Course Profile Living Spaces and Shelter, Grade 11, Open, Catholic and Public
Unit 5: Shelter For Everyone
Time: 25 hours
Unit
Developers: Isabel
Amelio, Antonietta Mozzone
Activity 1 | Activity 2
| Activity 3
In this
unit, students identify and analyse how political, social, economic,
technological, environmental, and ethical trends, as well as psychological
factors affect shelter requirements in society. The impact of these trends on
shelter availability and the development of community programs for specialized
markets are explored. Students become aware of agencies and programs available
to assist those with special needs within their own community. An understanding
of Catholic social teaching that promotes social responsibility enables
students to examine and evaluate the consequences of housing problems and
societal attitudes. In conducting social science research, an understanding of
social realities related to living spaces and shelter in Canada and abroad is
acquired.
|
Activity |
Expectations |
Assessment |
Tasks |
|
1:
Social Realities in Relation to Living Spaces and Shelter 10 hours |
SEV.01,
ISV.01, ISV.03, ISV.04, SE1.01, SE1.03, SE3.01, IS2.02, IS2.05, IS2.07,
IS3.02 CGE1c,
1d, 2a, 2b, 2c, 3c, 3d, 3f, 4a, 4c, 7h, 7e |
Knowledge/ Thinking/
Inquiry Communication |
Research
shelter issues. Reflect
on messages found in selected songs regarding homelessness and helping those
in need. Begin
Visual Essay. |
|
2:
Trends Affecting Shelter 5 hours |
SEV.02,
ISV.03, SE1.02, SE2.03, IS2.03 CGE1a,
1c, 3f |
Thinking/
Inquiry Communication Application |
Identify
trends. Create
a timeline depicting changes that have occurred over the years to affect
shelter. Examine
and analyse statistics/quotes relating to housing trends. Complete
Trends Assignment by explaining how trends affect families and shelter
requirements. |
|
3:
Shelter for Special Markets 10 hours |
SEV.03,
SE2.01, SE2.02, SE3.02, SE3.03, SE3.04 CGE1d,
3f, 4f, 7e |
Knowledge/ Thinking/
Inquiry Communication Application |
Analyse
shelter needs created by societal changes. Complete
Accommodation Needs for Individuals chart. Identify
community agencies/services/programs that assist with the shelter needs of
special niche markets. Complete
a written Personal Reflection regarding community efforts to meet the shelter
and accommodation needs of all its members. |
Teachers should:
·
locate
teaching and classroom resources for each activity;
·
prepare
Assessment/Evaluation tools (e.g., checklist, rubric, etc.);
·
prepare
Socratic lessons;
·
book
computer or computer lab time (Activities 2 and 3).
Teacher
Awareness
·
Ensure
that the school/board policies for Internet use are followed.
·
Be
aware of ethno-cultural diversity when selecting and preparing resources for
this unit.
·
Consider
Special Education accommodations required to meet the needs of exceptional
students (IEP).
·
Consider
accommodations for ESL students.
The
following list of resources is for use in all activities in this unit.
Resources specific to the Activity are listed within the activity.
Ahlers,
Julia and Michael Wilt. Christian Justice.
USA: St. Mary’s Press, 1995. ISBN 0-88489-330-8
Bible, New Revised Standard Version.
Gustafson,
Janie, PH.D. Building Catholic Character.
USA: Ava Maria Press, Inc., 1998.
ISBN 0-88793-642-0
Koch,
Carl. 150 Opening and Closing Prayers.
Winona, MN: Saint Mary’s Press, 1996.
ISBN 0-88489-241-7
Pontifical
Commission for Justice and Peace. What
Have You Done to Your Homeless Brother? Other Ecclesial Pronouncements,
Dec. 27, 1987.
ShareLife.
Share the Spirit Classroom Curriculum.
Toronto: York Catholic District School Board Religious Education Department,
January 2000.
Sherwood,
Ruth F. Homes Today and Tomorrow.
Peoria, IL: Glencoe/McGraw-Hill, 1997.
ISBN 0-02-642846-6
Sofield,
Loughlin, et al. Building Community.
USA: Ava Maria Press Inc., 1998. ISBN 0-87793-648
ShareLife
- http://www.sharelife.org/33-agencies.html
The
Virtual Reference Library - http://www.tpl.toronto.on.ca
Time: 600 minutes
Students
demonstrate an understanding of social realities related to living spaces and
shelter in Canada and abroad. By completing a Social Science research project
in the form of a visual essay, students demonstrate an understanding of one of
the shelter issues and related sociological, psychological, political, and
economic factors and societal attitudes discussed throughout the course.
Students apply their knowledge of Catholic social teaching to question whether
or not they have acted in ways to promote social responsibility and how they
can take initiative and demonstrate Christian leadership.
Strand(s): Shelter for Everyone, Research and Inquiry
Overall
Expectations
SEV.01
- demonstrate an understanding of social realities related to living spaces and
shelter in Canada and abroad;
ISV.01 -
use appropriate social science research methods in the investigation of issues
related to living spaces and shelter;
ISV.03 -
use appropriate methods for organizing and interpreting data and analysing
results;
ISV.04 -
communicate the results of their inquiries effectively.
Specific
Expectations
SE1.01 -
demonstrate an understanding of trends relating to home ownership in Canada and
other countries;
SE1.03 -
describe the consequences of unsolved housing problems;
SE3.01 -
demonstrate an understanding of sociological, psychological, political, and
economic factors connected with dwellings for specialized markets and of
societal attitudes towards those living in such dwellings;
IS2.02 -
summarize the main points of information gathered from reliable research
sources;
IS2.05 -
organize information, using headings and subheadings, according to the accepted
format for social science research;
IS2.07 -
differentiate between research evidence and opinion;
IS3.02 -
effectively communicate the results of their inquiries, using a variety of
methods and forms.
Ontario
Catholic School Graduate Expectations
CGE1c - a
discerning believer formed in the Catholic faith community who actively
reflects on God's Word as communicated through the Hebrew and Christian
scriptures;
CGE1d - a
discerning believer formed in the Catholic faith community who develops
attitudes and values founded on Catholic social teaching and acts to promote
social responsibility, human solidarity, and the common good;
CGE2a -
an effective communicator who listens actively and critically to understand and
learn in light of gospel values;
CGE2b -
an effective communicator who reads, understands, and uses written materials
effectively;
CGE2c -
an effective communicator who presents information and ideas clearly and
honestly and with sensitivity to others;
CGE3c - a
reflective and creative thinker who thinks reflectively and creatively to evaluate
situations and solve problems;
CGE3d - a
reflective and creative thinker who makes decisions in light of gospel values
with an informed moral conscience;
CGE3f - a reflective and creative thinker who
examines, evaluates, and applies knowledge of interdependent systems (physical,
political, ethical, socio-economic, and ecological) for the development of a
just and compassionate society;
CGE4a - a
self-directed, responsible, life long learner who demonstrates a confident and
positive sense of self and respect for the dignity and welfare of others;
CGE4c - a
self-directed, responsible, life long learner who takes initiative and
demonstrates Christian leadership;
CGE7h - a
responsible citizen who exercises the rights and responsibilities of Canadian
citizenship;
CGE7e - a
responsible citizen who witnesses Catholic social teaching by promoting
equality, democracy, and solidarity for a just, peaceful, and compassionate
society.
Students have:
·
Social
Science research method skills;
·
communication
skills.
The
teacher should:
·
obtain
songs, one on homelessness and one on how we can help people in need;
·
obtain
tape or CD player;
·
photocopy
prayers (Appendix 1) and visual essay assignment (Appendix 3);
·
select
applicable prayers from the following in 150
Opening and Closing Prayers:1 Peter 4:9, p. 10; Adapted form Mark 9:41, p.
17; Mathew 25:45, p. 17; John 13:12-15, p. 22; 2 Corinthians 8:13-14,
p. 25; Acts 2:44-47, p. 26; 1 Corinthians 1:10, p. 26; 1Corinthians 12:27, p.
26; 1Corinthians 12:4-7, p. 27; Galatians 5:13-15, p. 27; Philippians 2: 1-4,
p. 28; Genesis 11:4, p. 28; James 2:26, p. 32; Romans 12: 16, p. 36;
·
prepare
a Socratic lesson on differentiating between research evidence and opinion;
·
compile
a list of possible topics for the Visual Essay, including: affordable shelter
for young singles, appropriate shelter for the elderly, appropriate shelter for
people with special needs, geared-to-income and subsidized shelters, Habitat
For Humanity homes, homelessness and alternative accommodation, shelter in
northern First Nations communities, popularity of cooperatives and
condominiums, trailer parks, group homes;
·
photocopy
Religious Quotes from which students are to select one and apply it to their
essay
(see Appendix 2);
·
develop
rubric for visual essay;
·
develop
a criterion-referenced student/teacher checklist to be used for the development
of the visual essay;
·
develop
a rating scale to be used in evaluating class participation.
Teacher
Awareness
·
Be
sensitive to social issues raised in this activity.
·
Address
any misconceptions related to shelter.
·
Ensure
that the school/board policies for Internet use are followed.
1. The teacher creates a calming atmosphere in
the classroom by turning off the lights and asking students to put their heads
down and close their eyes. Students listen to a song on homelessness. As they
listen to the song, students must reflect on the words spoken and ask
themselves whether or not they have taken initiative in demonstrating Christian
leadership and compassion towards others. The teacher leads a discussion on
thoughts that students wish to share with the class.
2. In
pairs, students are assigned either the ‘My child…’ prayer or ‘Prayer of St
Teresa of Avila’ (see Appendix 1) along with one other prayer from the 150 Opening and Closing Prayers listed
in Planning Notes. Students read the prayers and answer the following question:
· What is the essential message?
As a class, discuss answers.
3. Once again, the teacher creates a calming
atmosphere in the classroom. Students listen to a song on how we can help
people in need. Student must reflect upon the words spoken in the song and ask
themselves, “How can each one of us help people with their shelter needs?” The
teacher leads a discussion about how we can help people with their shelter
needs.
4. The teacher conducts a Socratic lesson on
differentiating between research evidence and opinion. Students take notes.
5. The teacher introduces the visual essay and
explains that the focus of the essay is to demonstrate an understanding of one
of the shelter issues and related sociological, psychological, political, and
economic factors and societal attitudes discussed throughout the course. The
teacher reviews the list of possible topics, leaving it open for individual
preferences.
The teacher discusses significance of each of the Religious Quotes in Appendix 2 and instructs students to select one, which could be best applied to their research topic. The teacher explains the format of the visual essay outlined in Appendix 3.
6. Students conduct research to complete visual
essay. Time is allocated for students to conference with the teacher and work
in the Library/Resource Centre and computer lab.
7. Students hand in visual essay at the end of
the course in Activity 3.
|
Task/Product |
Tool |
Purpose |
Assessment |
|
Participation
in class discussion |
Rating
scale |
Formative |
K/U, T/I |
|
Note-taking |
Check
for completeness |
Formative |
K/U |
|
Student/teacher
conference regarding visual essay |
Criterion-referenced
checklist |
Formative |
K/U, T/I, C |
·
Provide
students with a copy of the words to the songs.
·
Enrichment:
students complete a reflection paper after listening to each song.
·
As
a class, read teacher-generated note on differentiating between research
evidence and opinion.
·
Students
may work in pairs to complete visual essay.
·
Shorten
visual essay to 500 words along with reducing the required number of resources
to three.
·
The
teacher alters teaching/learning strategies to meet the student’s IEP
recommendations.
·
Enrichment:
students prepare and present an electronic presentation on a housing issue to
the class.
Texts
Ashkenazy,
Boaz. “Shelter and Society: Theory, Research, and Policy for Nonprofit
Housing”, Environment and Behaviour.
Volume 33, Issue 1, Jan. 2001.
Ahlers,
Julia and Michael Wilt. Christian Justice.
USA: St. Mary’s Press, 1995. ISBN 0-88489-330-8
Bible, New Revised Standard Version.
City
of Toronto. Report Card on Homeless.
2000. http://www.city.toronto.on.ca/homelessness/index.htm
Gustafson,
Janie, Ph.D. Building Catholic Character.
USA: Ava Maria Press, Inc., 1998.
ISBN 0-88793-642-0
Holden, Daphne. “America’s Shame: Women and
Children and the Degradation of Family Roles”, Contemporary Sociology. Volume 29, Issue 5, Sept. 2000.
Koch,
Carl. 150 Opening and Closing Prayers.
Winona, MN: Saint Mary’s Press, 1996.
ISBN 0-88489-241-7
Pontifical
Commission for Justice and Peace. What
Have You Done to Your Homeless Brother? Other Ecclesial Pronouncements,
Dec. 27, 1987.
Prayer
of St. Theresa of Avila
ShareLife.
Share the Spirit Classroom Curriculum.
Toronto: York Catholic District School Board Religious Education Department,
January 2000.
Sherwood,
Ruth F. Homes: Today and Tomorrow.
Peoria, IL: Glencoe/McGraw-Hill, 1997.
ISBN 0-02-642846-6
Sofield,
Loughlin, et al. Building Community.
USA: Ava Maria Press Inc., 1998. ISBN 0-87793-648
Unknown
Source. Family Studies Visual Essay.
Websites
Covenant
House, Toronto – http://www.covenanthouse.on.ca
Habitat
For Humanity – http://www.nav3.htm at habitat.ca
ShareLife
– http://www.sharelife.org/33-agencies.html
The
Virtual Reference Library – http://www.tpl.toronto.on.ca
Audio/Visual
Collins,
Phil. “Another Day in Paradise”. USA: Phillip Collins Ltd., 1989. 6:20 min.
Kilcher,
Jewel. “Hands”. USA: Atlantic Recording Corporation for the United States and
WEA International Inc., 1998. 3:52 min.
Time: 300 minutes
Students
identify ways in which political, social, economic, technological,
psychological, environmental, and ethical trends affect available types of
shelter. They then examine and evaluate the implications these trends have on
themselves and society as a whole.
Strand(s): Shelter for Everyone
Overall
Expectations
SEV.02 -
identify the ways in which political, social, economic, and technological
trends, as well as psychological factors, affect available types of shelter;
ISV.03 -
use appropriate methods of organizing and interpreting data and analysing
results.
Specific
Expectations
SE1.02 -
identify the ways in which shelter requirements are affected by population
fluctuation and growth;
SE2.03 -
summarize how living spaces and shelter requirements are affected by social
norms and pressures (e.g., those resulting from demographic changes);
IS2.03 -
demonstrate an understanding of how to interpret charts, graphs, and
statistical data presented in literature.
Ontario
Catholic School Graduate Expectations
CGE1a - a
discerning believer formed in the Catholic faith community who illustrates a
basic understanding of the saving story of our Christian faith;
CGE1c - a
discerning believer formed in the Catholic faith community who actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE3f - a
reflective and creative thinker who examines, evaluates, and applies knowledge
of interdependent systems (physical, political, ethical, socio-economic, and
ecological) for the development of a just and compassionate society.
Students have:
·
knowledge
of the significance of prayer and scripture;
·
brainstorming
skills;
·
critical-thinking
skills;
·
effective
presentation skills;
·
group
skills;
·
experience
with mind mapping;
·
understanding
of timeline development.
The
teacher should:
·
make
a copy of Bible verses Luke 2:1-7, 22-2;
·
develop
an overhead with the definition for trend: “general tendency or direction” (Collin’s English Dictionary, 1981) and
an example, such as the increased number of single people has resulted in an
increase in the number of town homes and condominiums being developed;
·
obtain
copies of an article that depicts changes that have occurred to shelter over
time;
·
develop
a booklet of demographic material describing Canadian trends by using the
quotes and statistics listed in Appendix 4. Depending on class size, the
teacher may choose to select other statistical material to incorporate into the
booklet or assign the same quote to a few students. When selecting material for
the demographic booklet, be sure to include varied examples (e.g.: changing
family roles, economic conditions, longer life spans, community assistance,
revitalization of inner cities, group housing, barrier free homes, cultural
variations, postponed families, single-people, etc.);
·
book
a speaker to discuss the ways in which any political, social, economic, and
technological trends and psychological factors affect available types of
shelter;
·
develop
criterion-referenced checklists for Demographic Booklet and Timeline
assignments;
·
develop
rubrics for the Trend Assignment.
Teacher
Awareness
·
Address
any misconceptions relating to shelter.
·
Be
sensitive to social issues raised in this activity.
·
Ensure
that the school/board policies for Internet use are followed.
1. The teacher reads Luke 2:1-7, The Birth of
Jesus, and Luke 2:22-24, Jesus is Presented in the Temple.
2. The teacher reviews the term shelter and
leads a discussion on whether or not the manger would be considered adequate
shelter. Why or why not?
The teacher leads a class discussion on the issues that affected Jesus’ place of birth. Include the following: the reasons for departing Bethlehem, the reasons for placing Jesus in a manger, if Jesus’ parents had been wealthy would there have been room at the inn, by-laws which required an offering of doves and pigeons by the poor and lamb by the wealthy, why Jesus’ family had to flee Bethlehem, Jesus as a refugee in need of a home.
3. The
teacher defines the term trend, and students copy the definition in their notes.
Students brainstorm to mind map examples of trends that exist in today’s
society.
As a class, students categorize the mind map concepts to develop similar themes or issues (e.g., political, social, economic, population fluctuation, technological, psychological, cultural, environmental, ethical). The teacher may have to prompt the class to ensure all trends in expectation are completely covered.
As a class, students identify which of these issues/trends were present in the story of the Birth of Jesus.
4. Students read an article that depicts the
changes that have occurred to shelter over time. In groups of three, students
create a timeline depicting the changes that have occurred to alter shelter
over the years. The teacher circulates around the room to ensure that students
remain on task. Students present timeline and discuss with class. Students
submit timeline to be marked for completion.
5. Each student examines and analyses one
statistic/quote from the Demographic Booklet by completing the following:
· Describe the trend evident in the data.
· Give reasons to explain the trend.
· Identify how the trend affects shelter requirements.
· Describe societal implications.
Students present results to the class.
6. A speaker addresses the class regarding
trends and the effects on shelter requirements.
7. Students complete the Trends Assignment by
selecting one trend with which they are familiar or introduced by the speaker
and then completing the following:
· Explain how the trend affects families.
· Explain how the trend alters shelter requirements.
Students submit assignment for evaluation.
|
Task/Product |
Tool |
Purpose |
Assessment |
|
Presentation
of analysis from demographic booklet |
Criterion-referenced
checklist |
Summative |
T/I, C |
|
Timeline |
Checked
for completeness |
Formative |
T/I, C |
|
Trends
assignment |
Marking
scheme |
Summative |
A |
·
Orally
complete the Trends Assignment.
·
Show
a video of the birth of Jesus.
·
The
teacher alters teacher/learning strategies to meet student IEP recommendations.
·
Use
NCR paper for notes.
·
Enrichment:
students take on a leadership role and lead class through discussions.
·
Enrichment:
students develop graphs and charts illustrating trends that affect shelter
needs.
Texts
Bible, New Revised Standard Version.
CMHC.
Canadian Housing Statistics 1999.
Canada: Canada Mortgage and Housing Corporation, 2000. ISBN 0-660-61276-3
CMHC.
Current Housing Research. Volume 7,
No. 2-3, Fall 2000.
Collins English Dictionary. USA: William Collins Sons &
Co. Ltd., 1981. ISBN 0-00-433078-1
Colombo,
John Robert. The Canadian Global Almanac.
Canada: Macmillan, 1998. ISBN 0-7715-7421-5
Friedman,
Avi. “Your Next Home – New Families, New Housing.” Transition. Volume 30, No. 3, Autumn 2000.
Koch,
Carl. 150 Opening and Closing Prayers.
USA: Saint Mary’s Press, 1996. ISBN 0-88489-241-7
Lewis,
Evelyn L. and Carolyn S. Turner. Housing
Decisions. USA: Irwin Publishing, 2000.
ISBN 1-56637-6513
Pontifical
Commission for Justice and Peace. What
Have You Done to Your Homeless Brother? Other Ecclesial Pronouncements.
Dec. 27, 1987.
Sherwood,
Ruth F. Homes: Today and Tomorrow.
USA: Glencoe/McGraw-Hill, 1997.
ISBN 0-02-642846-6
Statistics
Canada. A Portrait of Families in Canada
1993. http://www.statcan.ca/english/econoind/on.htm
The
Vanier Institute of the Family. Transition.
V. 30, No. 3, Autumn 2000.
Ward,
Peter. “Privacy, Family and the Canadian Home.” Transition. V. 30, No. 3, Autumn 2000.
Time: 600 minutes
Students
describe how societal, personal, and financial changes create a need for the
development, types, and availability of special niche markets for
accommodation. In doing so, they identify the need for and describe the
availability of agencies, programs, and community housing within their own
community. Students become aware of how society promotes social responsibility
for the development of a compassionate society by examining availability of
shelter for all of its members.
Strand(s): Shelter for Everyone
Overall
Expectations
SEV.03 - describe the development, types, and
availability of special niche markets for accommodation.
Specific
Expectations
SE2.01 -
summarize how personal and financial changes affect shelter requirements (e.g.,
“boomerang” kids; cocooning; retirement; single-parenting; single
home-ownership);
SE2.02 -
analyse how various societal changes (e.g., high unemployment, home-based
businesses, population increases, the aging population, technological changes)
create a need for accommodation tailored to the physical, financial, and
psychological requirements of individuals and families;
SE3.02 -
identify the types of accommodations available for those with special needs
(e.g., physical, mental, emotional);
SE3.03 -
identify and describe the agencies and programs available to assist those with
special needs relating to shelter and accommodation;
SE3.04 -
describe the availability and roles of community housing (e.g., for students,
recent immigrants, young offenders, the elderly, abused spouses, the physically
or developmentally challenged, the homeless).
Ontario
Catholic School Graduate Expectations
CGE1d - a
discerning believer formed in the Catholic faith community who develops
attitudes and values founded on Catholic social teaching and acts to promote
social responsibility, human solidarity, and the common good;
CGE3f - a
reflective and creative thinker who examines, evaluates, and applies knowledge
of interdependent systems (physical, political, ethical, socio-economic, and
ecological) for the development of a just and compassionate society;
CGE4c - a
self-directed, responsible, life long learner who takes initiative and
demonstrates Christian leadership;
CGE7e - a
responsible citizen who witness Catholic social teaching by promoting equality,
democracy, and solidarity for a just, peaceful, and compassionate society.
Students
have:
·
group
work skills;
·
research
skills;
·
knowledge
of reflection papers;
·
investigation
skills.
The teacher should:
·
prepare
a Socratic lesson on promoting social responsibility for the development of a
compassionate society that ensures availability of adequate shelter for all of
its members. Use the quotes in Appendix 5 and the following flow chart as a
guide:
· Respect human dignity à which includes:
· Participation in community à which includes:
· Adequate shelter à which requires:
· Compassionate community to respond à so as to:
· Contribute to the common good à which means:
· Creating institutions that improve the conditions of human life à which includes:
· review people’s shelter needs (see Unit 1);
· prior to lesson, ask all students to bring in copies of their local phone book, yellow pages, and any community service listings;
· develop a chart titled Accommodation Needs for Individuals, set up as follows:
|
Housing Market |
Accommodation Needs |
||
|
|
Physical Needs |
Financial Needs |
Psychological Needs |
·
prepare
the following Keyword Headings to direct student search through the phone book
and electronic medium: aboriginal affairs, child and family benefits/services,
child care, citizenship and immigration, community information, correctional
facilities/institutions and programs, disability, home care, housing, human
rights, long-term care, student financial assistance, seniors, social services,
victim services, women’s issues, personal support services;
·
view
ShareLife video, ShareLife & Students
… Making a Difference, or book a speaker from Sharelife. The video focuses
on helping others in need (i.e., single parents, homelessness, street youth,
elderly, immigrants and refugees, and physically or developmentally challenged
individuals);
·
develop
a Community Agency Question Sheet for students to complete, including:
· Describe the agency.
· Who funds it?
· How is it run? (volunteers)
· Which special niche markets does it help in providing shelter?
· How many people within the community need this program?
· How does it reach out to the community?
·
develop
a rating scale for participation in class discussion, a criterion-referenced
checklist for societal Accommodation Needs chart and chart on Meeting the
Shelter Needs of the Special Niche Markets in Our Community, and a
criterion-referenced marking scheme for the Community Government Service
investigation interview;
·
locate
definition of the phrase special niche market.
Teacher Awareness
·
Ensure
that the school/board policies for Internet use are followed.
·
Address
any misconceptions related to shelter.
·
Be
sensitive to social issues raised in this activity.
1. The teacher conducts a Socratic lesson on the
idea of promoting social responsibility for the development of a compassionate
society that ensures availability of adequate shelter for all of its members.
Students take notes.
2. The
teacher defines the phrase special niche market. As a class, students
brainstorm for a comprehensive list of the various segments of population
within the housing market (e.g., retirees, the elderly, students, physically
and developmentally challenged individuals, recent immigrants, abused spouses,
pregnant teens, foster children, young offenders, boomerang kids, homeless,
single- parents, and low income families). Students copy the list into notes.
Students individually complete the Accommodation Needs for Individuals chart. The teacher circulates around the room to ensure that students are on task. The teacher leads a class discussion:
· How has the community ensured that the needs of people within the special niche markets have been met?
· Are students aware of the types of accommodations available for the identified special markets within their community?
· Can they identify types of accommodations, agencies, programs, and community housing available within their community that provide shelter for special niche markets?
3. In pairs, students use the local phone book,
yellow pages, and electronic sources to identify government services, programs,
and agencies, as well as community service agencies, available to assist those
with special needs relating to shelter and accommodation within the community.
See Keyword Headings in Planning Notes.
In pairs, students create a chart with the title Meeting the Shelter Needs of the Special Niche Markets in Our Community. The chart will have the following headings: agency/service/program phone numbers, target niche market. Students complete the chart by listing 10-15 agencies and their corresponding phone numbers, as well as identifying the niche market. The teacher leads a discussion based on the following:
· Do you feel that help is lacking in certain areas? How? Why?
· What more do you feel your community could do?
4. The class views the ShareLife video or
listens to a speaker from ShareLife. Discuss how ShareLife has provided for the
shelter needs of individuals within the community.
5. Each student investigates one community or
government service agency that assists individuals in meeting shelter needs and
completes the teacher-generated Community Agency Question Sheet by interviewing
a representative from the service agency.
6. Students complete a Personal Reflection
responding to the following:
· Do you feel that our community does enough to meet the shelter and accommodation needs of all its members?
7. Students submit their visual essays, which
were started in Activity 1.
|
Task/Product |
Tool |
Purpose |
Assessment |
|
Participation
in class discussion |
Rating
scale |
Formative |
K/U |
|
Societal
accommodation needs chart |
Criterion-referenced
checklist |
Summative |
T/I |
|
Chart:
Meeting the Shelter Needs of the Special Niche Markets in Our Community |
Criterion-referenced
checklist |
Summative |
T/I |
|
Community/Government
service investigation interview |
Criterion-referenced
marking scheme |
Summative |
T/I |
|
Personal
reflection paper |
Check
for completeness anecdotal comments |
Summative |
A |
|
Visual
essay assigned in Activity 1 |
Rubric |
Summative |
T/I, C, A |
·
As
a class, read teacher-generated note on promoting social responsibility to
ensure adequate housing for all.
·
The
teacher alters teaching/learning strategies to meet student IEP
recommendations.
·
Limit
the study to three to five special niche markets.
·
Enrichment:
invite a speaker from one of the agencies/programs.
·
Enrichment:
students plan and organize a fundraising event to raise funds to give to one of
the service agencies that provide shelter for special needs.
·
Provide
a template to assist students with note-taking.
Texts
Ahlers,
Julian and Michael Wilt. Christian
Justice. USA: St. Mary’s Press, 1995. ISBN 0-88489-330-8
Bible, New Revised Standard Version.
Blue Book 2001- directory of
community services in Toronto. Toronto: Community Information Toronto, 2001. ISBN 0-921001-56-8
CMHC.
A Place To Go: An Evaluation of the Next
Step Program for Second-Stage Housing in Canada. February 1997.
CMHC.
Current Housing Research. Volume 7,
No. 2-3, Fall 2000.
CMHC.
Gimme Shelter: Sharing Successes in
Housing for Youth. Order number KE 4043
CMHC.
Housing Canada’s Youth. 1999. Order
number PE 0310
CMHC.
Housing For Older Canadians. 1999.
Order number 2184 E
CMHC.
Housing For Persons with Disabilities.
1996. Order number 5467E.
CMHC.
Maintaining Seniors’ Independence: A
Guide to Home Adaptations. 1989.
CMHC.
Housing Choices for Canadians with
Disabilities. 1995. Order number 6619 E
CMHC.
Meeting Seniors’ Housing Needs. Order
number PE 0350
CMHC.
Meeting Seniors’ Needs: A Guide for
Community Groups. 2000. Order number PE 0350
CMHC.
Supportive Housing For Seniors. 2000.
Order number PE 0381
CMHC.
Women and Their Housing. 1999. Order
number PE0313
Fuller,
M. More Than Houses. Habitat For
Humanity, Order number 1454
Gaillard,
F. If I Were a Carpenter: Twenty Years of
Habitat For Humanity. North Carolina: John F. Blair Publishing, 1996. Order
from Habitat For Humanity, order number 1439.
Government
of Canada. The NACA Position on Community
Services in Health Care for Seniors. Progress and Challenges. Ottawa:
Minister of Supply and Services Canada, 1995. ISBN 0-662-61701-0
Gustafson,
Jamie, Ph.D. Building Catholic Character.
USA: Ava Maria Press Inc., 1998.
ISBN 0-87793-642-0
Local
phone directory
Katsura,
H., et al. Housing for the Elderly in
2010: Projections and Policy Options. Urban Institute Press, 1989. ISBN
0877664749
Mechmann,
Edward T. God, Society and the Human
Person. USA: St. Paul's/Alba House, 2000.
ISBN 0-8189-0886-6
Polese,
Mario and Richard Stren. The Social
Sustainability of Cities. Toronto: University of Toronto Press Inc., 2000.
ISBN 0-8020-8320-x
Pontifical
Commission for Justice and Peace. What
Have You Done to Your Homeless Brother? Other Ecclesial Pronouncements.
Dec. 27, 1987.
Regnier, V. Assisted
Living Housing for the Elderly: Design Innovations from the United States and
Europe. John Wiley and Sons, 1993. ISBN 0471284238
Reigner,
V. Assisted Living Housing for the
Elderly: Innovations in Design and Planning. Van Nostrand Reinhold, 1993.
ISBN 0442007027
ShareLife.
Share the Spirit Classroom Curriculum.
Ontario: York Catholic District School Board Religious Education Department,
January 2000.
Sherwood,
Ruth F. Homes: Today and Tomorrow.
Peoria, IL: Glencoe/McGraw-Hill, 1997.
ISBN 0-02-642846-6
Sofield,
Loughlin, et al. Building Community.
USA: Ava Maria Press Inc., 1998. ISBN 0-87793-648-X
The
Vanier Institute of the Family. Transition.
V. 30, No. 3, Autumn 2000.
Agencies
and Websites
African
refugee and Immigrant Aid Organization
B’nai
B’rith Senior Housing – http://bnaibrith.org
Canada
Mortgage and Housing Corporation (CMHC) – http://www.cmhc-schl.gc.ca
Canadian
Pensioners Concerned. Ontario Division
Canadian
Red Cross Society – www.redcross.ca
Care
Watch Toronto – www.carewatchtoronto.org
CARP,
Canada’s Association for the Fifty-Plus – www.fifty-plus.net
Catholic
Community Services
Catholic
Cross Cultural Services
Cooperative
Housing in Canada – http://www.unesco.org
Cooperative
Housing Federation of Canada – www.chfc.ca
Covenant
House Toronto – http:// www.covenanthouse.on.ca
Good
Shepherd Ministries
Government
of Ontario, Ministry of Community and Social Services, developmental services
webpage – http://www.gov.on.ca/CSS/page/services/dh.html
Government
of Ontario, Ministry of Health and Long-term Care webpage –
http://www.gov.on.ca/health/english/program/ltc/ltc_ mn.html
Government
of Ontario, Ministry of Health, Health Links, disability webpage –
http://www.gov.on.ca/health/english/tools/hlinks.disability.html
Government
of Ontario, Ministry of Health, Health Links, organizations webpage, listing of
a very large number of supporting groups and organizations – http://www.gov.on.ca/health/english/tools/hlinks.organizations.html.
Government
of Ontario, Ministry of Municipal Affairs and Housing webpage –
http://www.mah.gov.on.ca
Habitat
For Humanity – http://habitat.ca
Housing
Again (deals with housing issues) – http://www.housingagain.web.net
Matt
Talbot House
NA-ME-RES
(Native Men’s Residence) – www.nameres.org
National
Advisory Council on Aging (NACA)
Office
of Catholic Youth
Ontario
Community Support Association – www.ocsa.on.ca
Ontario
Ministry of Community and Social Services Disability Support Program
Ontario
Non-profit Housing Association – www.onpha.on.ca
Providence Centre
Rosalie
Hall
Rose
of Sharon
Rose
of Durham
Salvation Army
Scott Mission – www.scottmission.com
ShareLife
– http://www.sharelife.org/33-agencies.html
Second
Base Youth Shelter
Silent
Voice
Society
of Sharing
Society
of St. Vincent de Paul
St.
Bernadette’s Family Resource Centre
Street
Haven – www.streethaven.com
Ten
Ten Sinclair – http://www.tenten.mb.ca
YMCA
– www.ymcatoronto.org
YWCA –
www.ywcator.org
Video
ShareLife.
ShareLife & Students … Making a
Difference. Toronto: Villagers Media Production, 1998.
12 min.
Software
CMHC. Affordability. CD-ROM. Order number SE
004
Christ has no body now but yours;
no hands, no feet on earth, but yours.
Yours are the eyes through which
he looks with compassion on this world;
Yours are the feet with
which he walks to do good;
Yours are the hands with
which he blesses all the world.
Christ has no body now on earth but yours.
ShareLife
MY CHILD,
I’ve often heard your
Question:
This message is my answer.
You’re concerned about the hungry in the
world, millions who are starving… and
you ask, “What can I do?” FEED ONE
You grieve for all the unborn children
Murdered every day… and you ask:
“What can I do?” SAVE ONE
You’re haunted by the homeless poor
who wander city streets…and you ask:
“What can I do?” SHELTER ONE
You feel compassion for those who suffer
pain, sorrow, and despair…and you ask:
“What can I do?” COMFORT ONE
Your heart goes out to the lonely, the
Abused, and the imprisoned…and you ask:
“What can I do?” LOVE ONE
Remember this, My Child…two thousand
years ago the world was filled with those
in need, just as it is today, and when the
helpless and the hopeless called out to
Me for mercy, I sent a Savior…
HOPE BEGAN WITH ONLY ONE!
Source:
Unknown
“Our
dignity as creatures made in God’s image ultimately cannot be destroyed or
taken away, but it can be violated, disregarded and disrespected. Our dignity
is assaulted by any action or circumstance that prevents us from expressing our
true nature as images of God.” (Ahlers, Wilt, 1995)
The
charter of the Rights of the Family states …. “the family has the right to
decent housing, fitting for family life and proportionate to the number of its
members in a physical environment that provides the basic services for the life
of the family and the community…” (Pontifical Commission for Justice and Peace,
1987)
“Compassion
take the name of action. It means exerting yourself and bestowing some effort
for someone else’s sake…” (Gustafson, 1998)
“Solidarity
is the recognition that we are all responsible for the welfare of the human
family, regardless of national, racial or economic differences.” (Gustafson,
1998)
“If
one member suffers, all suffer together with it; if one member is honoured, all
rejoice together with it.” (1 Corinthians 12:26)
“I
was hungry and you fed me, thirsty and you gave me a drink; I was stranger and
you received me in your homes, naked and you clothed me; I was sick and you
took care of me, in prison and you visited me … I tell you, whenever you did
this for one of the least important of these brothers of mine, you did it for
me!” (Mathew 25:35-40)
“… the
housing problem … particularly in the Third World countries … the situation of
homelessness is the result of a whole series of economic, social, cultural,
physical, emotional and moral factors that specifically bear down on those who
have never been integrated into the current social system.” (Pontifical
Commission for Justice and Peace, 1987)
What is a
Visual Essay?
1. It is mounted on a panel of bristol board.
2. It has graphics to support the text.
3. It is organized around the basic essay
structure.
4. It has main headings and subheadings
5. It has a bibliography
Instructions
1. Choose a topic from the approved list below
regarding trends related to home ownership in Canada and abroad:
· Affordable shelter for young singles
· Appropriate shelter for the elderly
· Appropriate shelter for people with special needs
· Geared-to-income and subsidized shelters
· Habitat For Humanity homes
· Homelessness and alternative accommodation
· Shelters in northern First Nations communities
· Popularity of cooperatives and condominiums
· Trailer parks
· Group homes
2. Research the topic using at least five
different resources. Locate resources that address sociological, psychological,
political, and economic factors connected with the selected topic. Resources
must be current; within the last five years. Some exceptions may apply. Ask
your teacher.
3. Write an essay in your own words. Plagiarism
will not be accepted. The finished essay should be approximately 1500 words.
4. Find visual material to support your work.
Your visuals may be pictures, maps, charts, or diagrams. Visuals may be done by
hand, and you must create graphs or charts on your own. Do not use pictures cut
out of books or magazines. They will not be marked.
5. Make up a rough draft for your essay and a
rough plan for your project. They must be approved by the teacher prior to
continuing. A sample layout is attached. You do not have to follow this layout exactly
but your final product must have all these parts.
6. Hand in the visual essay by the scheduled
date.
|
TITLE OF THE VISUAL ESSAY |
|||||
|
INTRODUCTION ·
one paragraph (not including quote) ·
state the chosen quote ·
state the purpose of the essay (focus question) to show how the quote
can apply to the shelter issue being discussed ·
show the three sub-topics ·
state your thesis (what you will be proving) |
|||||
|
SUB-HEADING FOR SUB-TOPIC #1 |
SUB-HEADING FOR SUB-TOPIC #2 |
||||
|
·
graphic or visual to illustrate sub-topic #1 ·
brief caption at the bottom to explain visual |
·
paragraph for sub-topic #1 ·
introductory sentence to state the sub-topic ·
three supporting points (facts, statements, arguments, or examples)
which explain sub-topic ·
concluding sentence to show how sub-topic proves thesis |
·
graphic or visual to illustrate sub-topic #2 ·
brief caption at the bottom to explain visual |
·
paragraph for sub-topic #2 ·
introductory sentence to state the sub-topic ·
three supporting points (facts, statements, arguments, or examples)
which explain sub-topic ·
concluding sentence to show how sub-topic proves thesis |
||
|
SUB-HEADING FOR SUB-TOPIC #3 |
|||||
|
·
graphic or visual to illustrate sub-topic #3 ·
brief caption at the bottom to explain visual |
·
paragraph for sub-topic #3 ·
introductory sentence to state the sub-topic ·
three supporting points (facts, statements, arguments, or examples)
which explain sub-topic ·
concluding sentence to show how sub-topic proves thesis |
||||
|
CONCLUSION |
DEMONSTRATING CHRISTIAN LEADERSHIP |
BIBLIOGRAPHY |
|||
|
·
summary paragraph ·
sum up your three main sub-topics (one sentence each) ·
final sentence to re-state your thesis ·
Why is it important? (So what?) |
·
explain how community members, such as yourself, can promote social
responsibility, human solidarity, and the common good as it relates to your
researched shelter issue |
·
list the sources that you used in proper bibliographic format |
|||
|
YOUR NAME YOUR TEACHER’S NAME COURSE CODE DATE SUBMITTED |
|||||
Instructions
Select
statistical data and quotes from below to complete the questions in
teaching/learning strategy 5.
1. Living with Relatives
“Statistics Canada did a survey of people “living with relatives” and found
that in 1991 nearly one million people did so. Many lived with a parent, a
sibling, or a child and were considered to be an economic but not a nuclear or
census family (i.e., spouses with or without children). Immigrants in general
and older immigrant women in particular were more likely to have this type of
living arrangement: 5% of them lived with relatives compared to 3% of the
Canadian-born population.” (Colombo, 1998)
2. Canadian Urban and Rural Population
|
Year |
Urban % |
Rural % |
|
1871 |
19.6% |
80.4% |
|
1931 |
52.7% |
47.3% |
|
1971 |
76.1% |
23.9% |
|
1991 |
76.6% |
23.4% |
(Colombo, 1998)
3. Composition of Canadian Families
|
Type of Family Structure |
1961 |
1981 |
1991 |
|
Lone parent families |
9.3% |
10.3% |
13.0% |
“Canadians’ population future is expected to be one of slow growth and an aging population. This is in part because the birth rate in Canada has been declining steadily since the 1950s. At the same time, the death rate in Canada has remained relatively steady, but is expected to climb as a larger percentage of the population grows older… As population growth due to material increase slows, international immigration will become an important source (if not the only source) of growth.” (Colombo, 1998)
4. Age Structure of the Population
|
|
% Under 5 yrs. |
% 20-44 yrs. |
% 45-64 yrs. |
% 45-64 yrs. |
% 65+ yrs. |
|
1851 |
18.51 |
37.81 |
31.65 |
9.40 |
2.67 |
|
1931 |
10.36 |
31.29 |
36.07 |
16.74 |
5.55 |
|
1951 |
12.29 |
25.60 |
36.63 |
17.74 |
7.75 |
|
1971 |
8.42 |
30.97 |
33.87 |
18.66 |
8.09 |
|
1996 |
6.54 |
20.10 |
39.86 |
21.28 |
12.16 |
(Colombo, 1998)
5. “The majority of Canadian families own their
home. In 1992, 74% of all single-family households were homeowners. This was up
slightly from 73% in 1986. Two-parent households with children had the highest
rate of home ownership (79%) in 1992, while lone-parent households were the
least likely to own their home (32%).” (Statistics Canada, 1993)
6. “Canadian families are currently much smaller
than they were twenty years ago. In 1991, there was an average of 3.1 persons
per family, down from 3.7 in 1971. The decline in average family size can be
traced largely to the fact that families currently have fewer children at home
than in the past. In 1991, there was an average of only 1.2 never-married
children living at home per family, compared with 1.4 and 1.8 in 1971.”
(Statistics Canada, 1993)
7. “In the 1950s, suburbia came into its own
with an explosion of homebuilding to accommodate the large families into which
the baby boomers were born. The design of the houses and neighbourhoods
reflected the hopes and aspirations of a generation intent on more space, more
privacy, and double garages in which to park the family car. A six-bedroom
bungalow just outside of Canada’s growing cities could be purchased for
$12,000. Today, the average price of a home ranges from about $71,000 in
Newfoundland to a high of $240,000 in British Columbia.” (Transition, Autumn 2000)
8. “The composition of the Canadian family has
been transformed. The past few decades have seen a significant increase in the number
of singles, single parents, and seniors.” (Friedman, 2000)
9. “The multifamily home will take over from the
large, single, detached house that presently constitutes 65% of all Canadian
homes.” (Friedman, 2000)
10. “Paul VI spoke of urbanization as a highly
important new phenomenon, in that, among other things, it “upsets both the ways
of life and the habitual structures of existence: the family, the
neighbourhood, and the very framework of the Christian community,” creating new
and degrading forms of misery where many times human dignity flounders.”
(Apostolic Letter Octogesima Adveniens, n. 10: A.A.S. 63 (1971), 408)
(Pontifical Commission for Justice and Peace, 1987)
11. “A thousand million people, that is one fifth
of the human race, do not have decent housing. One hundred million quite
literally do not have a roof over their heads. In Western Europe, for example,
more than a million people are seeking adequate lodging. In Latin America, it
is estimated that 20 million children sleep on the street. In 1986, more than
600 million people – 45% of the total urban population of the world – lived in
misery zones around big cities, in shantytowns or in slum neighbourhoods.”
(Pontifical Commission for Justice and Peace, 1987)
12. “There are young people and engaged couples
who want to get married. Often enough, the amount of money needed to acquire a
decent home, coupled with a housing shortage, involves long and painful delays
before they can find a place to live. This situation sometimes creates serious obstacles
to their right to found a family. Such concrete difficulties often constitute a
psychological barrier for these young people and are a veritable dissuasive
force when it comes to assuming a commitment to marriage. Those who do get
married, despite all of these conditioning factors, sometimes have to live with
their parents for a long time or struggle with the burden of housing costs or
high rents for a number of years. This situation has negative consequences for
their life together and on the healthy development of this new family. It is
not rare that the first years of married life are conditioned by such exterior
factors that result in an almost forced delay in having children. This, in
turn, troubles the harmony of conjugal life and is detrimental to both society
and the Church.” (Pontifical Commission for Justice and Peace, 1987)
The
following are a list of quotes that, used in succession, will aid your
development of a Socratic lesson for Activity 3: Shelter for Special Markets.
Respect
Human Dignity
1. “The Catholic church sees the issue of
respect for human dignity as an important matter that deeply influences all
areas of human activity:
The Council lays stress on respect for the human person: everyone should look upon his neighbour (without any exception) as another self, bearing in mind above all his life and the means necessary for living it in a dignified way. (The Church in the Modern World, n. 27)
Our dignity as creatures made in God’s image ultimately cannot be destroyed or taken away, but it can be violated, disregarded, and disrespected. Our dignity is assaulted by any action or circumstance that prevents us from expressing our true nature as images of God. The Scriptures and the Tradition of the church clearly see such assaults as violations of God’s intention for creation.” (Ahlers, Wilt: 1995)
2. “God saw everything that he had made, and
indeed, it was very good” (Genesis 1:31).
Participation
in Community
3. “Participation in community is a basic human
right … Participation requires that all have access to the benefits and
resources of the community … Participation requires that all be allowed to
contribute toward the well-being of the whole community in meaningful
ways…Participation requires that no member of the community be forced to remain
on the edges of the community, unable to fully contribute and receive.”
(Ahlers, Wilt, 1995)
4. “… homelessness means more than being poor
and without accommodation, it suggests disengagement from society in terms of a
lack of connection with family, friends, and community activities …”
(McCloskey, 2000)
Right to
Housing
5. “… The Universal Declaration of Human Rights,
Act. 251, includes among other human rights the right to housing, in the
context of the right to an adequate standard of living …” (Pontifical
Commission for Justice and Peace, 1987)
6. The Charter of the Rights of the Family was
presented to “all concerned institutions and authorities … made reference to
the right to housing suitable for living family life in a proper way … it
explicitly stated that the family has the right to decent housing, fitting for
family life and proportionate to the number of its members in a physical
environment that provides the basic services for the life of the family and the
community …” (Pontifical Commission for Justice and Peace, 1987)
Compassionate
Community
7. “The human person needs to live in society”
(1879). This is clear from the Genesis account of creation, where God declares,
“it is not good for the man to be alone” (Gn 2:18). (Mechmann, 2000)
8. “Each separate community is defined by its
own purposes, and formulates its own rules of internal governance, but one rule
is common to every society – “the human person… is and ought to be the principle,
the subject, and the end of all social institutions” (Gaudium et Spes. 25; cf,
1882).” (Mechmann, 2000)
9. “Socialization helps each person strengthen
and develop their innate qualities, particularly their sense of initiative and
responsibility, and also aids in protecting human rights (Gaudium et Spes, 25;
cf. 1882).” (Mechmann, 2000)
10. “Christian charity is characterized by the
related virtues of generosity, kindness, and compassion. According to the
dictionary, generosity is the unselfish (liberal or magnanimous) giving of
one’s time, money, and help without expectation of anything in return. Kindness
is the gentle, sympathetic, and helpful offering of relief. Compassion is
sympathetic awareness of others’ distress, together with a desire to alleviate
their suffering.
Compassion takes the name of action. It means exerting yourself and bestowing some effort for someone else’s sake…
The first Christians took seriously Jesus’ words, “Be compassionate as your Father is compassionate” (Luke 6:36). They formed a real community with one another, sharing all things in common.” (Gustafson, 1998)
11. “The ultimate paradigm for all Christian
community is the Holy Trinity, three separate Persons in the unity of God…
Effective Christian communities provide support, encouragement, growth, and comfort for their members…
Baptismal commitment calls all Christians to community…
‘If you make my word your home you will indeed be my disciples’ (Jn 8:31). ‘It is by your love for one another, that everyone will recognize you as my disciples’ (Jn 13:25).” (Sofield, Hammett, Julians, 1998)
Common
Good
12. “Furthermore, people of good character believe
they have an obligation to contribute to the common good of all members of
society. This obligation is also known as solidarity. Solidarity is the
recognition that we are all responsible for the welfare of the human family,
regardless of national, racial, or economic differences.” (Gustafson, 1998)
Institutions
13. “The dignity of the human person requires the
pursuit of the common good. Everyone should be concerned to create and support
institutions that improve the conditions of human life (1926).” (Mechmann,
2000)
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