Está en la página 1de 29

Assignment#4

MadisonMacKeracher
Understanding By Design Unit Template

Title of Unit Grade Level 11


HumanRights

Subject Time Frame


SocialStudies 7lessons

Developed By MadisonMacKeracher

Stage 1 - Identify Desired Results


Broad Areas of Learning
How are the BAL incorporated into this unit?

Studentswilldevelopthetraitsofbeinglifelonglearnersaswellasengagedcitizens,theywilldeveloptheabilitytoreflectanduse
theirknowledgeofhumanrightstohopefullyfightfortherightsofothers,etc.Whichwillgivethemtheopportunitytolearnfrom
todayandtaketheseskillsintothefuturewiththem,aswellasbecomingacitizenthattakespartinrevolutionizingandstandingup
fortherightsofothers.Studentswillbeabletorecognizehowtheybenefitfromhumanrightsandhowothermaynotbenefitfrom
thosesamerights.Whichwillultimatelybuildasenseofself,andcommunitywithinthembecausetheyknowmoreaboutthemselves
andthehumanrightsthattheyaccessandtherightsthatothersdoaswell.

Cross curricular Competencies


How will this unit promote the CCC?

Studentswilldevelopthinkingthroughclassdiscussionaswellasexaminingtheresponsibilityofhumanrightsandtherightsthat
manyofustakeadvantageofeveryday.Aswellasexaminethatnoteveryonereceivesthesamehumanrights.Studentswillalso
begintounderstandtheirownidentityaspeopleandhowtheirrightsrelatetohumanrights,studentswillalsoexaminehowthe
interdependenceoftheirrightsandtheirknowledgeofrightsforallpeopleandhowsomepeopledonothaveaccesstoorarenot
giventhosebasichumanrights.Studentswillalsobecomesociallyresponsibleandlearntodevelopliteraciesbyrecognizingthelack
ofhumanrightsthatsomepeoplehaveaccesstoaswellasrecognizewhereweareprivilegedwhenourhumanrightsarerarely
denied.Beingsociallyresponsiblewouldmeanthatthestudentsrecognizethattherearesomeinequalitiesinpeoplesaccessorability
toexercisetheirownhumanrights.

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

Foundationalobjectives
1. Humanrightsarethoserightswhichpeopleinsocietycollectivelyhavedecidedtheywillhonourbecausepeoplearemorallyentitled
tothem;
2. Dialecticalthinkingastheprocessofsearchingouttheoppositions,conflicts,contrasts,contradictions,anddifferencesinthecontent
ofasubjectorissueinordertofindaunifyingideawithoutdiscardingtheinternaltension;
a. Thestepsoftheproblemsolvingprocess;
b. Theconflictresolutionprocess;and
c. Thedecisionmakingprocess.
3. Inconsideringlifeofdignityandhumanity:
a. Therearerightseveryoneisentitledtoregardlessoftheircontributiontosociety.
b. Thereareobligationseveryoneinsocietymustassumeforothers.
Knowledge
Knowthedialecticalthinkingistheprocessofsearchingoutthecontradictionsandconflictsofanissueinordertofindaunifying
ideaoranagreementwithoutignoringthecauseofthetension
Knowthathumanrightsarethoserightsthatanindividualisentitledtosimplybecausesheorheishuman.
Knowthatahumanrightclaimbyanindividualorgroupimposesasetofresponsibilitiesandobligationswhichotherindividuals
andgroupsmusthonour
Knowthathumanrightsaremorethandemandsforrights;theyinvolveamoralentitlementtotherightinquestionwhichother
peopleinsocietycollectivelyhavedecidedtheywillhonour
Knowthatthemoralityofhumanrightsisbasedonthehumanityandtheinherentdignityoftheindividual
Knowthathumanrightsareuniversalandassuchapplytoallpeopleregardlessofnationality,race,religion,politicalbeliefs,age,
orgender.
Skills/Abilities
1. Learnandpractiseusingconceptstocategorizeandclassifyinformationsothattheinformationcanbeanalyzed
2. Learnandpractiseusingthethinkingskillsof:
a. Statinghypothesesthataretestableandguidethesearchfordata;and
b. Presentinganalysestoconfirmordisconfirmthehypothesesindialecticalthinking
3. Learntousetheprocessofdialecticalthinking.

Enduring Understandings Essential Questions


What understandings about the big ideas are desired? (what you What provocative questions will foster inquiry into the content?
want students to understand & be able to use several years from (open-ended questions that stimulate thought and inquiry linked
now) to the content of the enduring understanding)
What misunderstandings are predictable?
Students will understand that... Content specific.

Studentswillunderstandthathumanrightsareuniversal Whatrightsshouldpeoplebeentitledtoregardlessoftheir
Willknowthatdialecticalthinkingisaboutfindingaresolution contributiontosociety?
orinformationbydoingresearch. Whatobligationsshouldeveryoneinsocietyassumefor
others?
Isonehumanrightmorevaluablethananother?
Related misconceptions
Towhatextentdoespowerorthelackofpoweraffect
Thathumanrightsareaccessedbyeveryone(intheorytheyare individuals?
supposedtobebuthowdoweexplainIndigenouscommunities Whydohumanrightsneedtobeprotected?
thatdonothavecleandrinkingwater.) Whataresomeinstanceswheretherehavebeenhuman
rightsviolationsforIndigenouscommunities?

FNMI, multicultural, cross-curricular

Whataresomebasichumanrightsthathavebeendeniedto
manyFNMIcommunities?
Whatarethedifferencesandcommonaltiesofhumanrights
andtreatyrights?

Knowledge: Skills
What knowledge will student acquire as a result of this unit? This What skills will students acquire as a result of this unit? List the
content knowledge may come from the indicators, or might also skills and/or behaviours that students will be able to exhibit as a
address pre-requisite knowledge that students will need for this result of their work in this unit. These will come from the
unit. indicators.

Students will know... Students will be able to

Themeaningofahumanrightaswelltheywillknowhowto Studentswilldeveloptheirskillsindeeper
researchandfindinformationtosupportclaims. understandingandthinking
Theywillknowhowtodealwithinternalconflictsinregardsto Studentswillalsodeveloptheyreskillsinpublic
humanrights. speaking.
Worldissuesinregardstohumanrights Studentswilldevelopskillsinresearchingand
Haveawiderangeofhumanrights developingwellinformedopinionsand
understandings.
Stage 2 Assessment Evidence
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the
learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills
to demonstrate their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G Goal Final piece of assessment (final project for unit)
What should students accomplish by
completing this task?
The students will be able to demonstrate their knowledge of human rights as a hole as well as
R Role one specific human right in depth.
What role (perspective) will your The students will be in groups of two and they will research human rights issues, they will each
students be taking?
argue a side whether they agree or disagree then they will have a debate during the last class.
A Audience
Who is the relevant audience? This assessment will help me to change, modify or adjust my teaching strategies as give me
some feedback to show the people who supervise me.
S Situation The debate will take place in the classroom and the students are challenged to research their
The context or challenge provided to
the student. topics and then present them trying to convince us of their findings.
P Product, Performance
A debate, so a written hand in assignment as well as a well informed and well researched topic
What product/performance will the that they will orally communicate to their peers and myself during class time.
student
create?
S Standards & Criteria for
Success Attach rubric to Unit Plan
Create the rubric for the Performance
Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, observations, How will students reflect upon or self-assess their learning?
quizzes, tests, journals or other means) will students demonstrate
achievement of the desired results? Formative and summative
assessments used throughout the unit to arrive at the outcomes.

Each week students will be given the opportunity to write a


reflection about the things they have learned in the reflection they I will give each student a self-assessment.
will be given the opportunity to ask questions about what they still (See it attached at the end of the document.)
are unsure about, things they think they have a good
understanding of and something they would like to talk more
about.
Stage 3 Learning Plan
What teaching and learning experiences will you use to:
achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are
going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the
learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance
learning?

Thestudentsaregoingtostartatthebasicofhumanrights,therecanbesomepriorknowledgebutwearegoingtobreakitdownsimply.
Startingwiththedefinitionofhumanrights,allthewayuptoexploringhumanrightsandrightsviolationsintheworld.Ithinkthatthestudents
willhavesomeknowledgeofthissubjectbecausetheyaresoconnectedtotheworldtheyhaveaccesstoinformationattheirfingertips.The
learningforthiscanbestoccurintheclassroomaswellthroughresearch.IthinkthatifwearedoingthislessonintheschoolthatIaminwe
mighthavesomestudentsthattheseissuesarerelevanttosoIwouldsaybeingconscious

How will you engage students at the beginning of the unit? (motivational set)

Intro to human rights

Inordertoenjoythisright,weneedtolearnwhatourrightsandresponsibilitiesare,andtolearntorespectotherpeoplesviews.Instructions
Writeoneofthefollowinghumanrightsvaluesoneachlargepieceofpaperandplacethemin4differentplacesaroundtheroom.
Humanrightsvalues:inclusion,respect,cooperationandrespectfordiversity.
Askstudentstostandnexttothevaluethatismostimportanttothem.Formateamwiththestudentswhohavegatheredaroundthe
samevalue.
Asktheteamstodiscusswhatthevaluetheyhaveselectedmeanstothemintheirdailylives,andtogiveconcreteexamples.
Havethemwritedownexamplesandbrainstormideas.
After10minshavethestudentschooseonepersonfromtheirgrouptoreadofftheirlist

What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
# Lesson Lesson Activities CCCs Resources
Title
1 Developing
Goalfortheday:Icandescribeandgiveexamplesofhumanrights. Thinking PowerPoint
Rights? withquestions
Whatare 1. Asaclass,wewillbrainstormideasofwhatwethinkmakeushuman. Developing
they? 2. Writethewords"HUMAN"and"RIGHTS"atthetopofchartpaperora Literacies Whiteboards
blackboard.Belowtheword"human"drawacircleortheoutlineofahuman (erasersand
being. markers)
a. Askparticipantstobrainstormwhatqualitiesdefineahumanbeingand
writethewordsorsymbolsinsidethecircle.Forexample, Paper,Pens
"intelligence,""sympathy."
b. Nextaskparticipantswhattheythinkisneededinordertoprotect,
enhance,andfullydevelopthesequalitiesofahumanbeing.Listtheir
answersoutsidethecircle,andaskparticipantstoexplainthem.For
example,"education,""friendship,""lovingfamily.
1. ClassDiscussion:Usethewhiteboards(studentswillwriteanswersthenhold
themup)

c. Areallhumanbeingsessentiallyequal?Whatisthevalueofhuman
differences?

d. Cananyofour"essential"humanqualitiesbetakenfromus?For
example,onlyhumanbeingscancommunicatewithcomplexlanguage;
areyouhumanifyoulosethepowerofspeech?

e. Whathappenswhenapersonorgovernmentattemptstodeprive
someoneofsomethingthatisnecessarytowhoweareashumans?

f. Whatwouldhappenifyouhadtogiveuponeofthesehuman
necessities?

3. WhatisaRight?

a. Brainstormforthemanymeanings"right"canhave(e.g.,"correct,"
"oppositeofleft,""just.")Considercommonexpressionslike"Were
withinourrights"or"Youhavenorighttosaythat."Recordthese
differentmeaningsontheboard.Whatisthemeaningof"right"when
wespeakofahumanright?

b. Insmallgroupsoralltogether,brainstormadefinitionforhuman
rightsandwritethesepossibilitiesontheboard.Trytoevolvea
definitionthateveryonecanagreeuponandwriteitonachartsheetby
itself.

c. Writeontheboardthisdefinitionofhumanrights:
Humanrightsbelongtoallpeopleregardlessoftheirsex,race,color,
language,nationalorigin,age,class,religion,orpoliticalbeliefs.
Theyareuniversal,inalienable,indivisible,andinterdependent.

d. Whatdoesitmeantobeinalienable,invisibleandinterdependent?

4. Humanrightvs.humanprivilege

a. Thestudentswillbeaskednumerousquestionstheywillwalktoeither
onesideoftheclassroomortheother.Thequestionswillhavetodo
withwhethertheoptionisarightoraprivilege.

i. Examplequestions:

1. AccesstoTV

2. Accesstocleandrinkingwater

3. Freedomofspeech

4. Accesstocellphones

Exitslip:

Thefinalquestionthatletsthestudentswalkoutthedoor.

Thequestionis:Ifahumanrightissomethingthatbelongstoeveryone,givemean
exampleofwhenyouthinkahumanhasbeentakenaway?
2 Canadian Developing Presentation
Human Goalfortheday:IreadandunderstandtheCharterofRightsandFreedoms,aswellI Social PowerPoint
rights knowterminologyandcanputmyknowledgeintopractice. Responsibility KWLCharts
issues
(15mins)notetakingtheHumanRightsterminology
(15mins)studentsbreakoffintogroupsof5eachgroupwillhavearecorder
andtheywillwriteintheirownwordsthesectionoftheCharterofRightsand
Freedomsthattheyaregiven.ThesenoteswillbegivenbacktomesoIcan
compilethemandputtheminaformattohandoutallthesectionstoallthe
students
(15mins)Studentswillstayinthosesamegroupsbutnowlookatacasestudy
theywillanswerthequestionsandhavediscussionsasagroup
(10mins)classroomdiscussionaswellasthediscussionoftheessential
questionfortheday.
(10mins)KWLchart
Formativeassessment:HavethestudentsdoaKWLchartaboutwhatthey
know,whattheywanttoknowandwhattheylearned.

3 Indigenous Goalfortheday:Iknowandunderstandthecommonalitiesanddifferencesoftreaty Developing PowerPoint


Human rightsandhumanrights Social
Rightsand WhatarerightsthatIndigenouspeoplehavefoughtfor? Responsibility BookTreaty
the (20mins)ofPowerPointlecture,andnotetaking.Iwouldprobablycollaborate Eldersof
Treaties withanelderforthislesson,eitherinterviewthemandaskthemaseriesof Developing Saskatchewan
Rights questionstoputinthePowerPoint Identityand
o Whatdotreatiesmeantoyou? Interdependence
o Whatdotreatiesrightsandhumanrightshaveincommonfromyour
understanding?
o WhataresomehumanrightsviolationsthatyouthinkIndigenous
peopleareaffectedby?
o Whataresomethingsthatyouthinkwecandotohelpfightforthose
whodonthaveaccesstobasichumanrights?
(20mins)UsetheBookTreatyEldersofSaskatchewantooutlinetheelements
ofthetreatiesandwhattheymeantforindigenouspeopleswellbeingaswell
astheirrights.
Whatisthedifferencebetweentreatyrightsandhumanrights?Istherea
difference?
(5mins)ExitSlip:
o 321methodwhatare3thingsyoulearned,2thingstheyfound
interestingand1questiontheystillhaveaboutthematerial.
4 Goaloftheday:Icanquestionandcriticallythinkaboutwheremyfoodcomesfrom. Developing Copyofthe
(65mins)Takethestudentstothegrocerystore(thisisifweareclosetoa Literacies OteshaProject
Wherethe grocerystore) Book
heckdoes o Splitthestudentsintogroupsandhaveeachgrouptakeasectionofthe Developing
ourfood list. Social 30copiesof
come o Havethestudentspredictwhattheythinkwillhappenatthegrocery Responsibility theworldmap
from?
store
OteshaProjectActivity
TheOteshaProject
Coffee,Cocoa/FoodWhatisfairtrade?

Investigate#2:MakeaWorldMapofthecountriesoforiginofthefollowingitemsat
thelocalgrocerystore:coffee,tea,sugar,cocoapowder,bananas,apples,kiwis,
mangoes,grapes,pineapple,oranges,garlic,tomatoes,broccoli,spinach,potatoes,
basil,flowerbouquets,andtwotypesofpottedplants.Besideeachcountry,writeits
GDPpercapitanoticethedifferencebetweenthenumbers!

5 Beginning Goalfortheday:Icanchooseatopicandbegintoformulateargumentsfororagainst Developing


oftheend thattopic. Thinking Computers
unitplan (15mins)Havethestudentsbrainstormworldissues
o Whatmakesahumanrightsviolation?Examples? Developing FinalProject
o Whatcanwedo?Whataresomethingsthatwecandotohelpwith Social outline
humanrightsviolationsaroundtheworld? Responsibility
TheendoftheUnit(havestudentsresearchatopicabouthumanrights.They
willpickapartnerhaveonestudentargueonesideandtheotherarguethe
opposite.Trytogetthestudentstoargueforsomethingthattheydontalready
believein)goinpairsandtheywillcreateadebatefortheirtopic

(5mins)Havethestudentspickapartnerandatopic.
(40mins)workperiodtoworkontopicandresearching.

6 Goalfortheday:Icancontinuetobuildonmytopicandhaveadeeperunderstanding Developing
ofhumanrightsviolationsespeciallyinregardstoslavelabour,orunfairlabour. Identityand
(20mins)UndercoverTeacherSimulation Interdependence Computers
o Cleanyourclassroom!Assignworkandreward(withcandiesorfair Teacher
tradechocolatepieces)accordingtotherubricbelow(basedon30 Developing Simulation
studentsand100piecesofcandy) Thinking CueCards
1. Longdifficult,manuallabour(scrubbing,cleaning,collectinggarbage
fromfloorandallover)15students1pieceeach[CoffeeFarmers] Fairtrade
2. Supervisingthemanuallabour5students2pieceseach[Coffee candy
Coyotemiddleman)
3. Easiermanuallabour(transportingthegarbagebagstothedumpster) Computers
5students2pieceseach[Transporters]
4. Easiermanuallabour(postingnewpostersormaterials,openingor
closingcurtains)5students4pieceseach[Staffatcompanycoffee
shopsinCanada]
5. You(theteacher)announcethatyouwillkeeptheremaining35
piecesofcandyasarewardforoptimizingclassefficiency[CEO]
Messyuptheroominadvancetoenhancetheexperiences,andallowtimeat
theendfordiscussion.Isthisfair?Sharetheremaining35candiesatthe
endofthesimulation,ordontyourcall!
(10mins)Classdiscussion
o Isitfairtogivethehardestworkersthesmallestrewards?
o Arethereinstancesthatyoucanthinkofinthisworldtodaywherethis
happens?
(10mins)Doalittlepresentationofahumanrightsissueintodaysworld
(25mins)WorkPeriodtoworkonthedebate

7 Goalfortheday:Icanfinalizemyideasandhavestrongpointsandopinionsthat Developing PowerPoint


supportmytopic. Thinking
Work (10mins)IntroductorySet Computers
Period o Doalittlepresentationofahumanrightsissueintodaysworld Developing
(55mins)WorkPeriodtoworkonthedebate Identityand
Interdependence

Assess and Reflect (Stage 4)


Considerations Comments
Required Areas of Study:
Is there alignment between outcomes,
performance assessment and learning Yes, there is alignment between the curriculum, assessment I have looked at
experiences? the outcomes and indicators and made a direct link between the activities as
well as the end of unit project.

Adaptive Dimension: For struggling students:


Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional For struggling students who might have difficulties staying at the same pace I
practices, and/or the learning environment to meet will photocopy our notes for each week and while others are writing notes I will
the learning needs and diversities of all my have them highlight what they think is the most important.
students? For the students who might need a little extra guidance I will give them a list of
countries that they need to choose from for the
For those students who do not want to present in front of the class can either
audio record themselves or take a video of themselves.

For students who need a challenge:

I will have these students argue a topic that they would normally oppose. To
give them an experience that causes them to really consider and think critically
about their own beliefs as well as the research and meaning behind the
opposing side.

Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches? Yes, we do collaboration with the students as well as some presentations that I
present to the students, as well as independent study.

Resource Based Learning:


Do the students have access to various resources Students have access to computers, books, technology, and each other.
on an ongoing basis?

FNM/I Content and Perspectives/Gender


Equity/Multicultural Education: I believe that within my classroom I will always be sure to make it evident that
Have I nurtured and promoted diversity while we want you at school, when you are late or I havent seen a student for some
honoring each childs identity? time I wont dwell on that I will just thank them for coming to class and just get
them caught right back up.
I also think that allowing the students to explore their own common held beliefs
will help them in understanding and feeling as though they are accepted and
part of the class

Rubric: Social Studies 20


Unit 1 Human Rights

DemonstratesKnowledgeandUnderstandingofHumanRights
4 3 2 1

Thorough and in- Broad and well-developed Adequate and Limited and insufficient
depth knowledge and knowledge and understanding simplistic knowledge knowledge and
understanding of of human rights. and understanding of understanding of human
human rights. human rights. rights.
Uses knowledge and skills in
Uses knowledge and a variety of learning tasks Uses knowledge and Struggles to use
skills in complex skills in common knowledge and skills in
learning tasks. Uses in familiar and new learning tasks, learning tasks
learning situations.
Uses in diverse and Uses in familiar Can experience success
unique situations learning situations. when learning situations
are rehearsed and highly
structured

Demonstrates the abilities to explore issues from multiple points of view

4 3 2 1
Thoroughandindepth Broadandwelldeveloped Adequateandsimplistic Limitedandinsufficient
knowledgeand knowledgeand knowledgeand knowledgeand
understandingofmultiple understandingofmultiple understandingofmultiple understandingofmultiple
perspectives perspectives perspectives perspectives
Usesknowledgeand Usesknowledgeand Usesknowledgeand Strugglestouse
skillsincomplexlearning skillsinavarietyof skillsincommonlearning knowledgeandskillsin
tasks. learningtasks tasks simplelearningtasks
Usesindiverseand Usesinfamiliarandnew Usesinfamiliarlearning Canexperiencesuccess
uniquesituations. learningsituations. situations. whenlearningsituations
arerehearsedorhighly
structured.
Explores the topics through research and new information
4 3 2 1
Thorough and in-depth Broad and well-developed Adequate and simplistic Limited and insufficient
understanding of the understanding of the understanding of the understanding of the
research and inquiry research process research process research process
process Often participates in Sometimes participates in When a situation is highly
Active inquiry and critical active inquiry and uses active inquiry and uses structured or rehearsed,
and creative thinking critical and creative critical and creative will participate in some
Conducts research thinking thinking simple inquiry
ethically using varied Conducts research Conducts research Rarely concerned with
methods and sources ethically using varied ethically using a few ethical research or
Applies skills of methods and sources sources metacognition
metacognition, reflecting Applies skills of Can apply skills of
upon what has been metacognition, reflecting metacognition at times,
learned and what needs to upon what has been reflecting upon what has
be learned learned and what needs to been learned and what
be learned needs to be learned

Ability to communicate own ideas through informed and well researched communication
4 3 2 1
Communicates ideas and Communicates ideas and Communicates ideas and Communicates ideas and
understanding in a clear, understanding a clear, understanding a clear and understanding in an
persuasive and engaging somewhat persuasive and simple manner inadequate and insufficient
manner interesting manner Communicates in common manner
Communicates in diverse and Communicates in various ways Makes general comments and
unique ways ways Will sometimes support ideas lacks support for ideas
Able to support ideas in an Often able to support their in informed ways discussed
informed and convincing ideas in informed and Able to comprehend, Will experience some success
manner convincing ways interpret, and express in situations that are
Comprehends, interprets, and Comprehends, interprets, and information and ideas simply. rehearsed or highly
expresses information and expresses information and Basic communication skills structured.
ideas clearly and purposefully ideas clearly and Inadequate communication
Excellent communication purposefully. skills for grade.
skills. Good communication skills.
Student Self-Assessment & Reflections Name ________________________________________ Class __________________________

Give a brief description of the project or activity you have completed. What did you like about this project or activity? What were you able
to do well?

What did you not like about this project or activity? What problems What did you learn about yourself? Strengths, interests, preferences,
did you have? Why? and needs
Strengths: Skills and attributes students are good at and help describe their
character (physical /mental characteristics)
Interests: Things that draw attention, curiosity and help engage students
Preferences: Evaluate or judge in the sense of liking or disliking an object,
experience, situation or setting
Needs: Accommodations or supports needed
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,theyalsoneedtoknowhowtothinkcritically.

BroadAreasofLearning:
Thestudentswilldevelopasenseofself,communityandplacebybeingabletolookatthetopicsandrelatethemtodifferentsectorsin
theirownlivesthatthereareinjusticesorwaysthattheyfeelasthoughtherehavebeeninjustices.Thewilldeveloptheirlifelonglearning
skillsintheirabilitiestoquestionthinkaboutthematerialsandhowthiscanapplytotheirownlives.Theywillbecomeengagedcitizens
becausetheywilllearntoquestionandnotjustbelievewhateveryoneistellingthemtheywillbeabletomakethosedecisionsontheir
own.

CrossCurricularCompetencies:
Thestudentswilldeveloptheirthinkingskillsbybeingabletothinkaboutthecircumstancestheyareshownduringclasstimeandreallybe
abletothinkandcritiquetheinjusticesorfairnessthatisrepresentedthatisalluptothem.Thestudentswilldevelopsocialresponsibility
becausetheywillbeabletoseehowsomeofthesethingsplayoutintheirownlivesandwhattheycanpossiblydoaboutitultimately,they
willlearntobecomemoreaware.Studentswillbedevelopingliteraciesthroughtheirabilitiestocommunicatewithoneanotheraswellas
theirabilitiestolistentoeachotheranddevelopmoreknowledgeandunderstandingofhumanrightspolicies.Theywilldeveloptheir
identityandinterdependenceintheirownopinionstheyshare.

Outcome(s):

4. Humanrightsarethoserightswhichpeopleinsocietycollectivelyhavedecidedtheywillhonourbecausepeoplearemorally
entitledtothem;
5. Inconsideringlifeofdignityandhumanity:
a. Therearerightseveryoneisentitledtoregardlessoftheircontributiontosociety.
Knowledge
Knowthedialecticalthinkingistheprocessofsearchingoutthecontradictionsandconflictsofanissueinordertofinda
unifyingideaoranagreementwithoutignoringthecauseofthetension
Knowthathumanrightsarethoserightsthatanindividualisentitledtosimplybecausesheorheishuman.
Knowthatthemoralityofhumanrightsisbasedonthehumanityandtheinherentdignityoftheindividual
Knowthathumanrightsareuniversalandassuchapplytoallpeopleregardlessofnationality,race,religion,politicalbeliefs,
age,orgender.
Skills/Abilities
4. Learntousetheprocessofdialecticalthinking.

PGPGoals:
a. KnowledgeofSaskatchewancurriculumandpolicydocumentsandappliesthisunderstandingtoplanlessons,unitsofstudyand
yearplansusingcurriculumoutcomesasoutlinedbytheSaskatchewanMinistryofEducation

IamgoingtodemonstratethisabilitythroughthecontentthatIampresentingwithinmylessonplan,Iamtakingallofmycontentfromthe
curriculumandtryingtomakeitrelevanttothestudentsinorderforthemtoconnectwithit.

Stage2Assessment

AssessmentFORLearning(formative)Assessthestudentsduringthelearningtohelpdeterminenextsteps.

Formativeassessment:HavethestudentsdoaKWLchartaboutwhattheyknow,whattheywanttoknowandwhattheywanttolearn.

AssessmentOFLearning(summative)Assessthestudentsafterlearningtoevaluatewhattheyhavelearned.

SummativeAssessment:IwilltakethequestionformsthatIreceivefromeachstudentandlookatthemtomakesurethattheyhave
demonstratedsomedeeperthought.
Stage3LearningPlan

Motivational/AnticipatorySet(introducingtopicwhileengagingthestudents)
(15mins)notetakingtheHumanRightsterminology

MainProcedures/Strategies:

(15mins)studentsbreakoffintogroupsof5eachgroupwillhavearecorderandtheywillwriteintheirownwordsthesectionofthe
CharterofRightsandFreedomsthattheyaregiven.ThesenoteswillbegivenbacktomesoIcancompilethemandputtheminaformatto
handoutallthesectionstoallthestudents
(15mins)Studentswillstayinthosesamegroupsbutnowlookatacasestudytheywillanswerthequestionsandhavediscussionsasa
group
(10mins)classroomdiscussionaswellasthediscussionoftheessentialquestionfortheday.

Adaptations/Differentiation:
ForthosethatIknowmightnotenjoygroupworkthentheycanstillbeapartofthegroupbutwillnotbeforcedtotalkanddiscussthey
canhandtheiranswersintomesothatIcanseethattheyhaveputactualthoughtintotheiranswers.

Closingoflesson:

(5min)KWLchart
(5min)Overviewoftheday

PersonalReflection:
Group1:

DEMOCRATICRIGHTS
Marginalnote:Democraticrightsofcitizens

3.EverycitizenofCanadahastherighttovoteinanelectionofmembersoftheHouseofCommonsorofalegislativeassemblyandtobe
qualifiedformembershiptherein.

Marginalnote:Maximumdurationoflegislativebodies

4.(1)NoHouseofCommonsandnolegislativeassemblyshallcontinueforlongerthanfiveyearsfromthedatefixedforthereturnof
thewritsatageneralelectionofitsmembers.(81)

Marginalnote:Continuationinspecialcircumstances

(2)Intimeofrealorapprehendedwar,invasionorinsurrection,aHouseofCommonsmaybecontinuedbyParliamentanda
legislativeassemblymaybecontinuedbythelegislaturebeyondfiveyearsifsuchcontinuationisnotopposedbythevotesofmore
thanonethirdofthemembersoftheHouseofCommonsorthelegislativeassembly,asthecasemaybe.(82)

Marginalnote:Annualsittingoflegislativebodies

5.ThereshallbeasittingofParliamentandofeachlegislatureatleastonceeverytwelvemonths.(83)
Group2:

MOBILITYRIGHTS
Marginalnote:Mobilityofcitizens

6.(1)EverycitizenofCanadahastherighttoenter,remaininandleaveCanada.

Marginalnote:Rightstomoveandgainlivelihood

(2)EverycitizenofCanadaandeverypersonwhohasthestatusofapermanentresidentofCanadahastheright

o (a)tomovetoandtakeupresidenceinanyprovince;and

o (b)topursuethegainingofalivelihoodinanyprovince.

Marginalnote:Limitation

(3)Therightsspecifiedinsubsection(2)aresubjectto

o (a)anylawsorpracticesofgeneralapplicationinforceinaprovinceotherthanthosethatdiscriminateamongpersons
primarilyonthebasisofprovinceofpresentorpreviousresidence;and

o (b)anylawsprovidingforreasonableresidencyrequirementsasaqualificationforthereceiptofpubliclyprovidedsocial
services.

Marginalnote:Affirmativeactionprograms

(4)Subsections(2)and(3)donotprecludeanylaw,programoractivitythathasasitsobjecttheameliorationinaprovinceof
conditionsofindividualsinthatprovincewhoaresociallyoreconomicallydisadvantagediftherateofemploymentinthatprovinceis
belowtherateofemploymentinCanada.
Group3:

LEGALRIGHTS
Marginalnote:Life,libertyandsecurityofperson

7.Everyonehastherighttolife,libertyandsecurityofthepersonandtherightnottobedeprivedthereofexceptinaccordancewiththe
principlesoffundamentaljustice.

Marginalnote:Searchorseizure

8.Everyonehastherighttobesecureagainstunreasonablesearchorseizure.

Marginalnote:Detentionorimprisonment

9.Everyonehastherightnottobearbitrarilydetainedorimprisoned.

Marginalnote:Arrestordetention

10.Everyonehastherightonarrestordetention

(a)tobeinformedpromptlyofthereasonstherefor;

(b)toretainandinstructcounselwithoutdelayandtobeinformedofthatright;and

(c)tohavethevalidityofthedetentiondeterminedbywayofhabeascorpusandtobereleasedifthedetentionisnotlawful.

Marginalnote:Proceedingsincriminalandpenalmatters

11.Anypersonchargedwithanoffencehastheright

(a)tobeinformedwithoutunreasonabledelayofthespecificoffence;

(b)tobetriedwithinareasonabletime;

(c)nottobecompelledtobeawitnessinproceedingsagainstthatpersoninrespectoftheoffence;
(d)tobepresumedinnocentuntilprovenguiltyaccordingtolawinafairandpublichearingbyanindependentandimpartial
tribunal;

(e)nottobedeniedreasonablebailwithoutjustcause;

(f)exceptinthecaseofanoffenceundermilitarylawtriedbeforeamilitarytribunal,tothebenefitoftrialbyjurywherethe
maximumpunishmentfortheoffenceisimprisonmentforfiveyearsoramoreseverepunishment;

(g)nottobefoundguiltyonaccountofanyactoromissionunless,atthetimeoftheactoromission,itconstitutedanoffence
underCanadianorinternationallaworwascriminalaccordingtothegeneralprinciplesoflawrecognizedbythecommunityof
nations;

(h)iffinallyacquittedoftheoffence,nottobetriedforitagainand,iffinallyfoundguiltyandpunishedfortheoffence,nottobe
triedorpunishedforitagain;and

(i)iffoundguiltyoftheoffenceandifthepunishmentfortheoffencehasbeenvariedbetweenthetimeofcommissionandthe
timeofsentencing,tothebenefitofthelesserpunishment.

Marginalnote:Treatmentorpunishment

12.Everyonehastherightnottobesubjectedtoanycruelandunusualtreatmentorpunishment.

Marginalnote:Selfcrimination

13.Awitnesswhotestifiesinanyproceedingshastherightnottohaveanyincriminatingevidencesogivenusedtoincriminatethat
witnessinanyotherproceedings,exceptinaprosecutionforperjuryorforthegivingofcontradictoryevidence.

Marginalnote:Interpreter

14.Apartyorwitnessinanyproceedingswhodoesnotunderstandorspeakthelanguageinwhichtheproceedingsareconductedorwho
isdeafhastherighttotheassistanceofaninterpreter.
Group4:

EQUALITYRIGHTS
Marginalnote:Equalitybeforeandunderlawandequalprotectionandbenefitoflaw

15.(1)Everyindividualisequalbeforeandunderthelawandhastherighttotheequalprotectionandequalbenefitofthelawwithout
discriminationand,inparticular,withoutdiscriminationbasedonrace,nationalorethnicorigin,colour,religion,sex,ageormentalor
physicaldisability.

Marginalnote:Affirmativeactionprograms

(2)Subsection(1)doesnotprecludeanylaw,programoractivitythathasasitsobjecttheameliorationofconditionsofdisadvantaged
individualsorgroupsincludingthosethataredisadvantagedbecauseofrace,nationalorethnicorigin,colour,religion,sex,ageor
mentalorphysicaldisability.(84)
Casestudy1:Dant
Aftermonthsofsearchingforaweekendjob,Dant,whoisBlack,finallygotaninterviewwiththeownerofabusycarwashandgasstation.
Theownerseemedreluctanttohirehim,butDantmanagedtowinhimover.Theownergavehimthejob,sayingthathewouldbeworking
onaweekendshiftwithsevenotheryoungmen,allstudentsfromthelocalarea.Theshiftmanagerwouldtrainhimonthecarwash
equipment.

OnDant'sfirstday,theshiftmanagergavehimonlyafewminutesofinstructionontheequipment.Dantwatchedwhattheothermenwere
doing,butwhenheaskedquestions,theywerenotveryhelpful.

Overthenextfewweekends,Dantconcentratedonhisworkbutbecauseofcertainevents,heincreasinglybegantostaybyhimself.Afew
coworkersinvitedhimtojointheirlittlegroupforlunchorbreaks,butothersconsistentlycrackedethnicandracialjokes,oftenwithin
hearingoftheshiftmanager.OnedayDantoverheardthemanagersaythatBlackpeoplewereresponsibleforincreasedviolenceinthe
community.Thisstatementencouragedsomecoworkers,whohadpreviouslyeatenlunchwithDant,totellacoupleofjokesaboutBlack
people.Whentheyglancedathimastheytoldtheirjokes,hegotupandwalkedaway.

OnebusySaturdayafternoon,awholesectionofthecarwashequipmentbrokedownbecausesomeonehadallowedthesystemtobecome
overheated.Danthadworkedonthatsectionuntilhisbreak,whenacoworkertookover.Thesystemhadbrokendownatsomepointafter
that.

TheshiftmanagerwasfuriousandaccusedDantofnegligence.Dantrepliedthathebelievedthesystemwasfinewhenheleftforhisbreak.
AlthoughDantinsistedthattheequipmentfailurewasnothisfault,theshiftmanagerfiredhim.Dantebelievedhewasdiscriminatedagainst
becauseheisBlack,whilehiscoworkersandmanagersareWhite.

Groupdiscussionquestions
1. DidtheshiftmanagerhavegoodreasonforfiringDant?Why?
2. Whatfactorswouldahumanrightstribunaltakeintoconsideration?
Casestudy2:Tammy
Byage11,Tammyhadbowledforfiveyearsinthelocalrecreationleague.Sheandseveralothersqualifiedtoenteraprovincewide
competitionsponsoredbytheYouthBowlingCouncil.

Tammyhascerebralpalsyandusesawheelchair,butshehassomemovementandcoordination.Soshecouldbowl,herfatherbuiltawooden
ramp,thetopofwhichrestsinTammy'slap.Shelinesuptheramptowardsthebowlingpinsandletstheballrolldowntheramp.

Justbeforethecompetition,theCouncilruledthatTammywasineligibletotakepart.WhiletheCouncil'srulesallowedpersonswith
disabilitiestousespecialequipmenttoassisttheminrecreationalbowling(providedtheequipmentdidnotaddforceorspeedtotheball),
theyprohibitedtheuseofsuchequipmentincompetitions.

TheTribunalandlatertheSupremeCourtofOntarioheardTammysapplication.TheYouthBowlingCouncilarguedthatithadnotviolated
herrightsundertheCode,becauseTammywasntcapableoftheessentialrequirementofbowlingmanuallyreleasingtheball.TheCouncil
alsocontendedthattheuseofspecialdeviceswouldmakecompetitionbetweenthebowlersunfair,becausetheskillsassessedwouldnotbe
commontoallcompetitors.
Tammy'slawyersarguedthatTammywasbowlingshewasusingtheballtoknockdownpins.Also,theYouthBowlingCouncilhadaduty
toaccommodateherundertheCodebyallowinghertousetheramp.SpeedandaccuracytestsshowedthatTammydidnotgainany
advantageoverotherbowlers.Herballspeedwastoolowformaximumresultsandheraccuracynobetterthanaverage.
Groupdiscussionquestions
1. CouldTammyperformtheessentialrequirementofbowling?Shouldthisargumenthavebeenafactorindeterminingwhethera
violationoccurred?
2. ShouldtheCouncilhavetoaccommodateTammy(forexample,shouldtheyallowhertobowlincompetitionswiththeramp)?
3. WouldtheCouncilexperienceunduehardshipifitaccommodatedherincompetitions?Woulditchangethesporttoomuch?Give
yourreasons.
Casestudy3:Tawney
TawneyworkedasaforestfirefighterfortheProvinceofBritishColumbiaandwasamemberoftheInitialAttackForestFirefightingcrew
forasmallareaintheforestsofBC.Thecrewsjobwastoattackandsuppressforestfireswhiletheyweresmallandcouldbeeasily
contained.Hersupervisorsfoundherworksatisfactoryandhadnoreasontoquestionhercontinuingabilitytodotheworksafelyand
effectively.

Aftershehadbeensuccessfullydoingthisjobforthreeyears,thegovernmentadoptedanewseriesoffitnesstestsforforestfirefighters.The
testsweredevelopedinresponsetoaCoronersInquestReportthatrecommendedthatonlyphysicallyfitemployeesbeassignedasfrontline
forestfirefightersforsafetyreasons.Thetestsrequiredthatforestfirefightersweighlessthan200lbs.(withtheirequipment)andcompletea
run,anuprightrowingexercise,andapumpcarrying/hosedraggingexercisewithinstipulatedtimes.

Therunningtestwasdesignedtotesttheforestfirefightersaerobicfitness.Subjectswererequiredtorun2.5kilometresin11minutes.After
fourattempts,Tawneyfailedtomeettheaerobicstandard,runningthedistancein11minutesand49.4secondsinsteadoftherequired11
minutes.Asaresult,shewaslaidoff.

Statingthatthetestunfairlydiscriminatedagainstwomen,Tawneysunionbroughtagrievanceonherbehalf.

Groupdiscussionquestions
1. Whatdoyouthinkabouthavingdifferentstandardsformenandwomen?
2. Doyouthinkthetestwasafairwayofmeasuringafirefightersabilitytodothejob?
3. IfTawneywaspassed,eventhoughherrunningtimewasbelowwhatwasrequired,isshebeinggivenpreferentialtreatmentover
men?
Casestudy4:Cindy
Cindy,19,appliedforajobatanursinghomeasanursingaide.Shehadpreviouslyworkedparttimeasakindergartenteacher'saideandhad
alsocaredforchildrenwithmentalandphysicaldisabilitiesduringherhighschoolyears.Inherinitialinterview,theassistantadministrator
toldCindyshewasanidealcandidateandthatsheprobablywouldbehired.

Shewasgivenapreemploymentmedicalexaminationforherfamilydoctortocomplete.Heconfirmedthatshecouldmeettherequirement
ofbeingabletoliftpatients.

Atasecondmeeting,theinterviewerreviewedthecompletedmedicalformandnoticedCindy'shand.Duringtheinitialinterview,the
assistantadministratorhadnotobservedherlefthand,onwhichtheindex,middleandringfingersweremuchshorterthanthoseonmost
hands.Followingthis,theinterviewerandanothernursingdirectorspentmuchtimediscussingCindy'sdisabilityandthejobrequirements.
EventhoughtheybothreallywantedtohireCindy,theydidntthinkshewouldbeabletocopewiththegrippingorclaspingthatisneededto
liftpatients.

AlthoughCindysaidshecouldperformthedutiesandhaddonesimilartasksinherpreviousjobwithchildrenwithdisabilities,shewasnot
hired.

Groupdiscussionquestions
1. DidtheinterviewerhavereasonablegroundstobelievethatCindycouldnotdothejob?
2. OnwhatbasisdidtheinterviewersassessthatCindycouldnotmeetajobrequirement?
3. Whatdoyouthinktheinterviewerandthenursingdirectorshouldhavedecided?Whatareyourreasons?
Casestudy5:Rita
Ritaandherfamilymovedtothecityfromaremotecommunityinthemiddleoftheschoolyear.Withinaweek,Ritawasregisteredatthe
localhighschoolandbeganattendingclasses.Shetravelledtoandfromschoolbyschoolbus.

Aftertwoweeksatthenewschool,Ritawasjustbeginningtosettleintoherclasses.However,shewassomewhatnervousaboutherhistory
course.Afterherfirstclass,theteachermadeitclearthatRitahadalotofcatchinguptodo,ifsheweretopassthecourse.

Thefollowingweek,somestudentsgaveapresentationonColumbus'voyagein1492totheNewWorld.Therewaslivelydiscussion,and
readingsandprintswerecirculateddepictingColumbus'arrivalinvariousterritories.TherewereseveralreferencesmadetoIndiansand
savagesthatthecolonistshadtodefeattosettletheNewWorld.

AsamemberoftheCreeBand,RitawasdismayedbythewaytheteacherportrayedAboriginalpersonsinthepresentation.Sheapproached
herteacherbeforeclassthenextdaytodiscusstheissue.Astheclassbegan,theteacherannouncedthatRitahadconcernswiththeColumbus
presentation.ShethenturnedtoRitaandaskedhertogiveherversionoftheColumbusdiscoveryfromanAboriginalpointofview.

Caughtoffguard,Ritahaltinglymadeseveralpoints,andthensatdownquicklywhenseveralofthestudentsbegantosnicker.Laterthatday
onthebusridehome,someoftheotherstudentsjeeredather,sayingifshedidn'tlikehistorythewayitwastaught,thensheshoulddropout.
Sheturnedawayandignoredthem.Thenextday,thejeeringcontinuedinthehallway.Whenshewenttoherlockeratlunch,someonehad
scrawledthewordsgonehuntingonherlockerdoor.Again,sheignoredthecuriousstudentsaroundher.

Ritatoldherparentsabouttheincidents.Theycalledtheprincipal,whosaidshewouldgivehelltotheoffenders.Shealsosuggestedthat
Ritashouldmakemoreofanefforttofitinandgetalongwithothers.

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

Topic:HumanRights&CanadianCharterofRightsandFreedoms
Name: Date: