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The Hunger Games: Unit Plan Schedule

Week

Lesson Title Details


Part 01

Class will begin by calculating how many entries each student
has based on the rules of The Reaping. Students will then
calculate their own odds in relation to the class and from their
respective gender population.

Class discussion on differences will then be held on the
differences between the two situations. This is where
discussion on samples, populations, bias, use of language,
etc. will occur.

Part 02

As a class, students will now discussion about The Reaping
with respect to wealth. Students will then be assigned a life

situation that would affect their number of entries and they
Reaping
must then calculate the number of entries they will have. The
Math Activity educator will then perform The Reaping for the class.


Take Home Assignment: Reaping Reflection
Students will write a reflection on the Reaping Activity


Key Outcomes (POS)

Evidence
(Assessment)


Math Statistics and Probability (Chance and Participation,
Demonstrating
Uncertainty):
understanding of

mathematical
Demonstrate an understanding of the
concepts
role of probability in society.
through class
Describe the effect of: bias, use of
language, ethics, cost, time and timing, discussions,
Reflection on
privacy, cultural sensitivity on the
how issues in life
collection of data
can be analyzed
Select and defend the choice of using
from a
either a population or a sample of a
mathematical
population to answer a question.
perspective



Students will engage in an activity where students will be
given a scenario in which they must convince one another to
do something simple.

Class discussion on propaganda and media analysis will
begin, starting with the propaganda seen in the book and in
the film.

Educators will then extend the discussions to talk about the
power of propaganda and how it has been used throughout
history.

Finally, educators will introduce the Propaganda Assignment.

Propaganda Assignment

Propaganda Students will be tasked to create a piece of propaganda to
Activity
persuade others to be either anti-/ pro- Capitol. Students are

free to choose whichever medium they prefer (blog, journal
article, create a poster, make a video, song, or podcast, etc.)
but a written rationale must be included with their project.

Work periods will be provided for the students.

Key Outcomes (POS)


SS 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 affair issues.

Evidence
(Assessment)

Participation,
discussions,
propaganda
piece


Todays topic will ask the students the following question in
related to the Charter of Rights and Freedoms
- What are our rights and how do we in Canada avoid the
poverty of the districts? How do we succeed and fail?

Students will play the Rights Ladder Game
- Give every student a right found in the charter
- Call out the rights
- Student with that card will sit with their legs stretched
out creating a ladder or bridge with their legs for
Canadians to cross/climb over

Students will engage in a class discussion in which they will be
asked to identify gaps that a Canadian might face in their life,
not covered in the charter. Spaces will be created in their

human ladder to show such gaps aka. Aboriginal rights,
Rights and womens rights, LGBTQ, Disabilities, Immigrants, etc.
Freedom in
Canada

Activity Take Home Assignment: Rights and Freedom Reflection

Students will complete a reflection on the Rights and Freedom
Activity
Key Outcomes (POS)

SS 9.1.4: To what extent do political and
legislative processes meet the needs of all
Canadians?
SS 9.1.6: How does the Canadian Charter
of Rights
and Freedoms support individuals in
exercising their rights?
9.1.6: What is the relationship between the
rights guaranteed in the Canadian Charter
of Rights and Freedoms and the
responsibilities of Canadian citizens?

Evidence
(Assessment)

Participation,
reflection,
enthusiasm

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