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LessonPlanTitle: PresentHumanRightsIssues

Date:March27,2017
Subject:SocialStudies20 Grade:11
Topic: HumanRights EssentialQuestion:

Aretherecertainsituationswhereitisjustifiabletotakeawaysomeoneshumanrights?

Materials:(WearedoingthisactivityatBedfordRoadCollegiate)basedon30students
Humanrightsslideshow
30copiesofthecasestudies
30KWLcharts
30copiesofCanadianCharterofRightsandFreedoms.
http://lawslois.justice.gc.ca/eng/Const/page15.html

Stage1DesiredResultsyoumayusestudentfriendlylanguage
Whatdotheyneedtounderstand,know,and/orabletodo?
ThestudentsneedtobeabletounderstandwhataHumanrightis,theyalsoneedtoknowhow
tothinkcritically.

BroadAreasofLearning:
Thestudentswilldevelopasenseofself,communityandplacebybeingabletolookatthe
topicsandrelatethemtodifferentsectorsintheirownlivesthatthereareinjusticesorways
thattheyfeelasthoughtherehavebeeninjustices.Thewilldeveloptheirlifelonglearning
skillsintheirabilitiestoquestionthinkaboutthematerialsandhowthiscanapplytotheirown
lives.Theywillbecomeengagedcitizensbecausetheywilllearntoquestionandnotjust
believewhateveryoneistellingthemtheywillbeabletomakethosedecisionsontheirown.

CrossCurricularCompetencies:
Thestudentswilldeveloptheirthinkingskillsbybeingabletothinkaboutthecircumstances
theyareshownduringclasstimeandreallybeabletothinkandcritiquetheinjusticesor
fairnessthatisrepresentedthatisalluptothem.Thestudentswilldevelopsocial
responsibilitybecausetheywillbeabletoseehowsomeofthesethingsplayoutintheirown
livesandwhattheycanpossiblydoaboutitultimately,theywilllearntobecomemoreaware.
Studentswillbedevelopingliteraciesthroughtheirabilitiestocommunicatewithoneanother
aswellastheirabilitiestolistentoeachotheranddevelopmoreknowledgeandunderstanding
ofhumanrightspolicies.Theywilldeveloptheiridentityandinterdependenceintheirown
opinionstheyshare.

Outcome(s):

1. Humanrightsarethoserightswhichpeopleinsocietycollectivelyhavedecidedthey
willhonourbecausepeoplearemorallyentitledtothem;
2. Inconsideringlifeofdignityandhumanity:
a. Therearerightseveryoneisentitledtoregardlessoftheircontributionto
society.
Knowledge
Knowthedialecticalthinkingistheprocessofsearchingoutthecontradictionsand
conflictsofanissueinordertofindaunifyingideaoranagreementwithout
ignoringthecauseofthetension
Knowthathumanrightsarethoserightsthatanindividualisentitledtosimply
becausesheorheishuman.
Knowthatthemoralityofhumanrightsisbasedonthehumanityandtheinherent
dignityoftheindividual
Knowthathumanrightsareuniversalandassuchapplytoallpeopleregardlessof
nationality,race,religion,politicalbeliefs,age,orgender.
Skills/Abilities
1. Learntousetheprocessofdialecticalthinking.

PGPGoals:
a. KnowledgeofSaskatchewancurriculumandpolicydocumentsandappliesthis
understandingtoplanlessons,unitsofstudyandyearplansusingcurriculumoutcomes
asoutlinedbytheSaskatchewanMinistryofEducation

IamgoingtodemonstratethisabilitythroughthecontentthatIampresentingwithinmy
lessonplan,Iamtakingallofmycontentfromthecurriculumandtryingtomakeitrelevantto
thestudentsinorderforthemtoconnectwithit.

Stage2Assessment

AssessmentFORLearning(formative)Assessthestudentsduringthelearningtohelp
determinenextsteps.

Formativeassessment:HavethestudentsdoaKWLchartaboutwhattheyknow,whatthey
wanttoknowandwhattheywanttolearn.

AssessmentOFLearning(summative)Assessthestudentsafterlearningtoevaluatewhatthey
havelearned.

SummativeAssessment:IwilltakethequestionformsthatIreceivefromeachstudentand
lookatthemtomakesurethattheyhavedemonstratedsomedeeperthought.
Stage3LearningPlan

Motivational/AnticipatorySet(introducingtopicwhileengagingthestudents)
(15mins)notetakingtheHumanRightsterminology

MainProcedures/Strategies:

(15mins)studentsbreakoffintogroupsof5eachgroupwillhavearecorderandtheywill
writeintheirownwordsthesectionoftheCharterofRightsandFreedomsthattheyaregiven.
ThesenoteswillbegivenbacktomesoIcancompilethemandputtheminaformatto
handoutallthesectionstoallthestudents
(15mins)Studentswillstayinthosesamegroupsbutnowlookatacasestudytheywill
answerthequestionsandhavediscussionsasagroup
(10mins)classroomdiscussionaswellasthediscussionoftheessentialquestionfortheday.

Adaptations/Differentiation:
ForthosethatIknowmightnotenjoygroupworkthentheycanstillbeapartofthegroupbut
willnotbeforcedtotalkanddiscusstheycanhandtheiranswersintomesothatIcanseethat
theyhaveputactualthoughtintotheiranswers.

Closingoflesson:

(5min)KWLchart
(5min)Overviewoftheday

PersonalReflection:
Group1:

DEMOCRATICRIGHTS
Marginalnote:Democraticrightsofcitizens

3.EverycitizenofCanadahastherighttovoteinanelectionofmembersoftheHouseof
Commonsorofalegislativeassemblyandtobequalifiedformembershiptherein.

Marginalnote:Maximumdurationoflegislativebodies

4.(1)NoHouseofCommonsandnolegislativeassemblyshallcontinueforlongerthan
fiveyearsfromthedatefixedforthereturnofthewritsatageneralelectionofitsmembers.(81)

Marginalnote:Continuationinspecialcircumstances

(2)Intimeofrealorapprehendedwar,invasionorinsurrection,aHouseofCommons
maybecontinuedbyParliamentandalegislativeassemblymaybecontinuedbythe
legislaturebeyondfiveyearsifsuchcontinuationisnotopposedbythevotesofmore
thanonethirdofthemembersoftheHouseofCommonsorthelegislativeassembly,as
thecasemaybe.(82)

Marginalnote:Annualsittingoflegislativebodies

5.ThereshallbeasittingofParliamentandofeachlegislatureatleastonceeverytwelve
months.(83)
Group2:

MOBILITYRIGHTS
Marginalnote:Mobilityofcitizens

6.(1)EverycitizenofCanadahastherighttoenter,remaininandleaveCanada.

Marginalnote:Rightstomoveandgainlivelihood

(2)EverycitizenofCanadaandeverypersonwhohasthestatusofapermanentresident
ofCanadahastheright

o (a)tomovetoandtakeupresidenceinanyprovince;and

o (b)topursuethegainingofalivelihoodinanyprovince.

Marginalnote:Limitation

(3)Therightsspecifiedinsubsection(2)aresubjectto

o (a)anylawsorpracticesofgeneralapplicationinforceinaprovinceother
thanthosethatdiscriminateamongpersonsprimarilyonthebasisofprovince
ofpresentorpreviousresidence;and

o (b)anylawsprovidingforreasonableresidencyrequirementsasa
qualificationforthereceiptofpubliclyprovidedsocialservices.

Marginalnote:Affirmativeactionprograms

(4)Subsections(2)and(3)donotprecludeanylaw,programoractivitythathasasits
objecttheameliorationinaprovinceofconditionsofindividualsinthatprovincewhoare
sociallyoreconomicallydisadvantagediftherateofemploymentinthatprovinceis
belowtherateofemploymentinCanada.
Group3:

LEGALRIGHTS
Marginalnote:Life,libertyandsecurityofperson

7.Everyonehastherighttolife,libertyandsecurityofthepersonandtherightnottobe
deprivedthereofexceptinaccordancewiththeprinciplesoffundamentaljustice.

Marginalnote:Searchorseizure

8.Everyonehastherighttobesecureagainstunreasonablesearchorseizure.

Marginalnote:Detentionorimprisonment

9.Everyonehastherightnottobearbitrarilydetainedorimprisoned.

Marginalnote:Arrestordetention

10.Everyonehastherightonarrestordetention

(a)tobeinformedpromptlyofthereasonstherefor;

(b)toretainandinstructcounselwithoutdelayandtobeinformedofthatright;and

(c)tohavethevalidityofthedetentiondeterminedbywayofhabeascorpusandto
bereleasedifthedetentionisnotlawful.

Marginalnote:Proceedingsincriminalandpenalmatters

11.Anypersonchargedwithanoffencehastheright

(a)tobeinformedwithoutunreasonabledelayofthespecificoffence;

(b)tobetriedwithinareasonabletime;

(c)nottobecompelledtobeawitnessinproceedingsagainstthatpersoninrespectof
theoffence;

(d)tobepresumedinnocentuntilprovenguiltyaccordingtolawinafairandpublic
hearingbyanindependentandimpartialtribunal;
(e)nottobedeniedreasonablebailwithoutjustcause;

(f)exceptinthecaseofanoffenceundermilitarylawtriedbeforeamilitarytribunal,
tothebenefitoftrialbyjurywherethemaximumpunishmentfortheoffenceis
imprisonmentforfiveyearsoramoreseverepunishment;

(g)nottobefoundguiltyonaccountofanyactoromissionunless,atthetimeofthe
actoromission,itconstitutedanoffenceunderCanadianorinternationallaworwas
criminalaccordingtothegeneralprinciplesoflawrecognizedbythecommunityof
nations;

(h)iffinallyacquittedoftheoffence,nottobetriedforitagainand,iffinallyfound
guiltyandpunishedfortheoffence,nottobetriedorpunishedforitagain;and

(i)iffoundguiltyoftheoffenceandifthepunishmentfortheoffencehasbeenvaried
betweenthetimeofcommissionandthetimeofsentencing,tothebenefitofthe
lesserpunishment.

Marginalnote:Treatmentorpunishment

12.Everyonehastherightnottobesubjectedtoanycruelandunusualtreatmentor
punishment.

Marginalnote:Selfcrimination

13.Awitnesswhotestifiesinanyproceedingshastherightnottohaveanyincriminating
evidencesogivenusedtoincriminatethatwitnessinanyotherproceedings,exceptina
prosecutionforperjuryorforthegivingofcontradictoryevidence.

Marginalnote:Interpreter

14.Apartyorwitnessinanyproceedingswhodoesnotunderstandorspeakthelanguagein
whichtheproceedingsareconductedorwhoisdeafhastherighttotheassistanceofan
interpreter.
Group4:

EQUALITYRIGHTS
Marginalnote:Equalitybeforeandunderlawandequalprotectionandbenefitoflaw

15.(1)Everyindividualisequalbeforeandunderthelawandhastherighttotheequal
protectionandequalbenefitofthelawwithoutdiscriminationand,inparticular,without
discriminationbasedonrace,nationalorethnicorigin,colour,religion,sex,ageormentalor
physicaldisability.

Marginalnote:Affirmativeactionprograms

(2)Subsection(1)doesnotprecludeanylaw,programoractivitythathasasitsobjectthe
ameliorationofconditionsofdisadvantagedindividualsorgroupsincludingthosethatare
disadvantagedbecauseofrace,nationalorethnicorigin,colour,religion,sex,ageor
mentalorphysicaldisability.(84)
Casestudy1:Dant
Aftermonthsofsearchingforaweekendjob,Dant,whoisBlack,finallygotaninterviewwith
theownerofabusycarwashandgasstation.Theownerseemedreluctanttohirehim,butDant
managedtowinhimover.Theownergavehimthejob,sayingthathewouldbeworkingona
weekendshiftwithsevenotheryoungmen,allstudentsfromthelocalarea.Theshiftmanager
wouldtrainhimonthecarwashequipment.

OnDant'sfirstday,theshiftmanagergavehimonlyafewminutesofinstructiononthe
equipment.Dantwatchedwhattheothermenweredoing,butwhenheaskedquestions,they
werenotveryhelpful.

Overthenextfewweekends,Dantconcentratedonhisworkbutbecauseofcertainevents,he
increasinglybegantostaybyhimself.Afewcoworkersinvitedhimtojointheirlittlegroupfor
lunchorbreaks,butothersconsistentlycrackedethnicandracialjokes,oftenwithinhearingof
theshiftmanager.OnedayDantoverheardthemanagersaythatBlackpeoplewereresponsible
forincreasedviolenceinthecommunity.Thisstatementencouragedsomecoworkers,whohad
previouslyeatenlunchwithDant,totellacoupleofjokesaboutBlackpeople.Whenthey
glancedathimastheytoldtheirjokes,hegotupandwalkedaway.

OnebusySaturdayafternoon,awholesectionofthecarwashequipmentbrokedownbecause
someonehadallowedthesystemtobecomeoverheated.Danthadworkedonthatsectionuntil
hisbreak,whenacoworkertookover.Thesystemhadbrokendownatsomepointafterthat.

TheshiftmanagerwasfuriousandaccusedDantofnegligence.Dantrepliedthathebelieved
thesystemwasfinewhenheleftforhisbreak.AlthoughDantinsistedthattheequipment
failurewasnothisfault,theshiftmanagerfiredhim.Dantebelievedhewasdiscriminated
againstbecauseheisBlack,whilehiscoworkersandmanagersareWhite.

Groupdiscussionquestions
1. DidtheshiftmanagerhavegoodreasonforfiringDant?Why?
2. Whatfactorswouldahumanrightstribunaltakeintoconsideration?
Casestudy2:Tammy
Byage11,Tammyhadbowledforfiveyearsinthelocalrecreationleague.Sheandseveral
othersqualifiedtoenteraprovincewidecompetitionsponsoredbytheYouthBowlingCouncil.

Tammyhascerebralpalsyandusesawheelchair,butshehassomemovementandcoordination.
Soshecouldbowl,herfatherbuiltawoodenramp,thetopofwhichrestsinTammy'slap.She
linesuptheramptowardsthebowlingpinsandletstheballrolldowntheramp.

Justbeforethecompetition,theCouncilruledthatTammywasineligibletotakepart.Whilethe
Council'srulesallowedpersonswithdisabilitiestousespecialequipmenttoassistthemin
recreationalbowling(providedtheequipmentdidnotaddforceorspeedtotheball),they
prohibitedtheuseofsuchequipmentincompetitions.

TheTribunalandlatertheSupremeCourtofOntarioheardTammysapplication.TheYouth
BowlingCouncilarguedthatithadnotviolatedherrightsundertheCode,becauseTammy
wasntcapableoftheessentialrequirementofbowlingmanuallyreleasingtheball.The
Councilalsocontendedthattheuseofspecialdeviceswouldmakecompetitionbetweenthe
bowlersunfair,becausetheskillsassessedwouldnotbecommontoallcompetitors.
Tammy'slawyersarguedthatTammywasbowlingshewasusingtheballtoknockdownpins.
Also,theYouthBowlingCouncilhadadutytoaccommodateherundertheCodebyallowing
hertousetheramp.SpeedandaccuracytestsshowedthatTammydidnotgainanyadvantage
overotherbowlers.Herballspeedwastoolowformaximumresultsandheraccuracynobetter
thanaverage.
Groupdiscussionquestions
1. CouldTammyperformtheessentialrequirementofbowling?Shouldthisargumenthave
beenafactorindeterminingwhetheraviolationoccurred?
2. ShouldtheCouncilhavetoaccommodateTammy(forexample,shouldtheyallowherto
bowlincompetitionswiththeramp)?
3. WouldtheCouncilexperienceunduehardshipifitaccommodatedherincompetitions?
Woulditchangethesporttoomuch?Giveyourreasons.
Casestudy3:Tawney
TawneyworkedasaforestfirefighterfortheProvinceofBritishColumbiaandwasamemberof
theInitialAttackForestFirefightingcrewforasmallareaintheforestsofBC.Thecrewsjob
wastoattackandsuppressforestfireswhiletheyweresmallandcouldbeeasilycontained.Her
supervisorsfoundherworksatisfactoryandhadnoreasontoquestionhercontinuingabilityto
dotheworksafelyandeffectively.

Aftershehadbeensuccessfullydoingthisjobforthreeyears,thegovernmentadoptedanew
seriesoffitnesstestsforforestfirefighters.ThetestsweredevelopedinresponsetoaCoroners
InquestReportthatrecommendedthatonlyphysicallyfitemployeesbeassignedasfrontline
forestfirefightersforsafetyreasons.Thetestsrequiredthatforestfirefightersweighlessthan
200lbs.(withtheirequipment)andcompletearun,anuprightrowingexercise,andapump
carrying/hosedraggingexercisewithinstipulatedtimes.

Therunningtestwasdesignedtotesttheforestfirefightersaerobicfitness.Subjectswere
requiredtorun2.5kilometresin11minutes.Afterfourattempts,Tawneyfailedtomeetthe
aerobicstandard,runningthedistancein11minutesand49.4secondsinsteadoftherequired11
minutes.Asaresult,shewaslaidoff.

Statingthatthetestunfairlydiscriminatedagainstwomen,Tawneysunionbroughtagrievance
onherbehalf.

Groupdiscussionquestions
1. Whatdoyouthinkabouthavingdifferentstandardsformenandwomen?
2. Doyouthinkthetestwasafairwayofmeasuringafirefightersabilitytodothejob?
3. IfTawneywaspassed,eventhoughherrunningtimewasbelowwhatwasrequired,is
shebeinggivenpreferentialtreatmentovermen?
Casestudy4:Cindy
Cindy,19,appliedforajobatanursinghomeasanursingaide.Shehadpreviouslyworkedpart
timeasakindergartenteacher'saideandhadalsocaredforchildrenwithmentalandphysical
disabilitiesduringherhighschoolyears.Inherinitialinterview,theassistantadministratortold
Cindyshewasanidealcandidateandthatsheprobablywouldbehired.

Shewasgivenapreemploymentmedicalexaminationforherfamilydoctortocomplete.He
confirmedthatshecouldmeettherequirementofbeingabletoliftpatients.

Atasecondmeeting,theinterviewerreviewedthecompletedmedicalformandnoticedCindy's
hand.Duringtheinitialinterview,theassistantadministratorhadnotobservedherlefthand,on
whichtheindex,middleandringfingersweremuchshorterthanthoseonmosthands.Following
this,theinterviewerandanothernursingdirectorspentmuchtimediscussingCindy'sdisability
andthejobrequirements.EventhoughtheybothreallywantedtohireCindy,theydidntthink
shewouldbeabletocopewiththegrippingorclaspingthatisneededtoliftpatients.

AlthoughCindysaidshecouldperformthedutiesandhaddonesimilartasksinherpreviousjob
withchildrenwithdisabilities,shewasnothired.

Groupdiscussionquestions
1. DidtheinterviewerhavereasonablegroundstobelievethatCindycouldnotdothejob?
2. OnwhatbasisdidtheinterviewersassessthatCindycouldnotmeetajobrequirement?
3. Whatdoyouthinktheinterviewerandthenursingdirectorshouldhavedecided?What
areyourreasons?
Casestudy5:Rita
Ritaandherfamilymovedtothecityfromaremotecommunityinthemiddleoftheschoolyear.
Withinaweek,Ritawasregisteredatthelocalhighschoolandbeganattendingclasses.She
travelledtoandfromschoolbyschoolbus.

Aftertwoweeksatthenewschool,Ritawasjustbeginningtosettleintoherclasses.However,
shewassomewhatnervousaboutherhistorycourse.Afterherfirstclass,theteachermadeit
clearthatRitahadalotofcatchinguptodo,ifsheweretopassthecourse.

Thefollowingweek,somestudentsgaveapresentationonColumbus'voyagein1492tothe
NewWorld.Therewaslivelydiscussion,andreadingsandprintswerecirculateddepicting
Columbus'arrivalinvariousterritories.TherewereseveralreferencesmadetoIndiansand
savagesthatthecolonistshadtodefeattosettletheNewWorld.

AsamemberoftheCreeBand,RitawasdismayedbythewaytheteacherportrayedAboriginal
personsinthepresentation.Sheapproachedherteacherbeforeclassthenextdaytodiscussthe
issue.Astheclassbegan,theteacherannouncedthatRitahadconcernswiththeColumbus
presentation.ShethenturnedtoRitaandaskedhertogiveherversionoftheColumbus
discoveryfromanAboriginalpointofview.

Caughtoffguard,Ritahaltinglymadeseveralpoints,andthensatdownquicklywhenseveralof
thestudentsbegantosnicker.Laterthatdayonthebusridehome,someoftheotherstudents
jeeredather,sayingifshedidn'tlikehistorythewayitwastaught,thensheshoulddropout.She
turnedawayandignoredthem.Thenextday,thejeeringcontinuedinthehallway.Whenshe
wenttoherlockeratlunch,someonehadscrawledthewordsgonehuntingonherlockerdoor.
Again,sheignoredthecuriousstudentsaroundher.

Ritatoldherparentsabouttheincidents.Theycalledtheprincipal,whosaidshewouldgive
helltotheoffenders.ShealsosuggestedthatRitashouldmakemoreofanefforttofitinand
getalongwithothers.

Groupdiscussionquestions
1. HowshouldtheteacherhavehandledRita'sconcernovertheColumbuspresentation?
2. Shouldtheprincipaldealwiththesituationinadifferentway?
WhatIKnow WhatIWanttoKnow WhatIhavelea