Canadian History Social Justice Unit

Curriculum, Instruction, and Assessment
CANADIAN HISTORY
THE STRUGGLE FOR SOCIAL JUSTICE
DUERRSTEIN | FILABER | SIDANI | PENA
UNIT DESIGN 2013/14

Canadian History Since World War I
Grade 10 Applied
CHC2P
The Struggle for Social Justice: Understanding Social
Justice; Aboriginal, Sexuality, Race, Economic, and
Health Care Issues
Jordan Duerrstein, Paul Filaber, Samantha Pena, Said
Sidani
Wednesday, March 5th, 2014
Chapter 1
PROJECT
ELEMENTS
Instructional Design Graphic Organizer
Differentiation and Inclusive Practice
Unit Rationale and Culminating Activity Overview
Unit Assessment and Evaluation Plan
Who Did What?
SECTION 1
Instructional Design Overview Graphic Organizer

Gallery 1.1 Instructional Design Graphic Organizer
Instructional Design Overview Graphic Organizer
THE STRUGGLE FOR

SOCIAL JUSTICE
Culminating Activity
Students will create a newspaper or online newspaper via the creation of a blog formatted to newspaperlike quality. Students will create: articles, letters to the editor, comics, photos, advertisements, and
obituaries. Throughout the unit students will be equipped with the skills and knowledge to: better
understand social justice in Canada and to complete this activity by learning from primary sources in the
form of newspaper media.
Assessments
Explain and understand what social justice is in a
Canadian and global context.
Students will demonstrate an understanding of social

justice by providing their own definitions and opinions on
social injustices.
Expectations:
Identify and explore social justice issues in Canadian
history, specifically: aboriginal issues, gender and race,
sexuality, economic, and health care.
Students will analyse and create newspapers and the

individual elements that combine to make a newspaper;
media literacy will be incorporated in the analysis.
Demonstrate an understanding of what creates social
injustice; what has been done to work against social

injustice by individuals, groups, and/or institutions; and
apply the appropriate skills, strategies, and habits of mind
required for eective inquiry and communication.
Unit Assessment and Evaluation
Defining and Understanding Social Justice Handout
Eective Advertising Poster Comparison
Group analysis of newspaper articles and research

Chart
Feed of Instagram pictures Instagram a photo!
Role play of Aboriginal Assimilation
Students will analyse the perspectives of those aected

by social injustice, the the people, groups and/or
institutions working for social justice.
Group analysis and presentation of aboriginal depictions

in comics
Role play activity about welfare and healthcare
Picture Analysis for Racial Issues Activity
Debate and debate reflections for Racial Issues Activity
Interview for Womens Rights Activity
Each of the Newspaper Elements for the Culminating Activity:

3articles, letters to the editor, comics, photos, advertisements,
SECTION 2
Differentiation and Inclusive Practice

Our unit about social justice within the Canadian context presents our students with endless possibilities. As
teacher candidates, we recognize that our students are individuals with different needs, learning styles, and backgrounds, all of which make them unique learners. In order to
better support their journey as lifelong learners, it is necessary consider their preferences while delivering lessons in an
effective manner that enables us to assess achievement and
build capacity.

The content of our unit is differentiated in a way that
allows students to identify their strengths and areas for improvement while excelling as learners. Under our umbrella
of social justice are numerous categories such as aboriginal
issues, sexuality, and welfare. After the completion of the
unit, students will have learned a great deal of content related to social justice and will be able to utilize it in different
ways. Although some topics are sensitive by nature, classroom
discussions have been designed to be inclusive without offending or making anyone feel uncomfortable. Despite the potential for a heated debate, the use of ground rules as well as
good facilitation skills will ensure the creation and maintenance of a safe environment conducive to student learning
where every student has a voice.

First of all, our thematic approach that utilizes different
parts of the curriculum enables us to keep our lessons relevant and engaging. Every activity included in our unit is a
stepping stone towards the completion of a culminating task
that fulfills skills-based and content-based overall expectations. In addition, we have taken into consideration the fact
that students process information differently; thus, it is crucial that the material presented throughout the unit is of personal relevance to the student. If the student is excited about
what is taught, their enthusiasm and love for learning will
contribute to their academic success.

Another differentiated practice in our unit is the process.
How the material is presented to students will largely determine their level of engagement as well as their ability to effectively apply what they have learned. The activities presented
in this unit will immerse students in role play activities and
debates, expose them to social justice issues through activities
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that use various forms of media like videos and comics as

well as a particular emphasis on teamwork and historical perspective. The process of teaching and learning is differentiated throughout the unit in an effort to enhance our students
learning experience.

The transformation (Stage 3 of James Banks Continuum) occurs in this unit. The structure of the curriculum is
changed in order to help students engage in perspective taking on a variety of themes and issues. The chronological
structure of the current curriculum was adapted to create a
thematic approach to our unit that utilizes certain aspects of
numerous time periods between 1914 and the present. The
students are now active learners and participants as they
learn about social justice issues in Canada in many different
ways. As teachers, we provide learning opportunities for the
students to explore multiple perspectives. This is done
through participation in role play activities, a debate, poster
and comic analysis, responses to videos, and informal presentations. Each activity within this unit allows the student to
grow and form opinions.

Furthermore, the culminating activity, in the form of a
newspaper, is a differentiated product that allows students to
demonstrate what they have learned in a variety of ways. Students are able to express their knowledge and understanding
by writing an article and letter to the editor, creating an obituary, designing a comic, and making an advertisement. As a
result, students learning and expression of ideas can be supported by providing a variety of assessment options that help
the student master the content and demonstrate what they
have learned over the course of the unit.

The students active participation in their learning continues in Stage 4 (Social Action), where students make decisions on social issues and take actions to help solve them.
This unit is great preparation for this stage, especially since
the culminating activity allows the students to demonstrate
their learning and share their perspectives on the many social
justice issues we have covered. After completion of this unit,
students should be able to take action on social justice issues
and will have the potential to engage in partnerships with the
school community. Engagement with the community begins
in activity 3, when students are asked to use Instagram to
demonstrate what they think an equitable society is with evidence from their own community. By enabling students to
take on multiple perspectives and engage with questions

This unit is the last unit of the academic year and really
emphasizes taking on multiple perspectives as well as engaging with social justice issues that have impacted the community our students live in. At numerous points throughout the
year, information and resources relating to Canadian history
were provided by the teacher, who engaged students passively
receiving information based on criteria from the curriculum.
This is Stage 1 (Contributions) of James Banks Continuum.
In the unit leading up to social justice, certain themes and
concepts that enrich the existing curriculum were added by
the teacher, who still supplies information and resources to
the students. At this Stage 2 (Additive), the student remains a
passive recipient of information.
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about what they can and will do in response to social justice

issues, our unit will succeed in encouraging students to take
on social action.
SECTION 3
Unit Rationale and Culminating Activity Overview

Students will examine social justice in Canada throughout the 20th Century as a thematic unit. This unit will not
necessarily flow chronologically. Students will begin by asking the question: What is social justice? They will define social justice, understand related concepts like equity, ethics,
and human rights, and ask controversial questions about individual freedoms and how this may conflict with social justice
to gain a deeper understanding of what social justice is.
through primary sources from different newspaper media: articles, editorials, comics, obituaries, advertisements/
photographs, letters to the editor. For the students we call
them newspaper items. In teaching students about each of
the newspaper items, we hope to give them a deeper understanding of how to demonstrate their learning by using them.
Our lessons utilize the same newspaper items that they will
be required to create, further increasing the relevance of the
units material as well as the students engagement.

After this foundation is created students will explore various topics in social justice in Canadian history, we have chosen to look at: Aboriginal Issues, Sexuality, Racial Issues,
Womens Rights, and Economics and Health Care. Our aim
is for students to see a wide range of social injustices in Canada, for them to understand each issue from various perspectives, evaluate the work of Canadians who have worked for
social justice, and evaluate the Canadian response.

This unit has a heavy focus on literacy which is reflected
in the culminating activity, as the students will create a newspaper. Therefore, each activity/topic in the unit is taught
SECTION 4
Unit Assessment and Evaluation Plan

Gallery 1.2 Unit Assessment and Evaluation plan
Activity
Title
Activity
Title
Overall Expectations
Essential
Questions
Student Tasks
Assessment/
Evaluation
Strategies
Assessment/ Evaluation Tools
AforL, AasL,
AofL
Activity
1 Jordan
150
mins; 2
periods
A1. Historical Inquiry: use the historical

inquiry process and the concepts of
historical thinking when investigating
aspects of Canadian history since 1914.
What is your
understanding
of Social
Justice?
1. - Develop ideas about what social justice means "

- brainstorm/identify social justice issues - write ideas
down on paper and pin them to the class board
1. - Chalkboard/
bulletin board of
ideas
1. Contribution to bulletin board
Assessment
for Learning
2. - Engage in a class discussion based on these ideas "

- Reflect on contributions made by other class members "
- consider these questions Did you think of
organizations, people groups, government, events,
injustices? Did you thinking local, National, or
International?
2. Class discussion
2. Participation/ engagement in
discussion (some students may
not feel comfortable speaking in
large groups, so teachers will
monitor for silent engagement
as much as participation)
Assessment
for Learning
3.- Complete social justice handout"

- consider which issues to support and why
3.Social Justice
handout.
3. Handout completion
Assessment
for Learning
4.- read Culminating Activity handout"

- ask questions if any confusion "
-highlight important information
4.Culminating
Activity handout.
4. Handout completion
Assessment
as Learning
5. - think of, and write down their favourite, most

memorable advertisement"
- or create an advertisement"
- or using a device find an example of an advertisement
5. Adverts show
and tell.
5. Participation
Assessment
for Learning
A2. Developing Transferable Skills: apply

in everyday contexts skills developed
through historical investigation, and identify
some careers in which these skills might
be useful
F1. Social, Economic, and Political

Context: describe some key social,
economic, and political events, trends, and
developments in Canada between 1914 to
present, and assess their impact on the
lives of different people in Canada or
explain how they affected the lives of
people in Canada (FOCUS ON: Historical
Significance; Historical Perspective;
Continuity and Change; Cause and
Consequence)
How has the

idea of a
socially just
society
changed
throughout
Canadas
history?
F2. Communities, Conflict, and

Cooperation: describe some key
interactions and/or some significant issues
and/or developments that have affected
interactions between different communities
in Canada, and between Canada and the
international community, from 1914 to
present. Explain the effects and what
changes, if any, resulted from them
(FOCUS ON: Cause and Consequence;
Continuity and Change)
F3. Identity, Citizenship, and Heritage:
describe how some individuals,
organizations, symbols, social and political
developments, and/or domestic events
What have
advertisement
s and protest
posters looked
SECTION 5
Who Did What?

NAMES
SPECIFIC DETAILS ON WHAT PART OF THE UNIT YOU COMPLETED
Jordan Duerrstein
Completed Learning Activity: What is Social Justice?; compiled, formatted, and produced entire project into iBook form;
reviewed all submitted documents; reformatted a lot of charts; created Instructional Design Overview Graphic Organizer;
Contributed to Culminating activity; formatted and beautified online newspaper (blog); created How many of these
Children... poster for online newspaper (blog); acted as Co- Diversity and Inclusion Manager; acted as the Planning
Manager for the group
Paul Filaber
Activity: "Were welfare and healthcare a good idea?"; activity: "What is the value of obituaries in the study of social justice
issues?"; contributed to unit rationale; contributed to culminating activity; acted as Co-Diiversity and inclusion Manager;
acted as Assistant Manager
Samantha Pena
Completed Learning Activity: How is Sexuality linked to Social Injustice?, created the Culminating Activity Teacher and
Student handouts, created the Culminating Activity rubric, edited the Unit Rationale and Culminating Activity Overview,
completed half of the Unit Assessment and Evaluation Plan, created the placeholder lessons for Race and Womens
Rights, wrote Social Justice with the Social Network for the example student newspaper blog, acted as Co- Diversity and
Inclusion Manager, acted as the assessment and evaluation manager for the group.
Said Sidani
Completed Learning Activity: How long overdue is social justice for Canadian Aboriginals?; wrote the section on
Differentiation and Inclusive Practice; ensured consistency among overall expectations and Unit Assessment & Evaluation
Plan; contributed to Culminating activity; acted as Co- Diversity and Inclusion Manager; acted as the Presentation Manager
for the group.
Chapter 2
CULMINATING
ACTIVITY:
News Paper or
Online News Paper
For this unit students will create a newspaper or online

newspaper.
This chapter provides details for the teacher and a
description in student language for students.
SECTION 6
For the Teacher

DESCRIPTION OF THE ASSIGNMENT

Throughout the Social Justice Unit, students will be working towards creating their own newspaper. The unit consists of
six main lessons; What is Social Justice?, Aboriginals in Canada, Sexuailty, Gender, Racism, and Economics/Health Care.
MAIN IDEAS
Students will apply their knowledge of social justice

issues
Students will apply their knowledge of newspaper
media
Students will explore online blogging if they choose to
do so, or
Students will creatively design a print newspaper

After each lesson students will create 1 of the 5 newspaper
elements specified below. The first lesson What is Social Justice? will introduce and explain the culminating, but there will
not be a newspaper item associated with this lesson. Students
may not choose an element twice, thus every element must be
created by the end of the unit. If a student wishes to create their
own newspaper element, they may forgo writing one of the required elements, if the teacher approves their created element.

At the end of the unit, students will hand their final element in along with their other 4 elements in the form of a newspaper! The newspaper may be made by hand (in print) or online
via wordpress.
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NEWSPAPER ITEMS
RUBRIC
Article (200 words min)

CATEGORY:
Obituary (100 words min)
LEVEL 4: 80-100%
The work fully addresses the social justice

topic.
The work answers the questions who?,
what, when? and where?, with
historical accuracy.
The work is created with historical
perspective in mind.
The work has appropriate context. (i.e. If
Application: The work
you are writing your article as if you were
fully addresses the social
alive at the time of the event, make sure to
justice topic. /10
watch your use of past tense.)
Work demonstrates a high level of
creativity.
The work answers important questions like
why? and how?
Thinking/Inquiry:
Quotations used creatively to reveal facts
Ethical
and insights from people involved in the
Dimensions
/10
historical events.
Work demonstrates historical insight, and
incorporates evidence to support ideas.
Concepts are clear, organized and flow in a
logical way. Each concept is logically
connected to the next. Grammar, spelling
and punctuation are excellent. The work is
Communication: Clarity presented in an aesthetically pleasing
manner.
The work has complete citations (Chicago
format).
Knowledge and
Understanding:
(Relevance and
Historical
Accuracy)
/10
Comic (5 panels min or one large Political Comic)

Advertisement/Poster and Photograph with Caption
Letter to the Editor (100 words)
ASSESSMENT

Students will be assessed after each element is handed
in. Students will receive feedback on the their element, prior
to starting their next one, so they may be given time to improve.

Each element will be marked using the rubric below. By
keeping the rubric consistent, we hope students will know
what is expected of them.

The final newspaper will also be marked using this rubric. So, although it does have the same rubric the expectations for high level of creativity will be increased. It should
also be noted, that since the work is being assessed as a
whole, historical perspective will be graded relative to the
other elements.

By the end of the unit, the students will receive six
evaluations, one for each element and a final evaluation for
their newspaper as a whole.
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SECTION 7
For the Student

You may choose to write any item for any topic, but
make sure you include each item and each topic in your newspaper.
WHAT YOURE DOING!

You are the editor, journalist, and art director of a newspaper that discusses social justice issues in Canadas history!
You will give your newspaper a title, e.g. Social Justice Canada: Historical Edition. Your newspaper will include an article, comic strip, advertisement, obituary, editorial,
and at least one photograph. Newspaper items will relate to
the topics covered in our unit.
NEWSPAPER ITEMS:
Article (200 words min)
Obituary (100 words min)
Comic (5 panels min or political cartoon)
HOW TO DO IT!
Advertisement/poster and Photograph with caption
You will create one newspaper item for each social justice
topic covered. Then at the end of the unit you will put all of
your work together to create your own newspaper! You can
create an online paper using wordpress, or you may hand a
hard copy. If you choose to use wordpress, you must create a
free account at wordpress.com and you will submit a urls to
your newspaper and individual newspaper items rather than
a hardcopy.
Letter to the Editor (100 words)

SOCIAL JUSTICE TOPICS:
Aboriginal Issues
Sexuality
Womens Rights
Race
Economic Issues & Health Care
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For example: a newspaper may include an: article on
womens rights, a letter to an editor relating to sexuality, an
obituary relating to race, a comic strip relating to economic
issues, and an advertisement and photograph relating to aboriginal issues.

You will be assessed after each newspaper item is
handed in. Your newspaper items and final newspaper will be
assessed using the rubric below. By the end of this unit you
will have received six assessments; one for each item and a final evaluation for your newspaper.

Be creative in your formation of this newspaper
make it with your own style and flare! You can pretend to be
a reporter at the time of the events you cover, you can write
it from todays perspective, you can even write from the future! Keep in mind that each newspaper item will be a segment of one larger final newspaper, so your styles, themes,
and historical context should remain consistent.
HOW YOURE BEING GRADED!

MAKE SURE TO READ THIS PART CAREFULLY

Each newspaper item will have its own due date. You
will hand in each of the five items individually, and be given
one week to complete the newspaper as a whole. Refer to the
list of due dates below.
NEWSPAPER TOPICS:
DUE DATE:
1. Aboriginal Issues Item
Monday, April 7th 2014
2.
Sexuality Item
Friday, April 11th 2014
3.
Race Item
Monday, April 13th 2014
4. Womens Rights Item
Friday, April 18th 2014
5. Economics and Health

Care Item
Monday, April 21st 2014
6.
Final Newspaper

TIP: Since you will be given feedback on each newspaper item before re-submitting it with the final, make sure you
adjust/correct your work where necessary before putting it in
your final Newspaper!
Friday, May 2nd 2014
*Assuming the unit begins March 31st 2014.
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YOUR RUBRIC!
CATEGORY:
LEVEL 4: 80-100%
The work fully addresses the social justice

topic.
The work answers the questions who?,
what, when? and where?, with
historical accuracy.
The work is created with historical
perspective in mind.
The work has appropriate context. (i.e. If
Application: The work
you are writing your article as if you were
fully addresses the social
alive at the time of the event, make sure to
justice topic. /10
watch your use of past tense.)
Work demonstrates a high level of
creativity.
The work answers important questions like
why? and how?
Thinking/Inquiry:
Quotations used creatively to reveal facts
Ethical
and insights from people involved in the
Dimensions
/10
historical events.
Work demonstrates historical insight, and
incorporates evidence to support ideas.
Concepts are clear, organized and flow in a
logical way. Each concept is logically
connected to the next. Grammar, spelling
and punctuation are excellent. The work is
Communication: Clarity presented in an aesthetically pleasing
manner.
The work has complete citations (Chicago
format).
Knowledge and
Understanding:
(Relevance and
Historical
Accuracy)
/10
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SECTION 8
Exemplar

The authors have completed an example of the culminating activity in the online form via a wordpress.com blog. We
have done our best to make it look like an online newspaper with limited resources and completely free.
Visit our exemplar online newspaper for this culminating activity at: http://examplestudentnewspaper.wordpress.com
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Chapter 3
LEARNING
ACTIVITIES
What is Social Justice?
Aboriginal Issues
Sexuality
Racial Issues
Womens Rights
Economic and Health Care
SECTION 9
What is Social Justice?

AC T I V I T Y:
What are we talking about when were talking about Social Justice?
I N S T RU C T I O NA L F O C U S :
Media Literacy, Controversial Issues, Web 2.0 (Culminating)
COVERED IN THIS UNIT
Defining Social Justice

Understanding Social Justice
Primary Source Analysis
Analysis advertisements and posters in Canada and
creation of an advertisement or poster for Culminating
Activity
TIME:
150 minutes; two 75 minute classes
Essential Questions
What is your understanding of Social Justice?
How has the idea of a socially just society changed throughout Canadas history?
What have advertisements and protest posters looked like
throughout Canadas history?
18
Description
Strands and Expectations

This activity begins with a student guided, partnered
brainstorm that will focus students minds on the topic of social justice followed by a class discussion. Following this a
teacher-led presentation and discussion will focus on defining
what social justice is and an overview of some of its history
in Canada. The teacher will also discuss the culminating activity for the unit creating a newspaper or online newspaper.
STRANDS:
A1: Historical Inquiry; Developing Transferable Skills;
Social, Economic, and Political Structures; Identity, Citizenship, and Heritage
OV E R A L L E X P E C TAT I O N S :
A1. Historical Inquiry: use the historical inquiry process and
the concepts of historical thinking when investigating aspects
of Canadian history since 1914

This activity also focuses on advertisements and posters
and how they have furthered social justice causes. Students
will use the adverts and posters to understand and deepen
their understanding of what social justice is. Students will
also question the medium of advertisements and posters and
their effectiveness (e.g. what makes an ad or poster effective?).
In combining both of these concepts (content and media literacy) students will compare selected adverts and posters, show
understanding the content, and judge their effectiveness.
A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical investigation, and
identify some careers in which these skills might be useful
F1. Social, Economic, and Political Context: describe some
key social, economic, and political events, trends, and developments in Canada between 1914 to present, and assess their
impact on the lives of different people in Canada or explain
how they affected the lives of people in Canada.
(FOCUS ON: Historical Significance; Historical Perspective;
Continuity and Change; Cause and Consequence)

The culminating activity requires students to include an
advertisement in their Newspaper/Online Newspaper. After
this activity students will have a deeper understanding of advertisements and posters, and will therefore be able to successfully create their own. Students can assume a perspective on
a social justice issue and create an advertisement or poster
from that perspective to include in their Culminating Activity.
F2. Communities, Conflict, and Cooperation: describe some

key interactions and/or some significant issues and/or developments that have affected interactions between different
communities in Canada, from 1914 to present. Explain the
effects and what changes, if any, resulted from them.
19
(FOCUS ON: Cause and Consequence; Continuity and

Change)
dian Charter of Rights and Freedoms), and assess their impact on the lives of different people in Canada.
F3. Identity, Citizenship, and Heritage: describe how some

individuals, organizations, symbols, social and political developments, and/or domestic events contributed to the development of identity, citizenship, and/or heritage in Canada between 1914 and present.
(FOCUS ON: Continuity and Change; Historical Perspective; Historical Significance)
F2.2 describe some significant issues and/or developments

that have affected relations between governments and First
Nations, Inuit, and Mtis peoples in Canada since 1982
(e.g. Idle No More movement), and explain some changes
that have resulted from them.
F3.2 identify some significant developments in the rights and
lives of women in Canada during this period and/or issues
that affected First Nations, Mtis, and Inuit people in Canada during this period (e.g., womens suffrage, access to employment, changing social mores in the 1920s, the participation of women in sports), (e.g., the continuing existence of
residential schools; enfranchisement in 1960; Aboriginal title
and land claims; efforts to secure equality for First Nations
women), and explain the impact of these developments/
issues on identity, citizenship, and/or heritage in Canada
S P E C I F I C E X P E C TAT I O N S
A1.1 formulate different types of questions to guide investigations into issues, events, and/or developments in Canadian
history since 1914 (e.g., causal questions: What is social justice? What issues (or injustices) led to the creation of social
justice groups?)
A2.3 apply the knowledge and skills developed in the study
of Canadian history when analysing current social, economic, and/or political issues (e.g., to determine perspectives
in media reports on a current event, ), in order to enhance
their understanding of these events and their role as informed citizens.
F1.1 describe some key social developments in Canada during this period (e.g., the broadening of citizenship rights for
many women; the participation of women in the wartime
economy; the changing status of established ethnocultural
groups; labour unrest; social welfare legislation; the Cana-
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LEARNING GOALS
Students will be able to
define Social Justice
ASSESSMENT/SUCCESS CRITERIA
Planning Notes
Knowledge and Understanding
Tables should be arranged for viewing of screen, independent work, and working in pairs - side-by-side.
Students will demonstrate their

understanding of social justice through their
analysis of formative assessment (individual
and group work)
Students will learn to

examine primary
documents, in the form
of advertisements and
posters, and learn to take
an historical perspective
Thinking
Students will learn

media literacy and
analyze advertisements
and posters to see their
meanings and understand
social justice issues
presented via this
medium
Communication
Students will learn to

compare and contrast
different primary sources
and judge their
effectiveness and impact.
Application
Handouts must be photocopied prior to class in the numbers

indicated in the Appendix
Appendix 2 for day one
Appendix 2 and 3 for day two
Students will complete questions on

primary resources, which ask them to think
critically, ask questions, and assess their value
and significance
Teacher needs to have functioning knowledge of projector,

presentation software, and using online resources
Teacher needs to know whether students have access to the
internet at home. If not, students will need extra time at the
library (after school, lunch, or class-time) for creation of the
Culminating Assignment.
Students will have the opportunity to

communicate their understandings through
the completion of their classwork and the
creation of their own advertisement/poster
This activity will be done in pairs. The teacher should

check in to make sure that the pairs have a clear understanding of what needs to be done.
Prior Knowledge Required
Students will use the skills learned to

practice historical perspective taking through
the creation of their own advertisement/
poster. This application will further be used
in their Culminating Activity.
This unit is the final unit of the course, unit five; this activity is the introduction to the unit.
This unit and activity is thematic in approach and is well
suited for this because its content covers the span of the entire course: 1914-present.
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Students will have come into contact with primary resources from previous units, but will be introduced to media
literacy in this unit and will have to analyze images and text
in the form of advertisements and posters in this activity
along with various different types of media in the following
activities.
Students will be introduced to the Culminating Activity in
this activity and will need to know its components outlined.
Students have had practice and are able to work effectively
in groups with supervision
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TEACHING/LEARNING STRATEGIES
DAY 1
Minds On
TEACHING
1. (10 minutes) As students enter, there will be 1 blank sheet of paper and a thick marker per two desks.
The question on the board or projector should read: What do you think of when you think of Social
Justice? Brainstorm and write on your paper with whatever comes to mind with your partner.
2. Write out the agenda and learning goals for the day on the board while students continue brainstorming:
students will be able to know how to define Social Justice and discern what Social Justice issues are. When
students are done, or when 10 minutes is up have the students pin their pages on the side board or to the
chalk board.
Action
LEARNING
STRATEGIES
1. (10 minutes) Have an teacher-led discussion, ask: What did you write? Did you have disagreements
about what was or wasnt related to Social Justice? Did you think of organizations, people groups,
government, events, injustices? Did you thinking local, National, or International?
2. (10 minutes) Transition to a slide presentation. Presentation focussed on defining Social Justice and
understanding what Social Justice issues are.
Assessment for
learning
Assessment for
Learning
Instruction
See slides in Appendix 1 for slides.

3. (5 minutes) Discussion and clarification on any part of the slide presentation. Feel free to use time
throughout the presentation for discussion if that works better.
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Assessment for
Learning
T E AC H I N G / L E A R N I N G S T R AT E G I E S
DAY 1
TEACHING
Consolidation 1. (20 minutes) Handout for each student: Defining and Understanding Social Justice. The handout will
review the information on the slides, further their understanding, ask them to discern what does or does not
qualify as a Social Justice Issue, ask them what issues they would be willing to support and why.
2. (10 minutes) Handout and Overview the: Culminating Activity Overview for Students (handout: see
Appendix 2). Have students ask clarifying questions and highlight anything you think students might
forget.
3. (remaining time) Give students time to finish and hand in the Defining and Understanding Social
Justice handout if they did not yet complete it.
* If any time remains discuss what issues students said they would be will to support in the handout.
24
LEARNING
STRATEGIES
Assessment for
Learning
Assessment as
Learning
DAY 2
Minds On
TEACHING
LEARNING
STRATEGIES
1. (10 minutes) Write on the board: Think of and then write down, draw, or find and show on a mobile
device the most effective advertisement or poster youve seen.
Assessment for learning
2. Have a show and tell of what the students remembered and created or found. This activity could
function as a Think, Pair, Share if desired!
3. (5 minutes) Discuss: What makes an advertisement or poster effective? Write answers on the board or
have students write answers on the board if they need some physical activity.
Action
1. (10 minutes) A very brief history of advertisements and protest posters. Students will have an
understanding of what makes an ad or protest poster effective discuss what criteria we will use
evaluating an effective ad or effective poster.
2. (35 minutes) Analysis of Advertisements and Protest Posters for Social Justice in Canada (Handout: see
Appendix ___). Have students work in partners and analyze 2 different images each of the 4 total. They
can share answers and complete the assignment together. Aim for silence in the first 10 minutes as they
analyze individually.
Consolidation 1. (10 minutes) Look at a new Protest poster (See: Appendix 5). Evaluate it as a class. Discuss it
2. (5 minutes) Address what their advertisement/poster would look like in their Culminating Assignment,
how they could insert it in their newspaper or online newspaper (e.g. Paid for by so-and-so), and review
the requirements discussed in the Culminating Activity Overview for students.
25
Instruction
Assessment of
Learning
Assessment as Learning
Accommodations
Providing a copy of the slide show, printed out, for some students who need it should be available, particularly for those who are
tactile learners, or those that are easily distracted
Some students thrive in large class discussions, while others shy away from such activities. This activity has included many discussions and an effort has been made to have students first discuss in pairs or small groups before asking the class at large. Do not
be afraid of giving the class a few seconds to discuss a question amongst themselves if they are on task before asking the
whole class.
Day 2s Analysis of Advertising and Protest Posters for Social Justice in Canada is a partnered activity with 4 images. Aim for
each partner to complete 2 advertising/protest poster analysis.
26
Annotated Resources
Minimum of 5 resources listed in APA format with brief annotation. Resources should include variety of Print and Electronic formats geared to teacher and student audiences.
Province of British Columbia Ministry of Education, Social Justice 12, Integrated Resource Package 2008
http://www.bced.gov.bc.ca/irp/pdfs/social_studies/2008socialjustice12.pdf
This resource includes the curriculum for the course Social Justice 12. This course is beyond the scope of one unit in a grade 10
history course, in terms of breadth, but it serves as a good outline and source for ideas. This resource is comprehensive in terms
of outlining a course, and its three main organizers: defining Social Justice, recognizing and analysing Social injustice, Moving toward a Socially Just world.
Timeline of Social and Cultural Injustices in Canada
http://www.edu.gov.mb.ca/k12/cur/socstud/foundation_gr9/blms/9-1-4c.pdf
This timeline, provided in the Manitoba curriculum, overviews dates, events, people, and groups who have been part of social or
cultural injustices in Canada from 18761988 and also lists some ongoing injustices. This is a useful resource for noting how
many social and culture injustices have occurred in Canada, and seeing how our past has not been inclusive or safe for many people or people groups. I used some of the data from this page the What is Social Justice? slide show to highlight just that the
obvious injustices in Canadas past and how frequent they are.
The Canadian Encyclopedia
http://www.thecanadianencyclopedia.com/en/article/moxy-fruvous/
The Canadian Encyclopedia is an incredible research tool for any History teacher, regardless of age or who you are teaching.
The website is beautiful to look at an easy to natigate. Here in this link is Moxy Frvous, one of the bands that is listed as
headlining on a Pro-Choice poster. The entry for the band was more useful than the wikipedia page enough said. For this Activity, the CE was helpful for even understanding Social Justice, and the article in CE articulated what Canadian Social Justice has
looked like and what it continues to look like today very useful indeed!
27
Learn Liberty: YouTube Video: Social Justice and Its Critics

http://www.youtube.com/watch?v=hYH3jNkg8G8
This video featured a highly libertarian take on what Social Justice is and outlined reasons why our efforts, at least by traditional
methods of redistributing money and opportunity, to making the world more equitable might be doing more harm than good.
The video also gave an extremely good definition of what social justice is, and provided the extremely useful dealing-the-cards
graphic, that is very accessible for students.
The Canadian Advertising Museum online
http://www.canadianadvertisingmuseum.com
This museum, digital, is a fairly new project and is still growing in its resources to share, but it is useful in the way that it provides
an outline for what advertising has looked like in Canada throughout Canadas history. The site makes the obvious, and interesting point that advertising shows: how we partied, what cars we drove, what clothes we wore, and how we thought. Advertising
shows what culture is like. Advertising is a powerful media, and to have access to this resource when teaching about advertising is
a very useful thing!
28
Appendices
Appendix 2 - Defining and Understanding Social

Justice Handout
Appendix 1 What is Social Justice? Slide show
Gallery 3.1 Defining and Understanding Social Justice
Interactive 3.1 What is Social Justice? Slide Show
Defining and Understanding Social Justice

Define social justice and discern what social justice issues are!
Fill in the chart with your definitions:
Term
Your Definition
Equity
Equality
Ethics
Diversity
Human Rights
!
!
!
!
!
Give an example of social injustice for 4 of the following 8 characteristics: Age, Mental
or physical ability, Political belief, Race and ethnicity, Religion and faith, Sex, Sexual
orientation, Socioeconomic status. You can use an example from the slide show or think of
something youve seen or heard of on the news or elsewhere.!
1. __________________________________________________________________________
_______________________________________________________________________________!
2. __________________________________________________________________________
_______________________________________________________________________________!
3. __________________________________________________________________________
_______________________________________________________________________________!
4. __________________________________________________________________________
_______________________________________________________________________________!
Think on one of the examples of social injustice you gave above or from the slide show
and reflect about what it would feel like to be in that situation. Write at least 3 sentences
about how you would feel.!
_____________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Handout
discussing Social Justice and its meaning
__________________________________________________________________________________!
DEFINING AND UNDERSTANDING SOCIAL JUSTICE
29
Appendix 3 - 4 Posters for Analysis Handout
Appendix 4 - Analysis of Advertisements and Posters
Gallery 3.2 Advertisements and Posters
Gallery 3.3 Advertising and Poster Analysis

Analysis of Advertisements and Posters
What makes an advertisement or poster effective? Who decides?!
In our discussion of what makes an advertisement or poster effective, we came up with

a list of attributes and characteristics of what makes an advertisement or poster effective, list
our criteria below: (6 marks)!
______________________________________|______________________________________!
______________________________________|______________________________________!
______________________________________|______________________________________!
!
In partners analyze the 4 posters handed out: analyze 2 different images each. Use the
criteria above to identify what each poster has accomplished or failed to do in being effective.
Evaluate the advertisement in the overall comments - include your final thoughts/the
advertisement or poster. (28 marks)!
Once youve both analyzed your two share answers and complete the assignment
together. Aim for silence in the first 10 minutes as you analyze individually. The class can
gradually increase in volume over the next 30 minutes.!
National Coming Out Day Poster 1988!
___________________!
___________________
Source: https://www.reachandteach.com/store/index.php?l=product_detail&p=233!
___________________
"Unfortunately, History Has Set the Record a Little Too Straight." !

Photographs of ten famous women and men in the arts who were gay or lesbian from
throughout history. !
James Baldwin (writer), Willa Cather (writer), Errol Flynn (actor), Michelangelo (artist), Edna St.
Vincent Millay (poet), Cole Porter (composer), Eleanor Roosevelt (social activist), Bessie Smith
(singer), Walt Whitman (poet), Virginia Woolf (writer). !
Design by Laurie Casa Grande. (Gay and Lesbian Community Action Council 1988) 26"x22".
Also available as a postcard.!
___________________!
___________________!
___________________
Overall Comments:!
!
! Analysing Advertisements and Posters
Handout
!
http://www.progressivecatalog.com/catalog/socjusposter.html
DEFINING AND UNDERSTANDING SOCIAL JUSTICE
30
Appendix 5 - Full Class Analysis

Gallery 3.4 Advertisements and Posters
Source: http://indiancountrytodaymedianetwork.com/2012/12/20/idle-no-more-posters-dwaynebird-birdwire-media-146469!
Dwayne Bird, creative director of Winnipeg-based Birdwire Media has come up with posters
intended to complement the Idle No More protests currently taking place in Canada and
spreading to other parts of the globe.
For Class Discussion
31
S E C T I O N 10
Aboriginal Issues
AC T I V I T Y:
How long overdue is social justice for Canadas Aboriginals?
Role play, presentation, teamwork, image analysis, critical thinking
Participation in a role play activity to put

assimilation into perspective
Writing an apologetic letter addressed to Aboriginals
from the Canadian government
Discussion centered around depictions of Aboriginals
in media with a focus on comics
Presentation of a comic analysis about perseverance
against social injustice
TIME:
Essential Questions
What are some major problems with the way Aboriginals have
been treated?
How have depictions in the media affected how Aboriginals
are perceived by others?
What can be done, if anything, to bring justice to the victimized Aboriginal people?
32
ter understand what has happened as well as what can be

done in the future to bring social justice to Aboriginals.
Description

In this activity, students will learn more about aboriginal
issues in Canadian history as well as some challenges that
Aboriginals have faced since the 20th century. This includes
but is not limited to depictions in the media (the focus is comics) as well as Aboriginal rights and laws.

STRANDS:
Stand A: Historical Inquiry and Skill Development
Strand F: Social Justice

In the first day, students will have the opportunity to first
participate in a role play activity that mimics the Canadian
attempts at assimilating Aboriginals during the 20th century.
A debrief session will help put some events in perspective
and provide a framework for the next part of the lesson. After an examination of residential schools and their effects, students will increase their knowledge on this Aboriginal issue
and will begin to develop their own opinions and judgments
on the issue.
of Canadian history since 1914;
communities in Canada, and between Canada and the international community, from 1914 to present. Explain the effects and what changes, if any, resulted from them.

In the second day, students will begin by examining
popular depictions of Aboriginals in comics by examining an
article from CBC. Also, students will receive exposure to a
comic and a dissection of its many components that will enable them to create their own for their culminating activity.
After gaining some familiarity with comic analysis, they will
present their own analysis of a comic in groups to ensure that
they are equipped with the necessary tools to be successful in
creating a comic strip that highlights Aboriginal issues and social justice in the Canadian context. This will help them bet-
A1.5 use the concepts of historical thinking when analyzing,
evaluating evidence about, and formulating conclusions and/
or judgments regarding historical issues, events, and/or developments in Canada since 1914
33
A1.7 communicate their ideas, arguments, and conclusions

using various formats and styles, as appropriate for the audience and purpose
by amendments to the Indian Act in 1920; residential

schools), and explain some of their consequences
F2.2 describe some significant issues and/or developments
that have affected relations between governments and First
Nations, Inuit, and Mtis peoples in Canada since 1982 (e.g.
F2.1 describe some significant challenges facing immigrants

and other ethnocultural minorities in Canada during this period (e.g., the quality of life on reserves; restrictions imposed
LEARNING GOALS
Students will gain familiarity with terms Knowledge and Understanding

relating to Canadas Aboriginal
Students will demonstrate their understanding of Aboriginal issues through a social justice lens after
population.
participating in activities and completing exercises in the form of a handout, classroom discussion, and a
short presentation.
Students will further their
understanding of Aboriginal issues and
gain historical perspective by
participating in a role playing activity and
examining an article on Aboriginal
depictions in the media.
Thinking
Students will engage with and draw

conclusions from comics in order to
better understand social justice issues
pertaining to Aboriginals.
Communication
Students will present their own analysis

of a comic to build their ability to think
critically and prepare them for
completing a comic for their culminating
activity.
Application
Students will be required to think critically while completing questions after their role play. Also, they
will require a similar skill set when analyzing a comic strip and examining popular Aboriginal depictions
in media. They will need to make inferences and assess the significance of certain ideas and events as
they continue to gain historical perspective.
Students will have the opportunity to communicate their understandings through participation in the
role play, classroom discussions, as well as a mini presentation on comic analysis as they work towards
the creation of their own comic for the culminating activity.
Students will apply the skills they have acquired throughout this activity to engage in historical
perspective taking when they complete their culminating activity. Knowledge gained from analyzing the
role play activity and comic analysis will aid students in applying what they know in order to formulate
judgements regarding historical issues.
34
Idle No More movement), and explain some changes that

have resulted from them.
Prior Knowledge Required

This unit covers content that spans the entire course:
1914-present. It takes a thematic approach and assumes that
students have gained knowledge from the four previous units
on Canadian history. Students have analyzed primary
sources, worked in groups, and participated in activities that
require reflection and critical thinking.
Planning Notes
The role play activity requires dividing the class space into
three areas. As a result, desks and chairs will need to be
moved to create an open space. Also, the teacher should set
up ground rules and expectations before running the simulation to reduce the risk of inappropriate behavior and to create a safe environment for all students.
Students have gained knowledge about issues faced by

Aboriginal people having already covered an extensive timeline of Canadian history in the previous four units.
The teacher needs to consider the fact that the topic of Aboriginal issues can be quite sensitive. Students responses will
vary after exposure to certain information and ideas. Thus, it
is important to avoid being bias when explaining certain concepts or responding to students concerns. At the same time,
if a student offends his/her peers and creates an uncomfortable moment (during the role play), it can be turned into a
teaching moment.
Controversial opinions may be expressed during class discussions. Students may not entirely be in agreement with one another; however, they must express their thoughts respectfully.
The teacher needs to facilitate the conversation effectively to
ensure that everyones voice is heard.
35
DAY 1
TEACHING
Minds On
1. The lesson begins with the teacher asking the question: Can you think of any people who have been
mistreated throughout Canadian history? Students will share their responses by raising their hand. Once
someone has mentioned the word Aboriginals or Native Americans, the teacher will distribute chart paper
and pens to every group of 5 students. They will be required to define the term Aboriginal using words that
cost 10 cents each. Each group begins with a dollar.
2. After some groups have shared their responses, the teacher informs the students that the word Aboriginal
is an all-encompassing term that includes Inuit, First Nations (Indians), and Mtis, it refers to the first
inhabitants of Canada and that the word Indigenous is most used in a global context, it is used to
encompass a variety of Aboriginal groups. Some students will mention the word native and the teacher must
take the opportunity to point out that it is an outdated term that may have negative connotations associated
with it and disregards distinctions between Aboriginal groups. Moving forward, the word Aboriginal or
Indigenous is preferred. (10 minutes)
Action
LEARNING
STRATEGIES

(Formative)
1. The teacher will introduce the role play activity by reminding the students of the classrooms ground
rules. Each person will receive an envelope containing their role during the simulation (appendix 1)
2. The teacher is the facilitator and time keeper during this activity who decides when the Aboriginal
children interact with the two groups. Interference is only required if a student breaks a ground rule.
3. The activity begins with the Aboriginal children, situated in the middle of the room. They will interact
with two different groups, each wanting to convince them to behave a certain way. They will first speak to
(Formative)
the elders in one corner for 2 minutes. They then leave the elders and converse with the Canadian settlers in
another corner for 2 minutes. Their second interaction with the elders also lasts 2 minutes; however, their
interaction with the settlers now lasts 4 minutes. Finally, they interact with the elders for 1 minute but for 4
minutes with the settlers. After the final interaction, the children will inform the teacher whether they have
decided to remain with their family or leave. (20 minutes)
36
DAY 1
Action
TEACHING
LEARNING
STRATEGIES
The teacher will facilitate a class discussion and ask the following questions:
a) What did you notice about this activity?
- Students will point out the different amount of time spent with each side and the Aboriginal children will
admit they received mixed messages within each side.
b) Which arguments did you feel were most effective? What kind of insight do these
arguments give you about the situation at the time?
- Students will mention how joining the settlers was more favorable than death and violence. Despite the
emphasis on loyalty to ones family, the Aboriginal children felt like they had no other choice. The argument
to abandon family in order to allow some form of culture to survive is clearly unjust. There is a clear
injustice in this process because it aimed to destroy Aboriginal culture and it reveals the hopelessness of the Assessment for learning
Aboriginal people at the time.
(Formative)
c) How is this assimilation accurate? Why was it carried out this way?
- Students will discuss how Aboriginal children started spending less time at home and more time in
residential schools. In the residential schools, the children were slowly assimilated and the Elders were
fighting a lost cause. There were divided opinions among Aboriginals and settlers but the end result was still
the same. It should be pointed out that Canadians did not feel any accountability to behave a certain way
because they felt that they were entitled to the land. (10 minutes)
5. The teacher distributes the handout on residential schools (appendix 2) and students will read it and
answer the questions provided. A classroom discussion will give students the opportunity to share their
answers and the last question will get students thinking about what can be done today to bring justice to the
Aboriginals. (15 minutes)
37

(Formative)
DAY 1
TEACHING
Consolidation 1. Students will get in pairs and write a 5-10 sentence letter on behalf of the Canadian government
directed at Aboriginal leaders. This letter should include an apology and a course of action as well as
ideas for improving relationships in the future. Students can emphasis different aspects of the conflict but
should maintain a focus on social justice for Aboriginals. Each pair will present to their neighbors and
receive feedback on the quality of their letter before some volunteers have the opportunity to present in
front of the class. (15 minutes)
LEARNING
STRATEGIES
Assessment as learning
2. For homework, students are asked to a search for comics involving Aboriginal issues and to pick out one
aspect that stands out to them. They do not have to bring a copy of the comic but they must be prepared Assessment for learning
(Diagnostic)
to talk about it. (5 minutes)
38
DAY 2
Minds On
TEACHING
LEARNING
STRATEGIES
1. To begin the class, the teacher asks if anyone found an example of a comic that they would like to share.
- At this point a student may point out that they found one stereotyping Aboriginals or that they found one
that would make Aboriginals feel degraded and less humane The teacher will not engage in any discussions
just yet but will make sure that students with an example have the opportunity to share. After students have
shared their findings, the teacher will ask if students noticed any similarities across their comics and why
they think the similarities exist. Students will very likely mention the fact that North Americans may have
drawn them and that they do not want to depict the Aboriginals in a civilized manner. (5 minutes)
2. The teacher will place on an overhead/projector the CBC article (appendix 3) and ask for a few student
volunteers to start reading.
After the conclusion of the reading, the teacher will ask the following questions:
-
What are the main ways that Aboriginals are portrayed in graphic novels and comics? Are the
depictions accurate?
-
The author talks about an entire history of prejudice and preconceptions. Do you believe enough has
been done to challenge peoples prejudice and preconceptions? (10 minutes)
39

(formative)
DAY 2
Action
TEACHING
LEARNING
STRATEGIES
1. Teacher distributes copies of a sample comic and asks the students to pair up and read them with one
another. (appendix 4) Before answering the questions below, the teacher must mention how the students will
be responsible for creating a comic as part of their culminating activity. Students can refer to the
Culminating Activity handout distributed in the previous activity. As a class, the teacher will ask and take up
the following questions:
- What type of attitude does the government have towards Aboriginals?
- Based on the picture with a dark silhouette and the Aboriginal family, can you predict how the author
views Aboriginals?
- What is meant by the phrase schools gonna help get the red out of you?
- Is there anything else that caught your attention in particular? What does it reveal about the characters
involved?
After going through the responses, the teacher needs to highlight how it is important to look for key themes
when analyzing a comic or image. Also, attention must be paid to any bias which will influence the reader
and persuade them to think a certain way or see something more favorably than another. Furthermore, it is
crucial that students use historical perspective to better understand the context in which the comic occurs. In
order to gain understanding, they should be able to identify what the different characters portrayed are
feeling, thinking, and doing. Last but not least, when using facts in depictions, they should aim to be factually
accurate without misleading the reader because this makes the comic more accurate. (15 minutes)
40

(formative)
Instruction
DAY 2
Action
TEACHING
LEARNING
STRATEGIES
2. The teacher will now distribute a second set of comics (appendix 5)

and divide students into 4/5 groups in total. Using the criteria mentioned by the teacher, each group will
come up with a three minutes presentation where they will discuss the new comic handed out. Students may
choose to discuss anything that interests them but they should consider some of the ideas we have been
discussing. A good presentation will make available the different perspectives being discussed, any ideas that
(formative) &
relate to the topic of social justice as well as certain characteristics about the comic that make it effective.
Assessment as learning
Students will have 12 minutes to read the comic and put together the short presentation. While students are
working, the teacher will walk around providing support and taking anecdotal notes. After the presentations,
students can provide one another with feedback regarding what they found interesting /appealing. (30
minutes)
3. Now that the students are excited about comic strips and relating them to social justice and Aboriginal
issues, the teacher will show an example comic (appendix 6) that would be suited for the culminating activity
and share with the students some notes about it that include:
- It has a depiction an aboriginal issue (stereotyping) and is making a statement about the injustice faced by
Aboriginals
- The last panel encourages the reader to rethink their own views, to rid themselves of any prejudice and
presumptions towards Aboriginals and to critically engage with how depictions of them may have
influenced the readers thoughts, feelings, and perspective. (8 minutes)
41
Instruction
DAY 2
TEACHING
LEARNING
STRATEGIES
Consolidation 1. Students will take a piece of paper and write down any questions they still have about comic-making or
comic analysis. These questions will be read by the teacher who will then address any issues to better
(formative)
support students.
Accommodations
Some students may feel uncomfortable role playing an Aboriginal Elder or Canadian settler in the role play activity. Thus, those
students can be assigned the role of Aboriginal children (who engage in less talking and convincing) or the role of an observer.
Even an observer without a specific role can participate in the activity.
Some of the questions asked can be personal such as the one about how the student would feel if they were forced to spend time
away from family. As always, the student will have the right to pass and the right to participate.
At the end of Day 1, students were asked to search for a comic relating to Aboriginal issues. If a student does not have access to
the internet at home, they may use a computer lab during lunch or after school if they are really interested in seeing what some
depictions look like.
In Day 2, the analysis of a comic as well as the presentation are done in groups to better support students who might not feel as
comfortable with the material. The use of team work with an emphasis on critical thinking allows students to excel in their task.
42
Annotated Resources
1. Canadian Broadcasting Company. Retrieved from: http://www.cbc.ca
The CBC website is home to a national archive of videos as well as numerous articles and editorials. It is a great source for history teachers because it includes many different types of resources such as editorials, opinion pieces, radio broadcasts, pictures,
and videos. As a student, it is a good place to begin doing research and gain background knowledge on a topic or event. The website provides access to many historical topics relating to Canada with a simple search.
2. Ministry of Education (2009). Aboriginal Perspectives - A Guide to The Teacher's Toolkit: Teaching Resources and Strategies
for Elementary and Secondary Classrooms. Toronto: Queens Printer for Ontario. Retrieved from:
http://www.edu.gov.on.ca/eng/aboriginal/toolkit.html
This is a great booklet about incorporating Aboriginal perspectives into the classroom. It includes connections to curriculum expectations for many grade levels as well as instructional strategies that can make Aboriginal education more engaging. This resource sparked many ideas in my lesson planning but it must be noted that expectations have not been updated to reflect the 2013
Curriculum for grades 9 and 10. Nonetheless, it is a useful resource for teachers.
3. Ministry of Education (2013). Ontario Educational Resource Bank. Toronto: Queens Printer for Ontario. Retrieved from:
https://download.elearningontario.ca/repository/1065840000/CHC2PPU2/CHC2PPU2A02/content.htm
The Ontario Educational Resource Bank allows me to search for course-related resources by grade, subject/course, strand, overall expectations, and /or keywords. It offers me access to sample unit plans and activities that have been designed with the Ontario curriculum in mind. I believe it is a good place to find smaller activities related to specific topics despite the fact that full unit
plans have been published based on the older curriculum. It is a great place to start ones research or get inspired by an idea.
4. Roberts, J. (2008). First Nations, Inuit, and Mtis Peoples: Exploring Their Past, Present, and Future. Toronto: Emond Montgomery Publications. Retrieved from:
http://www.teachersupport.ca/Native_Studies/Aboriginal_Peoples_in_Canada_Grade_10
43
Teacher Support provides teachers with many resources that are course specific. These resources often include teaching strategies
as well as potential exercises that relate to course material. In many cases, it also provides students with organizers and templates
to complete activities and facilitate their learning. The information I found is connected to a textbook titled First Nations, Inuit,
and Mtis Peoples. However, this website offers instructors teaching strategies and extension activities from many different
sources, all of which are related to the Curriculum.
5. The Healthy Aboriginal Network, Retrieved from: http://www.thehealthyaboriginal.net/
This website is for a British Columbia incorporated non-profit society that promotes health, literacy & wellness. It is an amazing
resource for both students and teachers because it tells stories about topics such as mental health, financial literacy, and residential schools through comics. The target audience is not only Aboriginals but anyone willing to read stories that provide insight
into the struggles and lives of Aboriginals through their own lens. The language is simple enough and the visuals are very powerful and able to convey the authors message.
44
way that any Aboriginal culture will live for generations to

come. You cannot disclose your secret intentions to other
Aboriginal elders because you will be seen as disloyal.
Appendices
Appendix 1:
Envelope D: You are a Canadian settler. Instead of killing

more Aboriginals, you would much rather they assimilate and
adopt your culture. You must convince the Aboriginal children to join you and start a new way a life. You are looking
out for their best interests and want them to become members of the civilized world of which you are a ruler.
Aboriginal Assimilation Simulation

Each envelope contains a particular role that your students
will have during the role play. Although students can mention
what side they are on, any specific details must be kept to
themselves and shared with no one. Your role as the teacher
is to keep track of time and facilitate transitions. Listed below
are the contents of each possible envelope.
Envelope E: You are a Canadian settler. You have been

tasked with assimilating Aboriginal children and encouraging
them to join your ranks and start a new way of life. However,
you have information about your leaders plans to eliminate
all Aboriginals and do not want to be dishonest. You inform
the Aboriginal children that they should stay with their Aboriginal families instead of assimilating and enjoy whatever
time they have left together. You cannot disclose your secret
intentions to other Canadian settlers because you will be seen
as disloyal.
Envelope A: You are an Aboriginal child with strong ties to

your family. However, Canadian settlers have been approaching you. You will be spending some private time with Aboriginal elders and Canadian settlers and at the end of the activity will have to make a decision on whether or not you will
stay with your family or leave.
Envelope B: You are an Aboriginal elder. You realize the importance of tribal nobility and communal solidarity and do
not want your children to give up their culture. You are committed and dedicated to convincing your children to remain
with the tribe despite the threat of extinction by the Canadian settlers.
Envelope C: You are an Aboriginal elder. You realize that despite wanting your children to keep their culture, you have
come to accept that assimilation is their best chance of survival. You will do everything in your power to convince them
to join the Canadian settlers because it is the most probable
45
Appendix 2:
The text is taken from:
https://download.elearningontario.ca
/repository/1065840000/CHC2PPU
2/CHC2PPU2A02/content.htm
The questions are adapted from:
http://www.teachersupport.ca/images
/stories/downloads/nac2o/fnimp_tr169_residential.pdf
ABORIGINAL PEOPLE IN THE
1920s: Residential Schools

Under the Indian Act, the Canadian government tried to supervise the
Indian people - almost as if they were
children. The government's long-term
goal was to assimilate the Indian people. To assimilate means to make someone like everyone else. To that end, the
government forced many Aboriginal
children to leave their reserve homes
and to go to residential schools, sometimes thousands of kilometers from
their homes in remote parts of Canada.

A residence is where you live, and
a residential school is a place where
you both live and learn. At the residential schools, the Aboriginal children
were often forced to become like other
Canadians in customs, language, and
viewpoints. Often, the children had
their hair cut short and were told not
to speak their native language. They
lost their native names and, in some
instances, they were known only by a
number. They were separated from
their families for long periods of time.
Some children were physically abused
at the residential schools and today,
many are suing the government for
their mistreatment
ABORIGINAL PEOPLE IN THE
1920s: Government Promises

During the 1920s, the government aid that had been promised to
the Aboriginal People in treaties, was
often reduced. First Nations peoples
had the highest poverty rates, the highest suicide rates, and the highest unemployment rates in Canada. Aboriginal
people were only allowed to vote in
federal elections if they gave up their
Indian status and became "ordinary
46
citizens" of Canada. Status Indians finally received the right to vote in

1960.
Questions:
1. If you were forced to spend long
periods of time away from your family,
how would you feel? How do you
think your relationship with your family would change?
2. Is financial compensation and an
official apology from the Canadian
government enough to compensate the
victims of this schooling system?
3. Do you have any suggestions with
regards to what can be done to compensate victims if the above is insufficient?
Appendix 3:
Retrieved from
http://www.cbc.ca/news/aboriginal/f
rom-super-chief-to-tonto-what-comicstell-us-1.2492022
with his "archaic" beliefs and weapons.

(ComicBookDB.com)
From Super-Chief to Tonto:

What comics tell us
By: Niigaanwewidam Sinclair, Jan. 11,
2014

Non-indigenous storytellers and
artists have been imagining indigenous
peoples through sketches, paintings, political cartoons and sports mascots for
quite some time. The popular image
of the Indian remains with us and is
a political vehicle that influences public opinion and supports ideas found in
government policy. Nowhere is this
more evident than in graphic novels.
Also called comic books, graphic novels combine text and visual art and provide a platform to document our experiences as well as reflect upon and fantasize about our identity.

Gold Key Comics' Turok, Son of Stone,
looks like a dated history textbook illustration

Graphic novelist theorist Scott
McLoud argues inUnderstanding
Comicsthat "when we create and read
comics we are really constructing reflections of ourselves over and over
47
and over again." In other words: we

are telling stories to figure ourselves
out.

This makes the history of indigenous representations in graphic novels
so fascinating and one reason why we
started a graphic novel collection both
about and by indigenous peoples here
at the University of Manitoba. Called
the Mazinbiige collection, it refers to
an Anishinabe word meaning beautiful images and writing something
fairly easy to see in the dozens of texts
by indigenous storytellers and artists
representing their cultures and communities. Something harder to see is in
the approximately 100 graphic novels
created by non-aboriginalartists in the
collection that represent indigenous
peoples in generally inaccurate and potentially damaging ways. But I find
these extremely interesting too. Always
situated in unique times and political
incarnations, here are five
consistently-appearing categories that
appear in the collection and can be
seen in modern comics.
The Warrior

Angry and usually accompanied by a
spiritual entity, warriors like Joshua Brand
in Image Comics Shaman's Tears and Marvel Comics JohnProudstar (aka Thunderbird)
of the X-Men are isolated men with an axe
to grind.

T h e y a r e c o nstantly obsessed with
protecting the natural
world, fighting injustice, andhave access to
mystical secrets about
the Earth. Decorated
in eagle feathers and
wavy black hair, they
work poorly with others and generally
frown unless petting animals. Warriors
generally appear during times of angst
surrounding land or indigenous peoples, such as during environmentalist
trends in the 1990s (Shaman's Tears)
and in the wake of the 1973 American
Indian Movement occupation at
Wounded Knee (Proudstar).
Michael Sheyahshe writes that there

is a popular "assumption that
within every indigenous person there
hides a potential
shaman." (McFarland)
The Artifact
Off the pages
of a textbook,
clad in buckskin,
and carrying archaic beliefs and
weapons, characters such as
Gold Key Comics Turok, DC Comics Super-Chief,
and Eclipse Comics Scout: War Shaman are vestiges to a dying way of life
in a modern world.

Often tragic heroes who are literally out of time (Turok fights dinosaurs and aliens simultaneously, SuperChief suffers from time warps, and
Scout battles monsters in a post48
apocalyptic wasteland), these characters are living an uphill and neverending battle for survival in a harsh
and unforgiving world. Artifacts generally appear during times of wartime
trauma and fear (Turok and Scout)
and cultural nostalgia (Super-Chief).
The Sidekick

Usually a decoration for a stunning, heroic, non-native hero, athletic
and noble servants like Dells Tonto in
the Lone Ranger comic books may
have been ignorant or just played the
role to please his handler, but either
way relished in the role.

Providing comic relief and a simplistic sensibility, other notable sidekicks include Little Beaver (for
Dells Red Ryder) and Thomas Pieface Kalmaku (for DCs Green Lantern). Sidekicks soothe cultural discomfort during moments when race and
ethics conflict such as during the
Great Depression (Tonto and Little
Beaver) and the Vietnam War (Pieface).
The Shaman

In his study Native Americans in
Comic Books, Michael Sheyahshe
writes that there is a popular assumption that within every indigenous person there hides a potential shamanwith 'magical'abilities to communicate with supernatural forces."

These lend well to creating romantic, mysterious characters. Oddly,
these powers are often innate (often
based on some sort of blood genealogy),drawn from power found in land
and animals, and can be employed via
chanting and spells.

Marvel Comics has built an empire off of this image, with characters
like American Eagle, Coyote, and the
aptly named Shaman all of whom
appeared shortly following the economic instability surrounding energy
and resource use in the 1980s in North
America
characters superpowers are gained

simply by exposure.

Adopted into indigenous ways of
life, beings like Magazine Enterprises'
W h i t e I n d i a n a n d
DCs Scalphunter make playing Indian cool.

Much like Lt. Dunbar in Dances
With Wolves or Jake in Avatar, each
are non-native saviours who learn and
protect Indian cultures and traditions
better then the originals. Over the past
century, whenever a need arises for a
legitimization of the well-meaning intentions of non-indigenous imperialism across North America and the
world, there are characters who prove
that it's not so bad after all.
The Wannabe

Not an aboriginalcharacter,but a
non-aboriginal who is captured and/
or raised by indigenous peoples, this
49
Popular in Canada, too

These aren'tjust U.S. mainstream
sentimentsthese comics were popular here too.

Through these graphic representations, we can see an entire history of
prejudice and preconceptions that led
to p o li c i es s u ch as res i d en ti al
schools, the banning of ceremonies,
and theIndian Actand, ultimately,
the abusive cycles of relationships that
form the fabric of the country. These
texts are not beautiful by any means
but encourage us to understand, and
perhaps maybe even see beyond, violence and abuse. With context and
good teaching, they can help us understand who we are; the good, the bad,
the in-between. The
relationships. And this possibility
within these books is the most beautiful vision of all. Another way to understand this is to look at the ways indigenous graphic novelists are bravely creating another vision of this country
and that's another story.
Appendix 4:
Gallery 3.5 Lost Innocence
Lost Innocence, Healthy Aboriginal Network, Retrieved

from: http://www.thehealthyaboriginal.net/comics/LI.pdf
(pg. 3-7, 16-20)
50
Appendix 5:
Gallery 3.6 Standing Together
Standing Together, Healthy Aboriginal Network, Retrieved

from: http://www.thehealthyaboriginal.net/comics/st.pdf
(pg. 17-20)
15
51
Appendix 6:
Standing Together, Healthy Aboriginal Network, Retrieved
from: http://www.thehealthyaboriginal.net/comics/st.pdf
(pg. 13)
11
52
S E C T I O N 11
Sexuality
AC T I V I T Y:
How is Sexuality linked to Social Justice?
Media literacy, primary source analysis, research, group work
TIME:
Develop an understanding of what sexuality means

Investigate how/why sexuality is a social justice topic
Look at the changes in this social justice movement
between 1970-present in Canada
Develop an idea of what our society should look like
Essential Questions
How well have social justice movements in Canadian history responded the the problems they addressed?
What does and equitable society with respect to sexuality look
like? What are the steps we should take to get there?
How has the idea of a socially just society changed throughout Canadas history?
What is our responsibility as a community/or a school to create a better and more equitable Canada?
How can we as individuals influence change?
53
Description

Students will be given primary source newspaper articles
pertaining to sexuality rights in Canada. The articles will be
categorized chronologically, and students will be dividing into
groups accordingly. Each group will study a decade with respect to sexuality in Canada. Groups will present their findings to the rest of the class. As a class we will discuss the progression of this social justice topic and what more can be
done. After this two-day lesson students will have been exposed to the article element of the Newspaper Culminating.
STRANDS:
Strand A: Historical Inquiry and Skill Development
Strand F: Social Justice
A1. Use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian history since 1914. In this lesson students will be given primary
resources to investigate sexuality through out Canadian history, and this exercise will help them practice historical inquiry and thinking.

They will have seen articles written from different decades and different perspectives, to inspire different ways to approach the article element in the culminating assignment.
Students will take what they learned from this lesson and create one of five newspapers item for their final culminating activity. (Note: Although this lesson introduced the article element, the item that the students hand in for this topic does
not need to be the article, students are free to choose. See
culminating pg. 8)

communities in Canada, and between Canada and the international community, from 1914 to present. Explain the effects and what changes, if any, resulted from them. (FOCUS
ON: Cause and Consequence; Continuity and Change). In
this lesson students will create a timeline and observe change
in community interactions and legal conventions with respect
to sexuality.
54
LEARNING GOALS
Students will be able to
identify the social justice
issue regarding sexuality
A1.1 In this lesson students will be given primary resources to
investigate sexuality throughout Canadian history, and this
exercise will help them practice historical inquiry and thinking.
F2.1 describe some significant challenges facing immigrants
and other ethnocultural minorities in Canada during this period (e.g., the quality of life on reserves; restrictions imposed
by amendments to the Indian Act in 1920; residential
schools), and explain some of their consequences
Students will understand the timeline of
sexuality and gender rights in Canada.
Students will understand the various
methods and protests that contributed to
sexuality equality in Canada.
Students will explore the Thinking

progression of the
Students will consider the different
LBGTQ community in
dimensions of sexuality and what it means
Canada
to like in an equitable country. Students will
develop ideas about what they think Canada
should look like in the future with respect to
sexuailty laws and societies view.
F2.2 In this lesson students will create a timeline and observe

change in community interactions and legal conventions with
respect to sexuality. After creating and analyzing the timeline, ss a class we will consider questions such as; What is
our responsibility as a community/or a school/or as individuals to create a better and more equitable Canada? How
can we as individuals influence change?
Planning Notes
sexuality is a very sensitive, topical and controversial topic,
so this lesson must be caught with mindfulness
Students will consider

the meaning of equity
with respect to sexuality,
and propose different
methods to move to an
equitable society
Communication
Students will appreciate

various perspectives
regarding sexual identity
and ideology, which will
be demonstrated in their
culminating newspaper
item
Application
depending
on the class atmosphere it may be a good idea to

run through class rules before the lesson
rules will vary depending on the class, but make sure to
foster a safe and equitable learning environment for all
students
55
Students will create informal presentations

to communicate their ideas about sexuality
in Canada. Students will also participate in
class discussions. The culminating
assignment will also be representative of
students communication.
After considering what it means to be

equitable, students will look for and identify
evidence of progression in their own
communities.
TEACHING
Minds On
(40 mins)
LEARNING STRATEGIES
1. Students will watch Glee youTUBE clip http://www.youtube.com/watch?

v=auUdtFYo0AY, which showcases many struggles of a gay teenager in high school. Start a
discussion on the relevance of this clip with respect to the social justice unit. Have students
consider what it means to be gay and apart of the LGBTQ community. Why is sexuality a
social justice topic? What do you already know about the history of LGBTQ rights in
Canada?
2. Start another discussion on Thinking Outside of the Box with respect to sexuality. Have
students consider the three main elements of sexuality; biology, gender identity and attraction.
Write these three elements on the board. Ask the students what the categories for each
include. Mainly the responses will include boy and girl. Write these responses down under
each element that is already on the board. Draw a box around what would be defined as
heterosexual, so looks like a boy, identifies as a boy and likes girls, and vise versa. Then do
the same exercise with homosexual. Then propose the idea that sexuality is not black and
white, rather it is a spectrum. This spectrum allows people to identify with unconventional
sexuality definitions. Furthermore, students need to understand that as a society and as
individuals we should not strive put people in these boxes that define sexuality, but simply
strive to expect them. It is important to have this discussion with the class before the activity.
Students will be exposed to various sexual identities through the activity, and this Thinking
Outside the Box discussion will help them to approach their research with perspective and
understanding. See appendix 1 for an example of the diagram that will be drawn on the
board during this discussion.
Accommodations
If students do not have devices that access the internet, teachers may want to book time in the computer lab so students a research.
56
TEACHING
LEARNING STRATEGIES
Action
1. Split the class into four groups, each group will cover a decade in Canadian history. The four
(70 mins) periods will be 1970s, 1980s,1990s and 2000s. Each group will be given a primary resource
newspaper article, regarding sexuality rights in Canada specific to their decade of study. As a
group the students have three main tasks; 1) summarize the newspaper article 2) identify three
events in the history sexuality in Canada during their specific time period 3) fill in the following
chart;
LAW
SOCIETYS FEELINGS
LGBTQS FEELINGS
Identify the laws
Identify the views of
Identify the views of the
pertaining to samesocieties pertaining to
LGBTQs community pertaining
sex marriage, gender
same-sex marriage, gender
to same-sex marriage, gender
identity and childcare.
Students will be encouraged to use their own electronic devices to access the internet to fill in
this chart. Under the annotated resources section, there is a list of helpful sites for students if
they are having trouble with the research. See appendix 2 for articles.
2. Have students present their work. Presentations should be max 10 mins long, and will take
place in chronological order. Have a timeline pre-draw on the board so students can write down
their charts during their presentations.
3. Have a discussion regarding the progression of the chart through out the decades.
57
This research exercise is an

assessment AS learning. Students will
be using their own devices to further
their understanding of a topic.
Having students work in groups
allows them to discuss theirs ideas
and receive formative feedback. They
will have group discussions and
reflect on ideas in a formative
approach.
The group presentations are

assessments FOR learning. The
groups will not be formally evaluated,
but will receive verbal feedback from
the class and the teacher.
TEACHING
LEARNING STRATEGIES
Consolidation 1. Ask students to identify what the chart should look like in 2030. Have a discussion, where
(40 mins)
students establish their role in moving to a more equitable society. What is our
responsibility as a community/or a school/or as individuals to create a better and more
equitable Canada? How can we as individuals influence change?. Discuss the essential
questions stated above.
The Instagram task is an assessment

FOR learning. The students will
quickly demonstrate their
understanding of what it means to
move to an equitably society. They
will not have a formal evaluation for
this task; it will be used as a
diagnostic tool for the teacher.
2. Find evidence that our society is moving towards a more equitable place with respect to
The group presentations are
sexuality social justice. Have student take a picture of their evidence and instagram it! Have
assessments FOR learning. The
students hashtag the photo with a predetermined hashtag to be determined at the
groups will not be formally evaluated,
beginning f the semester (this could be the course code, or anything else that you and your but will receive verbal feedback from
class come up with). Pictures may include advertisements, openly homosexual celebrities, or
the class and the teacher.
even a picture of the new Facebook gender options. (Students may not take photos of
anyone without their knowledge).
3. Students will create a newspaper item for the culminating activity, based on their
learning from this lesson. This lesson will have exposed students to different decades and
different perspectives, to inspire different ways to approach the article element in the
culminating assignment. Although this lesson introduced the article element, the item
that the students hand in for this topic does not need to be the article, students are free to
choose any newspaper item of the five specified in the assignment.
58
The final newspaper article is a part

of the culminating assignment, and
will be summative. This is an
assessment OF learning. Their
learning will be measured using the
rubric specified in the culminating
activity section.
Annotated Resources
(n.d.). The Trans Timeline. Trans History. Retrieved Feb 17, 2014, from http://tghistory.org/
This website is a comprehensive site that includes a simple timeline of transgender history in Canada. The timeline is displayed
vertically and includes many pictures and sound bites. This website is a great resource, however much like Wikipedia information
can be added by anyone, so students should verify their finding with other sites.
(n.d.). History of the Gay Liberation Movement in Canada (1970s and 1980s). Anatomy of the Body. Retrieved Feb 17, 2014,
from http://www.uwo.ca/pridelib/bodypolitic/gaylib/glhistory.htm
This site is a great resource for teachers. The site offers a brief timeline of LGBTQ rights in Canada. It also provides a timeline
of articles featured in the Body Politic, a Canadian magazine that was prominently known for its gay rights articles. The site unfortunately does not include the articles themselves, but it does include the titles, authors and publishing dates. This information
can be used to find the articles themselves using another search engine. Some of the articles are written on topics that may not be
appropriate in the high school classroom, so teachers may want to use this site as only a teacher resource rather than for students.
(n.d.). History. Queer Ontario. Retrieved Feb 17, 2014, from http://clgro.queerontario.org/?page_id=20
The Coalition for Lesbian & Gay Rights in Ontario (CLGRO) is a provincial coalition with 24 member groups and hundreds of
individual members around Ontario. The coalition worked together to create campaigns for gay rights as well as this archive of
information avaible for public access. The information is hosted on a government site, so it is reliable and accurate. The site is divided into different sections, including a timeline and newsletters. This resources is beneficial for both teachers and students.
(2013). Keeping our Story Alive. Canadian Lesbian+Gay Archives, Retrieved Feb 17, 2014, from http://www.clga.ca/
The CLGA (Canadian Lesbian+Gay Archive) has a plethora of information on the history of homosexuals in Canada. The website include archived news stories regarding the fight for homosexual rights in Canada. The site also includes different historical
59
collections related to homosexual history. The collections include artifacts, books, videos, posters, photographs and artwork. This
site is wonderful for historical inquiry, and really supports historical perspective.
(n.d.). News. Canadian Committee on the Historyof Sexuality. Retrieved Feb 17, 2014, from
http://www.chashcacommittees-comitesa.ca/cchs/news/news.htm
The Coalition for Lesbian & Gay Rights in Ontario (CLGRO) is a provincial coalition with 24 member groups and hundreds of
individual members around Ontario. The coalition worked together to create campaigns for gay rights as well as this archive of
information avaible for public access. The information is hosted on a government site, so it is reliable and accurate. The site is divided into different sections, including a timeline and newsletters. This resources is beneficial for both teachers and students.
(2013). Keeping our Story Alive. Canadian Lesbian+Gay Archives, Retrieved Feb 17, 2014, from http://www.clga.ca/
The CLGA (Canadian Lesbian+Gay Archive) has a plethora of information on the history of homosexuals in Canada. The website include archived news stories regarding the fight for homosexual rights in Canada. The site also includes different historical
collections related to homosexual history. The collections include artifacts, books, videos, posters, photographs and artwork. This
site is wonderful for historical inquiry, and really supports historical perspective.
(n.d.). News. Canadian Committee on the History of Sexuality. Retrieved Feb 17, 2014, from
http://www.chashcacommittees-comitesa.ca/cchs/news/news.htm
A professor teaching at Queens University created this site. The site has useful resources for his students and other educators. He
provides his personal email address for educators to share resources on teaching social justice issues. Since this site is geared towards a university audience the material in the news sections may be too explicit for high school students.
60
Appendices
Gallery 3.7 Thinking outside the Box
Appendix 1 Thinking outside the Box
61
APPENDIX 2 ARTICLES FOR

ACTIVITY
Article 1: 1970s
Lesbians Fight to Keep Kids
Toronto 1977
Case One

A lesbian mother in the Toronto
area is engaged in a court battle with
her ex-husband for custody of two of
her three children, now aged 15, 13
and 12 years. The former husband
claims that the womans lesbianism
makes her unfit to raise the children.
The woman, whom we will call Mrs.
Davis, must remain anonymous because of the risk of losing her home
and her job. Mrs. Davis was divorced
in May 1976. Her husband retained
custody of the children, who had been
living with him since their parents
separation in 1972. In June, after her
13-year-old daughter told Mrs. Davis
that the man had been indecently assaulting her for several years, the two
younger children joined their mother
and her lover, with whom Mrs. Davis
has been living for four years. Both

women have had steady jobs for a
number of years. Because of the criminal charges pending against the husband, the court granted temporary custody to Mrs. Davis. Given the circumstances, her lesbianism did not bar her
from obtaining custody. The outlook
for permanent custody is now good.
But Mrs. Davis situation is in many
ways unusual. Every year in Canada
hundreds of lesbian mothers lose their
children. Most of these cases never
reach the courtroom. To begin with, a
woman must consider whether she can
support herself and her children. Often she gives them up without a fight
because she cant afford to raise them
on womens wages or welfare. Even if
she can and manages to gain access to
an experienced lawyer, she can expect
an ugly courtroom battle. She will
have to answer many questions in
court to satisfy the judge that she is indeed fit to be a mother.
Can she provide a more stable home
environment than her husband or the
Childrens Aid Society can? If he is a
62
convicted criminal, an alcoholic, or a

drug-user, her chances are better,
Did she take the children with her
when she left her husband? Even if
her circumstances were desperate, she
is better off to have taken them with
her. The courts prefer to leave children with the parent who has them.
Does she have a stable relationship
and a job?
Has she organized openly in lesbian,
womens, or gay organizations? This
may mean to the court that she is crusading for homosexuality. The threat
of losing their children prevents many
lesbians from leaving marriages. Others, lesbian mothers trying to raise children without a mans higher wages,
have to live with the continual dread
of having their lesbianism becoming
known, because a custody decision is
never final. It can be challenged at any
time until the child is 16 (in Ontario),
particularly if the woman hid her lesbianism in the original case. In the
United States, lesbian mothers have
won unconditional custody in fewer
than a dozen cases. In Canada there
has been only one such award. That

was in Alberta in 1975. Sometimes the
courts have given the children to their
mother on the condition that she
never associate with other lesbians or
that she live apart from her lover. But
more often than not, custody is given
to the father. The question of child custody is a mounting concern, and not
just for lesbian women. Increasingly,
whether they are living with men or
not, the price which women have to
pay for refusing to stay in marriages is
the loss of their children. Under the
guise of equal rights, men are more often being awarded custody. The investment of womens lives in those children counts for less and less.

Now the courts look at the question of who has the greater financial
resources and possibility of obtaining
the services of a wife to raise the children. Men are much more likely to
c o m e u p t h e w i n n e r s. I n t h e
precedent-setting case in Alberta, the
woman won because her husband was
a drug-user, had an unstable job history, and had no wife to look after the
kids while he was at work.

In the last few years, lesbian
women in North America and England have begun fighting openly for
the right to custody of their children.
They are setting up defence funds,
such as the one recently set up in Ottawa, to help each other cover court
costs, publishing newsletters, and circulating information to lessen the isolation and vulnerability of fighting a
ease alone. But their scope has usually
been limited to lesbian women only.
Torontos Wages Due Lesbians, a
group of lesbian women, is organizing
to win wages for housework from the
government for all women, so we will
not be forced into the corners of poverty and hiding that now go along
with being a lesbian and a mother. We
are fighting against our disadvantage
when we enter a courtroom fearful of
being exposed or destined to lose because we havent the means to provide
a good home for our children. On October 28, Wages Due Lesbians cosponsored with women from the Community Homophile Association of Toronto a benefit for Mrs. Davis. We
raised $300. The advertising for this
63
benefit was as far-reaching as possible.

We assumed that there are lesbian
women everywhere, not just in the gay
clubs and womens bars; we assumed
that this benefit would be of interest to
many women, not only lesbians and
not only mothers, that we all have a
stake in winning these cases, and not
being punished when we step out of
line as lesbians, as women who want to
raise children on our own, as women
who want to put our needs first for a
change ...
The organizing of the benefit and the
scope of publicity sought are part of
the fight being waged by women to
win the right to choose for ourselves
our sexuality without facing the loss of
our children. It is especially crucial
now that we organize, as more of us
are being pushed back into the closet
or relationships with men just to survive. Wages Due Lesbians is about to
publish the first pamphlet on lesbian
mothers and child custody available in
North America. It can be ordered
from Wages Due Lesbians ... and is entitled Motherhood, Lesbianism, and
Child Custody. Any woman interested
in sharing her experience or discussing

the activities of WDL, should call [us]
... Source: Ellen Agger, Body Politic
(December 1976): 3. From Canadian
Womens Issues: Bold Visions, Ruth
Pierson and Marjorie Cohen eds., Volume II (Toronto: James Lorimer &
Co., 1995).
Reprinted by permission of the publisher.
64
Article 2: 1980s
Article 3: 1990s
See:
http://news.google.com/newspapers?nid=1499&dat=19891
117&id=E0wcAAAAIBAJ&sjid=234EAAAAIBAJ&pg=5539,
1853093
See:
http://news.google.com/newspapers?nid=1914&dat=19980
403&id=gdsgAAAAIBAJ&sjid=MWsFAAAAIBAJ&pg=1309
,470155
65
Article 4: 2000s
Growing up with same-sex parents
Adult kids raised by gay and lesbian
parents look back on their experiences.
By: Andrea Gordon Feature Writer,
Published on Fri Aug 16 2013

Those who make history dont always do so by choice.

Over the last quarter century,
many same-sex couples in Canada
chose to, as they fought for equal
rights to marry and raise families. In
turn, their sons and daughters also
broke new ground as the first wave of
children born to gay and lesbian couples. Many of those kids are now in
their 20s, and behind them, their
ranks are growing, especially in urban
centres like Toronto. Theyre still a
small minority, but todays toddlers
and preschoolers being raised by two
moms or two dads are much more
likely to see families like theirs in playgrounds and classrooms. Something
warms my heart about them all run-
ning around, says Sadie Epstein-Fine,

21, who grew up in Toronto with two
moms and a large supportive network
of family and close friends. There
really is safety in numbers. At the
same time, she says, its important for
people to recognize that kids like her
have their own distinct identities, because so often were attached to (the
identities of) our parents.According
to the 2011 Census, there were 64,575
same-sex married and common-law
couples in Canada that year, up 42 per
cent from 2006 and double the number in 2001 when Statistics Canada
started tracking them. Those couples
had 6,410 children living at home.
Same-sex families with kids led by
women outnumbered male couples by
more than four to one. In Toronto, prenatal and parenting classes and other
events offered through theLGBTQ Parenting Connection are thriving. Camp
Ten Oaks runs a one-week overnight
camp every summer for children from
alternative families, and a similar program called Project Acorn for youth
16 to 24. Research has consistently
shown that children raised by lesbian
66
and gay couples fare just as well as

kids with heterosexual parents. Groups
like the American Academy of Pediatrics and the American Psychological
Association support same-sex families
along with adoption and reproductive
rights. For a long time, its been primarily parents in the public eye, with
or without the kids at their side. Now
those grown children are able to speak
for themselves. Zach Wahls of Iowa
was among the first to gain public attention. Two years ago at age 19, he
made a presentation to Iowa state legislators in support of same-sex marriage
that instantly went viral. It garnered
him a spot on national talk shows and
led to his 2012 book My Two Moms.
His remarks concluded the sexual orientation of my parents has had zero
impact on the content of my character. Everyones experience is unique.
Robbie Barnett-Kemper

Traditional might not be the
first word that comes to mind when describing a family headed by two
moms. But Robbie Barnett-Kemper
says his childhood was shaped by
plenty of traditions. For starters, there

was the family meal most nights, a ritual that by most accounts is falling by
the wayside in many modern households. One of the greatest gifts my
parents gave me was the conversation
at the dinner table, says Robbie, 21,
who lives in east-end Toronto. Kids being kids, you can be sure there was
also the occasional whine about having to be dragged off the computer, or
what was on the menu. But Robbie
and his older sister Hannah could
count on lively discussion with their
moms Alison Kemper, who now
teaches entrepreneurship at Ryerson
University, and Joyce Barnett, a psychotherapist. Dinner topics included
politics, Biblical interpretation, what
happened at school and which day the
cleaning lady was coming. The family
attended a downtown Anglican
church. Barnett is also a priest and
Kemper is a deacon. Robbie went to
high school at Royal St. Georges College, a private boys school, headed to
camp each summer and visited his
grandparents Muskoka cottage. He
also inherited his late grandfathers
love of bow ties. Were the standard

lesbian-led family, says Robbie, whos
going into his fourth year of a fiveyear program combining education
and computer science at Queens University and working as a web designer
in Toronto this summer. His moms
were always after him to clean up his
room. But those dinner table conversations taught him to express his opinion
from an early age especially on matters of injustice or intolerance. His
mothers were among the first lesbian
couples married after Ontario gave
same-sex marriage the go-ahead in
2003. The following year, when it was
being challenged in the Supreme
Court of Canada, 12-year-old Robbie
wrote an affidavit that was read aloud
as the panel considered whether to uphold his parents right to marry. Now
other kids cant say that I dont have a
real family, he wrote. Not long after,
Robbie sat at the front of his classroom and fielded questions about it
from the other kids. A 2011 survey of
high school students by Egale Canada
found that most heard anti-gay comments on a daily basis and that many
67
kids with queer parents felt unsafe.

Robbie doesnt recall being teased or
ostracized. He always knew his situation was unusual but there were other
kids with non-traditional and blended
families. He does remember that hearing casual derogatory cracks like
thats so gay would provoke him to
talk back and bring up the fact that he
was being raised by two moms. There
isnt one question he hasnt been
asked, he says, as if to issue a challenge. People may tiptoe around it, but
theyre usually curious about how exactly his family came to be. The short
answer is: two women in love and one
sperm donor. Barnett, also known as
Mummy, gave birth to Hannah in
1986. Six years later Kemper (Mama)
delivered Robbie. He knows his biological father. He gave Robbie his first
guitar. They have lunch every couple
of years. There was nothing hard
about having two moms, says Robbie.
He did have to learn to shave from another kid at camp. But he had male
mentors in his life, including his godfather (who taught him to burp). Nonetheless, having mothers who are great
communicators didnt make the sex

talk any easier. It was awful for me as
it is for every other kid. Because lets
face it, theyre still your parents. Hes
straight, but didnt feel pressures or expectations when it came to his sexuality and saw it as a fluid thing. Just being able to be myself was the best
thing. Robbie describes his parents as
a source of inspiration. Being in a
house with two mothers who are involved in their occupations and so passionate, it really sets you up as a
child. They taught him to stand up
for what he believes, and told him they
loved him every day. How can any parent do better than that, he says. Its
what hell remember when hes a dad.
Sadie Epstein-Fine

Sadie Epstein-Fine loved the term
queer spawn from the moment she
first heard it years ago. She knows others may balk at the phrase, but I
thought, yeah, thats exactly what I
am, she says, her face lighting up at
the memory. The 21-year-old theatre
student at York University believes in
the power of shared experience. And
like her mothers, LGBTQ Parenting

Network co-ordinator Rachel Epstein
and playwright Lois Fine, she is active
in the community. Sadie is a counsellor for teens at Camp Ten Oaks each
summer and. She regularly speaks
about being the child of same-sex parents at workshops for couples planning
families or already raising children.
Shes volunteered for political canvassing and spoken in high schools about
homophobia. To Sadie, the term
queer spawn, coined a decade ago,
playfully captures the unique situation
for kids like her who grow up living
in two worlds the gay community
that surrounds their parents and the
other one inhabited by most of their
peers. And its an identity that needs
to be acknowledged, she says. Rachel
Epstein gave birth to Sadie in 1992 at
home surrounded by a dozen women,
including her partner Fine. She became pregnant through a fertility
clinic following insemination from an
anonymous sperm donor. I grew up
with a sense that family isnt just nuclear, says Sadie, who was constantly
in the company of her mothers closest
68
friends and their children. She has an

older brother from Fines previous relationship. He is married with a child of
his own. Epstein and Fine split up
when Sadie was 10. Fine moved across
the street in their Wychwood neighbourhood of Toronto and Sadie went
back and forth between houses. She
now lives with Epstein and their cat
Wolverine. As part of the widelywatched first wave of offspring of gay
parents, Sadie says she felt a subtle
pressure to turn out okay. It didnt
come from her mothers. But she
feared that talking about the tough
times that are inevitable in every family might somehow reflect on them.
She knows rebellion is part of adolescence, and so are struggle, distress and
being driven crazy by your parents,
but as a teen she was reluctant to
share it. Instead she felt it important to
always talk about her family in a way
that lets people know Im all right.
Its something her mother Rachel Epstein acknowledges in a collection of
essays on queer parenting she edited
in 2009 called Whos Your Daddy? In
her introduction, she notes the pres-
sure kids too often feel to present themselves as poster families or act as
the ambassadors for same-sex parents. At 16, Sadie came out herself. I
always knew it was an option. I always
knew I wouldnt get kicked out or be a
shame to my family. I knew you could
be happy and be gay. Still, it wasnt
easy and she didnt tell anyone for a
year. I dont think my parents turned
me gay, she says. I think my parents
gave me options and led me to who I
am. During talks with same-sex parenting groups, couples often ask Sadie
for her biggest piece of advice. She
tells them to remember its normal for
kids to make mistakes and get into
trouble; thats how they learn. Too
many are so intent on raising perfect
children that they forget family life is a
roller-coaster, whether the parents are
gay or straight. Dont worry so much,
she says.
Zak Higgins

Its been a while since Zak Higgins was in the spotlight. As the son of
a lesbian couple at the forefront of the
fight for parental rights, he was no
stranger to cameras and interviews in

his early years. Now 21, Zak remembers being a preschooler and building
a Lego tower over and over as a television crew filmed him. These days, his
mind is on the things that preoccupy
most recent university graduates a career, travel plans and what direction
his life is about to take. This spring,
Zak finished his Bachelor of Arts at
Wilfrid Laurier University. Hes now
working as a bartender at Harbourfront, learning the ropes in the restaurant and bar business. Zak has told the
story of his family a million times.
But sure, hell tell it again, he says
agreeably at a coffee shop near the Leslieville home he shares with his mothers, who have been together for 25
years. On Dec. 17, 1991, Chris Higgins gave birth to him in a downtown
Toronto hospital with Chris Phibbs at
her side. Zak had been conceived
through insemination using a sperm
donor. The women shared everything,
from the euphoria of new parenthood
to diaper duty, sleepless nights and
walks pushing the stroller. But it was
three years before Chris Phibbs was of69
ficially recognized as Zaks second parent, after the couple and three others
won their court case granting partners
of parents in same-sex couples the
right to adopt the children they are
jointly raising. Every now and then in
school, his class would be watching a
film about equal rights or diversity and
Zak would end up staring at a clip of
himself with his moms or his 4-yearold self at the head of the Pride Parade holding a giant water gun and
spraying the crowd. Id always think
here we go again, he shrugs. Id
keep popping back up every few
years. In early childhood, he had a
circle of playmates also being raised
by same-sex partners. But his moms
prepared him for the fact that they
were a minority. I think from a young
age my parents were smart about
heres how our family is, and heres
how your friends families might
look. He remembers being aware
that he was the only kid at school with
two mothers, but he doesnt recall it being a big deal. However, before he
brought a new friend home, hed usually preface it with just to let you
know, I have two moms. Later, he

was like any other prickly adolescent
who finds their parents annoying. As
a teen, youre always angst-ing about
stuff and pissed off at your parents. It
took me awhile to see how incredible
(it is) what theyve done. But now I see
they are really, really inspirational people. His moms the Chrises, he
calls them are frank and open.
They told him he always had the option of contacting his biological father.
He wasnt interested until he turned
18. The two met for the first time in a
therapists office. It went well. Zak
ended up going over for dinner that
night. Now, he drops over to help him
and his male partner around the garden. I wasnt looking for two more
parents, says Zak. Just an adult guy to
hang out with every now and then.
Zak, whos straight and single at the
moment, says hes been more influenced by his mothers loving longterm relationship than by their gender.
Hes proud of their courage and determination, but he doesnt feel compelled to take a public stand. I fully
support (equality and rights) but dont
know if its my fight, he says. Its

their fight. Not long ago, the Chrises
popped in to visit him at work. His
boss came out to meet them and offered feedback any mom would be tickled to hear. Something about a good
kid, great work ethic. In other words,
his parents raised him right.
70
S E C T I O N 12
Racial Issues
Placeholder Activity
DAY: 1
OVERVIEW
This lesson aims to expand students knowledge on

racism in Canada, and investigates the ethical
dimensions of different cases of racism throughout
Canadian history.
In the Minds On the teacher would randomly collect items

from select students in the class (i.e. cell phones, backpacks, mp3
players). Then they would simulate an auction for the collected
items using fake money. The teacher would then conduct a class
discussion on why this was not ethical, and connect it to the
many times in Canadian history where this really happened (i.e
the Japanese in internment camps after WW2). For the Activity students will be split into 4 groups. Each group will analyze
a picture that depicts racism in Canada and each picture will be
representing a different culture in Canada. Then the class will
have a discussion on the different pictures, this will start the debrief . The discussion will include the essential questions and
considerations.
71
DAY:2 & 3
In the Minds On the teacher will show a youTUBE clip of
a Japanese Canadians discussing their experience in the internment camps. For the Action the class will be split into
three groups to prepare for a debate. The groups will each
have a position on what the government should do to after
the social injustices of the Japanese in the internment camps.
The positions would include :
1: apologize and compensate,
2: apologize only or
3: give and do nothing at all.

The groups will work for the remainder of the period on
researching their positions. The next day the students will execute the debate. As a class the students will look at what
really happened in a debrief . During this debrief discussion, essential questions will be discussed, as well as making
connections to the treatment of the Aboriginals from previous lessons. Students will write a short self-reflection on how
they felt debating their position, how they felt after the debate, and what they learned.
72
S E C T I O N 13
Womens Rights
Placeholder Activity
DAY: 1
OVERVIEW
This lesson aims to expand students knowledge on the

struggle for womens rights in Canada. Students will
investigate the history as well as the moral scope to
develop a thorough understanding of this social justice
topic.
In gallery walk the students will be exposed to different influential women posted on pictures arounds the classroom. This will
lead to a discussion the basic rights that allowed these women to
become successful. Students should consider how this is an issue
in social justice. This gallery walk and discussion will be the
minds on for this lesson. Then as a class students will look at
different letters to editors written by women over time in Canada. Students should consider how these letters change, Did
the women become more educated over time? This is will be
introduction to the action part of the lesson. In groups of
two, students will research a specific female associated with the
womens rights movement in Canada.
73
DAY: 2
Students will present their findings in the form of an interview, where one student acts as the interviewer and the other
as the influential woman. As a consolidation they will
write a letter to an editor of a newspaper (during their specific time period) as if they were one of the women studied in
class. Students may not write about the woman they presented on. This letter will be a ticket out the door. If there
is time, the class should engage in a discussion on the social
injustices that these women faced.
74
S E C T I O N 14
Economics and Health

Care
AC T I V I T Y:
Economics pt. 1: Were welfare and healthcare a good idea?
Teaching the meaning and importance of welfare and healthcare.
Welfare in Canada
Health Care in Canada
Understanding of large systems through role-play
TIME:
75 minutes
Description

Students will see how welfare and healthcare affect people
of different incomes with the use of unevenly distributed Monopoly money, roleplaying, and voting. Welfare and healthcare
will be explained verbally and by use of the role-play. Students
will use this activity and historical obituaries to judge the issue
from different perspectives, particularly through the impact on
individual lives recorded in the obituaries.
75
P R I O R K N OW L E D G E R E QU I R E D :
Basic counting, percentages, and money sense
STRANDS:
Democratic voting process
Social, Economic, and Political Context
LEARNING GOALS
F1.1 Social, Economic, and Political Context: describe some

key social developments in Canada during this period (e.g.,
the broadening of citizenship rights for many women; the
participation of women in the wartime economy; the changing status of established ethnocultural groups; labour unrest;
social welfare legislation; the Canadian Charter of Rights
and Freedoms), and assess their impact on the lives of different people in Canada. (FOCUS ON: Historical Significance;
Historical Perspective; Continuity and Change; Cause and
Consequence)
Understand the economic

needs that brought about
welfare and healthcare and how
these affected society.
ASSESSMENT/SUCCESS
CRITERIA
Students will understand the
function, significance, and
causes for Canadian healthcare
and welfare.
Form opinions about

Thinking
healthcare and welfare based on
Thinking Students will judge
multiple points of view.
welfare and healthcare from
multiple perspectives and
formulate opinions.
S P E C I F I C E X P E C TAT I O N S :
F1.3 describe some key economic trends and developments in
Canada during this period, and explain their impact on the
lives of different people in Canada.
P L A N N I N G N OT E S :
Use debating skills to defend

opinions.
Sort Monopoly money into stacks of 10-20 bills each

beforehand. Cut out the parts for the ailment cards and
put them in a hat or envelope.
76
Communication
Students will communicate
their opinions in class discussion
and debate contexts.
TEACHING
LEARNING STRATEGIES
Minds On 1. Students will be given two minutes to discuss the benefits and downsides of welfare with their
(10 mins) seating buddies. When finished, students will share their thoughts and the teacher will make a +/list on the board to record ideas.
Assessment for learning students

show what they know about the
subject.
1. Students will be split up into pairs. The teacher will explain that they will have to play each
other for bills from stacks of Monopoly money, and at the end, will need to spend 100$ on basic
living costs. The students will vote if they prefer to pay 10% of their money to cover the living
costs for those who cant afford them or if they prefer to take a chance that they will get a low
value pile and not be able to afford it.
2. The teacher will explain that people make money based on work and on money-making
potential. Student pairs will receive randomly selected stacks of about 10-20 of separate varieties
of bills (all 1s, all 50s, etc.). Make sure to use all varieties evenly. They will divide them in 5 even
parts and play 5 rounds of rock-paper-scissors for them. At the end, they will each have to pay
either $50 or 10% based on what they voted earlier. They will get a chance to re-vote.
Action (35
3. Students will get a chance to suggest changes for what was written on the board.
mins)
The voting is assessment as learning. It

shows how well students understand
the concepts and helps them better
understand them. The re-vote shows
the learning.
As learning self correction allows for
learning.
4. Teacher will ask students how expensive they think medical treatment is. Give some examples
of cheaper and expensive procedures. Ask where they think this money comes from in Canada.
Explain that taxes pay for it.
5. Explain that the students will pick cards from a hat. Each card will have some ailment and a
treatment cost. Students will vote if they want to have to pay for the treatment from the money
they have from earlier, or if they want to pay an additional 10% and have most treatments
covered. Mention that the costs are not accurate.
6. Students will pick cards and pay up accordingly. They will get to re-vote based on the results.
They should calculate if their ailment costs more than the 10% of their income.
77
Again, the re-vote allows for students

to develop their understanding and
show their learning.
TEACHING
LEARNING STRATEGIES
Consolidation 1. The class will divide into 4 corners of the room. One corner will be in favour of both
(30 mins)
welfare and healthcare, one will be only in favour of welfare, one only in favour of
healthcare, and one in favour of neither. They will get to discuss their positions amongst
each other for 5 minutes, and then they will each present their cases in a couple minutes
each. They can pick as many presenters as they like. The teacher will direct the order and
mediate if necessary.
In hearing other opinions and having

their own tested, students will either
reinforce or change their opinions
based on this assessment as learning.
2. The groups will reconvene to discuss responses. Every group must prepare one response
for every other group. Students are allowed to switch groups.
Accommodations
Partnered activities and group activities allow students with weaknesses in certain areas, like math, to still participate.
Re-votes and the ability to change groups in the debate allow students a less pressured environment in which they can make mistakes.
Role-play and verbal explanation create a diversified learning experience.
78
F1. Social, Economic, and Political Context: describe some

key social, economic, and political events, trends, and developments in Canada between 1914 to present, and assess their
impact on the lives of different people in Canada or explain
how they affected the lives of people in Canada
AC T I V I T Y:
Economics pt. 2: What is the value of obituaries in the study
of social justice issues?
Showing the value of obituaries in studying historical economics
(FOCUS ON: Historical Significance; Historical Perspective;

Continuity and Change; Cause and Consequence)
TIME:
75 minutes
S P E C I F I C E X P E C TAT I O N S :
Description
A1.3 assess the credibility of sources and information relevant to their investigations
Students will learn about the social contexts of the establishment of healthcare and welfare. They will study obituaries to
learn about what they contain and how they reflect social justice issues. At the end, they will reflect on what theyve
learned about social justice throughout the unit.
LEARNING GOALS
Learn the meaning and
significance of obituaries.

STRANDS:
Historical Inquiry; Social, Economic, and Structures
ASSESSMENT/SUCCESS
CRITERIA
Students will understand what
obituaries are and what
information they reveal about
people and cultures.
Understand what an obituary Thinking

is and what elements it includes.
Students will make
connections between contents of
obituaries and social justice
Learn to use obituaries to
issues.
learn about life in a time period.
of Canadian history since 1914.
79
F1.1 describe some key social trends and/or developments in Canada, and assess their significance for the lives of different people in Canada.
P L A N N I N G N OT E S
Ensure that students have access to internet, at least in small groups. Book a computer lab if necessary.
P R I O R K N OW L E D G E R E QU I R E D
Material from the previous activity
Basic web browser use
TEACHING
Minds On
(10 mins)
LEARNING STRATEGIES
1.Pick a few students to share their thoughts from the last activity things learned,
things agreed/disagreed upon, and things they would still like to know.
Assessment for learning students show

what they know about the subject from the
last lesson and direct some future
instruction.
1. Split students into groups of 2 or 3, or more depending on computer availability.
Action (30
mins)
2. Teacher will substitute any knowledge that seems necessary based on student
comments from this class and last. Make sure to mention that welfare and other
services gradually became more available between 1930 and 1950 to give people
better opportunities in life.
3. Distribute handout (appendix 1), explaining what an obituary is. Read over
questions.
3. Students will pick an obituary from any province on Canadaobits.ca (http://
canadaobits.ca/) and dissect it for clues to social justice issues, especially economical
ones, and answer the questions on the handouts. It should be one with a story.
80
If the teacher walks around to see what

students are writing, this can be good
evaluation for learning, as one can see how
well students understand.
TEACHING
Consolidation
(15 mins)
LEARNING STRATEGIES
1. Students will each get a chance to quickly mention the most important or
informative piece of their groups obituaries. They should all be keeping a list of
important elements of obituaries and key information about their context.
This assessment of learning shows how well

the students understood obituaries, but also
gives them the chance to see what info
theyre missing.
2. Remind students that their final activity will include obituaries and economic
social justice.
3. (10 mins) Reflective activity about the whole unit. Students will take about 5
minutes to write out the most one thing for them from every category of social
justice covered in the unit. For the remainder, they will discuss and compare their
points with their peers in groups of 4.
4. (10 mins) Ask for some of the groups to share points that stood out strongest to
This assessment of learning will show if
them. Students are to write two more points that stood out to them after the sharing. students have understood the importance of
the foci of the unit in preparation for the
culminating activity.
5. Students will hand in their notes from this reflection.
Accommodations
Adaptive software or devices should be available for any students who need them at the computer.
Students have the ability to work in groups or individually on the computers if availability permits. School computers also ensure access for students with none at home.
Group work allows struggling students to equally prepare for the final assignment.
Think-Pair-Share format alleviates pressure from final reflection
81
Annotated Resources

Canadaobits.ca. Retreived March 3, 2014 from Canadaobits.ca
A great free site for searching current obituaries. It lacks a function for searching random old obituaries.

Canadian Institute for Health Information. (October 2013). Health Spending in Canada, 2013. CIHI.ca. Retrieved March
3, 2014 from
http://www.cihi.ca/CIHI-ext-portal/internet/en/document/spending+and+health+workforce/spending/release_29oct13_info
gra1pg
Easy-to-read stats about Canadian health spending for deeper insight and better familiarity.

Manulife Financial. (2014). I want to cover the gaps in my government health insurance plan. Coverme.com. Retrieved
March 3, 2014 from http://www.coverme.com/help-me-choose/gaps-in-provincial-plan.jsp?MKT=W9G
A quick, general rundown of categories of health treatment not covered by OHIP.

Mostovitch, Allan. (February 7, 2006). Welfare State. Historica Canada. Retrieved March 3, 2014 from
http://www.thecanadianencyclopedia.ca/en/article/welfare-state/
An in-depth history of social assistance in Canada.
Wikipedia. (2014). Social Programs in Canada. Wikipedia. Retrieved March 3, 2014 from
http://en.wikipedia.org/wiki/Social_programs_in_Canada#History
An easy overview of the types of social programs available in Canada and a historical blurb for each. Good for quick reminders,
research guidance, and basic history.
82
Gallery 3.8 List of ailments + treatment cost cards
Appendices
Appendix A List of ailment + treatment cost cards
Cancer
$3000
83
Broken leg
$400
(ambulance not
covered) +$10
Broken tooth
(not covered)
$300
Flu
$20
Kidney Stone
Deep cut
$1000
$50
Ingrown toenail
Multiple Sclerosis
$200
$1000
Appendix B Obituary question handout
Gallery 3.9 Handout

Name:
Date:
Obituaries and Social Justice

1. What was the place and history of your selected obituary?
2. What personal details did the obituary mention?
3. What do you think was the financial status of the person?

What clues do you have?
4. What financial and social status is most commonly

mentioned in obituaries?
5. Do you feel anything is missing in the description? What is

it?
84
ADVERTISEMENT
A notice or announcement in a public medium promoting a product, service, or
event or publicizing a job vacancy:
Related Glossary Terms

Article, Comic strip, Editorial, Obituary
Index
Find Term
Chapter 2 - For the Student!
ARTICLE
A piece of writing included with others in a newspaper, magazine, or other publication: an article about middle-aged executives.

Advertisement, Comic strip, Editorial, Obituary
Index
Find Term
COMIC STRIP
A sequence of drawings in boxes that tell an amusing story, typically printed in a
newspaper or comic book.

Advertisement, Article, Editorial, Obituary
Index
Find Term
EDITORIAL
A newspaper article written by or on behalf of an editor that gives an opinion on a
topical issue.

Advertisement, Article, Comic strip, Obituary
Index
Find Term
OBITUARY
A notice of a death, esp. in a newspaper, typically including a brief biography of
the deceased person: the obituary of a friend

Advertisement, Article, Comic strip, Editorial
Index
Find Term
WORDPRESS
Wordpress.com a free blogging website.

Drag related terms here
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Curriculum, Instruction, and Assessment

DUERRSTEIN | FILABER | SIDANI | PENA

UNIT DESIGN 2013/14

Instructional Design Overview Graphic Organizer

THE STRUGGLE FOR

Explain and understand what social justice is in a

Canadian and global context.

Students will demonstrate an understanding of social

Students will analyse and create newspapers and the

Demonstrate an understanding of what creates social

injustice; what has been done to work against social

Unit Assessment and Evaluation

Defining and Understanding Social Justice Handout

Eective Advertising Poster Comparison

Group analysis of newspaper articles and research

Feed of Instagram pictures Instagram a photo!

Role play of Aboriginal Assimilation

Students will analyse the perspectives of those aected

Group analysis and presentation of aboriginal depictions

Role play activity about welfare and healthcare

Picture Analysis for Racial Issues Activity

Debate and debate reflections for Racial Issues Activity

Interview for Womens Rights Activity

Each of the Newspaper Elements for the Culminating Activity:

Differentiation and Inclusive Practice

that use various forms of media like videos and comics as

about what they can and will do in response to social justice

Unit Rationale and Culminating Activity Overview

Unit Assessment and Evaluation Plan

Assessment/ Evaluation Tools

A1. Historical Inquiry: use the historical

1. - Develop ideas about what social justice means "

1. Contribution to bulletin board

2. - Engage in a class discussion based on these ideas "

3.- Complete social justice handout"

4.- read Culminating Activity handout"

5. - think of, and write down their favourite, most

A2. Developing Transferable Skills: apply

F1. Social, Economic, and Political

How has the

F2. Communities, Conflict, and

Who Did What?

SPECIFIC DETAILS ON WHAT PART OF THE UNIT YOU COMPLETED

For this unit students will create a newspaper or online

For the Teacher

Students will apply their knowledge of social justice

Article (200 words min)

Obituary (100 words min)

The work fully addresses the social justice

Comic (5 panels min or one large Political Comic)

For the Student

WHAT YOURE DOING!

Advertisement/poster and Photograph with caption

Letter to the Editor (100 words)

HOW YOURE BEING GRADED!

1. Aboriginal Issues Item

Monday, April 7th 2014

Friday, April 11th 2014

Monday, April 13th 2014

4. Womens Rights Item

Friday, April 18th 2014

5. Economics and Health

Monday, April 21st 2014