Assignment#5

MadisonMacKeracher
11173115
ECUR325.3
JulieMaier

Understanding By Design Unit Template

Title of Unit Grade Level 11

HumanRights

Subject Time Frame

SocialStudies 7lessons

Developed By MadisonMacKeracher

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?

Studentswilldevelopthetraitsofbeinglifelonglearnersaswellasengagedcitizens,theywilldeveloptheabilitytoreflectanduse
theirknowledgeofhumanrightstohopefullyfightfortherightsofothers,etc.Whichwillgivethemtheopportunitytolearnfrom
todayandtaketheseskillsintothefuturewiththem,aswellasbecomingacitizenthattakespartinrevolutionizingandstandingup
fortherightsofothers.Studentswillbeabletorecognizehowtheybenefitfromhumanrightsandhowothermaynotbenefitfrom
thosesamerights.Whichwillultimatelybuildasenseofself,andcommunitywithinthembecausetheyknowmoreaboutthemselves
andthehumanrightsthattheyaccessandtherightsthatothersdoaswell.

Cross curricular Competencies

How will this unit promote the CCC?

Studentswilldevelopthinkingthroughclassdiscussionaswellasexaminingtheresponsibilityofhumanrightsandtherightsthat
manyofustakeadvantageofeveryday.Aswellasexaminethatnoteveryonereceivesthesamehumanrights.Studentswillalso
begintounderstandtheirownidentityaspeopleandhowtheirrightsrelatetohumanrights,studentswillalsoexaminehowthe
interdependenceoftheirrightsandtheirknowledgeofrightsforallpeopleandhowsomepeopledonothaveaccesstoorarenot
giventhosebasichumanrights.Studentswillalsobecomesociallyresponsibleandlearntodevelopliteraciesbyrecognizingthelack
 ofhumanrightsthatsomepeoplehaveaccesstoaswellasrecognizewhereweareprivilegedwhenourhumanrightsarerarely
denied.Beingsociallyresponsiblewouldmeanthatthestudentsrecognizethattherearesomeinequalitiesinpeoplesaccessorability
toexercisetheirownhumanrights.

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

Foundationalobjectives
1. Humanrightsarethoserightswhichpeopleinsocietycollectivelyhavedecidedtheywillhonourbecausepeoplearemorallyentitled
tothem;
2. Dialecticalthinkingastheprocessofsearchingouttheoppositions,conflicts,contrasts,contradictions,anddifferencesinthecontent
ofasubjectorissueinordertofindaunifyingideawithoutdiscardingtheinternaltension;
a. Thestepsoftheproblemsolvingprocess;
b. Theconflictresolutionprocess;and
c. Thedecisionmakingprocess.
3. Inconsideringlifeofdignityandhumanity:
a. Therearerightseveryoneisentitledtoregardlessoftheircontributiontosociety.
b. Thereareobligationseveryoneinsocietymustassumeforothers.
Knowledge
Knowthedialecticalthinkingistheprocessofsearchingoutthecontradictionsandconflictsofanissueinordertofindaunifying
ideaoranagreementwithoutignoringthecauseofthetension
Knowthathumanrightsarethoserightsthatanindividualisentitledtosimplybecausesheorheishuman.
Knowthatahumanrightclaimbyanindividualorgroupimposesasetofresponsibilitiesandobligationswhichotherindividuals
andgroupsmusthonour
Knowthathumanrightsaremorethandemandsforrights;theyinvolveamoralentitlementtotherightinquestionwhichother
peopleinsocietycollectivelyhavedecidedtheywillhonour
Knowthatthemoralityofhumanrightsisbasedonthehumanityandtheinherentdignityoftheindividual
Knowthathumanrightsareuniversalandassuchapplytoallpeopleregardlessofnationality,race,religion,politicalbeliefs,age,
orgender.
Skills/Abilities
1. Learnandpractiseusingconceptstocategorizeandclassifyinformationsothattheinformationcanbeanalyzed
2. Learnandpractiseusingthethinkingskillsof:
a. Statinghypothesesthataretestableandguidethesearchfordata;and
b. Presentinganalysestoconfirmordisconfirmthehypothesesindialecticalthinking
3. Learntousetheprocessofdialecticalthinking.
Enduring Understandings
What understandings about the big ideas are desired? (what you
want students to understand & be able to use several years from
now)
What misunderstandings are predictable?
Students will understand that...
Studentswillunderstandthathumanrightsareuniversal
Willknowthatdialecticalthinkingisaboutfindingaresolution
orinformationbydoingresearch.
Related misconceptions
Thathumanrightsareaccessedbyeveryone(intheorytheyare
supposedtobebuthowdoweexplainIndigenouscommunities
thatdonothavecleandrinkingwater.)
Knowledge:
What knowledge will student acquire as a result of this unit? This
content knowledge may come from the indicators, or might also
address pre-requisite knowledge that students will need for this
unit.
Students will know...
Themeaningofahumanrightaswelltheywillknowhowto
researchandfindinformationtosupportclaims.
Theywillknowhowtodealwithinternalconflictsinregardsto
humanrights.
Worldissuesinregardstohumanrights
Haveawiderangeofhumanrights
Essential Questions
What provocative questions will foster inquiry into the content?
(open-ended questions that stimulate thought and inquiry linked
to the content of the enduring understanding)
Content specific.
Whatrightsshouldpeoplebeentitledtoregardlessoftheir
contributiontosociety?(Essential)
Whatobligationsshouldeveryoneinsocietyassumefor
others?(Essential)
Isonehumanrightmorevaluablethananother?(Essential)
Towhatextentdoespowerorthelackofpoweraffect
individuals?(Hook)
Whydohumanrightsneedtobeprotected?(Lead)
Whataresomeinstanceswheretherehavebeenhuman
rightsviolationsforIndigenouscommunities?(Lead)
FNMI, multicultural, cross-curricular
Whataresomebasichumanrightsthathavebeendeniedto
manyFNMIcommunities?(Lead)
Whatarethedifferencesandcommonaltiesofhumanrights
andtreatyrights?(Guide)
Skills
What skills will students acquire as a result of this unit? List the
skills and/or behaviours that students will be able to exhibit as a
result of their work in this unit. These will come from the
indicators.
Students will be able to
Studentswilldeveloptheirskillsindeeper
understandingandthinking
Studentswillalsodeveloptheyreskillsinpublic
speaking.
Studentswilldevelopskillsinresearchingand
developingwellinformedopinionsand
understandings.
 Stage 2 Assessment Evidence
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the
learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills
to demonstrate their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G Goal Final piece of assessment (final project for unit)
What should students accomplish by
completing this task?
The students will be able to demonstrate their knowledge of human rights as a hole as well as
R Role one specific human right in depth.
What role (perspective) will your The students will be in groups of two and they will research human rights issues, they will each
students be taking?
argue a side whether they agree or disagree then they will have a debate during the last class.
A Audience
Who is the relevant audience? This assessment will help me to change, modify or adjust my teaching strategies as give me
some feedback to show the people who supervise me.
S Situation The debate will take place in the classroom and the students are challenged to research their
The context or challenge provided to
the student. topics and then present them trying to convince us of their findings.
P Product, Performance
A debate, so a written hand in assignment as well as a well informed and well researched topic
What product/performance will the that they will orally communicate to their peers and myself during class time.
student
create?
S Standards & Criteria for
Success Attach rubric to Unit Plan
Create the rubric for the Performance
Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, observations, How will students reflect upon or self-assess their learning?
quizzes, tests, journals or other means) will students demonstrate
achievement of the desired results? Formative and summative
assessments used throughout the unit to arrive at the outcomes.
Thestudentswilldoexitslips,KWLcharts,quizzes(multiple
choice),andquestioning. Iwillgiveeachstudentaselfassessment.
(Seeitattachedattheendofthedocument.)

Stage 3 Learning Plan

What teaching and learning experiences will you use to:
achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are
going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the
learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance
learning?

Thestudentsaregoingtostartatthebasicofhumanrights,therecanbesomepriorknowledgebutwearegoingtobreakitdownsimply.
Startingwiththedefinitionofhumanrights,allthewayuptoexploringhumanrightsandrightsviolationsintheworld.Ithinkthatthestudents
willhavesomeknowledgeofthissubjectbecausetheyaresoconnectedtotheworldtheyhaveaccesstoinformationattheirfingertips.The
learningforthiscanbestoccurintheclassroomaswellthroughresearch.IthinkthatifwearedoingthislessonintheschoolthatIaminwe
mighthavesomestudentsthattheseissuesarerelevanttosoIwouldsaybeingconscious

How will you engage students at the beginning of the unit? (motivational set)

Intro to human rights

Inordertoenjoythisright,weneedtolearnwhatourrightsandresponsibilitiesare,andtolearntorespectotherpeoplesviews.Instructions
Writeoneofthefollowinghumanrightsvaluesoneachlargepieceofpaperandplacethemin4differentplacesaroundtheroom.
Humanrightsvalues:inclusion,respect,cooperationandrespectfordiversity.
Askstudentstostandnexttothevaluethatismostimportanttothem.Formateamwiththestudentswhohavegatheredaroundthe
samevalue.
Asktheteamstodiscusswhatthevaluetheyhaveselectedmeanstothemintheirdailylives,andtogiveconcreteexamples.
Havethemwritedownexamplesandbrainstormideas.
After10minshavethestudentschooseonepersonfromtheirgrouptoreadofftheirlist
What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources

1 Developing
Goalfortheday:Icandescribeandgiveexamplesofhumanrights. Thinking PowerPoint
Rights?What withquestions
arethey? 1. Asaclass,wewillbrainstormideasofwhatwethinkmakeushuman. Developing
2. Writethewords"HUMAN"and"RIGHTS"atthetopofchartpaperora Literacies Whiteboards
blackboard.Belowtheword"human"drawacircleortheoutlineofa (erasersand
humanbeing. markers)
a. Askparticipantstobrainstormwhatqualitiesdefineahumanbeing
andwritethewordsorsymbolsinsidethecircle.Forexample, Paper,Pens
"intelligence,""sympathy."
b. Nextaskparticipantswhattheythinkisneededinordertoprotect,
enhance,andfullydevelopthesequalitiesofahumanbeing.List
theiranswersoutsidethecircle,andaskparticipantstoexplain
them.Forexample,"education,""friendship,""lovingfamily.
1. Formativeassessment:
a. ClassDiscussion:Usethewhiteboards(studentswillwriteanswers
thenholdthemup)

i. Areallhumanbeingsessentiallyequal?Whatisthevalueof
humandifferences?

ii. Cananyofour"essential"humanqualitiesbetakenfrom
us?Forexample,onlyhumanbeingscancommunicatewith
complexlanguage;areyouhumanifyoulosethepowerof
speech?

iii. Whathappenswhenapersonorgovernmentattemptsto
deprivesomeoneofsomethingthatisnecessarytowhowe
areashumans?

iv. Whatwouldhappenifyouhadtogiveuponeofthese
humannecessities?
3. WhatisaRight?

a. Brainstormforthemanymeanings"right"canhave(e.g.,
"correct,""oppositeofleft,""just.")Considercommonexpressions
like"Werewithinourrights"or"Youhavenorighttosaythat."
Recordthesedifferentmeaningsontheboard.Whatisthemeaning
of"right"whenwespeakofahumanright?

b. Insmallgroupsoralltogether,brainstormadefinitionforhuman
rightsandwritethesepossibilitiesontheboard.Trytoevolvea
definitionthateveryonecanagreeuponandwriteitonachartsheet
byitself.

c. Writeontheboardthisdefinitionofhumanrights:
Humanrightsbelongtoallpeopleregardlessoftheirsex,race,
color,language,nationalorigin,age,class,religion,orpolitical
beliefs.Theyareuniversal,inalienable,indivisible,and
interdependent.

d. Whatdoesitmeantobeinalienable,invisibleandinterdependent?

4. Humanrightvs.humanprivilege

a. Thestudentswillbeaskednumerousquestionstheywillwalkto
eitheronesideoftheclassroomortheother.Thequestionswill
havetodowithwhethertheoptionisarightoraprivilege.

i. Examplequestions:

1. AccesstoTV

2. Accesstocleandrinkingwater

3. Freedomofspeech

4. Accesstocellphones

Summativeassessment:Exitslip:
 Thefinalquestionthatletsthestudentswalkoutthedoor.
o Thequestionis:Ifahumanrightissomethingthatbelongsto
everyone,givemeanexampleofwhenyouthinkahumanhasbeen
takenaway?

2 Canadian Developing Presentation

Humanrights Goalfortheday:IreadandunderstandtheCharterofRightsandFreedoms,as Social PowerPoint
issues wellIknowterminologyandcanputmyknowledgeintopractice. Responsibility KWLCharts

(15mins)notetakingtheHumanRightsterminology
Summativeassessment:
o (15mins)studentsbreakoffintogroupsof5eachgroupwillhavea
recorderandtheywillwriteintheirownwordsthesectionofthe
CharterofRightsandFreedomsthattheyaregiven.Thesenotes
willbegivenbacktomesoIcancompilethemandputthemina
formattohandoutallthesectionstoallthestudents.
(15mins)Studentswillstayinthosesamegroupsbutnowlookatacase
studytheywillanswerthequestionsandhavediscussionsasagroup
(10mins)classroomdiscussionaswellasthediscussionoftheessential
questionfortheday.
(10mins)Formativeassessment:
o KWLchart
HavethestudentsdoaKWLchartaboutwhattheyknow,
whattheywanttoknowandwhattheylearned.
3 Indigenous Goalfortheday:Iknowandunderstandthecommonalitiesanddifferencesof Developing PowerPoint
HumanRights treatyrightsandhumanrights Social
andthe WhatarerightsthatIndigenouspeoplehavefoughtfor? Responsibility BookTreaty
Treaties (20mins)ofPowerPointlecture,andnotetaking.Iwouldprobably Eldersof
Rights collaboratewithanelderforthislesson,eitherinterviewthemandask Developing Saskatchewan
themaseriesofquestionstoputinthePowerPoint Identityand
o Whatdotreatiesmeantoyou? Interdependence
o Whatdotreatiesrightsandhumanrightshaveincommonfrom
yourunderstanding?
o WhataresomehumanrightsviolationsthatyouthinkIndigenous
peopleareaffectedby?
o Whataresomethingsthatyouthinkwecandotohelpfightfor
thosewhodonthaveaccesstobasichumanrights?
(20mins)UsetheBookTreatyEldersofSaskatchewantooutlinethe
elementsofthetreatiesandwhattheymeantforindigenouspeoples
wellbeingaswellastheirrights.
FormativeAssessment:Questioning
o Whatisthedifferencebetweentreatyrightsandhumanrights?Is
thereadifference?
(5mins)Summativeassessment:
o ExitSlip:
321methodwhatare3thingsyoulearned,2thingsthey
foundinterestingand1questiontheystillhaveaboutthe
material.
4 Developing
Whatisfair? Goalfortheday:Iunderstandwhatunfairlaborisandcanexamineinstancesof Literacies
unfairlabor. Teacher
UndercoverTeacherSimulation(20mins) Developing Simulation
o Cleanyourclassroom!Assignworkandreward(withcandiesor Social CueCards
fairtradechocolatepieces)accordingtotherubricbelow(basedon Responsibility
30studentsand100piecesofcandy) Fairtrade
Longdifficult,manuallabour(scrubbing,cleaning,collectinggarbage candy
fromfloorandallover)15students1pieceeach[CoffeeFarmers]
Supervisingthemanuallabour5students2pieceseach[Coffee
Coyotemiddleman)
Easiermanuallabour(transportingthegarbagebagstothedumpster)5
students2pieceseach[Transporters]
Easiermanuallabour(postingnewpostersormaterials,openingorclosing
curtains)5students4pieceseach[Staffatcompanycoffeeshopsin
 Canada]
You(theteacher)announcethatyouwillkeeptheremaining35piecesof
candyasarewardforoptimizingclassefficiency[CEO]
Messyuptheroominadvancetoenhancetheexperiences,andallowtime
attheendfordiscussion.Isthisfair?Sharetheremaining35candiesat
theendofthesimulation,ordontyourcall!

(10mins)Classroomdiscussion(studentswillhavewhiteboardsandthey
willputtheiranswersonthewhiteboardandthenwewilltalkaboutthem)
o Isitfairtogivethehardestworkersthesmallestrewards?
o Canyouthinkofanycaseswherepeoplearetreatedgivenunfair
pay?
o Isthissomethingthatyouthinkactuallyhappens?
(20mins)Presentonhumanrightsviolationsintheworkforce,unfair
labor,slavelabor,andchildlabor(withexamplesofplacesthathavethese
examplesoflabor)
o ShouldfarmersinCanadareceivethesamepayasfarmersin
Africa?Ifyes,why?Ifno,why?
o Whydoweseemoreunfairlaborinotherthirdworldcountriesand
nothereinCanada?Doyouthinkunfairlabourispresentherein
Canada?

Weareusingthewhiteboardstogivethestudentsopportunitytosharetheir
answersbutnotthepressuretosharewiththeirclassmates.
8Wewilldomultiplechoicewiththeflipletterssothatstudentsdontfeel
asthoughtheyneedtobenervousaboutatest.

(10mins)Multiplechoicequestionstotestwhatthestudentsknowabout
todaystopic.Wewilluseourflipletters,Ihavelittlebookletsthateach
pagehasaletteronit(a,b,c,d,e)Iwillhavethequestionsupona
PowerPointandthestudentswillhavetoraisetheirletterstosharewhat
theythinktheansweris.
(5mins)gooveractivityfortomorrow,wherewewillmeet,whatthey
needtobring,givethemtheirgroups,andgooverproperbehaviorforthe
grocerystore.
5 Wherethe Goaloftheday:Icanquestionandcriticallythinkaboutwheremyfoodcomes Copyofthe
heckdoesmy from. OteshaProject
foodcome (65mins)Takethestudentstothegrocerystore(thisisifweareclosetoa Book
from? grocerystore)
o Splitthestudentsintogroupsandhaveeachgrouptakeasectionof 30copiesof
thelist. theworldmap
o Havethestudentspredictwhattheythinkwillhappenatthe
grocerystore
OteshaProjectActivity
TheOteshaProject
Coffee,Cocoa/FoodWhatisfairtrade?

Investigate#2:MakeaWorldMapofthecountriesoforiginofthefollowing
itemsatthelocalgrocerystore:coffee,tea,sugar,cocoapowder,bananas,apples,
kiwis,mangoes,grapes,pineapple,oranges,garlic,tomatoes,broccoli,spinach,
potatoes,basil,flowerbouquets,andtwotypesofpottedplants.Besideeach
country,writeitsGDPpercapitanoticethedifferencebetweenthenumbers!
Formativeassessment:
SummativeAssessment:

6 Exampleofan Goalfortheday:Iunderstandtheconceptofarguingfororagainstaspecifictopic Developing Finalproject

argumentative andIhavetheskillstodevelopmyownarguments. Literacies outline
speech. Formative:KWLchart
o (10mins)WhatdoIknow?WhatdoIwanttoknow?WhathaveI Developing Exitslip
learned?Aboutargumentativespeeches. Social
(45mins)Presentmytopic:Iwilllookatabortionsfrombothsides Responsibility KWLcharts
Handoutdirectionsexplainingwhattheirendofunitprojectwillbe.
Presentation
(10mins)Summativeassessment:
o ExitSlip
3thingsyouhavelearned,2thingsyouenjoyed,onething
youstillhavequestionsabout.
7 Beginningof Goalfortheday:Icanchooseatopicandbegintoformulateargumentsforor Developing
theendunit againstthattopic. Thinking Computers
plan (15mins)Havethestudentsbrainstormworldissues
o Whatmakesahumanrightsviolation?Examples? Developing
o Whatcanwedo?Whataresomethingsthatwecandotohelpwith Social
humanrightsviolationsaroundtheworld? Responsibility
(5mins)Havethestudentschooseatopicandaside.
(40mins)workperiodtoworkontopicandresearching.

8 Workperiod Goalfortheday:Icancontinuetobuildonmytopic. Developing

(10mins)Doalittlepresentationofahumanrightsissueintodaysworld Identityand
(currentevent) Interdependence
Computers
(55mins)WorkPeriodtoworkonthedebate Developing
Thinking

9 Goalfortheday:Icanfinalizemyideasandhavestrongpointsandopinionsthat Developing PowerPoint

supportmytopic. Thinking
WorkPeriod (10mins)IntroductorySet Computers
o Doalittlepresentationofahumanrightsissueintodaysworld Developing
(currentevent) Identityand
(55mins)WorkPeriodtoworkonthedebate Interdependence

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study:
Is there alignment between outcomes,
performance assessment and learning Yes,thereisalignmentbetweenthecurriculum,assessmentIhavelookedatthe
experiences?
outcomesandindicatorsandmadeadirectlinkbetweentheactivitiesaswellasthe
endofunitproject.
Adaptive Dimension:
Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional
practices, and/or the learning environment to meet
the learning needs and diversities of all my
students?
Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
Resource Based Learning:
Do the students have access to various resources
on an ongoing basis?
FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while
honoring each childs identity?
Forstrugglingstudents:
ForstrugglingstudentswhomighthavedifficultiesstayingatthesamepaceIwill
photocopyournotesforeachweekandwhileothersarewritingnotesIwillhave
themhighlightwhattheythinkisthemostimportant.
ForthestudentswhomightneedalittleextraguidanceIwillgivethemalistof
countriesthattheyneedtochoosefromforthe
Forthosestudentswhodonotwanttopresentinfrontoftheclasscaneitheraudio
recordthemselvesortakeavideoofthemselves.
Forstudentswhoneedachallenge:
Iwillhavethesestudentsargueatopicthattheywouldnormallyoppose.Togive
themanexperiencethatcausesthemtoreallyconsiderandthinkcriticallyabout
theirownbeliefsaswellastheresearchandmeaningbehindtheopposingside.
Yes,wedocollaborationwiththestudentsaswellassomepresentationsthatI
presenttothestudents,aswellasindependentstudy.
Studentshaveaccesstocomputers,books,technology,andeachother.
IbelievethatwithinmyclassroomIwillalwaysbesuretomakeitevidentthatwe
wantyouatschool,whenyouarelateorIhaventseenastudentforsometimeI
wontdwellonthatIwilljustthankthemforcomingtoclassandjustgetthem
caughtrightbackup.
Ialsothinkthatallowingthestudentstoexploretheirowncommonheldbeliefs
 willhelptheminunderstandingandfeelingasthoughtheyareacceptedand
appreciatedwithinourclassroomenvironment.

Rubric: Social Studies 20

Unit 1 Human Rights

FinalProjectPresentationRubric

DemonstratesKnowledgeandUnderstandingofHumanRights

4 3 2 1

Thorough and in-
depth knowledge and
understanding of
human rights.
Uses knowledge and
skills in complex
learning tasks.
Uses in diverse and
unique situations
Broad and well-developed Adequate and
knowledge and understanding simplistic knowledge
of human rights. and understanding of
human rights.
Uses knowledge and skills in
a variety of learning tasks Uses knowledge and
skills in common
Uses in familiar and new learning tasks,
learning situations.
Uses in familiar
learning situations.
Limited and insufficient
knowledge and
understanding of human
rights.
Struggles to use
knowledge and skills in
learning tasks
Can experience success
when learning situations
are rehearsed and highly
structured

Demonstrates the abilities to explore issues from multiple points of view

4 3 2 1
Thoroughandindepth Broadandwelldeveloped Adequateandsimplistic Limitedandinsufficient
knowledgeand knowledgeand knowledgeand knowledgeand
understandingofmultiple understandingofmultiple understandingofmultiple understandingofmultiple
 perspectives perspectives perspectives perspectives
Usesknowledgeand Usesknowledgeand Usesknowledgeand Strugglestouse
skillsincomplexlearning skillsinavarietyof skillsincommonlearning knowledgeandskillsin
tasks. learningtasks tasks simplelearningtasks
Usesindiverseand Usesinfamiliarandnew Usesinfamiliarlearning Canexperiencesuccess
uniquesituations. learningsituations. situations. whenlearningsituations
arerehearsedorhighly
structured.

Explores the topics through research and new information

4 3
Thorough and in-depth
understanding of the
research and inquiry
process
Active inquiry and critical
and creative thinking
Conducts research
ethically using varied
methods and sources
Applies skills of
metacognition, reflecting
upon what has been
learned and what needs to
be learned
Broad and well-developed
understanding of the
research process
Often participates in
active inquiry and uses
critical and creative
thinking
Conducts research
ethically using varied
methods and sources
Applies skills of
metacognition, reflecting
upon what has been
learned and what needs to
be learned
2 1
Adequate and simplistic
understanding of the
research process
Sometimes participates in
active inquiry and uses
critical and creative
thinking
Conducts research
ethically using a few
sources
Can apply skills of
metacognition at times,
reflecting upon what has
been learned and what
needs to be learned
Limited and insufficient
understanding of the
research process
When a situation is highly
structured or rehearsed,
will participate in some
simple inquiry
Rarely concerned with
ethical research or
metacognition

Ability to communicate own ideas through informed and well researched communication
4 3 2 1
Communicates ideas and Communicates ideas and Communicates ideas and Communicates ideas and
understanding in a clear, understanding a clear, understanding a clear and understanding in an
persuasive and engaging somewhat persuasive and simple manner inadequate and insufficient
 manner
Communicates in diverse and
unique ways
Able to support ideas in an
informed and convincing
manner
Comprehends, interprets, and
expresses information and
ideas clearly and purposefully
interesting manner
Communicates in various
ways
Often able to support their
ideas in informed and
convincing ways
Comprehends, interprets, and
expresses information and
ideas clearly and
purposefully.
Communicates in common
ways
Will sometimes support ideas
in informed ways
Able to comprehend,
interpret, and express
information and ideas simply.
manner
Makes general comments and
lacks support for ideas
discussed
Will experience some success
in situations that are
rehearsed or highly
structured.
Oral Presentation Rubric:
4- Excellent
Delivery Holds attention of entire
audience with the use of
direct eye contact, seldom
looking at notes
Speaks with fluctuation
in volume and inflection
to maintain audience
interest and emphasize
key points
Content/Organization Demonstrates full
knowledge by answering
all class questions with
explanations and
elaboration
Provides clear purpose some examples, facts,
and subject; pertinent
examples, facts, and/or
statistics; supports
conclusions/ideas with
evidence
Enthusiasm/Audience Demonstrates strong
Awareness enthusiasm about topic
during entire presentation
Significantly increases
audience understanding
and knowledge of topic;
convinces an audience to
recognize the validity and
importance of the subject
Comments
3- Good 2- Fair 1-Needs Improvement
Consistent use of direct Displays minimal eye Holds no eye contact
eye contact with contact with audience, with audience, as entire
audience, but still returns while reading mostly report is read from notes
to notes from the notes Speaks in low volume
Speaks with satisfactory Speaks in uneven and/ or monotonous tone,
variation of volume and volume with little or no which causes audience to
inflection inflection disengage
Is at ease with expected Is uncomfortable with Does not have grasp of
answers to all questions, information and is able to information and cannot
without elaboration answer only rudimentary answer questions about
Has somewhat clear questions subject
purpose and subject; Attempts to define Does not clearly define
purpose and subject; subject and purpose;
and/or statistics that provides weak examples, provides weak or no
support the subject; facts, and/ or statistics, support of subject; gives
includes some data or which do not adequately insufficient support for
evidence that supports support the subject; ideas or conclusions
conclusions includes very thin data or
evidence
Shows some Shows little or mixed Shows no interest in
enthusiastic feelings feelings about the topic topic presented
about topic being presented Fails to increase
Raises audience Raises audience audience understanding
understanding and understanding and of knowledge of topic
awareness of most points knowledge of some
points
Student Self-Assessment & Reflections Name ________________________________________ Class __________________________
Give a brief description of the project or activity you have completed.
What did you not like about this project or activity? What problems
did you have? Why?
What did you like about this project or activity? What were you able
to do well?
What did you learn about yourself? Strengths, interests, preferences,
and needs
Strengths: Skills and attributes students are good at and help describe their
character (physical /mental characteristics)
Interests: Things that draw attention, curiosity and help engage students
Preferences: Evaluate or judge in the sense of liking or disliking an object,
experience, situation or setting
Needs: Accommodations or supports needed
HumanRights:EndofUnitProject
ArgumentativeSpeeches
Directions:
1. Chooseatopic:Areyoupassionateaboutthistopic?Willthischallengeyou?
2. Chooseaside:Areyoufororagainstyourtopic?
3. Chooseapresentationmethod:Whatisthebestwaytopresentyourtopic?
4. Whatyouneedtodo:
a. Yourjobistotakeatopicfromthelistbelowandchoosewhetherornotyouagreewithtopic.Youwillcomeupwithone
pointthatyouaretryingtoargueandthenhaveideasthatsupportandstrengthenyourstandingonyourtopic.
b. Younextjobistotakeyourtopicandpresentityouneedtochooseamethodtopresentyourtopic,keepinginmindthebest
waytopresentit.Youmustpresentyourworkorallyandeachpieceofworkmustbeaccompaniedwithareflectionofyour
work.Whathaveyoulearned?Whatdidyouthinkaboutthisproject?Hasyouropinionchangedoverthecourseofyour
research?
TopicOptions:
RefugeesandMigrants
ChildSoldiers
ChildLabor
ReligiousFreedom
AsylumSeekers
Humantrafficking
ChildMarriage
DomesticViolence
Domesticworkers
ReproductiveRights
Torture(withinmilitary)
Adequatehousing
Prisonersrights
Marriageequality
Umbilicalcordstemcells
Cryogenics
Cloning

PresentationOptions:

Website
 Speech
PowerPointpresentation
Newspaperarticle
Constructanencyclopedicdatabase
Anyotherideasyoumayhave:mustbeapprovedbyme
Lesson Plan Title: What is fair?
Date: April 3, 2017
Subject: Social Studies 20 Grade: 11
Topic: Human rights and labor Essential Question: How do we know that something is fair?

Materials:
Fair trade chocolate/ candy
Teacher simulation role cards
Prezi presentation about fair labor
30 mini whiteboards
30 dry erase markers
30 whiteboard erasers
Multiple choice questions (PowerPoint)
30 flip letters

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
The students need to be able to think critically as well as fully understand what a human right is. They will also
be able to think about fair labor in their own lives and what that means for people globally.

Broad Areas of Learning:

Thestudentswilllearnaboutthemselves,theircommunityandplacethroughthequestioningandunderstandingoffairlaborandhowthat
affectspeopleworldwideandrighthereintheirowncountry.Theywillbecomeengagedcitizensbecausetheywillbemoreawareofthe
injusticesthataregoingongloballyandhopefullytheywillmoveforwardinawaythatcanaidandbringawarenesstootherpeoplesothat
theycancreateamovementandunderstandingoftheinformation.Theywillbecomelifelonglearnersbecausetheywillrealizethatwhat
theylearnabouttheissueoffairlaborinmyclassroomisnotallthereis.Theywillquestionandthinkaboutthistopicandwhattoknow
moreaboutit.

Cross-Curricular Competencies:

Thestudentsaregoingtodeveloptheirthinkingthroughlookingatfairlaborandquestioningandthinkingaboutlaborglobally.Theywill
developtheirsocialresponsibilitybybeingabletothinkcriticallyandbeawareofinjusticesthattakeplaceinourworld.Thestudentswill
developtheirliteraciesbybeingabletoreadandunderstandlaborandwhatitmeanstohavefairlabor.Theywilldeveloptheirown
identityandinterdependencebybeingabletolookatthematerialandrecognizehowcertainsituationswouldmakethempersonallyfeel
andworkingfromtheirfiguringoutwhattheycandodifferentlytohelporraiseawarenesstotheissueoffairlabor.
Outcome(s):
Dialecticalthinkingastheprocessofsearchingouttheoppositions,conflicts,contrasts,contradictions,anddifferencesinthe
contentofasubjectorissueinordertofindaunifyingideawithoutdiscardingtheinternaltension;
a. Thestepsoftheproblemsolvingprocess;
b. Theconflictresolutionprocess;and
c. Thedecisionmakingprocess.
Knowthedialecticalthinkingistheprocessofsearchingoutthecontradictionsandconflictsofanissueinordertofinda
unifyingideaoranagreementwithoutignoringthecauseofthetension
Knowthatthemoralityofhumanrightsisbasedonthehumanityandtheinherentdignityoftheindividual

PGP Goals:
2.4 ability to use technologies readily, strategically and appropriately

IbelievethatIamusingtechnologyreadilyandstrategicallyandappropriatelythroughmyabilitytousemytechnologyineveryaspect,the
studentsareusingdifferentmethodstounderstandthematerialandbeassessedonthematerial.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.

Classdiscussionquestions:Thiswillhelpmeknowwherethestudentsareat.WhattheyknowandifIneedtodosomemoreexplaining.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.

Multiple choice questions: I will use multiple choice to so I know what they know and know what they are
struggling to know.

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

UndercoverTeacherSimulation(20mins)
o Cleanyourclassroom!Assignworkandreward(withcandiesorfairtradechocolatepieces)accordingtotherubricbelow
(basedon30studentsand100piecesofcandy)
Longdifficult,manuallabour(scrubbing,cleaning,collectinggarbagefromfloorandallover)15students1pieceeach[Coffee
Farmers]
 Supervisingthemanuallabour5students2pieceseach[CoffeeCoyotemiddleman)
Easiermanuallabour(transportingthegarbagebagstothedumpster)5students2pieceseach[Transporters]
Easiermanuallabour(postingnewpostersormaterials,openingorclosingcurtains)5students4pieceseach[Staffatcompany
coffeeshopsinCanada]
You(theteacher)announcethatyouwillkeeptheremaining35piecesofcandyasarewardforoptimizingclassefficiency[CEO]
Messyuptheroominadvancetoenhancetheexperiences,andallowtimeattheendfordiscussion.Isthisfair?Sharethe
remaining35candiesattheendofthesimulation,ordontyourcall!

Main Procedures/Strategies:

(10mins)Classroomdiscussion(studentswillhavewhiteboardsandtheywillputtheiranswersonthewhiteboardandthenwewill
talkaboutthem)
o Isitfairtogivethehardestworkersthesmallestrewards?
o Canyouthinkofanycaseswherepeoplearetreatedgivenunfairpay?
o Isthissomethingthatyouthinkactuallyhappens?
(20mins)Presentonhumanrightsviolationsintheworkforce,unfairlabor,slavelabor,andchildlabor(withexamplesofplaces
thathavetheseexamplesoflabor)
o ShouldfarmersinCanadareceivethesamepayasfarmersinAfrica?Ifyes,why?Ifno,why?
o WhydoweseemoreunfairlaborinotherthirdworldcountriesandnothereinCanada?Doyouthinkunfairlabouris
presenthereinCanada?

Adaptations/Differentiation:

Weareusingthewhiteboardstogivethestudentsopportunitytosharetheiranswersbutnotthepressuretosharewiththeir
classmates.
Wewilldomultiplechoicewiththeflipletterssothatstudentsdontfeelasthoughtheyneedtobenervousaboutatest.

Closing of lesson:
(10mins)Multiplechoicequestionstotestwhatthestudentsknowabouttodaystopic.Wewilluseourflipletters,Ihavelittle
bookletsthateachpagehasaletteronit(a,b,c,d,e)IwillhavethequestionsuponaPowerPointandthestudentswillhaveto
raisetheirletterstosharewhattheythinktheansweris.
(5mins)gooveractivityfortomorrow,wherewewillmeet,whattheyneedtobring,givethemtheirgroups,andgooverproper
behaviorforthegrocerystore.