PA6.1- Examine the relationship between an individual’s power and authority and the power and authority of others.
Indicators:
(a) Illustrate the forms of power (an individual or a group’s ability to influence): force, authority, and influence (voice) with respect to their personal lives (e.g., force: pushing someone, saying something hurtful; authority: being elected class representative, being invited to act or speak on behalf of the group, inviting others to act or speak on behalf of the group; influence: speak out on their behalf or on the behalf of others).
(b) Give examples of the forms of power (force: gangs, bullying; authority: leadership of an organization; influence: clergy, charisma) in the local community.
(e) Describe diverse ways in which groups and societies, especially those groups involving young people, deal with competing claims for power.
(f) Explain choices young people must make in reconciling the tensions between the dominant social group and individual choice (e.g., drug and alcohol use; social relationships; academic programs, choice of extra-curricular activities, and career interests).
PA6.3- Explore examples and explain how people, such as ethnic minority groups, the disabled, youth, and the elderly, may be affected by injustice or abuses of power.
Indicators:
(a) Describe incidents of the misuse of power in groups of which students are aware.
(b) Research laws that specifically affect young people, minority groups, the disabled, and the elderly to determine the disposition of governments toward the status of these groups, and evaluate the reasons for and effectiveness of such laws.
(c) Propose changes needed in human behaviour and institutions in order to prevent the abuse of power.
(d) Investigate the relationship between people and their governments in Canada and a selection of countries bordering the Atlantic Ocean. Include such things as human rights, treatment of minorities, history with indigenous peoples, infrastructure for health, and education (including reference to residential schools and the intergenerational impact of those experiences).
IN6.1- Evaluate and represent personal beliefs and values by determining how culture and place influence them.
Indicators:
(a) Identify personal roles in, and responsibilities toward, the family and local community.
(b) Compare and contrast family and community roles and responsibilities of young people in Canada, including First Nations, Inuit, and Métis families, with the roles and responsibilities of age-equivalent youth in a selection of countries bordering the Atlantic Ocean (e.g., conduct interviews with local youth and elders, use technology to link with youth in provincial, territorial, national and global communities).
(d) Assess the current and historical approaches to cultural diversity used in Canada and in a selection of countries bordering the Atlantic Ocean, including consideration of segregation, assimilation, accommodation, and pluralism.
(e) Plan, conduct, and evaluate an inquiry to illustrate how culture and place influence the beliefs and values of the local community.
IN6.2- Examine the social and cultural diversity that exists in the world, as exemplified in Canada and a selection of countries bordering the Atlantic Ocean.
Indicators:
(b) Research ways in which cultural traditions, celebrations, art, music, literature, drama, and sport have influenced intercultural understanding.
(c) Investigate the contributions of First Nations, Métis, and Inuit people in Canada and indigenous peoples in a selection of countries bordering the Atlantic Ocean to local, provincial, national and global communities in various areas such as politics, business, health, education, sport, music, literature, art, dance, and architecture.
(e) Compare and contrast social and cultural diversity in Canada with that of a selection of countries bordering the Atlantic Ocean, and assess the significance of cultural diversity.
IN6.3- Develop an understanding that global interdependence impacts individual daily life in Canada and a selection of countries bordering the Atlantic Ocean.
(g)Investigate the contribution of an Aboriginal Canadian toward enhancing human welfare in Canada.