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| INTRO | LEARNING OUTCOMES | BACKGROUND INFORMATION | EXTENSION ACTIVITIES | CULMINATING ACTIVITIES | ASSESSMENT & EVALUATION |
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EXTENSION ACTIVITIES Students will complete at least one of the following: Programs: Students working in groups will research successful anti-racism campaigns, be they government sponsored (March 21 and Mathieu da Costa) or those implemented by other communities, locally, nationally and internationally. They will prepare a brief summary on these successful programs with a view to designing and launching their own anti-racism campaign in their community. The group will select a spokesperson who will make an oral presentation to the class. Resources: www.pch.gc.ca Expression: Students working in groups create their own public awareness campaign that promotes one of the key themes within social interactions, like anti-racism. Students may choose the format in which they wish to work, i.e., print, audio, video, animation, Web, etc. Each member of the group is assigned a task and a time line in which to complete it. Resources: www.media-awareness.ca Simulation: Students work in groups to create their own society, develop specific charters, laws, policies, programs and citizenship values. Existing societal models may be researched and include: Democracy, Theocracy, Oligarchy, Dictatorship, City State, Socialism, Monarchy etc. The emphasis in this activity will be not just the building of a society but how this society accepts newcomers into its midst. This activity can be a paper-based exercise or expand outward to having students create scale models of a city or community of the future. This may also be realized as a Web site, potentially. Once completed, the group is required to make a presentation to the rest of the class as a team outlining the details of the project.
www.home.earthlink.net/~eduscapes/units/giver/activity1.htm Collaboration: Students develop an online citizenship project with another school within Canada or around the world to specifically look at areas of immigration, anti-racism and anti-discrimination policies. Members of the group are required to make either oral or written updates concerning the project to the rest of the class. Resources: www.epals.com Current Affairs: Students will examine contemporary examples of citizen engagement and actions around the world where groups have spoken out about racism and developed specific programs or effected certain actions. For example, researching and monitoring the current movements in human rights in African nations, India, Pakistan, Columbia, Chile or Argentina among others. They will also examine the role of the media in this entire process. From this, students will gain insight and a greater appreciation for what they have here in Canada while understanding media influences at the same time. Each member of the group will write a magazine article based on the research they have completed. The article will have a minimum length of one page. The completed articles are then submitted to the teacher for evaluation. Resources: www.hrw.org Coming Together: Students working in groups design and organize a symposium attended by other students in the school and/or community where Anti-Racism issues are addressed. The outcome of the symposium must be a resolution that features a Call to Action on the part of the participants. This may also be treated as a class project since it is a large undertaking. The outcome should be the organizing and launching of such an event that may involve other classes, the entire school or the community at large. Resources:
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