1. UNIVERSAL DESIGN TO INCLUDE ALL LEARNERS
TEACHING TO THE EDGES
UNIVERSAL DESIGN TO INCLUDE ALL LEARNERS

2. example for grade nine social studies
Big Idea:
Disparities in power alter the balance of relationships between individuals and between societies.
My Choice: Canadian government and Japanese Canadians during World War Two
Curricular Competency:
Make reasoned ethical judgments about controversial actions in the past and present, and whether we have a responsibility to respond (ethical judgment)
Assess how prevailing conditions and the actions of individuals or groups affect events, decisions, and developments (cause and consequence)
Content:
Discriminatory policies, attitudes, and historical wrongs

3. Outcomes outcome for the unit:
To learn about the internment of Japanese Canadians living in British Columbia during the Second World War.
At the end of this lesson students should:
Know:
the Historical context and lead up to the internment of Japanese Canadians
Understand:
The impact of internment on Japanese Canadians
The rationale of the government at the time and the historical context
DO:
Be able to describe the historical context that led to the internment of Japanese Canadians
Be able to describe the conditions under which Japanese Canadians were forced to live during internment
Be able to describe the impact of internment on the Rights and Freedoms of Japanese Canadians

4. Structure of the lesson
Pre-assessment: Survey the class to find out what the students already know about the internment of Japanese Canadians during world war II, and what they are interested in finding out. Record their answers in the first two columns of a KWL chart.
2. Hook: Video clip of David Suzuki AT THE NIKKEI internment memorial center IN New Denver talking about his family’s experience with Japanese internment:
 KNOW
WANT TO KNOW
LEARNED

5. Present the content of the lesson in multiple ways
Text: Hand-out from Nikkei internment memorial center: content/uploads/2012/07/final_NI2012-Spring.pdf Video Minoru: Memory of Exile (18 minute video from National Film Board website) which presents the personal experience of Minoru Fukushima (an exiled Japanese Canadian) as well as an overview of the historical context and events that contributed to the decision to intern Japanese Canadians : exile/ Discussion/Review: Discuss video, create timeline of events on board

6. Review posted learning outcome
What have the students learned? Fill in the final column of the k.w.l. chart. Check to see if questions have been answered, and if any misunderstandings have been clarified.

7. Options for tiered Assignments/assessment
tiered questions with different values- students can choose
Following bloom’s taxonomy, each question requires a deeper understanding, and is therefore weighted differently. Students can choose to answer fewer questions with higher values, or more questions with lower values to add up to five points:
Question one, two and three are based on recall and are worth one point each
Question four and five require understanding and are worth two points
Question six requires application and/or analysis and is worth three points
Question seven requires the student to analyze and evaluate and is worth five points

8. Using tiered assignments to include students on modified programs
Students on modified programs can be included in this lesson by extending the tiered activities to include two or three more questions that students are able to do with support or independently.
For example:
Find locations relevant to the lesson on a map
Discuss how the Japanese Canadians may have felt
Fill in a timeline

9. Making tiered assignments accessible to all SOFEYA, HELP
Making tiered assignments accessible to all SOFEYA, HELP!!! This is where technology comes in
READING ASSIGNMENTS CAN BE ASSESSED ON KURZWEIL & Solo, chrome extension – Google read and write
Writing notes, Kurzweil, solo, notepad on ipad, clicker documents
Citing resources Chrome extension cite this
Multiple means of representation
iPad – Clicker books, Pictello, Book creator, adobe spark voice, explain everything, telligami
Windows – Accessible features, power point, word

10. 2) R.A.F.T. ASSIGNMENTS

11. Graphic organizers with varying task difficulty

12. Tiered questions
Answer your choice of the following questions to add to a score of five:
What year were Japanese Canadian citizens re-located to internment camps? (1 point)
In which region of B.c. were most Japanese Canadians in living at the time of internment? (1 point)
Name the location of at least one internment camp in British Columbia (1 point)
How did the Canadian government explain/rationalize their decision to re-locate Japanese Canadians to internment camps? (2 points)
What was the impact of internment on Japanese Canadian citizens? (2 points)
Do you think that the re-location or deportation of a specific cultural or ethnic group could happen again in Canada? Why or why not? (3 points)
How was the internment of Japanese Canadians similar to other situations in which a particular ethnic or cultural group has been the target of discriminatory policies? How was it different? Provide at least two examples of similarities and differences. (5 points)

13. raft Role Audience Format Topic Child or teen during internment Friend
Letter
Experience of being relocated to internment camp
Museum curator
Visitors to museum
Visual display (poster)
Historical re-telling of events during the internment of Japanese Canadians during World War II
Parent or grandparent after internment
Child or grandchild
Story-telling (can be recorded on video)
Reflection of experience of being relocated to internment camp/stripped of rights and property and the long lasting impact.