Grade 6 Social Studies

Unit 2: Charter of Rights and Freedoms

October 24-November 10
Overview:
This unit is designed to be ~25 classes long. The unit will begin with
students discovering that our Canadian rights and freedoms are not
universal and should not be taken for granted. Students will be
introduced to the Charter of Rights and Freedoms and explore its
components through text, photos, and captions about the sections
included in the Charter. As a class we will discover how the Charter is
rooted in the past, through a visual representation of a tree with roots
spreading out from the Magna Carta of 1215 to the 1960 Elections Act.
As a result of this students will realize that our rights and freedoms are
rooted in the development and recognition of the democratic rights of
citizens. Students will look into depth at a specific root the Treaty of
La Grande Paix de Montreal of 1701. The purpose of this is to have
students identify collective identity. This unit will conclude with asking
students how the Charter of Rights and Freedoms is protected. I will
offer students an analogy of safekeeping their precious items to that of
the Charter of Rights and Freedoms. As a result of this students will
recognize how being entrenched in the Canadian constitution protects
the Charter.
Rationale:
Human rights and freedoms are essential for democracy to work. In
this unit students are given opportunities to consider their rights and
freedoms and reflect on the diversity in Canada, Alberta and even our
own community. Through the knowledge learned in Unit 1 (Democracy
and Government in Canada) students will associate the Charter of
Rights and Freedoms with the Four Pillars of Democracy (Freedom,
Representation, Equity, Justice). This unit provides students with the
knowledge necessary to explore, in following units, how they can use
their rights and freedoms to become active citizens in the democratic
process.

Unit Plan Organizer:

Critical Inquiry Question:
To what extent does the Canadian Charter of Rights and Freedoms
protect individual and collective rights?

Focusing Questions:
What is the Canadian Charter of Rights and Freedoms?
How does the Canadian Charter of Rights and freedoms protect
the individual rights and freedoms of all Canadians?
How does the Canadian Charter of Rights and freedoms protect
collective rights in Canada?
How is the Charter rooted in the past?
How did the Treaty of La Grande Paix de Montreal address
collective identity and collective rights?
In what way was the Treaty of La Grande Paix de Montreal of
1701 one of the roots of the Charter?
How did the Treaty of La Grande Paix de Montreal and the
Charter compare in the ways that each addresses individual and
collective identity and collective rights?
Why is the Canadian Charter of Rights and Freedoms entrenched
in the Canadian Constitution?
How does the Charter protect Canadians, now and in the future.

General Learning Outcomes:

6.1: Students will demonstrate an understanding and appreciation of
the dynamic relationship between governments and citizens as they
engage in the democratic process.
Specific Learning Outcomes:
Values & Attitudes: Students will
6.1.1: recognize how individuals and governments interact and bring
about change within their local and national communities.
6.1.1.1: recognize and respect the democratic rights of all
citizens in Canada
6.1.1.2: value the role of the Canadian Charter of Rights and
Freedoms in protecting individual and collective rights and
freedoms.
6.1.1.3: recognize the influence of historical events and
legislation on democratic decision making in Canada
6.1.1.4: value citizens participation in a democratic society.
Knowledge & Understanding: Students will

6.1.2: demonstrate an understanding of the fundamental principles of

democracy by exploring and reflecting upon the following questions
and issues:
6.1.2.3: What are the rights and responsibilities of citizens living
in a representative democracy.
6.1.2.4: How does Canadas justice system help protect your
democratic and constitutional rights?
6.1.3: analyze how the democratic deals of equity and fairness have
influenced legislation in Canada over time by exploring and reflecting
upon the following questions and issues:
6.1.31: How does the Canadian Charter of Rights and Freedoms
protect the individual rights and freedoms of all Canadians?
6.1.3.2: How does the Canadian Charter of Rights and Freedoms
protect collective rights in Canada (ie. Aboriginal rights, the
linguistic rights of official language minorities)?
6.1.3.3: How did the Treaty of LA Grande Paix de Montreal
address collective identity and collective rights?
6.1.3.4: How do the Treaty of LA Grande Paix de Montreal and the
Canadian Charter of Rights and Freedoms compare in the way
that each addresses individual and collective identity and
collective rights?
6.1.3.5: Why is the Canadian Charter of Rights and Freedoms
entrenched in the Canadian Constitution?
Skills & Processes: Students will
6.S.1: develop skills of critical thinking and creative thinking
6.S.2: develop skills of historical thinking
6.S.3: develop skills of geographic thinking
6.S.4: demonstrate skills of decision-making and problem solving
6.S.5: demonstrate skills of cooperation, conflict resolution and
consensus building.
6.S.6: develop age-appropriate behaviour for social involvement as
responsible citizens contributing to their community.
6.S.8: demonstrate skills of oral, written and visual literacy
PROVISIONS FOR SPECIAL LEARNING NEEDS:
Each student will complete this unit. Modifications will be made to
ensure that each student experiences success. In appropriate
circumstances students will be provided with pre-written notes and rewrites on tests. In addition to this when necessary students will
receive EA support, (access to reader/scribe if applicable) preferential

seating, use of technology and extra time for assignments. When

needed I will student-pair peers and re-teach to ensure all students
achieve success.

FORMATIVE ASSESSMENT STRATEGIES:

Exit Slips
Self-Assessment
Assignments/Tasks
I can statements (KWL
Charts)
Observation Checklist
Oral questioning
SUMMATIVE ASSESSMENT STRATGIES:
Quizzes
Projects
Assignments
Performance Tasks
Self-Assessments
Unit Exam
TECHNOLOGY CONNECTION:
Internet searching
Word Processing
CURRENT EVENTS:

This unit allows for flexibility to provide students with the

opportunity to engage in current affairs (worldwide) and
issues and concerns of a local nature.

CLASS

DURATION

2 Class
Intro to
Charter

(Formative)

Canadian
Charter of
Rights &
Freedoms

5 Classes

CONTENT

STUDEN
OU

- Go over unit outline.

- Start wit KWL
- Discrimination
-What are rights?
-What are Freedoms?
- What is the Charter of Rights and
Freedoms?
SWBAT understand the value of
the Charter of Rights and
Freedoms.
- What is the difference between a right
and a freedom?
- Why are Canadas rights and freedoms
important?
SWBAT explain what the
Canadian Charter of Rights &
Freedoms is.

Values & A
6.1.1:
6.1.1.
Knowledge
6.1.3:
6.1.3.
Skills &Pro
6.S.1, 6.S.6,

- Entrenched justice system protects their

rights and freedoms
- Fundamental Freedom
-Individual Rights
-Collective Rights
- Before and After Readers Theater (BLM
5.9)
-With these rights and freedoms comes
responsibility.
- Rights and Freedoms poster

Values & A
6.1.1:
6.1.1.
Knowledge
6.1.2:
6.1.2.
6.1.3:
6.3.1.
Skills & Pro
6.S.1, 6.S.4,

(Formative/
Summative)

Historical
Events

2 classes

(Formative)

Scenarios

1 Class

(Formative)

Charter
Quiz

1 Class

SWBAT explain why the Charter

is entrenched
SWBAT explain how the justice
system protects the rights and
freedoms of Canadians.
SWBAT describe: fundamental
freedoms, individual rights,
collective rights in the Canadian
Charter of Rights and Freedoms
SWBAT explain the rights and
responsibilities of Canadian
citizens.

- How is the Canadian Charter of Rights and

Freedoms rooted in the past? (9 historical
events that have contributed to charter) lap tops?
- Create pics to help remember. (Check
mark for completion)
- Record events on a timeline
SWBAT explain how historical events
led to the Charter.
SWBAT identify laws which the Charter
are rooted in.
- role play with scenarios and have
classmates decide which right/freedom it
falls under.
SWBAT value the Canadian Charter of
Rights and Freedoms

Give Quiz on Charter

Values & A
6.1.1:
6.1.1.
Skills & Pro
6.S.1, 6.S.2,

Values & A
6.1.1:
6.1.1.
Knowledge
6.1.2:
6.1.2.
6.1.3:
6.3.1.
Skills & Pro
6.S.1, 6.S.4,

All SLO

(Summative
)

La Grande
Paix de
Montreal

2 Classes

- Uncover with peer the importance of this

treaty.
- Compare and Contrast Charter and La
Grande Paix

Values & A
6.1.1:
6.1.1.
Knowledge

6.1.3:
SWBAT understand the importance of
6.1.3.
La Grande Paix de Montreal & how it
addressed collective identity/collective Skills & Pro
6.S.1, 6.S.2,
rights.

(Formative:
Completion
Check Mark)

6.S.6, 6.S.8

Historical
Postcard

SWBAT develop a postcard that

exemplifies their understanding of La
Grande Paix de Montreal.

Values & A
6.1.1:
6.1.1.
Knowledge
6.1.3:
6.1.3.
Skills & Pro
6.S.1, 6.S.2,

5 Classes

- create game board

- peer evaluation
- play peers game
SWBAT apply knowledge learned from this
unit to complete summative project.

*All SLOs in

3 Classes

-Complete study guide

-quiz peers (create cue cards)
-Review game
SWBAT apply knowledge learned in this
unit to complete a study guide.

*The study g
SLOs covere
out above).

- Write unit exam

- Go over unit exam

*The test wi
covered in t
above).

2 Classes

(Summative
)

Life of the
Charter
(Summative
)

Study
Guide
& Game
Review
(Formative)

Unit Exam
(Summative
)

2 classes