Test Bank & Solution Manual for Walk a Mile A Journey Towards Justice and Equity in Canadian Society

Test Bank & Solution Manual for Walk a Mile A Journey Towards Justice and Equity in Canadian Society beststudy284@gmail.com

TABLE OF CONTENTS Chapter 1 Diversity, Oppression, and Privilege .......................................................... 1-1 Chapter 2 Forms of Oppression .................................................................................. 2-1 Chapter 3 Social Inequality ........................................................................................ 3-1 Chapter 4 Gender ....................................................................................................... 4-1 Chapter 5 Sexuality .................................................................................................... 5-1 Chapter 6 Race and Racialization ............................................................................... 6-1 Chapter 7 Indigenous Peoples .................................................................................... 7-1 Chapter 8 Immigration ............................................................................................... 8-1 Chapter 9 Multiculturalism ......................................................................................... 9-1 Chapter 10 Religion ................................................................................................. 10-1 Chapter 11 Ability.................................................................................................... 11-1 Chapter 12 Age ........................................................................................................ 12-1 Chapter 13 Families ................................................................................................. 13-1

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Chapter One: Diversity, Oppression, and Privilege MULTIPLE CHOICE 1. Which of the following best describes the framework of the concept of diversity? a. cross cultural sensitivity and being respectful of different cultures, ethnic groups and races b. intercultural communication in the workplace, as employees require communication skills and cultural savvy to do business in a global context c. all forms of difference using guiding principles of social equity, social justice and anti-oppression d. cultural competency as the ability to practice in a manner that is respectful of and consistent with a person’s culture ANS: C MSC: Remember

PTS: 1

REF: The Concept of Diversity: Key Challenges

2. Marginalization occurs when groups of lesser social power are pushed to the margins of society. Of the following groups, which would be the most marginalized? a. heterosexual males b. lesbian women of colour c. gay white males d. transgender people of colour ANS: D MSC: Remember

PTS: 1

REF: The Concept of Diversity: Key Challenges

3. Which term refers to a macro theory that is interested in those who are oppressed, that critiques social structures that exploit and marginalize members of a society, and whose goal is liberation from oppression? a. social injustice theory b. anti-oppression approach c. celebratory approach d. critical social theory ANS: D MSC: Remember

PTS: 1

REF: Anti-Oppression and Critical Social Theory

4. Your grandfather believes that all people of Asian heritage are good at math. What is this an example of? a. cultural relativism b. marginalization c. stereotyping d. tokenism ANS: C PTS: 1 MSC: Higher Order

REF: The Nature and Dynamics of Oppression

5. If you live in Canada and are a white, heterosexual male who practises Christianity and speaks English, what are you considered to be, according to these aspects of your social identity? a. a marginalized member of society b. a member of the dominant group c. a member of a historically underserved population d. a member of the non-dominant group beststudy284@gmail.com

ANS: B PTS: 1 MSC: Higher Order

REF: The Nature and Dynamics of Oppression

6. If you live in Canada and are a woman of colour who does not speak English and you live below the poverty line, what are you considered to be, according to these aspects of your social identity? a. a member of the dominant group b. a historically privileged member of society c. a member of the non-dominant group d. a socially included member of society ANS: C PTS: 1 MSC: Higher Order

REF: The Nature and Dynamics of Oppression

7. Asher came to Canada when he was 13 as a refugee from Syria. Life was full of challenges and hardships. School was difficult, trying to learn the new language and a new way of life. Despite these hardships, he successfully completed post-secondary education and become a successful lawyer.

Although he specializes in immigration law, he refuses to accept cases for individuals from the Middle East, because he does not want to let in any terrorists. What level of internalized oppression is Asher exhibiting? a. personal b. community c. structural d. non-dominant ANS: B PTS: 1 MSC: Higher Order

REF: Multi-Levels of Oppression

8. In 2005, Canadian law changed to recognize same-sex marriage as legal. Which level of oppression does this change affect? a. structural b. community c. personal d. dominant ANS: A PTS: 1 MSC: Higher Order

REF: Multi-Levels of Oppression

9. Which statement is the best example of inclusive language? a. The average student worries about test scores. b. The book was written for firemen. c. I had a meeting with my female professor. d. I met with my physician, who is gay, this morning.

ANS: A PTS: 1 MSC: Higher Order

REF: Multi-Levels of Oppression

10. What is the definition of culture? a. the customs and traditions that are unique to a particular ethnic group b. everything in our social environment that we learn through socialization c. the race, ethnicity, and language of a particular group d. similarities and differences across human groups ANS: B MSC: Remember

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PTS: 1

REF: Multi-Levels of Oppression

11. Which workplace diversity initiative is a good example of best practice? a. giving mandatory diversity training workshops that all employees attend in order to prevent lawsuits or human rights complaints b. giving diversity training in which employees can learn what makes some groups different c. creating an inclusive working environment by promoting equity and removing barriers that prevent full participation d. creating an inclusive working environment by establishing affinity groups that people can identify with ANS: C PTS: 1 MSC: Higher Order

REF: Multi-Levels of Oppression

12. Sarah is a woman who has experienced oppression and who has been marginalized in the community where she lives. It is hard for Sarah to know if this oppression is a result of her race, gender, religion, sexual orientation, or physical abilities. She believes it is likely a combination of all of these. What is this complexity of identity called? a. fluidity b. salience c. homogeneity d. intersectionality ANS: D PTS: 1 MSC: Higher Order

REF: Intersectionality and the Matrix of Oppression

13. Which of the following is part of every form of oppression and experienced by every oppressed group? a. heterogeneity b. homogeneity c. intersectionality d. power ANS: A MSC: Remember

PTS: 1

REF: Heterogeneity Within Oppressed Groups

14. Every day at school Lu experiences fellow students making comments towards her about her appearance. They call her a boy, lesbian, and dyke. Some say “I am only joking,” but it doesn’t make it hurt any less. What is Lu experiencing? a. person-specific bullying b. cyberbullying c. biased-based bullying d. homogeneity ANS: C PTS: 1 MSC: Higher Order

REF: Bullying as Oppression

15. Which term refers to the use of the Internet, social networking sites, websites, email, text messaging, and instant messaging to intimidate or harass others? a. person-specific bullying b. cyberbullying c. biased-based bullying d. homogeneity ANS: B MSC: Remember

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PTS: 1

REF: Bullying as Oppression

16. John comes from a wealthy, white suburban family with a long history of attending a prestigious private school. Although he is not the strongest academic student applying, because of his family’s connection to the institution, he is accepted over a stronger academic student. Which of the following is tied to John’s acceptance? a. privilege b. wealth c. race d. geographical location ANS: A PTS: 1 MSC: Higher Order

REF: Unpacking Our Privilege

17. Company XYZ is made up of 40 senior and mid-level executives who are all men, and 45 administrative assistants who are all women. The president of the company, to show he is all about equal opportunity, agrees to hire a woman executive. What is this hiring practice an example of? a. equality b. inclusion c. tokenism d. equity ANS: C PTS: 1 MSC: Higher Order

REF: Journey Towards Justice and Equity

18. A group of women who were survivors of sexualized violence decided to create a not-for-profit organization in their community to assist other survivors. In the planning and development of this organization, they were careful to ensure they would create an environment where everyone would feel welcomed, invited to participate, and valued for their contributions. They were also careful in developing hiring and service practices that recognized that people who experienced multiple or intersecting inequities—such as racism, classism, homophobia, transphobia, ableism, and so on—were often targeted to a greater extent for sexualized violence. What was this organization intentionally practising? a. equality b. inclusion c. tokenism d. social stratification ANS: B PTS: 1 MSC: Higher Order

REF: Journey Towards Justice and Equity

19. Rico and Danielle have both been working for the same company for the past three years. They have comparable education and work experience; however, Rico is making $10,000 more a year than Danielle. What is this inconsistency of wage an example of? a. social inequality b. equality c. equity d. social norms ANS: A PTS: 1 MSC: Higher Order

REF: Journey Towards Justice and Equity

20. What is the goal of the 94 recommendations made by the Truth and Reconciliation Commission? a. to increase social awareness of residential schools b. to bring about social justice to reverse effects of cultural genocide c. to generate payment and compensation for the harm done to those affected d. to make people feel guilty beststudy284@gmail.com

ANS: B PTS: 1 MSC: Higher Order

REF: Journey Towards Justice and Equity

21. Which term refers to a social justice model that is concerned with fair allocation of resources between different groups within a society? a. tokenism b. distributive and redistributive justice c. marginalization d. institutionalized justice ANS: B MSC: Remember

PTS: 1

REF: Journey Towards Justice and Equity

22. A group of women came to a clothing redistribution centre and were all given a pre-packaged bag of clothes. This is an example of equality. A second group of women went to a different centre and were asked what they were looking for and were given clothing specific to their needs. What is this an example of? a. equanimity b. equity c. undeserved justice d. redistributive justice ANS: B PTS: 1 MSC: Higher Order

REF: Journey Towards Justice and Equity

23. Canada’s publicly funded health care system is designed to ensure that everyone has the same access to health care services and providers regardless of their ability to pay for care. Which concept is the basis this health-care system’s design? a. equality b. inclusion c. tokenism d. equity ANS: A PTS: 1 MSC: Higher Order

REF: Equity Versus Equality

24. You are a health-care planner working with a community affected by poverty. Your responsibility is to plan services and programs to ensure that members of the community have what they need to achieve and maintain health and well-being. Research evidence has told you that people who live in poverty are frequently less healthy than those with greater income. As a result, you develop additional services and programs, rather than just the standard ones, to offset the impact of substandard housing, limited access to fresh, nutritious foods, and exposure to unsafe environments. What concept does your approach use? a. equality b. inclusion c. tokenism d. equity ANS: D PTS: 1 MSC: Higher Order

REF: Equity Versus Equality

25. You attend a conference where lunch is provided to the participants. Everyone is seated at a table in the dining hall at noon. Servers deliver each person a plate with the same food of equal portions. What concept is the design and distribution of your lunch reflecting? beststudy284@gmail.com

a. b. c. d.

equality inclusion tokenism equity

ANS: A PTS: 1 MSC: Higher Order

REF: Equity Versus Equality

26. You attend a wedding with a buffet dinner for guests. You are invited to serve yourself from a large variety of food dishes designed to meet a wide range of tastes, nutritional needs, and dietary requirements. The buffet style allows guests to choose their own portion sizes. What concept is the design and distribution of your dinner reflecting? a. equality b. inclusion c. tokenism d. equity ANS: D PTS: 1 MSC: Higher Order

REF: Equity Versus Equality

27. Alyssa attended a group session where she was asked to tell members something about herself. She described herself to the group as someone who was “well-educated with a great sense of humour and a contagious laugh.” What was Alyssa conveying aspects of? a. her ascribed identity b. her social identity c. her hybrid identity d. her personal identity ANS: D PTS: 1 MSC: Higher Order

REF: Knowing Your Own Story

28. On the first day of class, the teacher asks Samantha to tell her classmates something about herself.

Samantha responds, “The most important thing about me is that I am a loving daughter from a very happy family.” What is Samantha conveying aspects of? a. her ascribed identity b. her social identity c. her hybrid identity d. her personal identity ANS: B PTS: 1 MSC: Higher Order

REF: Knowing Your Own Story

29. When discussing someone’s identity, which term refers to the focus on their most noticeable or most important characteristics? a. fluidity b. salience c. homogeneity d. intersectionality ANS: B MSC: Remember

PTS: 1

REF: Knowing Your Own Story

30. Chapter 1’s “In Their Shoes” feature relates the story of a 21-year-old post-secondary student who, while studying at university, discovers he has a brain tumour. In a matter of days his life changes, as does his identity. What is this change of identity called? beststudy284@gmail.com

a. b. c. d.

fluidity salience homogeneity intersectionality

ANS: A PTS: 1 MSC: Higher Order

REF: In Their Shoes

SHORT ANSWER 1. Explain the three levels of oppression? Give a real-world example for each level.

ANS: Personal level – negative stereotypes or prejudice, both conscious and unconscious Cultural level – dominant groups maintaining hierarchy and imposing their culture as the superior culture Structural level – society’s laws, policies and practices, institutions, economic and political systems favour the dominant group at the expense of the non-dominant group Remainder of answer will vary.

PTS: 1

REF: Multiple Levels of Oppression

2. Give a real-world example to demonstrate the difference between equality and equity.

ANS: Answers will vary. Any example should demonstrate that equality means same and social equity means that everyone has what is right for them. An example could be as follows: you play on a softball team and everyone gets a size large shirt verses the team manager asking each player what size they would like and ordering what they want.

PTS: 1

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REF: Equity Versus Equality

Chapter Two: Forms of Oppression MULTIPLE CHOICE 1. Heterosexism is the belief in the natural superiority of heterosexuality as a way of life, and therefore, its logical right to dominance. What is this form of oppression an example of? a. exploitation b. institutionalized discrimination c. systemic discrimination d. cultural imperialism ANS: D MSC: Remember

PTS: 1

REF: Five Faces of Oppression

2. When a large corporation employs workers in a foreign country, it asks the employees to work long hours, in unsafe working conditions, for minimal pay. Which face of oppression is characterized by this situation? a. marginalization b. exploitation c. powerlessness d. cultural imperialism ANS: B PTS: 1 MSC: Higher Order

REF: Five Faces of Oppression

3. Residential schools were schools designed to impose Euro-Canadian culture and religion on Indigenous children. Which face of oppression did these schools embody? a. marginalization b. exploitation c. structural discrimination d. cultural imperialism ANS: D PTS: 1 MSC: Higher Order

REF: Five Faces of Oppression

4. Which face of oppression is experienced when a subordinate group in society is described as living in a “culture of silence” or they come to believe that they deserve the unfair treatment they are receiving from the dominant group? a. powerlessness b. marginalization c. exploitation d. cultural imperialism ANS: A MSC: Remember

PTS: 1

REF: Five Faces of Oppression

5. Ms. Strada has a Japanese student in her science class. She thinks that the Japanese student will get the highest grade because she believes that all Japanese people are very smart. Which term best characterizes Ms. Strada’s belief? a. classism b. ageism c. discrimination d. stereotyping

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ANS: D

PTS: 1

REF: Stereotypes

MSC: Higher Order

6. Your Aunt Muriel believes that all people from Canada live in igloos and ice fish on a regular basis.

What term do sociologists use to describe these overgeneralizations? a. ethnicity b. discrimination c. racism d. stereotype ANS: D

PTS: 1

REF: Stereotypes

MSC: Higher Order

7. Josh and Kierra travel all throughout Australia and come home disappointed. Upon reflection, no matter where they went, nothing compared to their home in Greece; the people, food, and even the architecture just wasn’t as beautiful. What sociological behaviour are Josh and Kierra exhibiting? a. stereotyping b. prejudice c. ethnocentrism d. discrimination ANS: C

PTS: 1

REF: Prejudice

MSC: Higher Order

8. Which statement illustrates one example of prejudice? a. Many women stay at home to take care of their children. b. Women should stay at home and take care of their children. c. More men are taking parental leave in recent years. d. More women are choosing to return to work after having children.

ANS: B

PTS: 1

REF: Prejudice

MSC: Higher Order

9. Vincenzo believes that his Italian culture is superior to every other culture and uses it as a standard by which he evaluates all other cultures. What term best characterizes Vincenzo’s belief? a. subliminal racism b. stereotyping c. ethnocentrism d. institutional racism ANS: C

PTS: 1

REF: Prejudice

MSC: Higher Order

10. The house next door to the Hennigar family is for sale. Mr. Hennigar tells his wife that he hopes the house is not sold to any French people because he does not like French people. Which term best characterizes Mr. Hennigar’s belief? a. classism b. prejudice c. stereotyping d. discrimination ANS: B

PTS: 1

REF: Prejudice

MSC: Higher Order

11. Which statement best describes someone holding racial prejudice? a. He holds a prejudgment about any group different from himself. b. He believes that a certain racial group has a disproportionate number of positive traits. c. He believes a certain racial group is innately inferior. d. He acts in a discriminatory manner.

ANS: C

PTS: 1

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REF: Prejudice

MSC: Remember

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12. A convenience store near a school has hung a sign on their store window that reads “Only 3 students at a time in the store” in an attempt to decrease theft. What type of discrimination is this? a. sexism b. ageism c. racism d. heterosexism ANS: B PTS: 1 MSC: Higher Order

REF: The “ism” Prism

13. Sandra Moore, a 5’10”, 190 pound female, applied to be a fitness instructor at the neighbourhood fitness centre. Her application was denied, and she was told that all employees of the fitness centre must appear fitter and leaner than the average person. Which form of discrimination is this? a. sizeism b. sexism c. racism d. ageism ANS: A PTS: 1 MSC: Higher Order

REF: The “ism” Prism

14. Janet worked at a local pub and was the only female bartender. Her manager told her to ask one of her male co-workers to change the kegs of beer when necessary, as they were “too heavy for a woman to lift.” Which form of discrimination is this? a. sizeism b. sexism c. ableism d. racism ANS: B PTS: 1 MSC: Higher Order

REF: The “ism” Prism

15. Frank is a police officer who overheard two other officers talking. They were discussing their belief that Hispanics are more likely to be criminal. Because of this belief they routinely pull over people who appear to be Hispanic more than any other racial group. Which form of discrimination is this? a. sexism b. heterosexism c. racism d. classism ANS: C PTS: 1 MSC: Higher Order

REF: The “ism” Prism

16. Scott Thomas was being reviewed for a promotion at his sales agency. His manager told him “off the record” that the committee was hesitant to promote him because he had experienced depression the year before and they worried he might not be able to handle the stress of the new position. Which form of discrimination is this? a. sexism b. heterosexism c. racism d. ableism ANS: D PTS: 1 MSC: Higher Order

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REF: The “ism” Prism

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17. After “liking” a picture from a gay pride parade on Facebook, John started to receive hurtful text messages from friends accusing him of being gay. Then all of his soccer teammates refused to be in the locker room with him at the same time. Which term refers to this type of discrimination? a. heterosexism b. sexism c. ableism d. racism ANS: A PTS: 1 MSC: Higher Order

REF: The “ism” Prism

18. Which type of discrimination is challenged by the fight to legalize same-sex marriage and provide a gender-neutral marriage definition in human rights legislation? a. sexism b. heterosexism c. classism d. ageism ANS: B PTS: 1 MSC: Higher Order

REF: The “ism” Prism

19. A company manages a mixed-income residential building in which more than 50% of the tenants are designated as rent-stabilized. The company announced last week that access to the building’s new fitness centre would be limited to market-rate tenants only. What type of discrimination is the segregation of lower-income tenants an example of? a. racism b. sexism c. classism d. ageism ANS: C PTS: 1 MSC: Higher Order

REF: The “ism” Prism

20. Miriam overheard two people discussing how one of them had just assisted someone with Down syndrome. The first person commented that he made sure to repeat himself several time because the woman was “retarded” and he wanted to make sure she understood him. Which type of discrimination is this an example of? a. ableism b. ageism c. sexism d. racism ANS: A MSC: Remember

PTS: 1

REF: The “ism” Prism

21. Priya is an accomplished lawyer in India. Her partner has been transferred to Toronto and she would like to make the move to Canada as well. She sends out resumes to firms within the city; however, she does not hear back from any of them. She finally decides to contact one directly. The person she speaks with indicates that the issue is with her foreign education. Which type of discrimination is this an example of? a. individual b. systemic c. structural d. direct

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ANS: B PTS: 1 MSC: Higher Order

REF: The “ism” Prism

22. When Stacey met the landlord of an apartment she hoped to rent, she was asked to fill out an application form and provide references. As she was leaving, the landlord asked her if she was married and whether she had children. When she replied that she was not married but had two children, the landlord gave her back her application and told her that he didn’t believe a single mother could afford such an expense. What type of discrimination did Stacey experience? a. ageism b. ableism c. classism d. racism ANS: C PTS: 1 MSC: Higher Order

REF: The “ism” Prism

23. Louise and Ally are getting married. They walk into a bakery to inquire about ordering a cake. When the person assisting them learns that it is the two of them getting married she refuses to take their order. She informs them that she will not take their order because she does not believe in same-sex marriage. What is this an example of? a. sexism b. heterosexism c. racism d. classism ANS: B PTS: 1 MSC: Higher Order

REF: The “ism” Prism

24. An HR committee is discussing the merits of two candidates for a position with their company. The interviewees have an equal level of education, but one is 25 with limited experience in the field and the other is 55 with vast experience in the field. The committee decides to offer the position to the younger candidate because they believe he will stay in the position for a longer period of time due to his age.

What is this reasoning an example of? a. ableism b. sexism c. ageism d. heterosexism ANS: C PTS: 1 MSC: Higher Order

REF: The “ism” Prism

25. Injustices perpetrated by the powerful on the powerless can be viewed as rays of light through the lens of a prism. What is this perspective called? a. “ism” prism b. racialized oppression c. segregation d. oppression ANS: A MSC: Remember

PTS: 1

REF: The “ism” Prism

26. Human rights legislation requires employers and service providers to accommodate peoples’ needs when those needs relate to one or more grounds of discrimination. What is this requirement called? a. duty to accommodate b. grounds of discrimination Copyright © 2019 by Nelson Education Ltd.

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c. undue hardship d. cultural imperialism ANS: A MSC: Remember

PTS: 1

REF: The “ism” Prism

27. In Chapter 2’s “In Their Shoes” feature, Cameron recounts his story, which includes several abusive relationships and a history of mental illness. Cameron asks that you “be kind when someone seems a little strange.” Which type of discrimination is Cameron attempting to combat? a. ageism b. ableism c. sizeism d. classism ANS: B PTS: 1 MSC: Higher Order

REF: In Their Shoes

28. Which statement illustrates one example of discrimination? a. People with tattoos are not welcome here. b. People with tattoos are all thieves. c. People with tattoos are interesting. d. People with tattoos are trustworthy.

ANS: A MSC: Remember

PTS: 1

REF: Discrimination

29. Melissa Harper manages an apartment complex in Toronto. She has three empty units that are available for rent. However, when prospective tenants of Hispanic descent inquire about renting in the complex, Ms. Harper tells them there are no vacancies. How would you define this unfair treatment? a. discrimination b. stereotyping c. prejudice d. segregation ANS: A PTS: 1 MSC: Higher Order

REF: Discrimination

30. Jesus arrives to audition for a role in a commercial. Upon arrival everyone is asked to sign in at the main desk. When Jesus gives his name the person looks up and says “Sorry, we are looking for someone who is Canadian, not Mexican.” What is this an example of? a. systemic discrimination b. structural discrimination c. indirect discrimination d. direct discrimination ANS: D PTS: 1 MSC: Higher Order

REF: Forms of Discrimination

SHORT ANSWER 1. Explain what the “ism” prism means. Give a real world example for two of the “isms” listed in the text.

ANS:

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The “isms” that exist in society multiply in number as dominant groups increasingly marginalize groups that are different from the norm, groups that lack the power and resources to resist the stereotyping and prejudice that lead to discrimination.

“Ism”s listed in the text: ableism, ageism, classism, heterosexism, racism, sexism, sizeism Remainder of answer will vary.

PTS: 1

REF: The “ism” Prism

2. Explain the difference between indirect and direct discrimination.

ANS: Direct discrimination is the unfair treatment of individuals or groups based on one or more of their protected characteristics compared to other individuals or groups who do not have these characteristics in similar circumstances. Indirect discrimination refers to a rule, policy, practice, or requirement that applies to everyone but has the effect of creating disadvantage for people with a protected characteristic.

PTS: 1

REF: Forms of Discrimination

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Chapter Three: Social Inequality MULTIPLE CHOICE 1. In 2010, a few well-known Canadians spent one week living on food that came only from the local food bank. What was the purpose of the one-week “Do the Math” challenge? a. to show what it is like to eat at the end of the month when all of your monthly social assistance has gone to rent, transportation, and clothing b. to heighten the understanding of child poverty in Ontario in hopes of bringing about social change c. to illustrate the levels of social stratification in Canada and the power, privilege, property, and prestige that comes with each level d. to show how difficult it is for students to manage living expenses when receiving funding through the Ontario Student Assistance Program ANS: A MSC: Remember

PTS: 1

REF: Chapter Opening

2. According to a 2016 UNICEF report comparing overall child poverty rates in 35 industrialized countries, how does Canada rank when it comes to providing for the well-being of its children? a. 1st b. 5th c. 26th d. 30th ANS: C MSC: Remember

PTS: 1

REF: Chapter Opening

3. Students who receive funding from OSAP are allocated how much money a day for food? a. $5.50 b. $7.50 c. $10.00 d. $15.00 ANS: B MSC: Remember

PTS: 1

REF: Chapter Opening

4. According to OXFAM, the richest 20% of the world’s population received 84% of the resources, and the remaining 80% received just 5.5%. What are these statistics evidence of? a. individual social inequality b. national social inequality c. provincial social inequality d. global social inequality ANS: D MSC: Remember

PTS: 1

REF: Chapter Opening

5. Which social class do individuals who are members at exclusive clubs and social circles likely belong to? a. working class b. lower-middle class c. upper-middle class Copyright © 2019 by Nelson Education Ltd.

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d. upper class ANS: D MSC: Remember

PTS: 1

REF: Social Stratification

6. Individuals who have unsteady and often low-paying employment are likely to belong to which social class? a. lower class b. working class c. lower-middle class d. upper-middle class ANS: A PTS: 1 MSC: Higher Order

REF: Social Stratification

7. Muhammad is a first-generation Canadian; his parents immigrated to Canada from Iran before he was born. Muhammad’s parents paid for all his schooling and he has just graduated from law school.

Which social class is Muhammad likely to belong to? a. lower class b. working class c. lower-working class d. upper-middle class ANS: D PTS: 1 MSC: Higher Order

REF: Social Stratification

8. What is likely the end result to dividing society into social classes based on income, occupation, and acquired resources? a. racism b. social balance c. relative poverty d. classism ANS: D MSC: Remember

PTS: 1

REF: Social Stratification

9. Franklin has just finished his degree in nursing at a local community college. He will be starting a full-time job as a pediatric nurse at the hospital at the end of the month. In Canada, which social class would Franklin be part of? a. lower class b. working class c. lower middle class d. upper class ANS: C PTS: 1 MSC: Higher Order

REF: Social Stratification

10. Marcus has worked in construction for the past 15 years. Like his father and grandfather, he works mostly on commercial roofing jobs as a skilled labourer. In Canada, which social class would Marcus be part of? a. working class b. lower middle class c. upper middle class d. upper class Copyright © 2019 by Nelson Education Ltd.

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ANS: A PTS: 1 MSC: Higher Order

REF: Social Stratification

11. Kenneth has moved from one part-time job to another for the past five years. He was laid off from his last job due to cutbacks, and he’s now unemployed again. Although he hopes to obtain full-time employment, he will accept any minimum-wage, part-time employment that is available. In Canada, which social class would Kenneth be part of? a. lower class b. working class c. lower middle class d. upper middle class ANS: A PTS: 1 MSC: Higher Order

REF: Social Stratification

12. John is the CEO of a successful marketing firm. During the week, he is often in the office from 8 a.m. to 6 p.m. On the weekends, he loves to meet up with his fellow members at the exclusive golf and country club for a round of golf. In Canada, which social class would John be part of? a. working class b. lower middle class c. upper middle class d. upper class ANS: D PTS: 1 MSC: Higher Order

REF: Social Stratification

13. Darla is an emergency room doctor who works 12-hour shifts five days a week. She is also on-call for a 24-hour period one day a week. She rarely has time to socialize but she lives a comfortable life and enjoys helping people and saving lives. In Canada, which social class would Darla be part of? a. working class b. lower-middle class c. upper-middle class d. upper class ANS: C PTS: 1 MSC: Higher Order

REF: Social Stratification

14. Maggie recently lost her job. Although she has lined up new employment, she does not start her new position for another three weeks. As a result of limited income, she has needed to rely on the local food bank for assistance in feeding her family. Which form of poverty is Maggie currently experiencing? a. absolute b. relative c. transitional d. marginal ANS: C PTS: 1 MSC: Higher Order

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REF: Measuring Inequality

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15. Sasha lives with her mother and grandmother. She is currently looking for employment. She experienced many challenges in high school and, as a result, did not graduate. Sasha’s mother has always struggled with consistent employment and often spends long stretches of time unemployed.

Sasha’s grandmother also has had employment challenges resulting in needing government assistance.

What is the cycle of struggles this family has faced an example of? a. marginal poverty b. intergenerational poverty c. absolute poverty d. transitional poverty ANS: B PTS: 1 MSC: Higher Order

REF: Measuring Inequality

16. Guy always struggled with school and eventually he decided it would be better to drop out and work.

Unfortunately, finding a job that paid well proved difficult. Guy often finds himself moving from one low-paying job to another. His apartment building is rundown but he can’t afford to move into a better building or neighbourhood. Which type of poverty is this an example of? a. absolute b. relative c. marginal d. chronic ANS: D PTS: 1 MSC: Higher Order

REF: Measuring Inequality

17. In Canada, a tool is used to represent the income level at which a family may face hardship because it must spend a greater proportion of its income on food, shelter, and clothing than the average family of similar size. What is this tool called? a. low-income measure (LIM) b. market basket measure (MBM) c. Gini index d. low-income cut-off (LICO) ANS: D MSC: Remember

PTS: 1

REF: Measuring Inequality

18. When a teacher asked a class of Grade 4 and 5 students in North Bay, Ontario, what poverty meant to them, some of the children said “not being able to go to McDonald’s,” “not having pretty barrettes for your hair,” and “not being able to have your friends sleep over.” What are these experiences examples of? a. relative poverty b. absolute poverty c. marginal poverty d. cultural poverty ANS: A PTS: 1 MSC: Higher Order

REF: Measuring Inequality

19. Sabrina has recently become homeless. She panhandles on the street but rarely makes enough money to eat each day. What type of poverty is Sabrina experiencing? a. relative poverty b. absolute poverty c. transitional poverty Copyright © 2019 by Nelson Education Ltd.

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d. intergenerational poverty ANS: B PTS: 1 MSC: Higher Order

REF: Measuring Inequality

20. You are watching a telethon on television. Sponsors are asking viewers to call in and make donations to feed children in Africa, who do not have enough food to survive. What are these children experiencing? a. relative poverty b. tranisitional poverty c. absolute poverty d. cultural poverty ANS: C PTS: 1 MSC: Higher Order

REF: Measuring Inequality

21. Karim was laid off from his job. He struggled financially for six months until he found another full-time job. As a result, Karim had to sell his house and rent a small apartment. What type of poverty did Karim experience? a. absolute poverty b. transitional poverty c. intergenerational poverty d. relative poverty ANS: B PTS: 1 MSC: Higher Order

REF: Measuring Inequality

22. Dave and Susie have a seven-month-old daughter. Dave lost his job recently, and then they lost their house and moved into Susie’s parents’ home. They are both looking for employment so they can eventually afford a place of their own again. Which type of homelessness are Dave, Susie, and their baby experiencing? a. hidden or concealed homelessness b. absolute homelessness c. relative homelessness d. forced homelessness ANS: A PTS: 1 MSC: Higher Order

REF: Homelessness

23. Maria lives with her husband and three children. Her husband is abusive towards her. She thinks about leaving him but does not know where she would go or how she would be able to get the children away from him. Which type of homelessness is this an example of? a. absolute homelessness b. relative homelessness c. forced homelessness d. hidden or concealed homelessness ANS: B PTS: 1 MSC: Higher Order

REF: Homelessness

24. Danielle, a single mother of two, struggles each month to pay the rent for her one-bedroom apartment.

Her children share the bedroom, and she sleeps in the living room. What are Danielle and her family experiencing? a. absolute homelessness Copyright © 2019 by Nelson Education Ltd.

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b. forced homelessness c. relative homelessness d. hidden or concealed homelessness ANS: C PTS: 1 MSC: Higher Order

REF: Homelessness

25. According to recent statistics, what percentage of people with mental illness is homeless? a. 15-20% b. 20-25% c. 25-50% d. 50-75% ANS: C MSC: Remember

PTS: 1

REF: Homelessness

26. Which social category includes anyone who cannot obtain and sustain long-term, adequate, and risk-free shelter, for any reason? a. homeless b. displaced c. lower class d. working class ANS: A MSC: Remember

PTS: 1

REF: Homelessness

27. Which Canadian population has a history of disenfranchisement, oppression, and colonization, and is overrepresented among the homeless? a. people who are mentally ill b. youth c. immigrants d. Indigenous people ANS: D MSC: Remember

PTS: 1

REF: Intersectionality

28. Which demographic is experiencing poverty in increasing numbers because they are responsible for unpaid work such as child care and domestic labour, and a wage gap that exists in paid employment? a. students b. children c. men d. women ANS: D MSC: Remember

PTS: 1

REF: Intersectionality

29. Chapter 3’s “In Their Shoes” feature is a letter from a single mom that describes her struggle with poverty. What does the author of the letter suggest about single mothers who are on social assistance? a. They shouldn’t be judged by the label that is placed on them. b. They are looking for a handout. c. They are often uneducated. d. They suffer from addiction.

ANS: A

PTS: 1

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REF: In Their Shoes 3-6

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MSC: Remember 30. In the Chapter 3 reading “The Singer Solution to World Poverty,” what does author Peter Singer suggest? a. Those who are fortunate to have “extra” money should save it for the future security of their own families. b. Individuals have a moral obligation to assist others who are less fortunate. c. It is counterproductive to ask individuals to give the bulk of their wealth to strangers. d. You do not have to take responsibility for struggles that take place on the other side of the world.

ANS: B

PTS: 1

REF: Reading

MSC: Remember

SHORT ANSWER 1. Explain the difference between the various types of poverty.

ANS: Answers will vary but should include references to the material on page 52 of the textbook.

Absolute poverty: A situation where an individual lacks even the basic resources that are necessary for survival; people who live in absolute poverty live without food, clothing, or a roof over their heads.

Relative poverty: A situation where an individual or group lacks basic resources for survival when compared with other people in the society as a whole; relative standard of living when measured to others.

Transitional poverty: Occurs when a person is living in poverty for a limited period of time; usually results from an event or life circumstance, such as the unexpected loss of employment.

Marginal poverty: Occurs when a person lacks stable employment over an extended period of time.

Chronic poverty: Occurs when a person is in a state of poverty over an extended period of time and barriers to well-being become cyclical in nature.

Intergenerational poverty: Often occurs when children and youth grow up in households experiencing chronic poverty, where limited access to opportunities can start another cycle of poverty for the next generation.

PTS: 1

REF: Poverty in Canada

2. What are the correlations between homelessness and mental illness?

ANS: Answers will vary but should include references to the material on page 56 of the textbook. For example, mental illness can impact a person’s resiliency and resourcefulness. This could correlate to why homeless individuals living with mental illness tend to be in poorer health than other homeless people. Homelessness can magnify poor mental health; high levels of stress, anxiety, fear, depression, and sleeplessness can exacerbate previous mental illness.

PTS: 1

REF: Homelessness and Mental Health

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Chapter Four: Gender MULTIPLE CHOICE 1. In the Navajo culture, an individual who has a mixed gender identity, or both traditionally male and female characteristics, is believed to have the special gift of being able to constantly transform. In this Indigenous culture, what might this person be referred to as? a. genderfluid b. intersex c. two-spirited d. gender non-conforming ANS: C

PTS: 1

REF: Opening

MSC: Remember

2. How is the term sex different from the term gender? a. Gender is the biological components that make up who we are; sex is the cultural aspects of masculinity and femininity. b. Sex is the biological components that make up who we are; gender is the cultural aspects of masculinity and femininity. c. Gender is what we’re born with; sex is the mental part of how we feel about ourselves. d. Sex and gender are the same thing.

ANS: B PTS: 1 MSC: Higher Order

REF: Gender as a Social Construct

3. When the sex of an unborn baby is known, friends and family tend to give the expectant parents pink clothing for girls and blue clothing for boys. What is the idea that boys should wear blue and girls should wear pink an example of? a. gender variance b. sexuality c. gender roles d. gender identity ANS: C PTS: 1 MSC: Higher Order

REF: Gender as a Social Construct

4. Albert was born a biological male, but from a very young age he identified with traditional female roles. He always wanted to wear traditionally feminine clothing and he requested to change his name to Ally and to pronouns to she/her. Her parents dismissed it as a phase and believed Ally would grow out of it, but she never did. How might Ally identify? a. gender non-conforming b. transgender c. intersex d. genderfluid ANS: B PTS: 1 MSC: Higher Order

REF: Gender as a Social Construct

5. When Paolo was a young boy his father would get angry with him whenever he showed any emotion.

He would constantly tell him that “boys don’t cry” and that he should “take it like a man.” What is this an example of? a. emphasized femininity b. gender roles c. hegemonic masculinity Copyright © 2019 by Nelson Education Ltd.

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d. gender inequality ANS: C PTS: 1 MSC: Higher Order

REF: Gender as a Social Construct

6. What are the notions that men are supposed to work and to support their family financially and women are supposed to stay at home to take care of the children examples of? a. gender stereotypes b. gender roles c. patriarchy d. gender identity ANS: A PTS: 1 MSC: Higher Order

REF: Gender as a Social Construct

7. Mathias identifies and feels like a man; however, he does not hold traditionally masculine stereotypes, nor does he necessarily enjoy wearing traditionally masculine clothes or participating in traditionally masculine hobbies. This is an example of the difference between gender identity and what? a. gender fluidity b. gender neutrality c. gender expression d. gender stereotype ANS: C PTS: 1 MSC: Higher Order

REF: Gender as a Social Construct

8. Jamila is often scolded by her mother for being too aggressive and opinionated. She is told she will never get married unless she behaves more “lady-like” and passive. What is Jamila’s mother exemplifying? a. emphasized femininity b. hegemonic masculinity c. patriarchy d. equality ANS: A PTS: 1 MSC: Higher Order

REF: Gender as a Social Construct

9. What does the “culture of thinness” refer to? a. the media portrayal of young girls and boys in Canadian society b. unreasonable body standards c. body mass index d. societal standards and norms ANS: A MSC: Remember

PTS: 1

REF: Gender as a Social Construct

10. Which term refers to the process by which males and females are informed about gender norms and roles in a given society? a. gender socialization b. gender normativity c. gender roles d. gender identity ANS: A MSC: Remember

PTS: 1

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REF: Gender as a Social Construct

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11. Which term refers to a person who does not identify with the traditional genders of male or female but does identify with another category available in other societies? a. transgender b. genderqueer c. gender fluid d. third gender ANS: D MSC: Remember

PTS: 1

REF: Gender as a Social Construct

12. Shadia works full-time at a factory in a large city. Recently, she was discussing her career goals with a co-worker and he revealed that he was in fact being promoted even though she had been at the company two years longer and had more experience and training for the position. What is this an example of? a. emphasized femininity b. hegemonic masculinity c. patriarchy d. glass ceiling ANS: D PTS: 1 MSC: Higher Order

REF: Gender Inequality

13. How much more likely are men to pursue STEM education than women? a. less likely b. equally likely c. twice as likely d. three times more likely ANS: C MSC: Remember

PTS: 1

REF: Gender Inequality

14. Which term refers to a society that prioritizes men and where men’s opinions and leadership are more valued? a. a matriarchal society b. a functional society c. a patriarchal society d. hunting and gathering society ANS: C MSC: Remember

PTS: 1

REF: Gender Inequality

15. According to the Canadian Centre for Policy Alternatives, where is the worst place to be a woman in Canada? a. Alberta b. Hamilton c. Vancouver d. Kitchener-Cambridge-Waterloo ANS: D MSC: Remember

PTS: 1

REF: Gender Inequality

16. Camille has been in a relationship with her partner for over 10 years. Camille has identified that only the first few months of her relationship with her partner were positive and states that since then, he regularly calls her names, shoves her, and occasionally has forced her to have sex with him. What is this an example of?

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a. b. c. d.

harassment gender based violence intimate partner violence emotional abuse

ANS: C PTS: 1 MSC: Higher Order

REF: Gender Inequality

17. What is the best place to live, as a woman, in Canada? a. Victoria b. Toronto c. Halifax d. Gatineau ANS: A MSC: Remember

PTS: 1

REF: Gender Inequality

18. Recently the hashtag #metoo went viral on the Internet and involved many women coming forward and disclosing that they had similarly experienced violence. What kind of violence was #metoo focused on? a. intimate partner violence b. sexual violence c. violence in the media d. emotional violence ANS: B PTS: 1 MSC: Higher Order

REF: Gender Inequality

19. According to R.W. Connell, what kind of violence is supported by cultural constructs of masculinity? a. gender-based violence b. media violence c. intimate partner violence d. youth violence ANS: A MSC: Remember

PTS: 1

REF: Gender Inequality

20. The social system of most current and historical societies is based on the authority of the head of the household, who is traditionally male. What is this form of social organization called? a. social inequality b. glass ceiling c. global inequality d. patriarchy ANS: D MSC: Remember

PTS: 1

REF: Gender Inequality

21. An invisible barrier prevents women and minorities from advancement in organizations and explains why men are 1.5 times more likely to hold positions at the middle management level. What is this barrier called? a. precarious employment b. gender inequality c. glass ceiling d. patriarchy ANS: C

PTS: 1

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REF: Gender Inequality 4-4

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MSC: Remember 22. Who represents Canada as one of the HeForShe University IMPACT Champions from around the globe? a. Justin Trudeau b. Fiona Martin c. Feridun Hamdullahpur d. Jean Kilbourne ANS: C MSC: Remember

PTS: 1

REF: Agent of Change

23. Kent is married to a woman and they have two children. Most of the time, he identifies with a traditionally male lifestyle; however, on Saturday nights, he participates in a drag show where he dresses in traditional female attire. Which category does Kent fall into? a. transgender b. drag queen c. metrosexual d. gay ANS: B PTS: 1 REF: The –Ness Model: Deconstructing the Binary and the Continuum MSC: Higher Order 24. Sandra always believed herself to be a woman. However, in college Sandra found herself drawn to a more traditionally masculine appearance. This made her realize that she did not identify with the stereotypical aspects of femininity. Which category best describes Sandra? a. genderless b. gender fluid c. transgender d. gender non-conforming ANS: D PTS: 1 REF: The –Ness Model: Deconstructing the Binary and the Continuum MSC: Higher Order 25. Which term refers to individuals who simultaneously portray the physical characteristics of both men and women? a. ambiguous b. genderqueer c. intersex d. androgynous ANS: D PTS: 1 REF: The –Ness Model: Deconstructing the Binary and the Continuum MSC: Remember 26. Samahl, a 22-year-old male, was significantly injured in a car accident. While he was in the hospital, it was discovered that he had a uterus, a traditionally female reproductive organ. Samahl was confused because he had never felt like anything but a man. What would Samahl be classified as? a. gender variant b. intersex c. androgynous d. transgender

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ANS: B PTS: 1 REF: The –Ness Model: Deconstructing the Binary and the Continuum MSC: Higher Order 27. Tamika was born biologically male but has undergone hormone therapy and sex reassignment surgery to live as her true self. How might Tamika identify? a. transgender b. genderqueer c. genderfluid d. cisgender ANS: A PTS: 1 REF: The –Ness Model: Deconstructing the Binary and the Continuum MSC: Higher Order 28. Sam and Sarah decided not to find out the sex of their baby while Sam was pregnant. At the time of delivery, the doctor informed them that their child either had an abnormally small penis or an extended clitoris. What was their child born with? a. ambiguous genitalia b. sex variant genitalia c. obstructed genitalia d. androgynous genitalia ANS: A PTS: 1 REF: The –Ness Model: Deconstructing the Binary and the Continuum MSC: Higher Order 29. What does the Gender Bread diagram demonstrate about gender identity, gender expression, and biological sex? a. It is fixed. b. It can exist on a spectrum. c. People usually fall on one side or the other. d. It is always changing.

ANS: B PTS: 1 REF: The –Ness Model: Deconstructing the Binary and the Continuum MSC: Remember 30. Who wrote the novel Gender Trouble, which claims that masculine/feminine divisions were built upon homophobic cultural taboos? a. Judith Butler b. Julie Mannell c. Jean Kilbourne d. Sam Killermann ANS: A

PTS: 1

REF: Reading

MSC: Remember

SHORT ANSWER 1. Explain the difference between gender identity and gender expression.

ANS:

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Gender identity is the internal perception of an individual’s gender and how they label themselves and how they feel about their gender. Gender expression is the external display of gender that is generally measured on a scale of masculinity and femininity. It is how they communicate their gender; that is, dress, demeanour, behaviours, and other social factors.

PTS: 1

REF: Gender as a Social Construct

2. How do media contribute to the notions of gender roles? What is being done to change this?

ANS: Answers will vary, but should include a discussion illustrating that the media tend to reinforce the misconception that gender is inexplicably tied to sex, and that males should be masculine and females should be feminine.

PTS: 1

REF: Gender as a Social Construct

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Chapter Five: Sexuality MULTIPLE CHOICE 1. Some school’s sexual education curriculum does not address anything other than heterosexual relationships, and offers only abstinence as a form of birth control. What is this an example of? a. cultural scripts b. sexual scripts c. interpersonal scripts d. intrapsychic scripts ANS: A

PTS: 1

REF: Introduction

MSC: Higher Order

2. Which term refers to socially created guidelines that define how one should behave as a sexual being-communicated through culture and learned through social interaction? a. cultural scripts b. interpersonal scripts c. sexual scripts d. intrapsychic scripts ANS: C

PTS: 1

REF: Introduction

MSC: Remember

3. When individuals use the general sexual guidelines they have learned from cultural scripts and adapt them to specific social situations, what have they created? a. interpersonal scripts b. sexual scripts c. intrapsychic scripts d. sexual expression ANS: A

PTS: 1

REF: Introduction

MSC: Remember

4. Which term refers to internal and individual scripts that can include fantasies and memories, as well as mental rehearsals of interpersonal scripts? a. sexual identity b. intrapsychic script c. sexual script d. sexual expression ANS: B

PTS: 1

REF: Introduction

MSC: Remember

5. Growing up, Abby always believed herself to be heterosexual. However, Abby met Andrea in college and found she was emotionally and sexually attracted to her. These feelings made Abby realize that she preferred the company of women, and was not sexually attracted to men. Which category does Abby belong to? a. bisexual b. pansexual c. gay d. lesbian ANS: D PTS: 1 MSC: Higher Order

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REF: Sexual Identities

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6. Growing up, Shawna always believed that women only partnered romantically with men. As she got older her aunt came out to the family as a lesbian. This information was confusing for Shawna as she did not realize that same-sex relationships existed. What is Shawna’s belief that only women and men have romantic relationships an example of? a. compulsory homosexuality b. compulsory heterosexuality c. limited thinking d. sexual double standard ANS: B PTS: 1 MSC: Higher Order

REF: Sexual Identities

7. Dante finds himself attracted to people based on their personality and enjoys romantic partnerships with people of all sexes and gender expressions. What sexual orientation is this an example of? a. bisexual b. gay c. lesbian d. pansexual ANS: D PTS: 1 MSC: Higher Order

REF: Sexual Identities

8. Jordana dates both men and women. Her family often tells her that this is just a phase, or that she needs to choose to date one or the other. What is Jordana experiencing from her family? a. homophobia b. biphobia c. heterosexism d. compulsory heterosexuality ANS: B PTS: 1 MSC: Higher Order

REF: Sexual Identities

9. While Matteo enjoys his friendships, he does not feel any sexual attraction to people of any sex or gender expression. He feels very comfortable with the intimacy he receives in his other relationships.

How would Matteo likely identify? a. bisexual b. pansexual c. asexual d. gay ANS: C PTS: 1 MSC: Higher Order

REF: Sexual Identities

10. Brianne, a 14-year-old girl, has always felt more attracted to her female friends than to her male classmates. She presents as heterosexual, but she is unsure and questioning whether she may be gay.

Which aspect of her sexuality is Brianne questioning? a. gender identity b. gender roles c. sexual orientation d. sexual identity ANS: C PTS: 1 MSC: Higher Order

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REF: Sexual Identities

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11. Jasmine’s parents divorced recently, and her father has since told everyone that he is gay. He explained that for many years he pretended to be heterosexual because of the stigma that was attached to those who were gay. He said he needs to start a life in which he is true to himself and not hiding from who he really is. What has Jasmine’s father revealed about himself? a. gender identity b. gender roles c. sexual orientation d. sexual identity ANS: C PTS: 1 MSC: Higher Order

REF: Sexual Identities

12. Will is often called names by the boys in his class—they pick on him and call him a “faggot.” What is Will experiencing? a. heterosexism b. heteronormativity c. homophobia d. compulsory heterosexuality ANS: C PTS: 1 MSC: Higher Order

REF: Sexual Identities

13. Alison looks traditionally feminine. When she told her coworkers she identified as a lesbian they were all shocked, and one of her male coworkers said “what a waste.” What is this an example of? a. heteronormativity b. homophobia c. biphobia d. heterosexism ANS: D PTS: 1 MSC: Higher Order

REF: Sexual Identities

14. Which term refers to the assumption that men and women are innately attracted to one another both emotionally and sexually and that heterosexuality is natural and normal? a. compulsory heterosexuality b. heterosexuality c. homophobia d. heteronormativity ANS: A MSC: Remember

PTS: 1

REF: Sexual Identities

15. What are we considering when we examine the way in which heterosexuality is produced as a natural, unproblematic, taken-for-granted phenomenon that is maintained and reinforced through the everyday actions or individuals and through dominant social institutions? a. heterosexism b. biphobia c. heteronormativity d. homophobia ANS: C MSC: Remember

PTS: 1

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REF: Sexual Identities

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16. Which term refers to the erasure and silencing of bisexual experiences, identities, and communities by presuming that individuals who identify as bisexual are in a temporary phase on their way to mature heterosexual or gay/lesbian identities? a. bisexual invisibility b. heterosexism c. biphobia d. heteronormativity ANS: A MSC: Remember

PTS: 1

REF: Sexual Identities

17. Sylvia prefers to only participate in one romantic relationship, instead of many. What type of relationship does she prefer? a. monogamous b. polyamorous c. polyandry d. committed ANS: A PTS: 1 MSC: Higher Order

REF: Intimate Relationships

18. Thomas has several wives. What kind of intimate relationship is he in? a. monogamous b. polyamorous c. polygamous d. polyandrous ANS: D PTS: 1 MSC: Higher Order

REF: Intimate Relationships

19. Mya is in romantic relationships with John, Sofia, and Ryan. She has no intention of marrying any of her partners but enjoys spending time with them and the intimacy she experiences in their relationships. What kind of relationship is Mya in? a. polyamorous b. monogamous c. polyandrous d. polygamous ANS: A PTS: 1 MSC: Higher Order

REF: Intimate Relationships

20. Which term refers to attraction to males, men, and/or masculinity? a. gynesexual b. androsexual c. pansexual d. heterosexual ANS: B MSC: Remember

PTS: 1

REF: Intimate Relationships

21. Which term refers to attraction to females, women, and/or femininity? a. androsexual b. lesbian c. pansexual Copyright © 2019 by Nelson Education Ltd.

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d. gynesexual ANS: D MSC: Remember

PTS: 1

REF: Intimate Relationships

22. Which term refers to the state of being in love or romantically involved with more than one person at a time? a. polygamy b. polyandry c. polyamory d. monogamy ANS: C MSC: Remember

PTS: 1

REF: Intimate Relationships

23. Ola was sexually assaulted. Upon reporting to police, she was questioned about whether or not she had been drinking, what clothing she was wearing, and if she had chosen to be alone with the individual who assaulted her. What is this an example of? a. victim blaming b. rape culture c. valid questioning d. sexual double standards ANS: A PTS: 1 MSC: Higher Order

REF: Current Issues in Sexuality

24. Carla reported being raped to the police. Upon receiving her statement, they told her that if she were to take this to court she would likely lose because there were no witnesses and it was a “he said, she said” situation. What is this an example of? a. victim blaming b. rape culture c. sexual double standard d. policy and procedure ANS: B PTS: 1 MSC: Higher Order

REF: Current Issues in Sexuality

25. According to Chamorro-Premuzic, how has technology changed the process of dating? a. It has become gamified and sexualized. b. It has become disposable. c. It has become exciting. d. It has become easier and more accessible.

ANS: A MSC: Remember

PTS: 1

REF: Current Issues in Sexuality

26. “Human Development and Sexual Health” falls under the Healthy Living sections of school curriculum. What percentage of the curriculum overall does it account for? a. 10% b. 15% c. 25% d. 50% ANS: A

PTS: 1

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REF: Current Issues in Sexuality 5-5

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MSC: Remember 27. What percentage of Ontarians disapproved of the recent curriculum changes? a. 15% b. 25% c. 36% d. 40% ANS: C MSC: Remember

PTS: 1

REF: Current Issues in Sexuality

28. Which term refers to the suggestion that women invite sexual violence or deserve to be sexually assaulted because they dress or behave in ways that are considered to be sexually suggestive? a. rape culture b. homophobia c. victim blaming d. patriarchy ANS: C MSC: Remember

PTS: 1

REF: Current Issues in Sexuality

29. What are victim blaming and the ignoring or normalization of sexual violence against women examples of? a. rape culture b. patriarchy c. gender inequality d. sexism ANS: A MSC: Remember

PTS: 1

REF: Current Issues in Sexuality

30. Which term best describes the situation when men receive praise for the number of women they have had sex with and women are called names and ridiculed for the same behaviours? a. rape culture b. victim blaming c. sexual double standard d. harassment ANS: C MSC: Remember

PTS: 1

REF: Intersectionality

SHORT ANSWER 1. Explain the difference between sexual identity, sexual expression, and sexual orientation.

ANS: Sexual identity - how we view ourselves as sexual beings Sexual expression - the ways in which we engage in sexual behaviours Sexual orientation - the romantic, emotional, and sexual attractions that we experience PTS: 1

REF: Sexual Identities

2. What impact has technology had on intimate relationships?

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ANS: Answers will vary but should discuss that technology has changed how people connect and communicate. Many have argued that is has had a negative effect while others say it has not changed dating but rather made it more accessible.

PTS: 1

REF: Current Issues in Sexuality

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Chapter Six: Race and Racialization MULTIPLE CHOICE 1. What is today’s concept of race focused on? a. biological divisions of humans that are based on skin colour and other physical traits b. the categorization of humans into five distinct groups that are based on biological attributes c. the social construction of differences between groups, with the effect of oppressing some of these groups d. the scientific and anthropological grouping of humans into categories ANS: C MSC: Remember

PTS: 1

REF: The Concept of Race as a Biological Myth

2. In the early 1800s, American physician and scientist Samuel Morton conducted a systematic analysis of hundreds of human skulls from all over the world to confirm his hypothesis that there is a relationship between race and the size of skulls. What was Morton trying to prove by using science? a. There is a hierarchy in brain capacity between different racial groups based on skull measurements. b. Australian Aborigines had a larger brain capacity that Africans. c. Africans had a larger brain capacity than Australian Aborigines. d. English speakers had a larger brain capacity than French speakers.

ANS: A MSC: Remember

PTS: 1

REF: The Concept of Race as a Biological Myth

3. Which researcher did NOT use racial and ethnic categories to suggest a hierarchy in abilities and attributes? a. Samuel Morton b. Peter Sandiford c. Phillippe Rushton d. David Suzuki ANS: D MSC: Remember

PTS: 1

REF: The Concept of Race as a Biological Myth

4. Which term refers to the assumption that all individuals of a particular race or ethnicity have the same characteristics and abilities? a. racial prejudice b. racial stereotyping c. racial discrimination d. racial profiling ANS: B MSC: Remember

PTS: 1

REF: The Concept of Race as a Biological Myth

5. Chapter 6’s “In Their Shoes” feature relates a student’s issues of identity as a person of mixed race.

What does the author suggest about people of mixed race? a. They usually have a crisis of identity. b. They are usually classified as black. c. They are usually classified as white. d. They are usually pushed to identify themselves as one race.

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ANS: D PTS: 1 MSC: Higher Order

REF: In Their Shoes

6. A local high school uses an Indigenous person’s head as their logo and refers to their school teams as the Braves. What form of racism is this an example of? a. ideological b. discursive c. interactional d. representational ANS: D PTS: 1 MSC: Higher Order

REF: Forms of Racism

7. Someone you follow on Twitter posts a negative comment towards a minority group. It includes hateful speech and racial slurs. What form of racism is this an example of? a. discursive b. ideological c. interactional d. representational ANS: A PTS: 1 MSC: Higher Order

REF: Forms of Racism

8. A woman walks into the emergency room at the hospital and refuses to be helped by any doctor except one that is Caucasian. She begins to yell at the staff, “I want a white doctor, why can I not have a white doctor?” What form of racism is this an example of? a. discursive b. representational c. interactional d. representational ANS: C PTS: 1 MSC: Higher Order

REF: Forms of Racism

9. Zima has just immigrated to Canada with her family. At her previous school, she was at the top of her class and excelled, especially in math and science. On her first day at her new school she is given an assessment to see if she meets the benchmarks for her grade. Because she does not read or write English, she did poorly on the assessment given. No other measures are taken to assess her abilities and she is placed in a remedial class. What is this an example of? a. individual racism b. institutional racism c. societal racism d. racial profiling ANS: C PTS: 1 MSC: Higher Order

REF: How Racism Operates

10. Canada’s Indigenous people have experienced years of historic disadvantage. This disadvantage was represented in treaty violations, colonialism, residential schools, and the apprehension and adoption of Indigenous children into non-Indigenous families. Which term best characterizes this historical disadvantage? a. xenophobia b. societal racism c. individual racism d. institutional racism Copyright © 2019 by Nelson Education Ltd.

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ANS: D MSC: Remember

PTS: 1

REF: How Racism Operates

11. Which term refers to the failure to include the narratives, experiences, and events of racialized communities in Canadian history books? a. societal racism b. individual racism c. reverse discrimination d. institutional racism ANS: A PTS: 1 MSC: Higher Order

REF: How Racism Operates

12. You are at lunch with some people from work and you tell them about buying your first new home in Harbourtown. One of your co-workers says, “Are you sure you want to move there? I hear that there is a lot of crime in that area, you know, robberies, drugs, and even murder. It’s a black neighbourhood, you know, that’s probably why.” What is this co-worker’s comment an example of? a. xenophobia b. racial prejudice c. racial discrimination d. shadeism ANS: B PTS: 1 MSC: Higher Order

REF: Acknowledging Racism in Canada

13. In April 2014, the Immigration Watch Canada organization distributed a flyer in Brampton, Ontario, targeting the Sikh community. The flyer was called “The Changing Face of Brampton.” It featured two images: the top photo showed a group of predominately white people, and the bottom photo showed a group of Sikhs. Below the second photo was the tagline “Is this really what you want? Let’s make immigration work for the interests of Canadians again.” What is this flyer an example of? a. xenophobia b. shadeism c. tokenism d. hate crime ANS: A PTS: 1 MSC: Higher Order

REF: Acknowledging Racism in Canada

14. The International Day for the Elimination of Racial Discrimination is held each year on March 21.

What does this date commemorate? a. a new start coinciding with the first day of spring b. the anniversary of the Canadian’s government’s official apology to Japanese Canadians for their internment during World War II and confiscation of their property c. the anniversary of the 1989 massacre in Tiananmen Square in Beijing, China d. the anniversary of the 1960 Sharpeville massacre in South Africa ANS: D MSC: Remember

PTS: 1

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REF: Acknowledging Racism in Canada

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15. In a job advertisement, XYZ Company asks candidates to submit a resumé before July 21. On July 19th, candidate M, who is black, arrives in person at XYZ to hand in her resumé and cover letter. The company representative appears shocked, tells M that the position is filled, and refuses to accept her resumé. The following day, using M’s resumé and cover letter, M’s white friend arrives in person at XYZ Company, hands in the resumé and cover letter, and is given a date for a job interview for the advertised position. What is this an example of? a. racial prejudice b. racial discrimination c. racial harassment d. racial profiling ANS: B PTS: 1 MSC: Higher Order

REF: Acknowledging Racism in Canada

16. Tanya is an Indigenous woman who has worked for Mainstream Organization ABC for five years.

During this time, she has been denied mentoring and training opportunities that are available to other people. When she asks why, Tanya is told it is because she can’t get along with her co-worker, Susan.

Susan regularly makes jokes about Indigenous people in the office and when asked to stop, tells Tanya she needs to lighten up. What is Tanya experiencing? a. racial profiling b. reverse discrimination c. racial discrimination d. shadeism ANS: C PTS: 1 MSC: Higher Order

REF: Acknowledging Racism in Canada

17. You and your friend are having a discussion about race. Your friend says “People are just people. I don’t see colour. We’re all just human.” What are your friend’s comments an example of? a. reverse discrimination b. white privilege c. white supremacy d. colourblindness ANS: D PTS: 1 MSC: Higher Order

REF: Acknowledging Racism in Canada

18. A young man vandalizes a local synagogue by spray painting swastikas on the outside of the building.

What is this act an example of? a. racial prejudice b. systemic racism c. hate crime d. genocide ANS: C PTS: 1 MSC: Higher Order

REF: Racism and the Law

19. Defence lawyers in Canadian hate crime cases often point to Section 2 of the Canadian Charter of Rights and Freedoms. Section 2 of the Charter guarantees freedom of thought, belief, opinion, and expression. How has the Supreme Court of Canada ruled on this matter? a. Freedom of speech can be limited by law to address the problem of hate speech. b. Freedom of speech cannot be limited by law except in the most extreme circumstances. c. Section 2 of the Charter nullifies Sections 318 and 319 of the Canadian Criminal Code. d. Section 2 of the Charter prevents the conviction of persons charged with the wilful promotion of hatred.

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ANS: A MSC: Remember

PTS: 1

REF: Racism and the Law

20. The number of hate crimes varies from year to year in Canada, but the most common motivation for hate crimes in Canada remains consistent. What is this motivation? a. religion b. sexual orientation c. mental or physical disability d. race or ethnicity ANS: D MSC: Remember

PTS: 1

REF: Racism and the Law

21. In 2011, Justin and Nathan Rehberg erected a burning cross on the lawn of an interracial couple in Windsor, Nova Scotia. What is this an example of? a. shadeism b. hate crime c. institutional racism d. racial prejudice ANS: B MSC: Remember

PTS: 1

REF: Racism and the Law

22. A well-dress man, waiting for his bus, moves to the side of a bridge to shield himself from the cold wind of November. A police officer stops to speak with him to find out what he is doing and why he is standing where he is. The only reason for the stop is the colour of the man’s skin. What is this an example of? a. a wellness check b. racial profiling c. discrimination d. a hate crime ANS: B PTS: 1 MSC: Higher Order

REF: Racism and the Law

23. Research conducted by Dr. Scot Wortley of the University of Toronto revealed that the stop-and-search practices of police officers in Kingston, Ontario, resulted in black people being four times more likely to be stopped than white people. Which concept is explored by this research? a. overt racism b. racial profiling c. tokenism d. shadeism ANS: B MSC: Remember

PTS: 1

REF: Race and Law Enforcement

24. What is one example of racial profiling in law enforcement? a. When building a legitimate profile of a criminal, the officer focuses on the person’s modus operandi (methods of operation), rather than on their race or ethnicity. b. You are allowed to consider a person’s race or ethnicity in drawing inferences of criminal activity as long as there are reliable statistics that show that persons of a given race or ethnicity are more likely than others to be arrested or convicted for certain specific crimes. c. In appropriate circumstances, an officer can consider whether a person seems to be “out of place” (i.e., not a resident of a particular area or neighbourhood), so long as the officer

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does not rely on the person’s race or ethnicity to reach that conclusion or to draw an inference that the person is “up to no good.” d. When making decisions about how to deal with a person, an officer should generally focus on the person’s conduct, rather than on physical characteristics such as skin colour.

ANS: B MSC: Remember

PTS: 1

REF: Race and Law Enforcement

25. A landlord refused to rent to a South African student because he believed the student might expose him to HIV/AIDS. What is this an example of? a. hate crime b. Jim Crow racism c. racial profiling d. white nationalism ANS: C PTS: 1 MSC: Higher Order

REF: Race and Law Enforcement

26. There is an alleged police practice of picking up Indigenous people and taking them to a distant location far away, and then leaving them to get home on their own. What is this called? a. racial prejudice b. drive and drop c. starlight tours d. xenophobia ANS: C MSC: Remember

PTS: 1

REF: Race and Law Enforcement

27. The rates of child poverty among Indigenous and racialized communities are cause for concern among Canadians. The problem is most severe among children of which of the following groups? a. Indigenous people b. people with disabilities c. racialized groups d. recent immigrants ANS: A MSC: Remember

PTS: 1

REF: Intersectionality: The Colour of Poverty

28. In an interview, what solution did Morgan Freeman propose for the problem of racism? a. Have specific months in school curricula when children are taught the history of specific groups of people, such as Black History Month or Jewish History Month. b. Stop creating structural barriers for people of colour. c. Stop talking about it. d. Create equal opportunity programs to eliminate barriers in society that are based on the colour of a person’s skin.

ANS: C MSC: Remember

PTS: 1

REF: A Post-Racial Society

29. The media accuses the President of ABC Company of racist hiring practices. In response, he hires a new marketing manager who is African-Canadian. He then calls a press conference with the new manager in order to refute the claims of discriminatory practice. What are the actions of the President of ABC Company an example of? a. shadeism b. xenophobia

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c. racial discrimination d. tokenism ANS: D PTS: 1 MSC: Higher Order

REF: A Post-Racial Society

30. Based on the “Broken Circle: The Dark Legacy of Indian Residential Schools” reading, what does the author, Theodore Fontaine, suggest? a. The residential schools in Canada were an exemplar of systemic racism in Canada and have had a lasting impact. b. There is no impact on youth who did not experience firsthand the residential schools. c. The government was trying to acculturate the First Nations people and did not mean any harm. d. Although there was short-term harm done to the youth in the schools, there was not long-term harm.

ANS: A

PTS: 1

REF: Reading

MSC: Higher Order

SHORT ANSWER 1. Explain the four forms of racism mentioned in the text and provide an example for each.

ANS: Representational racism: uses imagery to depict racial stereotypes that reinforce the notion that racialized persons or groups are inferior Ideological racism: rooted in the ideas, beliefs, and worldviews that reflect, reinforce, and advance notions of racial superiority or inferiority Discursive racism: expressed through written and spoken communication Interactional racism: how those with privilege interact with those who are oppressed.

Examples provided will vary.

PTS: 1

REF: Forms of Racism

2. What is meant by the term “colourblindness”? How can using this term worsen injustices?

ANS: The term “colourblind” is often used to describe the phenomenon that a person is oblivious to race and therefore not racist. It can worsen injustices because by using it you are denying a part of who people are.

PTS: 1

REF: Colourblindness

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Chapter Seven: Indigenous Peoples MULTIPLE CHOICE 1. The medicine wheel is divided into quadrants that are symbolic of the four directions, the four faces of man, the four seasons, the four stages of life, and the four sacred medicines. What are the four sacred medicines? a. sweet grass, tobacco, sage, ginger root b. tobacco, ginger root, sage, bark c. tobacco, sage, ginger root, turmeric d. sweet grass, tobacco, sage, cedar ANS: D MSC: Remember

PTS: 1

REF: The Language

2. The Supreme Court of Canada decision in Delgamuukw v. British Columbia is significant because it is a precedent-setting victory for which of the following? a. settling treaty and fishing rights for First Nations peoples b. giving oral history weight as legal evidence in a court of law c. settling comprehensive claims over land rights not dealt with by past treaties d. settling specific claims related to the mismanagement of First Nations funds by the Crown ANS: B MSC: Remember

PTS: 1

REF: The Language

3. How do Indigenous people pass along their philosophy on life and the important values and traditional beliefs to future generations? a. through religious sacraments b. through sacred writings c. through documented historical accounts d. through the tradition of oral storytelling ANS: D MSC: Remember

PTS: 1

REF: The Language

4. Totem poles are carved from red cedar and painted with symbolic figures that represent an animal, a human, or a mythological creature. In Indigenous culture, what is the main purpose of totem poles? a. to document stories and histories that are familiar to community, family, or clan members b. to represent the four faces of man (physical, mental, emotional, spiritual) c. to distinguish which land belongs to which family, community, or clan d. to assist in astronomical rituals, healing, and teaching ANS: A MSC: Remember

PTS: 1

REF: The Language

5. Cecil was curious about her ancestry and decided to research who she is. Cecil knew she was part French-Canadian simply because of her last name. After completing her research she found out that not only does she have French ancestry, but that she also had Indigenous. Which term would refer to her ancestry? a. Métis b. Inuit c. First Nations d. Indigenous

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ANS: A PTS: 1 MSC: Higher Order

REF: The Language

6. Though each group of Indigneous people have their own set of cultural values and traditions, they share common beliefs that are passed on through oral traditions. What is one of these commonalities? a. the interdependent relationship between humans and animals b. the interdependent relationship between humans and the land c. the interdependent relationship between humans and all of nature d. the interdependent relationship between humans and mythological creatures ANS: C PTS: 1 MSC: Higher Order

REF: The Language

7. Generally, there are four types of totem poles that serve four different purposes. Which type of totem pole represents the ancestry of a particular family? a. memorial poles b. crest poles c. history pole d. legend poles ANS: B MSC: Remember

PTS: 1

REF: The Language

8. Every item on a totem pole holds meaning—the choice of colour, animal, and crest all mean something to the family or community that is represented on the pole. Patrick is documenting his family’s history and the history of his Thunderbird clan. Which type of totem pole will he have created? a. crest poles b. legend poles c. memorial poles d. history poles ANS: D PTS: 1 MSC: Higher Order

REF: The Language

9. Each object on a totem pole represents an animal, a human, or a mythological creature. Which type of totem pole illustrates folklore or real-life experiences? a. crest poles b. history poles c. legend poles d. memorial poles ANS: C MSC: Remember

PTS: 1

REF: The Language

10. During the initial encounters between Aboriginal peoples and Europeans, cultural barriers led to many misunderstandings. What was one the first major misunderstandings related to? a. control over the fisheries and fur trade b. the sale and private ownership of land c. assimilation policies d. the recognition of oral tradition ANS: B

PTS: 1

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REF: Treaties

MSC: Remember

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11. One piece of legislation paved the way for the treaty process that would enable only the Crown to purchase land. This legislation is often called the “Magna Carta of Indian Rights.” Which legislation is it? a. the Numbered Treaties b. Indian Act c. The White Paper d. Royal Proclamation of 1763 ANS: D

PTS: 1

REF: Treaties

MSC: Remember

12. There has been much written about the good or bad intentions of the government when it entered into the treaties with First Nations. In reality, what was the main goal of the government in negotiating these treaties? a. to obtain land and resources so that it could build a railroad b. to obtain rights to hunting and fishing c. to obtain land for agricultural development d. to obtain land to be used for spiritual burying ground ANS: A

PTS: 1

REF: Treaties

MSC: Higher Order

13. If an Inuit community believed that the Crown mishandled First Nations money and they wanted to renegotiate the terms surrounding the previous treaty agreement, which type of claim would they need to make? a. comprehensive claim b. specific claim c. Aboriginal claim d. First Nations claim ANS: B

PTS: 1

REF: Land Claims MSC: Remember

14. A modern-day treaty-making process is used in cases where Aboriginal land rights were not dealt with by past treaties or through other legal means. What is this process called? a. comprehensive claim b. specific claim c. Aboriginal claim d. First Nations claim ANS: A

PTS: 1

REF: Land Claims MSC: Higher Order

15. After many attempts to negotiate with the government for the return of land they believed belonged to them, a group from Stoney Point First Nation planned a peaceful demonstration to occupy the land.

When the Ontario Provincial Police (OPP) attempted to remove the protestors by force, an unarmed Ojibwa protestor named Dudley George was shot and later died. What is this tragic incident called? a. The Oka Crisis b. The Kanesatake Crisis c. The Ipperwash Crisis d. The Ojibwa Crisis ANS: C

PTS: 1

REF: Land Claims MSC: Higher Order

16. The Mohawk community of Kanesatake and Québec Provincial Police had a confrontation over land that was to be used to extend a golf course. What name refers to the 78-day stand-off that resulted? a. The Oka Crisis b. The Kanesatake Crisis c. The Ipperwash Crisis

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d. The Ojibwa Crisis ANS: A

PTS: 1

REF: Land Claims MSC: Remember

17. Which type of claim did the First Nations band submit about to a piece of land that was to be given back to them on a specific date but that the government failed to return? a. land claim b. comprehensive claim c. specific claim d. comprehensive and specific claims ANS: C

PTS: 1

REF: Land Claims MSC: Higher Order

18. Chapter 5’s “Picture This” is a now-famous image of Canadian soldier—a perimeter sentry—and a Mohawk warrior as they faced off during the Oka Crisis. What sparked the confrontation between the Mohawk community, the Québec Provincial Police, and the Canadian Army? a. a dispute over a land claim that addressed self-government and fishing right b. a dispute over a land claim at Camp Ipperwash that resulted in the death of an unarmed Ojibwa protestor, Dudley George c. a dispute over a land claim dating back to World War II, when Camp Ipperwash was expropriated by the Canadian government under the War Measures Act d. a dispute over a Mohawk land claim that included an ancestral burial ground and a private developer’s plan to extend a golf course on this same land ANS: D

PTS: 1

REF: Picture This

MSC: Higher Order

19. Chief Spence’s 43-day hunger strike brought attention to the living conditions in Attawapiskat First Nations community and the state of Indigenous affairs in general. Chief Spence also became an icon for a campaign started in 2012. What was that campaign called? a. Day of Action b. Neutral Footprint Program c. The Seventh Generation d. Idle No More ANS: D

PTS: 1

REF: Legislation

MSC: Remember

20. Indigenous people represent four percent of all adults living in Canada over the age of 18. What do the rates of incarceration for Indigenous people in Canada show? a. They are overrepresented in the prison system. b. They are underrepresented in the prison system. c. They are not punished in the Canadian criminal justice system. d. They are diverted to restorative justice initiatives.

ANS: A

PTS: 1

REF: Legislation

MSC: Remember

21. A formal hearings process was part of the court-appointed Residential Schools Settlement Agreement between legal counsel for former students, legal counsel for the churches, the government of Canada, the Assembly of First Nations, and other Aboriginal organizations. What was this process called? a. The Royal Commission on Aboriginal Peoples b. The Ipperwash Inquest c. The Truth and Reconciliation Commission d. The Royal Proclamation on Aboriginal Rights ANS: C

PTS: 1

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REF: Legislation

MSC: Remember

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22. According to census data, what is the projected life expectancy of most Canadians compared to that of Indigenous peoples? a. longer b. the same c. shorter d. shorter than Aboriginal peoples’ who live on reserve ANS: A

PTS: 1

REF: Legislation

MSC: Remember

23. According to census data, which statement best summarizes the child poverty rate for non-Indigenous children in Canada? a. It is higher than the poverty rate of Indigenous children. b. It is the same as the poverty rate of Indigenous children. c. It is less than the poverty rate of Indigenous children. d. It is higher than the poverty rate of Indigenous children living on reserve.

ANS: C

PTS: 1

REF: Legislation

MSC: Remember

24. From 1920 to 1996, the Canadian government funded Christian churches to operate residential schools. By law, all Aboriginal children were required to attend until the age of 18. Most of the schools had similar guidelines that included forbidding children to speak their native languages; removing all customary ways of life; requiring children to cut their hair, eat European food, and wear school uniforms; separating siblings in an effort to weaken family bonds; celebrating only Christian holidays; and dividing school days between religious instruction and training for manual labour.

Residential schools today are considered a form of which of the following? a. civilizing non-Christians b. skilled trades training schools c. resocialization to create a civilized nation d. cultural genocide ANS: D

PTS: 1

REF: Legislation

MSC: Higher Order

25. The 60s Scoop is a period in Canadian history when the government believed that Aboriginal children would be better off in the child welfare system. As a result, thousands of children were taken from their homes, often without the knowledge or consent of their families and bands, and put up for adoption. The majority of these children were adopted into non-Aboriginal homes. What is this an example of? a. acclimatization policy b. acculturation policy c. assimilation policy d. affirmation policy ANS: C

PTS: 1

REF: Legislation

MSC: Higher Order

26. In 1980, Rita, a Cree woman, married Patrick, who had immigrated to Canada from Ireland. By law, under the Indian Act at that time, Rita lost her Indian status. In 1985, the Indian Act was amended to address gender discrimination, including ensuring that no woman lost her status through marriage to someone outside her band. What is this change in legislation called? a. The Omnibus Bill b. Bill C-31 c. The Royal Commission on Aboriginal People d. The Truth and Reconciliation Commission ANS: B

PTS: 1

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REF: Legislation

MSC: Higher Order

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27. The first organized day of the Idle No More campaign was June 29, 2007, the same day on which Chief Spence announced her intention to go on a hunger strike. What was this day called? a. Aboriginal People’s Day b. First Nations’ Day c. National Aboriginal Day d. National Day of Action ANS: D

PTS: 1

REF: Legislation

MSC: Remember

28. In Chapter 7’s “In Their Shoes” feature, the author discusses the impact that residential schools had on Indigenous peoples. What is the author trying to make readers understand? a. The abuses that were sustained by the students impacted them and also the generations that followed. b. The abuses were not as bad as what was reported because her grandmother said they were not. c. Healing has begun and soon the impact of the residential schools will no longer affect Indigenous people. d. The abuses experienced have left lasting scars on those that attended.

ANS: A PTS: 1 MSC: Higher Order

REF: In Their Shoes

29. Chapter 5’s reading, “A Mother to a Teacher,” is an anonymous letter written by an Indigenous mother to her child’s teacher. The letter tries to educate the non-Indigenous teacher about her child’s culture, language, way of life, and method of learning. What is the mother’s letter an act of resistance to? a. acclimatization policy b. assimilation policy c. acculturation policy d. affirmation policy ANS: B

PTS: 1

REF: Reading

MSC: Higher Order

30. If eight-year-old Alice was an Indigenous child that had been taken away from her parents in the 1980s, what would likely have happened to her? a. She would have likely been placed with a foster family that was non-Indigenous. b. She would have likely been placed with a foster family that was Indigenous. c. She would have likely been placed in a group home. d. She would have likely been placed for adoption.

ANS: A PTS: 1 MSC: Higher Order

REF: Agent of Change

SHORT ANSWER 1. Explain the significance of the Medicine Wheel in Indigenous traditions.

ANS: Holistic view of human and natural life, emphasizing that everything and everyone is interconnected.

The small, inner-circle represents Mother Earth and the Creator, and the wheel is divided into four sections: directions, the four colours of humans, the four faces of man, the four seasons, the four sacred medicines, and the four stages of life.

PTS: 1

REF: The Language

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2. What types of crimes were committed by the church and government in Indian Residential Schools in Canada? What are some of the consequences for the survivors and their families?

ANS: Answers will vary but should refer to the discussion on pages 149-151 and include mention of cultural genocide, and physical, emotional, and sexual abuse.

PTS: 1

REF: The Language

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Chapter Eight: Immigration MULTIPLE CHOICE 1. Irena has fled her home country—she is afraid of persecution because of her race. She has just arrived at the Canadian border seeking protection. Which term accurately describes Irena’s current legal status in Canada? a. immigrant b. protected person c. convention refugee d. asylum seeker ANS: D PTS: 1 MSC: Higher Order

REF: Chapter Opening

2. During the period of 1919 to 1929, the criteria for being allowed to immigrate to Canada became more restrictive. Literacy tests and the identification of source countries were used to determine preferred immigrants. What is an example of an official “non-preferred” group? a. Australians b. Chinese c. British d. Irish ANS: B MSC: Remember

PTS: 1

REF: History of Canadian Immigration Policy

3. During the Great Depression and World War II, what happened to the active recruitment of new immigrants to Canada? a. It ended for all groups of people. b. It ended for all groups except those from Britain and the United States. c. It increased for all groups that were Canada’s allies during the war. d. It remained stable compared to the previous decade.

ANS: B MSC: Remember

PTS: 1

REF: History of Canadian Immigration Policy

4. Why was the creation of a point system in 1967 to facilitate the immigration of skilled workers significant? a. Admission to Canada became based on an assessment of education and skills irrespective of a person’s race, ethnicity, or country of origin. b. When people who were recruited people to Canada arrived, they were able to find employment immediately. c. It helped Canada meet its immigration quotas of 250 000 new immigrants per year. d. It recruited people to Canada who were highly educated ANS: A MSC: Remember

PTS: 1

REF: History of Canadian Immigration Policy

5. What was the most significant outcome of the Singh decision made by the Supreme Court of Canada? a. It led to the creation of the Canadian Immigration Appeal Board. b. It has created huge delays in the processing of refugee claims in Canada. c. The definition of refugee was expanded to include a class of protected persons, thus honouring Canada’s obligations under the Convention Against Torture. d. A new refugee determination system had to be created to provide all asylum seekers with a Copyright © 2019 by Nelson Education Ltd.

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full oral hearing on the merits of their claim.

ANS: D MSC: Remember

PTS: 1

REF: History of Canadian Immigration Policy

6. The Canadian Immigration and Refugee Protection Act of 2002 needed to honour international obligations under the Convention Against Torture, so it expanded the definition of a refugee. Which class was added to the definition? a. asylum seekers b. refugee claimants c. protected persons d. UN-selected refugees ANS: C MSC: Remember

PTS: 1

REF: History of Canadian Immigration Policy

7. During the period from 1993 to 2010, there was a substantial increase in the number of people in which group? a. asylum seekers b. family class sponsorships c. business class immigrants d. temporary foreign workers ANS: D MSC: Remember

PTS: 1

REF: History of Canadian Immigration Policy

8. Prime Minister King stated in 1947 in the House of Commons that “the people of Canada do not wish as a result of mass immigration to make a fundamental alteration in the character of our population.”

He was referring to the need for immigrants to Canada to do what? a. acculturate b. integrate c. acclimate d. assimilate ANS: D MSC: Remember

PTS: 1

REF: History of Canadian Immigration Policy

9. Once the Canadian Pacific Railway was completed and Chinese labourers were no longer required, the Canadian government tried to discourage Chinese immigrants. What did the government impose to accomplish this? a. removal orders b. deportation orders c. head tax d. internment ANS: C MSC: Remember

PTS: 1

REF: Canada Apologizes

10. Following the bombing of Pearl Harbour during World War II, the Canadian government set up internment camps, confiscated personal property, and forced deportation for some immigrants and Canadian citizens. Which country were these individuals from? a. Germany b. Italy c. Japan d. China

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ANS: C MSC: Remember

PTS: 1

REF: Canada Apologizes

11. The Canadian government overtly discriminated against particular groups at different times throughout Canadian immigration history. Which group has never received an apology from either the Government of Canada or the prime minister? a. Jewish refugees fleeing Nazi Germany aboard the St. Louis in 1939, who were refused asylum in Canada b. passengers on the Komagata Maru from British India, the majority of whom were forced to return there c. Japanese immigrants and Canadian citizens of Japanese descent who were confined to internment camps and whose personal property was confiscated after the bombing of Pearl Harbour in World War II d. prospective immigrants from China who were charged a head tax, and later prohibited from coming to Canada at all from 1923 to 1947 by the Chinese Exclusion Act ANS: A MSC: Remember

PTS: 1

REF: Canada Apologizes

12. Mohammad is a skilled worker living in Jordan and is looking to immigrate to Canada. Which immigration category would he apply to? a. family class b. refugee class c. economic class d. protected persons class ANS: C PTS: 1 MSC: Higher Order

REF: Immigrating to Canada

13. Maria is an Italian citizen and has lived in Italy all her life. Her two sons moved to Canada 10 years ago, and they are now Canadian citizens. One of her sons asked her to come and live permanently with his family in Canada. He has started the immigration paperwork and has signed a legal undertaking of assistance that he will support her financially in Canada. If Maria is accepted, how will she immigrate to Canada? a. as a family class sponsorship b. as a live-in caregiver c. as a protected person d. as a federal skilled worker ANS: A PTS: 1 MSC: Higher Order

REF: Immigrating to Canada

14. Petar lives in Greece and wants to immigrate to Canada. His immigration application is assessed using a point system that looks at his education, language proficiency in English and French, and other factors affecting his ability to settle successfully in Canada. If Petar’s application is approved, which category will it be in? a. business immigrant b. temporary worker c. immigrant investor program applicant d. federal skilled worker ANS: D PTS: 1 MSC: Higher Order

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REF: Immigrating to Canada

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15. Miguel is a citizen of Colombia and works there as a judge. When his life is threatened, he flees Colombia and moves temporarily to Ecuador. He applies at the Canadian Embassy in Ecuador as a person in need of protection. The Canadian government finds that Miguel meets the definition of a convention refugee and approves his application. What status is he granted? a. protected person b. government-assisted refugee c. privately sponsored refugee d. refugee claimant ANS: B PTS: 1 MSC: Higher Order

REF: Immigrating to Canada

16. What is the name of the agency that is mandated to lead and coordinate international action to protect refugees and resolve refugee problems worldwide? a. United Nations High Commission for Refugees b. Immigration and Refugee Board c. International Committee for Refugee Protection d. Canadian Council for Refugees ANS: A MSC: Remember

PTS: 1

REF: Immigrating to Canada

17. What is the main reason that refugees come to Canada? a. to work temporarily b. to seek protection from persecution c. to study in Canada d. to seek protection from prosecution ANS: B PTS: 1 REF: Myths and Facts about Refugees and Immigrants to Canada MSC: Remember 18. When her community was attacked by armed militants, Juanita fled her home and went into hiding in another province in her own country. What do international refugee organizations call Juanita? a. convention refugee b. internally displaced person c. economic migrant d. voluntary repatriate ANS: B PTS: 1 REF: Myths and Facts about Refugees and Immigrants to Canada MSC: Higher Order 19. As of 2015, which country is hosting the most refugees? a. Turkey b. Canada c. Pakistan d. Germany ANS: A PTS: 1 REF: Myths and Facts about Refugees and Immigrants to Canada MSC: Remember

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20. Leticia arrived in Canada as an immigrant 10 years ago. At that time, she was 30-years-old and healthy. Leticia’s process of settlement and integration has been very stressful—she has had difficulty learning the language, has been chronically underemployed, and has made few friends in Canada. She now has type 2 diabetes and heart disease. What is Leticia’s experience an example of? a. healthy immigrant effect b. assimilation c. acclimatization d. post-traumatic stress disorder ANS: A PTS: 1 MSC: Higher Order

REF: Settlement and Integration

21. Pilar is a new immigrant. She left her home in Ecuador and moved to Canada with her husband and two children. What challenges will Pilar and her family face immediately in Canada? a. learning the language, enrolling her children in school, finding housing b. finding employment, feeling as equal participants in the community, making friends c. being an ambassador for other immigrants, make friends, find a doctor d. find housing, find employment in a Spanish-speaking environment, navigate the government system ANS: A PTS: 1 MSC: Higher Order

REF: Settlement and Integration

22. Lee has just moved to Canada. He is beginning the process of trying to adapt to this new culture. What is this process called? a. assimilation b. integration c. emigration d. acclimatization ANS: D PTS: 1 MSC: Higher Order

REF: Settlement and Integration

23. Farida has come from Afghanistan to live in Canada permanently. Prior to moving to Canada and in her first few years here, Farida’s health was ideal. As the years passed, she experienced difficulties settling in and integrating into her new culture and Farida’s health began to decline. She now requires several medications daily. What has Farida experienced? a. post-traumatic stress disorder b. healthy immigrant effect c. culture shock d. repatriation ANS: B PTS: 1 MSC: Higher Order

REF: Settlement and Integration

24. Antonio immigrated to Canada a year ago. Since then he has successfully established a strong social network of friends, neighbours, work colleagues, and parents from his children’s school. Using the Canadian Council for Refugees’ Best Settlement Practices for Refugees and Immigrants in Canada as a guideline, what does this indicate about Antonio? a. He has been successful with the social dimensions of long-term integration. b. He has been successful with the political dimensions of his short-term settlement c. He has been successful with the social dimensions of his short-term settlement in Canada. d. He has been successful with the political dimensions of long-term integration.

ANS: C

PTS: 1

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REF: Settlement and Integration

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MSC: Higher Order 25. Maria was forced to flee her home and leave her family, friends, job, and material possessions behind.

She sought protection in Canada and had to wait a long time for a decision to be made on her case. She also had to deal with the stress of loss and the violence of her pre-migration experience. Which term best describes Marie’s migration? a. voluntary b. consensual c. permanent d. involuntary ANS: D PTS: 1 MSC: Higher Order

REF: Settlement and Integration

26. In Chapter 8’s “In Their Shoes” feature, the student describes her experience coming to Canada as a child and the struggles she faced. Given the experiences she described, what did this student likely experience after her arrival in Canada? a. acculturative stress b. post-traumatic stress disorder c. healthy immigrant effect d. involuntary migration stress ANS: A PTS: 1 MSC: Higher Order

REF: In Their Shoes

27. Van was a doctor in Vietnam and has immigrated to Canada. The only job she could get in Canada was in a fast food restaurant. Which major settlement issue for internationally trained immigrants is this an example of? a. community integration b. credential recognition c. language training d. family reunification ANS: B PTS: 1 MSC: Higher Order

REF: Contemporary Migration Issues in Canada

28. According to the United Nations High Commission for Refugees in 2016, how many registered Syrian refugees are there? a. more than 3,800,000 b. more than 4,000,000 c. more than 4,400,000 d. more than 4,800,000 ANS: D MSC: Remember

PTS: 1

REF: Contemporary Migration Issues in Canada

29. In Chapter 8’s “Picture This,” there is a picture of three-year old Alan Kurdi, who drowned at sea with his brother and mother. What issue did this image bring to the forefront? a. intolerance in the world for Syrian refugees b. the refugee crisis in Syria and the need to help c. Canada’s pledge to accept fewer refugees d. Canada’s pledge to reunify families ANS: B

PTS: 1

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REF: Picture This

MSC: Higher Order

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30. Based on the reading “The Thinnest Line,” what does Professor Nguyen mean by saying that refugee gratitude can be dangerous? a. Although it can be interpreted as the immigrant success story, if often does not allow for the inclusion of other emotions like anger and resentment. b. There is an assumption that refugees do not feel grateful for the assistance they have received. c. It justifies that war is not necessary because people can easily move from one country to the next. d. Refugees only experience trauma.

ANS: A

PTS: 1

REF: Reading

MSC: Higher Order

SHORT ANSWER 1. Give an example of two myths regarding immigration. How do these myths affect some people’s opinion or behaviour towards immigrants?

ANS: Answers will vary but should refer to the discussion on pages 172-177. For example: Why don’t refugees have to line up and wait like other immigrants? Refugees need to come to Canada more quickly than ordinary immigrants because their lives are usually in danger.

Doesn’t Canada already do enough to help refugees? Wars and persecution have displaced a total of 65.3 million people at the end of 2015. Three countries produce half the world’s refugees; Canada is not one of them.

It’s nice that we help, but shouldn’t we look after people in our own country first? Canada has a legal obligation under international law.

If a refugee can afford to wear nice clothes and drive a car, is that person a genuine refugee?

Refugees are not economic migrants. Economic status has no bearing on refugee status. A refugee is someone who has a well-founded fear of being persecuted because of his or her race, religion, nationality, membership in a particular social group, or political opinion.

Why can’t these people just go to refugee camps? The average length of time spent in a refugee camp is 17 years.

Aren’t there a lot of bogus refugees coming to Canada abusing our system? Shouldn’t they apply to be a refugee before they come to Canada? Refugees who are resettled in Canada must meet the criteria for refugee status outlined in the UN Refugee Convention.

Don’t refugees bring crime and pose a terrorist threat to Canada? All asylum seekers must undergo rigorous security checks before being granted protection. Applicants with a serious criminal record or considered to be a security risk are not eligible for a refugee hearing in Canada.

We don’t have enough jobs for Canadians, so why are we inviting immigrants to come in?

Immigrants make a positive contribution to the economy.

PTS: 1

REF: Deciding Who Gets In

2. What are some of the major challenges faced by newcomers to Canada?

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ANS: Answers should refer to the discussion on pages 177-178 and should include reference to: learning or improving proficiency in English and/or French, the ability to communicate in one or both of Canada’s official languages, the ability to navigate systems that include finding housing and employment, enrolling children in schools, finding a doctor, making new friends, etc.

PTS: 1

REF: Settlement and Integration

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Chapter Nine: Multiculturalism MULTIPLE CHOICE 1. Which statement best describes the universal definition of multiculturalism? a. It is the movement toward inclusion of all people. b. It is acceptance of people’s traditions, customs and cultures. c. It includes freedom and rights for all. d. There is no one universal definition.

ANS: D MSC: Remember

PTS: 1

REF: Chapter Opening

2. Chapter 9’s “In Their Shoes” feature relates the story of a student, born in Canada, who is tired of answering the question “Where are you from?” He is also routinely asked where he learned to speak such good English, how long he has been in Canada, if they have McDonald’s restaurants where he came from, and where he learned to skate. What does the writer conclude from these experiences? a. Second-generation Canadian children have very similar experiences and identity. b. Canadian multiculturalism is not working because people look at racial and ethnic diversity as something that comes from another country. c. Children of parents who have immigrated to Canada have a great deal in common because of this experience. d. Cultural pluralism and integration are two concepts that Canadians have embraced.

ANS: B PTS: 1 MSC: Higher Order

REF: In Their Shoes

3. Which country has had success in implementing multiculturalism as a policy and its social framework for modern day society? a. France b. Great Britain c. Netherlands d. Canada ANS: D MSC: Remember

PTS: 1

REF: Canadians Are Not Americans

4. Alyssa wants to move to a country that has a homogeneous culture, where immigrants and people from all over the world come to live together as part of one harmonious whole. What is the model that Alyssa is looking for? a. a mosaic b. a melting pot c. a salad bowl d. cultural pluralism ANS: B PTS: 1 MSC: Higher Order

REF: Canadians Are Not Americans

5. Martina describes her country as being made up of many different and distinct pieces. Its mix of ethnic groups, languages, and cultures co-exist peacefully and interdependently within society. Which theory has her country used in its development? a. assimilation b. Anglo-conformity c. cultural mosaic Copyright © 2019 by Nelson Education Ltd.

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d. Franco-conformity ANS: C PTS: 1 MSC: Higher Order

REF: Canadians Are Not Americans

6. In 2010 Canadians were polled and questioned about immigration. What did almost half of Canadians claim to believe? a. Immigrants should give up their traditions and assimilate. b. Immigrants should continue with their traditions and acculturate. c. Immigrants should be segregated until assimilation has occurred. d. Immigrants should be allowed to do whatever they please.

ANS: A MSC: Remember

PTS: 1

REF: Canadians Are Not Americans

7. Nick has noted that many of a national newspaper’s recent headlines and articles reflect the growing hostility in his country toward new immigrants. What term is used to refer to this feeling? a. Anglo-conformity b. Franco-conformity c. balkanizing d. xenophobia ANS: D PTS: 1 REF: Multiculturalism as a Descriptive and Prescriptive Concept MSC: Higher Order 8. Paraguay is a country in which 90% of the population speaks Guaraní and 99% speaks Spanish. Based on this fact, what are most of Paraguay’s population considered to be? a. bicultural b. binational c. bilingual d. biracial ANS: C PTS: 1 REF: Multiculturalism as a Descriptive and Prescriptive Concept MSC: Remember 9. In Argentina, 99% of the population speaks Spanish, 97% of the country is white, and more than 90% are Roman Catholic. Because of its homogeneity in language, ethnicity, and religion, which term best describes Argentina? a. monoculture b. mosaic c. melting pot d. minority ANS: A PTS: 1 REF: Multiculturalism as a Descriptive and Prescriptive Concept MSC: Higher Order 10. In Bolivia, men can marry at 16 and women at 14, if they have the permission of their parents or guardians. In this scenario, what is a typical viewpoint of people who believe in the concept of cultural relativism? a. It is wrong for any girl under the age of 18 to get married. b. Girl child marriages are a human rights violation. c. It is a double standard that men can marry at 16 and women at 14.

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d. As long as the union is consensual and legal in that country, who are we to judge this as right or wrong?

ANS: D PTS: 1 REF: Multiculturalism as a Descriptive and Prescriptive Concept MSC: Higher Order 11. What formed the original basis of Canada’s multiculturalism? a. government attempts at a binational country b. government attempts at a bilingual country c. increasing in immigration d. affirmative action and employment equity laws in the United States ANS: B PTS: 1 REF: Multiculturalism as a Descriptive and Prescriptive Concept MSC: Remember 12. What happened in the expansionist stage of multiculturalism in Canada? a. Multiculturalism was formally recognized and institutionalized as law. b. Multiculturalism was the government’s attempt to create a binational country. c. Multiculturalism was the government’s response to increases in immigration. d. Multiculturalism was an attempt to incorporate visible minorities through policies.

ANS: A PTS: 1 REF: Multiculturalism as a Descriptive and Prescriptive Concept MSC: Remember 13. The use of hyphenated identities, such as Japanese-Canadian and Italian-Canadian, personifies an ideal of multiculturalism—that recognized diverse groups can exist within a single peaceful society. What is this ideal called? a. cultural relativism b. assimilation c. bilingualism d. cultural pluralism ANS: D PTS: 1 REF: Multiculturalism as a Descriptive and Prescriptive Concept MSC: Higher Order 14. Under Canada’s Employment Equity Act, employers must remove barriers to employment and engage in proactive employment practices for members of four designated groups. What are these four groups? a. women, First Nations people, persons with disabilities, and visible minorities b. women, Indigenous people, persons with disabilities, and visible minorities c. women, persons with disabilities, new immigrants, and visible minorities d. women, persons with disabilities, members of LGBT communities, and visible minorities ANS: B PTS: 1 REF: Multiculturalism as a Descriptive and Prescriptive Concept MSC: Remember 15. The period between 1971 and 1985 were considered the formative stage of multiculturalism. What was part of that pledge? a. to recognize and respect the multicultural nature of the population b. to provide funding for black Canadian communities

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c. to fostering reconciliation with Indigenous communities d. to establish the Employment Equity Act ANS: A PTS: 1 REF: Multiculturalism as a Descriptive and Prescriptive Concept MSC: Remember 16. A sociological study conducted at the University of California at Berkley compared immigrants coming to Canada with those of similar backgrounds coming to the United States. The study found that immigrants to Canada are more quickly able to feel “Canadian,” despite being allowed and encouraged to retain their ethnic identity, than immigrants to the United States are able to feel “American.” What did the researchers conclude was the reason for this? a. Canada promotes ethnic enclaves. b. Canada has better social programs to promote integration. c. Canada has institutionalized multiculturalism. d. Hyphenated Canadians have the freedom to choose their identity.

ANS: C PTS: 1 MSC: Higher Order

REF: Does Canadian Multiculturalism Work?

17. The question “Where are you from?” is one often heard by Canadian citizens who are also members of a visible minority. Which statement best describes what is occurring when a person’s “Canadian-ness” is repeatedly questioned? a. Phenotype is a more prominent aspect of identity than citizenship. b. Canadians have embraced pluralism as an ideal of multiculturalism. c. Ethnic enclaves are balkanizing their residents. d. Canadians have embraced the mosaic model in theory and practice.

ANS: A PTS: 1 MSC: Higher Order

REF: Does Canadian Multiculturalism Work?

18. Statistics Canada projects that by 2031, at least 25% of people in Canada will be foreign-born. Where will more than half of the foreign-born population likely be from? a. Africa b. South America c. Asia d. Middle East ANS: C MSC: Remember

PTS: 1

REF: Does Canadian Multiculturalism Work?

19. According to a Statistics Canada report from 2010, Projections of the Diversity of the Canadian Population 2006–2031, how much of the population will be members of visible minorities by 2031? a. almost one fifth b. almost one quarter c. almost one third d. almost one half ANS: C MSC: Remember

PTS: 1

REF: Does Canadian Multiculturalism Work?

20. Which statement best describes the difference between ethnic enclaves and ethnic ghettos? a. Ghettos are usually the result of choice, not discriminatory practices. b. Enclaves are usually the result of choice, not discriminatory practices. c. Ghetto is the term used in the United States and enclave is used in Canada.

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d. Enclaves allow for integration and ghettos are responsible for segregation.

ANS: B MSC: Remember

PTS: 1

REF: Does Canadian Multiculturalism Work?

21. Statistics Canada projects that one of the fastest growing visible minority groups in Canada will triple their current numbers by 2031. Which of the following is projected to be this group? a. Filipino Canadians b. South Asians c. African-Canadians d. Arabs ANS: D MSC: Remember

PTS: 1

REF: Does Canadian Multiculturalism Work?

22. Giovanni Donati emigrated from Italy and moved to a community in Vaughan, Ontario. Many of the stores in his neighbourhood have signs written in Italian. Almost everyone in his workplace in Woodbridge also speaks Italian. On Sundays, he goes to the Italian mass at St. Peter’s Catholic Church in his neighbourhood. In sociological terms, which term refers to Giovanni’s neighbourhood? a. mosaic b. ethnic enclave c. melting pot d. ghetto ANS: B PTS: 1 MSC: Higher Order

REF: Does Canadian Multiculturalism Work?

23. Jian Wong emigrated from China and moved to Richmond Hill, Ontario. She lives in a neighbourhood where she almost feels as though she never left China. Most of the businesses in the area have signs written in Mandarin and their employees are of Chinese descent. What might be one advantage for Jian of living in this ethnic enclave? a. She doesn’t have to worry about learning English nor French. b. She is segregated from the rest of Canadian society. c. The enclave balkanizes the people who live there. d. The enclave minimizes cultural shock for newcomers and helps with acculturation.

ANS: D PTS: 1 MSC: Higher Order

REF: Does Canadian Multiculturalism Work?

24. Indira and Rajesh Singh moved to Canada from India. They bought a house in Brampton, Ontario, which has a large South Asian population. What might be one disadvantage for the Singhs of living in this ethnic enclave? a. It gives them familiar features of their home country. b. It delivers culturally competent civic services to residents. c. It results in them being segregated from Canadian society. d. It facilitates their acculturation.

ANS: C PTS: 1 MSC: Higher Order

REF: Does Canadian Multiculturalism Work?

25. Marty and Samuel are best friends. Marty practices the Jewish faith and Samuel practices the Islamic faith. Samuel has learned from Marty about the customs and teachings of his faith and Marty has done the same from Samuel. They enjoy their conversations and learning from each other. What is this an example of? a. cultural tolerance

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b. cultural pluralism c. cultural Equality d. cultural Assimilation ANS: B PTS: 1 MSC: Higher Order

REF: Does Canadian Multiculturalism Work?

26. What was one of the major findings of the “Why Do Some Employers Prefer to Interview Matthew, But Not Samir?” study? a. Screening resumés and job applications using name recognition allows recruiters to avoid hiring people with language skill deficiencies. b. An Anglo background is still the default in Canada, so people with English-sounding names have a greater chance of getting an interview. c. Because of latent discrimination by employers, it is sometimes necessary to use hiring quotas to ensure a representative workforce. d. Newcomers often anglicise their given and family names to get jobs in the Canadian workforce.

ANS: B PTS: 1 MSC: Higher Order

REF: Canada’s Multicultural Future: Does it Exist?

27. Which statement is most likely to be made by a person who is opposed to multiculturalism? a. Multiculturalism divides Canada into ethnic silos. b. Multiculturalism is a component of modern liberal society. c. Multiculturalism supports immigration to Canada that helps mitigate the effects of a declining population. d. Multiculturalism helps to instill among immigrants a strong sense of belonging to Canada.

ANS: A PTS: 1 MSC: Higher Order 28.

REF: Canada’s Multicultural Future: Does it Exist?

Which statement is most likely to be made by a person who is in favour of multiculturalism? a. Multiculturalism helps instill a strong sense of belonging to Canada among immigrants. b. Multiculturalism creates cultural isolation by emphasizing the differences between ethnic groups. c. Multiculturalism drains important government resources. d. Multiculturalism damages cohesive national identity.

ANS: A PTS: 1 MSC: Higher Order

REF: Canada’s Multicultural Future: Does it Exist?

29. What does sociologist Lloyd Wong propose in order to address the criticism that multiculturalism is creating cultural isolation by emphasizing differences among ethnic groups? a. an approach that erases the categories of ethnicity altogether b. blending the mosaic and melting pot models c. avoiding comparing the best of one ethnic group with the worst of another d. funding programs that foster inter-ethnic cohesion so different groups meet on common ground politically, artistically, or socially ANS: D MSC: Remember

PTS: 1

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REF: Canada’s Multicultural Future: Does it Exist?

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30. In the Reading “An Immigrant’s Split Personality,” author Sun-Kyung Yi writes about her experiences as a Korean-Canadian in a world where “the hyphen often snaps in two,” leaving her to choose whether to act Korean or Canadian. In the author’s opinion, what needs to happen for being a hyphenated Canadian to work? a. The host culture and the immigrants’ cultures find a way to merge their distinct identities, sharing the best of both. b. The immigrant cultures find a way to assimilate with the host culture. c. The host culture finds a way to absorb the differences of immigrant cultures because you can’t live in two different worlds. d. Immigrant cultures find a way to better integration with the host culture and adopt more of its customs and way of life.

ANS: A

PTS: 1

REF: Reading

MSC: Higher Order

SHORT ANSWER 1. What is the difference between diversity and multiculturalism? Provide an example of each.

ANS: Diversity is a fact, whereas multiculturalism is a policy or a theory. Multiculturalism can refer to governmental policies that aim to manage a diverse population. Diversity as a fact demonstrates that Canada is culturally diverse. Multiculturalism is a policy or a theory about how we live as diverse communities. Multiculturalism can be descriptive or prescriptive: demographics or policy. Diversity is not a moral choice, whereas multicultural policies tend to be. The remainder of the answer will vary.

PTS: 1

REF: Multiculturalism as a Descriptive and Prescriptive Concept

2. How has multiculturalism evolved in Canada over the years? (Your answer must make reference to the three eras discussed in the text) ANS: Answers will vary but should refer to pages 197-198 in the textbook. The three areas that students must reference include The Quiet Revolution, The Formative Stage or Pluralism, and The Expansionist Stage or Institutionalization.

PTS: 1

REF: Multiculturalism as a Descriptive and Prescriptive Concept

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Chapter Ten: Religion MULTIPLE CHOICE 1. Michael is filling in his census form. He comes to the section that asks him to identify his religion.

Michael’s mother was raised Catholic and his father was raised Jewish. Growing up he was educated on both religions but did not really practice either. Which box would Michael most likely select? a. Catholic b. Jewish c. other religions d. no religious affiliation ANS: D PTS: 1 MSC: Higher Order

REF: Religious Affiliation in Canada

2. Between 1991 and 2001, which religious group in Canada doubled in size? a. Jewish b. Muslim c. Buddhist d. Sikh ANS: B MSC: Remember

PTS: 1

REF: Religious Affiliation in Canada

3. Many people mistakenly blame religious accommodation for the decline of the Christian presence in Canada, but what is the biggest factor? a. religious discrimination b. media attention to fundamentalism c. decline in church attendance d. aging population ANS: C MSC: Remember

PTS: 1

REF: Religious Affiliation in Canada

4. The “Picture This” feature shows signs celebrating different religious celebrations. What does this photo best illustrate? a. whether society should accommodate for religious difference b. how little religious difference there is in Canada c. how inclusive Canada is d. if religion has a place in modern society ANS: D PTS: 1 MSC: Higher Order

REF: Pluralism as a Fundamental Principle

5. The freedom of conscience and religion is a right guaranteed by the Canadian Charter of Rights and Freedoms. Article 27 states that “This Charter shall be interpreted in a manner consistent with the preservation and enhancement of the multicultural heritage of Canadians.” Which statement best explains this fundamental right? a. Canadians should always carry on the traditions of the Roman Catholic Church, while accepting all other religious beliefs. b. Because Canada was historically Christian, we should attempt to preserve that heritage. c. Everyone living in Canada is free to believe (or not believe) whatever they choose. d. Everyone living in Canada is free to believe (or not believe) whatever they choose, as long as it doesn’t infringe on the law.

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ANS: C PTS: 1 MSC: Higher Order

REF: Pluralism as a Fundamental Principle

6. Rodolpho’s manager told him that he could take multiple 10-minute breaks throughout his shift, rather than the required 60-minute lunch break, so that he could pray throughout the day. What is this situation an example of? a. religious accommodation b. dogma c. pluralism d. secularism ANS: A PTS: 1 MSC: Higher Order

REF: Legislating Accommodations

7. Amir has asked his employer if he could use a quiet place to pray. His employer refused, stating he does not have any room to accommodate his request. Amir’s colleagues say there are many areas that the employer could offer as there are several offices not being used. They recommend that Amir consult with someone regarding his rights. Which organization would Amir reach out to? a. WSIB b. Human Rights Commission c. a law office d. federal government ANS: B PTS: 1 MSC: Higher Order

REF: Legislating Accommodations

8. Who is responsible for investigating, protecting, and advocating for the rights of human beings, and for determining the limits and requirements of religious accommodation? a. Supreme Court of Canada b. individual institutions/employers c. Federal Human Rights Commission d. provincial Human Rights Commissions ANS: D MSC: Remember

PTS: 1

REF: Legislating Accommodation

9. What is a religious creed? a. a professed system and confession of faith, including both beliefs and observance or worship b. a belief in a single supreme being or deity c. non-traditional faiths or spiritual practices d. written down and published in writing beliefs ANS: A MSC: Remember

PTS: 1

REF: Legislating Accommodation

10. Marc rejects the belief that any deity exists and identifies himself as Atheist. According to the Policy on Creed and Accommodation, which statement best applies to Marc? a. He is not entitled to any religious accommodations because they only apply to the major religions of the world. b. He is not entitled to any religious accommodations because they are in place to protect only minority religions. c. He is entitled to religious accommodations because they protect all religions, including atheists.

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d. He is entitled to religious accommodations because they apply in all situations, even if they caused undue hardship.

ANS: C PTS: 1 MSC: Higher Order

REF: Legislating Accommodation

11. According to the Ontario Human Rights Commission, employers must accommodate someone’s religious requirements, as long as the accommodation does not cause undue hardship, cost, or safety issues. Which example qualifies as undue hardship, cost, or safety? a. any accommodation that would cost an employer more than $15 000 b. requests for accommodation that do not have sufficient evidence of religious belief c. requests for more than one consecutive day off d. a uniform that is necessary to do the job and cannot be modified to accommodate religious requirements ANS: D PTS: 1 MSC: Higher Order

REF: Legislating Accommodation

12. Which of the following is covered by the Policy on Creed and Accommodation of Religious Observances? a. requesting time off to attend a political rally b. requesting four days off to observe a religious holiday that is two days c. requesting to wear a headscarf in a workplace that deems head attire inappropriate business attire d. requesting to take a three-hour lunch for religious purposes ANS: C PTS: 1 MSC: Higher Order

REF: Legislating Accommodation

13. In the Chambly v. Bergevin case in 1994, three Jewish teachers were given an unpaid day off to celebrate Yom Kippur. The teachers’ union raised a grievance, claiming that the loss of pay was discriminatory. How did the courts respond? a. The courts disagreed, citing Yom Kippur as a non-traditional holiday. b. The courts agreed that it was discriminatory because Christian co-workers received paid holidays for Christmas and Good Friday. c. The courts disagreed, specifying that although Christmas and Good Friday are historically Christian-based, they had become statutory (non-religious) holidays. d. The courts agreed that it was discriminatory because the three teachers had such devout beliefs.

ANS: B MSC: Remember

PTS: 1

REF: Legislating Accommodation

14. In the 2009 case of Saadi v. Audmax Inc., what was the key complaint against Audmax Inc.? a. Ms. Saadi was wrongfully dismissed because of her gender. b. Ms. Saadi was discriminated against because of her refusal to work Saturdays. c. Ms. Saadi was discriminated against when she was fired for violating the company’s policy on appropriate business attire policy by wearing a hijab (headscarf). d. Ms. Saadi refused to have her photo taken for the company website.

ANS: C MSC: Remember

PTS: 1

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REF: Legislating Accommodation

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15. The 2003 Hutterian Brethren of Wilson County v. Province of Alberta case involved new regulations that required a photo be provided for all drivers’ licences to combat the growing problem of identity theft. How did the court rule? a. in favour of the Hutterian Brethren because their belief in the second commandment prohibiting the taking of images was sincerely held b. in favour of the province because the Hutterian Brethren could not substantiate their belief with biblical evidence c. in favour of the Hutterian Brethren because the province had previously allowed religious groups opposed to having their picture taken to obtain photo-less licences. d. in favour of the province because the necessity of a universal photo bank to combat fraud outweighed the religious rights of the Hutterian Brethren ANS: D MSC: Remember

PTS: 1

REF: Legislating Accommodation

16. In the 2008 case of Friesen v. Fisher Bay Seafood Ltd., Mr. Friesen’s employment was terminated because he refused to stop preaching to fellow employees. How did the British Columbia Human Rights Tribunal rule? a. in favour of Fisher Bay Seafood because they had tried to accommodate Mr. Friesen in a reasonable manner b. in favour of Mr. Friesen because his termination was deemed religious discrimination c. in favour of Fisher Bay Seafood because preaching one’s beliefs is not covered by the Policy on Creed and Accommodation of Religious Observances d. in favour of Mr. Friesen because it was his religious beliefs and practices, not his competence as an employee, that ended his employment ANS: A MSC: Remember

PTS: 1

REF: Legislating Accommodation

17. Sam has asked his employer if he could alter his schedule to accommodate his religious practices. The changes Sam was asking for would not impact his productivity and would not cost his employer any extra money. His employer would not agree, stating that if he made changes for him he would have to do the same for everyone who wanted to start later or leave earlier. Who should Sam consult to assist with this matter? a. federal Human Rights Commission b. provincial Human Rights Commission c. Supreme Court of Canada d. individual institution or employer ANS: B PTS: 1 MSC: Higher Order

REF: Legislating Accommodation

18. Generally, what are the most commonly requested accommodations in the workplace? a. dress, holidays, and prohibiting certain foods on the premise b. holidays, break times, and dress c. break times, no displays of religious affiliations d. prayer rooms, paid holidays, and dress ANS: B MSC: Remember

PTS: 1

REF: Legislating Accommodations

19. Chapter 10’s “In Their Shoes” feature recounts the author’s curiosity about and exploration of the Muslim faith. The author dispels many misconceptions or pre-conceived notions. What understanding does the author want to pass along to others? a. Islam is oppressive in its segregation of men and women.

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b. Islam is a way of life and a peaceful understanding of their community. c. Islam was restrictive both with dress and with food. d. Islam is a community that does not welcome outsiders.

ANS: B MSC: Remember

PTS: 1

REF: In Their Shoes

20. According to Shannon’s experience in “In Their Shoes,” what did she learn from Siddiq, Ahmed, and others at the mosque? a. All her preconceived ideas about Muslims were correct. b. The religion was very similar to her other experiences with religion. c. She has a better understanding and appreciation for Islam and proved there are many misconceptions. d. Although she felt spiritually gratified she did not find any other benefits from the experience.

ANS: C PTS: 1 MSC: Higher Order

REF: In Their Shoes

21. In Friya’s neighbourhood all the residences have a great relationship. Her neighbours are of various ethnicities and religions and they make it a point of learning and respecting each other’s beliefs. What type of society is this neighbourhood an example of? a. secular b. plural c. multicultural d. arbitrary ANS: B PTS: 1 MSC: Higher Order

REF: “Can’t We All Get Along?”

22. Michelle is Christian and her husband Fadi is Muslim. They were married in two religious ceremonies to respect both of their faiths. What is this an example of? a. pluralism b. interreligious marriage c. secularism d. Interfaith marriage ANS: B PTS: 1 MSC: Higher Order

REF: “Can’t We All Get Along?”

23. Alison lives in a quiet suburban neighbourhood. One morning she woke up to find that her house and car had been vandalized. Swastikas and offensive phrases, directed towards her and her family, were spray-painted all over. How would this event be characterized? a. hate crime b. prejudice c. teenage angst d. overgeneralization ANS: A PTS: 1 MSC: Higher Order

REF: “Can’t We All Get Along?”

24. Interreligious or interfaith marriages are on the rise in Canada, with nearly one in five Canadians married to someone outside their faith tradition. Which faiths account for half of these marriages? a. Jewish and Catholic b. Protestant and Catholic

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c. Muslim and Catholic d. Jewish and Muslim ANS: B MSC: Remember

PTS: 1

REF: “Can’t We All Get Along?”

25. Which religious group in Canada is expected to triple in size, reaching nearly 3 million people, by 2031? a. Hindu b. Buddhist c. Sikh d. Muslim ANS: D MSC: Remember

PTS: 1

REF: “Can’t We All Get Along?”

26. In response to a poll by CBC and Environics, 80% of Canadian Muslims reported satisfaction with their lives. How does this compare with the general Canadian satisfaction level? a. Muslims and Canadians report equal satisfaction with their lives. b. Canadians as a whole are less satisfied—61% of the population reported satisfaction. c. Canadians as a whole are more satisfied—85% of the population reported satisfaction. d. Canadians as a whole are more satisfied—95% of the population reported satisfaction.

ANS: B MSC: Remember

PTS: 1

REF: “Can’t We All Get Along?”

27. Matthew is 20 years old. His parents are Protestant but he only attends church on religious holidays with his family to make them happy. Matthew has since gone to college and in his philosophy course they are discussing religion and spirituality. According to recent research and based on Matthew’s age and current religious practices, how do you think Matthew he identifies himself? a. religiously unaffiliated b. Christian c. Protestant d. confused ANS: A PTS: 1 MSC: Higher Order

REF: Intersectionality

28. Which term refers to the belief that religion should play no role in public life? a. pluralism b. multiculturalism c. arbitration d. secularism ANS: D MSC: Remember

PTS: 1

REF: Ending Thoughts

29. Which term refers to the situation when something is not related to anything religious or spiritual? a. plural b. interreligious c. interfaith d. secular ANS: D MSC: Remember

PTS: 1

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REF: Ending Thoughts

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30. According to the Chapter 10 reading, what message is the author, Donna Sinclair, trying to convey? a. There are too many differences for someone to be able to be able to practice and appreciate different spiritualties. b. Individuals can learn about multiple spiritualties, through acknowledging their differences and celebrating their similarities. c. Although we can understand and respect different spiritualties, they cannot be practiced together. d. The bridging of different spiritualties can easily be accomplished.

ANS: B

PTS: 1

REF: Reading

MSC: Higher Order

SHORT ANSWER 1. What are the changing religious demographics in Canada? What are some of the contributing factors?

ANS: Answers will vary but should include reference to recent research that suggests the younger generation seem to be less likely to be affiliated with any religious organization. The fastest growing religious groups are represented by the latest immigration groups. Christianity is still the most represented but includes all Christian religions together.

The remainder of the answer will vary but some factors may include reference to a continued decrease in church attendance, people choosing to identify as spiritual without affiliating with any specific religious organization, there has been this decrease in religious affiliation with each new generation.

PTS: 1

REF: Religious Affiliation in Canada

2. Explain the main components of religious accommodations.

ANS: The duty to accommodate in the workplace is usually around the issues of dress, holidays, and break times. However, in general, employers are duty-bound to accommodate unless there are reasonable occupational reasons for them not to do so (i.e. “hard-ship”). This may be a case-by-case basis.

PTS: 1

REF: Legislating Accommodation

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Chapter Eleven: Ability MULTIPLE CHOICE 1. Which statement best defines the term “dis”ability? a. It means dismissing a person’s ability to engage in daily activities. b. It means a person has a long-term impairment. c. It means there are temporary or permanent limitations to engaging in daily activities. d. It means there are only visible limitations to engaging in daily activities.

ANS: C MSC: Remember

PTS: 1

REF: Chapter Opening

2. The World Health Organization’s definition of disability helps us to see disability as which of the following? a. a continuum of ability that varies within an individual’s lifetime b. an impairment of an individual’s body or mind that is a result of a health problem, illness, disease, or abnormality c. the degree of debility a person might have that measures functional limitations and ability to perform tasks d. long-term physical, mental, intellectual, or sensory impairments ANS: A MSC: Remember

PTS: 1

REF: Defining Disability

3. Which organization is the authority on health issues? a. United Nations b. World Health Organization c. Universal Human Rights Organization d. Social Sciences and Humanities Research Council ANS: B MSC: Remember

PTS: 1

REF: Defining Disability

4. According to Chapter 11’s “In Their Shoes” feature, which action would a person in a wheelchair prefer? a. Remember that they are very different from you and point it out to them. b. Complement them on being independent. c. Talk first to the attendant who may be accompanying the person rather than the person in the wheelchair, since he or she may not be able to speak. d. If you’re unsure about something, just ask rather than assuming the answer.

ANS: D PTS: 1 MSC: Higher Order

REF: In Their Shoes

5. Disabilities emerged as a government policy issue in Canada during World War I for two main reasons. One reason was that many Canadian soldiers were returning home injured. What was the other main reason? a. Canada wanted to honour its obligations under the United Nations Convention on the Rights of Persons with Disabilities. b. Rapid industrialization was creating many work-related injuries. c. The World Health Organization had expanded the definition of disability. d. Public hearings by the House of Commons Subcommittee on the Status of Persons with Disabilities were being held.

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ANS: B MSC: Remember

PTS: 1

REF: Disability History in Canada

6. How does the United Nations Convention on the Rights of Persons with Disabilities define persons with disabilities? a. persons with impairments to their body or mind that are a result of a health problem, illness, disease, or abnormality b. persons with functional limitations and an inability to perform certain tasks c. persons with a continuum of ability that varies throughout the lifespan and across individual experience d. persons with long-term physical, mental, intellectual, or sensory impairments which in interaction with various barriers may hinder their equal participation in society ANS: D MSC: Remember

PTS: 1

REF: Disability History in Canada

7. For individuals who are working, how likely is it that people with disabilities will live with low incomes compared to those without disabilities? a. equal chance b. twice as likely c. three times more likely d. four times more likely ANS: B MSC: Remember

PTS: 1

REF: Disability History in Canada

8. Katie attends a workshop because she wants to learn more about her bipolar disorder. The professor giving the workshop spends the entire time discussing the research findings on the potential causes of bipolar disorder. Some of the studies looked at genetic contributions such as abnormal sequences of DNA, physiological changes in the brain, neurotransmitter imbalances, and hormonal changes. Which perspective is the professor using? a. functional limitations b. biomedical c. socio-economic d. social inclusion ANS: B PTS: 1 MSC: Higher Order

REF: Disability Perspectives

9. The Opportunities Fund is a federal government program that helps people with disabilities find employment or self-employment. What perspective on disability does the program take? a. socio-constructivist b. socio-economic c. legal rights d. social inclusion ANS: B PTS: 1 MSC: Higher Order

REF: Disability Perspectives

10. Photographer Rick Guidotti began to redefine the concept of beauty through his not-for-profit organization called Positive Exposure. He uses photography to change public perceptions of people living with genetic, physical, and behavioural differences. Which disability perspective does Positive Exposure use? a. socio-constructionist

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b. functional limitations c. socio-economic d. legal rights ANS: A PTS: 1 MSC: Higher Order

REF: Disability Perspectives

11. University XYZ is advertising a doctoral program in physical therapy that gives students the education they need to work with patients who have been functionally impaired from injuries or disease. The perspective used in this program is defined as which of the following? a. functional limitations b. socio-economic c. social inclusion d. legal rights ANS: A PTS: 1 MSC: Higher Order

REF: Disability Perspectives

12. The Council of Canadians with Disabilities’ vision statement includes “Canadians with disabilities…have the necessary support to fully access and benefit from all that Canada has to offer.”

Which disability perspective is this an example of? a. functional limitations b. socio-economic c. social inclusion d. biomedical ANS: C PTS: 1 MSC: Higher Order

REF: Disability Perspectives

13. The March of Dimes offers employment programs that help persons with disabilities find permanent employment. Which disability perspective does this program use? a. social inclusion b. socio-constructivist c. socio-economic d. functional limitations ANS: C PTS: 1 MSC: Higher Order

REF: Disability Perspectives

14. Patricia is applying for income support through the Ontario Disability Support Program. She has to show that she has a substantial physical or mental impairment that will last for at least one year, either continuously or recurrently. She also needs to show that her impairment will substantially restrict at least one of the following activities of daily living: attending to personal care, functioning in the community, or functioning in the workplace. Which perspective does this program use? a. functional limitations b. biomedical c. socio-economic d. social inclusion ANS: A PTS: 1 MSC: Higher Order

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REF: Disability Perspectives

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15. Not-for-profit social agency XYZ protects the rights of persons with disabilities to full participation, equity, and non-discrimination. XYZ is currently working on a case in which a student with medically certified “invisible” disabilities has been denied appropriate accommodations because of a doubt that the disability really exists. The agency will represent the student in his complaint to the Ontario Human Rights Commission. The work of this agency is an example of which disabilities perspective? a. socio-economic b. social inclusion c. legal rights d. functional limitations ANS: C PTS: 1 MSC: Higher Order

REF: Disability Perspectives

16. Amanda has a brain tumour. Her team of health professionals includes a neurosurgeon who will remove the brain tumour, a neuro-oncologist who will administer radiation treatments, a neurologist who will manage her seizures, a physiotherapist who will help with her physical rehabilitation, and a neuroscientist who will help with her cognitive rehabilitation. Which perspective is this approach to care taking? a. functional limitations b. biomedical c. socio-economic d. social inclusion ANS: B PTS: 1 MSC: Higher Order

REF: Disability Perspectives

17. An architectural firm was hired to build a new campus for ABC University. They designed the building with the ramps and doors required by law. The student union made several recommendations based on the principles of universal design, such as having wider hallways and door frames. The architects responded that the students’ recommendations were too expensive and the building needed to serve the needs of the majority of students. What perspective did the architectural firm use in their response to the student union? a. biomedical b. socio-constructivist c. social inclusion d. functional limitations ANS: B PTS: 1 MSC: Higher Order

REF: Disability Perspectives

18. Canada has adopted a number of laws to ensure that people with disabilities are able to fully participate in society and are protected against discrimination, including the Canadian Charter of Rights and Freedoms and the United Nations Convention on the Rights of Persons with Disabilities.

The adoption of these laws is an example of which disability perspective? a. functional limitations b. socio-economic c. social inclusion d. legal rights ANS: D PTS: 1 MSC: Higher Order

REF: Disability Perspectives

19. Which type of disability has the highest poverty rates? a. mobility b. communicating Copyright © 2019 by Nelson Education Ltd.

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c. seeing d. cognitive or psychological ANS: B MSC: Remember

PTS: 1

REF: Disability Perspectives

20. Which type of discrimination has seen the largest number of complaints received by the Canadian Human Rights Commission over the past several years? a. sexual orientation b. race c. age d. disability ANS: D MSC: Remember

PTS: 1

REF: Disability Perspectives

21. Advertisers use “normal” people in their ads, people with disabilities are not portrayed in movies and on television, people focus on disability as being a tragedy to overcome, and people with psychiatric disabilities are pathologized as serial killers. What are these phenomena examples of? a. abnormalities b. ableism c. accessibility d. exploitation ANS: B PTS: 1 MSC: Higher Order

REF: Disability Perspectives

22. The most prevalent type of disability reported by Canadian adults is limitation resulting from what? a. memory impairment b. psychological impairment c. pain d. hearing impairment ANS: C PTS: 1 REF: 10 Facts and Figures about Having a Disability in Canada MSC: Remember 23. Among children in Canada between the ages of 5 and 14, what is the most common type of disability? a. developmental b. learning c. speech d. psychological ANS: B PTS: 1 REF: 10 Facts and Figures about Having a Disability in Canada MSC: Remember 24. According to the textbook, how did 50% of parents of children with severe disabilities need to vary their employment status? a. working fewer hours b. quitting their job c. turning down promotions d. not taking a job ANS: A PTS: 1 REF: 10 Facts and Figures about Having a Disability in Canada Copyright © 2019 by Nelson Education Ltd.

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MSC: Remember 25. What is one example of universal design in classroom instruction? a. providing a peer tutor for a student with a disability b. making class notes available online to all students in rich text or PDF format c. providing a note taker for a student with a disability d. allowing extra time for a student with a disability to complete a test ANS: B PTS: 1 REF: The Context of Disability within Our Social Environment MSC: Higher Order 26. A professor is trying to use an accessible educational approach in the courses she gives. What might be an example of this approach? a. evaluating all students with multiple-choice tests in order to be objective and fair b. holding in-person office hours in a set location at a set time c. using and distributing paper-only handouts in class d. offering multiple ways for students to demonstrate comprehension ANS: D PTS: 1 REF: The Context of Disability within Our Social Environment MSC: Higher Order 27. What is a principle for creating sustainable access to post-secondary education? a. providing individual letters of accommodation to students with disabilities b. providing a range of accommodations for students with disabilities, such as note takers, additional time for tests, and use of memory aids for tests c. facilitating independence for students so they can complete learning tasks without specialized help d. providing a space at the front of tiered lecture halls for students who use wheelchairs ANS: C PTS: 1 REF: The Context of Disability within Our Social Environment MSC: Higher Order 28. How many Canadians are affected by mental health problems? a. one in ten b. one in seven c. one in three d. one in five ANS: D MSC: Remember

PTS: 1

REF: Mental Health and Stigma

29. Marta feels tired and unmotivated. She has been feeling this way for several months and it is getting worse. She has been withdrawing from her family and friends and frequently calling in sick at work.

Her sister suggested she go to the doctor to see what is wrong but Marta refuses, saying it is probably just her iron and she will start to take supplements. What is Marta’s refusal to see a doctor associated with? a. the stigma around mental health issues b. fear of medication or hospitalization c. she does not think she has an issue d. she does not want to feel better ANS: A

PTS: 1

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REF: Mental Health and Stigma

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MSC: Higher Order 30. The reading in this chapter, “Living With Post-Traumatic Stress Disorder,” deals with the effects of trauma and the need to discuss the condition. Reading about Natacha’s experience, what is an important thing to know about PTSD? a. The smallest of events can cause mental scars that could take years of therapy to learn to cope with. b. Through therapy, one day you can be cured of this condition. c. The best way to overcome PTSD is to throw yourself into any activity you can so you do not think about the traumatic event. d. Only major life events can cause PTSD and you will have to confront what is attached to that event to get over it.

ANS: A

PTS: 1

REF: Reading

MSC: Higher Order

SHORT ANSWER 1. Explain the four principles of accessible education that Universal Design focuses on.

ANS: Answers should refer to the discussion on page 245 and should include: (1) dignity for students, by maintaining privacy and not singling them out; (2) equitable opportunities and advantages for all students for learning; (3) independence for students, so they can complete learning tasks without specialized help; and (4) integration, so that each student is able to benefit from the same learning experiences.

PTS: 1

REF: The Context of Disability Within Our Social Environment

2. How does stigma affect people who are experiencing mental health problems with getting help? What can be done to reduce the stigma?

ANS: Answers should refer to the discussion on pages 247-248. Answers will vary but can include reference to: (1) stigma is the reason why more than 60% of people with mental health issues do not seek help; (2) stigma affects employment, housing, education, interpersonal, and intrapersonal relations; and (3) misconceptions and myths make people fearful of letting people know what they are experiencing. A discussion of what can be done to reduce the stigma should include improving the mental health system, increasing services, increasing in education, increasing conversations, using awareness campaigns.

PTS: 1

REF: Mental Health and Stigma

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Chapter 12: Age MULTIPLE CHOICE 1. Lisa is a 25-year-old female. After washing her hair, she noticed two grey hairs, and immediately plucked them from her head. She worries that people might notice them and think that she is older than she is. What is this irrational fear an example of? a. systemic ageism b. stereotyping based on discriminatory practice c. the socio-cultural meaning we attach to aging d. chronological age ANS: C PTS: 1 MSC: Higher Order

REF: Age as a Social Construction

2. The media, marketers, and government were not as concerned with Generation X as they were with previous generations. As a result, what label has been given to this generation? a. the latch-key kids b. the Boomer shadows c. the lost generation d. the forgotten generation ANS: C PTS: 1 REF: The Generational Divide: Age Stratification in Canada

MSC: Remember

3. Which generation values job employability over job security and doesn’t develop allegiances to the companies that they have worked for? a. Traditionalists b. Baby Boomers c. Generation X d. Generation Y ANS: C PTS: 1 REF: The Generational Divide: Age Stratification in Canada

MSC: Remember

4. Which generation contains individuals who were born between the years of 1980 and 1995? a. Traditionalists b. Baby Boomers c. Generation X d. Generation Y ANS: D PTS: 1 REF: The Generational Divide: Age Stratification in Canada

MSC: Remember

5. The motto “Work to live, rather than live to work” characterizes which generation? a. Baby Boomers b. Generation X c. Generation Y d. Generation Z ANS: B PTS: 1 REF: The Generational Divide: Age Stratification in Canada

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MSC: Remember

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6. Which generation was born between 1946 and 1964, raised by Traditionalists, and generally had a very child-focused upbringing? a. Baby Boomers b. Generation X c. Generation Y d. Generation Z ANS: A PTS: 1 REF: The Generational Divide: Age Stratification in Canada

MSC: Remember

7. What is the name of the organization working to promote and explore policy options that can support the development of a National Seniors Strategy? a. Alzheimer Society of Canada b. Principle of Value c. National Senior Strategy of Canada d. Principle of Quality ANS: C PTS: 1 REF: The Generational Divide: Age Stratification in Canada

MSC: Higher Order

8. Which generation is most likely to see Facebook, YouTube, Google, and Wikipedia as everyday facets of their lives that play important roles in their search for meaning and understanding of the world? a. Generation X b. Generation Y c. Generation Z d. Generation Alpha ANS: B PTS: 1 REF: The Generational Divide: Age Stratification in Canada

MSC: Higher Order

9. Which generation has been described as radically diverse, accepting, and confident? a. Traditionalists b. Baby Boomers c. Generation X d. Generation Y ANS: D PTS: 1 REF: The Generational Divide: Age Stratification in Canada

MSC: Remember

10. Which statement best characterizes Generation Y? a. They are expected to be a driving force behind the use of information technology in the next 10 years. b. They will probably be the most educated, and the most likely to spend their money on luxury goods. c. They will most likely be self-reliant, skeptical, and pragmatic. d. They will be active in social change.

ANS: B PTS: 1 REF: The Generational Divide: Age Stratification in Canada

MSC: Remember

11. According to your textbook, which generation has been the driving force behind national spending on luxury goods, with increased spending on luxury fashion by 33%, travel by 74% and fine dining by 102%? a. Traditionalists b. Baby Boomers

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c. Generation X d. Generation Y ANS: D PTS: 1 REF: The Generational Divide: Age Stratification in Canada

MSC: Remember

12. Jonathan’s grandmother, Barb, recently got a cellphone. She is often asking Jonathan for help using it because she finds learning this new technology frustrating. Jonathan is often annoyed with having to explain the functions of the cellphone to his grandmother and believes that because of her age she will not ever be able to properly use her cellphone without support. What is Jonathan’s belief about his grandmother an example of? a. systemic ageism b. cultural greywashing c. resistance of aging d. principle of equity ANS: A

PTS: 1

REF: Ageism

MSC: Higher Order

13. Which concept refers to the notion that there is a bias toward adults, which results in discrimination against youth? a. adultcentrism b. adultism c. stereotypical ageism d. adult equitable practice ANS: B

PTS: 1

REF: Ageism

MSC: Remember

14. Monica lives in a nursing home. She has been having difficulties remembering to change her clothes in the morning. One of the nursing staff has been laughing at her, and referring to her as the “child.”

What is this an example of? a. psychological elder abuse b. physical elder abuse c. elder neglect d. sexual elder abuse ANS: A

PTS: 1

REF: Ageism

MSC: Higher Order

15. Jack always wanted to get ahead, so when he found a good job he worked hard and saved his money.

He stayed with the same company for 35 years and believed that the company he worked for provided for him so that he could, in turn, provide for his family. Which generation does Jack most likely belong to? a. Traditionalists b. Baby Boomers c. Generation X d. Generation Y ANS: A

PTS: 1

REF: Ageism

MSC: Higher Order

16. Bernice reminisces about a time when children learned the difference between right and wrong in school and in church. In her opinion, children were better behaved when they learned from their teachers, rather than from their parents. She thinks that today’s parents are too lenient, which was never the case when she was growing up. Bernice is most likely from which generation? a. Traditionalists b. Baby Boomers c. Generation X

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d. Generation Y ANS: A

PTS: 1

REF: Ageism

MSC: Higher Order

17. Which generation represents only 14% of the population, uses roughly 40% of hospital services, and accounts for approximately 45% of all provincial and territorial government health spending? a. Traditionalists b. Baby Boomers c. Generation X d. Generation Y ANS: A

PTS: 1

REF: Ageism

MSC: Remember

18. Marcus has developed a program in a school in which school-aged children are partnered up with nursing home residents to help both groups understand the differences and similarities between and within each other. What is this program an example of? a. senior development program b. school based equity program c. intergenerational program d. needs-based programming ANS: C

PTS: 1

REF: Ageism

MSC: Higher Order

19. Denyse grew up in a time where she does not remember the events of 9/11. She grew up in a time where technology was already deeply integrated into every aspect of her life. She grew up with social media and has always had a smart phone. Which generation would Denyse most likely belong to? a. Traditionalists b. Baby Boomers c. Generation Y d. Generation Z ANS: D

PTS: 1

REF: Ageism

MSC: Higher Order

20. Mohammad uses technology for data analysis, word-processing, and to make his life easier in general, but he doesn’t let technology define who he is. Based on this information which generation do you think Mohammad belongs to? a. Traditionalists b. Generation X c. Generation Y d. Generation Z ANS: B

PTS: 1

REF: Ageism

MSC: Higher Order

21. During a family reunion, some of the family members were discussing past events that they could recall as significant moments in their lives. David was discussing the death of Princess Diana, and the tragedy of 9/11. Heather was discussing her memories of the beginning of Facetime on the IPhone, as well as the growth of technology. David most likely belongs to which generation class? a. Baby boomers b. Generation X c. Generation Y d. Generation Alpha ANS: C

PTS: 1

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REF: Ageism

MSC: Higher Order

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22. Suzanne has just started her new career, and has been hired into a temporary part-time position. Her grandfather has worked in the same permanent full-time position for his entire life, and is making a significantly higher income than her, despite her higher level of education. Which term refers to this discrepancy? a. income disparity b. income gap c. education gapping d. systemic ageism ANS: B

PTS: 1

REF: Ageism

MSC: Higher Order

23. Luisa has just joined a community centre program, where she will be instructing older adults in computer skill development. What is this program an example of? a. ageism breakdown b. cultural ageism c. paternalistic ageism d. reverse mentoring ANS: D

PTS: 1

REF: Ageism

MSC: Higher Order

24. Jonah has grown tired of the judgment he receives from his parents and grandparents. He has been working three jobs at minimum wage just to make ends meet. His family is often talking about “millennials” and how his generation is entitled and unwilling to work as hard as they have to build a life for themselves. They refuse to acknowledge the difficulties that his generation is facing due to the economy and lack of permanent, full-time work. What type of ageism is Jonah experiencing? a. normative b. ephebophobic c. cultural d. economic ANS: C

PTS: 1

REF: Ageism

MSC: Higher Order

25. Jamal was shopping at the local mall. As he was walking around a store looking for a gift for his mother he noticed that one of the staff was following him around. Jamal is a high school student and felt that he was being targeted based on his age. What type of ageism is Jamal experiencing? a. cultural b. ephebophobic c. normative d. economic ANS: B

PTS: 1

REF: Ageism

MSC: Higher Order

26. Which term refers to the creation of new technologies that have the ability to combine the physical, digital, and biological worlds? a. Internet of Things b. Industry 2.0 c. Fourth Industrial Revolution d. Combined Technology ANS: C

PTS: 1

REF: Ageism

MSC: Remember

27. What is the name of the administrative tribunal in Ontario that hears and determines claims based on the violation of rights protected under the Ontario Human Rights Code? a. Human Rights Tribunal of Ontario b. Social Justice Tribunals of Ontario

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c. Social Benefits Tribunal d. The Ontario Workplace Tribunals ANS: A

PTS: 1

REF: Ageism

MSC: Remember

28. Kenny’s parents both worked full-time shift-work, so when he got home from school he was often in the house by himself. He usually made his own breakfast and lunch, walked to school, and prepared his own dinner. He got a key to the house when he was 12, much earlier than most of his friends.

Which generation is Kenny probably a member of? a. Traditionalists b. Baby Boomers c. Generation X d. Generation Y ANS: C

PTS: 1

REF: Ageism

MSC: Higher Order

29. Which term refers to people born in 2010 and later, and that will be the “most formally educated generation ever, the most technology supplied generation ever, and globally the wealthiest generation ever”? a. Generation X b. Generation Y c. Generation Z d. Generation Alpha ANS: D

PTS: 1

REF: Ageism

MSC: Remember

30. Jake identifies as a gay male, a person with a disability, and someone from a lower socioeconomic bracket. These identities place Jake is a potentially more vulnerable position. What does this concept refer to? a. intersectionality b. intersection of ability c. systemic inequalities d. youthful generation ANS: A PTS: 1 MSC: Higher Order

REF: Intersectionality

SHORT ANSWER 1. Compare and contrast two different generations.

ANS: Answers will vary but should refer to the material in the textbook on pages 259-265. Students can choose from Traditionalists, Baby Boomers, Generation X, Generation Y, Generation Z, and Generation Alpha.

PTS: 1

REF: The Generational Divide: Age Stratification in Canada

2. Explain the different forms of elder abuse.

ANS: Physical elder abuse: Occurs when someone hits or handles a person roughly, even if there is no injury.

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Sexual elder abuse: Occurs when an older adult is forced to engage in sexual activity; this may include verbal suggestive behaviour, sexual touching, sex without consent, or not respecting a person’s privacy.

Psychological/emotional elder abuse: Refers to actions that limit a person’s sense of identity, dignity, or self-worth, including insults, threats, intimidation, humiliation, treating an isolating them from family, friends, or regular activities.

Financial elder abuse: Occurs when someone tricks, threatens, or persuades an older adult out of their money, property, or possessions.

Elder neglect: Occurs when a person fails to provide an older person with the necessities of life, such as food, clothing, shelter, medical attention, personal care, and required supervision.

PTS: 1

REF: Ageism

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Chapter Thirteen: Families MULTIPLE CHOICE 1. For most people in Canada, what is the primary agent of socialization? a. media b. work c. family d. peers ANS: C MSC: Remember

PTS: 1

REF: Defining the Family

2. Mora has three siblings. Her parents raised all four children in a middle class neighbourhood in a small town in Alberta. What does this information describe? a. family of procreation b. census family c. conjugal family d. family of orientation ANS: D PTS: 1 MSC: Higher Order

REF: Defining the Family

3. Nirinder married Sam, and they have three biological children. What does this information describe? a. family of procreation b. census family c. conjugal family d. family of orientation ANS: A PTS: 1 MSC: Higher Order

REF: Defining the Family

4. One family is composed of a married or common-law couple (same or opposite sex), with or without children. Another family is composed of a lone-parent living with at least one child in the same dwelling. Which term best defines these families? a. family of procreation b. census family c. conjugal family d. family of orientation ANS: B PTS: 1 MSC: Higher Order

REF: Defining the Family

5. A family is defined as “any combination of two or more persons who are bound together over time by ties of mutual consent, birth and/or adoption or placement and who, together, assume responsibilities for variant combinations of some of the following: physical maintenance and care of group members; addition of new members through procreation or adoption; socialization of children; social control of members; production, consumption, distribution of goods and services; and affective nurturance— love.” What organization uses this definition? a. Statistics Canada b. Social Trends Institute c. Vanier Institute of the Family Canada d. American Psychological Association

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ANS: C MSC: Remember

PTS: 1

REF: Defining the Family

6. According to recent census data, what is the predominant family structure in Canada? a. lone-parent families b. married families c. common-law families d. blended families ANS: B MSC: Remember

PTS: 1

REF: Marriage and Family

7. Grace and Isaiah got married last summer. They attended the same high school and were in the same grade. Additionally, they were members of the same cooking club and enjoyed similar extracurricular activities. What type of union is this depicting? a. exogamy b. homogamy c. monogamy d. polygamy ANS: B PTS: 1 MSC: Higher Order

REF: Common-Law Unions

8. Miranda and Christina have been in a relationship for two years, and have been living together since their second month of dating. They have chosen not to get married. What does this relationship represent? a. common-law union b. Exogamy c. arranged marriage d. Monogamy ANS: A PTS: 1 MSC: Higher Order

REF: Common-Law Unions

9. Patricia and Donald have lived together in a house in British Columbia for five years. Under Canadian law, what are they considered to be? a. married couple b. common-law couple c. mixed-union couple d. not a couple ANS: B PTS: 1 MSC: Higher Order

REF: Common-Law Unions

10. Desiree identifies as a lesbian woman. Although she has come out to many of her family and friends, she still feels some hesitation when accessing health care services. What would be a potential reason causing her hesitation? a. fear of medical procedures b. mistrust in physicians c. mobility issues d. attitudes, ignorance, and lack of support from health care workers ANS: D PTS: 1 MSC: Higher Order

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REF: Same-Sex Unions

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11. Which legal right do same-sex couples have in Canada today? a. the right to register as a domestic partnership, which confers the same rights and responsibilities as civil marriage b. the right to a civil union in place of civil marriage c. the right to a tax-free marriage ceremony d. the right to a civil marriage ANS: D MSC: Remember

PTS: 1

REF: Same-Sex Unions

12. Alison and Luisa are getting married in July. Alison has a 14-year-old daughter and the three of them live together. What type of family are they an example of? a. simple step-family b. complex step-family c. blended family d. multigenerational family ANS: A PTS: 1 MSC: Higher Order

REF: Blended Families

13. Which term refers to families with children of both parents and children of one parent only, families with children of each parent and no children of both parents, or families with children of both parents and children of each parent? a. simple step family b. complex step family c. blended family d. family of orientation ANS: B MSC: Remember

PTS: 1

REF: Blended Families

14. Rose has been single for many years. She enjoys the freedom and associated positive aspects to her single life; however, recently Rose has been feeling pressure to seek a romantic relationship and have children, out of fear that she will be judged. What does Rose’s fear stem from? a. fear of discrimination b. prejudice c. widespread loneliness d. stigma ANS: D

PTS: 1

REF: Singlehood

MSC: Higher Order

15. Which term refers to young adults who return to their parental home, after leaving for work, education, or a relationship? a. boomerang generation b. crowded nest c. empty nest d. cluttered nest ANS: A

PTS: 1

REF: Singlehood

MSC: Remember

16. Joanne resides with her grandmother. Her parents lost custody of her due to neglect and addiction issues. Which term best describes Joanne? a. sandwich generation b. skip-generation c. boomerang generation

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d. blended family ANS: B PTS: 1 MSC: Higher Order

REF: Parenthood and Family

17. Darlene and Scott’s children have moved out of their family home and begun their lives in different cities. Both children are attending school, pursing new career opportunities, and starting families of their own. What type of household do Darlene and Scott now reside in? a. cluttered/crowded nest b. multigenerational c. blended d. empty nest ANS: D PTS: 1 MSC: Higher Order

REF: Parenthood and Family

18. Dylan went to live in Vancouver for college. She intended to continue to live in the city, but found it difficult to find full-time employment in her field once she completed the program. With student loans and the cost of living, Dylan was forced to move back to her parents’ home in Ontario. What type of household will Dylan and her parents be living in? a. cluttered/crowded nest b. multigenerational c. blended d. empty nest ANS: A PTS: 1 MSC: Higher Order

REF: Parenthood and Family

19. Treyvon and Lashma have three children. Recently Treyvon’s mother became unwell; his father was already in poor health. Treyvon and Lashma found it difficult to care for his parents while also taking care of their children, so they asked Treyvon’s parents to move in with them. Which term best describes Treyvon and Lashma? a. skip-generation b. sandwich generation c. boomerang generation d. baby boomer generation ANS: B PTS: 1 MSC: Higher Order

REF: Parenthood and Family

20. Which international agreement establishes strict standards for international adoptions, such as ensuring that birth parents have truly given their consent and have not been paid, and that efforts have been made to find the child a permanent home in his or her country of origin? a. International Convention on the Rights of Adoptive Children b. Convention on the Rights of the Child c. Hague Convention d. Geneva Convention ANS: C MSC: Remember

PTS: 1

REF: Fostering and Adoption

21. Which term refers to the placement of a child or young person in the home of someone who receives compensation for caring for the child but who is not the child’s parent? a. adoption b. foster care

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c. surrogacy d. skip-generation ANS: B MSC: Remember

PTS: 1

REF: Fostering and Adoption

22. Mark and Paul have been married for five years, and recently they decided that they would like to have children. Because they cannot conceive a child together, what route of assisted human reproduction will they likely use? a. artificial insemination b. in vitro fertilization c. gestational surrogacy d. traditional surrogacy ANS: D PTS: 1 MSC: Higher Order

REF: Assisted Human Reproduction

23. Marc and Selma are having difficulty getting pregnant. They decide to consult a fertility specialist, who suggests the most common form of artificial insemination. Which of the following would she suggest? a. in vitro fertilization b. surrogacy c. artificial insemination d. intra-uterine insemination ANS: D PTS: 1 MSC: Higher Order

REF: Assisted Human Reproduction

24. What is the name of the law enacted by the Parliament of Canada to regulate assisted human reproduction and related research? a. Child and Family Services Act b. Inclusive Reproduction Act c. Assisted Human Reproduction Act d. Assisted Human Fertility Act ANS: C MSC: Remember

PTS: 1

REF: Assisted Human Reproduction

25. Sam and Jenn love and respect each other very much but are not involved in any sort of romantic relationship. They both wanted to have children, but it never came to fruition. Sam and Jenn were both getting older and decided they would have a child together without entering into a relationship, and remaining in separate households. Which term best describes Sam and Jenn? a. empty nesters b. boomerang generation c. co-parents d. a blended family ANS: C PTS: 1 MSC: Higher Order

REF: Co-Parenting

26. In 2006, what percentage of households were comprised of couples without children? a. 15% b. 25% c. 29% d. 31%

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ANS: C MSC: Remember

PTS: 1

REF: Childfree Couples

27. What percentage of children and youth were victims of family violence by a parent, sibling, extended family member or spouse? a. 28% b. 31% c. 43% d. 51% ANS: B MSC: Remember

PTS: 1

REF: Family Violence in Canada

28. José moved to Canada from his home country of Guatemala. He met, fell in love with, and married Miyu, who is from Japan. José and Miyu are an example of what kind of couple? a. common-law b. same-sex c. mixed-union d. blended ANS: C MSC: higher order

PTS: 1

REF: Intersectionality

29. When referring to gender and family structures, how have the roles of women shifted? a. Women tend to have children earlier and delay entering the workforce. b. Women are marrying later, obtaining an education, and entering the workforce. c. Women are abstaining from obtaining higher level education. d. Women are having more children and attending university at the same time.

ANS: B MSC: Remember

PTS: 1

REF: Intersectionality

30. In Chapter 13’s “In Their Shoes” feature a student shares differences in family life and values shaped by socioeconomic status. Specifically, which of the following does she share? a. her family of orientation’s lower-middle class status versus her family of procreation’s upper-middle class status b. her family of orientation’s upper class status versus her family of procreation’s upper-middle class status c. her family of orientation’s upper-middle class status versus her family of procreation’s lower-middle class status d. her family of orientation’s lower-middle class status versus her family of procreation’s upper class status ANS: A MSC: Remember

PTS: 1

REF: In Their Shoes

SHORT ANSWER 1. Explain what is meant by the term “boomerang generation.” What societal reasons are contributing to this generation?

ANS:

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“Boomerang generation” is a term used to describe young adults who return to their parental home after leaving for education, work, or a relationship. Reasons for them returning include changes in relationship status, cultural preferences, difficulties finding or securing long-term employment, and the high costs associated with education.

PTS: 1

REF: Parenthood and Family

2. Traditionally, men were the head of the house. As society has evolved, so have the roles assigned to both men and women. Describe some of the changes to traditional gender roles.

ANS: Answers will vary but should contain references to the material on page 292 and could include stay-at-home dads, same-sex parents, single fathers, co-parenting, and both parents being invested emotionally and financially in their children.

PTS: 1

REF: Intersectionality

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NETA INSTRUCTOR GUIDE to accompany

Prepared by

Adele Caruso Niagara College

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NETA Instructor Guide to accompany Walk A Mile, Second Edition

By Theresa Anzovino, Jaime Oresar, and Deborah Boutilier Instructor Guide author: Adele Caruso

NETA copy editor: Marcia Gallego Instructor Downloadable Resources ISBN: 0176795359 Core text ISBN: 0176730273 www.nelson.com

COPYRIGHT © 2019 by Nelson Education Ltd. Nelson is a registered trademark used herein under licence. All rights reserved.

For more information contact Nelson, 1120 Birchmount Road, Toronto, Ontario M1K 5G4. Or you can visit our Internet site at www.nelson.com.

ALL RIGHTS RESERVED. No part of this work covered by the copyright hereon may be reproduced or used in any form or by any means—graphic, electronic, or mechanical, including photocopying, recording, taping, web distribution or information storage and retrieval systems—without the written permission of the publisher

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TABLE OF CONTENTS Chapter 1 Diversity, Oppression, and Privilege .......................................................... 1-1 Chapter 2 Forms of Oppression .................................................................................. 2-1 Chapter 3 Social Inequality ........................................................................................ 3-1 Chapter 4 Gender ....................................................................................................... 4-1 Chapter 5 Sexuality .................................................................................................... 5-1 Chapter 6 Race and Racialization ............................................................................... 6-1 Chapter 7 Indigenous Peoples .................................................................................... 7-1 Chapter 8 Immigration ............................................................................................... 8-1 Chapter 9 Multiculturalism ......................................................................................... 9-1 Chapter 10 Religion ................................................................................................. 10-1 Chapter 11 Ability.................................................................................................... 11-1 Chapter 12 Age ........................................................................................................ 12-1 Chapter 13 Families ................................................................................................. 13-1

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Instructor’s Guide to Classroom Engagement For Anzovino/Oresar/Boutilier’s Walk a Mile—Second Edition Chapter 1—Diversity, Oppression, and Privilege

1.

Why is this chapter important to students?

This chapter assists students to understand the history and context of oppression, social exclusion, and privilege. It encourages students to look at what leads to oppressive environments and why it is important to create more inclusive ones. There are links between oppression and issues of diversity, and this chapter begins to explore those issues.

This chapter presents an introduction to the key concepts, which will be the foundation for future exploration.

2.

What are the common student misconceptions and stumbling blocks related to this chapter and how might we assist them to overcome these?

As noted on page 2, “there is a need for a framework that can promote justice and equity and challenge patterns of oppression and discrimination.” Students may have differing opinions and beliefs about how to accomplish this or even if there is in fact a need.

Addressing these opinions in class can be a great way to open not just this conversation but also future ones.

“It can be hard to acknowledge that social power and privilege provide advantages (often unearned) to some people and disadvantages to others.” Some students may struggle with the idea that the world they know may not be representative of what many others have experienced, and they may not be aware of their own position in society as perceived by others around them.

What does justice and equity mean? On page 12, the author addresses key questions to help students understand how injustices and inequity exist, even here in Canada.

Addressing these questions in class can open dialogue and understanding of these concepts. Giving real‐world examples, here in Canada and around the world, will assist with highlighting the importance of this issue.

A gradual exploration of self and the values and beliefs students hold on to tightly will set the stage for the journey through the text and the various topics that will be discussed. An awareness of personal identity (or individual identity) is the first step in assisting students in exploring how they interact with others around them and how others perceive them.

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3.

What can I do in class?

One‐Minute Paper: Have students reflect on a time they experienced something either positive or negative where the outcome was due to privilege. How does that make them feel?

Discussion Question: What do diversity, oppression, and privilege mean to you?

Student answers can be discussed and key concepts can gradually be introduced. This early process can help the instructor develop a sense of who is in the room and what information students already have or do not have so that the course can be tailored accordingly.

YouTube Video Clip and Discussion: Carol Todd—TED Talk Beyond the Four Walls: Discovering Our Inner Strength https://www.youtube.com/watch?v=KcU_20FnESg After listening to Carol speak about finding inner strength, have students discuss what they have learned and why they feel the author found her to be an “agent of change.”

Think‐Pair‐Share: Where do we see evidence of oppression in our world? Students may begin to focus on problems outside of Canada. Bring their attention to evidence of oppression in Canada as well.

Large‐Group Activity: Create a “cultural bingo” activity to involve students in the process of looking for others in the room who share some of the same characteristics as they do—i.e., hair colour, birthplace, number of languages spoken, age, and various activities engaged in (see example). Follow up by asking students to consider which elements of the bingo were most difficult to match and why that may be the case. Also ask if there was an element not on the sheet that they think should have been included in order to help them better understand who is in the group.

4.

What can I do online? a. Have students watch the following documentary on bullying: #bullyPROOF, Classroom Confidential http://www.curio.ca/en/video/bullyproof‐classroom‐confidential‐3179/ After they have watched the video, pose the following questions to them: How would you define bullying?

Why do people bully?

How has bullying affected the students in this video?

What can be done to stop bullying? b. Have students watch Gord Downie’s The Secret Path: https://www.youtube.com/watch?v=yGd764YU9yc 1‐2

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After viewing this video, students are asked to write a reflection of how they feel about what occurred to Indigenous children and youth. Why do they think it is important for Gord Downie to help move the effort toward reconciliation? c.

Have students find evidence of oppression or privilege in forms of media (videos, magazine ads, etc.). Have them explain what they feel is happening in what they found. Also have them explain how it makes them feel to see this occurring in today’s world.

d. Students could be encouraged, for marks or reflection, to take the Positive Spaces certificate course on the OCASI web page. This certificate would be an excellent addition to career portfolios.

5.

What can I do with respect to assignments?

SA: The author discusses that there are challenges to the concept of diversity. What are the three challenges mentioned? Briefly explain what they mean.

A: pp. 2–3—The celebratory approach, the difference approach, and the anti‐oppression approach SA: Differentiate between equality and social equity.

A: pp. 14–15—Equality means same and social equity means that everyone has what is right for them. Social equity takes into account historical treatment and the elimination of barriers.

SA: The author explains that oppression exists at multiple levels. What are the three levels?

Explain what they mean.

A: pp. 4–6—Personal level: negative stereotypes or prejudice, both conscious and unconscious. Cultural level: dominant groups maintaining hierarchy and imposing their culture as the superior culture. Structural level: society’s laws, policies, and practices; institutions; and economic and political systems favour the dominant group at the expense of the non‐dominant group.

EQ: Explain your personal identity. How did you come to this identification, through self‐ exploration, experiences, others’ opinions, and attitudes?

A: Answers will vary. Answers should be reflective and refer directly to how students perceive themselves based on their own belief, by how others describe them, comments they have heard and believe, etc. Refer to pages 15–16 in the text.

EQ: Choose two of the following social institutions and indicate their role in shaping bias and stereotypes within members of our society. In your answer, discuss the role of power and privilege.

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Family School Government Media Peers A: Answers will vary. Power refers to the ability to do what you want even in the face of opposition. Privilege refers to the unearned advantages that confer dominance based on membership in a particular social group. Whichever institution students comment on, there needs to be reference to these key concepts.

EQ: What does privilege look like? Give a real‐world example that demonstrates privilege.

A: Page 9 defines privilege as “the unearned advantages that confer dominance and is based on membership in a particular social group. Privilege does not include advantages that are earned and the failure to distinguish between earned and unearned advantages allows privileged groups to say that all of their privilege is earned. Privilege also confers dominance by giving one group power over another group.”

The remainder of the answer will vary. Points to consider for the real‐world example: reference to unearned advantages, reference to the intersection of various forms of privilege. Instructors can use this question and the students’ responses to open the discussion to how the cycle of oppression can be broken.

KWIP KNOW IT AND OWN IT: WHAT DO I BRING TO THIS? ACTIVITY: JOURNAL Choose one of the following journal activities based upon your personal experiences with verbal, social, physical, or cyber bullying: 1. Letter to My Bully Answers will vary. Points of consideration include the imbalance of power, the form of aggression, and the implications bullying has had on their lives.

2. Letter to the Person I Bullied Answers will vary. Points of consideration include the imbalance of power, apology, no excuses but an explanation as to what was occurring in their lives, how they are making amends, and the implications bullying has had on their lives.

3. Letter to the Person I Saw Bullied Answers will vary. Points of consideration include the imbalance of power, an apology for not doing anything, no excuses but an explanation as to why, how they are making amends, and the implications bullying has had on their lives

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WALKING THE TALK: HOW CAN I LEARN FROM THIS? ACTIVITY: CASE STUDY – Allies or Enemies 1. What would explain the difference in approach used by Heather and Carolyn?

Answer/Points to Consider: Personal experiences and how they may have internalized their experiences. Internalized oppression at the personal and community levels. Refer to page 6 in the text.

2. Using Carolyn as an exemplar, in what ways can professionalism be oppressive?

Answer/Points to Consider: Professional status typically equates to a privileged status, and as a result, having power. Expressing your power may be at the expense of marginalizing a group who has less power.

3. How might an understanding of poverty as a form of oppression at a cultural and structural level in society help to change Carolyn’s behaviour?

Answer/Points to Consider: Refer to pages 4–6. Oppression at the structural and cultural levels looks at how oppression is institutionalized and legitimized in society. Helping Carolyn to see the ways in which the laws, social policies and practices, social institutions, economic and political systems, and cultural beliefs work together to favour the dominant group at the expense of the non‐dominant group may assist her in facing her feelings, known and unknown, address her experiences, and hopefully lead to her changing her behaviour.

IT IS WHAT IT IS: IS THIS INSIDE OR OUTSIDE MY COMFORT ZONE? ACTIVITY: GOT PRIVILEGE? ASKING: Do I have privilege?

1. I can move about at school or work without fear of being bullied because of some aspect of my identity.

Answer/Points to Consider: Answers will vary but should include an awareness of harm/lack of fear and relation to the circumstances that would explain why.

2. I can read a newspaper and understand its contents.

Answer/Points to Consider: Answers will vary but connection between education, language, mental health, etc., should be included in the response.

3. I can be accepted into any postsecondary institution of my choosing and be able to afford the tuition.

Answer/Points to Consider: Answers will vary but should include connections between socio‐economic status, cultural expectations, etc.

4. I can be sure that people are not going to make negative comments about my appearance, weight, or size (body‐shaming).

Answer/Points to Consider: Answers will vary but should include “isms” and society.

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REFLECTING: Honouring Our Privilege Describe two traits that you possess that are disempowering to you or disadvantage you.

Then describe two traits that privilege you over someone else. How might you use this social privilege to address the oppression of others?

Answer/Points to Consider: Answers will vary but should include a discussion of traits and the connection to oppression of others or themselves. Connection between traits that are considered privileged and powerful compared with those that are not should be exemplified in the response to show their understanding of traits and their values.

PUT IT IN PLAY: HOW CAN I USE THIS? ACTIVITY: CALL TO ACTION View Gord Downie’s project Secret Path. Use this video to engage students in the discussion about what occurred to Indigenous youth, what has been occurring to repair this relationship, and what still needs to be done.

Students could also be invited to participate in helping with reconciliation. Invite someone from the Indigenous community to speak with students and help them find ways to contribute.

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Instructor’s Guide to Classroom Engagement For Anzovino/Oresar/Boutilier’s Walk a Mile—Second Edition Chapter 2—Forms of Oppression

1.

Why is this chapter important to students?

This chapter assists students to understand that each person holds and carries preconceived notions about others around them in the form of beliefs that they hold true.

It is important for students to identify the formal and informal mechanisms within society, past and current, that cause or reinforce different forms of oppression. This chapter looks at the various causative factors that contribute to stereotypes, prejudice, discrimination, and oppression of diverse groups. Specific attention is given to understand the intersectionality of systems of privilege through the “ism” prism. Through this understanding, students can begin to consider the implications for social change and can continue to develop strategies for the ongoing examination of oppressive assumptions, biases, and prejudice. They can continue learning how to change oppressive systems and create more socially just and equitable societies. Exploring these topics assists students to understand the role that power and oppression play in how they view and treat others.

This is important as students move forward into their careers of choice.

2.

What are the common student misconceptions and stumbling blocks related to this chapter and how might we assist them to overcome these?

On page 25, the author presents one of the biggest struggles in our society. The author mentions that “oppression is dynamic and multidimensional; it can vary according to historical and social contexts. As such, we need to be cautious in offering single and universal causal explanations and solutions for oppression as it is a complex social phenomenon.” This statement is a good place to begin class discussions on the different forms of oppression. This chapter looks at how power, when unequally distributed, can lead individuals to form biases, stereotypes, and prejudices. It will involve careful and creative introduction of examples to help them to understand that these notions are not based in fact but have evolved over time. It may also be challenging for students to reframe beliefs that they have lived with and held as true all of their lives.

It may be helpful to look at “Five Faces of Oppression” to assist with the discussion. The “ism” prism will also assist students to see the ways in which they view others, their personal beliefs, and examples that exist around them. Ideally the conversation and the examples could gradually move toward a more personal look at individual beliefs and examples of how we all engage with others, and the role that power and oppression have played in these interactions.

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3.

What can I do in class?

Discussion/Brainstorming Question: Identify three student categories or groups. Now, as a class, brainstorm all the adjectives you can think of to describe that group. Which of these adjectives can we safely apply to all members of the groups? (Answer: None of the adjectives can be applied to every member of the group.)

Examples of categories may include “jocks” and “brainy students.” Students and/or instructors may also choose to identify program or major of study groups—i.e., police foundations students, massage therapy students, psychology majors, or physics majors.

The discussion can then expand to asking if it is reasonable to think of all members of the groups as having all the qualities identified and if these assumptions are helpful or potentially harmful and limiting when interacting with students in these groups.

One‐Minute Paper: Have students write down a personal reflection of a time that an assumption was made about them and how that made them feel.

This activity can then be expanded upon by asking students to look at the five faces of oppression. What form(s) of oppression did they experience?

Group Activity: Ask students to write down the three songs or music groups they listen to the most. Have students consider this scenario: You, the professor, have asked a student if you can borrow her/his car, and when you’re driving you hear these three songs. What assumptions do students think you would make about them based on their music choice?

Do these assumptions accurately reflect the student’s character and interests?

This activity helps to turn the discussion of stereotypes back onto the students themselves as they consider how others may perceive them and whether or not these perceptions are accurate.

Think‐Pair‐Share: On page 28 in the text, there is an image of the Disney princesses. Many feel that these images perpetuate gender stereotypes. Have students write down what they feel these images convey. Then have them pair up with someone else to compare their beliefs, and add another pair to have a larger discussion. Eventually bring the class back together and have a larger conversation. Have these portrayals improved with the introduction of the newer princesses, or are the same messages being conveyed? This is a great way to see what is interpreted by all the different members of your class as well, opening up avenues to other topics in the chapter.

Video and Interactive Discussion: Blind Man on a Beautiful Day Show the short clip hyperlinked here: https://www.youtube.com/watch?v=w6gEMGuPzxg Now ask students to consider the situation and to vote with a show of hands whether they would be more likely to donate before or after the woman changed the blind man’s sign.

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Have a short discussion about how the words in the sign created a different view of the man and his situation. Discuss how changing how we relate to and understand the situation of others can affect how we interact with them.

Collaborative Team Project: Have students come to class with their laptops/smartphones.

The purpose of this activity is for them to search current news headlines for examples of discrimination, prejudice, stereotypes, and biases. What do they believe the article is about from the headline? Then have them read the article and see if their perception was accurate. (Instructors will need to have scanned headlines beforehand to assist students who may not know where to start.) Students are then asked to look at what misconceptions are being perpetuated about the group being discussed.

4.

What can I do online?

Choose a Disney movie and watch several clips. Identify which of the “isms” are present in the clips and describe the examples. Do you believe that these examples help to shape children’s perceptions of the world around them? What are the implications of this?

Discussion board postings: Have students observe interactions and behaviours for up to a week and post several examples of behaviours that demonstrated oppression. The students should be able to post the examples in generic language to avoid identifying the individuals being discussed. Ideally, the postings are open for other students to read and respond to. The number and nature of examples may surprise students who believe they live in an environment where everyone is treated equally.

Wiki/Blog: Have students select one of the “isms.” Students will contrast examples in the media. Students are expected to discuss the consequences of perpetuating these “isms” and also what is being done to combat them.

5.

What can I do with respect to assignments?

SA: In Canada we have the Canadian Charter of Rights and Freedoms, which is designed to do what?

A: pp. 33—It promises equity for all Canadians by ensuring that “every individual … has the right to the equal protection and equal benefit of the law without discrimination and, in particular, without discrimination based on race, national or ethnic origin, colour, religion, sex, age, or mental or physical disability” (Department of Justice, 2012). The Canadian Human Rights Act prohibits discrimination for any of the following grounds of discrimination: race, national or ethnic origin, colour, religion, age, sex, sexual orientation, marital status, family status, disability or a conviction for which a pardon has been granted or a record suspended (Canadian Human Rights Commission, 2013).

SA: Explain what is meant by individual discrimination and how it differs from systemic discrimination.

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A: pp. 34–36—Individual discrimination refers to actions that individuals take to exclude someone based on race, ethnicity, or some other characteristic. Systemic discrimination refers to exclusion that happens as a result of policies that exclude those of minority groups. Often this happens below our level of awareness.

SA: Identify and define two of the five aspects of oppression.

A: pp. 25–26—Exploitation, marginalization, powerlessness, cultural imperialism, violence EQ: Injustices occur regularly based on any number of qualities or characteristics. Your text refers to the process of changing a quality into something to be discriminated against as being subjected to the “ism” prism. Define and describe two qualities that have been altered and affected by power in your world (e.g., age, ability, class, race, sex, size, etc.).

A: Pages 29–33 will open discussion to this question. Answers should include reference to the “ism” prism and power. Answers will vary.

EQ: Getting through everyday life can be complicated at times, and having shortcuts or categories can prove to be helpful. If this is true, how can using stereotypes or categories for people be harmful? Explain your answer using at least two of the following key terms: prejudice, oppression, marginalization, ethnocentrism.

A: Page 26 for definitions of marginalization and stereotypes. Page 27 for definitions of prejudice and ethnocentrism. Answers will vary.

EQ: Discuss the role of television, movies, and other forms of media in perpetuating stereotypes.

A: Pages 26–27 open this discussion but student answers will vary. Answers should include reference to how media continue to propagate these stereotypes and how they do it.

Stereotypes should include not just the negative ones but also the positive, as they are all distortions of reality.

KWIP KNOW IT AND OWN IT: WHAT DO I BRING TO THIS? ACTIVITY: JOURNAL 1. Your own “isms”: Have you ever experienced prejudice and/or discrimination based on real or perceived aspects of your own identity? Describe this experience, its impact on you, and how you dealt with it.

Answer: Pages 29–33 open this discussion but student answers will vary. References should be made to the terms used in the text or beyond, with clear understanding of the terms used. This will be demonstrated through the experience they describe.

2. Other “isms”: search the Internet for other forms of “isms” that can contribute to the oppression of non‐dominant groups. Choose one, define it, and provide an example of how this form of prejudice affects members of non‐dominant groups in society.

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Answer: Pages 29–33 open this discussion, but research is necessary to explore the other forms of “isms” not discussed. Although student answers will vary, a site for reference would be the Anti‐Oppression Network website: https://theantioppressionnetwork.com/resources/terminologies‐of‐oppression/.

WALKING THE TALK: HOW CAN I LEARN FROM THIS? Ontario (Human Rights Comm.) and O’Malley v. Simpsons‐Sears Ltd. (1985), 7 C.H.R.R. D/3102 (S.C.C.) Employer Must Take Reasonable Steps to Accommodate Employee 1. Discuss some of the ways in which you as an employer might have accommodated Theresa O’Malley’s needs, rather than terminating her employment.

Answer: Students’ answers will vary but some ideas are a. Give employees various options for time off. This would allow various needs to be accommodated, making it unnecessary to take every other week off. b. Change her schedule to accommodate Sabbath and give her other shifts that someone would rather not take, for example Sundays or evenings.

2. Provide an example of a “one size fits all” workplace rule that could unintentionally discriminate against an employee. Your answer should include a rationale as to why this might be considered discrimination.

Answer: Students’ answers will vary but their example should include reference to equality and indirect discrimination. Refer to page 35 of the text.

IT IS WHAT IT IS: IS THIS INSIDE OR OUTSIDE MY COMFORT ZONE? ACTIVITY: GOT PRIVILEGE? In this exercise, we ask you to use self‐reflective practice to examine the relationship between your own privilege and biases, stereotypes, and prejudices you may have.

ASKING: Do I have privilege?

1. I can be sure that I will not be denied membership in a club or organization because of some aspect of my identity.

Answer/Points to Consider: Answers will vary but should include reference to what aspect of their identity is leading to their response. References should be made to prejudice, discrimination, and the “ism” prism.

2. I can be sure that my children will not be mistreated at school because of some aspect of their identity.

Answer/Points to Consider: Answers will vary but should include reference to which traits their children would possess to lead them to their response. References should be made to prejudice, discrimination, and the “ism” prism.

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3. I can be sure that I will not be denied meaningful work, adequate job training, promotions when earned, or equal pay for equal work because of some aspect of my identity.

Answer/Points to Consider: Answers will vary but should include reference to which traits would lead them to their response. References should be made to prejudice, discrimination, and human rights.

4. I can be sure that I will see people who look like me widely represented in media (catalogues, magazines, books, television, etc.).

Answer/Points to Consider: Answers will vary but should include reference to which traits are expressed in the media and who they feel is represented. References should be made to prejudice, discrimination, and the “ism” prism.

REFLECTING: Honouring Our Privilege Describe two circumstances in which you feel disadvantaged because of some aspect of your identity. Then describe two circumstances in which some aspect of your identity gives you privilege over someone else. How can you use the advantages you experience in becoming an ally to combat the disadvantages experienced by others?

Answer/Points to Consider: Answers will vary but should include reference to which traits would lead them to their response, for both aspects. Through these two experiences students should be able to draw up interventions or strategies that could contribute to becoming allies.

References should be made to prejudice, discrimination, and the “ism” prism.

PUT IT IN PLAY: HOW CAN I USE THIS? ACTIVITY: CALL TO ACTION Encourage students to research organizations in their community that contribute to the betterment of society. Students can bring this information to class and share their research, giving students the opportunity to share and build their community toolbox, places they can turn to for information, assistance, and referrals.

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Instructor’s Guide to Classroom Engagement For Anzovino/Oresar/Boutilier’s Walk a Mile—Second Edition Chapter 3—Social Inequality

1.

Why is this chapter important to students?

It is important for students to recognize the significant impact that poverty has at local, national, and international levels on health and well‐being. We are most often familiar only with our immediate situation unless we are exposed to the realities of inequality that exist outside our immediate circles.

2.

What are the common student misconceptions and stumbling blocks related to this chapter and how might we assist them to overcome these?

Students may be making assumptions about inequality and how stereotypes can be taken as truth regarding poverty, homelessness, and the ability of individuals to control their economic realities. Exposing students to information about inequality in their local communities through research projects and access to individuals who work within the social service sector may help to dispel myths.

3.

What can I do in class?

The “Poverty Challenge”: Run a mini version of the challenge: http://www.thepovertychallenge.org/organize/ This activity requires planning and will need about two hours of class time to complete.

This activity provides some excellent ideas for identifying stereotypes and assumptions students hold about poverty. Use the first ten minutes of class to engage students in the anonymous writing down of words and ideas they hold about poverty in their communities.

After completing the activity, continue the conversation and discuss if their ideas and views of poverty are the same or have changed.

Large‐Group Discussion: As an extension of the PBL, have a guest speaker come in from a local food bank or other agency, such as the United Way, to provide some context of the issue within the local area.

One‐Minute Paper: Ask students about how their ability to attend a postsecondary program of study was influenced by their class position. What are the implications for social class/status that are tied to their career of choice?

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of paper without looking to see what it is. Would they be willing to rip up another piece of paper if they knew it would help provide food for someone else for two weeks? The activity can then turn to a discussion about what students have done or are considering doing to make a difference in the lives of individuals less fortunate than themselves.

4.

What can I do online? a. Take the Poverty Quiz on the Campaign 2000 End Child and Family Poverty site: https://campaign2000.ca/our‐work/poverty‐quiz/ How did you do? What did you learn about poverty in Canada that you did not know already? What assumptions did you have that were supported or refuted as you did the quiz and found out the realities about poverty in Canada? b. Read the report “Poverty Sickens Canadians” from CBC News: http://www.cbc.ca/news/health/poverty‐sickens‐canadians‐report‐1.1326371 Identify three health impacts of poverty and three recommendations that resulted from the report. c.

5.

Watch the opening segment of A Nation of Tribes: How Social Class Divides Us—People Like Us episode #1 on YouTube: https://www.youtube.com/watch?v=nU5MtVM_zFs&list=PLD5120A3118951652 What are your thoughts about the statements made about social class being “everywhere”? What experiences have you had with the categories in your social world? Where do you fit in?

What can I do with respect to assignments?

SA: Define “social inequality.” Provide examples on micro and macro levels.

A: p. 48—“Social inequality occurs when individuals or groups have unequal access to varying resources.” Identify individual differences in access to resources and global‐level inequity.

SA: Canada is a socially stratified society with the existence of different classes. How can social stratification lead to classism?

A: p. 50—Categorizing someone’s worth based on income, occupation, and acquired resources can lead to classism. Classist attitudes are rooted in the misconception that we all have the same opportunities in life, and those who have material wealth and/or an influential career have earned it and therefore deserve what they have, while those who struggle to get by or live in low‐income households haven’t worked hard enough.

SA: Explain the various types of poverty and how they exist in Canada.

A: p. 52—Absolute, relative, transitional, marginal, chronic, and intergenerational

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SA: Which gender group experiences significantly more poverty than the other? What are some of the special challenges experienced by this group?

A: pp. 58–59—Women experience significantly greater poverty than males. Some of the specific impacts are the wage gap and the unequal distribution of housework and paid work.

EQ: Identify two of the methods used to measure inequality. What are the differences between the ones you chose? Why is it so challenging to present an accurate measure of poverty?

A: p. 51—Measures students may choose are market basket measure, low‐income cut‐off, and low‐income measure.

EQ: What is the broad, sociological definition of homelessness? Identify and describe two risk factors that commonly contribute to homelessness. What interventions could be put in place to address these risks?

A: pp. 55–57—“Homelessness refers to a social category that includes anyone who cannot obtain and sustain long‐term, adequate, and risk‐free shelter—for any reason.” Risk factors “include the lack of affordable housing, poverty and low income, mental illness, domestic violence, and drug abuse/addiction.” Answers regarding interventions will vary.

EQ: Choose one of the groups listed below and indicate what you would do to address the impacts of poverty and homelessness if you were given $100 000.

Immigrants Indigenous persons The mentally ill Young people Women and girls A: Answers will vary.

Activity: Have students research and present information about resources available in their home communities for those experiencing challenges related to poverty. Students may research statistics concerning shelter, food, and/or employment.

What is the issue you have chosen?

What are the statistics related to this issue in your home community?

How do the local statistics compare to provincial and/or national numbers?

Identify one agency that individuals could access for assistance to address the issue. What are the criteria required by clients of this agency? What specific supports are available?

How many clients did they serve last year? Where does the funding come from to support the agency?

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KWIP KNOW IT AND OWN IT: WHAT DO I BRING TO THIS? ACTIVITY: JOURNAL Do you accept all the gifts, none of the gifts, or maybe just one or two?

Does your partner’s parents’ generous offer affect your feelings toward your partner at all?

Do you explain your own values to your partner’s parents? In the end, what do your actions tell you about yourself and your new relationships?

Answer/Points to Consider: Answers will vary but should include reference to social stratification and social class.

WALKING THE TALK: HOW CAN I LEARN FROM THIS? ACTIVITY: CASE STUDY 1. Which T‐shirt do you purchase? You have to buy one of them, because you always buy a T‐shirt from every concert you go to. Do you buy the T‐shirt that is more affordable to you? Or do you purchase the $40 T‐shirt because the company that produces them sources its products from socially responsible supply chains?

2. Does ethical consumerism help to alleviate poverty?

Answer/Points to Consider: Answers will vary but should include reference to global inequality and current global goals.

IT IS WHAT IT IS: IS THIS INSIDE OR OUTSIDE MY COMFORT ZONE? ACTIVITY: GOT PRIVILEGE? ASKING: Do I have privilege?

1. I am reasonably sure that I will have enough money to purchase the textbooks I need for my classes this term.

Answer/Points to Consider: Answers will vary but should include reference to student poverty, social stratification, and social class.

2. I will likely not have to skip meals or use the student emergency food bank to be able to eat each day.

Answer/Points to Consider: Answers will vary but should include reference to student poverty, social stratification, and social class.

3. I will be able to pay for a postsecondary education.

Answer/Points to Consider: Answers will vary but should include reference to student poverty, social stratification, and social class.

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4. When I graduate from postsecondary, I will not have overwhelming debt from loans that I have to pay back.

Answer/Points to Consider: Answers will vary but should include reference to student poverty, social stratification, and social class.

5. I don’t have to rely on public transportation to travel to school. I can afford my own vehicle.

Answer/Points to Consider: Answers will vary but should include reference to student poverty, social stratification, and social class.

REFLECTING: Honouring Our Privilege In relation to social inequality, describe two traits that you possess that are disempowering to you or disadvantage you. Then describe two traits that privilege you over someone else.

How might you use this social privilege to address the oppression of others?

Answer/Points to Consider: Answers will vary but should include reference to which traits would lead them to their response for both aspects, disadvantages and privileges. Through these two experiences students should be able to draw interventions or strategies that could contribute to combating the disadvantages and oppression people face in society. References should be made to social inequality, measuring inequality, and equity.

PUT IT IN PLAY: HOW CAN I USE THIS? ACTIVITY: CALL TO ACTION Have students research what initiatives are taking place in their community and college.

Students should look at ways they can help. Helping does not always have to mean donating money. Have students look at ways they can donate their time to help those in need.

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Instructor’s Guide to Classroom Engagement For Anzovino/Oresar/Boutilier’s Walk a Mile—Second Edition Chapter 4—Gender

1.

Why is this chapter important to students?

Gender bias and stereotypes are pervasive, and no one is exempt from the influences that media and cultural transmission have on these concepts. As we navigate our way through our lives, we are bombarded with messages and we all have an inherent desire to get along in our worlds. Most of us are influenced to conform to the norms of a particular gender and are constantly influenced by major and subtle attempts at social control to make sure we stay on track. As we are working toward a more inclusive and less binary look at gender, it is important that students understand that gender is more fluid and continuous than they may have been led to believe.

2.

What are the common student misconceptions and stumbling blocks related to this chapter and how might we assist them to overcome these?

Many or most students may come to the course believing in a binary concept of gender.

The work with the terminology and the distinction between sex and gender will help to dispel that notion.

An area of importance is to work with students to help them understand the language used to refer to the many types of gender that may be present but hidden in our relationships with others—i.e., transgender, transsexual, transvestite, intersex, etc. These terms are sometimes confused or sensationalized in media.

It is important for students to understand the difference between understanding and acting where gender and discrimination are concerned. It may be shocking to some students to learn that women continue to earn less than men and that they are still discriminated against in terms of hiring and promotion.

3.

What can I do in class?

One‐Minute Paper: Have students reflect on their gender and to what extent they fall into preconceived gender roles. Have them also examine in which areas, if any, they do not conform.

Large‐Group Discussion: Open the floor to discussion about gender roles and get a sense of how much students understand about the construction of these roles starting at their birth

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or perhaps before with the decorating of the nursery and buying of clothing and toys.

Discuss their experiences growing up with messaging about girls and boys, feminine and masculine, and what they remember about how much they were directed toward a particular set of roles and values.

Small‐Group Discussion: Ask students to bring a copy of a magazine to class, or the instructor could provide a few to be used in groups. The students can spend a few minutes going through the magazines looking at advertising and how gender is portrayed. How do ads for men and women differ? What are the gender role expectations being portrayed in the ads?

YouTube: Show the trailer of Killing Us Softly 4 (https://www.youtube.com/watch?v=jWKXit_3rpQ ) and discuss the role that media play in shaping the norm of the “ideal female.” Also show the intro clip from Tough Guise (https://www.youtube.com/watch?v=E6es_ByyZHE) and discuss the role that media play in shaping the norm of the “ideal male.”

4.

What can I do online?

Explore: Escape the notion of a binary world with a look at the “Genderbread Person 2.0” (http://itspronouncedmetrosexual.com/2012/03/the‐genderbread‐person‐v2‐0/).

Case Study: Read several of the “Untold Stories” provided by immigrants on the Positive Spaces web page (http://www.positivespaces.ca/about/untold‐stories). Are their experiences in Canada less or more challenging?

Online Bem Sex Role Inventory test: http://garote.bdmonkeys.net/bsri.html Do you score as highest on the masculine, feminine, or androgynous scale? Are you surprised by the results?

5.

What can I do with respect to assignments?

SA: Differentiate between gender identity and gender roles and discuss how well these align in our culture.

A: p. 70—Gender identity “refers to your own perception or conception of yourself, in terms of masculinity or femininity.” Gender roles “are stereotypical images that place men and women in positions that they have stereotypically held.” Answers regarding societal alignment will vary.

SA: What is meant by the term “two‐spirited person,” and how does this manifest itself for those in some other cultures?

A: p. 70—The term reflects the idea that an individual experiences having male and female characteristics. This term, along with others that reflect the same meaning, has been adopted by First Nations communities as well as by others around the world.

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SA: What is meant by the term “precarious employment,” and who does it affect and how?

A: p. 76—Women are employed less often than men and are more likely to be working part‐time, contract, or temporary jobs.

EQ: What has the #MeToo movement done for awareness about the abuses women have experienced?

A: Answers will vary. Reference to pages 78–79 can be a starting point for this question but students will be required to research outside of the text.

EQ: What is the status of women in the world of work in Canada? How have women’s experiences changed over time with respect to wage and seniority? How is this trend explained?

A: pp. 76–78—Women continue to earn less than men and to be represented in senior positions less frequently than men. Explanations include socialization and persistent negative stereotypes.

EQ: The “In Their Shoes” feature describes a person discovering their identity. The author explains that it was not until they were exposed to information and experiences that they were able to find what they “were looking for.” How can this experience be used to create a more diverse, integrated, and accepting Canada?

A: Discussion could look at learned stereotypes and reaching children at an early age to develop tolerance and acceptance of others. Also, discussion could relate to improving education, so that individuals are given information to be able to make their own decisions about who they are.

Assignment—Video: Watch the Today Show link about the baby named Storm being raised as gender neutral (http://www.today.com/video/today/43179739#43179739).

Newspaper: Read the Toronto Star account (http://www.thestar.com/life/parent/2013/11/15/remember_storm_we_check_in_on_the _baby_being_raised_genderneutral.html).

What is the intention of the parents who have not revealed the gender of their baby? What are the positive and negative implications of their plan? Consider Storm’s life at age 5, age 15, and age 25 in your answer.

KWIP KNOW IT AND OWN IT: WHAT DO I BRING TO THIS? ACTIVITY: JOURNAL How do you feel about living in a traditional “binary” world when it comes to gender? Are you aware of alternatives to the traditional dichotomies of male and female, man and woman, masculine and feminine? In your opinion, what do you think are the best and worst aspects associated with being male or female in a society that polarizes gender?

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How central is your gender to your identity? When you describe yourself to someone else, does your gender identity or gender expression factor into that description? Imagine how your world would be different if your gender identity were different—what aspects of your life would change and how would you feel about those changes?

Answer/Points to Consider: Answers for this journal will vary and will be based on information presented throughout the chapter and students’ self‐reflection.

WALKING THE TALK: HOW CAN I LEARN FROM THIS? ACTIVITY: CASE STUDY 1. If you were Sandra, how would you respond to Alexa’s questions?

Answer/Points to Consider: Answers for this question will vary and will be based on information presented throughout the chapter.

2. If you were the teacher in the classroom that day, what would you have done (if anything) to ensure that Charlie felt comfortable in the classroom?

Answer/Points to Consider: Answers for this question will vary and will be based on information presented throughout the chapter.

3. If you were Charlie’s parent or guardian, how would you have responded to him wanting to wear a dress and pink boots to school?

Answer/Points to Consider: Answers for this question will vary and will be based on information presented throughout the chapter.

IT IS WHAT IT IS: IS THIS INSIDE OR OUTSIDE MY COMFORT ZONE? ACTIVITY: GOT PRIVILEGE? ASKING: Do I have privilege?

1. I can use public facilities without stares, anxiety, and fear of verbal abuse, physical intimidation, or arrest.

2. I generally blend in to mainstream society, without being stared at, pointed at, laughed at, or ridiculed because of my gender expression.

3. I can get a job, rent an apartment, access health care, and get a loan without fear of rejection because of my gender identity or gender expression.

4. Strangers do not ask me about my biological status or genital appearance.

5. No one questions my state of mind or mental health because of my gender identity or expression.

Answers for these questions will vary and will be based on information presented throughout the chapter.

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REFLECTING: Honouring Our Privilege Consider the complexities of gender discussed in this chapter and reflect on how you identify when it comes to your own gender identity and gender expression. Describe two circumstances in which you feel disadvantaged because of your gender. Can you also describe two circumstances where your gender may give you privilege over someone else? How can you use the advantages you experience because of your gender to combat the disadvantages experienced by others within or outside of your gender identity group?

Answer/Points to Consider: Answers will vary but should include reference to which traits would lead them to their response, for both aspects, disadvantages and privileges. Through these two experiences students should be able to draw interventions or strategies that could contribute to combating the disadvantages people face in society. References can include gender identity, gender roles, systemic marginalization, and oppression.

PUT IT IN PLAY: HOW CAN I USE THIS? ACTIVITY: CALL TO ACTION Have students research what their college and communities are doing in regards to gender equity. Students should research what the current policies are and what can still be done.

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Instructor’s Guide to Classroom Engagement For Anzovino/Oresar/Boutilier’s Walk a Mile—Second Edition Chapter 5—Sexuality

1. Why is this chapter important to students?

Just as with gender, sexual bias and stereotypes are pervasive and no one is exempt from the influences that media and culture have on these concepts. Through exploring the content in Chapter 4, the terms gender, sex, and sexuality are once again explored, explained, and discussed. Sexual identities are not as clear‐cut as what societal norms once suggested. Students will investigate the broad spectrum of sexual identities, including gay and lesbian, heterosexuality, bisexuality, pansexuality, and asexuality.

Most people are influenced to conform to the norms of society that dictate what sexual relationships should be. However, current issues in sexuality are changing the dynamics of sexuality and sexual relationships. Current issues such as technology, sexual education, and sexual violence are all topics that need to be discussed as we move to a more ever‐changing and inclusive society.

2. What are the common student misconceptions and stumbling blocks related to this chapter and how might we assist them to overcome these?

Many or most students may come to the course believing in a particular sexual and cultural script. The work with the terminology and the distinction of the broad spectrum of sexual identities will help to expand their current script.

An area of importance is to work with students to help them understand the language used to refer to the many types of sexual identities. These terms are sometimes confused or sensationalized in media.

It is important for students to understand the difference between understanding and acting where sex, gender, and discrimination are concerned. It is equally important for students to understand the current issues in sexuality and the impact it has on relationships.

3. What can I do in class?

One‐Minute Paper: Have students reflect on their sexuality and sexual identity. Have students reflect on the advantages and disadvantages that they may have experienced as a result of their sexual identity.

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Large‐Group Discussion: Open the floor to discussion about sexual identity and get a sense of how much students understand about the construction of these identities and what they all mean. Discuss their experiences growing up with messaging around sexual identity and sexuality. Has society progressed as much as we would like to believe?

Media: Show students advertisements from different eras of time and/or different cultures around the world. Have students examine these advertisements and how sexuality is portrayed. Have them discuss what the reasons may be for the similarities/differences. Also have them examine the representation/lack of different sexual identities within them.

YouTube: Begin the conversation with asking students if they think sexuality is a choice.

Then show students the video When Did You Choose to be Straight? (https://www.youtube.com/watch?v=QJtjqLUHYoY). Conversation regarding sexual identity, sexual orientation, and sexual expression can all be generated from this question and video.

4. What can I do online?

Case Study: Read the case study “The Girl‐With‐No‐Name” (http://www.advocatesforyouth.org/for‐professionals/lesson‐plans‐ professionals/218?task=view). After reading this case study, reflect on the following (can be done as a journal entry or as a discussion board). a. Have you ever felt you wanted to be someone other than yourself? b. Did you have someone you could confide in? If so, what was their reaction? If not, how did this affect you? c. Have you ever known anyone who wanted to be the opposite gender? d. How can you be supportive of people who are transgender?

Video: Ask students to watch the video People Guess the Sexual Orientation of Strangers— Lineup (https://www.youtube.com/watch?v=B2g0IhAuSAw). This allows students to see how people make judgments based on their preconceived ideas of sexuality.

Explore: Complete two of the questionnaires that are discussed in the textbook. The Kinsey Scale (https://psymed.info/kinsey‐scale‐test) and the Klein Sexual Orientation Grid (http://sid.southampton.gov.uk/kb5/southampton/directory/advice.page?id=RsuF5ehfWvQ) were crucial in altering how we view sexual identity and sexual orientation.

5. What can I do with respect to assignments?

SA: Differentiate between sexual identity, sexual expression, and sexual orientation.

A: p. 93—Sexual identity: how we view ourselves as sexual beings. Sexual expression: the ways in which we engage in sexual behaviours. Sexual orientation: the romantic, emotional, and sexual attractions that we experience.

SA: What does the sexual double standard refer to and what are the believed effects that it has on how men and women are treated?

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A: p. 107—Sexual double standard refers to the belief that there are different rules and standards of sexual behaviour for women and men. The belief suggests that men are championed for multiple partners and women are criticized/chastised for the same behaviour. Men see their status as enhanced with each sexual partner, while women see this as diminishing theirs.

SA: What is victim blaming and what needs to be done to change this response?

A: p. 105—Suggesting that women invite sexual violence or deserve to be sexually assaulted because they dress or behave in ways that are considered to be sexually suggestive or inviting. The remainder of the answer will vary.

EQ: Analyze the different labels of sexualities. Explain why it is important to have an understanding of how different people view themselves.

A: pp. 93–99—Sexual identities are not restricted to a choice between the two binary oppositions, nor do they have to fall somewhere on a continuum between these two dichotomies. The remainder of the answer will vary.

EQ: How has technology impacted intimate relationships? What are the advantages and disadvantages to relationships?

A: pp. 102–103—Answers will vary.

EQ: Compare and contrast monogamous and polyamorous sexual relationships.

A: pp. 99–102—Monogamy: A relationship founded on sexual exclusivity. Polyamory: The state of being in love or romantically involved with more than one person at the same time. The remainder of the answer will vary.

KWIP KNOW IT AND OWN IT: WHAT DO I BRING TO THIS? ACTIVITY: JOURNAL What do you remember most about the sexual education classes you participated in at school?

Do you remember feeling confident in the knowledge these classes provided? How do your experiences with sexual education curriculum compare to the newly revised sexual education curriculum in Ontario?

How did you come to understand aspects of your own sexuality? Did you have a traditional conversation with one or both of your parents about “the birds and the bees”? Did you feel like you had to reveal your sexual identity at some point? Or were there assumptions made about your sexual identity? As a youth, did you feel like you had a clear sense of what constituted a healthy intimate relationship? Can you identify cultural scripts that influenced your understanding of sexuality? Where were these cultural scripts most apparent?

How important is your own sexuality in terms of your identity? How does your sexual identity, sexual expression, and/or sexual orientation shape who you are?

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Answer/Points to Consider: Answers for this journal will vary and will be based on information presented throughout the chapter and students’ self‐reflection with reference to sexuality as a social construct, sexual education, and cultural scripts.

WALKING THE TALK: HOW CAN I LEARN FROM THIS? ACTIVITY: CASE STUDY 1. In your opinion, how do you think Ms. Halton should address the rumours with her students? To what extent should she discuss aspects of her personal life in the classroom?

Answer/Points to Consider: Answers for this question will vary and will be based on information presented throughout the chapter.

2. How do you feel the principal handled the concerns from parents? Should he have done more? If so, what?

Answer/Points to Consider: Answers for this question will vary and will be based on information presented throughout the chapter.

3. Ms. Halton identified that she was subject to heteronormative assumptions, which take place in a context where people are assumed to be heterosexual and heterosexuality is deemed “normal.” What are some of the ways in which you have witnessed heteronormativity in your experiences at school or in the larger community?

Answer/Points to Consider: Answers for this question will vary and will be based on information presented throughout the chapter.

IT IS WHAT IT IS: IS THIS INSIDE OR OUTSIDE MY COMFORT ZONE? ACTIVITY: GOT PRIVILEGE? As IO Tillett Wright suggests her the TED talk “50 Shades of Gay,” diversity exists not only between but also within various sexual identities and we need to shift our perceptions from an “us‐versus‐them” dichotomy and recognize the humanity that exists within all of us. When it comes to power and privilege, how does the social construction of sexuality affect you? Does your sexual identity afford you certain privileges and power that you may or may not be aware of, or does it result in marginalization and/or sexual discrimination within society?

Answers for these questions will vary and will be based on information presented throughout the chapter.

ASKING: Do I have privilege?

1. I can be confident that my friends, family, peers, and colleagues will be comfortable with my sexual identity.

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2. I do not fear that revealing my sexual identity will result in negative economic, emotional, physical, or psychological consequences.

3. I can show signs of affection (hand‐holding, kissing, etc.) toward my partner in public without being watched or stared at.

4. I am not asked to defend, justify, explain, or speak on behalf of others when it comes to my sexual identity.

5. When I read a magazine or a book, watch a television show or movie, or listen to music, I can be certain that my sexual identity will be represented.

Answers for these questions will vary and will be based on information presented throughout the chapter.

REFLECTING: Honouring Our Privilege Consider the various sexual identities discussed in this chapter and reflect on how you identify when it comes to your own sexuality. Describe two circumstances in which you feel disadvantaged because of your sexual identity. Can you also describe two circumstances where your sexual identity may give you privilege over someone else? How can you use the advantages you experience because of your sexual identity to combat the disadvantages experienced by others within or outside of your sexual identity group?

Answer/Points to Consider: Answers will vary but should include reference to which traits would lead them to their response, for both aspects, disadvantages and privileges. Through these two experiences students should be able to draw interventions or strategies that could contribute to combating the disadvantages people face in society. References can include sexual identity, systemic marginalization, and oppression.

PUT IT IN PLAY: HOW CAN I USE THIS? ACTIVITY: CALL TO ACTION Have someone from the LGBTQ2 community come in and speak with students, providing information as to what programs are offered in the community and how they can contribute to a safe and accepting environment for everyone.

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Instructor’s Guide to Classroom Engagement For Anzovino/Oresar/Boutilier’s Walk a Mile—Second Edition Chapter 6—Race and Racialization

1. Why is this chapter important to students?

This is an important chapter for students because the concept of racism is pervasive and misunderstood in terms of what it is and how it manifests itself at both the individual and systemic level. As the chapter points out, there are several manifestations of racism that people may or may not attribute to racist beliefs and behaviours. The chapter walks students through the realities of how some attempts to address differences have been ineffective and in some cases more harmful. Knowing what works and what does not is important as students move through the course and into various workplaces.

2. What are the common student misconceptions and stumbling blocks related to this chapter and how might we assist them to overcome these?

Students may feel somewhat resistant to the fact that the chapter challenges them to truly consider their beliefs around race and inequity. It is not a topic that most Canadians are comfortable talking about. The discomfort is sometimes also trumped by the belief that it is best not to say anything for fear of being wrong or being perceived as racist. The challenge is to peel back the layers of belief and bias to have students consider why they act and react the way they do to others and how they conduct themselves based on their perception of their own status in society based on skin colour. The concept of systemic white privilege and the sense that Caucasians may see themselves as race neutral may be the most difficult concept to discuss in an open and objective fashion based on cultural racism that has been ingrained through pervasive messaging.

3. What can I do in class?

Video—Watch, Think, and Write: Show the video How to Have a Conversation about Race, provided by USA Today (https://www.usatoday.com/videos/news/2016/02/15/80393598/).

Is it true that we are afraid to discuss race because we are afraid of being labelled racist?

Have students consider the term racism and reflect on messages they may have received as they were growing up about races different from their own.

Think‐Pair‐Share: Watch the segment about Elliot’s brown‐eyed, blue‐eyed experiment (https://www.youtube.com/watch?v=jPZEJHJPwIw). Think, pair, and share a discussion about the experiment. Was it worthwhile? What did we learn? Could we ethically replicate this now? What would we find?

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One‐Minute Paper: What are you? Consider this question and how to answer it in terms of your race. Do you know? What do others perceive and why?

Collaborative Team Project: Current Events—Show students some online publications of current events. Have students work together to research local and global current events and have them answer the question, Are things getting better or worse? Have students explain their stance.

Small‐Group/Large‐Group Discussion: Show students the Global Television video Provincial Government Outlines What Rights Citizens Have in Police “Carding” Stops (https://globalnews.ca/video/rd/553869379997/). The video describes the Ontario government’s outline on what rights citizens have in police “carding” stops. Have students discuss whether they think this will help the problem or if this is enough to change the practice.

4. What can I do online?

Read and consider: “Gaps between Indigenous and Non‐Indigenous Inmates Growing, Latest Statistics Show,” CBC News (http://www.cbc.ca/news/politics/crime‐corrections‐ indigenous‐prisons‐1.4291568). What do the statistics and research in this article suggest about the Indigenous populationin Canadian prisons?

A: They are overrepresented.

What do these findings suggest about the criminal justice system as a whole?

A: Various groups are subjected to differential treatment throughout the criminal justice system.

Video: Watch the Youtube video What Would You Do? Racism in America (http://www.youtube.com/watch?v=ti5ZFmglzV4). Reflect on the ingrained stereotypes that seem to exist within those who responded to the young men who were apparently stealing a bike. Consider the possibility that we could approach situations and people without being influenced by their skin colour.

Wiki: Have students research evidence of the different forms of racism found in society.

Students should include what they found and where, what form of racism it is, and what has been done, if anything.

5. What can I do with respect to assignments?

SA: Differentiate between individual, institutional, and societal racism and give an example of each.

A: p. 119—Individual racism is discriminatory attitudes or behaviour toward a person or group of people. Institutional racism is behaviour, policies, or practices that disadvantage

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racialized persons, either intentionally or unintentionally. Societal racism is a framework for those concepts, ideas, images, and institutions that we use to interpret and give meaning to racialized thought.

SA: Explain the meaning of the equation “racism = prejudice + discrimination + power.”

A: p. 117—Answers will focus on the reality that racism is about belief systems that are supported through behaviours that are exhibited in situations where there is a power difference.

SA: What is meant by the term “colourblind”? Why is it thought that this is a detrimental way to approach differences based on skin colour?

A: p. 123—“Colourblindness really means being blind to the consequences of colour.”

EQ: Discuss the research of either Samuel Morton or Peter Sandiford regarding race and brain size/IQ. What were the findings of the researcher you chose and what is the status of those findings today?

A: pp. 115–117—Morton and Sandiford linked race to biological differences in brain size and IQ respectively between Caucasians and other racial groups. The findings are not supported today.

EQ: In local and international news there have been many reports of recent incidents of hate crimes, which are most often motivated by race or ethnicity. How are the laws working to deal with these issues and where are their gaps? Explain.

A: pp. 123–124—The Criminal Code of Canada makes it a crime to incite hatred against an identifiable group. Section 1 of the Charter allows for limitations to be placed on speech that is deemed to incite hatred against others.

EQ: Morgan Freeman insisted that the way to “get rid of racism” is to “stop talking about it.” Is this possible? In your answer include reference to at least two of the following concepts: xenophobia, individual racism, systemic racism, cultural racism.

A: Answers will vary. Refer to pages 127–128. Also refer to xenophobia (p. 121) and individual, institutional, and societal racism (p. 119).

KWIP KNOW IT AND OWN IT: WHAT DO I BRING TO THIS? ACTIVITY: JOURNAL How open are you to hearing about claims of racism and listening to both narratives and scholarly evidence of racial inequality and injustices? Historical events prove that racism is not something new. The Indian Act and residential schools, Africville, the internment of Japanese Canadians, and the Chinese head tax provide evidence of systemic racism in Canada. So how do we know that racism still exists today? What can we do about it? How can you create a post‐ racial society where the colour of a person’s skin is no longer correlated with yearly earnings, employment status, social class, incarceration rates, graduation from high school, and matriculation in postsecondary education?

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Answer: Although student answers will vary, the reading by Theodore Fontaine (pp. 129–131) will assist with opening this discussion. Further research is necessary.

WALKING THE TALK: HOW CAN I LEARN FROM THIS? ACTIVITY: CASE STUDIES Case One: Rita Rita and her family moved to the city from a remote community in the middle of the school year. Within a week, Rita was registered at the local high school and began attending classes.

She travelled to and from school by school bus.

After two weeks at the new school, Rita was just beginning to settle into her classes. However, she was somewhat nervous about her history course. After her first class, the teacher made it clear that Rita had a lot of “catching up” to do, if she were to pass the course. The following week, some students gave a presentation on Columbus’s voyage in 1492 to the “New World.”

There was lively discussion, and readings and prints were circulated depicting Columbus’s arrival in various territories. There were several references made to “Indians and savages” that the colonists “had to defeat” to settle the New World.

As a member of the Cree Band, Rita was dismayed by the way the teacher portrayed Indigenous persons in the presentation. She approached her teacher before class the next day to discuss the issue. As the class began, the teacher announced that Rita had concerns with the Columbus presentation. She then turned to Rita and asked her to give her version of the “Columbus discovery” from an Indigenous point of view.

Caught off guard, Rita haltingly made several points, and then sat down quickly when several of the students began to snicker. Later that day on the bus ride home, some of the other students jeered at her, saying if she didn’t like history the way it was taught, then she should drop out.

She turned away and ignored them. The next day, the jeering continued in the hallway. When she went to her locker at lunch, someone had scrawled the words “gone hunting” on her locker door. Again, she ignored the curious students around her.

Rita told her parents about the incidents. They called the principal, who said she would give “hell” to the offenders. She also suggested that Rita should make more of an effort to fit in and get along with others.

1. How should the teacher have handled Rita’s concern over the Columbus presentation?

Answer/Points to Consider: Answers will vary. However, they should address why what the teacher did was wrong and provide alternative ways in which the teacher could have handled Rita’s concern. For example, instead of singling out Rita in front of the class, the teacher could have asked the entire class to view this topic from both sides.

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2. Should the principal deal with the situation in a different way?

Answer/Points to Consider: Answers will vary. Points that should be included may be that schools have a legal obligation to provide a safe environment for all students, and providing education to all students and staff regarding diversity, equity, and human rights may help everyone have a more positive approach in future situations.

IT IS WHAT IT IS: IS THIS INSIDE OR OUTSIDE MY COMFORT ZONE? ACTIVITY: GOT PRIVILEGE? As Tim Wise (2006) suggests, the beginning of honest dialogue is the acknowledgment of the way things actually are, rather than the way we would like them to be. So where does your race land you in the hierarchy of power and privilege in our society? Does the social construction of race mean you are marginalized and discriminated against? Or does your race afford you certain privileges and power that you may not even be fully conscious of?

ASKING: Do I have privilege?

1. The colour of my skin does not negatively impact how people assess my job performance, financial credibility, intelligence, or personal character.

Answer/Points to Consider: Answers will vary but should include reference to the different levels of racism and white privilege.

2. I see people of my race widely represented in my school textbooks and other teaching materials.

Answer/Points to Consider: Answers will vary but should include reference to the different levels of racism and white privilege.

3. I see people of my race widely represented among my school’s teaching faculty and administration.

Answer/Points to Consider: Answers will vary but should include reference to the different levels of racism and white privilege.

4. When I experience success, people will not tell me I am a credit to people of my race.

Answer/Points to Consider: Answers will vary but should include reference to the different levels of racism and white privilege.

REFLECTING: Honouring Our Privilege Describe two circumstances in which you feel disadvantaged because of your racialized identity. Then describe two circumstances in which your race gives you privilege over someone else. How can you use the advantages you experience to combat the disadvantages experienced by others?

Answer/Points to Consider: Answers will vary but should include reference to how they identify themselves and relate that to how this could lead them to feel disadvantaged or advantaged.

Through these two experiences students should be able to draw interventions or strategies that could contribute to their becoming allies. References should be made to the different forms and levels of racism.

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PUT IT IN PLAY: HOW CAN I USE THIS? Have students research what their campus is doing to combat racism. Students should research what the policies and procedures are, what organizations are on campus, and what feelings students have about what is occurring on their campus. Students can then share and discuss what they discovered with the class. This will be a great way to see how different people interpret the situation and start real dialogue and understanding.

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Instructor’s Guide to Classroom Engagement For Anzovino/Oresar/Boutilier’s Walk a Mile—Second Edition Chapter 7—Indigenous Peoples

1. Why is this chapter important to students?

This chapter is particularly important for students in Canada given that Indigenous peoples have lived in this country for more than 12 000 years. Indigenous peoples represent a significant portion of our population and yet their history and traditions appear to be largely misunderstood in Canada. There are numerous stereotypes and biases that have impacted the relations between Indigenous peoples and other Canadians.

2. What are the common student misconceptions and stumbling blocks related to this chapter and how might we assist them to overcome these?

One of the issues of importance that the chapter deals with on page 138 is the language concern. Specifically, students often express confusion about which words are appropriate to use in reference to Indigenous peoples, including First Nations, Inuit, and Métis.

Another area that is largely misunderstood and not clearly presented in many educational settings is the history of Indigenous relations with Europeans in Canada and the various pieces of legislation and treaties that have been enacted or proposed throughout Canadian history. The chapter outlines each of these in a concise way, which will help students understand the history of Canada from a more holistic perspective.

Finally, the examination of some of the negative impacts of the European influence over Indigenous people’s history in Canada will provide valuable context for students as they hear media reports of recent events such as the Inquiry into Missing and Murdered Indigenous Women, Idle No More, and historical events such as assimilation through residential schools.

3. What can I do in class?

Think‐Pair‐Share: Ask students what they know about their ancestry. Have them share their “story” with a partner. Back in a large group, ask some prompting questions such as “How important is it that we understand our ancestry?”

“How much of your ancestry is documented and how much do you know through word of mouth, stories, and shared understandings with family members?”

Engage in a brief discussion about the importance of storytelling to the history of Indigenous peoples in Canada. Also have a discussion about the presumption in some

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settings that storytelling is not a valid means of recounting facts and events of historical significance.

“What would it feel like to hear that the story you just told your partner in the activity could not be believed if there was no means of verifying it in ‘fact’”?

Group Activity—Mythbusting: Use the article prepared by the Toronto Dominion Bank referenced here by the Toronto Star (synopsis can be used for posing questions and linking to the article will provide in‐depth answers).

Toronto Star article http://www.thestar.com/opinion/editorialopinion/2012/06/21/most_canadians_harbo ur_myths_about_aboriginal_people.html Debunking Myths Surrounding Canada’s Aboriginal Population http://www.td.com/document/PDF/economics/special/sg0612_aboriginal_myth.pdf The myths can be read out loud and students can vote on whether they are true or false and indicate some justification for their answers. The facts can then be presented and discussion can follow.

One‐Minute Paper: An addition to the previous activity or an independent activity could involve having students write for one minute about one stereotype they have encountered about Indigenous peoples and what the long‐term impact will be should this belief continue to exist in popular culture.

Video and Large‐Group Discussion: Show students the interview of Prime Minister Justin Trudeau from May 2016 conducted by VICE News (https://www.youtube.com/watch?v=U9zDYXqJusk).

After watching the interview ask students to discuss what they saw and heard. It has been some time since this interview was conducted. Ask students to discuss if Canada’s relations with Indigenous peoples have improved. Have the prime minister and Canada made any progress in this time?

4. What can I do online?

Research: Using resources available online through provincial governments, find a map of the First Nations reserves and treaties in your area. Describe your region in terms of bands, councils, treaties, and reserves.

Video: Watch the video Do You Speak My Language? (http://www.youtube.com/watch?v=wSeqqbdR70M). Consider the following questions after watching. a. Do you think that these students will make an impact in their school and community after making this video? What impact do you think they may have? b. What are your thoughts about the theory that “media” are mainly responsible for the lack of interest and expertise in the Mi’kmaq language? Are media (games, television, cellphones) having an impact on your own culture as well? Could media in the form of

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this YouTube video actually have a positive impact on culture for these First Nations students?

Interactive: Explore the teachings presented on the Four Directions Teachings web page (http://www.fourdirectionsteachings.com/).

5. What can I do with respect to assignments?

SA: What is a common thread through the creation stories told by various groups of Indigenous peoples?

A: p. 139—“Many of the creation and recreation stories that are told reflect the interdependent relationship between humans and Creation—that is, all of the relations that occupy the territory a specific people call home.” Common in many Indigenous cultures is the belief that the Great Spirit created Earth and its inhabitants. Others think that humans came from the sky.

SA: What does the medicine wheel represent? Discuss two of the uses of this circle for Indigenous peoples (include a drawing in your answer).

A: p. 139—The medicine wheel is used to demonstrate the interconnection of all living things. The remainder of the answers will vary.

SA: What impact did the Delgamuukw v. British Columbia case have on the use of oral history in Canadian criminal courts?

A: p. 140—It led to the allowance of oral history presentation in some cases.

EQ: When Europeans came to North America it was clear that they had a different “worldview” than Indigenous peoples. What are the two worldviews that Europeans and Indigenous peoples possessed then, and what have been the implications of these differing worldviews to present day?

A: p. 141 for “worldview” definition. Answers about the impact will vary but should include reference to historical and recent events.

EQ: What is the Inquiry into Missing and Murdered Indigenous Women about? What is being done to increase awareness?

A: pp. 153–154 for the description of the MMIW inquiry. Reference to current events will vary.

EQ: Define and discuss enfranchisement. What were the intentions behind this concept and how did it evolve into what became known as the Indian Act? A: pp. 147–149—“‘Indian’ men of good moral character, who were literate, educated, and debt‐free, could relinquish their reserve rights and the right to live with their families in exchange for enfranchisement—the right to vote and all other rights afforded other British subjects.” It evolved as a result of further changes to this act and others that focused on integration of Indigenous people into mainstream society.

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Assignment: Outline the purpose of the types of totem poles (crest pole, history pole, legend pole, and memorial pole) and draw your own version of a totem pole to represent some aspect of your own life.

KWIP KNOW IT AND OWN IT: WHAT DO I BRING TO THIS? ACTIVITY: JOURNAL In Canada, from an early age we are taught about our British and French heritage, and how these peoples settled untamed and often wild lands. Have you given thought to narratives that counter these stories? That is, we know that Indigenous peoples occupied what is Canada prior to Europeans arriving—are you able to name the Indigenous place names of your community?

For example, did these people always live here? If not, where did they come from? What is their Creation story? Who are the Indigenous peoples who presently reside in the community you are examining? How do the Indigenous and settler inhabitants see each other? How do they interact with each other? What issues do the non‐Indigenous inhabitants see? What issues do the Indigenous people see? What do you see?

Answer/Points to Consider: Answers for this journal will vary and will be based on information presented throughout the chapter and students’ self‐reflection.

WALKING THE TALK: HOW CAN I LEARN FROM THIS? ACTIVITY: CASE STUDY 1. How should the teacher have handled Joseph’s concerns over the Thanksgiving dress‐ up activity?

Answer/Points to Consider: Answers for this question will vary and will be based on information presented throughout the chapter.

2. What options are available to Joseph’s parents, who were concerned about this blatantly insensitive activity based on stereotypes that historicizes Indians in such a fashion?

Answer/Points to Consider: Answers for this question will vary and will be based on information presented throughout the chapter.

IT IS WHAT IT IS: IS THIS INSIDE OR OUTSIDE MY COMFORT ZONE? ACTIVITY: GOT PRIVILEGE? ASKING: Do I have privilege?

1. Is my family’s economic success or stability traced to historic policies and actions that continue to negatively influence Aboriginal people?

2. Do I fully understand the ramifications of residential schools, not only from historical perspectives but also from contemporary perspectives as well?

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3. Are Aboriginal people regularly represented in the work force or among my fellow students?

4. Will I be picked for a job over another similarly qualified individual, simply because of my skin colour or my race?

Answers for these questions will vary and will be based on information presented throughout the chapter.

REFLECTING: Honouring Our Privilege Describe two circumstances in which you feel disadvantaged because of your racialized identity. Then describe two circumstances in which your race gives you privilege over someone else. How can you use the advantages you experience to combat the disadvantages experienced by others?

Answer/Points to Consider: Answers will vary but should include reference to which traits would lead them to their response, for both aspects, disadvantages and privileges. Through these two experiences students should be able to draw interventions or strategies that could contribute to combating the disadvantages people face in society. References could be made to systemic marginalization, hierarchy of power and how Indigenous people have historically not fared well, current legislation, and human rights.

PUT IT IN PLAY: HOW CAN I USE THIS? ACTIVITY: CALL TO ACTION Help students to understand what recognition and reconciliation mean. Have students look at what is being done to help with the reconciliation with Indigenous people in Canada and what they can do to help. Invite a staff member from the college’s Indigenous Education Centre to speak with the class. This gives them the opportunity to listen and ask questions, which will help them to contribute to the building of this relationship.

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Instructor’s Guide to Classroom Engagement For Anzovino/Oresar/Boutilier’s Walk a Mile—Second Edition Chapter 8—Immigration

1. Why is this chapter important to students?

We will all be working in diverse environments throughout our lives, and understanding the immigration process is important in order to dispel harmful myths about who immigrates to Canada and what requirements they must meet. It is also important to understand some of the difficulties experienced by immigrant and refugee groups as they strive to resettle and integrate into Canadian society.

2. What are the common student misconceptions and stumbling blocks related to this chapter and how might we assist them to overcome these?

Many myths circulate about immigrants and refugees, and it is important to have students clearly understand that Canada’s immigration system is rigorous and fair.

Canadians have lived with a sense that atrocities happen elsewhere, but it is important for students to be aware that there have been a number of prejudicial rules, regulations, and actions in Canada’s past that have been harmful to specific groups and must be acknowledged.

It is also important to help students understand how much has changed in regards to Canada’s immigration policies and how immigration is critical to Canada’s economic growth.

Unfortunately, there is still a pervasive assumption on the part of many that immigrants are “taking jobs” away from Canadians. Explaining credentialism and outlining the data is critical.

3. What can I do in class?

One‐Minute Paper: Have students briefly write down what they know about the Syrian refugee crisis. Once this has been completed have students share their thoughts and understanding. Use this information to discuss what is happening, what Canada is doing, what struggles Syrian refugees are facing, and what they can do to help.

Large‐Group Discussion: Start with the terminology: Have an open discussion about what the terminology means (refugee, asylum seeker, Immigration and Refugee Protection Act, resettlement, xenophobia, etc.).

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Collaborative Team Project: Dispel myths—Using the fact sheet presented by the Canadian Council for Refugees (http://ccrweb.ca/en/myths‐facts ) or the myths and facts presented in the chapter, put students in small groups and assign them one or two myths to discuss and find a creative way to present to the class. Consider using role‐play or have them create storyboards to outline the facts and dispel the myths.

Video: Show the video from The National—Struggling to Adapt: One Syrian Refugee Family’s Story (https://www.youtube.com/watch?v=6CFYoJQKM7A). Have students write a one‐page reflection paper. The paper could include consideration of questions such as the following: a. Why did the Farawan family leave their home country? b. What has been their biggest challenge since coming to Canada? c. How can Canadians prevent feelings of exclusion or alienation for newcomers to Canada?

Video: Show the video from The National—Farawan Family: One Year Later (https://www.youtube.com/watch?v=lwEIfGHkTMM). Have students reflect on the challenges that continue for families and what can be done to assist them.

4. What can I do online?

Citizenship Quiz: (http://www.yourlibrary.ca/citizenship/) Answer at least 10 questions without looking at the answers. How did you do?

YouTube: Watch Recognize Immigrant Credentials (https://www.youtube.com/watch?v=TWYwYHXAX4A). Now go to the information page for credential recognition. Assume you are one of the individuals in the video and want to find out how to work as a doctor, accountant, or engineer in Canada. How difficult is that process? Is the pathway clear as you navigate through the web page? How long will it take you to be ready to apply for a job?

YouTube: Watch Questioning Canada’s Immigration Model—The National (https://www.youtube.com/watch?v=N7_2ru‐u5RA). While the Canadian immigration model is celebrated by many here and around the world, there are those who strongly question it. Have students watch this clip and allow them to reflect on the information and share their thoughts. Through a discussion board, students can share their comments on the views mentioned in the video and if they agree or disagree and why.

5. What can I do with respect to assignments?

SA: What are the primary objectives of Canada’s immigration policy?

A: p. 167—“family reunification; humanitarian concerns; and the promotion of Canada’s economic, demographic, social and cultural goals.”

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SA: The Canadian Immigration Act of 1910 referred to “undesirables” who would not be permitted entry into Canada. What were the concerns about particular groups and their impact on Canadian culture?

A: p. 168—“peculiar customs, habits, modes of life and methods of holding property and … their probable inability to become readily assimilated.”

SA: Identify one of the myths about immigrants to Canada and explain why it is not true.

A: pp. 172–177—Answers will vary. Myths included in the text: refugees don’t have to wait like other immigrants; Canada already does enough to help refugees; we should take care of Canadians first; if a refugee can afford to wear nice clothes and drive a car, that person isn’t a genuine refugee; these people should just go to refugee camps; there are a lot of bogus refugees abusing our system and they should apply to be a refugee before they come; refugees bring crime and pose a terrorist threat; there are not enough jobs for Canadians.

EQ: Subin is looking to move to Canada permanently from Sudan. Subin is a qualified accountant who has been working as such in Sudan for the past 10 years. Which category of immigration is Subin pursuing and how will he be assessed by Canadian officials? What other categories are available for immigrant application?

A: pp. 170–172—He would be applying through the economic class category and would be “assessed under a point system based on education, work experience, knowledge of official languages and other criteria that prove the person can make an economic contribution to Canada.” The other categories are family class sponsorship and person in need of protection.

EQ: Outline the stages and concerns that must be addressed at each stage of the settlement process undergone by new immigrants to Canada.

A: pp. 177–178—Stages are acclimatization, adaptation, and integration. Answers may vary on the issues encountered but may include language barriers, housing, employment, and adapting to the norms and customs of the new country.

EQ: How has Canada’s openness to and reception of immigrants evolved since the time of Prime Minister King in 1947? Is there still room for improvement? If so, what would that look like?

A: p. 167—Answers will vary. Students should acknowledge the narrow viewpoint held by government in 1947 and the evolution in policy. Students may even mention some of the issues along the way that have now resulted in apologies—e.g., the inability of those from China to enter Canada and treatment of the Japanese after World War II.

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KWIP KNOW IT AND OWN IT: WHAT DO I BRING TO THIS? ACTIVITY: JOURNAL 1. As a non‐Indigenous student, you have a personal history of immigrating to Canada.

From what country or countries did your family immigrate to Canada? What generation within your family immigrated here? Was it your great‐grandparents, grandparents, or parents? Are you first generation Canadian? Try to pinpoint the period in immigration history when they came to Canada. What was going on during that time? What were some of the push and pull factors that contributed to the decision to immigrate to Canada? What was the journey to Canada like? Can you describe the first day arriving in Canada? What were some of the opportunities and challenges for yourself and/or your family in resettling in Canada?

Answer: Answers will vary but should make reference to pages 166–168. Answers should include reference to the immigration periods that are relevant to their family history and the issues family members faced.

2. As you reflect on what it was like for you or your ancestors coming to Canada, can you begin to identify with the experiences of others as immigrants?

Answer: Answers will vary but should make reference to pages 177–183. Comparisons with current issues should be referenced in their response. Answers may address myths and how many may have affected their families when they came as they do families today.

3. As an Indigenous student, how can you continue to teach the non‐Indigenous ancestors who came to live on your land respect for nations bound together but separate?

Answer: Answers will vary but should reference their history, struggles, and continued efforts to educate non‐Indigenous Canadians.

WALKING THE TALK: HOW CAN I LEARN FROM THIS? ACTIVITY: CASE STUDY 1. Can you identify some of the communication issues that were problematic in this case study?

Answer: Answers will vary but can include reference to the following issues: The worker makes no eye contact with Keisha. She refers to Keisha in the third person. She refuses to provide an interpreter. She ignores factors from Keisha’s experiences in the Democratic Republic of Congo that may be contributing to how she is reacting and feeling. The worker asks Keisha a series of yes and no questions and does not look at her to see the non‐verbal communication.

2. Can you recommend alternative ways of dealing with the child protection issues in this case?

Answer: Answers will vary.

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IT IS WHAT IT IS: IS THIS INSIDE OR OUTSIDE MY COMFORT ZONE? ACTIVITY: GOT PRIVILEGE? ASKING: Do I have privilege?

1. I can travel freely to almost any country.

Answers will vary. Students should discuss how easy or difficult it is for them to travel to various locations. They should also discuss why they suspect it is so.

2. People generally assume I can communicate well in English or French.

Answers will vary. Answers can include why they believe the assumptions are made.

3. When I apply for employment, my legal right to work in Canada is not questioned.

Answers will vary. Students should discuss how easy or difficult it is for them to apply for employment. They should also discuss why they suspect it is so.

4. People do not assume I am poor because of my country of birth.

Answers will vary. Students should include why they believe the assumptions are made.

REFLECTING: Honouring Our Privilege Describe two circumstances in which you feel disadvantaged because of your migration history. Then describe two circumstances in which your migration history gives you privilege over someone else. How can you use the advantages you experience to combat the disadvantages experienced by others?

Answer/Points to Consider: Answers will vary but should include reference to their migration history and to both the disadvantages and privileges. Through these two experiences students should be able to draw interventions or strategies that could contribute to combating the disadvantages people face in society. References should be made to prejudice, discrimination, immigration myths, and immigration policy.

PUT IT IN PLAY: HOW CAN I USE THIS? ACTIVITY: CALL TO ACTION Ask students to learn about their community and what is in place to assist new immigrants to Canada. Have them also look to what people are doing to assist those coming as refugees.

Encourage them to reach out and help in any way they can, for example donating goods and food, volunteering with one of the organizations, etc.

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Instructor’s Guide to Classroom Engagement For Anzovino/Oresar/Boutilier’s Walk a Mile—Second Edition Chapter 9—Multiculturalism

1. Why is this chapter important to students?

Although diversity is evident in Canada, more needs to be done. Continued attention to diversity will assist Canadians to embrace the notion that immigration is important to the country’s economic future. In order to sustain Canada’s cultural identity, which includes cultural inclusion and acceptance, Canadians must welcome multiculturalism and truly celebrate and include difference. Individuals work and play with those who look, sound, and act differently than they do, and this is not always based on ethnicity. Understanding that a difference in skin colour or language is not an indication that someone is not Canadian is critical to creating a strong economic and social culture.

2. What are the common student misconceptions and stumbling blocks related to this chapter and how might we assist them to overcome these?

Differentiating between diversity and multiculturalism will be important for students just as understanding tolerance and acceptance is for everyone.

Trying to find different ways to communicate and to open dialogue with visible minorities is important given the feedback that the question, “Where are you from?” creates a sense of difference that is not warranted. Exploring the stories of others and truly hearing their stories may help to create some new ideas for communicating.

3. What can I do in class?

Think‐Pair‐Share: What is multiculturalism? A follow‐up question can be, “What would need to be present in a community for you to know that multiculturalism is being embraced?”

One‐Minute Paper: What does it mean to be Canadian? Are there examples of multiculturalism in their answers?

Collaborative Team Project: Give students in small groups a variety of craft materials (markers, pencil crayons, stickers, construction paper, pipe cleaners, spaghetti noodles, marshmallows, or whatever is available). Have a competition to create something that represents multicultural Canada. Students can then “show” their projects to the class and describe their process and products. Students love the idea of friendly competition so you

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could have parameters—e.g., demonstrate specific concepts and award a “prize” for the project that best embodies multiculturalism.

Youtube Video: Is Canadian Multiculturalism a Myth? The Sunday Talk—The National https://www.youtube.com/watch?v=OsDXhtllREg This video shows a debate on Canada’s stance on multiculturalism, diversity, and acceptance. The panel and host discuss current issues occurring around the world and where Canada compares. This video may be a great starting point for a class discussion on how students are viewing Canada and Canadian views on immigration and multiculturalism.

4. What can I do online?

Where are you from? Watch the video Uncertainties & Epiphanies: Making Multiculturalism (https://vimeo.com/70164387).What are the unique issues faced by young people who are born in one country and raised in another? How is the question, “Where are you from?” both a frustration and an opportunity?

What makes us Canadian? Listen to the podcast of the CBC radio show Intersections (http://www.cbc.ca/player/play/2402685081).What kinds of answers do you hear? What is your answer to this question?

What makes us Canadian? Watch the video from the CBC show The National (http://www.cbc.ca/news/thenational/what‐makes‐us‐canadian‐1.3253543).

Statistics Canada released results from a survey they conducted, which are contrasted with answers given by individuals. Think about what it means to be Canadian. Have students think beyond the superficial and stereotypical responses.

Reflection: Read the article from The Economist online “Canadian Multiculturalism: The More the Merrier” (http://www.economist.com/news/americas/21594328‐debates‐over‐ immigration‐are‐often‐toxic‐not‐canada‐more‐merrier). According to this article, how does Quebec differ from the other provinces in terms of the perspective on multiculturalism in Canada?

5. What can I do with respect to assignments?

SA: How does Canada’s perspective on multiculturalism differ from that typically held by those in the United States? What are the advantages and disadvantages to both from the perspective of the immigrant?

A: p. 194—for definitions of “melting pot” (“newcomers are expected to dissolve that which makes them different into a ‘pot’ mixed with everyone else”) and “mosaic” (“newcomers maintain their unique and distinct cultures and live alongside other Canadians with other distinct cultures”). Distinction comes in the form of the expression of culture of origin.

SA: Differentiate between multiculturalism and diversity.

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A: p. 196—Diversity is a fact; multiculturalism is a policy or theory. Diversity is an observable demographic, and multiculturalism is based in policy and belief systems and reflects how difference is treated within a society.

SA: What does the “multicultural hypothesis” suggest? How does this theory fit in to today’s Canada?

A: p. 203—Multicultural hypothesis: immigrants integrate into mainstream society more successfully when they feel their ethnic identity or their ancestral roots are publicly acknowledged and respected. The remainder of the answer will vary.

EQ: What does it mean to be a hyphenated Canadian? Do Canadians who identify with two cultures struggle? If so, what struggles do they experience? If not, what do they experience?

A: p. 204—Hyphenated Canadians are individuals who are part of two distinct cultures.

Students should explore the various opinions and sides. Answers will vary.

EQ: Describe the controversy where ethnic enclaves are concerned. Your answer should define the concept, outline the controversy, and provide your perspectives on the benefits and disadvantages of ethnic enclaves.

A: pp. 200–201—An ethnic enclave is a “focused area of homogeneous ethnic groups, usually coupled with some business and institutional activity.” These have been negatively construed as “ghettos.” The remainder of the answer will vary.

EQ: Describe how cultural pluralism is evident in Canada. What are some of the elements of the pledge made regarding this?

A: pp. 197–198—Answers will vary. Students should discuss cultural pluralism in relation to Canada’s recognition of two distinct languages and cultures held by Quebecois and other Canadians. The pledge items are outlined on page 198.

Assignment: Create an activity to be used with peers your own age to provide them with some key information about multiculturalism in Canada. Your activity can be a movie, a presentation, or some other format that will address Canada’s multiculturalism policy. The activity should also account for the material presented in the chapter that reflects the feedback given by visible minorities. How can barriers be broken down? How can communication begin and continue?

KWIP KNOW IT AND OWN IT: WHAT DO I BRING TO THIS? ACTIVITY: JOURNAL Being mindful of how your own identity and social location might influence your responses, explain why you agree or disagree with the following statements about multiculturalism:  Multiculturalism as an ideal is divisive for Canadians. It is hard to construct a Canadian national identity when multiculturalism encourages everyone to identify with their different ethnic ancestries. This encourages people to identify with hyphenated Copyright © 2019 by Nelson Education Ltd.

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identities like Japanese‐Canadian or Italo‐Canadian at the expense of national unity.

Official multiculturalism places too much emphasis on Canada as a mosaic and not enough on the glue that binds us—our identity as Canadians.

Answer/Points to Consider: Answers will vary but should make reference to personal identity, traits, and experiences that would lead them to their response. Concepts such as melting pot model, mosaic model, assimilation, and integration may be referenced, depending on their stance. 

Multiculturalism as an official policy strengthens Canada by binding Canadians together through the idea that we do not have to be the same to belong and participate equally in society. By embracing the slogan “unity in diversity,” multiculturalism provides a unifying framework for a country whose demographic reality is a population characterized by ethnocultural, racial, and linguistic diversity.

Answer/Points to Consider: Answers will vary but should make reference to personal experiences that would lead them to their response. Pages 196–198 in the text, in the section Multiculturalism as a Descriptive and Prescriptive Concept, should be used for reference. Concepts such as diversity, multiculturalism, cultural relativism, and historical and current perspectives may be referenced, depending on their stance.



Multiculturalism has marginalized racialized and ethnic groups in Canada.

Multiculturalism’s celebratory framework has eclipsed issues of social inequality by focusing on superficial aspects of difference (often referred to as the saris, samosas, and steel bands approach). In doing so, it has ignored the power differences that have contributed to the social, economic, and political marginalization of ethnic and racialized groups and individuals within Canadian society.

Answer/Points to Consider: Answers will vary but should make reference to content on pages 201–203 in the text, in the section Canada’s Multicultural Future: Does It Exist?

Concepts such as diversity, multiculturalism, racialized, and marginalized may be referenced, depending on their stance.



Official multiculturalism is an instrument for ensuring full participation, equity, and inclusion for all Canadians by ensuring their race or ethnicity does not deny involvement or citizenship. Official multiculturalism provides both a social and legal framework for peaceful and respectful coexistence.

Answer/Points to Consider: Answers will vary but should make reference to content on pages 196–198 in the text, in the section Multiculturalism as a Descriptive and Prescriptive Concept. Concepts such as diversity, multiculturalism, equity, and historical and current perspectives may be referenced, depending on their stance.

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

Multiculturalism is essentializing and stereotypes. Using the metaphor of the mosaic, multiculturalism envisions a society made up of distinct ethnic groups that runs the risk of failing to appreciate the diversity within groups and reducing members to ethnic stereotypes. Some examples might include all families are extended; all women are subordinated; and all marriages are arranged.

Answer/Points to Consider: Answers will vary but should make reference to personal identity, traits, and experiences that would lead them to their response. Concepts such as melting pot model, mosaic model, assimilation, integration, and ethnocentrism may be referenced, depending on their stance.

WALKING THE TALK: HOW CAN I LEARN FROM THIS? ACTIVITY: CASE STUDIES Case One: Answers will vary. Answers should include reference to health care professionals’ responsibility to be culturally aware. Discussion should also include not just the reference to the hot and cold theory but also other issues that occurred in this case.

Case Two: Answers will vary. Answers should include reference to strategies and interventions that can be used that would be appropriate for this client.

Case Three: Answers will vary. Answers should include procedures or strategies for using a language interpreter. Students should make reference to the issues that could result from the doctor using his receptionist instead of someone else.

Case Four: Answers will vary. Answers should include reference to providers having familiarity with different cultural factors and principles that are relevant to their clients.

IT IS WHAT IT IS: IS THIS INSIDE OR OUTSIDE MY COMFORT ZONE? ACTIVITY: GOT PRIVILEGE? ASKING: Do I have privilege?

1. I have never been told in everyday social interaction not to speak my first language.

Answer/Points to Consider: Answers will vary but should include reference to what aspect of their identity is lending to their response. Concepts such as pluralism, legislation, and diversity may be referenced.

2. People rarely ask me “Where are you from?” in reference to my country of origin.

Answer/Points to Consider: Answers will vary but should include reference to what aspect of their identity is lending to their response. Concepts such as stereotyping, discrimination, and diversity may be referenced.

3. People from my country are positively and visibly represented in Canadian media.

Answer/Points to Consider: Answers will vary but should include reference to what aspect of their identity is lending to their response. Concepts such as stereotyping, discrimination, and diversity may be referenced.

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4. When I apply for a job, I am sure that I will not be discriminated against in the hiring process because of my name.

Answer/Points to Consider: Answers will vary but should include reference to what aspect of their identity is lending to their response. Concepts such as stereotyping, discrimination, and diversity may be referenced.

REFLECTING: Honouring Our Privilege Describe two circumstances in which you feel disadvantaged because of your nationality.

Then describe two circumstances in which your nationality gives you privilege over someone else. How can you use the advantages you experience to combat the disadvantages experienced by others?

Answer/Points to Consider: Answers will vary but should include reference to which traits would lead them to their response, for both aspects, disadvantages and privileges. Through these two experiences students should be able to draw interventions or strategies that could contribute to combating the disadvantages people face in society. References should be made to prejudice, discrimination, and equity.

PUT IT IN PLAY: HOW CAN I USE THIS? ACTIVITY: CALL TO ACTION Have students research what service agencies are in their community or region that put multiculturalism in play. Students can bring this information to class to share in a large‐group discussion. Instructors may also choose to bring in members to speak with the class about what their organization does and how they can help.

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Instructor’s Guide to Classroom Engagement For Anzovino/Oresar/Boutilier’s Walk a Mile—Second Edition Chapter 10—Religion

1. Why is this chapter important to students?

Religion is a topic that is often avoided in Canadian culture. Few students seem to have a strong understanding of the various religions and their basic beliefs, but many seem to have strong opinions about these things. Religion is often avoided in conversations and is sometimes held as a private matter or one that individuals do not want to broach. This avoidance may be a result of preconceived ideas already in place and considered “facts,” or it could be out of fear of appearing ignorant for asking questions. Regardless, students would likely all agree that religion is often at the heart of conflict in the world. If they are going to be the next generation of workers, employers, owners, and professionals, it is important that they be informed so that perhaps we can work in the direction of peace based on knowledge and understanding.

2. What are the common student misconceptions and stumbling blocks related to this chapter and how might we assist them to overcome these?

Initial lack of understanding of differences and similarities between religions may precipitate an initial challenge. The information in the chapter and activities aimed at having students explore the historical roots of religion are a first step to creating understanding.

Given the preponderance of prejudice and stereotype attached to religion, it will be helpful to provide some information to dispel myths and to draw attention to similarities between groups that are often overlooked.

Having an understanding of the role of the Ontario Human Rights Commission and the fairness in providing different responses in some accommodation cases will be critical to fostering healthy working relationships with others in all careers.

3. What can I do in class?

I‐Clicker: General questions at the beginning of class may be helpful to give instructor and students a sense of who is in the room. The anonymity of this process also allows the individual to answer more honestly about a topic some may not be comfortable with initially. Use the Statistics Canada information to compare class results with information pertaining to Canada as a whole (http://www.statcan.gc.ca/tables‐tableaux/sum‐ som/l01/cst01/demo30a‐eng.htm).

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Sample questions could include the following: a) Do you consider yourself “religious”? i) yes ii) no iii) not sure b) What religion do you align best with? i) Hinduism ii) Islam iii) Christianity iv) Judaism v) Buddhism vi) other c) Do you attend church? i) regularly ii) sporadically iii) not at all Debrief this last question using the information here: http://www.statcan.gc.ca/pub/89‐630‐x/2008001/article/10650‐eng.pdf Group Discussion: Use the Ontario Human Rights Code Preamble Using the material presented in the Ontario Human Rights Code teaching materials, present students with the following questions prior to any discussion about the nature of the OHRC: a) What does “discrimination” mean? b) What does “fairness” mean? c) What is the effect of “discrimination” on a person? (http://www.ohrc.on.ca/sites/default/files/Teaching Human Rights in Ontario_2013.pdf) Further to these questions, instructors could discuss how these concepts manifest themselves in the workplace and have students set their own “code” through a brainstorming activity, which could then be compared to the official Ontario Human Rights Code Preamble (http://www.ohrc.on.ca/sites/default/files/Guide%20to%20Your%20Rights%20and%20Res ponsibilities%20Under%20the%20Code_2013.pdf).

Think‐Pair‐Share: Are you aware of the accommodations available to you at this educational institution or at your workplace? Are the accommodations utilized, to your knowledge? Is there some way that these could be made more available or salient to students/employees?

One‐Minute Paper: Ask students to write down their responses to these questions: 1. What is your relationship with religion? Do you identify or practise with any affiliated religion?

2. What are your views about other religious organizations?

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3. What can be done to bridge divides among them?

4. What can I do online?

Online Application: Students can download the Brainscape application called Learn about Religions. The application provides interactive cue cards on Hinduism, Buddhism, Islam, Judaism, Christianity, and Chinese religion. There is also a short multiple‐choice quiz built into the application. Students could be assigned one of the religions to study or could use the application in the classroom in groups on smartphones or iPads to see which group could score the highest in a given time period. A debrief could focus on what students knew and what they learned. This could prove helpful in discussions about preconceived ideas that may or may not be rooted in fact but could lead to bias and stereotypes.

Case Study Discussion: Read about the case involving a student at York University who requested accommodation in a course so that he did not have to complete the group‐work portion of the course since it involved him potentially having to work with women. This would violate his religious beliefs. In the article referenced here (http://www.thestar.com/news/gta/2014/01/08/york_u_students_refusal_to_work_with_ women_sparks_rights_debate.html) there is also a dialogue captured in a chat format.

Based on the opinions you have read, what is the predominant sense of how this should be handled? What do you think should be done?

Discussion Board: Post one or more case study examples available in the quiz in this resource link (http://www.ohrc.on.ca/sites/default/files/Teaching%20Human%20Rights%20in%20Ontari o_2013.pdf) and have students post responses and justify their answers using information gleaned from the Ontario Human Rights Commission.

5. What can I do with respect to assignments?

SA: Which religions are predominant in Canada at the present time and what is the prediction for the future in regards to religious belief or dogma?

A: p. 212—Roman Catholics represent the largest group and Protestants are the second‐ largest group. The prediction for the future is a greater move toward pluralism.

SA: What are the issues with confusing race and religion?

A: p. 221—It is problematic because it erases racial differences, causes overgeneralizations, leads to oppression, and can also magnify privilege.

SA: What government organization oversees the rights of individuals and requirements where religion is concerned and what jurisdiction does it have?

A: p. 216—The Ontario Human Rights Commission oversees issues in the workplace and marketplace, and in accommodations.

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EQ: Discuss the merits of the notion that sometimes it is “fair” to treat people differently when it comes to religious accommodation.

A: Answers will vary and will be based on information presented throughout the chapter.

EQ: What impact has the Internet had on racism and prejudice?

A: p. 220—It has potentially increased it especially when people can be anonymous.

EQ: Identify several of the most significant challenges that arise out of the duty to accommodate legislation outlined by the Ontario Human Rights Commission. Why is this so challenging?

A: pp. 215–219—Common challenges include costs of accommodation for one and perhaps for many employees, safety, and determination of the validity or obligatory nature of the requested accommodation. Answers will vary on the explanations.

Assignment: Complete the duty to accommodate module, which includes a pretest and post‐test. Submit your printed test results (http://www.ohrc.on.ca/en/learning/human‐ rights‐and‐duty‐accommodate).

KWIP KNOW IT AND OWN IT: WHAT DO I BRING TO THIS? ACTIVITY: JOURNAL Religion is one of the most personal choices a person can make.

What are your feelings about religion? Do you identify with a particular faith or hold religious beliefs of any kind? Where and when were they formed? How much choice did you have in the matter? Reflect upon how much of your day and life is determined by your religious background or your rejection of that background. How did these experiences (or lack thereof) impact you as a child or influence who you are today? What do you think of the religious beliefs of others? Are your views on the various issues brought up in this course determined by religion in any way? Are you open to others having views that are determined by religious views at odds with yours? Have you ever engaged in a conversation about conflicting faiths? If so, how did it go? If not, is religion a topic you tend to avoid? If so, why?

Answer/Points to Consider: Answers for these questions will vary and will be based on information presented throughout the chapter.

WALKING THE TALK: HOW CAN I LEARN FROM THIS? ACTIVITY: CASE STUDY You have met the person of your dreams. You have only been dating for a short period of time, but you know this person is the one for you and you are both madly in love. You and your significant other come from drastically different religious backgrounds and both of your families have reservations about the long‐term intentions of your relationship. You have discussed this 10‐4

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with your partner and you both feel confident that you can pursue a future together, despite your parents’ reservations. You agree that the first step is to introduce your parents to each other and get the dialogue started. You and your partner have it all worked out—you are ready to show them that you can make an interfaith relationship work. During dinner, both sets of your parents are listening attentively and being patient as you and your partner discuss strategies for finding common ground, but when you are finished and you ask them for their thoughts, they both ask “what about if you have children? How will you reconcile how you will raise your children?”

1. What was said during the conversation? How would you make an interfaith relationship work?

2. You and your partner have not discussed children. How do you respond to your parents’ question? What are your thoughts on children raised in interfaith households?

Answer/Points to Consider: Answers for these questions will vary and will be based on information presented throughout the chapter.

IT IS WHAT IT IS: IS THIS INSIDE OR OUTSIDE MY COMFORT ZONE? ACTIVITY: GOT PRIVILEGE? ASKING: Do I have privilege?

1. You can expect to have time off of work to celebrate your religious holidays.

2. You can worship (or not worship) freely without being questioned, mocked, or inhibited and without fear of threats or violence.

3. You can reasonably assume that anyone you encounter will have a decent understanding of your faith.

4. You are never asked to speak on behalf of all the members of your faith.

Answer/Points to Consider: Answers for these questions will vary and will be based on information presented throughout the chapter.

REFLECTING: Honouring Our Privilege Consider the religious demographics in Canada and how you identify when it comes to religion or spirituality. Describe two circumstances in which you feel disadvantaged because of your beliefs. Then describe two circumstances in which your beliefs give you privilege over someone else. How can you use the advantages you experience because of your beliefs to combat the disadvantages experienced by others within or outside of your religious/spiritual group?

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contribute to combating the disadvantages people face in society. References could be made to the Charter of Rights and Freedoms, accommodation, and pluralism.

PUT IT IN PLAY: HOW CAN I USE THIS? ACTIVITY: CALL TO ACTION Encourage students to see what is available on campus and/or in their community that brings young people of different beliefs together. If there is nothing currently, encourage them to learn more from the Inspirit Foundation and see what they can do to start this project (https://inspiritfoundation.org/).

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Instructor’s Guide to Classroom Engagement For Anzovino/Oresar/Boutilier’s Walk a Mile—Second Edition Chapter 11—Ability

1. Why is this chapter important to students?

Disability and different ability are all around us. Some individual challenges are visible and others are not. It is important for students to hear, and hopefully acknowledge, that everyone experiences challenges from time to time but many Canadians are challenged by “normal” routines on a regular basis. These challenges are hindered by inadequate physical and functional accommodations from ramps to handrails to presentation of information in diverse formats to lack of adequate mental health services. Understanding this will hopefully give students an edge at leading an inclusive life that involves others fully and “normally.”

2. What are the common student misconceptions and stumbling blocks related to this chapter and how might we assist them to overcome these?

Many students are not aware of the diverse nature of disability. The chapter presents this information and allows for conversation about the scope of disability and how trying to lead a functional life can be challenging.

Often students are not aware of how they can make a difference just by changing their thinking and realizing the nature of various disabilities and the true limitations that these present or do not present. Assumptions are often made that the presence of a disability means that someone “can’t” do something and this is not always true.

Changing our thinking to be inclusive rather than accommodating will change how we interact with others who may have a disability we are not aware of.

3. What can I do in class?

Brainstorming: Define “disability” and provide a list of visible and invisible disabilities. Also define and think of examples of temporary and chronic disabilities.

One‐Minute Paper: Have students write about their own experience with disability— temporary, chronic, visible, or invisible.

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celebrates inclusion rather than a “difference approach.” Groups can present their projects to the class and discuss how well each breaks away from the traditional difference approach and embraces inclusion.

Think‐Pair‐Share: There is still a stigma surrounding mental health. Have students think and share their ideas and responses to the following questions: What is being or could be done to help reduce the stigma? What supports are you aware of that exist in your community?

4. What can I do online?

Discussion Board: Have students put on their “inclusion glasses” over a week and document what they see each day that represents a good or bad example of inclusion. They may notice structural attempts to accommodate those with physical disabilities or perhaps examples of situations that would present barriers to those in wheelchairs or with other mobility issues (e.g., narrow aisles in stores, clothing racks placed too close together, etc.), or they may notice an emphasis on reading and vision that would hinder individuals who are legally blind or living with a learning disability.

Video: Watch the TED Talk video The Disability Conversation on YouTube (https://www.youtube.com/watch?v=ccIAqPjwKcY).

Consider the following as you are watching: a. Why do you think there is a taboo/stigma around discussing or asking questions about disabilities? b. What does Ben mean by “negative conversations”? Have you seen, used, or heard these? c. What have you learned from Ben? d. What can you do to start the conversation?

Survey Review: View the questions in the Canadian Survey on Disabilities, which replaced the Participation and Activity Limitation Survey in Canada (http://www23.statcan.gc.ca/imdb‐bmdi/instrument/3251_Q3_V1‐eng.htm). a. How is disability defined for the purposes of this survey? b. Which functional limitations are measured in the survey? c. Would you or someone in your immediate family qualify as disabled according to this survey?

Now, refer to the results for 2012 (http://www.statcan.gc.ca/daily‐ quotidien/131203/dq131203a‐eng.htm). a. What are the statistics on prevalence of disability in Canada according to this survey? b. How does age correlate with disability according to the results?

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5. What can I do with respect to assignments?

SA: Define the biomedical and social perspectives of disability and provide an example of each.

A: pp. 236–239—Biomedical: disability approached from the perspective of illness located within the individual. Social: disability viewed as a constructed disadvantage that results in exclusion and rights violations.

SA: Age is an important variable when it comes to disabilities. How do rates and types of disabilities vary between the young and the elderly?

A: p. 241—Adults are more likely to experience disabilities related to pain, but those over 65 experience higher levels of hearing and memory disabilities. The young are most likely to experience learning disabilities in early childhood to adolescence. Adolescents to young adults are more likely to experience mental/psychological disabilities.

SA: Describe the impact of disabilities on family members.

A: pp. 241–242—Answers will vary but could include mention of impact on child care, hours of and ability to work outside the home, financial pressures due to costs and reduced employment, social isolation due to lack of accessible social options.

EQ: Given that one in five Canadians experience a mental health problem and most Canadians are affected by mental health issues, why is there still a stigma around it? What strategies are being used to reduce the stigma? What is being done in your community?

A: pp. 247–248—This section discusses mental health and stigma. It discusses some of the strategies being used as well. The remainder of the question will vary.

EQ: What is the impact of caring for a disabled individual on the person’s family members?

How does having that individual living at home create positive and negative impacts on the individual and on the caregivers?

A: pp. 241–245—There are a number of impacts affecting emotional, financial, and social well‐being of individuals and family members. There are many positive impacts resulting from inclusion in regular activities for both parties as well. Individual answers will vary.

EQ: Consider the seven principles of universal design. Which are easiest to address and which require attention, time, and money and are less likely to be quickly and adequately addressed by businesses and other government agencies?

A: p. 245—The seven principles of universal design. Answers will vary about which are easier or more challenging to address.

Assignment—Community Education: Visit a community agency with a mandate that addresses disability. Find out who the target population is, where funding is accessed, and what the opportunities are for volunteering. Students can be encouraged to volunteer a few hours of their time in order to truly understand the issues and the successes of

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agencies in their own communities. Some examples might be the Canadian National Institute for the Blind, Canadian Hearing Society, and Canadian Paralympic Committee.

KWIP KNOW IT AND OWN IT: WHAT DO I BRING TO THIS? ACTIVITY: JOURNAL 1. In your journal, write a letter responding to the author of this handwritten note.

2. We know that some disabilities are visible, some are invisible, some are permanent, and others are temporary. Have you had personal experience with disability, either yourself or through someone you know? What effect has this had on your understanding of what the daily lived experiences are for people with disabilities?

Answer/Points to Consider: Answers for these questions will vary and will be based on information presented throughout the chapter.

WALKING THE TALK: HOW CAN I LEARN FROM THIS? ACTIVITY: CASE STUDY 1. Using human rights legislation or other relevant legislation in your province or territory, discuss how “duty to accommodate” would be relevant in this particular case.

Answer/Points to Consider: Answers for this question will vary and will be based on information presented throughout the chapter.

2. Using human rights legislation or other relevant legislation in your province or territory, discuss how the concept of “academic freedom” and “essential requirements” would be relevant in this particular case.

Answer/Points to Consider: Answers for this question will vary and will be based on information presented throughout the chapter.

3. Imagine now that you are a professor in a postsecondary institution. How would you specifically deal with Student X’s need for accommodation with course evaluation methods? What would you do to ensure that all students in your classroom are included? What would you do to account for differences in learning styles and learning needs? How would you evaluate students’ understanding in ways that allow all students to demonstrate what they know?

Answer/Points to Consider: Answers for this question will vary and will be based on information presented throughout the chapter. Reference should be made to moving from accommodations to accessibility and Universal Design.

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IT IS WHAT IT IS: IS THIS INSIDE OR OUTSIDE MY COMFORT ZONE? ACTIVITY: GOT PRIVILEGE? ASKING: Do I have privilege?

1. I am reasonably sure that I will have physical access to all areas of my classrooms and to all parts of the campus.

2. I can do well in situations without being told I am an inspiration to other people of my ability status.

3. If I am not hired for a job, I do not have to question whether this had anything to do with my physical or mental ability.

4. I can easily access and implement the appropriate accommodations to help me learn and succeed in the postsecondary institution I attend.

Answer/Points to Consider: Answers for these questions will vary and will be based on information presented throughout the chapter.

REFLECTING: Honouring Our Privilege In relation to your own physical, mental, sensory, developmental, or cognitive abilities, describe two traits that you possess that disadvantage you. Then describe two abilities that privilege you over someone else. How can you use the advantages you experience because of your abilities to combat the disadvantages experienced by others with different abilities?

Answer/Points to Consider: Answers will vary but should include reference to which traits would lead them to their response, for both aspects, disadvantages and privileges. Through these two experiences students should be able to draw interventions or strategies that could contribute to combating the disadvantages people face in society. References could be made to the Charter of Rights and Freedoms, accommodation, and accessibility.

PUT IT IN PLAY: HOW CAN I USE THIS? ACTIVITY: CALL TO ACTION Have students experience what it is like to have a disability (there are many activities and simulators that can be used for both visible and invisible disabilities). Have students share their experiences as a large group and have them reflect on what they have learned from walking in others’ shoes.

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Instructor’s Guide to Classroom Engagement For Anzovino/Oresar/Boutilier’s Walk a Mile—Second Edition Chapter 12—Age

1. Why is this chapter important to students?

Age and stereotypes linked to age are pervasive and unavoidable. One of the most pervasive beliefs is that youth is better than old age in terms of cognition, economics, and productivity. This myth is devastating to workplaces and social institutions when young people and mature adults are not able to collaborate or reach a shared understanding. The reality is that we will all have to interact with others of various ages and our own fear of aging and losing our “edge” must be addressed in order for us to move beyond our inaccurate beliefs and values around age.

2. What are the common student misconceptions and stumbling blocks related to this chapter and how might we assist them to overcome these?

It may be a challenge for young students to see the world from the viewpoint of other generations since many do not regularly interact with those of other generations. The information in the text about how generations differ and are the same may help to dispel some myths. It will also change the dynamics of these discussions if there is age diversity in the group.

Students may see older adults as being in direct competition with them for jobs, and older students may believe that they are too old to compete for jobs among a group of freshly minted graduates. If all can appreciate the advantages to collaboration, they will see benefits to working with those from diverse age groups.

Ageism is often seen as a social problem for the aging population; however, it is often experienced by most people at some point in their lives. Having students acknowledge this societal issue and the fact that it can occur at various ages, and due to various situations, will assist them in seeing the need to combat the problem.

3. What can I do in class?

Think‐Pair‐Share: What generation are you according to the year you were born? Does knowing your generation type and description help you understand your own choices and behaviour? These questions may lead to some diverse answers, and this can provide a refreshing conversation as students share whether they can see themselves in the description presented in the text.

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Guest Speaker: You may wish to bring in a speaker from your community to talk to students about life from the perspective of one who is in the Traditionalist’s or early Baby Boomer’s age group. An interactive discussion with students about likes, dislikes, and similarities in terms of hopes, dreams, career aspirations, and life lessons may open students to the idea that each generation experiences things that are similar but the parameters around them are different—e.g., we all seek friends and fun but have different methods and means of doing so.

Small‐Group/Large‐Group Brainstorming: More people live to be 100 years of age than ever before. Divide the class into four groups and assign each a topic: a. the socio‐cultural advantages of more people living to be 100 b. the financial advantages of more people living to be 100 c. the socio‐cultural disadvantages of more people living to be 100 d. the financial disadvantages of more people living to be 100 Reconvene the class and have each group summarize their discussion to the larger class.

There may be myths to be dispelled and students may wish to consider how the aging population will impact them as they move into their careers.

YouTube: Video: New Study Gives Shocking Snapshot of Elder Abuse in Canada (https://www.youtube.com/watch?v=pPq3NBswzRM). Show students this news segment on elder abuse. This can be used as an opening to discussion of what is included in abuse, how much of a problem it really is, and what can be done to combat it.

4. What can I do online?

Quiz: Take the Aging Quiz (http://www5.mississauga.ca/rec&parks/websites/oaats/training_directory/docs/Myths%2 0and%20Facts%20of%20Aging.pdf) to see how much you know about the aging population in Ontario. How many questions did you get correct? Students may print out their answers and bring them to class for discussion.

Video: Watch the installment of the “Up Series,” which tracks the participants to age 21 (https://www.youtube.com/watch?v=bdTCEydedhk).

Many of the students in the class may be around this age. Ideally they could move on and watch “56 Up” if it is available for public viewing.

Consider: What truth is there to the idea that who we are is somewhat set in childhood?

Does our place in society in our early years determine where we will end up in our older years? What impression does the video leave regarding this?

Journal/Discussion Board: What age do you consider old?

Have students answer this question. Then have them watch the video Millennials Show Us What “Old” Looks Like | Disrupt Aging | AARP (https://www.youtube.com/watch?v=lYdNjrUs4NM). Have them reflect on what they thought about the views of the millennials and if they agreed or disagreed with their

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thoughts on age. Did their viewpoint change as the saw the “old” persons and their abilities? This is a great lesson in combating ageism.

5. What can I do with respect to assignments?

SA: What is the difference between chronological age, psychological age, and social age?

Why is it important to know the difference?

A: p. 258—Chronological age is the number of years since birth. As we age we will change physically and biologically. Psychological age is how old we feel with respect to maturity and emotional growth. Just because your chronological age increases does not mean you feel as old as you are. Social age is the generation you belong to and what set of expectations exists for people of your age in your culture.

SA: What does “cultural greywashing” mean? Where do you see evidence of this in your society?

A: p. 268—Refers to the marginalization and overgeneralizations made about older adults that result in extreme stereotyping. The remainder of the answer will vary.

SA: Explain the intersectionality between age and socio‐economic status for our current seniors.

A: pp. 271–272—12% of seniors are living in poverty and most are women. Older women experience this disadvantage in part due to the fact that they live longer, they continue to experience wage inequalities, and they are part of a social structure that is still primarily male‐ centred.

EQ: Explain elder abuse and why it is important to understand what it is. What can be done to prevent it?

A: pp. 270–271—Elder abuse is any action by someone in a relationship of trust that results in harm or distress to an older person. It is important to understand what it is because it can take various forms, including physical, psychological, sexual, or financial. It is often under‐reported due to fear. The remainder of the answer will vary.

EQ: What are the differences between the various generations? Are there ways to bridge the differences so that the different generations can work and socialize together?

A: pp. 259–265—These pages of reference list the various differences and characteristics of these generations. The remainder of the answer will vary based on student views and experiences.

EQ: What is the nature of the impact of technology on young children?

A: p. 264—Results indicate that there are a number of positive outcomes but that the technology must be used correctly in order for this to happen. Answers will vary.

Assignment—Lifeline: Create your own lifeline that maps out key events that have happened over your lifetime, which have shaped who you are. This lifeline can be based on

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increments of 5 or 10 years, and for each segment students should comment on such areas as a. What was happening in the world during that segment of your life (political events, popular culture news such as #1 songs, hit movies, interesting people in the news)? b. What was happening with you and your family during that segment of your life (educational accomplishments, extracurricular activities and accomplishments, friends you had, favourite pastimes)?

Where did you get your information? Be sure to cite your sources. What were you able to find out from family and friends?

Which events do you feel were most pivotal in shaping your choice of educational pathway and your career interests?

KWIP KNOW IT AND OWN IT: WHAT DO I BRING TO THIS? ACTIVITY: JOURNAL How old are you? How old do you feel? Is there a gap between your chronological age and your psychological age? If so, in your opinion, what causes that gap?

If you had to use a number to describe your social age, what would it be? How does it compare to your chronological age, or the number you would assign for your psychological age? What factors would you consider in determining your social age?

Consider whether or not you “act your age” and what that means to you. Are there specific norms, roles, or behaviours that are expected of people your age in your culture?

Think about a time when you heard or when you used one of the following statements; describe the scenario and identify how you felt at that time:  “Do as I say, not as I do.”  “Because I said so.”  “You’ll understand when you get older.”  “Grow up.”

Answer/Points to Consider: Answers for this journal will vary and will be based on information presented throughout the chapter and students’ self‐reflection.

WALKING THE TALK: HOW CAN I LEARN FROM THIS? ACTIVITY: CASE STUDY 1. What do you do? How do you tailor your seminar to meet the needs of each of these generations?

Answer/Points to Consider: Answers for this question will vary and be based on information presented throughout the chapter.

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2. Do you think generational conflict in the workplace is inevitable or is there a way for multiple generations to work well together?

Answer/Points to Consider: Answers for this question will vary and be based on information presented throughout the chapter.

IT IS WHAT IT IS: IS THIS INSIDE OR OUTSIDE MY COMFORT ZONE? ACTIVITY: GOT PRIVILEGE? ASKING: Do I have privilege?

1. I can freely participate in social activities without being restricted based on my age.

2. I am capable of making decisions that affect my body or self without parental consent.

3. I am reasonably sure that when I interview for a job, I will not experience discrimination based on my age.

4. People take my opinion seriously and believe that I have something to contribute to a conversation.

Answer/Points to Consider: Answers for these questions will vary and will be based on information presented throughout the chapter.

REFLECTING: Honouring Our Privilege Consider the social age group you fall into, and describe two circumstances in which you feel disadvantaged because of your age. Then describe two circumstances in which your age gives you privilege over someone else. How can you use the advantages you experience because of your age to combat the disadvantages experienced by others within or outside of your social age group?

Answer/Points to Consider: Answers will vary but should include reference to which traits would lead them to their response, for both aspects, disadvantages and privileges. Through these two experiences students should be able to draw interventions or strategies that could contribute to combating the disadvantages people face in society. References can include characterization of their specific generation, characterizations of other generations, and ageism.

PUT IT IN PLAY: HOW CAN I USE THIS? ACTIVITY: CALL TO ACTION Have someone from a local organization come in to speak with students about restorative justice (YARD and the John Howard Society are good examples). This will help students understand what the restorative justice approach offers. This will also give students an opportunity to see how they can volunteer their time to the different organizations and causes in their community.

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Instructor’s Guide to Classroom Engagement For Anzovino/Oresar/Boutilier’s Walk a Mile—Second Edition Chapter 13—Families

1. Why is this chapter important to students?

Family is a topic that everyone can relate to. At first glance this may seem an easy topic to address, and yet a few questions in the classroom often reveal that this is a topic that can prove difficult to discuss. The difficulty arises on several fronts: First, it becomes challenging for students to define family once they are presented with the challenge. Is it a concept based on biological relationships, social relationships, living arrangements, or a combination of these?

At the beginning of the conversation it is often presented in glowing terms, which then change as one or two brave souls snicker and mumble that family also means “arguing” or “boring family gatherings.” As the conversation unfolds it becomes apparent that we all carry our own understandings of family in terms of who it includes and how it manifests itself and that these may or may not be reflected in official definitions of family in Canada.

While the topic of family seems simple at the beginning, students are often not aware of the demographics of families in Canada and how different people’s experiences are. This is important because as we move throughout our lives, the understanding that family dynamics vary will only help us in our relationships with others as we open our minds to the fact that not everyone has had the same experience as we have.

2. What are the common student misconceptions and stumbling blocks related to this chapter and how might we assist them to overcome these?

Defining family may be the first important thing to be addressed since it is not something that many of us think of often. We are quick to assume that our own concept of family is represented in many other households but this is not the case. We are also bombarded by media concepts of families and these too can be misleading. Even shows like Modern Family, which present variations in family composition, generally portray family as happy, strong, and supportive no matter what each member is going through. This is a misrepresentation of how things go for many families. Exploring individual definitions of family and sharing stories may open up the conversation to allow students to appreciate the uniqueness of their own situations and the value of situations different from their own.

Exploring the diversity of families in Canada, including newcomer families, will hopefully give students a sense that there are many variations of families and each faces hurdles

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when confronted with the norms that are upheld in Canadian family laws and traditions.

Discussions about family diversity and how the non‐traditional family compositions fare in Canadian culture may also provide some insight into how others live.

3. What can I do in class?

Think‐Pair‐Share: Ask students the question, “What does your family look like?” Have students write down their response. Then show students the video Census—Canadian Families: Then and Now (https://www.youtube.com/watch?v=bvPOEsSNdwQ). Have students reflect on what their family looks like and how the concept of “family” has changed over the past 50 years. Allow students to then have a larger group discussion, which will help lead into many of the topics found in this chapter.

Defining Family Option 1: Assume that you have just met someone new to your town. This person is from a country (or planet) far, far away and is doing research on human interaction. You are asked about how families work. What words and expressions do you use to describe what families are and what they do? Words and expressions can be captured on a smart board or white board, and then discussion can take place about whether all the information indicates that families are always positive, and which notions come from reality and which are taken from media representations of family.

Defining Family Option 2: Ask students to consider the definitions of family presented on page 281 of the text. How and why does the 1971 census definition no longer work? Which of the other two—Statistics Canada 2011 or Vanier Institute of the Family 2012 definitions— do students prefer and why? Do the definitions represent their own biological families well?

What about the group of roommates they live with? Do they fit the definitionof family represented in either definition? Why or why not?

Sociogram: Have students use a sociogram to consider the relationships between the members of their families. They are to draw a circle on a piece of paper and put their own names in it. Then they are to draw circles to represent other members of their families and put the names of family members in each circle. Now they can draw lines between the individuals/circles to indicate relationships. A solid line indicates a positive relationship and a dotted or broken line indicates a challenged or negative relationship. Have students consider their drawings and perhaps whether there is any significance to which circles they drew first, and where they placed the circles in relation to the circle representing themselves. Is this the same rendition of the sociogram that would have been drawn a year ago? What about five years ago? An option is to then have students show their sociograms to a classmate and have them attempt to tell the story of the family given the drawing. Did they capture the dynamics correctly? There are several references for this type of activity including http://users.rider.edu/~suler/sociogram.html.

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4. What can I do online?

YouTube Video: What Does the “Average” Canadian Family Look Like from the CBC (https://www.youtube.com/watch?v=7Dy9Ycv‐30Q). Posing the question, “What does ‘average’ mean?” sets the stage for content of this chapter. This video would be useful to view before the first class on this topic.

YouTube and Discussion Board: Watch the clip about emotional abuse—What I See (https://www.youtube.com/watch?v=B2h_PO9subA). Comment on a discussion board about what students know about emotional abuse and the effects on children, why it is not addressed the same as the other forms of abuse, and what is available in their community to assist with emotional abuse.

Reading: Read the Toronto Star article “Growing Up with Same‐Sex Parents” (http://www.thestar.com/life/2013/08/16/growing_up_with_samesex_parents.html).

Consider the challenges faced by youth who have come forward to talk about their family composition. Do the challenges come more from what the public thinks might happen in terms of their “normal development” or from what “disadvantages” they actually experienced as a result of having same‐sex parents?

5. What can I do with respect to assignments?

SA: Explain what homogamy, endogamy, and exogamy mean.

A: p. 283—Homogamy: a marital union where partners are similar to each other when it comes to age, personality, and cultural interests.

Endogamy: a marital union encouraged between people within the same or similar social groups.

Exogamy: a marital union encouraged between people of different social groupings.

SA: The number of same‐sex marriages is steadily increasing in Canada. What is the current state of acceptance of these unions in Canada? How has same‐sex marriage made having a family easier for these couples?

A: p. 284—In 2005 it became legal for same‐sex couples to marry and by 2015 the number of couples married tripled. Even in Canada, where attitudes toward homosexuality are more liberal, discrimination still affects those who live alternative sexual lifestyles.

For same‐sex couples interested in having children, options are better than they were before. Couples may choose to use a surrogate, adoption, or a fostering agency, or they may choose to co‐parent with another same‐sex or straight couple or single person. Issues include the fact that some international agencies will not allow adoption by same‐sex couples and they face a number of barriers that heterosexual couples do not face.

SA: What are the reasons cited for increases in common‐law couple unions in Canada?

A: p. 283—Marital status is not as important as achieving respect, happiness, career goals, financial security, or a fulfilling sex life.

EQ: What is meant by the term “boomerang generation” and why is this on the rise?

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A: p. 286—The boomerang generation is adult children returning to live with their parents.

Many of these young adults are staying at home or returning home because of changes in relationship status, cultural preferences, difficulties finding or securing long‐term employment, and the high costs associated with education.

EQ: Explain the reasons why an estimated 20% of Canadians are using methods of assisted human reproduction. What complex issues does this technology raise?

A: pp. 288–290—Answers will vary but should include information about personal and professional factors, and issues may include moral, legal, and social.

EQ: Does Canada’s economy stand to suffer as a result of the decline of the traditional, nuclear family? Explain.

A: pp. 283–289—Answers will vary. Several theoretical perspectives are outlined and students should demonstrate knowledge of the facts in their answers.

KWIP KNOW IT AND OWN IT: WHAT DO I BRING TO THIS? ACTIVITY: JOURNAL Do you come from a traditional family, or one that has taken on a newer, more modern form?

How do you think your family or orientation has influenced, or would influence, your family of procreation? Do you think you would carry on, or have you carried on, certain family values or traditions with your family of procreation? Examine your feelings surrounding issues like same‐ sex marriage, foster parenting or adoption, interracial or religious unions, and common‐law partnerships. Knowing what your family situation is in relation to many other kinds of families that exist will go a long way in understanding the diversity that has changed the face of families today.

Answer/Points to Consider: Answers for this journal will vary and will be based on information presented throughout the chapter and students’ self‐reflection.

WALKING THE TALK: HOW CAN I LEARN FROM THIS? ACTIVITY: CASE STUDY 1. How do you respond when your stepfather tells you about how the rest of your stepfamily feels? Do you accept the inheritance or turn it down?

Answer/Points to Consider: Answers for this question will vary and will be based on information presented throughout the chapter.

2. The next time you are with your extended stepfamily, how do you feel? Do you discuss your feelings with them or do you do as your stepfather suggests and just ignore the situation?

Answer/Points to Consider: Answers for this question will vary and will be based on information presented throughout the chapter.

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IT IS WHAT IT IS: IS THIS INSIDE OR OUTSIDE MY COMFORT ZONE? ACTIVITY: GOT PRIVILEGE? ASKING: Do I have privilege?

1. I can see families similar to mine represented in the media and in my everyday experiences.

2. I have never been questioned, judged, or criticized on my decision to get married or have children.

3. The government and my workplace take my family structure into account when creating legislation and policies affecting families.

4. If I choose to, I can have children without the use of assisted human reproduction.

Answer/Points to Consider: Answers for these questions will vary and will be based on information presented throughout the chapter.

REFLECTING: Honouring Our Privilege Consider family diversity in Canada and how your family fits into the mix. Describe two circumstances in which you feel disadvantaged because of your family structure. Then describe two circumstances in which your family structure gives you privilege over someone else’s. How can you use the advantages you experience to combat the disadvantages experienced by others?

Answer/Points to Consider: Answers will vary but should include reference to which traits would lead them to their response, for both aspects, disadvantages and privileges. Through these two experiences students should be able to draw interventions or strategies that could contribute to combating the disadvantages people face in society. References can include characterization of their family structure and family diversity.

PUT IT IN PLAY: HOW CAN I USE THIS? ACTIVITY: CALL TO ACTION Have someone from a local organization come in to speak with students about programs devoted to parenting and families. This will help students understand what the different organizations in their community are and what is available.

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