Course Profile Literacy for School and Work, ELD Level 4, Open, Public
Unit 2: Understanding Rights and Responsibilities
Time: 25 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5 | Activity 6
This unit
develops citizenship awareness through an exploration of global human rights
and through an understanding of rights and responsibilities of living in
Canada. Students read and discuss social and political documents that affect
how Canadian society works. Through the completion of media viewing
assignments, students interpret, compare, and evaluate different points of
view. Students respond to newspaper/magazine articles by creating a scrapbook.
Using the CD-ROM Defining Canada, groups complete a guided research
assignment on rights and responsibilities. Using literature circles, students
complete a novel study. The culminating activity is the videotaping of a
presentation on issues affecting rights and responsibilities in Canada.
Time: 180 minutes
The
expectations for this activity are clustered to develop citizenship awareness
through an exploration of the rights and responsibilities of living in Canada.
In cooperative learning groups, students will read and discuss the Canadian
Charter of Rights and Freedoms, the Ontario Human Rights Code, and district
school board equity policies. Students complete graphic organizers, write a
quiz, and begin a response journal where they can reflect on human rights
issues.
Strand: Oral and Visual Communication
DORV.01L
- participate in discussions and short oral presentations about a variety of
school, workplace, and personal topics.
Strand: Reading
DREV.02L
- use appropriate reading strategies to understand and interpret a variety of
fiction and non-fiction materials;
DRE1.01L
- extract information from texts in a variety of subject areas, with teacher
guidance;
DRE2.01L
- use a variety of strategies to expand their vocabulary;
DRE4.04L
- summarize main points for guided research projects, using graphic organizers
(e.g., charts, tables, Venn diagrams).
Strand: Writing
DWR1.02L
- take notes on information presented in class, using graphic organizers
blackboard outlines, and other aids.
Strand: Social and Cultural Competence
DSCV.01L
- demonstrate an understanding of the rights and responsibilities of living in
Canada;
DSC1.01L
- participate in discussions about social and political documents that affect
how our society works (e.g., the Canadian Charter of Rights and Freedom, the
Ontario Human Rights Code, district school board race relations policies).
·
works
positively in cooperative learning groups
·
completes
graphic organizers from written texts
·
writes
independently in response journal
·
Students
will work in small groups in a cooperative learning process called a “jigsaw.”
Consult the materials in the Teacher Resources Section for information about
this teaching strategy.
·
To
form appropriate home groups, place students in groups of four or five with
mixed abilities in reading and writing.
·
Prepare
an easy to read passage based on your district school board’s Equity Policy.
Refer to materials produced by your school board regarding Student Code of
Conduct and board equity policies. If your Board of Education has consultants
who work in the areas of anti-discrimination and equal opportunity, they can
provide additional support.
·
Make
copies of The Canadian Charter of Rights and Freedoms and The Ontario
Human Rights Code found in Appendices A and B, which have
been modified for student use. The complete versions are available on
government websites.
·
In
addition to the simplified readings, collect authentic print materials and
website addresses for expert groups to use. It may be more convenient for
groups if materials are printed off in advance.
·
Make
copies of a graphic organizer to record information and key vocabulary, found
in Appendix C.
·
Students
begin a response journal where they can reflect on human rights issues.
Response journals permit students to explore and reflect on their personal
responses to independent reading, viewing a video, or reacting to group
discussion. Consult the Teacher Resource Section for further information on
response journals.
·
Create
a true and false quiz on “Your Rights.”
Teacher-prepared
reading on Student Rights and Responsibilities, copies of Appendices
A and B, The Canadian Charter of Rights and Freedoms
and The Ontario Human Rights Code, accompanying authentic material and
websites, copies of the graphic organizer, Appendix C, and a true and
false quiz on “Your Rights.”
1. Initiate a discussion on human rights and
responsibilities by reviewing class and school rules. Broaden the discussion by
looking at the rights referred to in the films, short stories, and read-aloud
novels studied in Unit 1. Using the terms local, national, and global, have
students predict the rights of citizens. Write key vocabulary on chart paper.
2. Have students begin a response journal on
human rights by reacting to this statement Your rights... stand up for them.
3. Divide the class into home groups. Each home
group sends members to the following expert groups: Student Rights and
Responsibilities, Canadian Rights and Freedoms, Ontario Human Rights
Code. To each expert group, distribute a prepared reading, a graphic
organizer, and accompanying authentic print materials and websites to visit. In
expert groups, have students read, discuss, and underline key vocabulary from
their passage. To complete the graphic organizer, the group collectively
determines the main ideas of the passage, identifies key vocabulary, and scans
the authentic materials and websites to locate relevant information.
4. Circulate and model effective reading
comprehension strategies such as using background knowledge and context clues
to make inferences and predict outcomes. Encourage student experts to prepare
to teach their topics to their home groups.
5. Have
experts return to their home groups. Experts teach their rights topic by using
information from the completed graphic organizer and by showing authentic
materials and information from relevant websites. Each home group member
completes graphic organizers on all three topics. Encourage home group members
to ask questions and accurately record information onto the graphic organizers.
6. As a review, distribute copies of all
readings to the class. In the large group, have students read aloud, identify
key information, discuss the issues, and confirm accurate completion of all
three graphic organizers.
7. For home study, students review material for
a quiz.
8. Class completes quiz on “Your Rights.”
9. Before writing in their response journals
discuss the topic: Where do the rights of the individual end and those of
the group begin? Use current issues such as smoker vs. non- smoker rights
to enhance the discussion.
·
True
and false quiz on “Your Rights” – assess accuracy (Knowledge/Understanding)
·
Response
journal – assess depth of response, understanding of the rights and
responsibilities (Thinking/Inquiry, Communication)
·
Jigsaw
participation – assess participation in group discussion and teaching of
information (Communication)
The quiz
in Strategy 8 may be open book.
Teacher
Resources
Coelho,
Elizabeth. “Jigsaw: Integrating Language and Content”. In Carolyn Kessler, ed. Cooperative
Language Learning: A Teacher’s Resource Book. Englewood Cliffs, New Jersey:
Prentice Hall, 1992.
Parsons,
Les. Response Journals, Toronto: Pembroke Publishers, 1990.
Non-print
Materials
CD-ROM Defining
Canada: Active Citizenship for the 21st Century. Montreal: National Film
Board, 1999.
Websites
Canadian
Charter of Rights and Freedoms – www.canada.justice.gc.ca
Immigrant
Services Guide to the Canadian Charter of Rights and Freedoms –
www.cic.gc.ca/english/citizen/look/
Ontario
Human Rights Code – www.ohrc.on.ca/english/hr-code.shtml
The
Canadian Charter of Rights and Freedoms was added to the Canadian Constitution in
1982. All Canadians have certain rights and responsibilities that are based on
Canadian laws, traditions, and shared values. The Charter guarantees some
fundamental freedoms and rights to all citizens. Having these rights bring
responsibilities for everyone in Canada. Individual Canadians and the Canadian
government have the responsibility to respect the rights and freedoms of all
Canadians. Any citizen who feels his/her rights have been violated may apply to
the courts for a solution.
The
following is a short version of some of these rights and freedoms. The rights
in the Charter apply equally to men and women.
Basic
Freedoms
·
This
allows all citizens freedom of thought, speech, religion, expression,
association, and the press.
Democratic
Rights
·
This
allows all citizens the right to vote, to actively participate in elections,
and to enter and leave Canada freely. Canadian citizens are guaranteed the
right to be educated in either official language.
Mobility
Rights
·
All
citizens have the right to live and work anywhere in Canada.
Legal
Rights
·
Everyone
has the right to be secure against unreasonable search, not to be arbitrarily
detained or imprisoned, and the right to a fair trial.
Equality
Rights
·
This
guarantees that everyone is equal before the law and has the right to
protection against discrimination.
The
Ontario Human Rights Code is public policy for people living and working in
Ontario. It recognizes the worth of every person and provides for equal rights
and opportunities without discrimination. The Ontario Human Rights Commission
enforces the rights of the code. The following is a short version of some of
these rights. The Ontario Human Rights Code applies equally to men and women.
Every
person has the right to equal treatment without discrimination because of race,
ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex,
sexual orientation, age, marital status family status, or handicap:
·
Employment,
including job applications, interviews, employment benefits, working
conditions, and promotions;
·
Housing,
including rental housing, hotels, commercial properties, and buying or selling
a house;
·
Services,
goods and facilities, including education, hospitals and health services,
stores and restaurants, government programs, and public places and facilities;
·
Contracts,
such as for buying or selling goods or services;
It
doesn’t matter whether or not discrimination is intentional: it is the effect
of the behaviour that is important.
Discrimination
because of religion (creed) is against the law.
Everyone
should have access to the same opportunities and benefits, and be treated with
equal dignity and respect, regardless of their religion. Religion includes the
practices, beliefs, and observances that are part of a faith or religion. It
does not include personal, moral, ethical, or political views. Nor does it
include religions that promote violence or hate towards others, or that violate
criminal law.
Where a
rule conflicts with religious requirements, there is a duty to ensure that
individuals are able to observe their religion, unless this would cause undue
hardship because of cost, or health and safety reasons. Unlawful discrimination
because of religion can include:
·
Refusing
to make an exception to dress codes to recognize religious dress requirements;
·
Refusing
to allow individuals to observe periods of prayer at particular times during
the day;
·
Refusing
to permit individuals to take time off to observe a religious holiday.
Racial
Harassment and Human Rights
Under
the Ontario Human Rights Code, discrimination because of race is against
the law. This includes harassment because of race. Everyone should have access
to the same opportunities and benefits, and be treated with equal dignity and
respect, regardless of their race.
Racial
harassment includes harassment because of race, colour, or ancestry. It may
also be linked to an individual’s place of origin (where you were born or lived
before moving to Ontario), religion, citizenship, or ethnic origin.
Racial
harassment occurs when someone bothers, threatens, or treats a person unfairly
because of race. It can include:
·
Racial
slurs and jokes;
·
Ridiculing
or insulting a person because of race;
·
Displaying
cartoons or pictures degrading members of a particular race;
·
Calling
a person names because of race.
Racial
slurs or jokes can poison an environment, even if they are not directed towards
a particular person. This is also a form of harassment.
If you
believe that you are being harassed because of your race, you should tell the
person to stop, if you can. If it happens at work, speak to the person’s boss
or tell your union representative. Or, you can contact the Ontario Human Rights
Commission inquiries line at 1-800-387-9080 (toll free) or in Toronto (416)
326-9511 (TTY (416) 314-6526).
Graphic
Organizer for ____________________________________________________________
After
reading the document, discuss and answer the following questions.
Key
Vocabulary
Choose
5-8 words that are important to understanding the document. Write the meanings
of each of the words.
Finding
the Main Idea
Using
your own words, in two or three sentences, state the main idea of the document.
Reading
for Detail
Does your
document apply to both males and females?
List four
rights that are protected in your document.
According
to the document, what can you do if you feel your rights are being violated?
Inferences
Do you
think the document you have read is valuable? Explain your answer.
Would you
add anything else to the document?
Time: 180 minutes
Expectations
for this activity are clustered around discussions and oral presentations.
Through a non-narrative video, Rights from the Heart, Part 3, rights and
responsibilities, both global and personal, are explored while reviewing the
language functions of interpreting, comparing, and evaluating different points
of view. The culminating task involves responding to human rights issues
through the creation of storyboards and through response journals.
Strand: Oral and Visual Communication
DORV.01L
- participate in discussions and short oral presentations about a variety of
school, workplace, and personal topics;
DOR1.01L
- participate effectively in classroom discussions and oral presentations (e.g.,
by explaining, persuading, summarizing);
DOR3.01L
- interpret, compare, and evaluate the points of view taken in a variety of
media works.
Strand: Writing
DWRV.01L
- write in a variety of forms for personal purposes, to carry out classroom
assignments, and to pursue career goals with teacher guidance.
Strand: Social and Cultural Competence
DSCV.02L
- participate in discussions and debates on local, national, and global issues
and events.
·
completes
graphic organizers
·
writes
summaries
·
Obtain
a copy of the video, Rights from the Heart, Part 3. This video contains
short, wordless, animation films dealing with the rights of adolescents in an
intercultural context. It is an excellent attempt to teach adolescents that their
rights are protected by international law. It features concerns such as drugs,
dating, child labour, prejudice, suicide, and family conflicts. Preview the
video to become familiar with the rights issues. Be aware that the segment, Deathtrap,
is about suicide and is not recommended for this activity. The films, Narco
Blues, The Cora Player, Locked, and Masks from the video Rights
from the Heart, Part 3, are chosen. Teachers may wish to make different choices
depending on the interests and circumstances of their students. Make the films
available to groups in Strategy 8 so that they may have a second viewing if
they wish. In wrap-up discussions be sure to highlight parts of the message
that are likely to elude students. (See Note Concerning Permissions in
Course Overview Resources)
·
The
aim of this activity is to make teenagers aware that they have rights that are
recognized by an international convention, and should be respected by the
adults in their lives.
·
Make
a chart of some human rights from The Convention on the Rights of the Child.
Include the rights on which the films, Masks, Narco Blues, The Cora Player,
and Locked, are based. Teachers will find the following books helpful: Stand
Up for Your Rights and For Every Child. This chart will be used in
Strategies 3 and 7.
·
Create
a set of questions for students to consider as they view the film, Masks.
Refer to Unit 1,
Act. 4, Appendix B.
·
A
storyboard is a series of sketches illustrating the action sequence/plot of a
story. It is designed to give a visual representation of the scenes with each
frame showing a change in scene.
Video, Rights
from the Heart Part 3, poster paper, chart of rights, and poster paper.
1. Review with students some of the concerns of
adolescents. Discuss how some of these impact on their rights. Using the
graphic organizers prepared in Activity 1, review the rights of the individual.
2. On the chalkboard write a set of questions
students need to consider as they view the film, Masks.
3. Post the chart of rights from The Convention
on the Rights of the Child made by the teacher.
4. Show the film, Masks. Discuss (a) the
initial situation or set-up: A baby is born to a couple who always wears masks
to cope with the different situations they face. The baby reacts strongly to
the masks and (b) the resolution: The baby grows up and starts a family with
his partner. They realize that their child also dislikes masks.
5. Divide the class into three groups. Instruct
them to describe the events that constitute the problem/conflict; say what they
would do if they were in the same situation and why. Groups report back to the
class. Encourage discussion around their points of view.
6. Prepare to show the films, Narco Blues,
The Cora Player, and Locked by reviewing concepts such as drugs,
social class, prejudice and discrimination, forced labour/child labour, etc.
7. Show the three films. Post the chart of
rights made by the teacher. Divide the class into the three groups used in
Strategy 5. Assign a film to each group.
8. Instruct groups to do the following:
· Make storyboards to illustrate the plot;
· Identify the initial situation/set-up, conflict, and resolution;
· Identify the right the film portrays;
· Select passages that did not seem real and give reasons for their choice.
9. Groups report back to the class. Lead
discussions to adjust and refine the understanding that students take away.
10. Brainstorm personal desires with students.
Make reference to the difference between the desire of teenagers to act like
adults and their right not to be forced to work. Continue by choosing another
personal desire from the list compiled during brainstorming and compare it to a
right of the individual studied previously.
11. Instruct students to write a response in their
journals on the difference between their personal desires and their rights and
to explain what actions they could take to ensure that their rights are
respected.
·
Storyboard
– assess correct sequence and plot (Communication)
·
Group
reports – assess reports from Strategy 9 (Thinking/Inquiry)
·
Personal
responses – assess description of personal desires, the personal nature of the
response, and the actions they could employ to ensure their rights are
respected (Application)
·
More
advanced students should collaborate in writing scripts for the storyboards.
·
Students
having difficulty writing a response in Strategy 11 should be allowed to match
desires and rights from Strategy 10.
Print
Atgwa,
Paul, ed. Stand Up for Your Rights.
Media
Rights
from the Heart, Part 3.
Comes with a teacher’s guide
Websites
www.un.org
This website offers project materials on peace education, human rights,
poverty, health, and issues
regarding land mines to teachers for primary and secondary school students.
Time: 360 minutes
This
activity clusters the reading and writing expectations and extends the theme of
rights and responsibilities by having students independently read and respond
to a novel. Students select a novel about making positive changes. Literature
circles are formed to discuss the plot, characters, theme, and to make
connections from the book to their own lives. Students independently complete a
literature response journal and write a book report to demonstrate their
understanding of the text and their responses to it.
Strand: Reading
DREV.01L
- read and respond to a variety of fiction and non-fiction materials, with
minimal teacher support;
DREV.O2L
- use appropriate reading strategies to understand and interpret a variety of
fiction and non-fiction materials;
DRE1.O2L
- choose and respond to personal reading materials suitable to their age and
interests;
DRE1.03L
- respond to personally selected books in a variety of ways (e.g., record likes
and feelings in a reading log: write book reviews, present book talks);
DRE2.01L
- use a variety of strategies to expand their vocabulary (e.g., recognize
changes of meaning caused by prefixes and suffixes; infer meaning from context;
use dictionaries and thesauri to determine meaning and usage and to identify
parts of speech);
DRE3.O1L
- use a variety of reading strategies to determine meaning (e.g., cueing
systems, self correction, prediction, background knowledge).
Strand: Writing
DWRV.01L
- write in a variety of forms for personal purposes, to carry out classroom
assignments, and to pursue career goals, with teacher guidance;
DWR1.03L
- link ideas, using a variety of transitional words and phrases suited to the
purpose.
Strand: Social and Cultural Competence
DSC2.01L
- participate in group activities (e.g., contribute productively to all group
tasks; assist others in the group; help keep the group on task).
·
able
to work in groups
·
reads
independently
·
The
focus of this activity is to have students independently read and respond to an
easy-read novel. Literature circles are formed to complement reading. Obtain
multiple copies of at least three different novels. Select novels related to
the topic of rights and responsibilities, novels which are interesting to
teenage readers, likely to lead to good discussions, and manageable for
independent reading. Suggestions include Ola Shakes It Up, Keri, and Cloning
Miranda. Your school library staff can make additional suggestions.
·
Prepare
book talks, so students can decide which book they will read.
·
Make
time for students to silently read in class. Negotiate with the class the
length and frequency of the in-class independent reading.
·
Establish
routines for literature circles. In order to have rich discussion, insist that
students come prepared to the group by completing reading response journals and
other assignments on time.
·
Provide
the literature circles with a variety of activities for responding to
literature as well as for reading strategy development. Consult the materials
in the Teacher Resources Section. Refer to elements of short story studied in
ELDDO, Unit 1, Activity 3. For example, after students have read a chapter,
literature circle members can cooperatively write a point form summary of
incidents in the chapter. Members can also discuss what they have written in
their literature response journals. In addition, literature circles can make up
a crossword puzzle, a word search, or word scrambles for other groups to solve.
·
Have
each student maintain a folder to store all completed literature circle
activities, which will be assessed at the end of the unit.
·
The
reading response journal is to be completed daily. For ideas on guiding
students with reading response journals, refer to the teacher resource section
and the assignment in Appendix D.
·
The
final book report assignment will help students to revisit the novel. Refer to
Appendix E.
Multiple
copies of novels, copies of Appendices D and E, and activities for literature
circles.
1. Brainstorm how people choose books to read.
Discuss the strategies that people use when choosing a book for personal
reading.
2. Give book talks stressing how each novel
focuses on rights and responsibilities. Have students make a first and second
choice for the novel they wish to read. Have a lottery if too many students
choose one novel or form two groups to read the same novel.
3. Distribute and explain the Reading Response
Journal found in Appendix D and the Book Report Assignment found in Appendix E.
4. Provide class time for students to silently
read their books.
5. Provide time for students to meet regularly
in their literature circles to talk about their books. Let groups decide how
long it will take to read a certain section of the book. Allow time for circle
members to complete group activities. The teacher may need to work closely with
certain literature circles to assist with reading skill development and monitor
discussion.
6. Schedule teacher/student conferences to be
sure students are reading and comprehending the book. Regularly check the
completion of reading response journals and literature group activities.
7. Have individuals compose comprehension
questions to be answered by other group members.
8. Students submit their completed book report
assignments and reading response journals.
9. Pair readers from different groups to share
their ideas about the novels that they have studied.
·
Reading
Response Journals – assess the correct copying of passages, that responses show
personal relevance, the number of responses and accuracy in writing linked
paragraphs (Thinking/Inquiry)
·
Book
Report (Communication)
Students
who are struggling with independently reading the novel can be paired with a
peer tutor or volunteer reader who will read aloud and discuss the novel.
Novels
Andrews,
Jan. Keri. Toronto: Groundwood Books, 1996. ISBN: 0-88899-240-9
Keri is desperate to save a humpback whale that has appeared on the beach.
Hyppolite,
Joanne. Ola Shakes It Up. New York: Random House, 1998. ISBN
0-440-41204-8
When Ola’s family moves to a “model community” with a million rules, Ola is
just going to have to do something about it.
Matas,
Carol. Cloning Miranda. Markham: Scholastic Canada, 1999. ISBN
0-590-51458
One day Miranda thinks she will lose her eyesight. She then discovers very unsettling
things about herself and her family.
Teacher
Resources
Brownlee,
Faye and Catherine Feniak. Student Diversity: Addressing the Needs of All
Learners in Inclusive Classroom Communities. Markham, Ontario: Pembroke
Publishers, 1998.
Coelho,
Elizabeth. “Jigsaw: Integrating Language and Content.” In Carolyn Kessler, ed. Cooperative
Language Learning: A Teacher’s Resource Book. Englewood Cliffs, New Jersey:
Prentice Hall, 1992.
Daniels,
Harvey. Literature Circles: Voice and Choice in the Student-Centred
Classroom. Markham, Ontario: Pembroke Publishers, 1994.
Hill,
Bonnie, N. Johnson, and K. Noe. Literature Circles and Response.
Norwood, Ontario: Christopher Gordon Publishers, 1995.
Parsons,
Les. Response Journals. Toronto: Pembroke Publishers, 1990.
Samway,
K. and G. Whang. Literature Circles in a Multicultural Classroom.
Markham: Pembroke Publishers, 1996. ISBN 1-57110-018-0
The
purpose of this assignment is to give you, the reader, a chance to personally
respond to your novel. As you read, you think about what is happening in your
book in many different ways. Sometimes questions come to mind about the
characters. At other times, you might be impressed by the way something or someone
was described. Perhaps, you might be reminded of something similar that
happened to you or someone you know. How does the novel look at issues of
rights and responsibilities?
The
format is as follows: in your journal book you will write on the left-hand page
a passage from the novel that has touched you in some way. On the right-hand
page, you will write a response to the passage you have copied.
Each
chapter must have at least one entry.
Marks
will be awarded for:
a) correctly copying a passage
b) a response showing personal relevance
c) the number of journal entries
d) your grammar, spelling, and word choice
The
purpose of a book report is to give the prospective reader accurate information
about the novel you have read. In your book report, share with the readers the
information, ideas, and pleasure you received from the book, without telling
the whole story. It is important to read the whole book before beginning to
write your report. To write the report you must write in paragraph form using
your own words. Include the following information in your report.
Paragraph
1: Introduction
Title
Author
Publisher
Kind of
Book
Major
Characters
Minor
Characters
Setting
Paragraph
2: Plot
Briefly
tell what happens in the story.
Describe
an incident from the story that was:
1. Exciting
2. Happy
3. Sad
Highlight
one incident from the novel that deals with personal rights and
responsibilities.
Paragraph
3: Character
What
problems did the main characters face in your novel and how did they solve
them?
Describe
a character that you liked or disliked from the story. Explain why you felt
this way.
Paragraph
4: Conclusion
What did
you consider to be the most interesting part of the book?
What
messages about life did you learn from the book? Did the novel change your way
of thinking? Would you recommend this book to another reader?
Time: 180 minutes
The
writing and reading expectations are clustered for students to consult print
and electronic sources, to summarize main points, and to use the writing
process for a guided research assignment. Using the CD-ROM Defining Canada:
Active Citizenship for the 21st Century, groups explore the Charter of
Rights and Freedoms to complete the assignment.
Strand: Reading
DRE3.02L
- use a variety of reading strategies to determine meaning;
DRE4.01L
- consult print and electronic sources to acquire information (e.g., print and
non-print magazines and letters, CD-ROMs, the Internet);
DRE4.04L
- summarize main points for guided research projects, using graphic organizers.
Strand: Writing
DWRV.03L
- use the writing process to revise and edit written work, with teacher
guidance;
DWRV.04L
- use the sentence patterns and conventions of standard Canadian English
correctly most of the time in written form.
Strand: Social and Cultural Competence
DSCV.01L
- demonstrate an understanding of the rights and responsibilities of living in
Canada;
DSC1.01L
- participate in discussions about social and political documents that affect
how our society works (e.g., the Canadian Charter of Rights and Freedoms, the
Ontario Human Rights code, district school board race relations policy).
·
has
knowledge of Canadian Charter of Rights and Freedoms
·
understands
how to take notes from print and non-print sources
·
As
an introduction to this activity, it is suggested that several copies of the
illustrated text Stand Up For Your Rights be made available. Consider
inviting a guest speaker to your school, to make a presentation on human
rights, child rights, or student rights and responsibilities.
·
The
primary source recommended for this activity is the CD-ROM Defining Canada:
Active Citizenship for the 21st Century. This is an excellent research tool
produced by the National Film Board that takes users on an interactive
exploration of citizenship in Canada, using the Charter of Rights as its
framework. Research features of the CD-ROM include 24 dramas putting issues
into a real-life context, biographies, court cases, magazines, and active “hot
spots.” It is suggested that if possible the school purchase a lab pack, so
groups can easily access the material.
·
In
advance preview the CD and assign a different right for each group to research.
The rights topics found on the CD are: Aboriginal and Equality Rights,
Democratic Rights and Responsibilities, Civil and Political Rights, Legal
Rights, Contemporary Issues, Canadian Population and Culture. Prepare a graphic
organizer to assist students with note taking. Include the following headings
for research: biographies, court cases, drama, and documents.
·
Prepare
an assignment based on the CD-ROM. Encourage groups to use the graphic
organizer to take notes, to summarize information in their own words and to
peer edit before submitting the report.
·
As
an alternative to using the CD-ROM, Defining Canada: Active Citizenship for
the 21st Century, have students research Children’s Rights on the Internet.
There are many comprehensive and interactive websites available on Human Rights
and Rights of the Child, which are listed in the Resources Section.
Multiple
copies of Stand Up For Your Rights, CD-ROM, Defining Canada: Active
Citizenship
for the 21st Century, the assignment, and a graphic organizer.
1. Divide the class into groups. These groups
will remain together throughout this activity. Groups summarize on chart paper
their knowledge of rights and responsibilities by referring to the cooperative
reading exercise in Activity 1, the video Rights From the Heart viewed
in Activity 2 and the rights explored in literature circles in Activity 3.
Groups report and debrief to the large group.
2. Have available multiple copies of Stand up
for your Rights. Have each group pick a right, make notes, write a short
summary, and report to the large group.
3. Introduce the CD-ROM Defining Canada:
Active Citizenship for the 21st Century by explaining its features and
allowing groups to explore the CD-ROM.
4. Assign groups a right and have them write a
short report based on their finding from the CD-ROM. Be sure to have each group
view and take notes from the following sections of the CD-ROM: drama,
biographies, court cases, documents. Stress the editing of work before it is
submitted for evaluation.
Group
research assignment assessing accuracy of information in note taking and
clarity and accuracy in writing the short report on one of the rights.
(Thinking/Inquiry)
Provide
students with additional time for viewing and making notes from the CD-ROM.
Assist students with note-taking and writing the short report.
Print
Atgwa,
Paul, ed. Stand Up For Your Rights. Chicago: World Book, 1998. ISBN
0-7166-0353-5
Non-print
CD-ROM: Defining
Canada: Active Citizenship for the 21st Century. Montreal: National Film
Board, 1999.
Teacher
Resources
Global
Schoolhouse
http://www.unicef.ca/eng/unicef/activities.html
UNICEF believes that its work for the survival, development, and protection of
the children of the world needs the partnership of teachers and young people.
The UNICEF Global Schoolhouse is a free education support program, with
teaching and lesson ideas for global education from around the world. Aims:
·
to
support teachers in educating with a global perspective;
·
to
advocate for social justice and children's rights;
·
to
encourage children’s participation in community and global development;
·
where
possible, to raise funds to help UNICEF help children.
Oxfam Canada
http://www.oxfam.ca/downloads.htm
Oxfam Canada makes some very useful materials available to teachers, including
“Economics for All,” a grade 8 teacher’s guide, World Food Day kit, and a Basic
Human Rights kit.
http://www.peacecorps.gov/wws/educators/index.html
The global education lesson plans found on these pages come from the World Wise
Schools’ “Destination” series of study guides and are aimed at helping teachers
integrate global education into daily activities; they are sorted by grade
level and curricular area.
Pueblito
Canada
http://www.pueblito.org
Pueblito Canada is an international development agency committed to supporting
and enhancing the well-being and rights of children in Latin America. It has an
excellent website for teacher resources and can be contacted for speakers or
materials to be sent to your school.
United
Nations CyberSchoolBus
http://www.un.org/Pubs/CyberSchoolBus/menucurr.htm
The United Nations CyberSchoolBus offers project materials to teachers for
primary and secondary school students on peace education, human rights,
poverty, health, and issues regarding landmines.
Time: 240 minutes
The focus
of this activity is the interpretation and evaluation of current events
focussed on rights and responsibilities. Expectations are clustered around
points of view taken in the media and the needs and values of people of
different cultures, generations, and both genders. Students get other opinions
on issues by interviewing community members. The culminating task requires
students to respond to newspaper/magazine articles by creating a scrapbook.
Strand: Oral and Visual Communication
DOR3.01L
- interpret, compare, and evaluate the points of view taken in a variety of
media works;
DOR3.03L
- identify strategies used in different media to influence audiences.
Strand: Writing
DWRV.03L
- use the writing process to revise and edit written work.
Strand: Social and Cultural Competence
DSC1.05L
- participate in discussions about similarities and differences in the needs
and values of people of different generations and cultures and both genders;
DSC1.06L
- explain the significance of some local, national, and international current
events;
DSC1.07L
- respond to issues in current events (e.g., through writing assignments,
role-plays).
·
has
experience with interviewing
·
is
able to summarize main points in a text
·
has
basic media literacy skills
·
When
selecting interviewees for Strategy 2, students need to be aware of safety
issues. Students should be encouraged to interview family and friends rather
than strangers.
·
Make
multiple copies of the assignment, Appendix F – Scrapbook Assignment.
·
An
assortment of current newspapers and magazines is necessary for this activity.
Collect a variety of suitable ones reflecting the cultural diversity of
Canadian society.
Newspapers
and magazines, scrapbooks, and multiple copies of Appendix A-Scrapbook
Assignment.
1. Discuss strategies used in different media to
influence audiences such as psychological persuasion, use of sexual material,
use of incentives, etc. Have students contribute their experiences from
watching movies/television, listening to radio, and reading
newspapers/magazines. Remind students to think of the videos Nadia and Rights
from the Heart, Part 3, from previous activities. Post the list on chart
paper.
2. Instruct students that they are required to
interview individuals to get different opinions on human rights issues. Review
some human rights issues from past activities. Students work in small groups to
design interview questions such as… What do you think are some human rights
issues that affect Canada? Name the human rights issue you consider most
important. Why? Is the government doing enough to help alleviate the problems?
What more can the government do to improve the situation? Record them on
chart paper. Groups report back to the class where they revise and edit the
questions. Students copy the questions in their notebooks. Instruct students
that their homework assignment is to interview people from diverse cultures,
generations, and both genders using some of their questions. Students report
back on their interviews in Strategy 3.
3. Divide students into small groups. Have them
report on their interviews from Strategy 2. Have students examine the
similarities and differences in the opinions of people of different cultures,
generations, and both genders. Discuss reasons for some of the differences.
Small groups report back to the class.
4. Review/teach making summaries. A reference
for summaries can be found in the texts, The Process of Composition and A
Writer’s Workbook: An Interactive Writing Text for ESL Students, listed in
the resources.
5. On overhead, show a newspaper article
displaying a local/national/international rights issue. Guide students on how
to make a summary of the article on the overhead. Have the students express
their opinions on the topic. Encourage students to add information from their
interviews.
6. Distribute and explain the assignment,
Appendix F. Have newspapers and magazines available in class so students can
begin their assignments by searching for articles. Students should be allowed
to choose articles outside of class but summaries and opinions should be
written during class.
7. Students continue to work on their scrapbooks
during class time. At the end of the activity, students hand in their
scrapbooks.
Scrapbook
– assessment of style, selection, and content as stated in Appendix F
(Communication)
Some
students may need help in choosing articles for their scrapbooks. Others may
require help to clarify/form their opinions.
Atkin,
S. Beth. Voices from the Fields. Toronto: Little, Brown and Company,
1993. ISBN 0-316-05633-2
Through photographs, poems, and first-person interviews, readers are given a
look at life for migrant children in America. Interviews describe the long,
harsh hours spent in the fields, living in crowded and unsanitary conditions,
and language barriers and discrimination in schools.
Reid,
Joy M. The Process of Composition. Englewood Cliffs, New Jersey:
Prentice-Hall Inc., 1988.
ISBN 0-13-723065-6
Smoke,
Trudy. A Writer’s Workbook: An Interactive Writing Text for ESL Students.
New York: St. Martin’s Press, 1992. ISBN 0-312-05021-6
Springer,
Jane. Listen to Us. Toronto: Groundwood Books/Douglas & McIntyre
Ltd., 1997.
ISBN 0-88899-307-2
This books helps readers understand the issue of child labour. The voices of
children from around the world lend authenticity to the stories.
Purpose
To
compile a scrapbook - a creative journal exploring some human rights issues of
local, national, and international interest
Sources
Newspapers,
magazines, popular songs, and photographs
Instructions
1. Choose five “scraps” from any of the above sources.
Be sure to include a variety of sources and to vary your rights issues. You
must include one issue at the local level, one at the national, and one at the
international.
2. Date and label the source of each “scrap.”
Make a summary of the “scraps.” Write your response and reflections.
3. Each “scrap” should be glued on one page with
the summary and response on the opposite page.
Assessment
Your
scrapbook will be assessed on the following:
·
style:
the attractiveness and arrangement of your “scraps”
·
selection:
the variety and originality of your “scraps”
·
content:
the quality of your summaries and responses*
*This item reflects the curriculum
expectations and will contribute to the final evaluation
Time: 360 minutes
The
expectations of this activity are clustered to encourage students to explore
local, national, and international events so as to develop their own points of
view. In the culminating task, students participate in prewriting discussions
and activities and prepare short compositions representing their points of view
on Canadian issues dealing with rights and responsibilities. Students present
their points of view on some Canadian issues. Presentations are videotaped.
Strands: Oral and Visual Communication
DORV.03L
- use and respond appropriately to the formal and informal styles of spoken
English suited to school, workplace, and social situations;
DORV.04L
- create, analyse, and interpret a variety of media works;
DOR2.03L
- use the appropriate style of language in a variety of role-plays.
Strand: Writing
DWR2.01L
- participate in prewriting discussions and activities;
DWR2.02L
- draft and revise the content of short compositions, working independently or
with a peer;
DWR2.03L
- edit short compositions to correct specific items outlined on a checklist;
DWR2.04L
- produce an edited copy of a short composition.
Strand: Social and Cultural Competence
DSC1.06L
- explain the significance of some local, national, and international current
events;
DSC1.07L
- respond to issues in current events;
DSC2.01L
- participate fully in group activities (e.g., contribute productively in all
group tasks; assist others in the group; help keep the group on task);
DSC2.02L
- participate constructively in a variety of learning and teaching situations
(e.g., independent research, oral presentations, varied assessment situations).
·
understands
local, national, and international issues
·
writes
short compositions
·
uses
language to explain, persuade, and summarize
·
Obtain
a copy of the video, A Kid’s View of Canada II and preview. This video
is a sequel to A Kid’s View of Canada I in which Jordan Schroder gives
us a magical look at Canada through the eyes of 9-year-olds. Five years later
in A Kid’s View of Canada II, fourteen-year-old Jordan travels across
Canada and renews his friendship with the same group of teenagers. These young
people display humour and depth as they comment on key issues facing Canada.
·
Consult
with the school library staff to have material available throughout this
activity.
·
Students
should clip articles from newspapers and magazines and make posters of these
articles grouped according to issues. Students may refer to their scrapbooks
from Activity 5. The posters will be used in Strategy 5 in the cooperative
strategy “corners.” Posters are placed around the room. Students should go to
the “corners” that display the issues they have chosen. Once there they can
consult with others interested in the issues and make jot notes for their
compositions. If students have chosen issues for which there are no posters,
they should search newspapers and magazines on their own and use their
scrapbooks and interview information.
·
Prepare
multiple copies of Appendix G for students to record their jot notes.
·
Be
prepared to show the video, A Kid’s View of Canada II, a second time to
serve as a model for the oral presentations.
·
Enlist
the aid of senior media students to teach students to use the camcorder and/or
to videotape the presentations. Make multiple copies of the video for students.
·
Make
copies of the presentation videotape for students.
Video, A
Kid’s View of Canada II, current newspapers and magazines, poster paper,
multiple copies of Appendix G, and scrapbooks.
1. Review human rights issues with students.
Remind them to think of issues from previous activities. Categorize into local,
national, and global/international. List national issues on chart paper and
post it.
2. Show the video, A Kid’s View of Canada II.
Have students discuss the issues raised and contribute their own opinions.
Compare the issues from the video to the issues posted on chart paper. Add new
issues to the chart.
3. Divide students into groups according to the
human rights issues they plan to address in their presentations. Have groups
clip articles with different opinions/information on the topic. Each group is
responsible for making a poster showing a variety of ways that this right is
violated across Canada. Posters will be used in Strategy 5.
4. Instruct students that their assignment is to
choose a human rights issue on the national level, write a short composition
giving their point of view about the issue, and present their compositions to
the class. Inform them that presentations will be videotaped.
5. Use the cooperative strategy “corners” to
help students prepare to write their compositions. Hang posters made by
students in Strategy 3 around the classroom and display scrapbooks from Activity
5. Have students go to the “corners” with the topic they have chosen. There
they make jot notes, discuss the topic with others, review information from the
interviews in Activity 5, and reaffirm their opinions. Then students write
their short compositions. Circulate to assist students.
6. Have students apply the writing process to
their compositions. Encourage them to collaborate with peers to edit and
revise.
7. Show the video, A Kid’s View of Canada II,
a second time so students can observe the teenagers as they talk about
different issues. Discuss the teenagers’ demeanour as they talk. This is
designed to serve as a model for students as they prepare for the videotaping
of their presentations in Strategy 9.
8. Partners practise delivering their compositions
to each other.
9. Videotape students as they make their
presentations.
10. Watch the video.
·
Compositions
– assess for information, defending a point of view, and correct use of the
conventions of standard Canadian English (Communication, Application)
·
Presentations
– assess for preparedness, content, organization, and demeanour
(Thinking/Inquiry)
Schedule
conferences with the teacher for students who need in-depth assistance to
write, revise and edit their compositions.
Media
A
Kid’s View of Canada II. National Film Board: Montreal. Order Number C9198 076/EC009
This
video is a sequel to A Kid’s View of Canada 1 in which Jordan Schroder gives us
a magical look at Canada through the eyes of 9-year-olds. Five years later in A
Kid’s View of Canada 11, fourteen-year-old Jordan travels across Canada and
renews his friendship with the same group of teenagers. These young people
display humour and depth as they comment on key issues facing Canada.
Name:
________________________________________
Use this
organizer when you are at your “corner” to record notes from the posters,
scrapbooks, and consultation with your classmates.
Define
the Human Rights Issue
How It
Affects Canada
Positively
Negatively
What
government can do to safeguard our human rights
My
Thoughts on the Issue
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