Grade 10/Civics / CHV20/ 75 minutes

1 2 3 4

HOW DOES INCLUSION AND EXCLUSION OCCUR THROUGH CITIZENSHIP? Word Web Brainstorm Small and large group discussions Audio-visual materials (videos) Exit card/Journal Entry

Curriculum Connections
Overall Expectation(s): From the Ministry document demonstrate an understanding of the beliefs and values underlying democratic citizenship and explain how they guide citizens actions; describe the diversity of beliefs and values of various individuals and groups in Canadian society; apply appropriate inquiry skills to the research of questions and issues of civic importance; Specific Expectation(s): From the Ministry document describe fundamental beliefs and values associated with democratic citizenship (e.g., rule of law, human dignity, freedom of expression, freedom of religion, work for the common good, respect for the rights of others, sense of responsibility for others); explain how different groups (e.g., special interest groups, ethnocultural groups) dene their citizenship, and identify the beliefs and values reected in these denitions; communicate the results of inquiries into important civic issues, using a variety of forms (e.g., discussions and debates, posters, letters to elected officials,Web pages, visual organizers, dramatizations). Learning Goal(s): Written in student-language Students will challenge their understandings of citizenship as a mechanism for uniting individuals and creating inclusion. Students will formulate new and complex understandings of citizenship.

Resources
NOII simulation video: http://www.youtube.com/watch?v=9_zatLjgZzs Boonaa Mohammed Green Card: http://www.youtube.com/watch?v=-Th04ZQCt5A Connections
AfL, AaL, AoL: Assessment for/as/of Learning

Minds On

Establishing a positive learning environment Connecting to prior learning and/or experiences Setting the context for learning & sharing learning goals and success criteria

Small Groups Citizenship Word Web Description of Steps/Task 1. In groups of 3-4 students will create a group word web with CITIZENSHIP in the middle. Have them think of as many words as possible that describe citizenship. 2. Review by drawing big citizenship web on board. 3. Problematize responses. Ask: What is citizenship? What is the purpose? What does it achieve? Whose interests does it serve? Is it fair? Work towards concrete understandings of inclusion v.s. exclusion. 4. Does citizenship include or exclude? Or both? Why/How?
Strategy/Assessment Tool

Word Web - AfL

Action

Introducing new learning or extending/reinforcing prior learning Providing opportunities for practice and application of learning (guided > independent)

Whole Class and small groups Problematising Citizenship video clips Description of Steps/Task 1. Introduce the group No One Is Illegal (NOII). Who are they? What is their mission? Introduce NOII video. 2. Video analysis: What was happening? Where? Who was being separated? What rules did they follow when they were separating people? Were there rules fair? Were the rules consistently applied? What does their yellow tape represent? What argument were they trying to make? What message does this video present about citizenship as an inclusive mechanism? Who is included? Who is excluded? Large and small 3. Explain: This video is meant to illustrate how citizenship is based around ideas of group discussions including some people and excluding others. Citizenship as a process of - AfL reinforcing structures of privilege and definitions of the Other (those who are not included). 4. Ask: How does a person get included in citizenship? Birth, process of naturalisation (applying for citizenship), etc. 5. In small groups, ask students to discuss Does being a citizen guarantee inclusion in a society? 6. If there is a safe environment in classroom, ask: Is there anyone here who was born in another country or who has citizenship in another country? Survey. Has anyone ever felt (or been made to feel) like youre not Canadian? Or not included in society? How? 7. Introduce Boonaa Mohammed. Does anyone know of him? Boonaa was born in Toronto and attended Oakville Collegiate Institute. He is a second generation Canadian. What does that mean? His parents were also born here, his grandparents immigrated to Canada. He is a practicing Muslim. What does that mean? DISCLAIMER: This video is a very powerful representation of his experience and may be interpreted as offensive to some. Reaffirm the students are free to excuse themselves if desired. Encourage students to listen carefully to his critiques and observations of our society. Try to understand how he feels. The poem in this video is called Green Card. 8. In small groups, ask students to discuss and take notes on the following questions: What kinds of feelings is he expressing here? Anger, frustration, annoyance, disappointment. What does he say (indirectly) about citizenship? Who gets it and who doesnt? Do you agree with him or disagree? Can we use citizenship to change these things?
Strategy/Assessment Tool

Consolidation and Connection

Helping students demonstrate what they have learned Providing opportunities for consolidation and reflection

Individually Exit Card or Journal Entry (depending on time)

Strategy/Assessment Tool

Description of Steps/Task 1. Ask students to complete this thought in an exit card or journal entry: Understanding both sides of citizenship is important because.

Exit card/Jounal - AaL/AoL