stakeholder groups on bibliographies, reference lists) to acknowledge
how best to foster healthy schools and determining different types of sources (e.g., articles, blogs,
the values and beliefs that underpin these positions) books, films or videos, songs, websites)
Sample questions: “What does the term digital A1.9 use appropriate terminology when
footprint mean? Why is your digital footprint communicating the results of their investigations
significant? Do you think that the information (e.g., vocabulary specific to their topics; terms
you share on social media with your peers related to civics/citizenship education and to
would be interpreted differently by a potential the concepts of political thinking)
employer? Do you think the employer has a
right to access or restrict such information?”
“What are the objectives of the plan of action A2. Developing Transferable Skills
you are proposing to address an issue in your
school or local community? What did your Throughout this course, students will:
investigation reveal about unintended results
of other courses of action that were implemented A2.1 describe some ways in which political
to address this issue?” “What criteria can be inquiry can help them develop skills, including
used to assess the changes that have resulted the essential skills in the Ontario Skills Passport
from this decision taken by a local council?” (e.g., skills related to reading texts, writing, computer
“How might you determine whether your use, oral communication, numeracy, decision
student council represents the perspectives making, problem solving) and those related to
of all students in the school?” the citizenship education framework,* that can
be transferred to the world of work and/or to
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

A1.6 evaluate and synthesize their findings to everyday life

formulate conclusions and/or make informed
judgements or predictions about the issues, A2.2 demonstrate in everyday contexts attributes,
events, and/or developments they are skills, and work habits developed in civics and
investigating citizenship education (e.g., listen respectfully
to the position of others during conversations;
Sample questions: “When you assess the collaborate with peers to organize an event in
information you have gathered, what factor or their school; assess the credibility of information
factors stand out as being particularly important? in a news story; voice informed opinions when
What influence do these factors have on your engaging in discussions)
judgements with respect to this issue?” “What
have you learned from your investigation of Sample question: “What are some ways in
this event? Has your view of it changed over which you might demonstrate attributes that
the course of your investigation? If so, why?” are included in the citizenship education
framework?”
A1.7 communicate their ideas, arguments, and
conclusions using various formats and styles, A2.3 apply the concepts of political thinking
as appropriate for the intended audiences and when analysing current events and issues
purpose (e.g., a blog on the results of environmental involving Canada and the world (e.g., to
action in their school; a web page on a social justice understand the significance of an issue currently
before a human rights commission; to analyse

* The citizenship education framework appears on page 10.

150
the motives and objectives of a group proposing A2.4 identify some careers in which civics and
a course of action in response to a current social, citizenship education might be useful (e.g.,
political, or environmental issue; to predict Aboriginal community development worker,
changes that a new government might make; civil servant, engineer, fundraiser for a charitable
to understand the perspectives of people engaged organization, international aid worker, lawyer,
in a protest currently in the news) municipal councillor, news reporter, researcher
Sample questions: “Why might it be useful to for a non-governmental organization [NGO])

Civics and Citizenship

apply the concept of stability and change when
considering what impact the election of a new
president of the United States might have on
Canada?” “When analysing the importance of
the Olympic Games, why should you consider
their political significance?” “Why might it
be useful to apply the concept of political
perspective when analysing the purpose of
and responses to a political summit such as
the G20?”

CHV2O

POLITICAL INQUIRY AND SKILL DEVELOPMENT

151
 B. CIVIC AWARENESS

OVERALL EXPECTATIONS
By the end of this course, students will:
Grade 10, Open

B1. Civic Issues, Democratic Values: describe beliefs and values associated with democratic citizenship
in Canada, and explain how they are related to civic action and to one’s position on civic issues
(FOCUS ON: Political Significance; Political Perspective)
B2. Governance in Canada: explain, with reference to a range of issues of civic importance, the roles
and responsibilities of various institutions, structures, and figures in Canadian governance
(FOCUS ON: Stability and Change; Political Perspective)
B3. Rights and Responsibilities: analyse key rights and responsibilities associated with citizenship,
in both the Canadian and global context, and some ways in which these rights are protected
(FOCUS ON: Political Significance; Objectives and Results)

SPECIFIC EXPECTATIONS
B1. Civic Issues, Democratic Values B1.2 describe fundamental beliefs and values
associated with democratic citizenship in
FOCUS ON: Political Significance; Political Perspective Canada (e.g., rule of law; freedom of expression;
freedom of religion; equity; respect for human
By the end of this course, students will: dignity, the rights of others, and the common
good; social responsibility), and explain ways
B1.1 describe some civic issues of local, national,
in which they are reflected in citizen actions
and/or global significance (e.g., bullying in
(e.g., voting, various protest movements and/or
schools; violence in local communities; accessibility
demonstrations, various ethnic or religious
of buildings in the local community for people with
celebrations or observances, organ donation,
disabilities; availability of recreational facilities
environmental stewardship, volunteer work)
in the local community; casino development; voter
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

turnout; issues related to freedom of information, Sample questions: “In what ways does
taxation, water quality; Aboriginal treaty rights; volunteering reflect beliefs associated with
the impact of consumer choices; human rights citizenship in Canada?” “What is the difference
issues related to racism, child labour, the rights between equity and equality? Why is equity
of girls or women, homophobia, or classism; important?” “What beliefs/values underpin
intervention in foreign conflict), and compare movements initiated by Aboriginal people,
the perspectives of different groups on selected such as Idle No More? What is the significance
issues of the actions taken by the people in this move-
ment?” “Why do some people not vote? What
Sample questions: “What are some privacy or
is the significance of their lack of participation
safety issues related to the use of social media?
for Canadian citizenship?” “In what ways has
Do they have an impact on the way you or your
Canada’s history as a British colony influenced
friends use social media?” “What positions are
the beliefs/values associated with Canadian
being voiced in your community with respect
citizenship?”
to a local transit issue?” “What are some different
views on the privatization of aspects of the B1.3 explain why it is important for people to
health care system in Canada?” “What are some engage in civic action, and identify various
considerations that affect people’s consumer reasons why individuals and groups engage
choices? Why might people who favour free in such action (e.g., to protect their rights or the
trade and those who favour fair trade differ in rights of others, to advocate for change, to protect
the criteria they use when making these choices?” existing programs, to protect the environment, to

152
 achieve greater power or autonomy, out of a sense would it be more appropriate to contact your
of social justice or social responsibility, for ethical MP, your MPP, or your city or band councillor?
reasons, to protect their own interests) Why?” “Given his or her responsibilities, what
Sample questions: “What do you think is the issues would you like to discuss with your
most important reason for engaging in civic municipal or band councillor?” “Why might
action? Why?” “What role would civic action different levels of government have different
have in your ideal community? What would perspectives on the same issue? In what ways

Civics and Citizenship

communities be like if people did not engage might these diverse perspectives complicate
in such action?” the policy-making process? In what ways might
they enhance it?” “What are the main issues in
B1.4 communicate their own position on some current debates over Senate reform?”
issues of civic importance at the local, national,
and/or global level (e.g., equitable availability of B2.3 describe, with reference to both the federal
extracurricular activities in schools, a local land-use and provincial governments, the functions of
conflict, poverty or violence in the local community, the three branches of government in Canada
electoral reform, the debate over Sharia law in (i.e., executive, legislative, judicial) and the
Ontario, the level of Canada’s contribution to roles/responsibilities of key positions within
international development assistance, food security, governments (e.g., the governor general, a lieutenant
Aboriginal land rights), explaining how their governor, the prime minister, a premier, cabinet
position is influenced by their beliefs/values ministers, a leader of the opposition, a speaker, the
chief justice of the Supreme Court of Canada), and
explain how the branches help ensure political
B2. Governance in Canada and social stability in Canada
FOCUS ON: Stability and Change; Political Perspective Sample questions: “Who delivers the speech
from the throne in federal and/or provincial
By the end of this course, students will: parliaments? Why? What issues were highlighted CHV2O
in the latest throne speech in Ontario?” “What
B2.1 identify the political parties in Canada and responsibilities do cabinet ministers have?”
their position on the political spectrum, and “Why is it important that the judicial branch
explain how the beliefs/values that underpin operate independently of the other two
them may affect their perspectives on and/or branches?” “What roles do the three branches
approaches to issues of civic importance play in the law-making process in Canada?
(e.g., social programs, taxation, trade, Aboriginal What are some ways in which you could
self-government, the status of Quebec, economic participate in that process?” “Based on your
development, environmental protection, criminal inquiry, what similarities and differences do
justice) you see in the branches of government in
Canada and Britain?”
Sample questions: “What are the positions of
different political parties on the issue of climate
B2.4 explain, with reference to issues of civic
change? How might you account for the differ-
importance, how various groups and institutions
ences?” “Why was the Conservative Party of
(e.g., lobby groups, unions, the media, NGOs,
Canada created? In what ways is it similar
international organizations) can influence
to or different from the former Progressive
government policy
Conservative Party?” “Where would you place
the Green Party on the political spectrum? Why?” Sample questions: “What is a current issue on
“What are the positions of different political which groups are lobbying the government?
parties on ‘inherent’ Aboriginal rights? What Whose interests do these groups represent?”
do these differences tell you about differences “How important a role do you think the media
in beliefs/values in these parties?” play in swaying public opinion on social/political
issues? Whose opinions do you think the media
B2.2 explain, with reference to issues of civic reflect?” “Why has Amnesty International been
importance, the roles and responsibilities investigating missing and murdered women in
of different levels of government in Canada Canada? Who are these women? What does this
(e.g., federal, provincial and territorial, municipal, NGO hope to accomplish by drawing attention
Aboriginal governments) and of key figures at to their disappearance?”
CIVIC AWARENESS

each level (e.g., members of Parliament [MPs],

senators, members of provincial Parliament [MPPs], B2.5 identify Canada’s form of government and
premiers, mayors, municipal councillors, chiefs, demonstrate an understanding of the process of
band councillors, Métis Senators) electing governments in Canada (e.g., the first-
past-the-post electoral system, riding distribution,
Sample questions: “If you were concerned
about a social issue in publicly funded schools,
153
 voters’ lists, how elections are called, campaigning, Ontario, students must complete community
candidates’ and party leaders’ debates, advance involvement hours?” “What are your respon-
polls, election day procedures) sibilities as a Canadian citizen? In what ways
Sample questions: “What is the significance of will these change or develop as you get older?”
the queen in Canada’s constitutional monarchy?”
B3.3 explain how the judicial system and other
“What is the process by which someone becomes
institutions and/or organizations help protect
premier or prime minister?” “Why does the
the rights of individuals and the public good in
popular vote not always give a clear indication
Canada (e.g., with reference to the courts, trials,
Grade 10, Open

of the number of seats won by the parties?”

juries, sentencing circles, human rights tribunals,
“What role does Elections Canada play in the
commissions of inquiry, the media, NGOs and
election process?” “What impact can technology
social enterprises)
have on electoral processes?” “How and why
might a majority government govern differently Sample questions: “What supports and
than a minority government?” “Given its mechanisms are in place in your school
geographic size and population, do you think and/or local community to help protect the
your region’s ridings are fairly distributed?” rights of individuals?” “What protections does
“Do you think that polls published in the the Canadian legal system offer you? What
media can have an impact on election results? impact does it have on your everyday life?”
Why or why not?” “What responsibility does the community
have for integrating offenders back into society?”
“What is the role of the Children’s Aid Society?”
B3. Rights and Responsibilities “Are there groups of people that need more
FOCUS ON: Political Significance; Objectives and support than others to protect their rights?
Why or why not?”
Results

By the end of this course, students will: B3.4 analyse rights and responsibilities of
citizenship within a global context, including
B3.1 demonstrate an understanding that those related to international conventions,
Canada’s constitution includes different laws, and/or institutions (e.g., the United
elements, and analyse key rights of citizenship Nations Universal Declaration of Human Rights
in the constitution, with particular reference to [1948], Convention on the Rights of the Child
the Canadian Charter of Rights and Freedoms [1989], Rio Declaration on Environment and
(e.g., voting rights, mobility rights, language Development [1992], or Declaration on the Rights
rights, equality rights, right to privacy, rights of Indigenous Peoples [2007]; the International
of Aboriginal people) Criminal Court)
Sample questions: “Besides the Charter of Sample questions: “What are the main similarities
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Rights and Freedoms, what other documents between the rights and responsibilities associated
are part of the Canadian constitution?” “What with citizenship in Canada and those associated
section of the Charter do you value the most? with citizenship in the global community?
Why?” “What is the difference between a free- What are the main differences?” “What role
dom, a right, and a responsibility?” “What are or responsibility does an individual have in
some challenges to Canadians’ right to privacy helping to protect the global commons such
presented by new technological developments?” as air and water?” “Does digital technology
“What rights of citizenship are represented by present a challenge to the rights and/or respon-
a passport? Should the government be able to sibilities of citizenship in a global context?
rescind a passport?” Why or why not?” “What was the objective
of the UN Declaration of Human Rights? Do
B3.2 analyse key responsibilities associated with all people enjoy the rights embodied in that
Canadian citizenship (e.g., voting, obeying the document?” “What are the issues surrounding
law, paying taxes, jury duty, protecting Canada’s Haudenosaunee passports?”
cultural heritage and natural environment, helping
others in the community) B3.5 identify examples of human rights violations
around the world (e.g., hate crimes, torture,
Sample questions: “Should people be fined if genocide, political imprisonment, recruitment
they do not vote? Why or why not?” “At what of child soldiers, gender-based violence and
age do you think people are responsible enough discrimination), and assess the effectiveness of
to vote?” “Why is paying one’s taxes an import- responses to such violations (e.g., media scrutiny;
ant responsibility?” “Why do you think that, government sanctions; military intervention;
in order to earn a secondary school diploma in

154
regional, national, and/or international tribunals;
boycotts; pressure from governments and/or NGOs)
Sample questions: “What legal processes are in
place to address human rights issues, both in
Canada and globally?” “What are some of the
issues addressed by the Ontario Human Rights
Commission? Has the commission dealt with

Civics and Citizenship

any cases that have a direct impact on you
and/or your community?” “What are some
NGOs that deal with human rights abuses?
What limitations do they face?” “Should people
be charged with war crimes if they were ‘just
following orders’?” “What criteria should be
used to determine whether Canadians should
actively respond to human rights abuses in
other countries?”

CHV2O

CIVIC AWARENESS

155
 C. CIVIC ENGAGEMENT AND ACTION

OVERALL EXPECTATIONS
By the end of this course, students will:
Grade 10, Open

C1. Civic Contributions: analyse a variety of civic contributions, and ways in which people can
contribute to the common good (FOCUS ON: Political Significance; Stability and Change)
C2. Inclusion and Participation: assess ways in which people express their perspectives on issues of
civic importance and how various perspectives, beliefs, and values are recognized and represented
in communities in Canada (FOCUS ON: Political Significance; Political Perspective)
C3. Personal Action on Civic Issues: analyse a civic issue of personal interest and develop a plan of
action to address it (FOCUS ON: Political Significance; Objectives and Results)

SPECIFIC EXPECTATIONS
C1. Civic Contributions NGO; by writing to or speaking with their city or
band councillor, MPP, or MP to request action on
FOCUS ON: Political Significance; Stability and Change an issue)

By the end of this course, students will: Sample questions: “When you brainstormed
with other students, what are some ways you
C1.1 assess the significance, both in Canada and identified for making a contribution in the
internationally, of the civic contributions of community? Which of these appeal to you?
some individuals (e.g., Sean Atleo, Maude Barlow, Why?” “Are there food banks and/or community
Mohandas K. Gandhi, Elijah Harper, Craig gardens in your community? What are some
Kielburger, Martin Luther King, Jr., Cardinal Paul ways in which you could get involved with
Émile Léger, Stephen Lewis, Nelson Mandela, them?”
Aung San Suu Kyi, David Suzuki) and organiza-
tions, including NGOs and social enterprises C1.3 explain how various actions can contribute
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

(e.g., Amnesty International, L’Arche Canada, to the common good at the local, national, and/
Democracy Watch, Free the Children, International or global level (e.g., engaging in a non-violent
Federation of Red Cross and Red Crescent Societies, protest can heighten awareness of an issue and
Inuit Circumpolar Conference, Métis Nation of pressure for change; buying fair trade products
Ontario, Ontario Federation of Indian Friendship helps ensure that producers are fairly compensated
Centres, Samara Canada, Spread the Net, SoChange, for the products they produce; the organized
World Wildlife Federation, Youth in Philanthropy boycotting of products can pressure corporations
Canada) to change irresponsible practices; donating to a
development NGO can help improve the lives of
C1.2 describe a variety of ways in which they people affected by a natural disaster or enhance
could make a civic contribution at the local, health care in developing countries; canvassing
national, and/or global level (e.g., by serving or fundraising for an organization that works for
on student council or on an organization offering social justice can raise people’s awareness of issues
support to students who are being bullied; by related to inequity or human rights abuses)
reducing the amount of solid waste they generate Sample questions: “In what ways does using
and by properly disposing of hazardous waste; public transit, biking, or carpooling contribute
by volunteering at a food bank, retirement home, to the common good?” “What are some signifi-
hospital, humane society, or recreational facility cant changes in your local community that have
in the local community; by donating blood; by been brought about as a result of citizen action?”
participating in community clean-up or tree-planting “What impact can consumers’ choices have on
days; by raising funds for a charity or a development the natural environment?”

156
 C2. Inclusion and Participation C2.3 describe various ways in which people can
access information about civic matters (e.g.,
FOCUS ON: Political Significance; Political Perspective websites of governments, political parties, NGOs,
or other groups and/or institutions; social media;
By the end of this course, students will: meetings organized by elected representatives;
newspapers or newscasts), and assess the
C2.1 analyse ways in which various beliefs,
effectiveness of ways in which individuals
values, and perspectives are represented in

Civics and Citizenship

can voice their opinions on these matters (e.g.,
their communities (e.g., with reference to different
by contacting their elected representatives, being
racial, ethnic, and/or religious groups; people
part of a delegation to speak on an issue under
with various political beliefs and/or social values;
consideration by city council, organizing a petition,
people from different age groups; men and women;
voting, making a presentation to a commission of
First Nations, Inuit, or Métis people; people in
inquiry, participating in a political party or interest
lesbian, gay, bisexual, and transgender [LGBT]
group; by expressing their views through the
communities; environmentalists; people with
media, including social media, or at a town-hall
disabilities; people from different professions
meeting; through court challenges; through art,
and/or economic circumstances; recent immigrants
drama, or music)
and new Canadians; business people), and assess
whether all perspectives are represented or are Sample questions: “What are some ways in
valued equally which a person can communicate his or her
position on an environmental issue?” “What
Sample questions: “What are some ways
do you think is the most effective way for you
in which various student perspectives are
to get your ideas heard in our school?” “What
represented in our school? Do you feel like
criteria might you use to determine the most
your voice is heard?” “What cultural festivals
effective way to voice your position on a social
are celebrated in your community? Whose
justice issue?”
beliefs and values do they reflect?” “What CHV2O
religious structures are in your community?
What do they tell you about respect for diversity C3. Personal Action on Civic Issues
in the community?” “Why might some people’s
perspectives be valued more than those of FOCUS ON: Political Significance; Objectives and
others? What are some ways to address this Results
inequity? What action could be taken to ensure
that marginalized voices are heard?” By the end of this course, students will:

C2.2 describe ways in which some events, issues, C3.1 analyse a civic issue of personal interest,
people, and/or symbols are commemorated or including how it is viewed by different groups
recognized in Canada (e.g., by war memorials Sample questions: “What current civic issue is
and Remembrance Day services; through citizen- important to you? Who are the people and/or
ship awards such as the Order of Canada; by organizations involved in this issue? What
depicting them on postage stamps or currency; in views do they have on it? Do you think there
museums; on public plaques; by naming streets or might be other perspectives on this issue that
public spaces after them; through observances such are not commonly heard? Which level or
as Black History Month, Fête nationale du Québec, levels of government would be responsible
Flag Day, Holocaust Day, Holodomor Memorial for addressing this issue?”
Day, Human Rights Day, Labour Day, National
Aboriginal Day, Persons Day, Pride Week, Victoria C3.2 propose different courses of action that
Day), and analyse the significance of this could be used to address a specific civic issue
recognition (e.g., a public awareness campaign, a plan for local
action, a campaign to pressure for political action),
Sample questions: “What do you think are
and assess their merits
CIVIC ENGAGEMENT AND ACTION

the most important regional or national

symbols in Canada? Who or what do they Sample questions: “When you consider the
represent?” “Do you think there are people in various courses of action proposed to address
your local community or in Canada whose civic this issue, how would you rank them from
contribution has not been formally recognized easiest to most difficult to carry out?” “Which
but should be? Why and how do you think option do you think would have the greatest
they should be acknowledged?” “What criteria impact?” “Would you be able to carry out,
do you think should be used when deciding or participate in, any of these courses of
which events or people to formally recognize?” action?”

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 C3.3 develop a plan of action to implement
positive change with respect to a specific civic
issue, and predict the results of their plan
Sample questions: “What is the main goal of
your plan? How do you intend to accomplish
that goal? What changes do you anticipate will
result from specific strategies in your plan?”
“Which people, organizations, and/or govern-
Grade 10, Open

ments would be most likely to embrace your

plan? How might you engage them?”

C3.4 develop criteria that could be used to assess

the effectiveness of their plan of action if it were
implemented
Sample questions: “How would you know
if your plan were achieving its objectives?”
“How would you determine if your plan were
making a positive difference?” “How might
you respond if things did not go as planned?”
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

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