BC Social Studies Lesson Plans
Grade 11

To what extent do countries have the responsibility (humanitarian and/or legal) to take in and/or aid refugees?

  • I can name relevant international laws and treaties relevant to refugees, and summarize the origins of the Indo-China refugee crisis.
  • I can explain the widespread effects of the Indo-China refugee crisis and understand how and why certain nations would have responded in the way they did.
  • I can consider how a nation’s response to refugees reflects its values, and how a refugee crisis can affect a nation politically, socially, and economically.

How has the Canadian government’s relationship with First Peoples regarding treaties changed or stayed the same?

  • I can describe how Canadian treaties are complex agreements between Indigenous people and the Canadian Government.
  • I can critically analyze whether the terms in a treaty were beneficial to both parties.
  • I can apply my learning to work towards reconciliation with Canada's Indigenous population.

What have been the turning points for women’s rights in Canada?

  • I can identify Canadian women who were trailblazers for women’s rights.
  • I can analyze significant turning points in women’s rights in Canada.
  • I can explain what needs to be done to remove barriers to gender equality in Canada today.

What is the contribution of the labour movement in achieving many social programs, policies, and laws in Canada?

  • I can name benefits that we enjoy today because of the labour movement.
  • I can analyze the causes and consequences of milestones in workers’ rights.
  • I can consider my personal opinions about unions and workers’ rights.

What is justice?

  • I can discuss the major issues around fairness and justice in creating laws for a society.
  • I can analyze the tensions between two visions of a society and their benefits and deficits.
  • I can consider the criteria for the concepts of fair, equal, and just in the context of public life.

How does the Indian Act promote assimilation?

  • I can describe the worldview of the Canadian government that resulted in the Indian Act.
  • I can analyze three main sections of the Indian Act: the reserve system, residential schools, and Indian status.
  • I can recognize the long-term consequences of assimilationist policies and legislation on the First Peoples of Canada.

How can understanding implicit bias and systemic racism help us address racial injustices?

  • I am able to define implicit bias and systemic racism.
  • I can analyze the significance of legislation and policies and determine their impact on historical and contemporary racial inequality.
  • I can explain why it is necessary to raise awareness of racism in Canada and to take action for justice.

What makes a law legitimate? Is it ever okay to disobey the law?

  • I can discuss the basis of law and the state in our democratic society
  • What factors would I consider when obeying/ignoring an existing law?
  • I have a personal understanding of my rights and obligations as a citizen of a democratic society.

How has the legal system and its laws been used to maintain inequalities?

  • I can identify and discuss examples of past discriminatory laws in Canada and how they reinforced inequalities for the targeted group.
  • I can analyze the legacy of discriminatory laws, for the communities previously targeted, and for Canadian society
  • I can explain how changing social values and community awareness influence the reform process of laws.

How are youth offenders treated differently than adult offenders?

  • Students can collaborate effectively with others to deliver and present knowledge about the Youth Criminal Justice Act. 
  • Students can challenge assumptions and reflect on views on youth offenders from throughout the learning experience.
  • Students can demonstrate empathy, personal responsibility, and listening skills during the restorative justice circle activity

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