Teaching About Rights and Freedoms
On this page:
Part 1: Objective of the Unit
Part 2: Overview of the Unit
Part 3: Theme Song for the Unit
Part 4: Lesson Plans
Part 5: References and Additional Resources
Part 1: Objective of the Unit
Part 2: Overview of the Unit
Part 3: Theme Song for the Unit
Part 4: Lesson Plans
Part 5: References and Additional Resources
Part 1: Objective of this Unit
Students will explore the Charter of Rights and Freedoms. They will examine the Charter and its meaning on their lives and one of the members of their families. Through this unit students will also develop a deeper appreciation for Canadian rights.
Part 2: Overview of the Unit
Lesson 1: Students will explore the difference between rights, responsibilities and privileges. KWL chart. Activity.
Lesson 2: Students will read a story that models a Canadian right.
Assignment: Students will research an issue concerning Canadian rights. Personal story, interview or research.
Lesson 3: Students will share their stories with the class. Discussion.
Assignment: Students will write a journal entry about the 3 rights that are the most important in their opinion.
Lesson 4: In groups, students will right a charter of rights and responsibilities for an invented country.
Lesson 2: Students will read a story that models a Canadian right.
Assignment: Students will research an issue concerning Canadian rights. Personal story, interview or research.
Lesson 3: Students will share their stories with the class. Discussion.
Assignment: Students will write a journal entry about the 3 rights that are the most important in their opinion.
Lesson 4: In groups, students will right a charter of rights and responsibilities for an invented country.
Part 3: Theme Song for the Unit
Music is a powerful unifying force. Ideally a theme song would be sung at the beginning of each lesson. Here is one suggestion for a song about rights for students: Here I Am. Frank Posch. Click here for the song's lyrics and chords. Support artists by purchasing their music.
Part 4: Lesson Plans
Lesson 1: Exploring Rights, Privilege and Responsibilities
Time: 60 minutes (Variable depending on discussion/activity)
Material Required:
Steps:
Material Required:
- Projector/Computer/Speakers/Internet
- KWL Handout
- Video about Rights (see examples below)
- Wilson, B. RIghts and Responsibilities of Children. 2.24 minutes.
- ChaseYoMonsteR. The Canadian Charter of Rights and Freedoms. 4.32 minutes.
- SpringtideCo. The Charter of Rights. 6.34 minutes
- tvochannel. Rights and Responsibilities. 3.23 minutes. An entertaining song by the "Rhyme Minister".
Steps:
- In pairs, students can fill out a KWL chart about the terms Rights, Responsibilities and Privileges.
- Students watch video.
- Class discussion. What is a right? Responsibility? Privilege? Fill out the third column of the KWL chart.
- The teacher will read statements. Students must decide if they are a right, responsibility or privilege. If it is a responsibility they must jump to the left. If it is a privilege to the right. If it is a right they must jump forward. Here are some example of statements. a) Everyone is born free. b) Everyone has a car. For more examples click here or here.
- Students write down the major rights and responsibilities addressed in the charter. Click here.
Lesson 2: Reading a Story
Time: 60 minutes (Variable depending on discussion/activity)
Material Required: 1) Projector/Computer 2) Book (See the Additional Resources section for possible examples)
One example is Paul Yee's Tales from Gold Mountain. It explores the experiences of different Chinese immigrants in 19th century British Colombia.
Steps:
Assignment: Research
Objective: Explore examples of the impact of the Charter of Rights on the lives of people in their community. The assignment has 3 parts.
Material Required: 1) Projector/Computer 2) Book (See the Additional Resources section for possible examples)
One example is Paul Yee's Tales from Gold Mountain. It explores the experiences of different Chinese immigrants in 19th century British Colombia.
Steps:
- Read 'The Revenge of the Iron Chink.' If possible scan and project the pages on the board for students to see. As the assignment relates to storytelling methods, the teacher should model strong storytelling methods.
- Post the discussion questions on the board. Pair or small group discussion. Examples: Which characters experienced loss in the story? Which rights were discussed in the story? See the following link for additional discussion ideas.
- Group discussion.
- Assignment explanation.
Assignment: Research
Objective: Explore examples of the impact of the Charter of Rights on the lives of people in their community. The assignment has 3 parts.
- Part 1: Research: i) They can relate something that happened to them. ii) They can also interview a family member or someone from their community (coach, pastor etc). iii) They can do research.
- Part 2: Visual Aid: The student will collect photos and accessories to aid in their storytelling.
- Part 3: Reporting: Students will tell their stories in small groups.
Lesson 3: Storytelling
Time: 60 minutes
Material Required: 1) Handout 2) Paper/pencil
Steps:
Assignment: Journal Entry
Objective: Students will explore their own understanding of rights. The assignment will be a journal entry based on the discussion questions above. In your opinion, what are the 3 most important rights that Canadians have? Explain with examples.
Material Required: 1) Handout 2) Paper/pencil
Steps:
- Students share their stories in small groups. I use a handout like the one here to encourage active listening.
- Large group sharing. Students share someone else's story with the class.
- Large group discussion. i) What have you learned about the privilege of having personal rights? ii) What can happen when people are prevented from enjoying personal freedom?
- Explain assignment.
Assignment: Journal Entry
Objective: Students will explore their own understanding of rights. The assignment will be a journal entry based on the discussion questions above. In your opinion, what are the 3 most important rights that Canadians have? Explain with examples.
Lesson 4: Inventing a Charter for an Imaginary Country
Time: 60 minutes
Material Required: Paper/pencil
Steps:
Material Required: Paper/pencil
Steps:
- Time for students to share their opinion the 3 most important rights.
- Explain group work. Students will invent a charter of rights and responsibilities for an imaginary country.
- Time for discussion.
- Groups report to the class.
- Discussion.
Part 5: References and Additional Resources
This unit is based on suggestions from the following pages:
Additional Resources:
- My Story, Our Stories (Rights and Freedoms). Gillian Blackmore (NL) , Debra Curtis (ON) , Christina Huang (ON) , Mervin McKay (MB) , Melvin Mercer (NL) , Eve Simon (BC) , Eric Smith (NB) , Norine Tourangeau (SK). (2004).
- Who Has Rights? Who Has Privileges?. Learning to Give.
- What are my Responsibilities and Rights as a Canadian Citizen. settlement.org
- Resources for Teachers: Tales from Gold Mountain. Paul Yee. (2006)
Additional Resources:
- Rights and Responsibilities. BrainPop Educators.
- Teaching for Children's Rights, Wants & Needs. Unicef Canada.
- Rights and Responsibilities. Kids' Health.