Critical Literacy for Citizenship Role Lesson

This lesson is based on the big idea that to be active and effective citizens, Canadians need to understand their rights and responsibilities as well as how governments work. The curriculum expectation that is being addressed is from the strand “People and Environments: The Role of Government and Responsible Citizenship” which is B3.1 describe the major rights and responsibilities associated with citizenship in Canada. This lesson connects to our groups culminating activity as we had chosen our inquiry question from the strand “People and Environments: The Role of Government and Responsible Citizenship” focusing on “How is a responsible citizen created in Canada?” as our key inquiry question.

Teacher will begin by telling students to crumble up scrap pieces of paper and to sit at their desks. Students will be instructed to aim and throw their pieces of paper at the recycle bin (at the front of the class) when the teacher counts to 3.  The teacher will explain “The game is simple — you all represent the country’s population. And everyone in the country has a chance to become wealthy and move into the upper class. To move into the upper class, all you must do is throw your wadded-up paper into the bin while sitting in your seat.” The goal is for everyone’s paper to be in the bin. After students throw the paper, they will soon realize that not everyone will have a fair location to throw from.  Teacher will emphasize “the closer you were to the recycling bin, the better your odds. This is what privilege looks like. Did you notice how the only ones who complained about fairness were in the back of the room? By contrast, people in the front of the room were less likely to be aware of the privilege they were born into. All they can see is 10 feet between them and their goal. Your job — as students who are receiving an education — is to be aware of your privilege. And use this particular privilege called “education” to do your best to achieve great things, all the while advocating for those in the rows behind you.” (ecurious, 2014)

For the core learning activity, students will be divided into groups of 3-4 where they will be required to brainstorm the key roles and responsibilities of citizens on chart paper. Students may use their iPads or laptops to search for ideas and examples (inquiry). The class will then come together to share their ideas with each other as each group presents their information relating it back to why it is important (critical literacy). Teacher will use anecdotal notes for ongoing formative assessment. At the end of the lesson, students will be required to complete an exit card (formative assessment) whereby a brief reflection on what they learned will be submitted and any further questions they have.