Lesson Plan (grades 7-8) 2

Transcription

1 Lesson Plan (grades 7-8) 2 Handout 1: Scavenger Crossword Puzzle 5 Handout 1: Answer Key 6 Handout 2: Making Sense of it All 7 Handout 2: Answer Key 8 Handout 3: What Do You Think? _ 9 Handout 3: Answer Key 10 Handout 4: Walking a Mile in Her Shoes_ 11 Handout 4: Evaluation Grid 12 Handout 5: Final Quiz 13 Handout 5: Answer Key 14

2 Lesson Plan (grades 7-8) Lesson Title: Introduction to human rights in 20 th century in Canada Teacher: Date: Class: Total Duration: 1 week + 1 day Materials: Computer lab, Internet access, copies of handouts 1,2,3,4,(5) Curriculum Objectives: Specific Objectives: To have students discover, analyse, synthesise, and integrate the evolution of human rights in 20 th century Canada. Activity 1: Launching the unit Duration: 15 minutes Suggested directives: Launch a discussion about fairness. Ask: "Can anyone give me an example of a situation at home or at school where a dispute was settled fairly? Can anyone give me an example of an injustice they have witnessed?" Brainstorm possible solutions. Write the answers on the blackboard. Ask: "How would you propose ending injustice and promoting fairness all over the country?" Explain that the Canadian government has asked itself the same question throughout history. Invite the students to discover the government's response to injustice by visiting the Justice Canada 2000 web site ( Activity 2: Investigation Duration: minutes Suggested directives: The purpose of this activity is to have students explore the site. The site will become a powerful research tool once the students have become accustomed to it. Tell the students they are about to go on a "scavenger hunt". Distribute Handout 1. Tell the students to scour the site to find the answers. Assist the students. Students may work individually or in teams if resources are limited. Teacher Tip: If students are lacking motivation, have them compete to see who can hand in a complete and correctly answered handout. Give prizes to those who finish 1 st, 5 th, 10 th, 15 th and 20 th in order to ensure that everyone has a chance to win.

3 Activity 3: Analysis Duration: minutes Suggested directives: Whereas Activity 2 served to have the students familiarise themselves with the web site, Activity 3 invites them to put order to what they have learned. Ask the class how they can compare building a brick house to building human rights. The answer: Just as human rights are built one milestone at a time, so are brick houses built layer by layer, from foundation to rooftop. Distribute Handout 2 and have the students answer the questions individually or in teams of two. The purpose, again, to stratify the information they have gathered in activity 2 into knowledge. Assist the students. Handout 3 may be corrected in class, or handed in. Teacher Tip: Pick up the handouts and then redistribute them for immediate correction by the students themselves. Students are more likely to learn from their mistakes when they're pointed out soon after being committed. Activity 4: Synthesis Duration: minutes Suggested directives: The purpose of this activity is to have students construct their respective subject positions on the foundation of knowledge established in activities 1-3. So far, they have learned facts and then added order to them. Now, they must interpret the impact of their findings. Ask the students: "Ok, so you know that human rights have evolved in 20 th century Canada. So what? What does it all mean? What impact does all this have on your life? On Canada?" Students will most likely not know how to answer these questions at first. Comfort them by saying that these are complicated questions with many possible answers. Distribute Handout 3 and go over the elements of a proper paragraph (topic sentence, clearly divided & properly supported points, concluding sentence) Assist the students. Handout 3 should most likely be handed in for correction. Teacher Tip: Depending on the level of the students, you may wish to use the answer key as a model for those who find the assignment too challenging.

4 Activity 5: Personal Integration Duration: Dependant on class size Suggested directives: So far the study of human rights has been mostly cerebral. Now it is time to get your students moving and feeling. This activity consists of having the students assume an Other's subject position, to become Nellie McClung (see milestone 13). In so doing, the students will learn that people, not facts, make history. Launch the activity by visiting the sensational Canadian Heritage Project site where students may see "history come to life" by viewing some of the celebrated "heritage minute" vignettes--including one about Nellie McClung. Ask the students what they like about the vignettes and invite them to incorporate these elements (costume, props, special effects, and effective acting) into their own presentations. Distribute Handout 4. Go over the requirements with the students (see Handout 4). Give the students time in class and at least one week to prepare. Use "Handout 4: Evaluation Grid" to evaluate the presentations. Teacher Tip: Allow video presentations as they often inspire creativity. Enrichment Activities (see other lesson plans for more ideas) Handout 5 is an optional final quiz that evaluates the students' retention of the knowledge they have acquired in activities 1 through 5. Develop a "Classroom Charter of Rights & Freedoms" where students achieve a consensus about which freedoms and rights they should have. Post the charter in the classroom. Have students re-enact Nellie McClung's mock parliamentary debate about allowing men the right to vote. Draw a mural timeline illustrating the development of human rights.

5 Handout 1: Scavenger Crossword Puzzle Name: Date: Mark: /10 Scavenge the Justice Canada 2000 web site at to find the answers to the clues below Across Down 1 In 1993, Richard Sauvé, a _, is granted the right to vote (8) 4 The average number of people per household in the year 1900 (4) 5 Banned from public schools in 1988 (6) 7 In 1960, aboriginal peoples are given the right to (4) 8 In 1986, everyone including the mentally challenged cannot be sterilised for non-medical reasons without giving their (7) 1 Even though you are entitled to a "reasonable expectation of _," a principal may still search your locker with good cause. (7) 2 In 1960, the government passes the Canadian Bill of _ (6) 3 Man who helped write the United Nations Universal Declaration of Human Rights in 1947 (8) 4 The Charter of Rights and was signed in 1982 (8) 6 The number of provinces in the year 1900 (5) Corrected by:

6 Handout 1: Answer Key Name: Date: Mark: 10/10 Scavenge the Justice Canada 2000 web site at to find the answers to the clues below. P R I S O N E R H R I U I F I V E G M V R H P R A Y E R T H C E S S R Y D E E O V O T E Y M E C O N S E N T Across: 1 Prisoner, 4 Five, 5 Prayer, 7 Vote, 8 Consent. Down: 1 Privacy, 2 Rights, 3 Humphrey, 4 Freedoms, 6 Seven.

7 Handout 2: Making Sense of it All Name: Date: Mark: /10 Now that you have had a chance to look over the Justice Canada 2000 web site, it's time to make sense of everything you have learned. Answer the questions below by referring to the Internet whenever necessary. 1) Identify the year in which the following occurred (see human rights timeline in the library) [ /5 marks] (a) Canadian Charter of Rights & Freedoms (c) Women become "persons" (Person's Act) (e) Women first get the vote (g) Aboriginal peoples get the vote (i) Asian-Canadians get the vote Now, put the letters in chronological order in the timeline below: H (b) 1 st human rights code (d) Blind Person's Rights Act passes in Ontario (f) No discrimination allowed in selling land (h) 1900 No laws against discrimination (j) Sexual orientation protected HUMAN RIGHTS TIMELINE 2) Observe the colour of "Human Rights Milestones" from 1900 to Do you notice a trend? Describe the pattern you observe and write down what this seems to indicate about human rights in 20th century Canada. [ /2 marks] 3) Select one of the following groups and describe how their situation in Canada has improved in the past century. How is life as a person from this group easier today than it was in the year 1900? Mention at least one "Human Rights Milestone" in your answer. [ /3 marks] Disabled Women Visible minorities Homosexuals

8 Name: Date: Handout 2: Answer Key Now that you have had a chance to look over the Justice Canada 2000 web site, it's time to make sense of everything you have learned. Answer the questions below by referring to the Internet whenever necessary. 1) Identify the year in which the following occurred (see human rights timeline in the library): [5 marks] (a) 1982 Canadian Charter of Rights & Freedoms (b) st human rights code (c) 1929 Women become "persons" (Person's Act) (d) 1970 Blind Person's Rights Act passes in Ontario (e) 1916 Women first get the vote (f) 1950 No discrimination allowed in selling land (g) 1960 Aboriginal peoples get the vote (h) 1900 No laws against discrimination (i) 1949 Asian-Canadians get the vote (j) 1992 Sexual orientation protected Now, put the letters in chronological order in the timeline below: HUMAN RIGHTS TIMELINE H E C I F G B D A J 2) Observe the colour of "Human Rights Milestones" from 1900 to Do you notice a trend? Describe the pattern you observe and write down what this seems to indicate about human rights in 20th century Canada. 2/2 The milestones are pre-dominantly red in the early 20th Century and become progressively greener as time passes [observation=1 mark]. This suggests that human rights have evolved over the past hundred years [analysis=1 mark]. 3) Select one of the following groups and describe how their situation in Canada has improved in the past century. How is life as a person from this group easier today than it was in the year 1900? Mention at least one "Human Rights Milestone" in your answer. 3/3 Disabled Women Visible minorities Homosexuals The situation for women in Canada has improved in the past century [topic=1 mark]. In 1900, women were not considered people under the law (Person's case 1929) [milestone 1 mark], were not allowed to vote or to own property, and were scarcely permitted to work. Since then, suffragettes like Nellie McClung have worked diligently to right these wrongs. Thanks to the evolution of human rights-- especially the Charter of Rights and Freedoms (1982)-- women today have not only the right to work and to vote, but also the right to be treated as equals under the law [improvement=1 mark].

9 Handout 3: What Do You Think? Name: Date: Mark: /10 Now that you have learned about the evolution of human rights in 20th century Canada, it's time for you to make up your mind about what it all means. Is Canada a better or worse place to live now than it was 100 years ago? How is it better, or how is it worse? In other words, how have human rights changed Canada? Follow the writing process (research, brainstorm, organise, write, revise, and publish) to write a persuasive paragraph that explains your point of view. Give three examples to support your position.

10 Handout 3: Answer Key Now that you have learned about the evolution of human rights in 20th century Canada, it's time for you to make up your mind about what it all means. Is Canada a better or worse place to live now than it was 100 years ago? How is it better, or how is it worse? In other words, how have human rights changed Canada? Follow the writing process (brainstorm, organise, research, write, revise, and publish) to write a persuasive paragraph that explains your point of view. Give three examples to support your position. The evolution of human rights in 20th century Canada has improved our country by making it more democratic[topic sentence=2 marks]. It is difficult to call the Canada of 1900 a democracy since well over 60% of the people in the country including women, visible minorities, and prisoners were not allowed to vote. Since then, things have changed in many ways. First, in 1916 women were first given the right to vote in Manitoba. This set a precedent that would lead to all Canadian women to have the right to vote [idea 1 + support = 2 marks]. Second, visible minorities also won the right to vote. Whether it be Asian- Canadians in 1949 or aboriginal peoples in 1960, the door to democracy was slowly opened to visible minorities in Canada [idea 2 + support = 2 marks]. Third, in 1993, thanks to the Canadian Charter of Rights & Freedoms (1982), prisoners like Richard Sauvé (1993) also secured their rights to participate in a democracy--albeit behind bars [idea 3 + support = 2 marks]. In short, the evolution of human rights in 20th century Canada has made our country a more democratic and, ultimately, a fairer place to live [persuasive concluding sentence that summarises main idea = 2 marks]. 10/10

11 Handout 4: Walking a Mile in Her Shoes Name: Date: Mark: /15 One of the perils of studying history is being absorbed by facts and losing sight of the people who shaped it. It is good to know that sexism was rampant in the courts of early 20 th century Canada. But, perhaps the greater lesson lies in imagining what kind of courage it took Nellie McClung (see milestone 13) to battle against a society that told her that "nice women don't want the vote." Your assignment is to become Nellie McClung and make an impassioned plea for justice before a jury of your peers--your class. Your speech should last between 3 to 5 minutes and you must hand in an outline of your three major points or ideas. You will be evaluated in terms of your ability to give an accurate and convincing portrayal of Nellie McClung. 5 steps to follow: Research Organise findings Write your speech Set it in motion Rehearse Keys to a successful presentation: costume historical references effort originality timing portrayal of character clear, modulated speech absence of laughter mastering your lines having your outline 5 important questions to ask yourself: 1. If Nellie McClung had three wishes, what would they be? Why? 2. What kind of person is Nellie McClung? How can I make these characteristics show in the way I speak? In the way I move? 3. How can I add emphasis to important lines in my speech? 4. How can I move around to make the meaning of my speech clearer? 5. Are there any props or costumes that I can use to enrich my presentation? Be proud of what you do. Have fun. Break a leg.

12 Handout 4: Evaluation Grid Name 1. Preparation: The student completed the preliminary work, handing in a complete, pertinent, and original overview of his or her major ideas and arguments. [ /2 marks] no almost Absolutely note: 2. Content: [ /3 marks] The student captured Nellie McClung's perspective as a victim of discrimination. no somewhat mostly Absolutely note: 3. Characterisation: [ /3 marks] The student acted in a manner fitting a woman fighting for justice. no somewhat yes absolutely, bravo! note: 4. Pertinence: [ /3 marks] The student made appropriate and effective historical references. none too few enough many note: 5. The Big Picture: [ /4 marks] Overall, the student s presentation leaves the audience indifferent informed informed & sympathetic moved, informed, & convinced note: Comments: Final mark: /15

13 Handout 5: Final Quiz Name: Final mark: /15 Section 1: True or False Human rights were important in Aboriginal peoples could vote before World War II. Prayers are allowed in public schools because the constitution guarantees our freedom of religion. A Canadian helped to write the Universal Declaration of Human Rights. The Canadian Bill of Rights was only passed in Section 2: Timeline Put the following events in chronological order (from 1 to 5). Asian-Canadians get the vote Canada has seven provinces Canadian Charter of Rights & Freedoms is signed World War II Prisoners get the vote Section 3: Fill in the blanks There once was a woman named Nellie who thought it was unfair that women weren't allowed to. She wasn't alone. Many women fought for suffrage, and today they are known as the. Nellie and her friends eventually won their case in the province of in the year. Corrected by:_

14 Handout 5: Answer Key Name: Final mark: 15/15 Section 1: True or False F Human rights were important in F Aboriginal people could vote by F T Prayers are allowed in public schools because the constitution guarantees our freedom of religion. A Canadian helped to write the Universal Declaration of Human Rights. T The Canadian Bill of Rights was only passed in Section 2: Timeline Put the following events in chronological order (from 1 to 5). 3 Asian-Canadians get the vote 1 Canada has seven provinces 4 Canadian Charter of Rights & Freedoms is signed 2 World War II 5 Prisoners get the vote Section 3: Fill in the blanks There once was a woman named Nellie MCCLUNG who thought it was unfair that women weren't allowed to VOTE. She wasn't alone. Many women fought for suffrage, and today they are known as the SUFFRAGETTES. Nellie and her friends eventually won their rights in the province of MANITOBA in the year 1916.