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Jessica Brown, Lauren Shearer, Stephen Turik

Charter of Rights and Freedoms: Evaluating the effects of current issues

 

Task/ Final Activity: In this inquiry, students are asked to design a Public Service Announcement based on their political view, indicating the extent to which they believe Bill C-51 contravenes or upholds the Canadian Charter of Rights and Freedoms. Students will work collaboratively in groups of 3 to create a 60 to 90 second Public Service Announcement (PSA). The PSA will include powerful images, with a clear and concise message that reflects their group's position and engages a particular audience to take action. It is imperative for this task that students research and produce ethical and reliable information. The final product will be posted on a class made Youtube channel. Students will be allowed to market and promote their videos via social media.

*** This is a final project. Prior to this assignment students will have demonstrated a strong understanding and appreciation for Canada’s political processes. Students will also have examined the Charter of Rights and Freedoms in correlation with governance and the impacts on all Canadians (POS, p 15, 2007).

 

Seminar: Learning about Bill C-51

1. To introduce students to Bill C-51, begin by presenting students the recent Conservative facebook advertisement. To do so, have students in the computer lab where they are asked to visit the site and reflect on the following questions:

 

  • What is the message being communicated in the Facebook post?

    • What is Bill C-51?

  • What techniques are used to advance this position?

  • Who is implicated?

 

Once students have considered these questions, have them share their responses with the class. Now that students have some basic knowledge of the issue, ask them to consider other Canadian perspectives on Bill

C-51:

 

→ AFN Chief statement https://ca.news.yahoo.com/blogs/canada-politics/afn-wants-c-51-scrapped-fears-bill-will-brand-171211337.html

→ Bloc Quebecois article http://www.thespec.com/opinion-story/5320420-hebert-quebec-a-surprise-ally-for-conservatives-on-bill-c-51/

 

  • What do you think about the issue? How would this affect you?

  • What arguments are each using to justify their position?

  • Based on these multiple perspectives where do you stand on this Bill? What justification do you have?

  • Is Canada at imminent risk?

  • Does this require government intervention?

  • What are the tools the government wants to give the police and security?

Introduce the rubric for the assignment.

 

2. After students have familiarized themselves with Bill C-51, briefly review the various elements of the Canadian Charter of Rights and Freedoms. Once you have done this, ask them to take a position and decide what elements might this Bill contravene or uphold. They will then re-examine the Charter of Rights and Freedoms and look at which rights are infringed by the Bill.

 

Students are then asked to write a paragraph indicating their position on Bill C-51 and point out 3 rights that are affected by the Bill.

** Feedback Loop

The students will hand this in and the teacher will assess the students’ ability to form and support their position.

 

3. The class will revisit the political spectrum in order to get a better understanding of their positionality for this task. To aid this process, students will take a political position quiz (https://canada.isidewith.com/political-quiz), which will help them indicate where they stand on the political spectrum.

Students well then form groups of three based on their political ideologies, which will be important for creating the PSA. Students can take a radical or pragmatic perspective based on the following political parties/ideology.

- Conservatives (PC)

- Bloc Québécois

- Green Party

    - Liberals

    - NDP

    - NGO/Activist Group

Based on their political views, ask students to consider whether Bill C-51 contravenes or upholds the Charter of Rights and Freedoms.

 

4. We will start with a classroom discussion in which students’ prior knowledge and/or experiences with Public Service Announcements will help us to generate criteria.

  • What is a PSA? Have you ever watched one?

    • What was it about? How was it presented?

Present the class with PSA exemplars to have them understand the criteria for a PSA and what characteristics or elements create an effective and successful PSA.

Exemplars: Don’t Text and Drive

 

Break down PSA criteria:

  • One main idea (what is the PSA trying to get across to the public)

  • Research (PSA’s are based on facts and data)

  • Consider your audience

  • Hook - get audience’s attention (shocking, musical, funny, statistical, emotional)  

  • 60-90 seconds (Use concise language to get to the point)

  • a lasting slogan

  • Use engaging media to interest the audience

 

To enhance this discussion we will then watch student made PSA examples. The students will provide input as to what makes each PSA good or bad based on the criteria we have reviewed. The students may also find other important elements from these examples that can improve our criteria.   

 

https://www.youtube.com/watch?v=94Ve2vctL9c

https://www.youtube.com/watch?v=LhKLbqLw_B8

https://www.youtube.com/watch?v=LBRZ6_rQzOQ

https://www.youtube.com/watch?v=6IkkfzT32YE

 

Ask students which PSA was more impactful? What qualities in these examples would lead them to respond or take action, if any? Identify the hook, intended audience and message that each example is trying to convey. What is the PSA asking the audience to do or trying to influence them on? What sparked their interest, if anything? Record the students’ answers on the board.

 

5. Students will be in the computer lab for two classes and will begin researching in their groups for their own PSA’s. Start class as a whole and emphasize the importance of research in conveying a particular persuasive message. Ask the students what do they already know about the topic and where will they find more information. Explain to students different types of sources they can use- newspapers, photographs, interviews, videos, surveys, websites, etc.

Reintroduce aspects of conducting research through Learn Alberta’s graphic organizer. http://www.learnalberta.ca/content/ssmt/html/assessingwebsitecredibility_mt_documents.html

 

By the end of these two classes, the groups should have a clear focus, perspective and position for their PSA. The teacher should be interacting with the groups during this time to verify the groups initial position in relation to the Charter of Rights and Freedoms and their rationale.

 

6. Students will be asked to begin constructing a storyboard in their groups to illuminate:

  • The message they are trying to convey

  • What call for action or favorable view they are trying to get from the public

  • The research they have done to support their claims

 

The storyboard includes:

  • A narrative of 100-150 words (for a 60-90 second video)

  • Clear images/clips that enhance and support the groups message

  • Music/Audio that accompanies their video if they choose

  • Evidence that they understand Bill C-51 in relation to the Canadian Charter of Rights and Freedoms and their political stance.

  • Each group members role in the PSA (acting, narration, technical techniques, etc.)

This is the outline students will use in their final PSA, which will be evaluated by the teacher with formative feedback on their topic, position, and research for students to make revisions and adjustments before creating their PSA.

 

** Feedback Loop: The storyboard will be evidence that the students understand Bill C-51, The Charter of Rights and Freedoms and an effective Public Service Announcement.

 

7. This session will be dedicated for students to begin filming and editing their Public Service Announcements. We will invite broadcasting students from the University to visit our classroom in order to expand on how to create an effective PSA. This expertise will introduce us to the technological aspects of the task, such as filming, editing, and enhancing the video. Students will have access to Macbooks and cameras, which will allow them to record their narration; video tape any scenes they want to include; find any supporting images or sound clips on the internet; and bring their storyboard to life through Imovie. Remind students that our PSA is 60-90 seconds and to make decisions on what to edit or add based on this constraint. The teacher should work with the individual groups during this time in order to help them decide on what would be the most effective elements to include in their final PSA to make a persuasive and meaningful message.

 

8. Prescreening the groups PSA’s during class time will allow an opportunity for students to receive feedback from their peers before making any final revisions or changes to their PSA. This not only allows for improvements within groups, but will allow for students to take on the role of an expert in applying their understanding of PSA’s, The Charter of Rights and Freedoms, Bill C-51, and political ideology to provide feedback. The students will be evaluating their peers PSA’s based on the criteria and rubric we set out earlier.

 

9. Students will be invited to showcase their groups final product by uploading their PSA videos to YouTube. Students will be encouraged to gain support for their PSA in various ways such as through the school journalism club, blogs, or through social media outlets. Since public service announcements are intended to influence public opinion and perception, this showcase allows students to be involved in their PSA living beyond the school. Through avenues such as twitter, students can gain a better understanding of how hashtags and tagging various people, institutions, or groups can help publicize their PSA. With an emphasis on exposure, students will be rewarded if their PSA can get over 100 hits on youtube.

http://sproutsocial.com/insights/how-to-use-hashtags/

 

10. Summative Assessment of assignment.

 

Program of Studies:

 

SPECIFIC OUTCOMES:

 

Values and Attitudes

9.1.1 appreciate the impact of the Canadian Charter of Rights and Freedoms on rights and governance in Canada (C, I, PADM)

9.1.2 appreciate the various effects of government policies on citizenship and on Canadian society (C, I, PADM)

9.1.3 appreciate how emerging issues impact quality of life, citizenship and identity in Canada (C, I, PADM)

 

Knowledge and Understanding

 

9.1.4 examine the structure of Canada’s federal political system by exploring and reflecting upon the following questions and issues:           

  • What is the role of political parties within Canada’s federal political system? (PADM, C)
  • What is the role of the media in relation to political issues? (PADM, C)
  • How do lobby groups impact government decision making? (PADM, C)   
  • To what extent do political and legislative processes meet the needs of all Canadians? (PADM, C)

 

9.1.6 assess, critically, the impact of the Canadian Charter of Rights and Freedoms on the legislative process in Canada by exploring and reflecting upon the following questions and issues:   

  • In what ways has the Canadian Charter of Rights and Freedoms fostered recognition of individual rights in Canada? (PADM, I)
  • How does the Canadian Charter of Rights and Freedoms support individuals in exercising their rights? (PADM, C, I)
  • What is the relationship between the rights guaranteed in the Canadian Charter of Rights and Freedoms and the responsibilities of Canadian citizens? (PADM, C)

 

9.1.7 assess, critically, how the increased demand for recognition of collective rights has impacted the legislative process in Canada by exploring and reflecting upon the following questions and issues:

  • In what ways has the Canadian Charter of Rights and Freedoms fostered recognition of collective rights in Canada? (PADM, I)
  • To what extent should federal and provincial governments support and promote the rights of official language minorities in Canada? (PADM, I, C)    

 

DIMENSIONS OF THINKING

 

9.S.1    develop skills of critical thinking and creative thinking:

  • determine the validity of information based on context, bias, source, objectivity, evidence or reliability to broaden understanding of a topic or an issue
  • evaluate, critically, ideas, information and positions from multiple perspectives
  • demonstrate the ability to analyze current affairs from multiple perspectives
  • re-evaluate personal opinions to broaden understanding of a topic or an issue
  • generate creative ideas and strategies in individual and group activities
  • access diverse viewpoints on particular topics by using appropriate technologies
  • assemble and organize different viewpoints in order to assess their validity

 

9.S.4.    demonstrate skills of decision making and problem solving:

  • take appropriate action and initiative when required in decision-making and problem-solving scenarios
  • propose and apply strategies or options to solve problems and deal with issues
  • propose and apply new ideas and strategies, supported with facts and reasons, to contribute to problem solving and decision making
  • articulate clearly a plan of action to use technology to solve a problem
  • identify the appropriate materials and tools to use in order to accomplish a plan of action

 

SOCIAL PARTICIPATION AS A DEMOCRATIC PRACTICE

 

9.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:

  • demonstrate leadership in groups, where appropriate, to achieve consensus and resolve conflicts peacefully and equitably
  • demonstrate a positive attitude regarding the needs and perspectives of others
  • access, retrieve and share information from electronic sources, such as common files
  • use networks to brainstorm, plan and share ideas with group members

 

RESEARCH FOR DELIBERATIVE INQUIRY

 

9.S.7 apply the research process:

  • reflect on changes of perspective or opinion based on information gathered and research conducted
  • integrate and synthesize concepts to provide an informed point of view on a research question or an issue
  • develop a position supported by information gathered during research
  • draw conclusions based upon research and evidence
  • determine how information serves a variety of purposes and that the accuracy or relevance may need verification
  • organize and synthesize researched information
  • practise responsible and ethical use of information and technology
  • create a plan for an inquiry that includes consideration of time management
  • evaluate the relevance of electronically accessed information to a particular topic
  • make connections among related, organized data, and assemble various pieces into a unified message
  • refine searches to limit sources to a manageable number
  • analyze and synthesize information to create a product

 

COMMUNICATION

 

9.S.8    demonstrate skills of oral, written and visual literacy:

  • communicate in a persuasive and engaging manner through speeches, multimedia presentations and written and oral reports, taking particular audiences and purposes into consideration
  • elicit, clarify and respond appropriately to questions, ideas and diverse points of view presented in discussions
  • listen to others to understand their perspectives

9.S.9    develop skills of media literacy:

  • examine techniques used to enhance the authority and authenticity of media messages
  • examine the values, lifestyles and points of view represented in a media message
  • analyze the impact of television, Internet, radio and print media on a particular current affairs issue


 

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