CHAPTER 3: BARRIERS TO ACHIEVING EQUALITY CAROUSEL PROJECT

Hello fellow citizens of Canada! We are going to further explore issues surrounding inequity in Canada. With a group of your classmates, you will create a carousel presentation on a particular issue surrounding the topic of Equity. The topics are listed in chapter three of your textbook.

After forming your group, here are some handy steps to follow:

A) Pick an equity issue that interests you and your group.

Please include:

B) Historical background information on this topic/group

C) Current issues surrounding this group

D) Identify what sections of the Charter of Rights and Freedoms protect the particular group at hand and if there has been any modifications in the legal system ( orif there are any to come) –Tip: incorporate textbook information from Chapter 3.

E) Conduct an interview with a person that is directly connected to the particular group. (E-mail an organisation, phone call, in person)

F) What should happen in the future to achieve equality: groups opinion on this matter, media representation, next steps.

How will you be presenting this information? Carousel!

Carousel: Split group up, each person is in charge of a particular subtopic. Each person presents their respective information to a small portion of the audience. After the presentation, the audience rotates to the next representative of the group to see their portion of the presentation. The cycle continues until the audience has rotated to see all of the group members of the respective group. It is a good idea to have an introduction and a conclusion.

Questions to consider while developing your presentation:

How are you going to divide the class into the number of groups you need?

How are you going to present your section of information? Be creative!

How are you going to involve the class?

Who will be keeping time, how will the class know when to move?

How will you maintain fluidity, continuity?

Time limit: 30 minutes max.

Topic: ______Name: ______

Chapter 3: Barriers to Achieving Equality Presentation

Level 1
(0-59%) / Level 2
(60-69%) / Level 3
(70-79%) / Level 4
(80-100%)
Knowledge: (10)
(Research)
- background information
- Discussion of interview.
- Includes Canadian Law/charter / - includes minimal background information
- does not indicate any information of the interview
- weakly includes the Canadian Law/charter / Includes good background information
-includes a good description information of the interview
- incorporates well the Canadian Law/charter / Supplies sufficient
Background information
-includes a very good description of the interview
- incorporates very well the Canadian Law/charter / Supplies thorough background information
-includes an excellent description of the interview.
- Thoroughly includes the Canadian Law/charter
Thinking: (10)
- presents material in a creative and logical manner.
- engaging other group and its members
- Movement of Carousel and timing. / - is not creative/logical in presenting material
- shows a little engagement groups.
-Carousel does not flow with ease. / -shows little creativity/logical in presenting material.
-shows good engagement.
-Carousel flows with ease, (few obstacles) / -is very creativity/logical in presenting material.
-shows constant engagement.
-Carousel flows with ease. (minor problems). / - is extremely creative/logical in presenting material.
-shows constant engagement.
-Carousel flows with NO problems.
Communication: (10)
- Clarity of voice, expression, amount of reading.
- Maintains eye contact, body language / Unclear and ineffective communication of main ideas. Constant reference made to notes and direct reading is evident.
little or no eye contact with audience,Adequate oral presentation skills, ineffective verbal and body language / Moderately clear and some what effective communication of main ideas. Frequent reference made to notes and frequent reading is evident.
Limited eye contact with audience,good oral presentation skills, ineffective verbal and body language / Very clear and effective communication of main ideas. A reference or two made to notes, little or no reading is evident.
Good eye contact with audience,good oral presentation skills, effective verbal and body language / Extremely clear and effective communication of main ideas. No or one reference made to notes, No evidence of reading.
Excellent eye contact with audience,and excellent oral presentation skills, very effective verbal and body language
Application: (10)
Makes a connection between discrimination/prejudice/equity in relation to Canadian Law. / - Does not clearly make a connection
between discrimination/
prejudice/equity in relation to Canadian Law. / -some what makes a connection between discrimination
/prejudice/equity in relation to Canadian Law. / Clearly makes a connection
between discrimination /prejudice/equity in relation to Canadian Law / Makes a solid connection between discrimination /prejudice/equity in relation to Canadian Law.