8/2/2019 Citizenship as Inclusive and Exclusive Lesson

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Grade 10/Civics / CHV20/ 75 minutes

HOW DOES INCLUSION AND EXCLUSION OCCUR THROUGH CITIZENSHIP?

1 Word Web Brainstorm

2 Small and large group discussions

3 Audio-visual materials (videos)

4 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 explainhow 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) define their

citizenship, and identify the beliefs and values reflected in these definitions;

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 andcreating 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

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

ConnectionsAfL, AaL, AoL:

Assessment for/as/of

Learning

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 themiddle. 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

8/2/2019 Citizenship as Inclusive and Exclusive Lesson

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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 theirmission? Introduce NOII video.

2. Video analysis: What was happening? Where? Who was being separated? Whatrules 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?

3. Explain: This video is meant to illustrate how citizenship is based around ideas ofincluding some people and excluding others. Citizenship as a process of

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 ofnaturalisation (applying for citizenship), etc.

5. In small groups, ask students to discuss Does being a citizen guarantee inclusionin a society?

6. If there is a safe environment in classroom, ask: Is there anyone here who wasborn 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 inToronto 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

Large and small

group discussions

- AfL

Consolidation and Connection

Helping students demonstrate what they have learned Providing opportunities for consolidation and reflectionIndividually Exit Card or Journal Entry (depending on time)

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.

Strategy/Assessment Tool

Exit card/Jounal

- AaL/AoL