Social Studies Grade Five

Unit 4: Decision Making

Module Two - People Make Decisions

Concepts

decision making, rights, responsibilities , change
Knowledge Objectives
Students will know that:

Canadians have rights and responsibilities .
people make decisions for change according to changing needs and wants .
Skills/Abilities Objectives
Students will:

identify and apply rights and responsibilities .
practice decision making .
Attitudes/Values Objectives
Students will:

value rights and responsibilities .
Citizen Action Objectives
Students may:

apply the principle of rights and responsibilities .
Suggested Approaches

In small groups, have students read excerpts from the Charter of Rights and Freedoms. Discuss how rights involve responsibilities. Have each group identify a right and a corresponding responsibility. For example, "I have a right to practise my religion and a responsibility to respect the person who practices a religion different from mine."
Make connections between rights and responsibilities in the classroom and those in a broader sense.

Make connections between the Charter and racism, sexism, and other types of bias that are prevalent in our society. Guide students to recognize relevant problems and develop positive attitudes and actions.
Identify advantages and disadvantages of living in Canada. These may be related to the various factors studied during the year. If students did this at the beginning of the year, make comparisons.
Identify characteristics of a good Canadian citizen. These may include: respect for self and others, honesty, loyalty, concern for issues of importance, commitment to participate, lobby for change in appropriate ways. Have students put these characteristics on a template and assess their own actions.
Using the Student Information Page: Rights and Responsibilities have students work individually or in groups to read each scenario, discuss the questions, role play the scenarios, and explore different consequences.
As a culminating activity plan and design a country of the future or a federated space colony, incorporating understandings developed throughout the year. For the evaluation, assess both the process and product.

Module 2: Activity Guide

Rights and responsibilities
The United Nations defines the rights of all people to live in peace and good health and to be able to develop their full potential. This definition is called the Universal Declaration of Human Rights. The United Nations developed and agreed upon The Declaration of the Rights of the Child, describing the basic needs of children, as well. It was adopted in a unanimous vote on November 20, 1959. This was a unique historical event of the twentieth century because the idea that a child has rights was relatively new and never before addressed by the international community.
The United Nations Declaration Of The Rights Of The Child states that every child has the following rights.

The right to affection, love and understanding.
The right to adequate nutrition and medical care.
The right to protection against all forms of neglect, cruelty, and exploitation.
The right to free education and to full opportunity for play and recreation.
The right to a name and nationality.
The right to special care, if handicapped.
The right to be among the first to receive relief in times of disaster.
The right to learn to be a useful member of society and to develop individual abilities.
The right to a peaceful world.
The right to enjoy these rights, regardless of race, colour, gender, religion, national or social origin.
The teacher may wish to link this with classroom rights, for example:

I have the right to be safe in this room. This means no one will hit me, kick me, punch me, pinch me, or hurt me.
I have the right to be happy and to be treated with compassion in this room. This means that no one will laugh at me or hurt my feelings.
I have the right to learn and to learn about myself in this room. This means that I am free to express my feelings without being interrupted or punished.
I have the right to be heard and to hear in this room. This means that no one will shout, yell, scream, or make loud noises.
I have the right to be myself in this room. This means that no one will treat me unfairly because of my appearance, gender, abilities, or background.
Emphasize that rights are accompanied by responsibilities that might be worded as follows:

My behaviour will not threaten the safety of others. I will not hit, kick, punch, pinch, or hurt anyone.
My behaviour will help others to be happy in this room. This means that I will not laugh at others or hurt their feelings.
My behaviour will allow others to learn in this room. This means that I will listen while others express themselves.
My behaviour will allow others to be heard and to hear in this room. This means that I will not shout, yell, scream, or make loud noises.
I will respect the right of my classmates to be themselves in this room. This means that I will not treat others unfairly because of their appearance, gender, abilities, or background.
Use teachable moments to draw attention to times when rights are being abused or respected and responsible behaviour is either required or may be praised.

Student Information Page: Rights and Responsibilities

Scenario One: Target Practice
The substitute teacher was young, quiet, and nervous. A real rookie. An easy target, we thought. We knew the sub was coming because Mr. Johnson, our regular teacher, told us he was going to a meeting today.
Today it was our turn to control the classroom. This sub at the front of the class was going to pay! First, we made grunting noises, everyone at once so he couldn't blame any one person. When he took attendance we switched names, and that really confused him. Jennifer answered for Mark, and Mark answered for Jason, who answered for Sandra.
"Alright, enough of this," he drawled.
When he turned his back to write on the board, a dozen paper missiles flew through the air. He ignored them, but his face was red. We were getting to him.
Halfway through the first class I raised my hand.
"Yes, Paul," the sub said, getting my name confused with my pal's.
"Mr. Johnson lets us go to the bathroom everyday at this time." I lied.
"Well, there's nothing here that tells me that, but I suppose it's okay," he replied, confused.
With that said, we all got up and left. He tried to control us, to send us one at a time, but it was too late. Most of us were out the door a second after he gave us permission. We were all over the school. After fifteen minutes of yelling, laughing and knocking on classroom doors then running away, we returned to the classroom.
Stunned silence. Mr. Johnson was standing there to greet us. He had forgotten his briefcase and had returned to the school to get it.
Questions

What rights did the students abuse?
Did they live up to their responsibilities? Give reasons for your answer.
Did they have a right to behave the way they did? Why?
Who should be held responsible for the commotion, the students or the substitute teacher? Give reasons.
How can the students win back Mr Johnson's confidence?
What should Mr. Johnson do about the situation? Why?
Scenario Two: Anything to Win
We had been playing this same team for years. Always close games and always hard feelings when those games were over. Well, one night, after a particularly tough game, a group of us got together and decided to win the next contest no matter what. We could rig something that would give us an advantage.
Our next game against the Cyclones was a week away. We knew what time their team bus left the school, and we knew one carefully timed phone call would wrap up the game for us. We just had to draw straws to see who made the call.
"Tough luck, Jan. You get the call," my teammates teased. It was fine with me, as long as they told me what to say. And what the heck, I was team captain.
"Listen, Jan," they said. "Just before their bus is ready leave, you phone the police and tell them there's a van full of kids in trouble. That will delay them long enough that we'll easily win by default!"
I did just that, and when I hung up we split a gut laughing about it. We also won the game by default, because those losers were held up by the police.
But the laugh didn't last long. The police, of course, record all incoming phone calls. The coach and captain of the other team recognized my voice.
Oh, no! It was a real team effort to win, but where are my friends now?
Questions

Did Jan abuse the rights and responsibilities of a team leader? Why?
Why would the teammates abandon Jan in the end?
Was Jan solely responsible for what happened? Why?
Did Jan properly represent the position of a team captain? Think about this: Jan did what the team wanted.
In abandoning Jan, what responsibilities did the teammates fail to live up to?
Were the rights of the opposing team players and coach infringed upon? How? Why?
What kind of discipline would you consider to be appropriate for this incident? Why?