The 'Right' Way
Social Experience - Individual and Social Responsibility
Student Page
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Key Concept:

Each individual has rights and responsibilities under the law. However, these rights and responsibilities can be interpreted differently by each person. In this lesson, you will have the opportunity to consider your individual rights and responsibilities and determine how these may change as your life changes.

Objectives:

You will be able to
- read to make connections
- read to find meaning
- summarize information
- speak to clarify and extend thinking
- speak to express understanding
- speak to share thoughts, opinions, and feelings
- write to reflect, clarify, and explore ideas
- write to express understanding
- listen to seek and check understanding by making connections, and by making and confirming predictions and inferences
- adjust listening strategies to purpose

Resources:

One of the following selections:

1. "The Secret" (Alberto Moravia, Italy - Literature and Language: English and World Literature)
2. "The Shoes" (Grazia Deledda, Italy - World Literature - Glencoe)
3. "Guest of the Nation" (Frank O'Connor, Ireland - The Study of Man)

- Canadian Charter of Rights and Freedoms
- Fast/Free Write definition
- Information on how to Fast/Free Write
- After listening guide

Teaching-Learning Strategies:

In Canada, every person is guaranteed certain rights and freedoms. Many of us are so accustomed to having these rights that we take them for granted.

Task One: The Rights of All

Every day we live our lives based on the rights and freedoms that we are guaranteed. Whether we realize it or not, many of our daily activities and decisions revolve around these guaranteed rights.

The Canadian Charter of Rights and Freedoms guarantees all Canadians fundamental freedoms, democratic rights, mobility rights, legal rights, and equality rights.

Take a look at the Canadian Charter of Rights and Freedoms and complete the following steps:

1. Read the following sections fo the Charter of Rights and Freedoms: fundamental freedoms, democratic rights, mobility rights, legal rights, and equality rights
2. Choose three rights, from any of the sections, and explain how each makes a difference in your daily life.

For example: Mobility Right - 6.1: Every citizen of Canada has the right to enter, remain in and leave Canada. This right allows me to vacation with my family in Disneyland and/or take part in the school trip to Europe. Without this right, I may never have had the chance to see my grandmother's birth place and understand where she came from.

Once you have chosen and written about three of the rights that affect you daily, share/discuss your responses with a partner.

Then, complete a fast write or free write using the following topic as a starting point:

It is alright to ignore your responsibilities or infringe on someone else's rights if you have a good reason.

Not sure where to begin? Take a look at the information provided on Fast/Free Writing!

1. Fast/Free Write definition
2. How to Fast/Free Write

Task Two: The Wrong Path

Listen to one of the following selections read by your teacher:

1. "The Secret" (Alberto Moravia, Italy - Literature and Language: English and World Literature)
2. "The Shoes" (Grazia Deledda, Italy - World Literature - Glencoe)
3. "Guest of the Nation" (Frank O'Connor, Ireland - The Study of Man)

While you are listening, take part in a directed listening-thinking activity. Your teacher will choose two-four places in the text in which to stop. When he/she stops reading, discuss briefly with your classmates what is happening, why it is happening and what might happen next.

Don't be afraid to share your ideas; try to guess what might happen next in the story based on what you understand about the main character thus far!

Task Three - Considerations

Each of the texts selected focuses on the main character's inability to deal with his conscience. After you have finished listening to the story, respond to and reflect on the text by choosing two prompts from each of the sections in the after listening guide.

For each of the ten prompts you select, finish the sentence with ideas about or specific examples from the story.

Once everyone has had a chance to complete the after listening guide, spend a few moments discussing your responses as a class.

As you are considering what the theme of your story might be, try to answer these questions: What caused the main character to take the actions he took? What if everyone only cared about him/herself?