Part A

High school students analyze and explore the concept of Ideology:

• by investigating a range of Ideologies and their application and impact on citizenship at the national level (10);
• by evaluating the impacts of ideology, historically and contemporary, at international levels (20);
• by examining and analyzing, and de-constructing the concept of ideology as a tool for understanding how it impacts Canadian (30):
  • beliefs and actions, nationally and globally; and,
  • participation as a citizen from a national and global perspective.

• Social Studies students will consider how Canadians address and resolve issues regarding rights and responsibilities as citizens in contemporary Canada.
• History students will consider how events in Canadian history influenced our perspectives on rights and responsibilities of citizenship.
• Native Studies students will consider the need for and approaches to resolution of contemporary issues for both Indigenous and non-Indigenous populations.

• Injustices of today have roots in the past.
• Canadian society is challenged to manage the co-existence of diverse worldviews.
• Canadian citizens work to achieve a balance between rights and responsibilities through learning and action.
• Canadian society has inequities and elimination of these is beneficial for all Canadians.
• For each individual, becoming aware of racism in Canadian society is an evolutionary process and a precursor to change.
• As citizens of local, national, and global communities, Canadians are conscious, self-reflective, and critical of their own beliefs and actions and seek to make positive change.
• Citizens show flexibility of mind.

• The definition of ideology and its role in society.
• Characteristics and assumptions of ideologies along the ideological spectrum.
• Historical and contemporary ideological issues.
• The role of worldview in ideologies.
• The rights and responsibilities of Canadian and Global citizens.

• What are the benefits and limitations of ideology in guiding beliefs and behavior?
• How does ideology influence our view of social justice?
• How does a society structure itself to find a balance between the rights of opposing constructs, i.e. minorities and majorities; regions and the nation; individual rights and collective rights; and, what factors influence the finding of this balance?
• Has Canadian society been organized to reflect our national values and beliefs?

The order in which concepts are listed suggests a general idea of the learning plan to follow.

Students will:

• Examine approaches to resolution of Canadian issues;
• Explore the relationship between the conceptual frameworks that exist within Canadian society; the impacts of competition among interest groups for influence over society’s decision-making processes; and the reality that groups will vary in terms of their ability and strategies to influence those processes;
• Explore the challenges that Canadian society and its institutions face within an increasingly diverse society and that the unity and well-being of the nation will be influenced by the extent to which significant populations feel that their interests and well-being are being enhanced and secured within the existing political structure;
• Examine the essential elements of Canadian worldview and consider factors that encourage and inhibit engaged citizenship; and,
• Examine the social changes that are occurring in their lives, including the impact of media and technology and understand that social change has been a constant in the history of Canada.