Grade 10 Civics (CHV20):

Appendix
A Informed Citizenship—Civil Rights Canadian and World Studies

Minds On! Rights and Freedoms Organizer

Name: ____________________________________________________________________________________________

Everyone in Canada has rights and freedoms. These rights and freedoms are not unlimited. Every right and freedom has limits or
responsibilities. This balance between rights and responsibilities is based on Canadian laws and shared values.

The table below lists examples of Canadian rights and freedoms. Define or explain in words/visuals the rights or freedoms listed.
Provide an example of this right/freedom in everyday life. Describe or explain when it would be reasonable to limit these freedoms.
Freedom of expression is done as an example.

RIGHTS RESPONSIBILITIES
Define/Explain An Example of this Right or Limits/Responsibilities
Right/Freedom
(Written or Drawn) Freedom in Everyday Life (This right should be limited if…)

Your right to think, • A person was uttering threats

believe and • A person was spreading hate/racist propaganda
Freedom of Expression Political cartoons
express your • A person is hurt or harmed by what you are expressing
opinions. • A person is spreading obscene or pornographic materials

Right to Life, Liberty and

Security of the Person

Right to Vote

Right to Enter,
Remain In,
and Leave
Canada

Rights and Responsibilities—You can’t have one without the other!

Differentiated Instruction Teaching and Learning Examples 2009

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 Grade 10 Civics (CHV20):
Appendix
B Informed Citizenship—Civil Rights Canadian and World Studies

SAMPLE Resources: Civil Rights Case Studies

National Film Board of Canada’s Civil Rights Film Collection:

www.nfb.ca/collection/films/resultat.php?titre=civil%20rights&type=tout&interm=et

Websites:
The Case of Jaggi Singh
www.commondreams.org/views01/0509-03.htm
http://montreal.indymedia.org/front.php3?article_id=510&group=webcast
www.cupw-sttp.org/pages/document_eng.php?Doc_ID=119
www.rabble.ca/petition/

The Case of Dudley George

www.web.net/~inquiry/facts.htm
www.amnesty.ca/stoptorture/act12.htm
www.execulink.com/~hkoehler/dudlhisv.htm
www.turtleisland.org/news/news-dudley.htm
www.ccla.org/
www.lawunion.ca/
http://trainingo2.net/wikipedia/mobilecategory.php?c=Canadian+civil+rights+case+law

Text:
Evans, Mark et.al. (2000). Citizenship: Issues and Action. Toronto, ON: Prentice Hall, (pp. 30, 151).

Differentiated Instruction Teaching and Learning Examples 2009

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C Informed Citizenship—Civil Rights Canadian and World Studies

Tea Party Pre-Reading Strategy

Tea Party offers students a chance to consider parts of the text before they ever actually read it. It encourages active participation with the text and gives
active adolescents a chance to get up and move around the classroom. This Pre-Reading Strategy allows students to predict what they think will happen in
the text as they make inferences, see causal relationships, compare and contrast, practise sequencing, and draw on their prior experiences.

Putting the Strategy to Work

1. First, decide what phrases, sentences or single words you want to place on index cards. Select half as many phrases as you have students.
Choose phrases that give insight into characters, setting and conflicts. Choose some phrases that might be interpreted multiple ways.
2. Don’t paraphrase the text. Omit words if you need to shorten a phrase, but don’t change the words.
3. Students circulate through the room, sharing their cards and discussing what the text might be about.
4. Students meet in small groups of four or five to discuss what they presume is happening in the text.
5. Students record their predictions by writing a sentence that begins, “We think that this selection is about…”
6. As students share their “We think” statements, ask them to explain how they’ve reached that prediction. This helps others understand the inferences made.
7. Read the selection aloud to the class. This allows for modeled reading/thinking aloud. Alternatively, students may work in pairs, reading or listening together,
or read the selection individually.
8. Once students have completed the selection, or the part of the selection that was used for the Tea Party, they discuss how their predictions differed from
the text.

Adapted from Kylene Beers, When Kids Can’t Read, What Teachers Can Do. Portsmouth, NH: Heinemann, 2002.

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D Informed Citizenship—Civil Rights Canadian and World Studies

Case STUDY Organizer

Name: ____________________________________________________________________________________________

What is the right that is in question in the case? What are the responsibilities when using this right?

What are the restrictions of this right in the case? What are the reasons for these restrictions?

Government Perspective What are the reasons for this outcome?

What is the eventual outcome of the case?

Societal Perspective What are the reasons for these concerns?

What are the concerns of citizens about the governmental restrictions?

Personal Perspective Use details from the case to support your opinion.
Do you agree with the outcome of the case?

Differentiated Instruction Teaching and Learning Examples 2009

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E Informed Citizenship—Civil Rights Canadian and World Studies

Case STUDY PEER ASSESSMENT Author: _____________________________________________________________________________________________

Assessed by: ________________________________________________________________________________________

Are the facts (a) complete and (b) accurate?

Components Accuracy Constructive Comments

Identification of Right(s) (Place a to indicate degree)

Off the mark! On the mark!

Identification of Restriction(s)

Off the mark! On the mark!

Outcome and Reasons

Off the mark! On the mark!

Concerns of Citizens

Off the mark! On the mark!

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Civil Rights Choice Board

Name: ____________________________________________________________________________________________

Choose one of the options. Present your case analysis and your opinion on the outcome of the case using supporting details.

Create a blog or an editorial.

A. Write!

Create a comic strip or storyboard.

B. Draw!

Create a rap, poem or the lyrics for a song.

C. Sing/Say!

Create a mock TV interview.

D. Do/Say!

Differentiated Instruction Teaching and Learning Examples 2009

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G Informed Citizenship—Civil Rights Canadian and World Studies

Civil Rights Checklist

Name: ____________________________________________________________________________________________

Categories/Criteria
Knowledge and Understanding

I have identified:
The charter right that is at issue
The limit that is being placed on that right
The reason(s) for limiting the right
The opinions of informed citizens regarding the case
The outcome of the case

Thinking

I have:
Stated an opinion on the case
Supported my opinion with relevant facts from the case based on my understanding of rights and responsibilities
Made clear connections between my opinion and the original argument

Communication

I have:
Presented my ideas logically
Expressed my ideas clearly using examples, definitions and elaborations

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H Informed Citizenship—Civil Rights Canadian and World Studies

Civil Rights Rubric

Name: ____________________________________________________________________________________________

Categories/Criteria Level 1 Level 2 Level 3 Level 4

Knowledge and Understanding The student:
Identifies and includes key information, e.g.: Demonstrates limited Demonstrates some Demonstrates Demonstrates a high
• The charter right that is at issue knowledge of the case knowledge of the case considerable degree of knowledge
• The limit that is being placed on that right knowledge of the case of the case
• The reason(s) for limiting the right
• The opinions of informed citizens regarding the case
• The outcome of the case

Thinking The student:

Uses critical/creative thinking processes, skills and Supports opinion with Supports opinion with Supports opinion Supports opinion with
strategies, e.g.: evidence of limited evidence of some with evidence of evidence that is highly
• States an opinion on the case relevance to the case relevance to the case considerable relevance relevant to the case
• Supports opinion with relevant facts from the case to the case

Communication The student:

Expresses and organizes ideas and information, e.g.: Expresses and organizes Expresses and Expresses and Expresses and organizes
• Presents ideas logically ideas with limited organizes ideas with organizes ideas ideas with a high
• Expresses ideas clearly using examples, definitions effectiveness some effectiveness with considerable degree of effectiveness
and elaborations effectiveness

A Rubric is an assessment tool used when assessing for and of learning. When the purpose is assessment for learning, students should be engaged in co-constructing the criteria to ensure that
they know what success “looks like.” When the purpose is assessment of learning (evaluation), the Rubric provides the basis for decision-making about the student’s level of achievement using
the agreed upon criteria.

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