LESSON PLAN

TEACHER Nick, Ellen, Sydnee, and Victoria

Subject/Class/Course Social Studies
Topic Unit 5: World Issues
Grade Level 6 Duration 60 minutes
th
Date April 8 , 2021

Objectives/Outcomes (Indicate GCO and SCO) (Indicate SCO in student friendly language)
GCO: Students will be expected to examine selected examples of human rights issues around the
world.
SCO 6.6.2: Students will be expected to examine selected examples of current human right abuses.
SFL: I can examine examples of human right abuses.

Introduction
Attention Getter: If you can hear me clap your hands once, if you can hear me clap your hands twice.

Ask: class with a show of hands if anyone “has heard of a human right?” Once you count how many
have put their hands up. Ask another question with a show of hands “do you think kids have rights?”
Say: Good, now we will be writing what we think a human right is.

APK: Give each student one or two sticky notes and ask “what is a human right?’ Give an example.
Students will write their answer on the sticky note and then go up and place their answers on the white
board. The teacher will go over some of the answers and have a class discussion getting the students
involved and interacting with each other.

The teacher will then show the students a video on What a Human Right Is.
Video: https://www.youtube.com/watch?v=JpY9s1Agbsw&ab_channel=UNHumanRights

Raise your hands to answer this question. Ask the question again “do you think children have rights?”

Explain to them that every man, women, and child have a human right, however many human rights
are abused and then it becomes a world issue. Therefore, we are going to work together to research
about the different rights and how we can help make a difference.

Assessment

As this is an introductory lesson, assessment will be formative.

 APK activity- The teacher will assess the student knowledge by asking the following
questions, “has anyone heard of a human right?” and “do kids have any rights?”. After asking
those questions the teacher will hand out one or two sticky notes to each student. They will
answer the question “what is a human right?” and give some examples if they have any. They
will then stick the sticky note on the board. Once on the board the teacher will go over some
and strike up a conversation or discussion on human rights.
 Group presentation- The student will be assessed throughout the class by identifying certain
 human rights by being given an article in advance. The article will either be a social, political,
cultural, economic, or civil right that is being abused. They will be broken up into five
different groups and begin reading the article together. Each student will be given a role to
accomplish they will either be the presenter, recorder, or contributor. They will then need to
answer six questions that are outlined for them on a handout. After they have found all this
information, they will transfer it onto Bristol board and make a poster that will be presented at
the end of class. They will need to have the correct information, graphics, and a title, it should
be organized. Students and teachers may ask questions at the end of the presentation.
 Exit Ticket- At the end of class the teacher will ask the students to put a thumbs up if they
understand what a human right is, put their thumb in the middle if they think they understand
but need a little clarification, and put their thumb down if they are still not sure what a human
right is. If students are still not sure, there will be a question box at the back of the classroom
where you can write down a question and the teacher will answer it next class.

Develop the Instruction

1. Once the teacher is done explaining what a human right is to the class, they will begin
explaining the next activity that will take the remainder of the class to complete.
2. For the main activity students will be presenting a group presentation to their classmates on
different human rights and how they are being abused. They will find this with the articles that
were provided for them.
3. Students will be divided up into 5 groups and given one of the following articles about human
right abuses (civil, economic, political, cultural, and social):
 Canadian Residential Schools: Indigenous Foundations Website
https://indigenousfoundations.arts.ubc.ca/the_residential_school_system/
 Mining Industry Abuses in Canada: Business & Human Rights Resource Centre
 https://www.business-humanrights.org/en/latest-news/canada-mining-companies-to-face-
charges-against-human-rights-abuses-in-their-operations-abroad/
 Violence Against Indigenous Women and Girls: CBC News
 https://www.cbc.ca/news/canada/manitoba/violence-against-indigenous-women-action-plan-
covid-19-mmiwg-1.5563528
 Indigenous Water Crisis: CBC News
 https://www.cbc.ca/news/politics/auditor-general-reports-2021-1.5927572
 Religious Freedom Abuses Quebec: The Atlantic
https://www.theatlantic.com/international/archive/2019/07/quebec-bans-religious-
symbols/593998/

4. Once broken up into five different groups students will be assigned different roles in their
groups:
 1 presenter- this person will be the one to address and organize the information and speak
about it in front of the class.
 1 recorder- this person will be the person to write down the information that is being provided
by the contributors. They make sure everything is documented and put onto the Bristol board.
They need to be listening when given information and retain it to write it down.
 2 contributors- these people are the ones who read the article while answering the questions
and tell the recorded what needs to be written down. They are the ones who gather the
information and put it onto the presentation. They should be organized and have the correct
details. The team is relying on them to get the information.
5. Students will then go search up the 5 different rights that are abused and identify which one
 they believe their article falls under.
6.Students will then answer these questions about their human right abuse article:
 What is the main issue?
 What positions are the key player(s) taking on this issue?
 What arguments were used by one side to support their position?
 What arguments were used by the opposing side to support their position?
 What beliefs or values were at odds in this issue?
 What should be done on this issue?
7.Once students finish answering these questions and have it recorded, they will create a poster
of their human rights abuse and present it to the class. The posters should be neat, organized,
have the six questions answered, and contain the article they had looked at. Also, they should
be able to identify the human right that is being abused within their article.
8. Once each presentation is done, the students or teacher will be able to ask questions that relate
to the topic.
9. After all the presentations are done, they will hang these up outside the classroom on a bulletin
board for the rest of the school to see.
C4U: does anyone have any questions? Does anyone not know what they are doing?

Closure

Students will present their poster to the class, after they are done presenting students, or the teacher are
able to ask questions that relate to the topic. After all, five groups have presented the posters they will
be hung up outside the classroom on the Grade 6 bulletin board so that the whole school can see them.
These will remain up until the unit is over.

Exit Ticket: At the end of class the teacher will ask the students to put a thumbs up if they understand
what a human right is, put their thumb in the middle if they think they understand but need a little
clarification, and put their thumb down if they are still not sure what a human right is. If students are
still not sure, there will be a question box at the back of the classroom where you can write down a
question and the teacher will answer it next class.

Say: This was a tough topic, but you all did so well, and I was very impressed by your work and effort
that was put into these posters. Great work Grade 6!

Materials, Technologies, Safety or Special Considerations

 Sticky notes
 5 pieces of Bristol board
 Markers
 5 articles
 Video: https://www.youtube.com/watch?v=JpY9s1Agbsw&ab_channel=UNHumanRights
 Questions handout with the following questions on it:
 What is the main issue?
 What positions are the key player(s) taking on this issue?
 What arguments were used by one side to support their position?
 What arguments were used by the opposing side to support their position?
 What beliefs or values were at odds in this issue?
 What should be done on this issue?

** Special Considerations: This specific class does not have any special considerations that should be
noted in this plan. However, if this was to change the plan would be updated and instructions will be
adapted. **

**These topics are considered heavy/ emotional to some or all students therefore, they should be
warned beforehand that these topics will be discussed. If students are uncomfortable, they can be
given alternative work.**

Reflection

1. Were the instructional outcomes met? How do I know students learned what was intended?
2. Were the students productively engaged? How do I know?
3. Would I need to alter my instructional plan as I taught the lesson? Why?
4. Have I addressed each aspect as noted in the lesson plan format?
4. What additional assistance, support, and/or resources would have further enhanced this lesson?
5. If I had the opportunity to teach the lesson again to the same group of students, would I do anything
differently? What? Why?