Secondary School Workshops
AVI offers a variety of flagship programs as well as resources, access to high-profile speakers, and a suite of educational workshops to give students an understanding of how to understand and identify anti-Jewish hatred, navigating regional conflicts in the Middle East, building meaningful coalitions on campus, and refuting disinformation. We also offer interactive campaigns for our students to engage in dialogue with their peers. Each of our sessions is custom-tailored to the specific grade level and audience, delivering complex themes in an accessible, age-appropriate manner.
For more information, contact AVI's Education & Communications Coordinator Yardena Rosenblum at yardena@avicanada.org
Please note that this site will soon be updated to include all provinces and territories.
British Columbia
Grades 8-12
In British Columbia, the secondary curriculum (Grades 8–12) is designed around the Ministry of Education’s Know-Do-Understand framework, prioritizing inquiry, historical empathy, media literacy, and ethical citizenship. Across Social Studies, English Language Arts, Physical & Health Education, and Core Competencies, the curriculum challenges students to examine how global migrations, shifts in power, historical conflicts, and cultural expressions shape individual and collective identities.
From mandatory Grade 10 Holocaust education and comparative analyses of Canadian historical injustices to specialized Grade 11 and 12 electives (including Genocide Studies 12, 20th Century World History 12, Law Studies 12, and Social Justice 12), BC coursework emphasizes analyzing the roots of systemic prejudice and state-sponsored discrimination. Our four workshops align directly with these provincial outcomes by grounding Jewish diaspora history, ancestral connections to land, and anti-bias frameworks within global systems of power. Furthermore, they equip students with practical civil discourse and evidence-based advocacy strategies to navigate complex public conversations with dignity, empathy, and nuance.
In Grade 8, students examine pivotal historical shifts, human displacement, the evolution of social identities, and the responsibility of active, ethical citizenship. The workshops connect historical events (7th-18th century world history, migration, trade, and cultural diffusion) with critical thinking skills in perspective-taking, media literacy, civic advocacy, and combatting prejudice and discrimination.
The Jewish People: History, Migration, & Identity
Social Studies (Big Idea): Human and environmental factors shape changes in population and living standards. Contacts and conflicts between peoples stimulated significant cultural, social, political change. Exploration, expansion, and colonization had varying consequences for different groups. Changing ideas about the world created tension between people wanting to adopt new ideas and those wanting to preserve established traditions.
Curricular Competencies:
-
Assess the significance of people, places, events, or developments at particular times and places (significance)
-
Characterize different time periods in history, including periods of progress and decline, and identify key turning points that mark periods of change (continuity and change)
-
Determine which causes most influenced particular decisions, actions, or events, and assess their short-and long-term consequences (cause and consequence)
-
Explain different perspectives on past or present people, places, issues, or events, and compare the values, worldviews, and beliefs of human cultures and societies in different times and places (perspective)
-
Make ethical judgements about past events, decisions, or actions, and assess the limitations of drawing direct lessons from the past (ethical judgement)
Content Learning Standards:
English Language Arts & Literature (Big Idea): Texts are socially, culturally, and historically constructed. People understand text differently depending on their worldviews and perspectives. Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.
Curricular Competencies:
-
Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts
-
Recognize how language constructs personal, social, and cultural identity
-
Recognize an increasing range of text structures and how they contribute to meaning
Physical & Health Education (Big Idea): Healthy choices influence our physical, emotional, and mental well-being
Curricular Competency:
-
Explore and describe the impact of transition and change on identities
Social Awareness & Responsibility (Core Competencies): Valuing diversity
Learning Outcome:
-
Students value diversity, defend human rights, advocate for issues, and interact ethically with others. They are inclusive in their language and behaviour and recognize that everyone has something to contribute. Their approach to inclusive relationships exemplifies commitment to developing positive communities.
History, Culture, & the Land of Israel
Social Studies (Big Idea): Human and environmental factors shape changes in population and living standards. Contacts and conflicts between peoples stimulated significant cultural, social, political change. Exploration, expansion, and colonization had varying consequences for different groups.
Curricular Competencies:
-
Assess the significance of people, places, events, or developments at particular times and places (significance)
-
Characterize different time periods in history, including periods of progress and decline, and identify key turning points that mark periods of change (continuity and change)
-
Determine which causes most influenced particular decisions, actions, or events, and assess their short-and long-term consequences (cause and consequence)
-
Explain different perspectives on past or present people, places, issues, or events, and compare the values, worldviews, and beliefs of human cultures and societies in different times and places (perspective)
Content Learning Standards:
English Language Arts & Literature (Big Idea): Texts are socially, culturally, and historically constructed. People understand text differently depending on their worldviews and perspectives. Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.
Curricular Competencies:
-
Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts
-
Recognize how language constructs personal, social, and cultural identity
-
Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view
Physical & Health Education (Big Idea): Healthy choices influence our physical, emotional, and mental well-being
Curricular Competency:
-
Explore and describe the impact of transition and change on identities
Social Awareness & Responsibility (Core Competencies): Valuing diversity
Learning Outcome:
-
Students value diversity, defend human rights, advocate for issues, and interact ethically with others. They are inclusive in their language and behaviour and recognize that everyone has something to contribute. Their approach to inclusive relationships exemplifies commitment to developing positive communities.
Understanding Anti-Jewish Hatred: A Working Framework
Social Studies (Big Idea): Contacts and conflicts between peoples stimulated significant cultural, social, political change. Exploration, expansion, and colonization had varying consequences for different groups. Changing ideas about the world created tension between people wanting to adopt new ideas and those wanting to preserve established traditions.
Curricular Competencies:
-
Characterize different time periods in history, including periods of progress and decline, and identify key turning points that mark periods of change (continuity and change)
-
Determine which causes most influenced particular decisions, actions, or events, and assess their short-and long-term consequences (cause and consequence)
-
Explain different perspectives on past or present people, places, issues, or events, and compare the values, worldviews, and beliefs of human cultures and societies in different times and places (perspective)
-
Make ethical judgements about past events, decisions, or actions, and assess the limitations of drawing direct lessons from the past (ethical judgement)
Content Learning Standards:
-
English Language Arts & Literature (Big Idea): Texts are socially, culturally, and historically constructed. People understand text differently depending on their worldviews and perspectives. Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
Curricular Competencies:
-
Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts
-
Recognize how language constructs personal, social, and cultural identity
-
Recognize an increasing range of text structures and how they contribute to meaning
Content Learning Standards:
-
Language features, structures, and conventions: language usage and context
Physical & Health Education (Big Idea): Healthy choices influence our physical, emotional, and mental well-being. Advocating for the health and well-being of others connects us to our community.
Curricular Competency:
-
Propose strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations
-
Propose strategies for responding to discrimination, stereotyping and bullying
Social Awareness & Responsibility (Core Competencies): Valuing diversity and resolving problems
Learning Outcome:
-
Students value diversity, defend human rights, advocate for issues, and interact ethically with others. They are inclusive in their language and behaviour and recognize that everyone has something to contribute. Their approach to inclusive relationships exemplifies commitment to developing positive communities.
-
Students identify and develop an appreciation for different perspectives on issues. They show empathy, disagree respectfully, and create space for others to use their voices. They generate, use, and evaluate strategies to resolve problems.
From Dialogue to Impact: Ethical Engagement
Social Studies (Big Idea): Changing ideas about the world created tension between people wanting to adopt new ideas and those wanting to preserve established traditions.
Curricular Competencies:
-
Explain different perspectives on past or present people, places, issues, or events, and compare the values, worldviews, and beliefs of human cultures and societies in different times and places (perspective)
-
Make ethical judgements about past events, decisions, or actions, and assess the limitations of drawing direct lessons from the past (ethical judgement)
Content Learning Standards:
English Language Arts & Literature (Big Idea): People understand text differently depending on their worldviews and perspectives. Exploring stories and other texts helps us understand ourselves and make connections to others and to the world. Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
Curricular Competencies:
-
Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts
-
Recognize how language constructs personal, social, and cultural identity
-
Recognize an increasing range of text structures and how they contribute to meaning
-
Exchange ideas and viewpoints to build shared understanding and extend thinking
Content Learning Standards:
-
Strategies and processes: reading strategies, metacognitive strategies, writing processes
-
Language usage and context
Physical & Health Education (Big Idea): Healthy choices influence our physical, emotional, and mental well-being. Healthy relationships can help us lead rewarding and fulfilling lives. Advocating for the health and well-being of others connects us to our community.
Curricular Competency:
-
Propose strategies for responding to discrimination, stereotyping and bullying
-
Propose strategies for developing and maintaining healthy relationships
-
Create strategies for promoting the health and well-being of the school and community
-
Describe and assess strategies for promoting mental well-being, for self and others
Social Awareness & Responsibility (Core Competencies): Building relationships, contributing to community and caring for the environment, resolving problems, and valuing diversity
Learning Outcome:
-
Students build and maintain diverse, positive peer and intergenerational relationships
-
Students develop awareness of and take responsibility for their social, physical, and natural environments by working independently and collaboratively for the benefit of others, communities, and the environment. They advocate for and act to bring about positive change
-
Students identify and develop an appreciation for different perspectives on issues. They show empathy, disagree respectfully, and create space for others to use their voices. They generate, use, and evaluate strategies to resolve problems
-
Students value diversity, defend human rights, advocate for issues, and interact ethically with others. They are inclusive in their language and behaviour and recognize that everyone has something to contribute. Their approach to inclusive relationships exemplifies commitment to developing positive communities.
British Columbia Ministry of Education and Child Care. (n.d.). British Columbia’s curriculum. https://curriculum.gov.bc.ca
In Grade 9, students examine how emerging ideologies, disparities in power, nationalism, and global migrations shape individual and collective identities. The four workshops align directly with these core themes by exploring historical diaspora, ancestral ties to land, modern anti-bias framewokrs, and civil discourse skills needed for engaged citizenship in complex global and Canadian contexts.
The Jewish People: History, Migration, & Identity
Social Studies (Big Idea): Emerging ideas and ideologies profoundly influence societies and events. The physical environment influences the nature of political, social, and economic change. Disparities in power alter the balance of relationships between individuals and between societies. Collective identity is constructed and can change over time.
Curricular Competencies:
-
Assess the significance of people, places, events, or developments, and compare varying perspectives on their historical significance at particular times and places, and from group to group (significance)
-
Compare and contrast continuities and changes for different groups at the same time period (continuity and change)
-
Assess how prevailing conditions and the actions of individuals or groups affect events, decisions, or developments (cause and consequence)
-
Explain and infer different perspectives on past or present people, places, issues, or events, by considering prevailing norms, values, worldviews, and beliefs (perspective)
-
Make reasoned ethical judgements about actions in the past and present, and determine appropriate ways to remember and respond (ethical judgement)
Content Learning Standards:
English Language Arts & Literature (Big Idea): Exploring stories and other texts helps us understand ourselves and make connections to others and to the world. People understand text differently depending on their worldviews and perspectives. Texts are socially, culturally, and historically constructed.
Curricular Competencies:
-
Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts
-
Recognize how language constructs personal, social, and cultural identity
Physical & Health Education (Big Idea): Healthy choices influence our physical, emotional, and mental well-being
Curricular Competency:
-
Explore and describe the impact of transition and change on identities
Social Awareness & Responsibility (Core Competencies): Valuing diversity
Learning Outcome:
-
Students value diversity, defend human rights, advocate for issues, and interact ethically with others. They are inclusive in their language and behaviour and recognize that everyone has something to contribute. Their approach to inclusive relationships exemplifies commitment to developing positive communities.
History, Culture, & the Land of Israel
Social Studies (Big Idea): Emerging ideas and ideologies profoundly influence societies and events. The physical environment influences the nature of political, social, and economic change. Disparities in power alter the balance of relationships between individuals and between societies. Collective identity is constructed and can change over time.
Curricular Competencies:
-
Assess the significance of people, places, events, or developments, and compare varying perspectives on their historical significance at particular times and places, and from group to group (significance)
-
Compare and contrast continuities and changes for different groups at the same time period (continuity and change)
-
Assess how prevailing conditions and the actions of individuals or groups affect events, decisions, or developments (cause and consequence)
-
Explain and infer different perspectives on past or present people, places, issues, or events, by considering prevailing norms, values, worldviews, and beliefs (perspective)
Content Learning Standards:
English Language Arts & Literature (Big Idea): Texts are socially, culturally, and historically constructed. People understand text differently depending on their worldviews and perspectives. Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.
Curricular Competencies:
-
Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts
-
Recognize how language constructs personal, social, and cultural identity
-
Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view
Physical & Health Education (Big Idea): Healthy choices influence our physical, emotional, and mental well-being
Curricular Competency:
-
Explore and describe the impact of transition and change on identities
Social Awareness & Responsibility (Core Competencies): Valuing diversity
Learning Outcome:
-
Students value diversity, defend human rights, advocate for issues, and interact ethically with others. They are inclusive in their language and behaviour and recognize that everyone has something to contribute. Their approach to inclusive relationships exemplifies commitment to developing positive communities.
Understanding Anti-Jewish Hatred: A Working Framework
Social Studies (Big Idea): Emerging ideas and ideologies profoundly influence societies and events. Disparities in power alter the balance of relationships between individuals and between societies. Collective identity is constructed and can change over time.
Curricular Competencies:
-
Assess the significance of people, places, events, or developments, and compare varying perspectives on their historical significance at particular times and places, and from group to group (significance)
-
Compare and contrast continuities and changes for different groups at the same time period (continuity and change)
-
Assess how prevailing conditions and the actions of individuals or groups affect events, decisions, or developments (cause and consequence)
-
Explain and infer different perspectives on past or present people, places, issues, or events, by considering prevailing norms, values, worldviews, and beliefs (perspective)
-
Make reasoned ethical judgements about actions in the past and present, and determine appropriate ways to remember and respond (ethical judgement)
Content Learning Standards:
-
English Language Arts & Literature (Big Idea): Texts are socially, culturally, and historically constructed. People understand text differently depending on their worldviews and perspectives. Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
Curricular Competencies:
-
Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts
-
Recognize how language constructs personal, social, and cultural identity
-
Recognize an increasing range of text structures and how they contribute to meaning
Content Learning Standards:
-
Language features, structures, and conventions: language usage and context
Physical & Health Education (Big Idea): Healthy choices influence our physical, emotional, and mental well-being. Advocating for the health and well-being of others connects us to our community.
Curricular Competency:
-
Propose strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations
-
Propose strategies for responding to discrimination, stereotyping and bullying
Social Awareness & Responsibility (Core Competencies): Valuing diversity and resolving problems
Learning Outcome:
-
Students value diversity, defend human rights, advocate for issues, and interact ethically with others. They are inclusive in their language and behaviour and recognize that everyone has something to contribute. Their approach to inclusive relationships exemplifies commitment to developing positive communities.
-
Students identify and develop an appreciation for different perspectives on issues. They show empathy, disagree respectfully, and create space for others to use their voices. They generate, use, and evaluate strategies to resolve problems.
From Dialogue to Impact: Ethical Engagement
Social Studies (Big Idea): Emerging ideas and ideologies profoundly influence societies and events. Disparities in power alter the balance of relationships between individuals and between societies. Collective identity is constructed and can change over time.
Curricular Competencies:
-
Assess how prevailing conditions and the actions of individuals or groups affect effects, decisions, or developments (cause and consequence)
-
Explain and infer different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, worldviews, and beliefs (perspective)
-
Make reasoned ethical judgements about actions in the past and present, and determine appropriate ways to remember and respond (ethical judgement)
Content Learning Standards:
English Language Arts & Literature (Big Idea): Exploring stories and other texts helps us understand ourselves and make connections to others and to the world. People understand text differently depending on their worldviews and perspectives. Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
Curricular Competencies:
-
Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts
-
Recognize how language constructs personal, social, and cultural identity
-
Recognize an increasing range of text structures and how they contribute to meaning
-
Exchange ideas and viewpoints to build shared understanding and extend thinking
Content Learning Standards:
-
Strategies and processes: reading strategies, metacognitive strategies, writing processes
-
Language usage and context
Physical & Health Education (Big Idea): Healthy choices influence our physical, emotional, and mental well-being. Healthy relationships can help us lead rewarding and fulfilling lives. Advocating for the health and well-being of others connects us to our community.
Curricular Competency:
-
Propose strategies for responding to discrimination, stereotyping and bullying
-
Propose strategies for developing and maintaining healthy relationships
-
Create strategies for promoting the health and well-being of the school and community
-
Describe and assess strategies for promoting mental well-being, for self and others
Content Learning Standards:
-
Consequences of bullying, stereotyping, and discrimination
-
Influences of physical, emotional, and social changes on identities and relationships
Social Awareness & Responsibility (Core Competencies): Building relationships, contributing to community and caring for the environment, resolving problems, and valuing diversity
Learning Outcome:
-
Students build and maintain diverse, positive peer and intergenerational relationships
-
Students develop awareness of and take responsibility for their social, physical, and natural environments by working independently and collaboratively for the benefit of others, communities, and the environment. They advocate for and act to bring about positive change
-
Students identify and develop an appreciation for different perspectives on issues. They show empathy, disagree respectfully, and create space for others to use their voices. They generate, use, and evaluate strategies to resolve problems
-
Students value diversity, defend human rights, advocate for issues, and interact ethically with others. They are inclusive in their language and behaviour and recognize that everyone has something to contribute. Their approach to inclusive relationships exemplifies commitment to developing positive communities.
British Columbia Ministry of Education and Child Care. (n.d.). British Columbia’s curriculum. https://curriculum.gov.bc.ca
In Grade 10, students examine how 20th-century global and regional conflicts, ideological shifts, and systemic injustices shape contemporary Canadian identity and international relations. The four workshops align with the Grade 10 curriculum by providing critical frameworks to analyze historical genocide (including the Holocaust), human rights advocacy, anti-Jewish hatred, global migrations, and indigenous/ancestral connections to land. Furthermore, they empower students with civil discourse and media literacy skills to address contemporary discrimination and engage thoughtfully in an increasingly diverse society.
The Jewish People: History, Migration, & Identity
Social Studies (Big Idea): Global and regional conflicts have been a powerful force in shaping our contemporary world and identities. The development of political institutions is influenced by economic, social, ideological, and geographic factors. Worldviews lead to different perspectives and ideas about developments in Canadian society. Historical and contemporary injustices challenge the narrative and identity of Canada as an inclusive, multicultural society.
Curricular Competencies:
-
Assess the significance of people, places, events, or developments, and compare varying perspectives on their historical significance at particular times and places, and from group to group (significance)
-
Compare and contrast continuities and changes for different groups at particular times and places (continuity and change)
-
Assess how underlying conditions and the actions of individuals or groups influence events, decisions, or developments, and analyze multiple consequences (cause and consequence)
-
Explain and infer different perspectives on past or present people, places, issues, or events, by considering prevailing norms, values, worldviews, and beliefs (perspective)
-
Make reasoned ethical judgements about actions in the past and present, and assess appropriate ways to remember and respond (ethical judgement)
Content Learning Standards:
English Language Arts & Literature (Big Idea): The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world. People understand text differently depending on their worldviews and perspectives. Texts are socially, culturally, and historically constructed. Language shapes ideas and influences others.
Curricular Competencies:
-
Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view
-
Recognize and appreciate the influence of land/place in First Peoples and other Canadian texts
-
Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
-
Recognize personal, social, and cultural contexts, as well as values and perspectives in texts
-
Recognize how language constructs personal, social, and cultural identity
-
Construct meaningful personal connections between self, text, and world
-
Respond to text in personal, creative, and critical ways
Physical & Health Education (Big Idea): Healthy choices influence our physical, emotional, and mental well-being
Curricular Competency:
-
Explore and describe factors that shape personal identities, including social and cultural factors
Content Learning Standard:
-
Influences of physical, emotional, and social changes on identities and relationships
Social Awareness & Responsibility (Core Competencies): Valuing diversity
Learning Outcome:
-
Students value diversity, defend human rights, advocate for issues, and interact ethically with others. They are inclusive in their language and behaviour and recognize that everyone has something to contribute. Their approach to inclusive relationships exemplifies commitment to developing positive communities.
History, Culture, & the Land of Israel
Social Studies (Big Idea): Global and regional conflicts have been a powerful force in shaping our contemporary world and identities. The development of political institutions is influenced by economic, social, ideological, and geographic factors. Worldviews lead to different perspectives and ideas about developments in Canadian society.
Curricular Competencies:
-
Assess the significance of people, places, events, or developments, and compare varying perspectives on their historical significance at particular times and places, and from group to group (significance)
-
Compare and contrast continuities and changes for different groups at particular times and places (continuity and change)
-
Assess how underlying conditions and the actions of individuals or groups influence events, decisions, or developments, and analyze multiple consequences (cause and consequence)
-
Explain and infer different perspectives on past or present people, places, issues, or events, by considering prevailing norms, values, worldviews, and beliefs (perspective)
Content Learning Standards:
English Language Arts & Literature (Big Idea): The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world. People understand text differently depending on their worldviews and perspectives. Texts are socially, culturally, and historically constructed. Language shapes ideas and influences others.
Curricular Competencies:
-
Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view
-
Recognize and appreciate the influence of land/place in First Peoples and other Canadian texts
-
Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
-
Recognize personal, social, and cultural contexts, as well as values and perspectives in texts
-
Recognize how language constructs personal, social, and cultural identity
-
Construct meaningful personal connections between self, text, and world
-
Respond to text in personal, creative, and critical ways
-
Express and support an opinion with evidence
Physical & Health Education (Big Idea): Healthy choices influence our physical, emotional, and mental well-being
Curricular Competency:
-
Explore and describe factors that shape personal identities, including social and cultural factors
Content Learning Standard:
-
Influences of physical, emotional, and social changes on identities and relationships
Social Awareness & Responsibility (Core Competencies): Valuing diversity
Learning Outcome:
-
Students value diversity, defend human rights, advocate for issues, and interact ethically with others. They are inclusive in their language and behaviour and recognize that everyone has something to contribute. Their approach to inclusive relationships exemplifies commitment to developing positive communities.
Understanding Anti-Jewish Hatred: A Working Framework
Social Studies (Big Idea): Global and regional conflicts have been a powerful force in shaping our contemporary world and identities. The development of political institutions is influenced by economic, social, ideological, and geographic factors. Worldviews lead to different perspectives and ideas about developments in Canadian society. Historical and contemporary injustices challenge the narrative and identity of Canada as an inclusive, multicultural society.
Curricular Competencies:
-
Assess the significance of people, places, events, or developments, and compare varying perspectives on their historical significance at particular times and places, and from group to group (significance)
-
Compare and contrast continuities and changes for different groups at particular times and places (continuity and change)
-
Assess how underlying conditions and the actions of individuals or groups influence events, decisions, or developments, and analyze multiple consequences (cause and consequence)
-
Explain and infer different perspectives on past or present people, places, issues, or events, by considering prevailing norms, values, worldviews, and beliefs (perspective)
-
Make reasoned ethical judgements about actions in the past and present, and assess appropriate ways to remember and respond (ethical judgement)
Content Learning Standards:
English Language Arts & Literature (Big Idea): The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world. People understand text differently depending on their worldviews and perspectives. Texts are socially, culturally, and historically constructed. Language shapes ideas and influences others. Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
Curricular Competencies:
-
Explore the relevance, accuracy, and reliability of texts
-
Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
-
Recognize personal, social, and cultural contexts, as well as values and perspectives in texts
-
Recognize how language constructs personal, social, and cultural identity
-
Recognize and appreciate how different forms, formats, structures, and features of texts enhance and shape meaning and impact
-
Construct meaningful personal connections between self, text, and world
-
Identify bias, contradictions, and distortions
-
Respond to text in personal, creative, and critical ways
-
Express and support an opinion with evidence
Content Learning Standards:
-
Text features and structures: forms, functions, and genres of text
-
Language features, structures, and conventions: language usage, context, and bias/persuasive techniques
Physical & Health Education (Big Idea): Healthy choices influence our physical, emotional, and mental well-being
Curricular Competency:
-
Analyze strategies for responding to discrimination, stereotyping, and bullying
-
Explore and describe factors that shape personal identities, including social and cultural factors
Content Learning Standard:
-
Consequences of bullying, stereotyping, and discrimination
-
Influences of physical, emotional, and social changes on identities and relationships
Social Awareness & Responsibility (Core Competencies): Valuing diversity and resolving problems
Learning Outcome:
-
Students value diversity, defend human rights, advocate for issues, and interact ethically with others. They are inclusive in their language and behaviour and recognize that everyone has something to contribute. Their approach to inclusive relationships exemplifies commitment to developing positive communities.
-
Students identify and develop an appreciation for different perspectives on issues. They show empathy, disagree respectfully, and create space for others to use their voices. They generate, use, and evaluate strategies to resolve problems.
From Dialogue to Impact: Ethical Engagement
Social Studies (Big Idea): Global and regional conflicts have been a powerful force in shaping our contemporary world and identities. Worldviews lead to different perspectives and ideas about developments in Canadian society. Historical and contemporary injustices challenge the narrative and identity of Canada as an inclusive, multicultural society.
Curricular Competencies:
-
Assess the significance of people, places, events, or developments, and compare varying perspectives on their historical significance at particular times and places, and from group to group (significance)
-
Compare and contrast continuities and changes for different groups at particular times and places (continuity and change)
-
Assess how underlying conditions and the actions of individuals or groups influence events, decisions, or developments, and analyze multiple consequences (cause and consequence)
-
Explain and infer different perspectives on past or present people, places, issues, or events, by considering prevailing norms, values, worldviews, and beliefs (perspective)
-
Make reasoned ethical judgements about actions in the past and present, and assess appropriate ways to remember and respond (ethical judgement)
Content Learning Standards:
English Language Arts & Literature (Big Idea): The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world. People understand text differently depending on their worldviews and perspectives. Texts are socially, culturally, and historically constructed. Language shapes ideas and influences others. Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
Curricular Competencies:
-
Explore the relevance, accuracy, and reliability of texts
-
Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
-
Recognize personal, social, and cultural contexts, as well as values and perspectives in texts
-
Recognize how language constructs personal, social, and cultural identity
-
Recognize and appreciate how different forms, formats, structures, and features of texts enhance and shape meaning and impact
-
Construct meaningful personal connections between self, text, and world
-
Identify bias, contradictions, and distortions
-
Respond to text in personal, creative, and critical ways
-
Express and support an opinion with evidence
Content Learning Standards:
-
Text features and structures: forms, functions, and genres of text
-
Language features, structures, and conventions: language usage, context, and bias/persuasive techniques
Physical & Health Education (Big Idea): Healthy choices influence our physical, emotional, and mental well-being
Curricular Competency:
-
Analyze strategies for responding to discrimination, stereotyping, and bullying
-
Explore and describe factors that shape personal identities, including social and cultural factors
Content Learning Standard:
-
Consequences of bullying, stereotyping, and discrimination
-
Influences of physical, emotional, and social changes on identities and relationships
Social Awareness & Responsibility (Core Competencies): Valuing diversity and resolving problems
Learning Outcome:
-
Students value diversity, defend human rights, advocate for issues, and interact ethically with others. They are inclusive in their language and behaviour and recognize that everyone has something to contribute. Their approach to inclusive relationships exemplifies commitment to developing positive communities.
-
Students identify and develop an appreciation for different perspectives on issues. They show empathy, disagree respectfully, and create space for others to use their voices. They generate, use, and evaluate strategies to resolve problems.
British Columbia Ministry of Education and Child Care. (n.d.). British Columbia’s curriculum. https://curriculum.gov.bc.ca
In Grades 11 and 12, students dive into specialized electives covering global history, international systems, genocide studies, law, and social justice. Our four workshops align directly with senior BC curricula by placing historical diaspora, sacred traditions, and state-sponsored displacement within broader systems of power. Students gain sharp analytical tools to identify systemic prejudice, alongside practical civil discourse strategies to navigate complex global conversations with empathy and rigor.
The Jewish People: History, Migration, & Identity
Explorations in Social Studies 11
Big Ideas: Understanding the diversity and complexity of cultural expressions in one culture enhances our understanding of other cultures. Understanding how political decisions are made is critical to being an informed and engaged citizen. The rapid development and proliferation of communication and transportation technologies in the 20th century led to profound changes in personal and national identities. Religion can powerfully shape social, political, legal, and environmental values. The intentional destruction of peoples and their cultures is not inevitable, and such attempts can be disrupted and resisted. A society's laws and legal framework affect many aspects of people's daily lives.
Curricular Competencies:
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Assess the significance of people, places, events, phenomena, ideas, or developments (significance)
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Compare and contrast continuities and changes, trends and patterns, or similarities and differences for different people, places, events, phenomena, ideas, or developments (continuity and change)
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Assess the short- and long-term causes and expected and unexpected consequences of people’s actions, events, phenomena, ideas, or developments (cause and consequence)
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Infer and explain different perspectives on people, places, events, phenomena, ideas, or developments (perspective)
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Make reasoned ethical judgments about people, places, events, phenomena, ideas, or developments and determine appropriate ways to respond (ethical judgment)
Content Learning Standards:
History, Culture, & the Land of Israel
Explorations in Social Studies 11
Big Ideas: Understanding the diversity and complexity of cultural expressions in one culture enhances our understanding of other cultures. Religion can powerfully shape social, political, legal, and environmental values. The intentional destruction of peoples and their cultures is not inevitable, and such attempts can be disrupted and resisted. A society's laws and legal framework affect many aspects of people's daily lives.
Curricular Competencies:
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Assess the significance of people, places, events, phenomena, ideas, or developments (significance)
-
Compare and contrast continuities and changes, trends and patterns, or similarities and differences for different people, places, events, phenomena, ideas, or developments (continuity and change)
-
Assess the short- and long-term causes and expected and unexpected consequences of people’s actions, events, phenomena, ideas, or developments (cause and consequence)
-
Infer and explain different perspectives on people, places, events, phenomena, ideas, or developments (perspective)
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Make reasoned ethical judgments about people, places, events, phenomena, ideas, or developments and determine appropriate ways to respond (ethical judgment)
Content Learning Standards:
Understanding Anti-Jewish Hatred: A Working Framework
Genocide Studies 12
Big Ideas: The intentional destruction of peoples and their cultures is not inevitable, and such attempts can be disrupted and resisted. The use of the term “genocide” to describe atrocities has political, legal, social, and cultural ramifications. Despite international commitments to prohibit genocide, violence targeted against groups of people or minorities has continued to challenge global peace and prosperity. While genocides are caused by and carried out for different reasons, all genocides share similarities in progression and scope.
Curricular Competencies:
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Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze data and ideas; and communicate findings and decisions
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Assess the significance of people, places, events, phenomena, ideas, or developments (significance)
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Assess the credibility of and justification for evidence after investigating the reliability of sources and data, the adequacy of evidence, and the bias of accounts and claims (evidence)
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Compare and contrast continuities and changes, trends and patterns, or similarities and differences for different people, places, events, phenomena, ideas, or developments (continuity and change)
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Assess the short- and long-term causes and expected and unexpected consequences of people’s actions, events, phenomena, ideas, or developments (cause and consequence)
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Infer and explain different perspectives on people, places, events, phenomena, ideas, or developments (perspective)
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Make reasoned ethical judgments about people, places, events, phenomena, ideas, or developments and determine appropriate ways to respond (ethical judgment)
Content Learning Standards:
From Dialogue to Impact: Ethical Engagement
Social Awareness and Responsibility
Building relationships: Students build and maintain diverse, positive peer and intergenerational relationships.
Contributing to community and caring for the environment: Students develop awareness of and take responsibility for their social, physical, and natural environments by working independently and collaboratively for the benefit of others, communities, and the environment. They advocate for and act to bring about positive change.
Resolving problems: Students identify and develop an appreciation for different perspectives on issues. They show empathy, disagree respectfully, and create space for others to use their voices. They generate, use, and evaluate strategies to resolve problems.
Valuing diversity: Students value diversity, defend human rights, advocate for issues, and interact ethically with others. They are inclusive in their language and behaviour and recognize that everyone has something to contribute. Their approach to inclusive relationships expemplifies commitment to developing positive communities.
British Columbia Ministry of Education and Child Care. (n.d.). British Columbia’s curriculum. https://curriculum.gov.bc.ca
Ontario
Grades 9-12
Secondary education in Ontario operates under the Ontario Ministry of Education Equity and Inclusive Education Strategy, the Ontario Human Rights Code, and the Ministry's Digital Curriculum Platform (DCP) guidelines. Built on an inquiry-based model across Canadian and World Studies, Social Sciences and Humanities, First Nations, Métis, and Inuit Studies, English Language Arts, Health and Physical Education, and Classical Studies, the curriculum challenges students to analyze how systems of power, global migrations, state policies, and cultural heritage shape personal and collective identity.
From de-streamed Grade 9 geography and English to mandatory Grade 10 Holocaust and anti-discrimination history standards (CHC2D/2P), and extending through specialized Grade 11 and 12 electives (such as Genocide Studies CHG3U, Canadian and International Law CLN4U, Equity HSE4M, and Challenge and Change HSB4U), Ontario coursework emphasizes analyzing systemic oppression and evaluating legal and social protections. The four workshops align directly with these expectations by providing historical context on Jewish diaspora history, exploring ancestral connections to land, deconstructing anti-Jewish hatred, hate speech, and equipping students with civil discourse and evidence-based advocacy skills for active democratic citizenship.
In Grade 9, students transition into secondary inquiry by examining geographical interactions, demographic shifts, personal and collective identity formation, and active citizenship. The four workshops align with Grade 9 outcomes by exploring human migration patterns, cultural landscapes, media literacy, and strategies to address prejudice, discrimination, and bullying in diverse communities.
The Jewish People: History, Migration, & Identity
Issues in Canadian Geography (CGC1W - De-streamed):
Strand A: Geographic Inquiry and Skill Development
A1.1 (Geographic Inquiry): Formulate different types of questions to investigate geographic interactions, migration patterns, and land use.
Strand D: Changing Populations
D1.2 (Population Trends): Analyze historical and current migration patterns (e.g., push-and-pull factors, forced displacement, refugee movements).
D1.3 (Demographics): Assess the impact of global demographic shifts on population diversity and cultural identity.
D2.1 (Immigration): Analyze the historical push and pull factors that brought various cultural, ethnic, and religious groups to Canada.
D2.2 (Cultural Diversity): Analyze the social, economic, and cultural contributions of minority communities to Canadian society.
D2.3 (Heritage Preservation): Assess the challenges faced by immigrant communities in preserving cultural heritage while integrating into host societies.
English (ENL1W - De-streamed):
Strand C: Comprehension: Understanding and Responding to Texts
C2.1 (Critical Literacy): Analyze explicit and implicit messages, worldviews, and underlying cultural assumptions in diverse texts.
Healthy Active Living Education (PPL1O):
Strand C: Healthy Living
C3.1 (Identity & Determinants of Health): Analyze the impact of social, cultural, and environmental factors on personal identity, mental well-being, and sense of belonging.
First Nations, Métis, and Inuit Studies: Expressing Indigenous Cultures (NAC1O):
Strand A: Artistic Expression and First Nations, Métis, and Inuit World Views
A1 (The People and the Land): Demonstrate an understanding of the spiritual interconnectedness of people, the land, and the natural world in First Nations, Métis, and Inuit world views, analyzing how spiritual and personal connections to the land are expressed through various art forms and arts disciplines.
A2 (Identities): Demonstrate an understanding of the role of spiritual, individual, gender, and collective identities in First Nations, Métis, and Inuit world views, analyzing how identity is expressed through various art forms and arts disciplines.
A3 (Self-Determination and Nationhood): Demonstrate an understanding of the role of sovereignty, self-governance, and nationhood in First Nations, Métis, and Inuit world views, analyzing how self-determination is expressed through various art forms and arts disciplines.
History, Culture, & the Land of Israel
Issues in Canadian Geography (CGC1W - De-streamed):
Strand A: Geographic Inquiry and Skill Development
A1.1 (Geographic Inquiry): Formulate different types of questions to investigate geographic interactions, migration patterns, and land use.
Strand D: Changing Populations
D1.3 (Demographics): Assess the impact of global demographic shifts on population diversity and cultural identity.
D2.1 (Immigration): Analyze the historical push and pull factors that brought various cultural, ethnic, and religious groups to Canada.
D2.3 (Heritage Preservation): Assess the challenges faced by immigrant communities in preserving cultural heritage while integrating into host societies.
English (ENL1W - De-streamed):
Strand C: Comprehension: Understanding and Responding to Texts
C2.1 (Critical Literacy): Analyze explicit and implicit messages, worldviews, and underlying cultural assumptions in diverse texts.
Healthy Active Living Education (PPL1O):
Strand C: Healthy Living
C3.1 (Identity & Determinants of Health): Analyze the impact of social, cultural, and environmental factors on personal identity, mental well-being, and sense of belonging.
First Nations, Métis, and Inuit Studies: Expressing Indigenous Cultures (NAC1O):
Strand A: Artistic Expression and First Nations, Métis, and Inuit World Views
A1 (The People and the Land): Demonstrate an understanding of the spiritual interconnectedness of people, the land, and the natural world in First Nations, Métis, and Inuit world views, analyzing how spiritual and personal connections to the land are expressed through various art forms and arts disciplines.
A2 (Identities): Demonstrate an understanding of the role of spiritual, individual, gender, and collective identities in First Nations, Métis, and Inuit world views, analyzing how identity is expressed through various art forms and arts disciplines.
A3 (Self-Determination and Nationhood): Demonstrate an understanding of the role of sovereignty, self-governance, and nationhood in First Nations, Métis, and Inuit world views, analyzing how self-determination is expressed through various art forms and arts disciplines.
Understanding Anti-Jewish Hatred: A Working Framework
Issues in Canadian Geography (CGC1W - De-streamed):
Strand A: Geographic Inquiry and Skill Development
A1.5 (Evaluating Sources): Evaluate the credibility, perspectives, and biases of primary and secondary geographic sources.
Strand D: Changing Populations
D1.2 (Population Trends): Analyze historical and current migration patterns (e.g., push-and-pull factors, forced displacement, refugee movements).
D2.1 (Immigration): Analyze the historical push and pull factors that brought various cultural, ethnic, and religious groups to Canada.
D2.2 (Cultural Diversity): Analyze the social, economic, and cultural contributions of minority communities to Canadian society.
D2.3 (Heritage Preservation): Assess the challenges faced by immigrant communities in preserving cultural heritage while integrating into host societies.
English (ENL1W - De-streamed):
Strand A: Literacy Connections and Applications
A2.1 (Digital Media Literacy): Analyze how digital media texts construct reality, communicate perspectives, and propagate stereotyping or online bias.
A2.3 (Critical Citizenship): Apply critical thinking to identify misinformation, hate speech, and rhetoric in public communications.
Strand C: Comprehension: Understanding and Responding to Texts
C2.1 (Critical Literacy): Analyze explicit and implicit messages, worldviews, and underlying cultural assumptions in diverse texts.
C2.3 (Perspectives & Omissions): Identify missing perspectives, distortions, or cultural omissions in historical and media narratives.
Healthy Active Living Education (PPL1O):
Strand C: Healthy Living
C2.2 (Addressing Discrimination): Describe harassment, stereotyping, and discrimination, and demonstrate effective strategies for responding to bias or exclusionary behaviour in school environments.
C3.1 (Identity & Determinants of Health): Analyze the impact of social, cultural, and environmental factors on personal identity, mental well-being, and sense of belonging.
First Nations, Métis, and Inuit Studies: Expressing Indigenous Cultures (NAC1O):
Strand A: Artistic Expression and First Nations, Métis, and Inuit World Views
A1 (The People and the Land): Demonstrate an understanding of the spiritual interconnectedness of people, the land, and the natural world in First Nations, Métis, and Inuit world views, analyzing how spiritual and personal connections to the land are expressed through various art forms and arts disciplines.
A3 (Self-Determination and Nationhood): Demonstrate an understanding of the role of sovereignty, self-governance, and nationhood in First Nations, Métis, and Inuit world views, analyzing how self-determination is expressed through various art forms and arts disciplines.
From Dialogue to Impact: Ethical Engagement
Issues in Canadian Geography (CGC1W - De-streamed):
Strand A: Geographic Inquiry and Skill Development
A1.5 (Evaluating Sources): Evaluate the credibility, perspectives, and biases of primary and secondary geographic sources.
A2.3 (Transferable Skills): Apply geographic investigation skills to real-world issues and active citizenship.
English (ENL1W - De-streamed):
Strand A: Literacy Connections and Applications
A2.1 (Digital Media Literacy): Analyze how digital media texts construct reality, communicate perspectives, and propagate stereotyping or online bias.
A2.3 (Critical Citizenship): Apply critical thinking to identify misinformation, hate speech, and rhetoric in public communications.
Strand C: Comprehension: Understanding and Responding to Texts
C2.1 (Critical Literacy): Analyze explicit and implicit messages, worldviews, and underlying cultural assumptions in diverse texts.
C2.3 (Perspectives & Omissions): Identify missing perspectives, distortions, or cultural omissions in historical and media narratives.
Strand D: Composition: Expressing Ideas and Creating Texts
D2.1 (Creating Texts): Produce clear, evidence-based texts and arguments for a variety of audiences and civic purposes.
Healthy Active Living Education (PPL1O):
Strand C: Healthy Living
C2.2 (Addressing Discrimination): Describe harassment, stereotyping, and discrimination, and demonstrate effective strategies for responding to bias or exclusionary behaviour in school environments.
C3.1 (Identity & Determinants of Health): Analyze the impact of social, cultural, and environmental factors on personal identity, mental well-being, and sense of belonging.
First Nations, Métis, and Inuit Studies: Expressing Indigenous Cultures (NAC1O):
Strand A: Artistic Expression and First Nations, Métis, and Inuit World Views
A1 (The People and the Land): Demonstrate an understanding of the spiritual interconnectedness of people, the land, and the natural world in First Nations, Métis, and Inuit world views, analyzing how spiritual and personal connections to the land are expressed through various art forms and arts disciplines.
A3 (Self-Determination and Nationhood): Demonstrate an understanding of the role of sovereignty, self-governance, and nationhood in First Nations, Métis, and Inuit world views, analyzing how self-determination is expressed through various art forms and arts disciplines.
Ontario Ministry of Education. (n.d.). The Ontario curriculum. https://www.dcp.edu.gov.on.ca/en/curriculum
In Grades 11 and 12, students engage with specialized electives in history, law, politics, equity, world religions, and genocide studies. Coursework analyzes systemic oppression, global migration, human rights enforcement, and legal frameworks. The four workshops align with senior outcomes by examining Jewish diaspora history and anti-Jewish hatred through legal and historical lenses, while equipping students with evidence-based advocacy and civil discourse strategies to address complex global issues.
The Jewish People: History, Migration, & Identity
Regional Geography (CGD3M - Grade 11)
Strand A: Geographic Inquiry and Skill Development
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A1 (Geographic Inquiry): Use the geographic inquiry process and concepts of geographic thinking when investigating geographic issues in a selected region.
Strand B: Natural and Human Systems
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B1 (Regional Characteristics): Demonstrate an understanding of key cultural and socio-economic characteristics of the selected region and of individual countries in it.
Strand D: Regional and International Interactions
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D1 (International Organizations): Analyze the role and involvement of intergovernmental organizations in the selected region.
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D2 (Conflict and Cooperation): Analyze aspects of economic, social, and political conflict and cooperation in the selected region.
Strand E: Dynamics and Change
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E1 (Globalization): Analyze how globalization has affected the selected region and how the region has responded to it.
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E2 (Shifting Populations): Analyze current as well as historical patterns of population movement and distribution in the selected region.
History, Culture, & the Land of Israel
Contemporary Indigenous Issues and Perspectives in a Global Context (NDW4M - Grade 12)
Strand A:
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A1 (Political Inquiry): Use the political inquiry process and concepts of political thinking when investigating contemporary issues, events, and developments relating to contemporary Indigenous peoples around the world.
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A2 (Transferable Skills): Apply, in a variety of contexts, skills developed through investigations related to contemporary Indigenous realities and perspectives in a global context.
Strand B: Indigenous Peoples and Perspectives
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B1 (Diversity & Identity): Demonstrate an understanding of the global diversity of Indigenous peoples and cultures, and of how Indigenous identity and diversity may be defined, affirmed, or denied.
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B2 (Connections to Land): Demonstrate an understanding of the significance of the land to Indigenous peoples around the world, analyzing the consequences of displacement from traditional territories and the benefits of Indigenous perspectives on resource management.
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B3 (Oral Traditions): Demonstrate an understanding of the role of Indigenous knowledge, storytelling, and storywork in fulfilling communal responsibilities, sustaining worldviews, and protecting cultural heritage.
Strand C: Global Trends and Cultural Survival
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C1 (Trends): Demonstrate an understanding of key global economic, social, and technological trends, issues, and developments related to the cultural survival of Indigenous peoples. [
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C2 (Human Rights & Women/Children): Demonstrate an understanding of various legal and social factors affecting the human rights of Indigenous peoples, including living conditions and human rights.
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C3 (Power Relations): Demonstrate an understanding of the connections between political power and cultural survival, analyzing the balance of power in interactions between Indigenous and non-Indigenous groups.
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C4 (Self-Determination): Demonstrate an understanding of the concept of self-determination, exploring a variety of perspectives on and arguments for Indigenous sovereignty/self-governance.
Strand D: Legal, Political, and Social Action
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D1 (International Law): Demonstrate an understanding of the role of international and regional law, and associated bodies, in upholding or obstructing the rights of Indigenous peoples.
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D2 (Judicial Action): Demonstrate an understanding of the responsibility of national governments and judiciaries to uphold Indigenous rights, analyzing legislative and judicial actions.
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D3 (Education & Language): Demonstrate an understanding of the significance of educational capacity, including capacity for language education, in protecting, preserving, and revitalizing cultures.
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D4 (Global Leadership): Demonstrate an understanding of key factors that influence social action, and analyze various initiatives to support Indigenous aspirations and perspectives globally.
Understanding Anti-Jewish Hatred: A Working Framework
Genocide and Crimes Against Humanity (CHG3U - Grade 11)
Strand A: Historical Inquiry and Skill Development
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A1.2 (Historical Evidence): Select and evaluate primary and secondary evidence to analyze the systemic stages of genocide.
Strand B: Concepts and Definitions
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B1.1 (Concepts & Definitions): Analyze legal and historical definitions of genocide, crimes against humanity, and war crimes established under international law.
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B1.2 (Systems of Power): Analyze how state power, legal segregation, and institutional discrimination operate to create "in-groups" and "out-groups".
Strand C: Case Studies of Genocide
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C1.1 (The Holocaust Case Study): Analyze the Holocaust as a foundational case study of state-sponsored genocide, examining its ideological origins, legal apparatus, and execution.
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C1.2 (Perpetrators & Upstanders): Analyze the roles of perpetrators, victims, bystanders, collaborators, rescuers, and upstanders during the Holocaust and other mass atrocities.
Strand D: Causes and Conditions
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D1.1 (Stages of Genocide): Analyze the stages of genocide (e.g., classification, symbolization, dehumanization, polarization, preparation, extermination, denial).
Strand E: Responses, Prevention, and Remembrance
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E1.1 (Denialism & Revisionism): Analyze the nature of genocide denialism, distortion, and historical revisionism, and evaluate strategies to counter them.
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E1.2 (Prevention & Justice): Assess the effectiveness of international courts, truth commissions, and educational initiatives in preventing future atrocities.
From Dialogue to Impact: Ethical Engagement
Genocide and Crimes Against Humanity (CHG3U - Grade 11)
Strand A: Historical Inquiry and Skill Development
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A1.2 (Historical Evidence): Select and evaluate primary and secondary evidence to analyze the systemic stages of genocide.
Strand B: Concepts and Definitions
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B1.1 (Concepts & Definitions): Analyze legal and historical definitions of genocide, crimes against humanity, and war crimes established under international law.
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B1.2 (Systems of Power): Analyze how state power, legal segregation, and institutional discrimination operate to create "in-groups" and "out-groups".
Strand C: Case Studies of Genocide
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C1.1 (The Holocaust Case Study): Analyze the Holocaust as a foundational case study of state-sponsored genocide, examining its ideological origins, legal apparatus, and execution.
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C1.2 (Perpetrators & Upstanders): Analyze the roles of perpetrators, victims, bystanders, collaborators, rescuers, and upstanders during the Holocaust and other mass atrocities.
Strand D: Causes and Conditions
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D1.1 (Stages of Genocide): Analyze the stages of genocide (e.g., classification, symbolization, dehumanization, polarization, preparation, extermination, denial).
Strand E: Responses, Prevention, and Remembrance
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E1.1 (Denialism & Revisionism): Analyze the nature of genocide denialism, distortion, and historical revisionism, and evaluate strategies to counter them.
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E1.2 (Prevention & Justice): Assess the effectiveness of international courts, truth commissions, and educational initiatives in preventing future atrocities.
Ontario Ministry of Education. (n.d.). Curriculum and resources. https://www.dcp.edu.gov.on.ca
In Grade 10, students examine 20th-century Canadian history, political institutions, legal foundations, and active citizenship. Coursework emphasizes mandatory Holocaust education alongside Canadian historical injustices (such as Japanese Canadian internment, Residential Schools, and the MS St. Louis). The four workshops align with Grade 10 outcomes by deconstructing anti-Jewish hatred and extreme ideologies, exploring global migration, and building civil discourse skills to advocate for human rights in democratic communities.
The Jewish People: History, Migration, & Identity
Canadian History Since WWI (CHC2D / CHC2P):
Strand A: Historical Inquiry and Skill Development
A1.1 (Historical Inquiry): Formulate different types of questions to guide investigations into issues, events, and/or developments in Canadian history since 1914.
A1.4 (Analyzing Evidence): Interpret and analyze evidence and information relevant to their investigations, using various tools, strategies, and approaches appropriate for historical inquiry.
A1.5 (Historical Thinking Concepts): Use the concepts of historical thinking when analyzing, evaluating evidence about, and formulating conclusions and/or judgements regarding historical issues, events, and/or developments in Canada since 1914.
Strand B: Canada, 1914-1929
B1.1 (Demographic Trends): Analyze historical statistics and other primary sources, including oral traditional knowledge, to identify major demographic trends in Canada between 1914 and 1929 and assess the significance of these trends for different groups and communities in Canada.
B1.4 (WWI Impact): Explain the impact on Canadian society and politics of some key events and/or developments during WWI.
B2.3 (Sectional Conflict): Describe some major instances of social and/or political conflict in Canada during this period, including conflict between French and English Canada.
B2.6 (Historical Discrimination): Describe attitudes towards as well as discrimination against and other significant actions affecting non-Indigenous ethnocultural groups in Canada during this period and explain their impact.
B3.4 (Immigration Policy): Describe Canadian immigration policy during this period, and analyze immigration to Canada, with a focus on the different groups that came here and how they contributed to identities and heritage in Canada.
Strand C: Canada, 1929-1945
C1.1 (Social Change): Describe some key social changes in Canada during this period and explain their main causes as well as their impact on different groups and communities in Canada.
C1.5 (Government Policy): Describe the main causes of some key political developments and/or government policies in Canada during this period and assess their impact on non-Indigenous groups in Canada.
C1.6 (Extreme Ideologies): Identify some extreme political/social ideologies in the world during this period and assess their significance and impact on democracy and on different individuals, groups, and communities in Canada and around the world.
C2.1 (Intergroup Interactions): Analyze some significant ways in which people in Canada cooperated and/or came into conflict with each other during this period with a focus on explaining key issues that led to those interactions and/or changes that resulted from them.
C2.2 (International Relations): Analyze how some key issues and/or developments affected Canada’s relationships with Great Britain and the United States during this period.
C2.3 (WWII Causes): Explain the main causes of WWII.
C2.5 (WWII & Non-Indigenous Canadians): Explain some ways in which WWII affected non-Indigenous Canadians including how the war changed the lives of various groups in this country.
C2.6 (Mandatory Holocaust & Antisemitism Standard): Analyze the impact of Nazism and the Holocaust on Jewish communities in Europe, and some significant ways in which the Canadian government and some individuals and groups in Canada responded to this and assess some of the impacts that antisemitism has had and continues to have on Jewish communities in Canada.
C3.1 (Contributions to Heritage): Describe contributions of various individuals, groups, and/or organizations to Canadian society, politics, and/or culture during this period and assess the significance of these contributions for the development of identities, citizenship, and/or heritage in Canada.
C3.2 (International Connections): Analyze how Canada and people in Canada, including FNMI individuals and communities, responded or were connected to some major international events and/or developments that occurred during this period and assess the significance of the responses/connections, including their significance for identities and heritage in Canada.
C3.3 (Holocaust Impact on Human Rights): Analyze the impact of the Holocaust on Canadian society and on the attitudes of people in Canada towards human rights.
Strand D: Canada, 1945-1982
D1.5 (Post-War Policies): Describe some key political developments and/or government policies in Canada during this period and assess their significance for different non-Indigenous groups in Canada.
Strand E: Canada, 1982-the Present
E1.1 (Contemporary Trends): Describe various social and cultural trends and developments in Canada since 1982.
E1.5 (Modern Policies): Describe some key political developments and/or government policies in Canada since 1982, and assess their significance for different non-Indigenous groups in Canada.
E3.4 (Commemoration & Reconciliation): Assess the significance of public acknowledgements and/or commemoration in Canada of past human tragedies and human rights violations, both domestic and international.
Civics and Citizenship (CHV2O)
Strand A: Political Inquiry and Skill Development
A2.2 (Discussing Sensitive Topics): Apply communication skills, showing consideration for diverse perspectives and experiences, when engaging in discussion of complex civic issues and sensitive topics, including those related to political processes.
A2.3 (Analyzing Current Events): Apply the concepts of political thinking when analyzing current events and issues involving local, national, and global communities.
Strand B: Civic Awareness
B1.2 (Democratic Beliefs & Values): Describe fundamental beliefs and values associated with democratic citizenship in Canada, including democracy, human rights, freedom, and the rule of law, identifying some of their key historical foundations, and explain ways in which these beliefs and values are reflected in citizen actions.
B3.1 (Constitutional Documents): Analyze key constitutional documents and rights and freedoms of Canadians established and protected by these documents, including the Canadian Charter of Rights and Freedoms, and how foundational historical documents, including the Magna Carta, the British North America Act, 1867 (now titled Constitution Act, 1867), and the Canadian Bill of Rights, informed and helped shape Canada’s Constitution.
B3.5 (Global Citizenship): Analyze rights and responsibilities of citizenship within a global context, including those related to international conventions, laws, and/or institutions.
B3.6 (Human Rights Violations): Identify examples of human rights violations around the world, and assess the effectiveness of responses to such violations.
English (ENG2D / ENG2P):
Strand 2: Reading and Literature Studies
2.1 (Reading for Meaning): Demonstrate an understanding of complex texts depicting cultural identity, diaspora, and historical struggle.
First Nations, Métis, and Inuit in Canada (NAC2O):
Strand A: Historical Inquiry and Skill Development
A1 (Historical Inquiry): Use the historical inquiry process and the concepts of historical thinking when investigating aspects of the history of Indigenous peoples within the boundaries of contemporary Canada from precontact to the present day.
Strand B: Prior to 1500
B2 (Settlement Patterns & Interactions): Demonstrate an understanding of some key interactions and settlement patterns of major First Nations and Inuit societies prior to 1500 in different regions of what would be called North America, with a particular focus on societies in the territories that would become Canada.
B3 (Precontact Identity & Heritage): Analyze how various factors contributed to the identities, well-being, and heritage of some First Nations and Inuit societies prior to 1500 in different regions of what would be called North America, with a particular focus on societies in the territories that would become Canada.
Strand C: 1500-1763: The Imposition of Colonialism - Contact, Conflict, and Treaties
C1 (1500–1763 Context): Analyze some key social, economic, and political developments that affected Indigenous peoples in different regions of Canada between 1500 and 1763, and some changes that resulted from these developments.
C2 (Contact & Conflict): Analyze interactions among Indigenous people and between Indigenous peoples and European colonists and governments in different regions of Canada between 1500 and 1763, as well as some factors that affected these interactions.
C3 (Attitudes & Values): Analyze how attitudes, beliefs, and values of Indigenous and European peoples affected First Nations and Métis individuals and communities in different regions of Canada between 1500 and 1763
Strand D: 1763-1876: Settler and State Expansion and Indigenous Resistance
D1 (1763–1876 Expansion): Describe some key social, economic, and political issues, trends, and developments that affected Indigenous peoples in different regions of Canada between 1763 and 1876, and analyze their impact.
D2 (Settler Relations): Describe some key developments in relations between Indigenous peoples, settlers, and colonial/dominion governments in different regions of Canada between 1763 and 1876, and explain their significance.
D3 (Rights & Resistance): Analyze how beliefs, values, and the contributions of various individuals and groups helped shape the development of Indigenous rights, identities, and heritage in different regions of Canada between 1763 and 1876.
Strand E: 1876-1969: Assimilation, Encroachment, and Life in the Industrial Age
E1 (Indian Act & Assimilation): Describe some key social, economic, and political issues, trends, and developments, including the Indian Act, that affected Indigenous people in Canada between 1876 and 1969 and analyze their impact.
E2 (Intergroup Factors): Analyze various factors that affected interactions between Indigenous and non-Indigenous people in Canada between 1876 and 1969.
E3 (Cultural Rights & Resilience): Analyze how various individuals, groups, and issues contributed to the development of Indigenous identities, cultures, and rights in Canada between 1876 and 1969.
Strand F: 1969 to the Present: Resilience, Determination, and Reconciliation
F1 (1969–Present Developments): Describe some key social, economic, and political issues, trends, and developments that have affected Indigenous peoples in Canada from 1969 to the present, and analyze their impact.
F2 (Legal & Demographic Shifts): Analyze various legal and demographic developments involving Indigenous peoples in Canada, as well as responses to them, from 1969 to the present.
F3 (Resilience & Reconciliation): Analyze how various individuals, groups, and issues have contributed to the development of Indigenous identities, cultures, and rights in Canada since 1969.
History, Culture, & the Land of Israel
Canadian History Since WWI (CHC2D / CHC2P):
Strand A: Historical Inquiry and Skill Development
A1.1 (Historical Inquiry): Formulate different types of questions to guide investigations into issues, events, and/or developments in Canadian history since 1914.
A1.4 (Analyzing Evidence): Interpret and analyze evidence and information relevant to their investigations, using various tools, strategies, and approaches appropriate for historical inquiry.
A1.5 (Historical Thinking Concepts): Use the concepts of historical thinking when analyzing, evaluating evidence about, and formulating conclusions and/or judgements regarding historical issues, events, and/or developments in Canada since 1914.
Strand B: Canada, 1914-1929
B1.1 (Demographic Trends): Analyze historical statistics and other primary sources, including oral traditional knowledge, to identify major demographic trends in Canada between 1914 and 1929 and assess the significance of these trends for different groups and communities in Canada.
B2.3 (Sectional Conflict): Describe some major instances of social and/or political conflict in Canada during this period, including conflict between French and English Canada.
B2.6 (Historical Discrimination): Describe attitudes towards as well as discrimination against and other significant actions affecting non-Indigenous ethnocultural groups in Canada during this period and explain their impact.
Strand C: Canada, 1929-1945
C1.5 (Government Policy): Describe the main causes of some key political developments and/or government policies in Canada during this period and assess their impact on non-Indigenous groups in Canada.
C1.6 (Extreme Ideologies): Identify some extreme political/social ideologies in the world during this period and assess their significance and impact on democracy and on different individuals, groups, and communities in Canada and around the world.
C2.1 (Intergroup Interactions): Analyze some significant ways in which people in Canada cooperated and/or came into conflict with each other during this period with a focus on explaining key issues that led to those interactions and/or changes that resulted from them.
C2.5 (WWII & Non-Indigenous Canadians): Explain some ways in which WWII affected non-Indigenous Canadians including how the war changed the lives of various groups in this country.
C2.6 (Mandatory Holocaust & Antisemitism Standard): Analyze the impact of Nazism and the Holocaust on Jewish communities in Europe, and some significant ways in which the Canadian government and some individuals and groups in Canada responded to this and assess some of the impacts that antisemitism has had and continues to have on Jewish communities in Canada.
C3.1 (Contributions to Heritage): Describe contributions of various individuals, groups, and/or organizations to Canadian society, politics, and/or culture during this period and assess the significance of these contributions for the development of identities, citizenship, and/or heritage in Canada.
C3.2 (International Connections): Analyze how Canada and people in Canada, including FNMI individuals and communities, responded or were connected to some major international events and/or developments that occurred during this period and assess the significance of the responses/connections, including their significance for identities and heritage in Canada.
C3.3 (Holocaust Impact on Human Rights): Analyze the impact of the Holocaust on Canadian society and on the attitudes of people in Canada towards human rights.
Civics and Citizenship (CHV2O)
Strand A: Political Inquiry and Skill Development
A2.2 (Discussing Sensitive Topics): Apply communication skills, showing consideration for diverse perspectives and experiences, when engaging in discussion of complex civic issues and sensitive topics, including those related to political processes.
A2.3 (Analyzing Current Events): Apply the concepts of political thinking when analyzing current events and issues involving local, national, and global communities.
Strand B: Civic Awareness
B1.2 (Democratic Beliefs & Values): Describe fundamental beliefs and values associated with democratic citizenship in Canada, including democracy, human rights, freedom, and the rule of law, identifying some of their key historical foundations, and explain ways in which these beliefs and values are reflected in citizen actions.
B3.5 (Global Citizenship): Analyze rights and responsibilities of citizenship within a global context, including those related to international conventions, laws, and/or institutions.
B3.6 (Human Rights Violations): Identify examples of human rights violations around the world, and assess the effectiveness of responses to such violations.
Strand C: Civic Contributions, Inclusion, and Service
C1.2 (Common Good): Explain how various actions can contribute to the common good at the local, national, and/or global level.
C1.3 (Equitable Representation): Analyze ways in which various beliefs, values, and perspectives are represented in their communities, and assess whether they are equitably represented and/or valued.
English (ENG2D / ENG2P):
Strand 2: Reading and Literature Studies
2.1 (Reading for Meaning): Demonstrate an understanding of complex texts depicting cultural identity, diaspora, and historical struggle.
2.2 (Critical Literacy): Identify bias, stereotyping, cultural omissions, and rhetorical framing in historical and contemporary texts.
First Nations, Métis, and Inuit in Canada (NAC2O):
Strand A: Historical Inquiry and Skill Development
A1 (Historical Inquiry): Use the historical inquiry process and the concepts of historical thinking when investigating aspects of the history of Indigenous peoples within the boundaries of contemporary Canada from precontact to the present day.
Strand B: Prior to 1500
B2 (Settlement Patterns & Interactions): Demonstrate an understanding of some key interactions and settlement patterns of major First Nations and Inuit societies prior to 1500 in different regions of what would be called North America, with a particular focus on societies in the territories that would become Canada.
B3 (Precontact Identity & Heritage): Analyze how various factors contributed to the identities, well-being, and heritage of some First Nations and Inuit societies prior to 1500 in different regions of what would be called North America, with a particular focus on societies in the territories that would become Canada.
Strand C: 1500-1763: The Imposition of Colonialism - Contact, Conflict, and Treaties
C1 (1500–1763 Context): Analyze some key social, economic, and political developments that affected Indigenous peoples in different regions of Canada between 1500 and 1763, and some changes that resulted from these developments.
C2 (Contact & Conflict): Analyze interactions among Indigenous people and between Indigenous peoples and European colonists and governments in different regions of Canada between 1500 and 1763, as well as some factors that affected these interactions.
C3 (Attitudes & Values): Analyze how attitudes, beliefs, and values of Indigenous and European peoples affected First Nations and Métis individuals and communities in different regions of Canada between 1500 and 1763
Strand D: 1763-1876: Settler and State Expansion and Indigenous Resistance
D1 (1763–1876 Expansion): Describe some key social, economic, and political issues, trends, and developments that affected Indigenous peoples in different regions of Canada between 1763 and 1876, and analyze their impact.
D2 (Settler Relations): Describe some key developments in relations between Indigenous peoples, settlers, and colonial/dominion governments in different regions of Canada between 1763 and 1876, and explain their significance.
D3 (Rights & Resistance): Analyze how beliefs, values, and the contributions of various individuals and groups helped shape the development of Indigenous rights, identities, and heritage in different regions of Canada between 1763 and 1876.
Strand E: 1876-1969: Assimilation, Encroachment, and Life in the Industrial Age
E1 (Indian Act & Assimilation): Describe some key social, economic, and political issues, trends, and developments, including the Indian Act, that affected Indigenous people in Canada between 1876 and 1969 and analyze their impact.
E2 (Intergroup Factors): Analyze various factors that affected interactions between Indigenous and non-Indigenous people in Canada between 1876 and 1969.
E3 (Cultural Rights & Resilience): Analyze how various individuals, groups, and issues contributed to the development of Indigenous identities, cultures, and rights in Canada between 1876 and 1969.
Strand F: 1969 to the Present: Resilience, Determination, and Reconciliation
F1 (1969–Present Developments): Describe some key social, economic, and political issues, trends, and developments that have affected Indigenous peoples in Canada from 1969 to the present, and analyze their impact.
F2 (Legal & Demographic Shifts): Analyze various legal and demographic developments involving Indigenous peoples in Canada, as well as responses to them, from 1969 to the present.
F3 (Resilience & Reconciliation): Analyze how various individuals, groups, and issues have contributed to the development of Indigenous identities, cultures, and rights in Canada since 1969.
Understanding Anti-Jewish Hatred: A Working Framework
Canadian History Since WWI (CHC2D / CHC2P):
Strand A: Historical Inquiry and Skill Development
A1.1 (Historical Inquiry): Formulate different types of questions to guide investigations into issues, events, and/or developments in Canadian history since 1914.
A1.4 (Analyzing Evidence): Interpret and analyze evidence and information relevant to their investigations, using various tools, strategies, and approaches appropriate for historical inquiry.
A1.5 (Historical Thinking Concepts): Use the concepts of historical thinking when analyzing, evaluating evidence about, and formulating conclusions and/or judgements regarding historical issues, events, and/or developments in Canada since 1914.
A2.3 (Transferable Skills): Apply the knowledge and skills developed in the study of Canadian history when analyzing current social, economic, and/or political issues.
Strand B: Canada, 1914-1929
B1.1 (Demographic Trends): Analyze historical statistics and other primary sources, including oral traditional knowledge, to identify major demographic trends in Canada between 1914 and 1929 and assess the significance of these trends for different groups and communities in Canada.
B2.3 (Sectional Conflict): Describe some major instances of social and/or political conflict in Canada during this period, including conflict between French and English Canada.
B2.6 (Historical Discrimination): Describe attitudes towards as well as discrimination against and other significant actions affecting non-Indigenous ethnocultural groups in Canada during this period and explain their impact.
B3.4 (Immigration Policy): Describe Canadian immigration policy during this period, and analyze immigration to Canada, with a focus on the different groups that came here and how they contributed to identities and heritage in Canada.
Strand C: Canada, 1929-1945
C1.5 (Government Policy): Describe the main causes of some key political developments and/or government policies in Canada during this period and assess their impact on non-Indigenous groups in Canada.
C1.6 (Extreme Ideologies): Identify some extreme political/social ideologies in the world during this period and assess their significance and impact on democracy and on different individuals, groups, and communities in Canada and around the world.
C2.1 (Intergroup Interactions): Analyze some significant ways in which people in Canada cooperated and/or came into conflict with each other during this period with a focus on explaining key issues that led to those interactions and/or changes that resulted from them.
C2.2 (International Relations): Analyze how some key issues and/or developments affected Canada's relationships with Great Britain and the United States during this period.
C2.3 (WWII Causes): Explain the main causes of WWII.
C2.5 (WWII & Non-Indigenous Canadians): Explain some ways in which WWII affected non-Indigenous Canadians including how the war changed the lives of various groups in this country.
C2.6 (Mandatory Holocaust & Antisemitism Standard): Analyze the impact of Nazism and the Holocaust on Jewish communities in Europe, and some significant ways in which the Canadian government and some individuals and groups in Canada responded to this and assess some of the impacts that antisemitism has had and continues to have on Jewish communities in Canada.
C3.1 (Contributions to Heritage): Describe contributions of various individuals, groups, and/or organizations to Canadian society, politics, and/or culture during this period and assess the significance of these contributions for the development of identities, citizenship, and/or heritage in Canada.
C3.2 (International Connections): Analyze how Canada and people in Canada, including FNMI individuals and communities, responded or were connected to some major international events and/or developments that occurred during this period and assess the significance of the responses/connections, including their significance for identities and heritage in Canada.
C3.3 (Holocaust Impact on Human Rights): Analyze the impact of the Holocaust on Canadian society and on the attitudes of people in Canada towards human rights.
Strand D: Canada, 1945-1982
D1.5 (Post-War Policies): Describe some key political developments and/or government policies in Canada during this period and assess their significance for different non-Indigenous groups in Canada.
Strand E: Canada, 1982 to the Present
E1.1 (Contemporary Trends): Describe various social and cultural trends and developments in Canada since 1982.
E1.5 (Modern Policies): Describe some key political developments and/or government policies in Canada since 1982, and assess their significance for different non-Indigenous groups in Canada.
E2.1 (Modern Conflict & Cooperation): Describe some significant ways in which Canadians have cooperated and/or come into conflict with each other since 1982.
E3.1 (Modern Contributions): Describe contributions of various individuals, groups, and/or organizations to Canadian society and politics since 1982.
E3.4 (Commemoration & Reconciliation): Assess the significance of public acknowledgements and/or commemoration in Canada of past human tragedies and human rights violations, both domestic and international.
Civics and Citizenship (CHV2O)
Strand A: Political Inquiry and Skill Development
A1.4 (Political Thinking): Use the concepts of political thinking when interpreting and analyzing evidence, data, and information relevant to their investigations; evaluating and synthesizing their findings; and formulating conclusions, predictions, and judgments about issues, events, and/or developments of civic importance.
A2.2 (Discussing Sensitive Topics): Apply communication skills, showing consideration for diverse perspectives and experiences, when engaging in discussion of complex civic issues and sensitive topics, including those related to political processes.
A2.3 (Analyzing Current Events): Apply the concepts of political thinking when analyzing current events and issues involving local, national, and global communities.
Strand B: Civic Awareness
B1.1 (Civic Issues): Describe some civic issues of local, national, and/or global significance, and compare the perspectives of different groups on selected issues.
B1.2 (Democratic Beliefs & Values): Describe fundamental beliefs and values associated with democratic citizenship in Canada, including democracy, human rights, freedom, and the rule of law, identifying some of their key historical foundations, and explain ways in which these beliefs and values are reflected in citizen actions.
B3.1 (Constitutional Documents): Analyze key constitutional documents and rights and freedoms of Canadians established and protected by these documents, including the Canadian Charter of Rights and Freedoms, and how foundational historical documents, including the Magna Carta, the British North America Act, 1867 (now titled Constitution Act, 1867), and the Canadian Bill of Rights, informed and helped shape Canada’s Constitution.
B3.2 (Citizenship Responsibilities): Analyze key responsibilities associated with Canadian citizenship.
B3.5 (Global Citizenship): Analyze rights and responsibilities of citizenship within a global context, including those related to international conventions, laws, and/or institutions.
B3.6 (Human Rights Violations): Identify examples of human rights violations around the world, and assess the effectiveness of responses to such violations.
Strand C: Civic Contributions, Inclusion, and Service
C1.2 (Common Good): Explain how various actions can contribute to the common good at the local, national, and/or global level.
C1.3 (Equitable Representation): Analyze ways in which various beliefs, values, and perspectives are represented in their communities, and assess whether they are equitably represented and/or valued.
English (ENG2D / ENG2P):
Strand 1: Oral Communication
1.2 (Active Listening): Demonstrate active listening strategies to understand, evaluate, and respond respectfully to diverse perspectives during formal and informal discussions.
1.4 (Interpersonal Dialogue): Use effective oral communication strategies to bridge differences, present evidence, and resolve interpersonal or ideological conflicts.
Strand 2: Reading and Literature Studies
2.1 (Reading for Meaning): Demonstrate an understanding of complex texts depicting cultural identity, diaspora, and historical struggle.
2.2 (Critical Literacy): Identify bias, stereotyping, cultural omissions, and rhetorical framing in historical and contemporary texts.
First Nations, Métis, and Inuit in Canada (NAC2O):
Strand A: Historical Inquiry and Skill Development
A1 (Historical Inquiry): Use the historical inquiry process and the concepts of historical thinking when investigating aspects of the history of Indigenous peoples within the boundaries of contemporary Canada from precontact to the present day.
Strand C: 1500-1763: The Imposition of Colonialism - Contact, Conflict, and Treaties
C1 (1500–1763 Context): Analyze some key social, economic, and political developments that affected Indigenous peoples in different regions of Canada between 1500 and 1763, and some changes that resulted from these developments.
C2 (Contact & Conflict): Analyze interactions among Indigenous people and between Indigenous peoples and European colonists and governments in different regions of Canada between 1500 and 1763, as well as some factors that affected these interactions.
C3 (Attitudes & Values): Analyze how attitudes, beliefs, and values of Indigenous and European peoples affected First Nations and Métis individuals and communities in different regions of Canada between 1500 and 1763
Strand D: 1763-1876: Settler and State Expansion and Indigenous Resistance
D1 (1763–1876 Expansion): Describe some key social, economic, and political issues, trends, and developments that affected Indigenous peoples in different regions of Canada between 1763 and 1876, and analyze their impact.
Strand E: 1876-1969: Assimilation, Encroachment, and Life in the Industrial Age
E1 (Indian Act & Assimilation): Describe some key social, economic, and political issues, trends, and developments, including the Indian Act, that affected Indigenous people in Canada between 1876 and 1969 and analyze their impact.
E2 (Intergroup Factors): Analyze various factors that affected interactions between Indigenous and non-Indigenous people in Canada between 1876 and 1969.
E3 (Cultural Rights & Resilience): Analyze how various individuals, groups, and issues contributed to the development of Indigenous identities, cultures, and rights in Canada between 1876 and 1969.
Strand F: 1969 to the Present: Resilience, Determination, and Reconciliation
F1 (1969–Present Developments): Describe some key social, economic, and political issues, trends, and developments that have affected Indigenous peoples in Canada from 1969 to the present, and analyze their impact.
F2 (Legal & Demographic Shifts): Analyze various legal and demographic developments involving Indigenous peoples in Canada, as well as responses to them, from 1969 to the present.
F3 (Resilience & Reconciliation): Analyze how various individuals, groups, and issues have contributed to the development of Indigenous identities, cultures, and rights in Canada since 1969.
From Dialogue to Impact: Ethical Engagement
Canadian History Since WWI (CHC2D / CHC2P):
Strand A: Historical Inquiry and Skill Development
A1.1 (Historical Inquiry): Formulate different types of questions to guide investigations into issues, events, and/or developments in Canadian history since 1914.
A1.4 (Analyzing Evidence): Interpret and analyze evidence and information relevant to their investigations, using various tools, strategies, and approaches appropriate for historical inquiry.
A1.5 (Historical Thinking Concepts): Use the concepts of historical thinking when analyzing, evaluating evidence about, and formulating conclusions and/or judgements regarding historical issues, events, and/or developments in Canada since 1914.
A1.7 (Communication): Communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose.
A2.3 (Transferable Skills): Apply the knowledge and skills developed in the study of Canadian history when analyzing current social, economic, and/or political issues.
Strand B: Canada, 1914-1929
B2.3 (Sectional Conflict): Describe some major instances of social and/or political conflict in Canada during this period, including conflict between French and English Canada.
B2.6 (Historical Discrimination): Describe attitudes towards as well as discrimination against and other significant actions affecting non-Indigenous ethnocultural groups in Canada during this period and explain their impact.
Strand C: Canada, 1929-1945
C1.6 (Extreme Ideologies): Identify some extreme political/social ideologies in the world during this period and assess their significance and impact on democracy and on different individuals, groups, and communities in Canada and around the world.
C2.1 (Intergroup Interactions): Analyze some significant ways in which people in Canada cooperated and/or came into conflict with each other during this period with a focus on explaining key issues that led to those interactions and/or changes that resulted from them.
C2.6 (Mandatory Holocaust & Antisemitism Standard): Analyze the impact of Nazism and the Holocaust on Jewish communities in Europe, and some significant ways in which the Canadian government and some individuals and groups in Canada responded to this and assess some of the impacts that antisemitism has had and continues to have on Jewish communities in Canada.
C3.1 (Contributions to Heritage): Describe contributions of various individuals, groups, and/or organizations to Canadian society, politics, and/or culture during this period and assess the significance of these contributions for the development of identities, citizenship, and/or heritage in Canada.
C3.3 (Holocaust Impact on Human Rights): Analyze the impact of the Holocaust on Canadian society and on the attitudes of people in Canada towards human rights.
Strand D: Canada, 1945-1982
D1.5 (Post-War Policies): Describe some key political developments and/or government policies in Canada during this period and assess their significance for different non-Indigenous groups in Canada.
Strand E: Canada, 1982 to the Present
E1.1 (Contemporary Trends): Describe various social and cultural trends and developments in Canada since 1982.
E1.5 (Modern Policies): Describe some key political developments and/or government policies in Canada since 1982, and assess their significance for different non-Indigenous groups in Canada.
E2.1 (Modern Conflict & Cooperation): Describe some significant ways in which Canadians have cooperated and/or come into conflict with each other since 1982.
E3.1 (Modern Contributions): Describe contributions of various individuals, groups, and/or organizations to Canadian society and politics since 1982.
E3.4 (Commemoration & Reconciliation): Assess the significance of public acknowledgements and/or commemoration in Canada of past human tragedies and human rights violations, both domestic and international.
Civics and Citizenship (CHV2O)
Strand A: Political Inquiry and Skill Development
A1.4 (Political Thinking): Use the concepts of political thinking when interpreting and analyzing evidence, data, and information relevant to their investigations; evaluating and synthesizing their findings; and formulating conclusions, predictions, and judgments about issues, events, and/or developments of civic importance.
A2.2 (Discussing Sensitive Topics): Apply communication skills, showing consideration for diverse perspectives and experiences, when engaging in discussion of complex civic issues and sensitive topics, including those related to political processes.
A2.3 (Analyzing Current Events): Apply the concepts of political thinking when analyzing current events and issues involving local, national, and global communities.
Strand B: Civic Awareness
B1.1 (Civic Issues): Describe some civic issues of local, national, and/or global significance, and compare the perspectives of different groups on selected issues.
B1.2 (Democratic Beliefs & Values): Describe fundamental beliefs and values associated with democratic citizenship in Canada, including democracy, human rights, freedom, and the rule of law, identifying some of their key historical foundations, and explain ways in which these beliefs and values are reflected in citizen actions.
B3.1 (Constitutional Documents): Analyze key constitutional documents and rights and freedoms of Canadians established and protected by these documents, including the Canadian Charter of Rights and Freedoms, and how foundational historical documents, including the Magna Carta, the British North America Act, 1867 (now titled Constitution Act, 1867), and the Canadian Bill of Rights, informed and helped shape Canada’s Constitution.
B3.2 (Citizenship Responsibilities): Analyze key responsibilities associated with Canadian citizenship.
B3.5 (Global Citizenship): Analyze rights and responsibilities of citizenship within a global context, including those related to international conventions, laws, and/or institutions.
B3.6 (Human Rights Violations): Identify examples of human rights violations around the world, and assess the effectiveness of responses to such violations.
Strand C: Civic Contributions, Inclusion, and Service
C1.2 (Common Good): Explain how various actions can contribute to the common good at the local, national, and/or global level.
C1.3 (Equitable Representation): Analyze ways in which various beliefs, values, and perspectives are represented in their communities, and assess whether they are equitably represented and/or valued.
English (ENG2D / ENG2P):
Strand 1: Oral Communication
1.2 (Active Listening): Demonstrate active listening strategies to understand, evaluate, and respond respectfully to diverse perspectives during formal and informal discussions.
1.4 (Interpersonal Dialogue): Use effective oral communication strategies to bridge differences, present evidence, and resolve interpersonal or ideological conflicts.
Strand 2: Reading and Literature Studies
2.1 (Reading for Meaning): Demonstrate an understanding of complex texts depicting cultural identity, diaspora, and historical struggle.
2.2 (Critical Literacy): Identify bias, stereotyping, cultural omissions, and rhetorical framing in historical and contemporary texts.
First Nations, Métis, and Inuit in Canada (NAC2O):
Strand F: 1969 to the Present: Resilience, Determination, and Reconciliation
F1 (1969–Present Developments): Describe some key social, economic, and political issues, trends, and developments that have affected Indigenous peoples in Canada from 1969 to the present, and analyze their impact.
F2 (Legal & Demographic Shifts): Analyze various legal and demographic developments involving Indigenous peoples in Canada, as well as responses to them, from 1969 to the present.
F3 (Resilience & Reconciliation): Analyze how various individuals, groups, and issues have contributed to the development of Indigenous identities, cultures, and rights in Canada since 1969.
British Columbia Ministry of Education and Child Care. (n.d.). British Columbia’s curriculum. https://curriculum.gov.bc.ca
While our core curriculum mapping focuses on the provinces, we offer fully adaptable programming specifically tailored to the unique educational frameworks of Yukon, the Northwest Territories, and Nunavut. Whether aligning with the BC-based curriculum used in the Yukon or the NWT and Nunavut Social Studies frameworks, we work closely with educators to ensure our workshops honor territorial perspectives while meeting specific learning outcomes for history, identity, and human rights.
For more information contact AVI's Education Coordinator email yardena@avicanada.org.
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