Lesson Idea: Human Rights (Social Studies)

Subject/Course	Language/Social Studies	Lesson Topic	Human Rights and First Nations
Lesson Duration	120 min (2 days)

1.     Curriculum Expectations
Overall: Writing Reading  Social studies	Language: 1. Generate, gather, and organize ideas and information to write for an intended purpose and audience 1. Read and demonstrate an understanding of variety of literary, graphic and informational texts, using a range of strategies to construct meaning; A1. Application: analyse some key short- and long-term consequences of interactions among and between First Nations and European explorers and settlers in New France prior to 1713
Specific: Writing Reading Social Studies	1.3 gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources 1.5 identify and order main ideas and supporting details and group them into units that could be used to develop several linked paragraphs, using a variety of strategies 1.4 demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details  1.6 extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them  A1.3 explain some of the ways in which interactions between and among First Nations and Europeans in New France are connected to issues in present-day Canada

2.     Lesson Learning Goal(s)     Key Question:  What do I want students to know and be able to do?
Knowledge and Understanding	Thinking	Communication	Application
SWBAT Demonstrate knowledge of the forms and purposes of media texts Apply their knowledge in the creation of their own media text Interpret information and draw conclusions based upon evidence Demonstrate knowledge of the rights and responsibilities of citizenship

3.     Assessment     Key Question:  How will I know each student has learned the concept(s)?

a) Indicator(s) of Lesson Learning Goals:

I can  Explain the difference between a right and a responsibility Identify the components of different visual media texts

b) Assessment Strategies and Tools:     (Key Question: What will students be doing and what will I use to assess learning?)

Teacher Questioning/Student Response – Student understanding of rights, responsibilities and media texts Anecdotal Notes – Student blog posts and online discussion Checklist (based upon success criteria)

4.     Differentiated Instruction     Key Question:  What will I do to assist individual learners or provide enrichment for others?
Accommodation and/or modification:	Extension:
·       Students will work in mixed ability groupings, with assigned roles to prompt student involvement when necessary ·       Students will be provided with a visual organizer and question prompts to assist students in brainstorming/inquiry ·       Students with exceptionalities will have access to audio recordings of the assigned texts, as well as assistive technologies to aid in the reading/writing process (speech-to-text, text-to-speech, Kurzweil, WordQ) ·       Students on modified expectations will work with the teacher during the media analysis, using questions to analyze the surface elements of media (not inferences, implications, etc.)	Students will research how the Canadian Charter is rooted in past documents and events, specifically the Grande Paix de Montreal in 1701.  Students will discuss the diversity included in the document, the impact on the formation of Canada, and how this has influenced our modern Canadian legislation and the Charter.

Required teacher preparation/materials needed:

Nelson text: Why are Canada’s rights and freedoms important?

Instructional Plan
Time	Setting the Stage:	Differentiated Instruction	Assessment Opportunities
5 min	Teacher will use the online discussions (based on the Nelson text for the CCRF) to guide a class discussion (small groups then whole class) on rights and responsibilities What is the difference between a right and a responsibility? What rights and responsibilities do we have as learners? In this class/school? As citizens? What does it mean to take responsibility? Do all rights have responsibilities? What responsibilities are tied to rights?	Verbal Interpersonal Mixed ability groups	AFL – Student prior knowledge of rights and responsibilities
	Core Learning Activity:
20 min	Students will brainstorm in their groups and research whether everyone receives the same rights and freedoms in real life. Students will focus on modern conflicts, particularly situations which involve First Nations groups. Students will discuss how their inquiry issue connects to different human rights, government/citizenship responsibilities and the CCRF Students will be assigned roles where necessary Students will design a mind map to demonstrate the connections they find	Organizer/question prompts provided Assigned roles  Audio recordings Assistive technology	AFL – Student understanding of human rights and social justice issues
	Lesson Consolidation:
5 min	As a class, students will share their mind maps and discuss the big ideas that arose in their discussions  What were the main ideas that you discussed in your groups? What connections between the issues were the most important?	Verbal  Interpersonal	AFL – Student understanding of rights and responsibilities
	Apply new learning:
60+ min	As a class, students will investigate different written texts relating to social issues. Students will create an anchor chart of the overarching themes, structures and elements they see What is the main message of this text? What else might you see from this text? How is this text structured to display its message? Why is this text effective? How could it be improved? Students will begin to create their own text to create awareness/support for their chosen issue. This is to be incorporated, along with a short explanatory description, into their digital portfolio upon completion. This lesson will continue into the next day in order to continue working on the projects.	Mixed ability groups Teacher-support group	AFL – Student understanding of the elements of visual media
	Debriefing with Students:
10 min	Students will think-pair-share ideas for a blog post on the topic: “Does a human rights connection to your issue oblige the government to take serious action?”	Interpersonal Assistive technology	AOL – Student understanding of human rights issues

Checklist: 

Does my text…:

! Raise awareness and empathy for my inquiry issue? 

! Include references to human rights, responsibilities and the CCRF?

! Make purposeful use of the elements of the text?

! Communicate a clear message to the intended audience? 

Does my description…:

! Explain the elements chosen in your design?

! Discuss why your design is effective?

! Demonstrate how your text relates to my inquiry issue?