Diefenbaker’s Impact on Human Rights
Developers’ Names:
Yvan Brochu, Ed.D. & Craig Marlatt, OCT, BES, M.Ed.
Audience:
Grade 6 Social Studies
Lesson Description – Overview:
This lesson provides the opportunity for students to explore and gain a deeper understanding of human rights related to the system of apartheid in South Africa and Canada’s leading role as a voice of conscience in the early 1960s. Through the use of a Four Corners, Think/Pair/Share, and Learning Stations, students will explore four key themes: 1) apartheid – system of racial segregation in South Africa from 1948 – 1990s; 2) the Canadian Bill of Rights; 3) Commonwealth of Nations; and 4) John Diefenbaker’s role in the anti-apartheid statement which led to South Africa’s departure from the Commonwealth in 1961.
Lesson Objectives:
- Use of learning stations to get students moving and engaged in a cooperative, higher order thinking and learning exercise.
- Summarize and discuss the evolution of human rights, including the anti-apartheid movement, and the Canadian Bill of Rights
- Understand the rights and responsibilities of citizens in taking a stand
- Analyze Canada’s leading role as a voice of conscience abroad, while moving forward to address human rights issues within Canada
Relevant Ontario Curriculum:
- B1.1 explain why Canada participates in specific international accords and organizations and assess the influence of some significant accords and/or organizations in which Canada participates
- B1.2 analyze responses of Canadian governments, non-governmental organizations (NGOs), and individual citizens to an economic, environmental, political, and/or social issue of international significance
- B3.2 describe Canada’s participation in different international accords, organizations, and/or programs
- B3.5 identify some significant political, social, and economic interactions between Canada and other regions of the world, and describe some ways in which they affect these regions
Relevant Ontario Curriculum Documents
- Ontario Ministry of Education. (2013). The Ontario Curriculum Grades 1-6, Social Studies and History
- Ontario Ministry of Education. (2018). The Ontario Social Studies Curriculum Grades 1 – 6, History Geography Grades Curriculum 7 and 8
Human Rights Instruments:
Universal Declaration of Human Rights
Article 2 – Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.
Article 13 (1) – Everyone has the right to freedom of movement and residence within the borders of each state.
Canadian Bill of Rights
Article 1 – It is hereby recognized and declared that in Canada there have existed and shall continue to exist without discrimination by reason of race, national origin, colour, religion or sex, the following human rights and fundamental freedoms, namely, (a) the right of the individual to life, liberty, security of the person and enjoyment of property, and the right not to be deprived thereof except by due process of law; (b) the right of the individual to equality before the law and the protection of the law
Lesson Plan Details by Stages of African Epistemology:
Activate and Reflect
Real time in the classroom:
- Activate prior knowledge as students will share their understanding of key lesson topics
Links and Resources:
Instructions and Lesson Breakdown:
- Diagnostic: Using the Four Corners Organizer, identify for each of items below the historical significance, how it connects to human rights, how it connects to Canada, and how it connects to you: Apartheid, John Diefenbaker, Canadian Bill of Rights, Commonwealth of Nations
Activate
Real time in the classroom:
- Listen for understanding through collaborative discussions
Links and Resources:
- 4 Post-It notes each placed on the desks of each student
- John Diefenbaker interviewed before 1961 conference
Instructions and Lesson Breakdown:
- View the video: Diefenbaker interviewed before 1961 conference on CBC Television News, March 8, 1961. Having provided students with 4 Post-It notes each, use a Think/Pair/Share and have students review their thoughts on the video, and then create and place questions they still have on each of the Four Corners topics.
Reflect and Connect
Real time in the classroom:
- Group work, interpreting texts
Links and Resources:
- Technology is recommended for each Learning Stations (e.g., iPad or Chromebook)
- Chart paper
- South Africa racial map, 1979
- A history of Apartheid in South Africa
- Canadian Bill of Rights
- Map of the Commonwealth of Nations
- Sixty years later, Diefenbaker has lessons for both Tories and Grits
Instructions and Lesson Breakdown:
- Intrapersonal/connecting to others using Learning Stations (using images, documents, etc…)
- Divide the class into groups of 3 – 4 students. Depending on the size of the class, you may opt to have two sets of tables for each of the following below. Teachers may opt to have groups become authorities on their station (collecting their research on the Experts Organizer) and present their findings to the class (using chart paper). The resources for each of the learning stations is to be provided. Each Learning Station is also to be provided with the Think/Pair/Share questions developed earlier, and one of the goals is for groups to answer the questions.
- Table 1: Apartheid in South Africa – include the map of South Africa, Apartheid (various samples, photos), online sites
- Table 2: Canadian Bill of Rights, 1960 enfranchisement of voting rights for Aboriginals, Universal Declaration of Human Rights, online sites
- Table 3: Commonwealth of Nations (map circa 1961 and/or present), articles, online sites
- Table 4: John Diefenbaker photo, years as Prime Ministers (photos, articles, text), online sites
Communicate
Real time in the classroom:
Group work presentation
Links and Resources:
- Handout: Summary of Learning Stations
Instructions and Lesson Breakdown:
- Summative: Post-Activity: Each Group is to present their findings on poster sheets. Students are to be provided with the handout
- Summary of Learning Stations: As they listen to each presentation, they are to write down three new things they learned from each.
Reflect and Connect
Real time in the classroom:
- Students individually reflect and complete an exit card
Links and Resources:
- John Diefenbaker: Staring down South Africa
- John Diefenbaker reflects on South Africa leaving Commonwealth
Instructions and Lesson Breakdown:
- View the video and/or the following audio:
- John Diefenbaker: Staring down South Africa on CBC’s The National, March 17, 1961.
- John Diefenbaker reflects on South Africa leaving Commonwealth in CBC’s Cross Country Checkup, January 10, 1971.
- Have students complete an Exit Card: How do you feel John Diefenbaker impacted the society we live in today?
