Lesson 12:30 - 1:58 Course SOCIAL

Title/Focu CHARTER OF RIGHTS & FREEDOM ASSIGNMENT STUDIES 9A

s

PROGRAM OF STUDY OUTCOMES

9.1 Issues for Canadians: Governance and Rights

9.1.1 appreciate the impact of the Canadian Charter of Rights and Freedoms on rights and
governance in Canada (C, I, PADM)
9.1.6. assess, critically, the impact of the Canadian Charter of Rights and Freedoms on the
legislative process in Canada by exploring and reflecting upon the following questions and issues:

LEARNING OBJECTIVES

At the end of the lesson students will be able to:

Display their understanding of the individual components of the Charter of Rights and Freedom
through visual elements in a poster
Present their visual poster to the class to enhance the understanding of the entire class

MATERIALS AND EQUIPMENT

Poster board x8
11 x 17 paper
Worksheet x25

PREPARATION AND LOGISTICAL CONSIDERATIONS

Make 8 groups of students

Equally distribute the weak/strong students

Harder portions: legal (long), minority lang.

Simpler: mobility

PROCEDURE

Introduction Time
Begin w/ a brief chat to review (depending when beginning this. Middle of lesson vs. beginning) 5 min
Ask the students, if there wasnt any Charter of Rights how would your life be
affected?
Make a personal connection to the Charter

Body Time
INTRO Have the students separated into strategically placed groups 5-10 min
Display the groupings on the board
Give each group a portion of the Charter (again, give
the more difficult topics to the stronger students)

Inform the students that they will creating a visual representation of their portion of the
Charter, then they will present to the class. (this is not for marks, meere fun &
learning)
This is a build up to an individual assignment

No electronic sources!
You must draw your images
Can view image on device to attempt
to copy
 Once complete, your whole group will present to the class
Everyone must be standing up there, even if someone
if only holding the poster

WORK Have the students assemble into their groups, and begin working 30 min
TIME Encourage the students to make their images personal to find a more
meaningful connection

Give the students about 30 mins to work on this

Circulate, giving assistance when necessary

PRESEN Have the groups come up to the front of the room, one at a time, and present their 10-20min
T findings to the class
All members of the group must be present

Audience must listen, they will have an individual assignment later on

the demonstrate their learning of each section

This is not for marks!

Fill in any necessary information, that the students may have missed
Have handout readily available and check off point the
students have covered, and acknowledge the points that may have
been missed or vaguely described

WORK Distribute a worksheet on chapter 3 of the text Cont.

SHEET
Ask the class if they would like to act out the reading (pg. 95)
Will need 4 volunteers

Instruct the students to work through their text and fill in necessary
questions
Students may work in groups/pairs, but work must be getting done

Complete up to #5 then stop

Conduct a class discussion about individual rights vs. collective rights
Create a continuum with 4 statements distributed
among the classroom
Read each statement out loud
Then ask the students to go stand by
the statement they believe in

Ask students why the chose to stand

where they did
After everyone has
shared, ask if anyone would like to change spots

Review the answers as a class, asking leading questions as deemed

necessary

SPONG After the discussion about individual vs collective rights, ask the
E students to copy the question on the bottom of pg. 95 on a sheet of paper, and
write their response to hand in
Must provide reasonable reasoning based on class
discussion

Assessment
Formal assessment is conducted on the completion/presentation of the
assignment.