Name: Daniel Opper

Course: Equity and Social Justice: From Theory to Practice, Grade 12 University/College

Preparation (HSE4M)

Strand: B. Understanding Social Construction

Unit Overall Expectations B1. Approaches and Perspectives: demonstrate an understanding of a range of perspectives on

and approaches to equity and social justice issues, and of factors that affect inequity and social injustice;

B2. Power Relations: analyse, in historical and contemporary contexts, the dynamics of power relations and privilege as well as various factors that contribute to power or marginalization;

B3. Media and Popular Culture: assess the impact of media and popular culture on equity and social justice issues.

Unit Critical Question: Are the Hunger Games real? What are you going to do about it?

Unit Background Knowledge: Students will watch The Hunger Games and critically compare and contrast the themes and depictions with primary and secondary documents that address issues of social construction in a local, national, and global context. Students will then participate in a conference or student café where they answer the unit questions by analyzing the evidence they have collected throughout the unit. Themes that are discovered in the Hunger games will be applied to current Canadian events.

Unit Objectives/Broad Understanding: In this unit students will be able to explain and articulate an understanding of different

approaches and perspectives of social construction, and the role of power relations, as well as media and popular culture.

The students will learn to apply critical thinking and collaboration skills to organize and use acquired information from a variety of sources, analyze and evaluate different perspectives. Students will develop a broad understanding of how society is construction by comparing and contrasting contemporary real-life issue with film franchise the Hunger Games.

Unit Critical Thinking Vocabulary: This unit will examine equity, social justice, social construction, identity, systems, oppression, anti-oppressive theory, income inequality, social construction of class, hegemony, individual and systemic discrimination, helplessness, social control, and media literacy.

Unit Criteria for Judgement: The construction of class

Income disparity

Power relations

Individual and systemic discrimination

Purposes and uses of media

Unit Social Science Theories and Case Studies Social construction of identity

Social construction of class

Systemic discrimination

Anti-Oppression Theory

Post colonialism

Income disparity

Indigenous Knowledges

“The Hunger Games”

“Idle No More”

“The 1% vs. the 99%”

“OHRC vs. TDSB”

Unit Habits of Mind:

Flexible thinking, metacognition, questioning and posing problems, gathering data, thinking interdependently, applying past knowledge to knew situations, creating, imagining and innovating

Unit Differentiated Instruction: Unit evidence portfolios

Entrance and exit slips

Reflection, discussion

Teacher directed and student directed learning sessions

Guiding reading and discovery activities of film, articles, and graphs

Kinesthetic activities

Individual, group and class collection of evidence

Peer feedback and collaboration

Graphic organisers

Songs, poems, skits

Flexibility in topic and product of culminating assignment

Independent and interdependent selection of evidence

Preparation periods for practice of new skills and concepts

Unit Lesson Outlines and Activities: See appendix A for all Lessons

See appendix B for detailed Lesson 1

See appendix C for detailed Lesson 2

Unit Assessment and Evaluation

Working in groups of 1 to 3, students will choose to participate in a conference or a student café in which they answer the questions: Are the Hunger Games real? and What are you going to do about it? Option 1 – Conference: Students who choose this option will create 3-panelled displays explaining a research project of their choice. During a class period, the panels will be set up in the library, and other classes will be invited to come to the library to see the display. The displays must be comprehensive and visually appealing. Students can display props and artifacts to support your argument. Students must stay with their displays to help explain the findings and/or answer questions. Option 2 – Student Café: Students who choose this option will create a spoken poem, skit, song or video arguing there position on both questions. They will share their work with other students at an after school student-café, where attendees will be able to have something to eat and what students perform. In addition to the performance, students will submit a text of the work, making connections to the product and their research. Students will have a full week of class to prepare for either event. The process of preparation is as follows:

1. Choose an issue of social construction, using the media pieces as inspiration 2. Make connections to theories/concepts in the course 3. Create criteria to explore the unit questions via the issue you have chosen 4. Develop methods for exploring the criteria 5. Collect primary and secondary data 6. Explain why sources can be trusted, and bias that exist 7. Analyze the collected data and persuasively answer the questions 8. Prepare a draft of your findings and share it with another group. Peer edit each other’s work 9. Test your final products on classmates before the final day. Make adjustments if needed 10. While you listen to others, develop critical questions for interrogation 11. After the conference and café, classmates will interrogate each other with these questions 12. A final reflection piece will be written outlining the whole learning process, identifying

strengths and room for improvement 13. At the end of each day, groups will be required to reflect on the progression they have

made, and the next steps to complete. The about checklist and achievement chart in the Curriculum document will serve as the basis of the marking rubric.

General Unit References (Reference specific to lessons are imbedded in lesson plans): Alberta Education. (2010). Making a difference: meeting diverse learning needs with differentiated instruction. Edmonton, Alberta: Government of Alberta https://education.alberta.ca/media/1234045/makingadifference_2010.pdf Canadian Race Relations Foundation (2005). Glossary of Terms. http://www.crr.ca/divers-files/englossary-feb2005.pdf D Singh. (2013, Feb 4). The 5 W’s and the H’s of the Anti-Oppression Framework. Retrieved from:

http://shamelessmag.com/blog/entry/the-5-ws-and-the-h-of-the-anti-oppression-framewo/ Duncan-Andrade, J.M.R. & Morrell, E. (2008). The Art of Critical Pedagogy: Possibilities for Moving Theory into Practice in Urban Schools. New York: Peter Lang. pp. 49-88.

Freire, P. (1970/1997). Pedagogy of the Oppressed. New York: Continuum. pp. 52-67.

Jacobson, N. & Kilik, J. (producers), & Ross, G. (director). (2012). The Hunger Games [Motion picture]. USA: Lionsgate. Klugman. B. (2010). Evaluating Social Justice Advocacy: A Values Based Approach. USA: Center for Evaluation Innovation. http://www.evaluationinnovation.org/sites/default/files/Klugman%20Brief.pdf Media Smarts. (undated). How to Analyze the News – Lesson. Retrieved from: http://mediasmarts.ca/lessonplan/how-analyze-news-lesson Ministry of Education. (2011). Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12 (draft). Ontario: Government of Ontario http://www.edu.gov.on.ca/eng/general/elemsec/speced/learningforall2011.pdf Ministry of Education. (2010). Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools. Ontario: Government of Ontario http://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf Ministry of Educaiton. (2009). Equity and Inclusive Education in Ontario Schools: Guidelines for Policy Development and Implementation. Ontario: Government of Ontario http://www.edu.gov.on.ca/eng/policyfunding/inclusiveguide.pdf Smith, S. R. (2007). Stop and Think: Addressing Social Injustices through Critical Reflection. Education Canada, 47(1), p.48-51. Additional Misc. Resources worth keeping for later: Anti-Oppression http://beautifultrouble.org/theory/anti-oppression/ http://www.revelandriot.com/resources/anti-oppression http://wiki.freegeekvancouver.org/article/What_is_Anti-Oppression%3F http://volunteermanual.wordpress.com/2011/03/22/anti-oppression-theory/ Feminist Analysis http://sociology.about.com/od/Sociological-Theory/a/Feminist-Theory.htm http://www.nzqa.govt.nz/assets/qualifications-and-standards/qualifications/ncea/NCEA-subject-resources/English/91479-B/91479-EXP-B-student2-001.pdf Judith Butler (Gender Performativity)

https://www.boundless.com/sociology/gender-stratification-and-inequality/gender-and-socialization/the-social-construction-of-gender/ George Dei (Anti-Racism) http://aurora.icaap.org/index.php/aurora/article/view/22/33 Jacques Derrida (Deconstruction) http://en.wikipedia.org/wiki/Deconstruction http://plato.stanford.edu/entries/derrida/#Dec Hunger Games http://oddsinourfavor.org/about http://bitchmagazine.org/post/capitol-control-the-irony-of-the-hunger-games-movie http://bitchmagazine.org/post/the-hunger-games-anti-consumerism-message-is-no-match-for-cover-girl Do we live in the hunger games? (2013, Dec 02). University Wire. Retrieved from http://search.proquest.com/docview/1462855493?accountid=14771 http://kgorhamblog.wordpress.com/tag/hunger-games/

APPENDIX A: Lesson Plans

Unit 1 - Strand B Understanding Social Construction – “If the Hunger Games are real, what are you going to do about it?”

Lesson 1 - Introduction to Equity and Social Justice Concepts – “Is Life Fair?”

150 Minutes

Strategies 1. Define Equity, Social Justice, Oppression through a problem solving scenario 2. Understand the oppressive effects of systemic factors, such as accessibility to resources, rules

and privilege through a tower-building exercise 3. Understand the role of language and non-verbal communication in power relations through

drama exercise

Connection to Critical Question A1. Exploring: explore topics related to equity and social justice, and formulate questions to guide their research; A3. Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry; A4. Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills; B1. Approaches and Perspectives: demonstrate an understanding of a range of perspectives on and approaches to equity and social justice issues, and of factors that affect inequity and social injustice; B2. Power Relations: analyse, in historical and contemporary contexts, the dynamics of power relations and privilege as well as various factors that contribute to power or marginalization.

Assessment(s)

Online Knowledge Bank (as,for,of) https://docs.google.com/spreadsheet/ccc?key=0Ag9LrYgwJlUQdHBHZWM4VDY0UVByUVRlck9ONTRKZnc&usp=sharing

1. I found a source to add to the knowledge bank (T/I) 2. I synthesized the information into a definition everyone can understand (K/U) 3. I found an example that applies to a term or theory (A) 4. I shared the new information and source in the knowledge bank (C)

Mind-map based on lesson handout (of) 1. From my experiences with the activities, I can identify and describe concepts of social

construction, such as equity, systemic influences and individual factors (T/I) 2. I understand the concepts of systemic and individual factors of social construction (K/U) 3. I can identify lived experiences and real world example that relate to the activities (A) 4. I can share that information with the class using a mind-map (C)

Internet Resources: https://docs.google.com/spreadsheet/ccc?key=0Ag9LrYgwJlUQdHBHZWM4VDY0UVByUVRlck9ONTRKZnc&usp=sharing Non-Internet Resource :

3 Spectators cut-out sheet (see lesson)

Tower building Group Conditions (see lesson)

Handout – “Social Construction Body” (See lesson)

Lesson 2 - Developing and using a social justice lens – “Are the Hunger Game Real?”

300 Minutes

Strategies 1. Find and share media pieces that provide examples/evidence of unit question in Think-pair-

share activity 2. Identify and understand issues of social justice and equity depicted in the Hunger Games film by

using a graphic organizer 3. Develop a criteria to answer unit and lesson question 4. Apply concepts found exploring the Hunger games and finding evidence for/against these

concepts in the real world 5. Develop a “detectives web” that incorporates all the evidence found by the class

Connection to Critical Question

A1. Exploring: explore topics related to equity and social justice, and formulate questions to guide their research; A3. Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry; B1. Approaches and Perspectives: demonstrate an understanding of a range of perspectives on and approaches to equity and social justice issues, and of factors that affect inequity and social injustice; B2. Power Relations: analyse, in historical and contemporary contexts, the dynamics of power relations and privilege as well as various factors that contribute to power or marginalization.

Assessment

Media pieces (for/of) 1. I have thought critically about the media piece by answering the 4W1H (see lesson) (T/I 2. I have made connections to the unit content (A) 3. I have shared my findings with a partner, as well as on the knowledge bank and/or orally

to the class (C)

Defectives web (aka investigation board; see lesson) (for) 1. I identified concepts and evidence that helps answer the lesson question (T/I) 2. I found an example that applies to a concept (A) 3. I shared the new information and source on the investigation board (C) 4. I have identified questions/made connections that can take our investigation further

(T/I) 5. I have share these ideas on the investigation board (C)

Internet Resources: https://www.youtube.com/watch?v=BmVJaBuoEYA Non-Internet Resource :

The Hunger games film Jacobson, N. & Kilik, J. (producers), & Ross, G. (director). (2012). The Hunger Games [Motion

picture]. USA: Lionsgate.

Movie Analyse Handout (see lesson)

Lesson 3 – Going Deeper: Shaping attitudes and perspectives with the media; media literacy “Are they telling the truth?”

150 Minutes

Strategies 1. Find and share media pieces that provide examples/evidence of unit question in Think-pair-

share activity 2. Investigate how media shapes attitudes and perspectives by analysing various news coverage of

the “Idle No More” movement. 3. Develop media literacy skills by interrogating content, perspectives, and delivery

Connection to Critical Question

A2. Investigating: create research plans, and locate and select information relevant to their chosen topic, using appropriate social science research and inquiry methods; A3. Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry; A4. Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills. B2. Power Relations: analyse, in historical and contemporary contexts, the dynamics of power relations and privilege as well as various factors that contribute to power or marginalization; B3. Media and Popular Culture: assess the impact of media and popular culture on equity and social justice issues.

Assessment(s)

Media pieces (for/of) 1. I have thought critically about the media piece by answering the 4W1H (see lesson) (T/I 2. I have made connections to the unit content (A) 3. I have shared my findings with a partner, as well as on the knowledge bank and/or orally

to the class (C)

Entrance/Exit Slips (as) 1. I considered the attitudes that I had about Aboriginal issues before the lesson (T/I) 2. I reflected on the effect the media has in shaping society and individuals (T/I) 3. I recorded questions that I wanted answered by the end of the lesson (T/I) 4. I identified how my understanding has changed since the beginning of lesson (T/I)

U-shaped debate “Did the media tell the truth about Idle no more?” (for, of) 1. I have developed criteria to explore the question (T/I) 2. I have given consideration to the difference perspective in the media (T/I) 3. I can identify the persuasive strategies used by the media (K/U; A) 4. I can identify bias in the media (K/U; A) 5. I can persuasively defend my opinion by using evidence that I have gathered (T/I, C)

Internet Resources

Sun News Perspective

https://www.youtube.com/watch?v=1cnuJKOy_GY

https://www.youtube.com/watch?v=bYO6PT1kIks

APTN perspective

https://www.youtube.com/watch?v=fMaVZxgsVPQ

https://www.youtube.com/watch?v=_5vOGGPxZKk

https://www.youtube.com/watch?v=EP3Z4aFtNFo CTV perspective

https://www.youtube.com/watch?v=Paxc3bA7qvY

https://www.youtube.com/watch?v=vSxJsvIiAhw CBC perspective

http://www.cbc.ca/player/News/TV+Shows/The+National/ID/2323881230/

http://www.cbc.ca/player/News/ID/2322717557/ Additional Resources

http://www.socialjustice.org/index.php?page=aboriginal-issues

http://www.idlenomore.ca/

http://rabble.ca/news/2013/01/racism-hunger-and-laziness-first-nations-youth-perspective-idle-no-more-media-coverage

http://www.jhr.ca/en/aboutjhr/downloads/publications/buried_voices.pdf

http://www.statcan.gc.ca/pub/89-645-x/2010001/justice-eng.htm

http://www.wawataynews.ca/archive/all/2014/3/19/rez-kitchenuhmaykoosib-inninuwug_25487

Lesson 4 – Going Deeper: Power Relations, Politics, and income disparity “Who is President Snow? Who is District 12?”

225 Minutes

Strategies 1. Find and share media pieces that provide examples/evidence of unit question in Think-pair-

share activity 2. Investigate primary and secondary sources about income inequality 3. Interpret statistics on income equality 4. Create a Canadian profile of “President Snow” and “A Citizen of District 12”

Connections to Critical Question

A1. Exploring: explore topics related to equity and social justice, and formulate questions to guide their research; A2. Investigating: create research plans, and locate and select information relevant to their chosen topic, using appropriate social science research and inquiry methods; A3. Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry; A4. Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills. B1. Approaches and Perspectives: demonstrate an understanding of a range of perspectives on and approaches to equity and social justice issues, and of factors that affect inequity and social injustice; B2. Power Relations: analyse, in historical and contemporary contexts, the dynamics of power relations and privilege as well as various factors that contribute to power or marginalization;

Assessment(s)

Media pieces (for/of) 1. I have thought critically about the media piece by answering the 4W1H (see lesson) (T/I 2. I have made connections to the unit content (A) 3. I have shared my findings with a partner, as well as on the knowledge bank and/or orally

to the class (C)

Profile of President Snow and a citizen of District 12 (as/for/of) 1. I have created a criteria to investigate the identities of rich and poor Canadians (T/I) 2. Using statistics, laws and case studies, I have developed a profile of rich and poor Canadians (K/U; A) 3. I have identified systemic inequities in Canada (A) 4. I have created a visual product illustrating my findings (C)

Social media Blitz (of) 1. Using the product I created, I have created a list of questions to interrogate these inequities (T/I) 2. I have used social media such a Twitter and Facebook to reach out to politicians and other decision makers to interrogate them on inequities (C)

Internet Resources

I am President Snow - Vlogbrothers https://www.youtube.com/watch?v=NDTwFrKVMUs Opinion piece on 1% vs. 99%

http://www.brookings.edu/research/opinions/2014/02/19-affluent-squeezed-entrenched-poverty-reeves

Satistics Canada http://www5.statcan.gc.ca/subject-sujet/theme-theme.action?pid=3868&lang=eng&more=0&MM

Report on Income inequality http://www.statcan.gc.ca/pub/11f0019m/11f0019m2007298-eng.pdf

Protest of Conservative Harper and income inequality https://www.youtube.com/watch?v=eNkLISB3pFw

Income disparity and the law http://lawofwork.ca/?p=3905

Lesson 5 – Going Deeper: Systemic discrimination in Toronto Schools – “Do students drop out, or are they pushed out?”

225 minutes

Strategies 1. Students will create criteria to answer the question 2. Students will collect data according to various methods (statistic charts, board policies,

interviews, surveys) 3. Students will interpret the data to come to a conclusion 4. Students will host an afterschool “student café” and collect feedback from attendees 5. Students will reflect on feedback and generate ideas for further research/action

Connections to Critical Question

A1. Exploring: explore topics related to equity and social justice, and formulate questions to guide their research; A2. Investigating: create research plans, and locate and select information relevant to their chosen

topic, using appropriate social science research and inquiry methods; A3. Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry; A4. Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills. B1. Approaches and Perspectives: demonstrate an understanding of a range of perspectives on and approaches to equity and social justice issues, and of factors that affect inequity and social injustice; B2. Power Relations: analyse, in historical and contemporary contexts, the dynamics of power relations and privilege as well as various factors that contribute to power or marginalization; B3. Media and Popular Culture: assess the impact of media and popular culture on equity and social justice issues

Assessments

Media pieces (for/of) 1. I have thought critically about the media piece by answering the 4W1H (see lesson) (T/I 2. I have made connections to the unit content (A) 3. I have shared my findings with a partner, as well as on the knowledge bank and/or orally

to the class (C)

Student café (of) 1. I understand how systemic discrimination may exist education (K/U) 2. I have participated in an investigating of systemic discrimination (T/I) 3. I can make connections to the Hunger Games and media pieces that have been shared

(A) 4. Using the arts, I have created and shared a poem, skit, song, video, piece, etc. describing

my findings (C) Internet Resources

Dylan Garity – “Rigged Game” https://www.youtube.com/watch?v=bo3KFUzyMUI

Learning Opportunities Index http://www.tdsb.on.ca/Portals/0/AboutUs/Research/LOI2014.pdf

Fraser Report https://www.fraserinstitute.org/report-cards/school-performance/ontario.aspx TDSB Secondary Outcomes

http://www.tdsb.on.ca/Portals/0/AboutUs/Research/SSIYear4Outcomes201112.pdf

http://www.tdsb.on.ca/Portals/0/AboutUs/Research/SSIGrade9CreditAccumulation201112.pdf Human Rights Settlement with TDSB

http://www.ohrc.on.ca/en/human-rights-settlement-reached-ministry-education-safe-schools-terms-settlement Statistics Canada

http://www.statcan.gc.ca/pub/89-645-x/2010001/education-eng.htm

http://www.statcan.gc.ca/pub/89-645-x/2010001/income-revenu-eng.htm

http://cansim2.statcan.gc.ca/cgi-win/cnsmcgi.pgm?Lang=E&ResultTemplate=/Stu-Etu/Stu-Etu3&ChunkSize=25&AS_Theme=3073&ChunkStart=1&AS_Date=.&AS_Ser=.&AS_Auth=.&AS_Srch=&AS_SORT=0&AS_UNIV=3&Version=2&AS_Mode=2

http://cansim2.statcan.gc.ca/cgi-win/cnsmcgi.pgm?Lang=E&ResultTemplate=/Stu-Etu/Stu-

Etu3&ChunkSize=25&AS_Theme=1756&ChunkStart=1&AS_Date=.&AS_Ser=.&AS_Auth=.&AS_Srch=&AS_SORT=0&AS_UNIV=3&Version=2&AS_Mode=2

Culminating Assessment

Working in groups of 1 to 3, students will choose to participate in a conference or a student café in which they answer the questions: Are the Hunger Games real? and What are you going to do about it? Option 1 – Conference: Students who choose this option will create 3-panelled displays explaining a research project of their choice. During a class period, the panels will be set up in the library, and other classes will be invited to come to the library to see the display. The displays must be comprehensive and visually appealing. Students can display props and artifacts to support your argument. Students must stay with their displays to help explain the findings and/or answer questions. Option 2 – Student Café: Students who choose this option will create a spoken poem, skit, song or video arguing there position on both questions. They will share their work with other students at an after school student-café, where attendees will be able to have something to eat and what students perform. In addition to the performance, students will submit a text of the work, making connections to the product and their research. Students will have a full week of class to prepare for either event. The process of preparation are as follows:

14. Choose an issue of social construction, using the media pieces as inspiration. 15. Make connections to theories/concepts in the course 16. Create criteria to explore the unit questions via the issue you have chosen 17. Develop methods for exploring the criteria 18. Collect primary and secondary data 19. Explain why sources can be trusted, and bias that exist 20. Analyze the collected data and persuasively answer the questions 21. Prepare a draft of your findings and share it with another group. Peer edit each other’s work 22. Test your final products on classmates before the final day. Make adjustments if needed 23. While you listen to others, develop critical questions for interrogation 24. After the conference and café, classmates will interrogate each other with these questions 25. A final reflection piece will be written outlining the whole learning process, identifying

strengths and room for improvement 26. At the end of each day, groups will be required to reflect on the progression they have

made, and the next steps to complete. The about checklist and achievement chart in the Curriculum document will serve as the basis of the marking rubric.

APPENDIX B – Lesson 1 Outline HSE4M Equity and Social Justice: From Theory to Practice Grade 12 University/College Preparation UNIT 1: Strand B Understanding Social Construction – “If the Hunger Games are real, what are you going to do about it?” LESSON 1: Introduction to Equity and Social Justice Concepts – “Is Life Fair?” Suggested Time: 150 Minutes Connection to CULMINATING ACTIVITY: Understanding how to build and critically analyze criteria to identify and react to oppressive constructions; applying a social justice lens to lived experiences.

Planning Information:

Curriculum Connections:

Overall and Specific Expectations: A1. Exploring: explore topics related to equity and social justice, and formulate questions to guide their research;

A1.2 identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics

A3. Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry;

A3.2 record and organize information and key ideas using a variety of formats (e.g., notes, graphic organizers, summaries, audio/digital records)

A4. Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills;

A4.1 use an appropriate format (e.g., oral presentation, written research report, poster, multimedia presentation, web page) to communicate the results of their research and inquiry effectively for a specific purpose and audience

B1. Approaches and Perspectives: demonstrate an understanding of a range of perspectives on and approaches to equity and social justice issues, and of factors that affect inequity and social injustice;

B1.3 explain how individual and systemic factors (e.g., fear, greed, isolation, pressure to conform, poverty, individual and systemic discrimination) can cause or perpetuate inequity and social injustice;

B2. Power Relations: analyse, in historical and contemporary contexts, the dynamics of power relations and privilege as well as various factors that contribute to power or marginalization;

B2.4 demonstrate an understanding of how the use of language can empower or marginalize individuals and groups.

Learning Goals:

4. Define Equity, Social Justice, Oppression through a problem solving scenario 5. Understand the oppressive effects of systemic factors, such as accessibility to resources, rules

and privilege through a tower-building exercise 6. Understand the role of language and non-verbal communication in power relations through

drama exercise

Background Knowledge and Vocabulary: No background knowledge or vocabulary is needed

Critical Thinking Question and Criteria for Judgment:

Is life fair? (a) Equitable distribution (b) Opportunities (c) Accessibility to resources (d) Privilege (e) Language (f) Physical space (g) Non-verbal communication

Assessment and Evaluation:

Assessment/Success Criteria:

Online Knowledge Bank https://docs.google.com/spreadsheet/ccc?key=0Ag9LrYgwJlUQdHBHZWM4VDY0UVByUVRlck9ONTRKZnc&usp=sharing

5. I found a source to add to the knowledge bank (T/I) 6. I synthesized the information into a definition everyone can understand (K/U) 7. I found an example that applies to a term or theory (A) 8. I shared the new information and source in the knowledge bank (C)

Mind-map based on lesson handout 5. From my experiences with the activities, I can identify and describe concepts of social

construction, such as equity, systemic influences and individual factors (T/I) 6. I understand the concepts of systemic and individual factors of social construction (K/U) 7. I can identify lived experiences and real world example that relate to the activities (A) 8. I can share that information with the class using a mind-map (C)

Achievement Chart Category: K/U – terms, definitions, use of technologies T/I – identifying problems, generating ideas, gathering and organizing information, analyzing, synthesizing, decision making, critiquing C – online database to inform/instruct academic audience using research conventions A – using examples to illustrate a definition

Assessment Tools:

1. Checklist (See success Criteria) (assessment as/of learning)

2. Anecdotal comments on knowledge bank (assessment for learning)

Differentiated Instruction Details:

Knowledge of Students - differentiated based on student: Learner profile

Styles (a) Visual – mind-map; gallery walk (b) Auditory – class discussion (c) Kinesthetic – building activity; drama activity

Intelligences (a) Verbal-Linguistic – knowledge bank (b) Logical-Mathematical – block building; tower building (c) Interpersonal – communication activities (d) Bodily-Kinesthetic – drama activity (e) Visual-Spatial – tower building, spectator activity

Products

Knowledge bank – level of research difficulty and collaboration chosen by student

Media pieces of any type

Need to know

Students’ learner profile

Students’ comfort level with the dramatic arts

Food allergies

Students’ level of sensitivity to experience of personal discrimination

Necessary Prior Knowledge & Skills

Prior to this lesson, students will have:

Knowledge: Classroom etiquette, respect an encouragement of others

Skills: Working independently; collaborating; taking initiative

Habits of Mind: Persisting; Questioning and problem posing; thinking and communicating clearly; creating, imagining, and innovating; thinking interdependently; taking risks; finding humor; finding humor

Materials & Resources Agenda

Materials:

Envelopes for every pair containing: -Cut outs of 1 small person, 1 medium person and 1 big person, as well as 3 identical rectangles

Six freezer bags containing various amounts of the following -Kebob skewers -large marshmallows -small marshmallows -duct tape (of varying lengths from nothing to 30cm) -small drinking cups

Computer

Projector

Internet Connection

Markers

Big Q – “If the Hunger Games are real, what are you going to do about it? Little Q – “Is life fair?” 1. 3 Spectator activity 2. Tower building activity 3. Actions and Sounds

activity 4. Intro to unit

(a) Evidence portfolio (b) Knowledge database (c) Culminating

assignment 5. Homework assignment

Chart paper Internet Resources: https://docs.google.com/spreadsheet/ccc?key=0Ag9LrYgwJlUQdHBHZWM4VDY0UVByUVRlck9ONTRKZnc&usp=sharing Non-Internet Resource :

3 Spectators cut-out sheet (see attached)

Tower building Group Conditions (see attached) 1. Handout – “Social Construction Body” (See attached)

Opening

Activity – 3 Spectators (PAIRS) 1. Explain to class that that a new unit has begun and we will talk

more about it later, but for now, the only question we need to be thinking about is “Is life fair?”

2. Quickly survey the class with the following prompts: “What does it mean to treat fairly” “Is fair treatment equal treatment?”

3. Distribute the envelopes to the pairs. They can remove the cut-outs and look at them if they choose

4. SCRIPT/INSTRUCTIONS: In the envelope are three friends and three boxes. These three friends can’t afford tickets to see their favorite sports team, but have gone to the stadium anyway, to be part of the crowd. While walking around the outside of the stadium, they have found a section of fence that goes up to the nose of the tallest friend. Next to the fence are the 3 boxes. CHALLENGE: Equally distribute the boxes so that everyone can see the game.

5. At first, reinforce the instruction “EQUAL distribution.” As students start to realize that equal distribution can’t solve the challenge, change the instruction to “FAIR distribution.”

6. To solve the problem, students need to remember that the tallest friend can already see over the fence, and doesn’t need a box. The medium height friend needs one box and the shortest friend needs two (see 3 Spectator cutout sheet)

7. Debrief the class. Ask about strategies they used to solve the challenge, for example, noticing and remembering helpful clues. Ask for reactions and insights. Use questions and prompts to uncover insights into at least:

-Feelings of not being able to afford tickets -The experience of being an ‘outsider’ but still wanting to be part of the crowd -Equality (everyone receives the same treatment ) and equity (everyone receives what they need)

8. Finish on helping the class grasp the definition of equity. Ask for examples in their own lives.

Strategy/Assessment Tools 2. Teacher led

instructions, with writing on the board

3. Casual assessment as/for/learning as teacher discusses with class

4. Debriefing

Action

Activity – Tower Building (GROUPS OF 4) 1. Create six groups in the following manner: Let one side of the

classroom form three groups of their choice, but do not give choice to the other side of the classroom. Make sure the class notices what you have done.

2. Give out bags, but do not mention that bags have different amounts of materials in them. Let them assume that everyone has the same amount.

3. INSTRUCTIONS: Your group has 15 minutes to build the highest tower possible with the material provided. To win, the tower must be free standing for at least 1 minute when the timer goes off. Everyone will start with the same base, which is a desk (or floor). Additional materials like books and chairs are prohibited.

4. When students have begun, quietly go around the room distributing “Group Condition” cards. These are additional instructions unique to the particular group.

5. After the condition cards have been distributed, go around the room treating groups differently. Praise some and criticize others. Impose mandatory pauses of 20-30 seconds. Take supplies from one group and give them to others. Treat everyone differently and unfairly, but do it on a group-by-group basis. Never make your actions public to the whole group. One group should be treated better than the others and provided with the opportunities to win.

6. When the buzzer goes, have all the towers stand for 1 minute and declare a winner. Have the whole class recognize the winners.

7. Debrief the activity by asking for reactions. All students to be open and honest with their feelings. Explain that some groups had advantages over others (e.g., more supplies, better conditions, better treatment, and fewer constraints). Ask about groups that had many constraints and few opportunities. How did they perform? Were they successful? What helped/hindered success. The discussion should touch on themes of systemic constructions, such as attitudes of the authority figure, rules/laws, and processes.

8. Encourage students to record their reactions and the reactions with others. If they choose, they can write on the chalkboard.

Teacher led instructions, with writing on the board

Casual assessment as/for/learning as teacher discusses with class

Through the debriefing, have students group their reactions and influences (building criteria) into outside influence (system) and inside influence (individual)

Activity – Actions and Sounds activity (Theatre of the oppressed) (GROUPS OF 4-5, then entire class) See: http://www.theatreoftheoppressed.org/

1. Have the class divide back into groups of at least six 2. INSTRUCTIONS: Every student will pick their own action (e.g.

flapping arms) and their own sound (“beep, beep”). Don’t let anyone know until the game has begun. When the teacher says start, everyone will start making their action and sound. CHALLENGE: To go from everyone in the group making a different action and sound to everyone in the group making the

Teacher led instructions, with writing on the board

Casual assessment as/for/learning as teacher discusses with class

Through the debriefing, have students group their

same action and sound, without speaking, and continuously moving and making sound.

3. Once every group has completed a CHALLENGE: congratulate the class, but tell them there is still another challenge. Now, with the new action and sound, groups have to move around the room and try and get the other groups to join them. Again, no speaking, but continuously moving and making a sound.

4. Allow the groups to move around. Eventually, most will adopt the same action and sound. Allow time for the majority to put pressure on the few that are resisting. When the activity has reached a natural climax/conclusion, end the activity.

5. Begin by asking about strategies used to convince others. Ask about why/how students chose to adopt the actions of others. Talk about the use of non-verbal communication, especially the use of physical space and volume. Ask about feelings and reactions. Identify and discuss any actions that were aggressive or passive. Compare and contrast the feelings/actions of those in the majority, and those in the minority. Ask about the experience of the few who may have resisted at the end. The discussion should touch on themes of individual identity, such as having a voice, feelings of belonging/isolation, see others like themselves, choice and mobility.

6. Encourage students to record their reactions and the reactions with others. If they choose, they can write on the chalkboard.

reactions and influences (building criteria) into outside influence (system) and inside influence (individual)

Consolidation/Connections/Reflections

Mind Map/Gallery Walk 1. Distribute the “Social Construction Body” handout, and explain

that the activities and discussion have all touched on the idea of social construction. Briefly discuss the concept of social construction being the relationship between social systems and individuals.

2. Help the students notice that each part of the body can represent a difference aspect of social construction and individual identity (e.g. mount = language/voice, hands = writing laws/participating with other, feet = mobility/movement, etc.)

3. Students form groups of 1 to 4, and use the handout to create a mind map. Students draw a human outline in the center of the page and write social construction in the middle. From the outline, they draw lines to the left to organize ideas about systemic factors, and draw lines to the right to organize ideas about individual factors. Students are organizing examples and evidence from the activities of the lesson.

4. When students have finished, the maps are posted on the wall and students walk around the “gallery” silently reading each other’s work. Students are invited to walk around with a marker and add to the mind maps of others

Knowledge Bank 1. Introduce students to the knowledge bank (see above for link).

Graphic organizer (for/of)

Knowledge bank (for/of)

Media piece (for/of)

Exit slip (As)

Given instructions that are seen on the document, notably that it’s a growing and developing collection of student research efforts

2. Students look online and gather information that they can post in the knowledge bank for everyone to use.

Media Piece (Ongoing) 1. At the beginning of every class for the rest of the unit, students

will asked to bring in a media piece related the themes of social construction. It can be an article, a news report, a video, an interview, a meme, etc. When they find the piece, they must identify the problem, why it’s a problem, and the individuals/groups implicated. Media pieces will saved in a collection portfolio for later use.

Accommodations/Special Needs:

1. Homework club for students without internet access at home 2. More time for processing/finishing work 3. Explanation throughout the lesson that many activities will be difficult, frustrating and

uncomfortable, but that’s part of the lesson. 4. Constant assessment 5. All work and assignment posted on www.mropper.weebly.com for parents and absent students

to see and follow. 6. Online correspondence through the online classroom on www.edmodo.com 7. Enrichment already available on Knowledge bank for gifted students.

Teacher Reflection on Lesson:

Aspects that worked Changes for next time

3 Spectators Cutouts

Tower Building Group Conditions

You cannot speak to each other

You can only use your left hand

Only the boys can use their hands

Only the girls can speak

You can only communicate with each other through

song

You can only communicate in

languages that aren’t English

Applaud and cheer loudly every time a member of team

makes a contribution

You can only stand, and your knees must

be on the floor

You can use this card to take up to 5 items from another group

You must ask the teacher for permission

before you can add anything to the tower

2 members of the group must sit out and

stay quiet

You are not subject to any restrictions

SOCIAL CONSTRUCTION Mind and Body

Perceptions Attitudes/Language

Media Voice

Can I speak for myself?

Laws Rights/Freedoms

Government

Processes Opportunities/Support

Institutions

Representation Who represents me?

Mobility

Can I move around, physically and figuratively?

Participation Can I participate?

Visibility Can I see myself in others?

Belonging Do I feel like I belong?

Identity Who defines me?

INTERACTING WITH SYSTEMS INDIVIDUALS

APPENDIX C – Lesson 2 Outline HSE4M Equity and Social Justice: From Theory to Practice Grade 12 University/College Preparation UNIT 1: Strand B Understanding Social Construction – “If the Hunger Games are real, what are you going to do about it?” LESSON 1: Developing and using a social justice lens – “Are the Hunger Game Real?” Suggested Time: 300 Minutes Connection to CULMINATING ACTIVITY: Understanding how to build criteria to identify and react to oppressive constructions

Planning Information:

Curriculum Connections:

Overall and Specific Expectations:

A1. Exploring: explore topics related to equity and social justice, and formulate questions to guide their research;

A1.1 explore a variety of topics related to equity and social justice (e.g., media representations of women in politics, effects of social networking on activism) to identify topics for research and inquiry A1.2 identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics A1.3 formulate effective questions to guide their research and inquiry

A3. Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry;

A3.2 record and organize information and key ideas using a variety of formats (e.g., notes, graphic organizers, summaries, audio/digital records) A3.3 analyse and interpret research information (e.g., compare results of surveys and interviews; determine whether common themes arise in different sources)

B1. Approaches and Perspectives: demonstrate an understanding of a range of perspectives on and approaches to equity and social justice issues, and of factors that affect inequity and social injustice;

B1.2 demonstrate an understanding of basic concepts related to the social construction of identity that have been developed by a range of theorists and of how to apply the concepts when analysing equity issues B1.3 explain how individual and systemic factors can cause or perpetuate inequity and social injustice B1.4 analyse ways in which social and cultural belief systems can affect perspectives on and decisions relating to equity and social justice issues

B2. Power Relations: analyse, in historical and contemporary contexts, the dynamics of power relations and privilege as well as various factors that contribute to power or marginalization;

B2.1 analyse the dynamics of power relations and privilege in various social settings, both historical and contemporary (e.g., the status of women in various historical periods and/or

societies; power relations in slave societies; the connections between economic and political power; heterosexual privilege; power relations between dominant and minority language groups) B2.2 analyse the effects of bias, stereotypes, prejudice, discrimination, and oppression on individuals and groups (e.g., feelings of marginalization, powerlessness, anger, hopelessness, apathy, lack of self-worth, defiance; ghettoization; formation of support groups; motivation to seek societal change or engage in advocacy, action) B2.4 demonstrate an understanding of how the use of language can empower or marginalize individuals and groups (e.g., the impact of forcing colonized people to be educated in or to use the language of the colonizer; the implications of androcentric language; the benefits of groups “reclaiming” pejorative language)

Learning Goals:

7. Find and share media pieces that provide examples/evidence of unit question in Think-pair-share activity

8. Identify and understand issues of social justice and equity depicted in the Hunger Games film by using a graphic organizer

9. Develop a criteria to answer unit and lesson question 10. Apply concepts found exploring the Hunger games and finding evidence for/against these

concepts in the real world 11. Develop a “detectives web” that incorporates all the evidence found by the class

Background Knowledge and Vocabulary: 1. Concepts of equity, social justice, oppression 2. Relationship between systemic and individual factors

Critical Thinking Question and Criteria for Judgment:

Are the Hunger Games real? (h) Media perspectives (i) Rights and freedoms (j) Opportunities and Support (k) Privilege (l) Language (m) Physical space (n) Non-verbal communication (o) Representation (p) Participation (q) Advocacy (r) Belonging (s) Mobility (t) Identities

Assessment and Evaluation:

Assessment/Success Criteria:

Media pieces 4. I have thought critically about the media piece by answering the 4W1H (see lesson) (T/I

5. I have made connections to the unit content (A) 6. I have shared my findings with a partner, as well as on the knowledge bank and/or orally

to the class (C)

Defectives web (aka investigation board; see picture below) 9. I identified concepts and evidence that helps answer the lesson question (T/I) 10. I found an example that applies to a concept (A) 11. I shared the new information and source on the investigation board (C) 12. I have identified questions/made connections that can take our investigation further

(T/I) 13. I have share these ideas on the investigation board (C)

Achievement Chart Category: K/U – understanding of content T/I – Use of planning skills; use of processing skills; use of critical/creative thinking processes C – organization and expression of ideas; information and understanding A – transfer of knowledge and skills to new contexts; making connections within and between various contexts

Assessment Tools:

3. Checklist (See success Criteria) (assessment as/of learning) 4. Anecdotal comments on detective board and group discussion (assessment for learning) 5. Media piece presentations - ongoing (assessment of learning) 6. Exit Slips (assessment as learning)

Differentiated Instruction Details:

Knowledge of Students - differentiated based on student: Learner profile

Readiness (a) Minds-on video clip (b) Use of popular culture

(c) Interrogative discussion

Styles (d) Visual – film, investigation board (e) Auditory – group and class discussion (f) Kinesthetic – investigation board

Intelligences (f) Verbal-Linguistic – group and class discussion (g) Logical-Mathematical – investigation board (h) Interpersonal – investigation in groups (i) Bodily-Kinesthetic – investigation board (j) Visual-Spatial – investigation board (k) Intrapersonal – exit slips

Products

Investigation board

Media pieces of any type

Need to know

Students’ learner profile

Students’ English proficiency in regards to watching a film

Students’ exposure the Hunger Games franchise

Students’ level of sensitivity to experience of personal discrimination

Necessary Prior Knowledge & Skills

Prior to this lesson, students will have:

Knowledge: System and individual factors of social construction; Using a social justice lens

Skills: Responsibility, organization, collaboration, self-regulation, independent

Habits of Mind: Listening with understanding/empathy; Questions and problem posing; Thinking and communicating with clarity and precision; thinking interpedently, applying past knowledge to new situations

Materials & Resources Agenda

Materials:

The Hunger Games film

Player

Projector

Stapler/tape/pins

Yarn

Markers

Scissors Internet Resources: https://www.youtube.com/watch?v=BmVJaBuoEYA Non-Internet Resource :

5. Movie Analyse Handout

Big Q – “If the Hunger Games are real, what are you going to do about it? Little Q – “Are the Hunger games real?” 6. Review/Media piece 7. Starting an investigation

(developing criteria) 8. Making connections

(Hunger Games) 9. Analyzing data

(detectives web)

Opening

Review and Media Piece (Think-Pair-Share) – ongoing at the beginning of every class for entire unit

9. Students will produce the media pieces they found and answer

Strategy/Assessment Tools 6. Think-pair-share 7. 4 W and H

the following questions in the knowledge bank: (a) Who is this about? (b) Where is it happening (c) What is the problem? (d) Why does it matter? (e) How are the different groups being affected (good/bad)? (f) Connections to concepts of Equity and Social Justice

10. Students share their media pieces to others 11. In pairs Students then answer the following:

(a) What more do we need to know? (b) What information is missing? (c) Are the perspectives fair? (d) What questions do we need to ask to go deeper?

12. Students record their answers 13. A few pairs share their answers 14. Opportunities for reaction/discussion/questions

8. Knowledge bank (for)

9. Casual assessment as/for/learning as teacher discusses with class

Action

Starting an Investigation (Class discussion) 1. The board is divided into 3 columns and students come up to the

board at the same time to answer the following questions: (a) How can I recognize an oppressive society? (b) How will I know that a person is oppressive? (c) How will I know that a person is being oppressed? Concepts and terminology from lesson 1 should appear

2. Quickly take up answers and ensure that everyone understands “The Hunger Games are Real”

1. Briefly describe the premise of the Hunger games (future dystopian society where the citizens of the capitol oppress the citizens of the outlying districts. The greatest example of this oppression is through a death match between youth from each outlying district. A young heroine tries to fight against the system).

2. Introduce the question of the lesson 3. Explain that some young people from the United States have

already tried to answer this question. Show the YouTube video “The Hunger Games are Real” https://www.youtube.com/watch?v=BmVJaBuoEYA

4. Debrief (reactions/questions) 5. Explain that we will try to answer the same question (are the

Hunger Games real) by exploring the games, and then connecting them to our media pieces.

The Hunger Games film 1. Distribute Movie Analysis handout 2. Have the class divide into eight groups, based on the group on

the handout 3. Explain that while they watch the movie, they will be responsible

for collecting evidence/examples of their concept and then later sharing it with the class.

Writing on the board

Handout

Film

Casual assessment as/for/learning as teacher discusses with class

Exit slips (as)

4. When everyone understands, begin the film. Stop the film at logical breaks every 10-20 minutes.

5. Give each group time to fill out their handout 6. Have the class share the “data” they have been collecting. Help

them identify who is in power relationships and its maintenance. 7. Encourage students to jot down questions they might have,

information that doesn’t fit the handout, and connections they are making to the real world/media pieces

8. Repeat this process until the movie has ended 9. Use exit slips at the end of classroom periods to have students

reflect on how they are learning and what they can do to go further/deeper

Consolidation/Connections/Reflections

Detective Web/Investigation board 2. When students have finished, the class will use one of the walls

to create an investigation board. At the middle will be the poster of the hunger games (See attached) with the question, are the hunger games real?

3. Using string, pins, paper, news clipping, printouts, QR codes, etc. The class will work together to create a mind-map, consolidating everything everyone learned.

4. Periodically, groups will share their contributions with the class and the class will be invited to give feedback

5. As part of the web, students will also include media pieces real-life experiences that connect with themes of the Hunger games.

6. When the wall if covered and the web completed, each group will have a chance to share their findings with the class and answer the lesson question.

Investigation board (mind map)

Handout (for)

Collaborative sharing sessions (as/for)

Group presentation of findings (of)

Accommodations/Special Needs:

8. Homework club for students without internet access at home 9. More time for processing/finishing work 10. Special roles for students that self-advocate 11. Constant assessment 12. All work and assignment posted on www.mropper.weebly.com for parents and absent students

to see and follow. 13. Online correspondence through the online classroom on www.edmodo.com 14. Enrichment already available on Knowledge bank for gifted students.

Teacher Reflection on Lesson:

Aspects that worked Changes for next time