Lesson

Title/Focus

Lesson Plan Template ED 3501 Curriculum Overview Lesson

Teacher
The Charter of Rights and Freedoms
Ryan Smith
:
Grade 6, Social Studies, Provincial Government
Dec. 11/15
Date:

GENERAL LEARNING OUTCOMES

6.1 Citizens Participating in Decision Making
General Outcome
Students will demonstrate an understanding and appreciation of the dynamic relationship between governments and citizens as
they engage in the democratic process.

SPECIFIC LEARNER OUTCOMES

6.1.2 demonstrate an understanding of the fundamental principles of democracy by exploring and reflecting upon the following
questions and issues:
! How does Canadas justice system help protect your democratic and constitutional rights? (C, PADM)
6.1.3 analyze how the democratic ideals of equity and fairness have influenced legislation in Canada over time by exploring
and reflecting upon the following questions and issues:
! How does the Canadian Charter of Rights and Freedoms protect the individual rights and freedoms of all Canadians? (I,
PADM)
! How does the Canadian Charter of Rights and Freedoms protect collective rights in Canada (i.e., Aboriginal rights, the
linguistic rights of official language minorities)? (I, PADM)
! Why is the Canadian Charter of Rights and Freedoms entrenched in the Canadian Constitution? (C, I, PADM)

LEARNING OBJECTIVES
1.
2.
3.

SWBAT Identify their rights as a Canadian citizen

SWBAT describe the importance of the charter of rights and freedoms for minorities
SWBAT identify and describe the possible consequences of not having the charter, especially in relation to countries
that dont have one

ASSESSMENTS
Observations:

What will you look/listen for to determine successful learning?

Key Questions:

What are our rights as Canadian citizens?

What do those rights guarantee me that I might not otherwise have?
Create a maple leaf with a right written on it to be displayed on the wall. This will be added
to at the end of the unit
Notes from the smart board

Products/Performan
ces:

LEARNING RESOURCES CONSULTED

Alberta POS
Taking part in our democracy textbook

Attention Grabber

Transition to Body
Learning Activity
#1

MATERIALS AND EQUIPMENT

Power point
Projector
screen
Copies of the charter
Green paper
Scissors
PROCEDURE
Introduction

Agenda:
Intro to the charter
Make a maple leaf
New Unit!
Have a picture of the charter of rights and freedoms up on the board
Ask students about what they already know about the charter
Body
What are your rights?
Brainstorm as a class a few ideas to go on the board
Hand out blank paper, have students fold it into six parts
Students will write down one right in a box.

Adapted from a template created by Dr. K. Roscoe

Time

5min
Time
15min

Lesson Plan Template ED 3501 Curriculum Overview Lesson

On cue, students will move to the next desk and write their idea on their
neighbors paper, zigzagging through the class until all of the boxes are full.
Students are to stand by their paper when they are done writing and wait for the
cue to move.
Once all six are full students will return to their seats and use their full sheets to
fill the one on the board
Students with empty boxes or inadequate answers can put new ones in from the
board
Assessments/
Differentiation

Learning Activity
#2

Making the rights and freedoms tree

- For this activity students will draw a maple leaf on a green sheet of
construction paper and write in it what they think is a right of theirs
- Students will cut out their leaf and it will be added to the wall
- Show students how to draw the maple leaf from the flag by remembering
that there is a point on the leaf for each province and territory.

15min

History of the charter:

Year: 1982, PM Pierre Trudeau
1867 Canada becomes its own country according to British parliament with the
BNA Act, but it does not include a bill of rights.
Our constitution was made by Britain, so only they could change it
April 17th, 1982, Britain and queen Elizabeth sign off on the Canada act, which
gives Canada control of its constitution, and the charter was added to it
Last time Britain has control over Canada
Required agreement from all of the provinces

Next
class

Assessments/
Differentiation

Learning Activity
#3

Assessments/
Differentiation

Cliffhanger/Closure
Assessment of
Learning:
Transition:

Time

Logical right in their leaf

Next class students will be in groups of three and will jigsaw the charter and
have to give a slide show to the class on their section
Rationale

How does this individual lesson

scaffold learning opportunities
for students?
What assumptions does this
lesson make about what
students already know?
In what ways is this lesson
connected to the next lesson?

Adapted from a template created by Dr. K. Roscoe