Schools

The Code

By Rachel Aberle
Directed by Patrick McDonald
Produced by Green Thumb Theatre

Study Guide

Please find the original guide created by Green Thumb Theatre at the link here.

This study guide responds directly to the following curriculum expectations as outlined by the Ontario Ministry of Education. By participating in the pre-show and post-show discussion questions and exercises, students will:

  • deepen their understanding of themselves, their strengths, and their values, and use this information to make thoughtful decisions about their health
  • plan in advance, weigh pros and cons, and consider consequences when making decisions
  • consider connections between their health and the world around them and learn to use health information to make safe and healthy choices
  • develop skills and strategies for healthy relationships and the importance of having a strong understanding of consent
  • understand the benefits and risks of using electronic communications, and strategies for staying safe and responding to bullying or sexual harassment, both online and in person
  • explore topics related to gender studies, and formulate questions to guide their research
  • explore a variety of topics related to gender studies to identify topics for research and inquiry
  • communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills
  • demonstrate an understanding of how attitudes, behaviours, roles, and norms relating to gender are socially constructed, and of the complexity of gender as a concept and as a lived experience
  • analyse sexism and the dynamics of power relations with respect to sex and gender in a variety of contexts
  • analyse representations of women and men in media, popular culture, and the arts, and assess the effects of these representations
  • describe strategies, initiatives, and accomplishments of individuals and organizations, including both Canadian and international organizations, with respect to gender equity
  • demonstrate an understanding of the impact individual action can have on equity, social justice, and environmental issues, and of how the media can create awareness of these issues
  • describe various types of relationships in which adolescents are involved
  • generate, gather, and organize ideas and information to write for an intended purpose and audience
  • identify some media forms and explain how the conventions and techniques associated with them are used to create meaning
  • use the creative process and a variety of sources and forms, both individually and collaboratively, to design and develop drama works
  • use the elements and conventions of drama effectively in creating individual and ensemble drama works, including works based on a variety of sources
  • demonstrate an understanding of how societies present and past use or have used drama, and of how creating and viewing drama can benefit individuals, groups, and communities
  • identify knowledge and skills they have acquired through drama activities and ways in which they can apply this learning in personal, social, and career contexts