- Review Process
- Take Action
- A project of
In this grade 6, five part lesson, students will adopt a critical lens towards concepts of community and the value of diversity within a community. They will begin to explore how privilege, inequality, power dynamics, and social justice play into their own lives. The focus of each lesson is:
Lesson 1: Personal Identity, Privilege, and Inequality
Lesson 2: My Place in the Community
Lesson 3: My Place in the Nation
Lesson 4: My Place in the World
Lesson 5: Making Changes in My Daily Life
Students will learn to create an identity wheel. They will also learn to create a poster.
This resource is an excellent way to introduce the concepts of diversity, identity, privilege, and inequalities in Social Studies, Geography, and Civics classes.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Very Good|
The multiple simulation activities in this resource exposes students to different views on the topic of identity, privilege, and social justice. From these simulations and through many open discussions, students get to form an opinion and take informed positions.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
This resource shows how all three dimensions come into play when talking about diversity, identity, privilege, and how we take place in our community, our nation, and in the world.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
In lesson 5, students have the chance to pick an issue that they want to support within their community. They will then develop five things they can do to address this issue in their everyday lives and make posters of these steps to post around the school. Even though students are not held accountable to putting in place their action project, they are working to make positive change in their lives.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education||Very Good|
Open-discussion of students beliefs and values are at the core of this resource.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
The focus of this resource is for students to explore their own privilege and that of others, and understand how others' identities, privilege and experiences differ from their own, and to take steps to address inequality in their own lives. While doing this, they will gain empathy and respect for diverse groups of humans.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Poor/Not considered|
This is not a focus of this resource.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Students will participate in a simulation with fictitious roles. However, they will have to look at their own community and its issues. They will also come up with some steps to help the issues in their community.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
There is a focus on open discussion with students in this resource. There is no "right answer" in these activities.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
This resource can be used in Geography, Social Studies, and Civics classes.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students have many problems to try and solve in this resource. They are given the questions, but not the answers.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Very Good|
The wide diversity of the learning activities in this resource addresses a range of student learning styles. However, no accommodations are included for struggling learners.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
This resource promotes learning through multiple simulations on privilege, diversity, identity, and differences.
|Experiential Learning: |
Authentic learning experiences are provided
Students will work in groups to complete the activities.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
Assessment opportunities are available for teachers in each lesson. However, no rubrics or checklists are included.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
Students will create posters in lesson 5 to promote the steps to decrease inequalities in their community. They will then post these in their school to encourage others to follow suit.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Good|
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|