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1. Unit Overview Critical Inquiry Question

Which group in Canada has benefitted the most from collective rights?

2. General Learning Outcomes for Unit

9.1 Issues for Canadians Governance and Rights
Students will demonstrate an understanding and appreciation of how Canadas political
processes impact citizenship and identity in an attempt to meet the needs of all Canadians.

3. Focusing Questions for Unit (Related Questions)

Which groups in Canada have collective rights?
What additional collective rights do members of these groups have?
How successful has Canada been in creating and maintaining collective rights for:
- Aboriginals
- Metis
- Inuit
- Francophone
- Anglophone

4. Key Concepts for Unit

- Collective Identity
- Collective Rights
- Francophone
- Anglophone
- Aboriginal
- Metis
- Inuit
- Sovereignty
- Constitution

5. Specific Learning Outcomes for Unit

Knowledge:
9.1.4 examine the structure of Canadas federal political system by exploring and reflecting
upon the following questions and issues:
How are laws passed in the federal political system?
To what extent do political and legislative processes meet the needs of all Canadians?
9.1.6 assess, critically, the impact of the Canadian Charter of Rights and Freedoms on the
legislative process in Canada by exploring and reflecting upon the following questions and
issues:
In what ways has the Canadian Charter of Rights and Freedoms fostered recognition of
individual rights in Canada?
How does the Canadian Charter of Rights and Freedoms support individuals in exercising
their rights?
What is the relationship between the rights guaranteed in the Canadian Charter of Rights
and Freedoms and the responsibilities of Canadian citizens?

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9.1.7 assess, critically, how the increased demand for recognition of collective rights has
impacted the legislative process in Canada by exploring and reflecting upon the following
questions and issues:
In what ways has the Canadian Charter of Rights and Freedoms fostered recognition of
collective rights in Canada?
In what ways does the Canadian Charter of Rights and Freedoms meet the needs of
Francophones in minority settings?
To what extent does the Canadian Charter of Rights and Freedoms meet the needs of
Francophones in Qubec?
To what extent should federal and provincial governments support and promote the rights
of official language minorities in Canada?
How does the Indian Act recognize the status and identity of Aboriginal peoples?
How does legislation such as Treaty 6, Treaty 7 and Treaty 8 recognize the status and
identity of Aboriginal peoples?
How do governments recognize Mtis cultures and rights through legislation (i.e., treaties,
governance, land claims, Mtis Settlements in Alberta)?
Attitude:
9.1.1 Appreciate the impact of the Canadian Charter of Rights and Freedoms on rights and
governance in Canada
9.1.2 Appreciate the various effects of government policies on citizenship and on Canadian
society
9.2.3 Appreciate the impact of government decision making on quality of life
Skill:
9.S.1 develop skills of critical thinking and creative thinking:
Determine the validity of information based on context, bias, source, objectivity, evidence
or reliability to broaden understanding of a topic or an issue
Evaluate, critically, ideas, information and positions from multiple perspectives
Demonstrate the ability to analyze current affairs from multiple perspectives
Re-evaluate personal opinions to broaden understanding of a topic or an issue
Generate creative ideas and strategies in individual and group activities: access diverse
viewpoints on particular topics by using appropriate technologies, and assemble and
organize different viewpoints in order to assess their validity
9.S.2 develop skills of historical thinking:
Analyze selected issues and problems from the past, placing people and events in a context
of time and place
Distinguish cause, effect, sequence and correlation in historical events and issues,
including the long- and short-term causal relations
Analyze the historical contexts of key events of a given time period: create a simulation or
a model by using technology that permits the making of inferences, and identify patterns in
organized information
9.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
Demonstrate leadership in groups, where appropriate, to achieve consensus and resolve
conflicts peacefully and equitably
Demonstrate a positive attitude regarding the needs and perspectives of others
- Access, retrieve and share information from electronic sources, such as common

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files
- Use networks to brainstorm, plan and share ideas with group members
9.S.7 apply the research process:
Reflect on changes of perspective or opinion based on information gathered and research
conducted
Integrate and synthesize concepts to provide an informed point of view on a research
question or an issue
Develop a position supported by information gathered during research
Draw conclusions based upon research and evidence
Determine how information serves a variety of purposes and that the accuracy or relevance
may need verification
Organize and synthesize researched information
Formulate new questions as research progresses
Practice responsible and ethical use of information and technology
Include and organize references as part of research
- Create a plan for an inquiry that includes consideration of time management
- Demonstrate the advanced search skills necessary to limit the number of hits
desired for online and offline databases; for example, the use of and or or
between search topics and the choice of appropriate search engines for the topic
- Develop a process to manage volumes of information that can be made available
through electronic sources
- Evaluate the relevance of electronically accessed information to a particular topic
- Make connections among related, organized data, and assemble various pieces into
a unified message
- Refine searches to limit sources to a manageable number
- Analyze and synthesize information to create a product
9.S.8 demonstrate skills of oral, written and visual literacy:
Communicate in a persuasive and engaging manner through speeches, multimedia
presentations and written and oral reports, taking particular audiences and purposes into
consideration
Elicit, clarify and respond appropriately to questions, ideas and diverse points of view
presented in discussions
Make reasoned comments relating to the topic of discussion
Listen to others to understand their perspectives

6. Annotated Resources
1. Bill 101 revisited: Anglo-rights activist calls for more English signage. CBC News.
Retrieved from http://www.cbc.ca/news/canada/montreal/bill-101-revisited-anglorights-activist-calls-for-more-english-signage-1.3211758
Current events are key in social studies and can help students engage with the
concepts they are currently working with in class. This particular newspaper article
is on language on signs. This can tie into help to tie together individual and
collective rights. The article highlights the correlation of language rights and the
region in which people live in. The class can discuss whether or not they agree with
the push for English signs in Montreal and the reasoning behind their position. By
connecting the article to other elements in the greater 9.2 outcome, such as

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individual rights, students are further developing their knowledge and understanding
of the complexities of social studies.
2. John Humphrey Center. Youth Guide to the Charter of Rights and Freedoms.
Retrieved from http://www.bestlibrary.org/ss11/files/charterguide.pdf
This document goes through the Charter of Rights and Freedoms. It is important that
students understand the rights that individuals have before comparing them to
collective rights and putting them into the larger concept of rights. Although these
will not be specifically addressed in the unit, connections between individual and
collective rights can still be explored. Students may also choose to use this as a
resource to help them answer the questions in their unit project.
3. Lychak, Patricia. (2008). Issues for Canadians. Toronto: Nelson Education Ltd.
The textbook will be used by the students to fill out the chapter guide and assist in
some of their research for their group project. It examines the different groups in
Canada that have collective rights, the historical elements that led to these groups
having rights, and what these rights have allowed these groups to posses.
4. Schlotter, Megan. (2011). Collective Rights Mini Handbook!. Retrieved from
https://prezi.com/j_hvowgalply/collective-rights-mini-handbook/
This prezi goes over similar information the POS and textbook covers. It examines
the historical influence of collective rights in the context of Aboriginal, Metis,
Francophone and Anglophone groups. Students may also be able to use this in their
research for their project in the unit. The information covers each collective rights
group individually and can allow students to draw on similarities and differences
between them. This is just another format to explore the same information, which
can appeal to more students in the class.
5. Soupcoff, Marni. (2016, Feb.23). Marni Soupcoff: Students have a right to a
French-language education, but language segregated transportation?. National Post.
Retrieved from http://news.nationalpost.com/full-comment/marni-soupcoff-studentshave-a-right-to-a-french-language-education-but-language-segregated-transportation.
This is another article that will be used as the current events connection for the first
lesson. This article will help introduce students to collective rights through class and
in small group discussion. This will hopefully peak student interest as they begin
their unit on collective rights and keep them seeing the importance of knowing and
understanding ones individual and collective rights.

7. Lesson Activities
Current Events news article
Poll everywhere activity
Reading Guide for Chapter 4
Research notes from group project
Group Presentations
3-2-1 charts for each groups presentation

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Reasoning Map for essay

8. Lesson Overview
Lesson 1: What are Collective Rights?
- One 59 min. class
- Current Events topic, students will read headline and submit a response to a
polleverywhere question about collective rights, this will be the pre-assessment
portion of the lesson. This will help me quickly gauge students familiarity on the
concept. If student struggle to answer the question more time will have to be spent
examining the concept following the current events segment.
- We will then look at the article and discuss the 5 Ws. The article will then be read as
a class and students will then briefly discuss with a few people their thoughts on the
article. We will then come back as a class to discuss the key points in the article,
tying the article into collective rights.
- Collective Rights will be defined and further outlined for students in a class
discussion. This will be briefly discussed in the context of the greater concept of
rights in the curriculum (individual rights, Charter of Rights and Freedoms,
constitution).
- Students will then work independently as they go through the textbook and fill out
their chapter-reading guide that I have created for them.
Lesson 2: Which groups have collective rights in Canada?
- One 59 min. class
- Students will have the majority of class to finish their reading guides. These will be
submitted for marks by the end of the week and serve as a part of their summative
assessment for the unit. They will be used to assess the basic background knowledge
students have now been exposed to and highlight what may need to be revisited later
in the unit.
- The upcoming project will also be handed out, groups will get together, and the
assignment will be discussed as a class. Groups will be given a topic and set of
questions they must address regarding a specific group in Canada who have
collective rights. After they have done their research groups will then be required to
present their answers to the class in a presentation form of some sort. This will be the
largest assessment piece for the unit, although not the summative task, it is the
project for the unit and students will spend the majority of remaining lessons of the
unit researching and presenting this project.
Lesson 3: To what extent has Canada affirmed collective rights?
- One 55 min. class, two 59 min. classes
- Students will be given these 3 classes to do their research
- Summarized notes will be used as one of the two summative pieces for the project.
They must be submitted by the end of the final day and will be marked by the
teacher using a checklist. The notes must outline the group they are researching, how
they have gained collective rights, and how successful Canada has been in affirming
these rights. If notes are not adequate groups will be informed and expected to
improve them before presentation day (lesson 5).
- Students who finish early and are given approval by teacher can begin preparing for
their presentation

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Lesson 4: To what extent has Canada affirmed collective rights?
- Two 59 min. classes
- Students will be given 2 classes to brainstorm, prepare, and practice for their
presentation. The formative assessment piece will be getting their presentation
format approved by the teacher by the end of the first class.
- They will be using their research to address the specific questions they have been
assigned in their presentation.
- If they do not use class time appropriately or run out they will be required to finish it
outside of class time.
Lesson 5: Which group has benefitted the most from collective rights?
- Two 59 min. classes
- Students will present their 5-10 min. presentations to their classmates. The
presentation will be marked based on the rubric on their assignment outline. This is
the second of the two summative pieces of assessment for the project.
- Students will also be required to fill out a 3-2-1 sheet for each presentation. Although
this will not be submitted for marks, it will be emphasized to students that the notes
they take will help them prepare for their final persuasive essay for the unit. As a
result it will serve as a formative piece for students to help them better prepare for
their essay.
- A quick 2 min. question/discussion period will take place following each
presentation giving students and presenters a chance to clarify understandings. This
will be used as the formative assessment piece for the lesson. If there are gaps in
knowledge and understanding they will be addressed as a class following all of the
presentations in preparation for the final essay.
- After presentations have been completed, a discussion on the upcoming essay and
what will be expected of students will be held.
- Students will then be given reasoning maps, essay question, and remaining class
time to work on them in preparation for the essay.
Lesson 6: Which group has benefitted the least from collective rights?
- One 59 min. class
- Students will have the class period to complete their persuasive essay based on the
critical inquiry question and supported by class presentations and own research.
- Students will be marked in a summative fashion based on a rubric they will also have
access to.

9. Unit Project
Collective Rights in Canada
(adapted from T.A Eli Mouland)
Which group has benefitted the most from collective rights in Canada?
In your groups, you will explore and answer specific questions regarding one of the groups
in Canada that have collective rights. You will brainstorm, research and answer the required
questions. You will also present your information and answers to the class in a 5-8 min
presentation.
Group A: In what ways does the Canadian Charter of Rights and
Freedoms meet the needs of Francophones in minority settings? To what

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extent should federal and provincial governments support and promote
the rights of official language minorities in Canada?
Group B: To what extent does the Canadian Charter of Rights and
Freedoms meet the needs of Francophones in Quebec?
Group C: How does legislation such as Treaty 6, Treaty 7 and Treaty 8
recognize the status and identity of Aboriginal peoples?
Group D: How do governments recognize Metis cultures and rights
through legislation (i.e. treaties, governance, land claims, Metis
Settlements in Alberta?
Group E: How does the Indian Act recognize the status and identity of Aboriginal peoples?
The questions can be presented through one of the following options:
- PowerPoint presentation
- Poster that is also explained to the class
- Documentary or news report (filmed or live in front of class)
- Any other idea that has been improved by instructor
Summarized research notes must be submitted to the teacher by midnight, Tuesday March
15.
Presentations will be Wednesday March 30 and Thursday March 31.
Assessment Pieces
Summary of Research Notes:

/10

- Groups must submit 3-6 pages (not including sources) of notes must be submitted to
teacher by Tuesday March 15
- All sources used must be listed on the last page
- You should be summarizing the most important information you have found. You should
have more notes/information then what you submit to the teacher for marking
- Make sure you are answering the questions!!
- Find a way to indicate how group members contributed to the research notes
- 14 point font, double spaced and in a readable font
- You will receive feedback over Spring Break and if your group receives checkmarks in the
no column you are expected to fix the notes and resubmit
Organization and Format
Minimum of 4 pages (including sources)
Maximum 14 point font
Readable font
Proof of all members contributions
Names of Group Members

YES

NO

Research
Reliable sources listed
Connection made to collective rights
Multiple perspectives examined

YES

NO

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Clearly summarized information
Research answers assigned questions
Brief response answering the inquiry question
Presentation:
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- 5-8 min. presentation
- Present your research in a clear and timely manner
- Make sure you answer your assigned questions and address the critical inquiry question in
your presentation
- Feel free to do additional research to help better support your conclusions
- All groups must be prepared to present on Wednesday March 30
DEMONSTRATES KNOWLEDGE & UNDERSTANDING OF CITIZENSHIP AND IDENTITY AS THEY
RELATE TO COLLECTIVE RIGHTS
EXCELLENT
GOOD
BASIC
NOT MEETING GRADE
LEVEL

Excellent depth

Well-developed

Superficial

Confusing

Unique & diverse

Logical

Simplistic

Vague

Engaging

Varied & interesting

Common and

Sparse
general

Perceptive

Mostly accurate

Limited and

Adequate
Insufficient

Completely accurate

EXPLORES EVENTS AND ISSUES FROM DIFFERENT POINTS OF VIEW AS THEY RELATE TO
COLLECTIVE RIGHTS
In-depth

Well-developed

Superficial

Confusing
Complex and

Logical

Common and

Limited and
elaborate
general
Insufficient

Interesting
Authentic

Adequate

Inaccurate

Detailed
Perceptive

Somewhat

Mostly accurate
accurate
Completely accurate
COMMUNICATES IDEAS IN AN INFORMED AND PERSUASIVE MANNER

Thorough use of
evidence
Clear
Engaging

Well-developed
Mostly clear
Interesting
Mostly informed,
(use of evidence)

Superficial
Somewhat clear
Simple
Somewhat informed,
(use of evidence)

Confusing
Inadequate/insufficient

(Project and Rubric adapted from my T.A Eli Mouland)

10. Summative Task

Students will write a persuasive essay for this unit. They will draw upon class discussion,
the chapter guide they have completed, their own research, other groups presentations, 3-21 charts, and the reasoning map they have worked on to support their argument.
The question will be based on the inquiry question, likely asking: Which group examined
in class, has benefitted the least from collective rights in Canada? Defend your answer.
The students will be given the 50 min. class to write the persuasive essay and will be given
the topic, expectations, and reasoning map the class beforehand to help them prepare.
The essay will be marked based on the rubric below.
4
Argumentation

- Thesis is explicitly

Persuasive Essay Rubric

3
- Thesis is clearly

- Thesis is

1
- Thesis is not present

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X2

Evidence
X2

Communication

stated
- Arguments completely
outlined
- Arguments made are
detailed

stated
- Arguments simply
outlined
- Arguments made
are precise

unrecognizable
- Arguments are
unidentified
- Arguments made are
unclear

- No arguments
outlined
- No arguments are
made

- Many sources used

- In-depth analysis of
sources
- Evidence
comprehensively
supports the argument

- Some sources used

- Complete analysis
of sources
- Evidence clearly
supports the
argument

- No sources used
- No analysis of
sources
- No connection to
argument

- Logical organization
- No spelling/
grammatical errors
- Diverse sentence
structure

- Some sources used

- Complete analysis
of sources
- Evidence clearly
supports the
argument

- Limited use of
sources
- Partial analysis of
sources
- Evidence
minimally supports
the argument
- Lacks organization
- Many spelling/
grammatical errors
- Unclear sentence
structure

- No organization
present
- Unreadable
- Improper sentence
structure