indian farmers strike insurrection u.s

A monthly current events resource for Canadian classrooms

Routing Slip: (please circulate)

Vaccine!

Insurrection

Indian Farmers

Neskantaga

Strike

We Have a

on

U.S.

Water CrisisTh e

in the

2020/2021: Issue 5

Level 1 (Grades 5 and up)

2020/2021: Issue 5 What in the world? • Level 1

What in the World?Level 1, 2020/2021: Issue 5

PUBLISHER

Eric Wieczorek

EDITOR-IN-CHIEF

Janet Radschun Wieczorek

ILLUSTRATOR

Mike Deas

CONTRIBUTORS

Vivien Bowers

Krista Clarke

Denise Hadley

Rosa Harris

Jacinthe Lauzier

Alexia Malo

Catriona Misfeldt

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Each article is accompanied by Before and Aft er reading activities, appropriate to the topic or

competencies embedded in the article:

Before Reading Activitiesset the context and purpose for

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and transform their thinking

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National

The Neskantaga Water Crisis– A 25-Year Struggle for Clean Water

BEFORE READING

1. Divide the class into small groups. Write the word "water" on the board.

2. Distribute sticky notes to each group and have them brainstorm, one idea per note, how they use

water in their day-to-day lives.

3. Next, have groups sort their ideas and categorize them (e.g., hygiene, food preparation, drinking, etc.).

4. Have each group share its categories. Record these on the board, then have groups add their uses to

each category.

5. Have students view a video summary of the Neskantaga water crisis at this link: https://globalnews.

ca/video/rd/62b4a708-4304-11eb-a9e0-0242ac110006/?jwsource=cl Th en, invite them to determine

which of their water-use categories have been impacted by the poor water quality in Neskantaga.

6. Finally, invite students to set a purpose for reading the article, referring to the resource page Setting

A Purpose Before Reading (p. 50) as needed.


National


Canada is rich in water. As a

result, many of us take this

substance for granted. We take

long showers. We drink tall

glasses of water fi lled straight

from kitchen faucets. We don't

think twice about how access to

clean water impacts our lives.

Troubled watersFor many Indigenous people

living on reserves, however, it's

a diff erent story. Consider the

Neskantaga First Nation. Th is

community of about 350 people

in northern Ontario can only be

reached by air or by an ice road

in winter.

For more than 25 years, the

water coming out of taps on

this reserve has been tainted,

discoloured, and sometimes

toxic. People get skin rashes

aft er bathing or taking showers.

And residents have had to boil

water for at least a minute before

washing produce, cooking, and

brushing teeth. If they don't

drink bottled water, they risk

getting sick.

Similar conditions plague 40

additional First Nations and

Inuit communities. But the

Neskantaga people hold an

unfortunate record. Th ey have

the longest ongoing boil-water

advisory in Canada.

An ugly oily sheen Recently, the bad situation in

the Neskantaga First Nation

got worse. Th is past October,

most residents had to leave their

homes aft er their water was shut

off altogether. It was the second

time in two years. Th e reason

this time? Patches of oil were

spotted on the surface of the

community’s reservoir.

Public health offi cials told people

not to bathe, fl ush the toilet,

or use water for cooking, even

aft er boiling it. So members

were fl own to Th under Bay, 450

kilometres to the south, where

they were put up in a hotel.

A question of trustOffi cials spent two months

investigating the cause of the

oily water. Finally, they linked

it to a broken seal on a pump in

the community's water plant.

Th ey tested the oil and found

it to be non-toxic. Th at meant

Neskantaga residents could fl y

home.

Th ey returned to their

community on December 18.

Th ey are still boiling tap water,

however, because the water plant

isn’t working to capacity. And

many people just don’t have faith

that their water will ever be safe.

“If [we] get clean water here, I’m

still not going to trust myself to

drink the tap water because I’ve

been growing up drinking water

[from] bottles,” said Geoff rey

Quisses. Mr. Quisses is 22. Th at

means he's three years younger

Definitionsboil-water advisory: a recommendation issued by public health offi cials to boil water for at least one minute as a way to remove bacteria, viruses, and parasites

reservoir: a usually artifi cial lake that is used to store a large supply of water for use in people’s homes and businessestoxic: containing poisonous substances


National


than the community’s boil-

water advisory.

Issues clog the pipesTh e Neskantaga water saga

began in the late 1980s.

Th at's when the community

was relocated by the federal

government to Attawapiskat

Lake. Th eir original settlement

was located a short distance to

the east. But it fl ooded oft en, and

lacked plumbing.

Th e federal government

promised the Neskantaga nation

a better life in their new home.

For one thing, each house would

have clean running water. Yet

from the start, the nation’s new

water source was a problem.

Attawapiskat Lake has high

concentrations of organic matter

from fallen trees and other

plants. Th at has hurt its water

quality. Experts have found

several pathogens in the lake,

including E. coli. When E. coli

tainted the water supply in

Walkerton, Ontario in 2000, it

killed six people.

In 1993 the federal department

paid to have a new water

treatment plant built. However,

the plant didn't work properly

and the boil-water advisory

started in 1995.

Delays, delays, delaysPrime Minister Justin Trudeau

and the Liberals came to power

in 2015. Th ey promised to tackle

water problems on reserves once

and for all.

Th e Liberal government

authorized an upgraded plant

for the Neskantaga nation.

Th e work was supposed to be

completed by 2018. But delays

in getting approvals for some

improvements slowed down

progress. Th e community

needed a better sewer lift station,

for example. When a lift station

fails, wastewater can back up

into homes and on land. Plus,

calibrating the plant’s computer

system to balance all the

chemicals has been a challenge.

Disputes with contractors,

mislabeled equipment, and a

worker who had COVID-19 have

also caused delays. Meanwhile

the project budget, originally

set at $8.7,million, has nearly

doubled to $16.4 million.

The bigger pictureStill, the upgrade is fi nally

nearing completion. By spring,

once the water passes all tests,

it should be safe to drink. But

Elders say skilled people must

run the plant, or problems will

return. So plans are underway to

hire certifi ed water operators to

train local band members.

“I don’t want to have to evacuate

the community again,” Chief

Chris Moonias says. "I don’t

want that. My nation doesn’t

want that.” J

calibrate: to adjust or mark a device so that it can be used in an accurate and exact way

pathogen: a disease-causing bacteria or virus

Definitions

A shameful situationTh e federal government had promised to end all boil-water advisories

by March 2021, mainly by fi xing design, construction, and installation

issues with water treatment plants.

By late January, 97 long-term advisories have been lift ed. However,

59 advisories remain in eff ect. Th e government says COVID-19 is

preventing it from meeting the deadline.

Change can’t come soon enough. Th e group Human Rights Watch,

which studied the issue in Canada, says some people are losing

patience. So they drink, wash dishes, and bathe in water than hasn't

been boiled fi rst. Th at exposes them to potentially deadly toxins. Th ey

get skin infections. Some avoid water entirely. Poor-quality water also

contributes to housing shortages. Communities can't build more houses

without upgrading their water and sewer systems.


National


COMPREHENSION QUESTIONS

1. Where is the Neskantaga First Nation located? How isolated is this community?

2. For how long have people lived in this location? When and why did they move here?

3. Why is the water source for the Neskantaga First Nation problematic? Explain.

4. What did the federal government do in 1993 to try to provide clean water?

5. Why is there a water 'crisis' in Neskantaga? How has this crisis aff ected everyday life for residents?

6. What did the federal government promise in 2015?

7. Describe why Neskantaga residents were evacuated last fall.

8. Where were residents evacuated to? How did they get there?

9. When were residents allowed to return?


National


VISUALIZING FROM TEXT

Active readers create visual images in their heads based on the words they read in the text. Th e pictures

they create help them to better remember and understand what they read.

As you read the article “Th e Neskantaga Water Crisis”, pay attention to the words or phrases that

“trigger” a picture in your mind. Mark these trigger words, phrases, or facts with a V and draw a quick

sketch to show what you see or imagine. (Note: Sometimes words will trigger other senses. You may

wish to mark such trigger words using these codes: Sm = smell; T = taste; H = hear; Tch = touch/feel.)

The task: Draw three images*Aft er reading the article, draw three illustrations that show an “on-the-line”, “between-the-line”, and

“beyond-the-line” mental image. (Use your marked text to help you select the best ones.) Write the

trigger word, phrase, or fact under each image. Aim to make your images vivid, detailed, and showing

the complete idea.

On-the-line:

Draw a sketch that captures the mental pictures that are created in your mind as you read a trigger

word, phrase, or fact from the article (e.g., “water-rich Canada” = an image of a map of Canada,

highlighting its lakes and large bodies of water; water fl owing from taps and showers, in a full bathtub

or swimming pool, etc.).

Between-the-lines:

Create an image that goes with the text but explains or adds unmentioned details (e.g., “toxic” = a sketch

showing a glass of water, a bathtub, a pot of water on a stove with symbols suggesting that it is unsafe,

like a red circle with a strike through it, or a poison or toxic label symbol; or, a thought bubble above a

mother's head showing her fear for her children: “Is it safe to give them this water?”).

Beyond-the-lines:

Draw an illustration that explores the possibilities and probabilities not discussed in the article, that

build on the text, continue the story, or apply information from the article to new situations (e.g.,

“shameful” = a picture showing a symbol of the federal government like the Parliament buildings in

Ottawa, with a sign stating "Neskantaga First Nation has been waiting for safe water for 25 years.").

*Adapted from: Wilhelm, J.D. Reading is Seeing, NY: Scholastic, Inc., 2004.


National


ORGANIZER

Visualizing from text

On

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____________________________________________

trigger word, phrase, fact

____________________________________________


____________________________________________



National


QUESTIONS FOR FURTHER THOUGHT

1. Prime Minister Justin Trudeau promised to end all boil-water advisories by March 2021. Ninety-seven

advisories have been lift ed since he made that promise. However, there are still 40 First Nations and

Inuit communities in Canada living with an advisory.

As you see it, what steps must be taken to ensure that all Canadians have sustainable access to clean

water?

2. Th e human body is composed of about 60 percent water. Health experts agree that water

consumption is vital to maintaining good physical health, as is proper hygiene and good nutrition.

Imagine for a moment that the water in your home is not fi t for drinking, taking showers, or cooking

food. Make a list of how you would need to adapt your daily activities. What do you think would be

some of the long-term consequences of living without clean water? Explain.


National


QUESTIONS FOR ONLINE EXPLORATION

Note: Th e links below are listed at www.lesplan.com/en/links for easy access.

1. Th e federal government has made a commitment to ensuring that all Canadians have access to clean

and safe water. Some critics, including Human Rights Watch, have expressed frustration with the delays

in achieving this goal.

Visit the links below to learn more about the government perspective and the ongoing concerns about

its plans:

• Federal Minister of Indigenous Aff airs Marc Miller : https://www.cbc.ca/player/play/1826677315812

and https://www.cbc.ca/player/play/1826671171834

• Letter to Prime Minister Trudeau on behalf of the Neskantaga First Nation:

https://www.hrw.org/news/2020/11/20/human-rights-watch-letter-prime-minister-trudeau

• Opposition party member Jagmeet Singh questions Prime Minister Trudeau during question period:

https://www.cbc.ca/player/play/1826740291960/

What question would you like to ask one of these individuals about the Neskantaga water crisis?

Explain.

2. Did you know that the Great Lakes contain over 20 percent of the world's surface freshwater? Visit

this link to learn more about protecting Canada's freshwater: https://environmentaldefence.ca/

campaign/water/What are three things you can do to support this incredibly important resource?


National


PUTTING IT ALL TOGETHER

A. Write the letter that corresponds to the best answer on the line beside each question:

______ 1. Neskantaga residents relocated to Attawapiskat Lake in the 1980s because:

a) they were forced to go b) they wanted to join another community there

c) the climate was better d) their old location fl ooded oft en and lacked plumbing

______ 2. Th e Neskantaga First Nation has needed to boil its water since:

a) 1967 b) 1980

c) 1995 d) 2005

______ 3. Who promised to end all boil-water advisories in Canada by March 2021?

a) Doug Ford b) Chrystia Freeland

c) Joe Biden d) Justin Trudeau

B. Mark the statements T (True) or F (False). If a statement is True, write one important fact to support it on the line below. If a statement is False, write the words that make it true on the line below.

______ 4. True or False? Most of the time, the Neskantaga community can only be accessed by air.

______ 5. True or False? Th e Neskantaga nation has experienced the longest ongoing boil-water

advisory in Canada.

______ 6. True or False? Neskantaga residents returned home in January aft er being evacuated in June.

C. Fill in the blanks to complete each sentence.

7. Attawapiskat Lake has high concentrations of _______________________ matter from fallen trees

and plants.

8. In October, patches of _______________________ appeared in the Neskantaga water reservoir.

9. Neskantaga residents were evacuated to ______________________ ______________________ . (2)

D. Respond to the following question in paragraph form. (Use a separate sheet of paper if necessary.)

10. In what ways does a lack of clean drinking water impact a community and the people who live there?

Explain.


International

A Massive Strike in INdia– India's Farmers take on the Government

BEFORE READING

1. Write the article's title and subtitle on the board: A Massive Strike in India: India's Farmers Take On

the Government.

2. Divide the class into six groups. Assign each group one of the following question words on a small

card: Who; What; Where; When; Why; and How. Provide groups with sticky notes.

3. Working with their own prior knowledge of the words or ideas in the title, and with what they may

already know about the topic, have each group create a number of questions related to the title that start

with their question word (e.g., Who is the head of the Indian government? What are the farmers asking

the government to do? Where exactly are they taking on the government? When did the strike begin?

Why are the farmers striking? How did the confl ict begin? etc.).

4. Post the question words on the board and have each group share its ideas.

5. Next, show the summary of events as reported in this link: https://www.yout-ube.com/

watch?v=621oD2zBSbI

6. Have students identify any of their questions that were answered in the video, and choose one that

they would still like to answer by reading the article.




International


Tens of thousands of farmers

in India have been protesting.

Th ey disagree with new laws

the government introduced in

September. Th ey are outraged

that Prime Minister Narendra

Modi and his ruling Bharatiya

Janata Party (BJP) didn’t

consult them before passing

the legislation.

Th eir anger has galvanized the

entire nation. On November 25,

some 250 million protestors

backed the farmers. Th ey held a

24-hour general strike centred

on the capital of New Delhi. Th e

massive demonstration was the

largest in history. It brought the

nation to a near-halt.

During the strike, scores of

elderly farmers were tear-gassed

and doused with water cannons.

Th at earned them sympathy

from all of India and from

farmers around the world.

The mandi systemWhy are farmers so angry? Th eir

unions say it’s very diffi cult for

India's farmers to earn a living,

and the new rules will create

even more challenges.

At present, most Indian

farmers sell their produce

at government-controlled

wholesale markets called

mandis. Mandis are committees

made up of farmers, large land-

owners, and traders. Brokers are

also involved. Th ey hammer out

sales details, organize storage,

and arrange transport.

Th is complex system tends to

benefi t the brokers. However,

mandis do guarantee the

farmers a set amount, called

Minimum Price Support (MSP),

for their goods. Th at keeps

farmers' incomes steady.

A reform on paper?So what's in the new law? It lets

farmers sell their goods at fair

market value outside the mandi

broker: a person who helps other people to reach agreements, to make deals, or to buy and sell propertygalvanize: to cause (people) to become so concerned about an issue, idea, etc., that they want to do something about itGeneral strike: a strike by workers in all or most industries

market value: the price at which something can be sold: the price that buyers are willing to pay for somethingwholesale: the business of selling things in large amounts to other businesses rather than to individual customers

About India India is the seventh-largest

country in the world. With

1.36 billion people, it is the

second-most populous country

aft er China. Th at makes it the

world's biggest democracy.

Th e nation is mainly

agricultural, but it does have a

large iron and steel industry. It

produces many manufactured

goods and it is the world's

fi ft h-largest economy.

Yet the Indian subcontinent

is one of the world's poorest

regions. Two-thirds of the

population lives in poverty – 69

percent on less than $2 a day.

One-third of this group exists on

less than $1.25 per day.

Definitions


International


system. Th ey can now negotiate

directly with supermarkets and

other companies. In theory, they

will get higher prices when there

is high demand for their crops.

Th e problem? Farmers say the

new provisions will eventually

bring an end to mandis and

guaranteed prices. Th ey believe

that private buyers could then set

prices so low, farmers will make

even less than the subsistence

living they now earn.

“First, farmers will feel attracted

towards these private players,

who will off er a better price for

the produce,” Multan Singh

Rana, a farmer in the northern

state of Punjab, said. “[Soon]

government mandis will pack

up. And aft er a few years, these

players will start exploiting the

farmers. Th at’s what we fear.”

Land-grab worriesAnother major concern? Before

the new laws were passed, strict

rules prevented corporations

from buying land from small

farmers. Th e new law eliminates

these restrictions. Now farmers

worry that big companies will

buy up lots of land to gain even

more control of their market.

“Our land is our mother,”

said Mewa Singh, a farmer. “It

was passed on to us from our

parents, who got it from their

parents, and now Modi wants to

acquire it and give it away to his

rich friends.”

Mr. Modi’s positionFor its part, the government says

the farmers’ fears are overblown.

Mr. Modi maintains that

farmers’ lands will remain

in their hands. He says his

party's reforms will boost

farmers’ incomes. He argues

they will attract investment

and technology, and increase

productivity. And he insists that

MSPs and the mandi system will

stay in place.

“Opposition leaders are

misleading farmers for narrow

political gains,” he said.

But at least 15 of India’s political

parties have shown support for

the protestors. And some say

Mr. Modi is using strong-arm

tactics, such as house arrest, to

silence them.

No end in sight

Meanwhile, the protests show no

signs of stopping. On January 7,

farmers blocked access to New

Delhi with 3500 tractors and

trolleys.

On January 12, India's highest

court ruled the government

could not implement the new

laws. It ordered experts to try to

work out a solution with offi cials

and farmers. Yet farmers vowed

to keep protesting until the laws

are completely repealed.

“Leaving farmers to the tyranny

of the markets would be akin

to putting the sheep before the

wolf,” expert Devendra Sharma

said. “Th e current system...

needs to be reformed, but

replacing one failed model with

another is not the solution.” J

productivity: the rate at which goods are produced or work is completedrepeal: to do away with or cancel offi cially

sociaL SAFETY NET: programs that protect people from the impact of economic shocks, natural disasters, and other crisessubsistence: the minimum amount of food, money, etc., that is needed to stay alive

A hard lifeTens of millions of Indian

farmers own less than one

hectare of land. Th ey barely

make enough to survive.

Th ere are several reasons these

farmers face such hardship. Th ey

use outdated and ineffi cient

practices. Productivity is poor.

Now, COVID-19, extreme

weather, and locusts have left

them with even fewer crops and

more debt. And Indian farmers

have no social safety net to

protect them.

Definitions


International



1. What is the population of India?

2. Describe the economic standing of many Indian farmers.

3. List at least three other important facts about India.

4. Which party is currently in power in India? Who is the leader of this country?

5. What are government-controlled markets where farmers have traditionally sold their products called?

6. How are these markets organized?

7. How do these markets support Indian farmers?

8. What controversial changes did the government impose last September?

9. Why are farmers concerned about these changes?

10. How did many Indian farmers react to these changes over the past few months? Explain.


International



1. If you were a member of Prime Minister Modi's government, what advice would you give to him to

ensure a peaceful resolution to this confl ict? Explain.

2. When questioned during a press conference about his reaction to the farmers' strike in India,

Canadian Prime Minister Justin Trudeau stated that the strike was "concerning". Some in India

interpreted Prime Minister Trudeau's comment as meddling in the aff airs of their country.

As you see it, how should foreign leaders respond to controversial events in other countries, particularly

when their own citizens are demonstrating and calling for them to intervene on the foreign nation's

behalf? Explain.


International




1. Many countries have citizens of Indian heritage with strong connections to India. Visit two of the

links below, one from each group, to learn how Indian communities in Canada and the United States

are reacting to this strike:

Canada:

https://www.yout-ube.com/watch?v=KHjIwZfBKjA

https://www.yout-ube.com/watch?v=mxnusNTf34E

https://www.yout-ube.com/watch?v=e8CbOTqS_cI&t=46s

United States:

https://www.yout-ube.com/watch?v=kg74yhY8aVA

https://www.yout-ube.com/watch?v=4I8n7wB0G_s

https://www.yout-ube.com/watch?v=xMcBDrEfK1c&t=8s

What new details did you learn from these reports?

What questions do you still have?

2. In 2015, world leaders agreed to 17 Global Goals (offi cially known as the Sustainable Development

Goals, or SDGs). Th ese goals have the power to create a better world by 2030, by ending poverty, fi ghting

inequality, and addressing the urgency of climate change. Guided by the goals, it is now up to all of us –

governments, businesses, civil society and the general public – to work together to build a better future

for everyone.

Find out more about the Global Goals at https://www.globalgoals.org/ Th en, consider: Which goal(s)

does this article relate to? Why? Explain?


MAP ANALYSIS

Examine the accompanying map. Th en, answer the following questions.

A. Reading the map:

1. What is the title of this map?

2. What is the purpose of this map?

3. How are the cities, countries, and water bodies labelled?

4. How are directions represented on the map? Give an example.

5. How is distance communicated on the map? Give an example.

B. Analyzing the map:

1. Describe the location of India relative to other features on the map. Aim for 5-10 descriptors. (E.g.,

India is located to the north of Sri Lanka.)

2. In what ways does this map help you to better understand the farmers' protests taking place in India?

Explain.

International


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International


Investigative reporters are journalists who thoroughly investigate, interpret and communicate news

through a variety of media, such as TV and newspaper. Th ey uncover secrets people would rather

keep quiet and dig deep into cases to uncover all the facts. Th ey investigate leads and news tips, read

documents, interview people, and observe events taking place at a scene. Th eir pieces oft en generate a

variety of reactions – both positive and negative – from their readers.

Put your investigative skills to work. Use the article A Massive Strike in India and the What’s Missing?

organizer to fi gure out what details are missing from the photo below and should be included to tell the

whole story.

Directions:

1. Look carefully at the photograph. Notice what details are included. Record these details in the ‘What I

See’ column.

2. Now think about what you already know about this topic from reading the article A Massive Strike in

India. Add any additional facts in the appropriate boxes of the ‘What I Read’ column.

3. Finally, speculate about what evidence is missing. What other information or details would the viewer

need to know to understand the whole story? Write your speculations in the fi nal column. Your ideas

should be plausible (likely to be true given the evidence in the photograph and the article) and probing

(show that you have thoroughly considered all aspects of the story).

Farmers shout slogans as they take part in a tractor rally to protest against new farm laws at Ghaziabad,

on the outskirts of New Delhi, India, on January 7, 2021. (AP Photo/Altaf Qadri)

Prepared with assistance from TC2, Th e Critical Th inking Consortium. © 2021

NEWS PHOTO


International


What I See What I Read What’s Missing?

Who is in the image?

What is happening?

Where is this taking

place?

When is this taking

place?

Why is this

happening?

ORGANIZER


International




______ 1. What is the population of India?

a) 650 million b) 825 million

c) 1.36 billion d) 3.27 billion

______ 2. Which city is the focus of protests by thousands of Indian farmers?

a) Mumbai b) New Delhi

c) Beijing d) Kolkata

______ 3. Indian farmers are worried large companies will ______ much agricultural land.

a) buy b) destroy

c) pollute d) develop


______ 4. True or False? India is the world's largest democracy.

______ 5. True or False? Th e leader of the main opposition party in India is Narendra Modi.

______ 6. True or False? India's farms are very effi cient and modern.


7. Traditionally, Indian farmers have sold their goods at markets called _______________________ .

8. Farmers say the Indian government did not _______________________ them before changing how

crops are sold.

9. In November, some 250 million people in India participated in a general ______________________ .


10. Make a prediction: What do you think will happen next in the standoff between Indian farmers and

the government over the new agricultural laws? Give reasons to support your response.


BEFORE READING

1. Have students view the summary of the insurrection in Washington, D.C. on January 6, 2021 at the

following link: https://www.yout-ube.com/watch?v=aHmTzFnymOM

2. Aft er viewing, distribute 3 sticky notes to each student and have students write the following, each on

a diff erent note:

• 1 word that sums up what they saw;

• 1 emotion that they are feeling about what they saw;

• 1 question that they have about what they saw.

3. Ask students to join with a partner to compare ideas. Th en have each pair join with another to

compare ideas.

4. Next, share as a class the words, emotions, and questions generated from the video.



International

Insurrection in the United States


International


It was an event usually seen in

undemocratic countries. For

several hours, swarms of rioters

smashed the windows of the

legislature. Th ey rampaged

through government corridors.

Th ey vandalized offi ces. And

they forced panicked lawmakers,

fearing for their lives, to take

shelter.

Th e mob also called for

the death of high-ranking

politicians. Some even placed

pipe bombs in key locations

to help them carry out these

threats. Police tried to hold back

the rioters, but the offi cers were

greatly outnumbered.

Th is scene didn't unfold in an

authoritarian nation, however. It

took place in the United States, a

country that is considered to be

a bedrock of democracy. Th e site

of this chaos? Washington, D.C.,

the nation's capital.

A powder-keg rallyTh e insurrection took place

on January 6, following a mass

rally held by U.S. President

Donald Trump.

On that date, all members of the

U.S. Congress had gathered to

certify the results of the 2020

presidential election. Th is is a

symbolic ceremony that happens

aft er every four years when

the next president is chosen. It

celebrates the peaceful transfer

of power from one president to

another. Vice President Mike

Pence was presiding over the

event as the day unfolded.

Mr. Trump's rally was a last-

ditch attempt to stop this

process. Th e reason? Mr. Trump,

a Republican, never accepted the

outcome of the November 2020

election. For more than two

months, he falsely claimed that

the election results were rigged.

He said that he had won, and Joe

Biden, a Democrat, had lost.

Mr. Trump off ered no evidence

for these assertions. In fact,

judges in more than 50 court

cases ruled that the election was

fair. Yet he still insisted that the

election was stolen from him.

‘Will be wild!’ Many of his followers became

convinced this was true. Th ey

were egged on by extreme

right-wing commentators,

Republican politicians afraid

to alienate Mr. Trump, and

Internet conspiracy theories.

When Mr. Trump urged them to

come to Washington to protest,

thousands of people from across

alienate: to cause someone to stop being friendly or helpfulassertion: the act of forcefully expressing your opinionsbedrock: a strong idea, principle, or fact that supports somethinginsurrection: a usually violent attempt to take control of a government

preside: to be in charge of something, such as a meetingright wing: the part of a political group that supports conservative or traditional ideas and policies u.s. congress: the legislature of the federal government of the United States that consists of 435 members of the House of Representatives and 100 members of the Senate

Definitions


International

Insurrection in the United Statesthe country made the trip. ‘Be

there. Will be wild!,' Mr. Trump

tweeted.

At the rally, President Trump

appeared to encourage the

crowd to take action against the

government.

“We’re going to have to fi ght

much harder..." he told them.

"We’re going to walk down [to

Congress] and I’ll be there with

you...Because you’ll never take

back our country with weakness.

You have to show strength.”

He also said he was angry at

Mike Pence. President Trump

had urged the vice president not

to certify the election during

the January 6 ceremony. But

Mr. Pence refused this demand.

VP in the Crosshairs

So aft er the rally, thousands

of furious Trump supporters

marched to the Capitol building

where Congress was meeting.

Th ey easily broke through

barriers. Hundreds stormed

into the legislature. Some

shouted “Where’s Mike Pence”

while looking for politicians to

confront.

For four hours, they ransacked

fi les, displayed hate-fi lled

messages, and took selfi es.

Lawmakers and staff sheltered

in place or were whisked away

through secret underground

tunnels to safety. Police shot and

killed a woman in a standoff .

In the end, fi ve people died,

including a police offi cer.

Hours into the chaos,

Mr. Trump tweeted a message

to the rioters. But he didn’t

denounce the violence.

“Th is was a fraudulent election,

but we...have to have peace. Go

home, we love you, you’re very

special,” he told the rioters.

Democracy prevailsAround 6 p.m., when

reinforcements arrived, police

were fi nally able to gain control

and secure the building.

Lawmakers were badly shaken,

but this assault on democracy

only made them more resolute

about performing their duty.

Th ey returned to Congress

at 8 p.m. Late that night, a

determined Mr. Pence certifi ed

Mr. Biden's victory.

“Violence never wins; freedom

wins; and this is still the people’s

house,” he declared.

Now, police have launched a

nationwide search to fi nd the

Capitol attackers. More than 170

suspects could face prosecution.

Meanwhile, expect a deep probe

into why police failed to protect

the Capitol building. J

acquit: to pronounce not guilty of criminal chargesdenounce: to publicly say that someone or something is bad

incitement: the act of encouraging somebody to do something violent, illegal, or unpleasantresolute: strong and determined

A second impeachment for Mr. TrumpOn January 12, President Donald Trump was impeached for the second

time – a unique event in U.S. history.

What exactly is an impeachment? It's the situation that occurs when

lawmakers in the U.S. House of Representatives vote in favour of

putting a president on trial for an alleged misconduct. All it takes for an

impeachment is a simple majority of members.

In this case, every Democrat and 10 Republicans voted to impeach

Mr. Trump for 'incitement of insurrection'. Th e vote was 232 to 197.

Th e U.S. Senate conducts impeachment trials. Th e Chief Justice of the

U.S. Supreme Court usually presides. Witnesses are called on both sides

and senators serve as the jury. Two-thirds of the senators must vote

against the president. A guilty verdict removes a president from offi ce.

Th e Senate acquitted Mr. Trump the fi rst time of illegally withholding

aid from Ukraine. If he loses this time, it will be too late to remove him

from offi ce. But he can be banned from running for president again.

Definitions


International

Insurrection in the United StatesCOMPREHENSION QUESTIONS

1. What is the U.S. Congress? What are the two parts of this institution?

2. What was planned at the U.S. Congress on January 6? What is the vice president’s role in this event?

3. Who hosted a large public rally in Washington on the morning of January 6?

4. What message did the president convey at the rally? How did he incite the protesters to take action?

5. Describe what Trump supporters did when they reached the Capitol where Congress was meeting.

6. How did the police respond to this assault?

7. What happened aft er the demonstrators were removed from the Capitol building?

8. What did the House of Representatives do on January 12? What was the charge against Mr. Trump?

9. What is the second step in the impeachment process? Explain.


International

Insurrection in the United StatesQUESTIONS FOR FURTHER THOUGHT

1. While the January 6 insurrection was taking place, President Trump released a video statement to his

supporters from the White House: “Th is was a fraudulent election, but we can’t play into the hands of

these people. We have to have peace. So go home, we love you, you’re very special.”

In any message, there are explicit ideas that are obvious and clear, and implicit ideas that are suggested

or implied. In your opinion, what are the explicit and implicit ideas in President Trump's message to his

supporters? Give reasons to support your ideas.

2. Late on the evening of January 6, once the Capitol building was secured, Vice President Mike Pence

presided over the certifi cation of the election results. He stated, “Violence never wins; freedom wins;

and this is still the people’s house.”

As you see it, what message was the vice president sending in this statement? Explain.


International

Insurrection in the United StatesQUESTIONS FOR ONLINE EXPLORATION


1. President Trump has delivered many messages to the American people during and since the

insurrection at the Capitol building, in diff erent settings and circumstances. Visit the links below to

watch the progression of these messages over time:

January 6, rally: https://www.yout-ube.com/watch?v=6quOC6McLZU

January 6, during the insurrection: https://www.yout-ube.com/watch?v=aMeAE4GHmIE

January 7, formal announcement: https://www.yout-ube.com/watch?v=iFADopBnb_U

January 8, formal announcement: https://www.yout-ube.com/watch?v=qfNTxW1Jhc0

January 12, on the White House lawn https://www.yout-ube.com/watch?v=aLjfWxy2qjo

January 13, formal announcement: https://www.yout-ube.com/watch?v=hDNiNdsPHNA

As you see it, has the president been consistent with his messaging? Give reasons to support your ideas.

2. With just over a week left in Donald Trump's presidency, the U.S. Congress voted to impeach the

president. Visit either of the sites below to learn about the impeachment vote and what it might mean

for Donald Trump as he leaves offi ce:

https://www.yout-ube.com/watch?v=crq196edW6M

https://www.yout-ube.com/watch?v=ptsU235pU1k

Do you agree with the U.S. Congress' decision to impeach President Trump? Explain.


International


YOUR TASK:

Examine the editorial cartoon, then answer the following questions on a separate piece of paper:

1. What do you already know about the January 6 insurrection at the U.S. Capitol building?

2. What landmass is represented in the cartoon?

3. What is unusual about how this landmass is presented?

4. Who or what do you suppose the talking elephant symbolizes? Why? (Hint: What are the symbols of

the two main political parties in the United States?)

5. What is the talking elephant saying?

6. As you see it, what might the cartoonist be saying about January 6 insurrection at the U.S. Capitol

building? Explain.

7. For what reasons do you agree with the cartoonist’s perspective? For what reasons do you disagree? J


International

Insurrection in the United StatesPUTTING IT ALL TOGETHER


______ 1. On January 6, all members of the U.S. Congress met to:

a) impeach the vice president b) certify the November election results

c) re-elect President Trump d) swear in Joe Biden as president

______ 2. Who was in charge of this process?

a) Nancy Pelosi b) Mike Pence

c) Donald Trump d) Barack Obama

______ 3. Th e impeachment charge brought against President Trump was: ‘______ of insurrection’

a) counseling b) conspiracy

c) incitement d) involvement


______ 4. True or False? Th e vice president ignored Mr. Trump’s request to declare the election invalid.

______ 5. True or False? At a rally on January 6, Mr. Trump urged his supporters to protest peacefully.

______ 6. True or False? All Republicans voted to impeach Mr. Trump; all Democrats were opposed.


7. Th e House of Representatives + the Senate = the U.S. _______________________ .

8. Mr. Trump _______________________ claimed the recent presidential election was rigged.

9. Very few police offi cers were protecting the U.S. _______________________ building on January 6.


10. As you see it, should Donald Trump be held accountable for the insurrection on the Capitol carried

out by his supporters? Give reasons to support your response.


Science, Technology, and the Environment

We Have a Vaccine!– Coronavirus Immunizations Roll Out Nationwide

BEFORE READING

1. Divide the class into two groups.

2. Write the following on the board: "All Canadians should be vaccinated against COVID-19."

3. Assign a "for" and "against" position to each of the two groups with respect to this resolution, as you

would in a debate.

4. Have each group develop a list of points to represent its position, regardless of the personal opinions

of the group members.

5. Have each group share its ideas and have anyone add to the arguments for either side.






For 41 years, Nisha Yunus has

worked at a Vancouver-area

long-term care home. On

December 15, 2020 she was

one of the fi rst people in

British Columbia to receive a

COVID-19 vaccine.

“I am so grateful,” she said.

“I have seen fi rst-hand what

COVID-19 does to families.”

By the fi rst week of January,

nurses were delivering vaccines

by boat to isolated communities.

One boat went to Ahousat,

a First Nation on Vancouver

Island. Residents there held a

ceremony to honour the nurses.

"I was emotional, in a good way,"

said elected Chief Greg Louie.

Definitionsantibodies: any of a large variety of proteins normally present in the body or produced in response to an antigen which it neutralizes, thus producing an immune response

isolated: remote and separate physically or socially

How VAccines WorkWhen a person gets COVID-19, the body’s immune system produces

antibodies to fi ght the infection. A COVID-19 vaccination triggers the

same immune response.

Th is provides protection. If the person is later exposed to the actual

virus, the body knows what to do. In addition to producing antibodies,

it produces T-cells. Th e two systems – antibodies and T-cells – work

together to ‘remember’ past infections and resist reinfection.

Traditional vaccines use a weakened or inactivated form of the virus.

Or they use a viral fragment of spike protein typically found on the

surface of the virus. Th is is suffi cient to provoke the immune response.

By contrast, COVID-19 vaccines like the fi rst two approved for use in

Canada use a small section of COVID-19 genetic code made in the lab.

Th e vaccines inject messenger ribonucleic acid (mRNA) into the body.

Th is genetic material acts like a recipe. It tells the body's cells how to

make the SARS-CoV-2 spike protein. Th is protein then triggers the

immune response.

‘Viral vector-based vaccines’ also use the body’s own cells to make the

spike protein. However, they use a harmless virus as a delivery system.

Th e Oxford University/AstraZenica vaccine, for example, uses a

harmless virus that infects chimpanzees.




Fast-trackedTh e COVID-19 vaccine was

developed astonishingly fast.

In early January, researchers

in China published the

SARS-C0V-2 genetic code.

Scientists then launched a huge

global eff ort to develop and

test a vaccine. Just ten months

later, the fi rst vaccines began

rolling out. Normally, it takes

years or even decades to develop

a vaccine.

By the end of 2020, two vaccines

had been approved for use

in Canada. Th e fi rst was the

Pfi zer-BioNTech vaccine. It was

produced by a German fi rm

working with an American

drug company. Th e other was

the Moderna vaccine, also

American-made. Both vaccines

use revolutionary new mRNA

technology. Both have about

a 95 percent effi cacy rate.

Each requires two doses of the

vaccine several weeks apart.

But both vaccines provide some

protection aft er just one dose.

Infectious disease expert

Dr. Isaac Bogosh says the two

vaccines are safe and eff ective.

“Th ey seem to have very good

safety profi les," he said. "It really

does appear that they provide

signifi cant protection.”

Other vaccines are in

development. Some are just

waiting for approval from

Health Canada. Th ey include

the AstraZenica/University of

Oxford vaccine. It is already

widely used in the United

Kingdom. Th e single-dose

Johnson & Johnson vaccine, and

the Novavax vaccine, are also in

the pipeline.

Rolling it outIn Canada, the federal

government buys vaccines and

delivers them to provinces and

territories. Each province and

territory, in turn, is responsible

for getting shots into arms.

efficacy: eff ectiveness in producing the result that you intendedmutate: to become physically diff erent from other plants or animals of the same type as a result of a genetic change

protocol: a system of rules that explain the correct conduct and procedures to be followedvariant: a group of organisms within a species that diff er in trivial ways from similar groups

Definitions

Virus Variants and MutationsViruses mutate all the time, and most mutations don't aff ect how the

virus behaves. But every once in a while, a virus strikes it lucky. It

mutates in a way that improves its ability to survive and reproduce.

Viruses carrying these mutations can then increase in frequency due to

natural selection.

In late 2020, scientists identifi ed worrisome new variants of the

COVID-19 virus. Th e UK variant is now prevalent throughout the

United Kingdom, and has been detected in Canada and elsewhere. Th ere

is also a variant that was discovered in South Africa. Th ese variants

show mutations in a gene linked to the spike protein.

Th e worry is that a vaccine designed to target a particular form of the

virus may not be as eff ective on a variant.

Fortunately, according to Canadian health offi cials, “Th ere is no

evidence that the new COVID-19 variant is more likely to cause severe

illness, nor is there evidence to suggest the Health Canada-approved

vaccines will be any less eff ective against the new variant.”

Th at’s good news, but here’s the bad news. Th ese new variants are more

infectious than the original, so they may spread more easily or quickly.

Th at makes it more important than ever that people follow public health

protocols until the population has achieved herd immunity.

“Th e pandemic is getting worse not because of biology or genomics, but

principally because of human behaviour,” says Mr. Picard.




Provinces decide which

groups get the vaccines fi rst.

Generally, the list starts with

residents and staff at long-

term care homes. Th at's where

most COVID-19 deaths have

occurred. Health-care workers

treating COVID-19 patients are

also priorities.

People in rural and remote

communities with crowded

housing and little healthcare

are also high on the list.

Th e reason: they are more

vulnerable. So are high-risk

people living in group settings

such as homeless shelters. Also

near the head of the line? Th ose

with compromised immune

systems, and those over 80 years

of age. Th en, other seniors and

frontline workers, from police to

grocery store clerks, will likely

be immunized.

Aft er that, the general public can

be vaccinated. Every Canadian

who wants the vaccine should

get one by the end of 2021.

All people who are immunized

are protected from getting

the virus. But they play a part

in protecting the broader

community, too. If 65 to 75

percent of the population gets

the shots, we will reach ‘‘herd

immunity". Th at means the

virus will have trouble fi nding

unvaccinated hosts, so it won't

be able to spread widely.

Th ose getting the jab may have

mild to moderate side-eff ects.

Th e discomfort is similar to what

people experience with other

vaccines. Th ey might have a

sore arm, body chills, tiredness,

and a mild fever. Severe side

eff ects, like an allergic reaction,

are rare. As a precaution, health

care workers monitor vaccine

recipients for adverse reactions

for 15 minutes aft er a shot.

Vaccine HesitancyYet some Canadians are

‘vaccine-hesitant.' Last year, the

World Health Organization

named vaccine hesitancy

one of the ten top threats to

global health.

“It’s normal to have concerns

about a new drug, especially

one with so many unknowns,”

says health journalist André

Picard. Transparency, openness,

and compassion are key to

addressing concerns, he says.

Some people get disinformation

from social media. It's not

true, for instance, that mRNA

vaccine technology can alter

an individual’s DNA. And

developers didn't sacrifi ce safety

to rush out the vaccines, despite

what some sites say.

"Th is is a new vaccine," says

specialist Dr. Allison McGeer.

"People are... worried about it.

We need to get information to a

lot of people [really quickly] to

make this vaccination program

work.”

Adds Dr. Doug Manuel, a senior

scientist at the Ottawa Hospital

Research Institute, “It’s not a

perfect vaccine, but it’s a darn

good one. I would take this

vaccine myself. It’s indisputable

how benefi cial it is.”

Back to the present…Meanwhile, the COVID-19

nightmare is not over. Parts

of the country are seeing

record numbers of cases. Some

hospitals are overwhelmed. Th e

death toll in long-term care is

staggering. It will be months

before we are through this.

Still, the arrival of the fi rst

vaccine is putting a smile

on the faces of exhausted

health workers.

“Every person who receives the

vaccine makes all of us that

much safer,” said Dr. Bonnie

Henry, B.C.'s provincial

health offi cer. J

adverse: negative, unpleasant, or harmful; likely to cause problemscompromised: vulnerable to danger

indisputable: impossible to question or argue withtransparency: an honest way of doing things that allows other people to know exactly what you are doing

Definitions





1. Explain what a vaccine is and how it works.

2. Identify the two COVID-19 vaccines that have been approved for use in Canada.

3. How eff ective are these vaccines?

4. Describe how the doses are given to people.

5. How long did it take to develop these vaccines?

6. What is Ottawa's role in delivering vaccines to Canadians? What are the provinces and territories

responsible for?

7. Which groups have been prioritized to receive the COVID-19 vaccine in Canada?

8. When will the general public be vaccinated?

9. Explain what herd immunity is. How does it aff ect the spread of a virus?





1. You have been living through a crucial time in history. You, and the people around you, have all made

sacrifi ces to protect personal and public safety. However, now that Canada has approved and begun

administering the use of two vaccines to stop the spread of this virus, infection rates will begin to go

down, and you will be able to return to some of the things you have been missing for almost a year.

As you see it, what are some of the important lessons that you have learned through this experience?

How might these lessons impact your future? Explain.

2. Th e article cautions us that the COVID-19 nightmare is not over. It's true that Canada now has two

approved vaccines; however, some provinces are seeing record numbers of cases and many hospitals are

overwhelmed.

a) As you see it, what has been the biggest contributor to the spread of COVID-19? Explain.

b) What do you feel will be the biggest challenge in getting Canadians vaccinated? Explain.






1. Visit the links below to explore two important trackers. Th e fi rst shows the updated status of vaccine

development, testing, and approval by the Canadian government. Th e second shows the status of

vaccinations across Canada.

• https://newsinteractives.cbc.ca/coronavirusvaccinetracker/

• https://www.cbc.ca/news/canada/track-vaccinations-across-canada-1.5870573

Identify one thing that you learned from the information in each of the trackers:

What is one question that you still have?

2. Th e article states that the World Health Organization has named vaccine hesitancy one of the top ten

threats to global health. Visit any of the links below to learn about how to support Canadians who are

vaccine-hesitant.

• Canada's Chief Public Health Offi cer Th eresa Tam: https://www.yout-ube.com/

watch?v=TgTITH1f6Ow

• Federal Minister of Health Patti Hajdu: https://www.yout-ube.com/watch?v=SGpoV1iEA8s

• Dr. Cora Constantinescu, infectious disease specialist at a Calgary Vaccine Hesitancy Clinic:

https://www.yout-ube.com/watch?v=ha65TFhfE2g

• CBC for Kids answers COVID-19 vaccine questions: https://www.yout-ube.com/

watch?v=a1Kq9tKiY30

What would you say to someone who does not want to be vaccinated against the coronavirus? Explain.


INFOGRAPHIC



Sources: Covid-19 Genomics Consortium UK, Bloomberg, NCBI, ONS

Anatomy of a shape-shifting virusAll viruses naturally mutate when they replicate, changing the genome –

the genetic blueprint – that enables a virus to function. The Britishcoronavirus variant B117 has now spread to more than 30 countries

© GRAPHIC NEWS

Coronavirus

Infection: Virus relies onspike glycoprotein to bind toACE2 receptor – entry point intohuman cell for virus to replicate

ACE2* receptor

Spike protein (S)

GenomeB117: Has alteredreceptor bindingdomain known asN501Y situatedon spike protein.Mutation allowseasier accessto ACE2 receptorChange increasestransmissibility by upto 70% – children nowmore susceptible to virus

Nucleocapsid (N)Capsid proteincoat surroundsribonucleic acidgenome (RNA)

Membrane (M)

Envelope (E)

Human host cell

*Angiotensin-converting enzyme 2

Genome: Of 17 amino acid mutations, eight affect spike proteinN501Y: Amino acid asparagine replaced by amino acid tyrosine

Rocketing case rates from new variant (positive swab tests, percent)ORF 1a† ORF 1b† Spike E M N

†ORF – Open reading frame:to read RNA code and add amino acids one after another to make viral protein

Nov 11Nov 18Nov 25Dec 02Dec 09Dec 15Dec 18

ENGLAND 1.22 0.991.16 0.83

0.96 0.720.88 0.90

1.04 1.451.18 2.13

1.30 2.54

LONDON Jan 6, 2021: One personin every 50 in Englandnow has Covid-19.In London one in 30is infected


INFOGRAPHIC



Sources: Reuters, Oxford Vaccine Trial, University of Oxford © GRAPHIC NEWS

How AstraZeneca/Oxford vaccine worksThe Oxford University and AstraZeneca Covid-19 vaccine can preventup to 90% of people contracting coronavirus when it is administered

as a half dose followed by a full dose at least one month apart

Virusgenome

Sars-CoV-2 Spikeprotein

Antibodies

Adenovirus:Unable tocausedisease

Spike protein:Gene is cut fromSars-CoV-2 genome

Gene: Inserted into DNAof adenovirus which actsas vector in vaccine

Vaccine: Induces spikeprotein antigen – triggersantibody immune response

Human immunesystem: Producesantibodies againstspike proteins

Vaccine:Can bestored inrefrigeratorat 2-8°C.Two dosesof vaccineare required

If infected: Immunesystem attacks SARS-Cov-2



We Have a Vaccine! – Coronavirus Immunizations Roll Out Nationwide

ANALYZING AN INFOGRAPHIC

What questions do you still have about the topic presented?

Who is the intended audience?

How does the information presented

enhance your understanding?

What information is significant or important?

What information is new or interesting?

What is the purpose of this infographic?

What features are used to clarify the message?






______ 1. When a virus infects a person, the body's immune system uses _______ and T-cells

to fi ght the infection.

a) antibodies b) white blood cells

c) plasma d) genetic code

______ 2. Th e two COVID-19 vaccines approved for use in Canada are:

a) AstraZenica and Moderna b) Johnson & Johnson and Novavax

c) Pfi zer-BioNTech and Novavax d) Moderna and Pfi zer-BioNTech

______ 3. Some people are worried about new variants of the coronavirus, because...

a) they are likely to cause severe illness b) they will be resistant to vaccines

c) they seem to be more infectious d) they were fi rst discovered in the UK and Brazil


______ 4. True or False? It took longer than usual for scientists to develop COVID-19 vaccines.

______ 5. True or False? Th e COVID-19 vaccines used in Canada require two doses.

______ 6. True or False? Health care workers and babies will receive COVID-19 vaccines fi rst.


7. Both vaccines being used in Canada have about a 95 percent _______________________ rate.

8. Herd _______________________ occurs when 65 to 75 percent of a population has been vaccinated.

9. Viruses _______________________ all the time.


10. What advice would you give to someone who was considering not being vaccinated against

COVID-19? Explain.


THE STEPS OF AN INQUIRY PROJECT

Choose a news article from this issue that you found interesting or surprising – one that caught your

attention, sparked an ‘ah ha’, or left you wondering about something. Tap into your curiosity. What

more do you want to know?

Before starting your Inquiry Project, do a little more research on your own to investigate the news

story or topic in a deeper way. Check out the following links or others from this issue, and notice the

questions that come to mind as you read:

Water quality in Indigenous communities: https://www.sac-isc.gc.ca/eng/1100100034879/1521124927588 https://www.bbc.com/news/world-us-canada-44961490

Farming in India: https://www.ibef.org/industry/agriculture-india.aspxhttp://www.fao.org/india/fao-in-india/india-at-a-glance/en/

Daily life in India:https://www.britannica.com/place/India/Daily-life-and-social-customshttps://asiasociety.org/education/indian-society-and-ways-living

Vaccines:https://www.who.int/health-topics/vaccines-and-immunization#tab=tab_1

https://immunizebc.ca/what-are-vaccines

When you have a deeper understanding of the topic or issue, complete the Inquiry Project Planner on

p. 47. Use the following steps to guide you:

1. A good inquiry project starts with a powerful inquiry question. Th is is an overarching question

related to an important issue, problem, or concern in the news story or topic you have chosen. It should

be something you are genuinely curious about or that is meaningful to you.

Inquiry questions are not easy to answer. Th ey are open-ended (meaning that they can’t be answered

with a yes or no response), lead to more questions, and require you to think or really investigate

something. Answers to inquiry questions are not found by ‘Googling’!

A good inquiry question should have these 4 components:

• A question stem (e.g., What is...? How can...? Why can’t...? What could...? What impact...? How would it

be possible...? What would happen if...? How would you improve... Why do you believe...?);

• Who is taking action and/or who will be impacted by the fi ndings/answer (e.g., you, your family, your

school, your community, the world);

• What the action is (e.g., solve, reduce, develop, create, refi ne, educate, make, impact, improve, change);

• What the problem or concern is.

For example, if, aft er reading an article that explains how COVID-19 spreads, I wanted to learn more

about the benefi ts (or limitations) of wearing a mask, my inquiry question might be:

How can I educate students about the importance of wearing a mask in school? OR

How can I educate students about the limitations of wearing a mask in school?

Resource Page for Students

INquiry project


Here are other examples of inquiry questions:

• How might I create and sell something at profi t, so I can contribute to my favourite charity?• What could parents prepare for lunch if their child is allergic to gluten?• What impact would reducing plastic take-out containers have on the environment?• How can we attract more native birds and butterfl ies to our school garden?

2. Th en, brainstorm other smaller, supporting research questions that will help you arrive at the answer

to your inquiry question. Aim for 4-5 questions to start. For example:

• Do masks help stop the spread of COVID-19? If so, how? If not, why?

• Are all masks (or mask designs) equally eff ective?

• Who benefi ts from wearing masks? Who doesn’t?

• Where and when should masks be worn?

• Are there other measures that are more eff ective at stopping the spread of the virus?

As you begin to research, you may fi nd that there are other questions that you want to know the answer

to. Record these questions, too.

3. Decide what resources you will explore to fi nd answers to your questions. What will you read (print or

digital texts), watch, study and/or who you might talk to?

If you are researching online, make sure the website is credible. (Th at means it is trustworthy — you

can trust the information to be true and up-to-date). Also check that the information is reliable.

(Th at means the information is accurate, presents a balanced view vs. a biased one, and answers your

question.)

Check out these short videos to learn how to check the credibility and reliability of websites:

• How to evaluate sources for reliability: https://youtu.be/q1k8rcYUmbQ [3:48]

• How to check if a website is credible: https://youtu.be/jt-IZ5M6XU8 [1:39]

4. Figure out how you will document (show) everything you are learning about your inquiry question

either digitally or by hand. Th ere are lots of options:

• keep a written journal;

• create a note making template (like the one included on p. 48);

• construct a visual journal (e.g., photographs, videos, Sketchnote);

• write a blog (e.g., Wordpress, edublogs, Weebly for Education);

• link a series of mind maps or concept maps.

Remember to date each entry and explain why what you documented is important or how it is related to

your inquiry question.

For example, I might fi nd photographs of diff erent types of masks and use PicCollage to document the

diff erent examples. Th en, I might type a brief caption under each photograph explaining what the masks

are made of and how they prevent the spread of COVID-19.


INquiry project


5. Determine how you will share your learning with your peers, in an authentic way. Th ink about how

you best show what you know and how experts in the fi eld might share their knowledge. Th ere are lots

of ways to do this, such as:

• record a podcast

• design a blog

• build a model

• develop an infographic

• make a video

• create an animation

• present a TED Talk with an accompanying slide show.

6. Finally, create a project timeline. List all the steps you need to take to fi nish your project and set

deadlines for completing them. Online calendars or organizer apps, such as Trello, are helpful tools for

managing projects. Use the strategy of working backwards to make sure you give yourself enough time

to complete each step and not be rushed.

7. You are now ready to begin researching. Have fun!


INquiry project


HELPFUL TEACHER RESOURCES ON INQUIRY-BASED LEARNING

Check out Trevor MacKenzie’s website with links to podcasts, blogs, social media links, and other

resources on Inquiry-based learning:

• https://www.trevormackenzie.com

His book, Dive into Inquiry: Amplify Learning and Empower Student Voice, off ers a scaff olded approach

to student inquiry: structured, controlled, guided, and free inquiry. It is a practical resource if

inquiry-based learning is new to you.

John Spenser is another educator whose videos, blogs, and resources off er practical strategies and

structures for engaging students in inquiry. Here are two to get you started:

• “Helping Students Ask Better Questions by Creating a Culture of Inquiry”

https://medium.com/synapse/helping-students-ask-better-questions-by-creating-a-culture-of-

inquiry-d1c4b0324a6f

• “Using a Wonder Week to Spark Inquiry-based Learning”

http://www.spencerauthor.com/wonder-week/

Edutopia has a number of articles on student inquiry, including:

• “What the heck is Inquiry-based Learning?”

https://www.edutopia.org/blog/what-heck-inquiry-based-learning-heather-wolpert-gawron

• “Resources and Downloads to Facilitate Inquiry-based Learning”

https://www.edutopia.org/article/inquiry-based-learning-resources-downloads

* Note: All links in this document are listed at www.lesplan.com/en/links for easy access.

Resource Page for Teachers

INquiry project


INQUIRY PROJECT PLANNER

Topic:

Inquiry question:

Th is question is important to me because…

Research questions:

•

•

•

•

•

Resources I'll use:

How I will document my fi ndings:

How I will share what I've learned:

Due:


INquiry project


INQUIRY RESEARCH ORGANIZER


INquiry project

HINTS:

• Use multiple valid sources

• Use the right keywords and search strategies to

fi nd relevant information

NOTE:

You may fi nd fascinating facts that aren't

connected to your question. If that's the case,

just add a question and the answer. Th e fun

part of researching is that you never know what

fascinating facts are going to pop out at you.

Inquiry Question:

Q: Q:

A: A:

Check Your Sources

Identify the source

• Is it true?

• Is it trustworthy?

• Is it current (up-to-date)?

Analyze the information

• Is it accurate?

• Is there any bias that should

concern me?

• Does this answer my question?


Emerging Developing Profi cient Extending

Supports

thinking

Answers or

refl ections are

brief and include

obvious facts/

details/ evidence.

Answers or

refl ections are

general and

supported with

some relevant

facts/details/

evidence.

Answers or

refl ections are

clearly supported

with specifi c,

relevant facts/

details/evidence.

Answers or

refl ections are

insightful and

supported with

specifi c, relevant

facts/details/

evidence.

Shows

understanding

Responses

show a basic

understanding

of the text, topic,

issue or message.

Responses are

thoughtful and

show a general

understanding

of the text, topic,

issue or message.

Responses are

thoughtful and

show a complete

understanding

of the text, topic,

issue or message.

Responses are

insightful and

show a deep

understanding the

text, topic, issue

or message. May

synthesize ideas

or explain the ‘so

what’.

Th inks

critically

Makes

straightforward

connections or

inferences. Focuses

on retelling.

Makes logical

connections to

self (T:S) and/

or background

knowledge (T:S).

Inferences are

logical.

Makes meaningful

connections to

self. Considers

ideas between texts

(T:T).

Inferences are

plausible.

Makes powerful

connections that

go between texts

and/or beyond the

text (T:W).

Inferences are

plausible and

insightful.

Th is rubric may be helpful in providing students with formative, strength-based feedback and/or

assessing students’ responses holistically. Th is easy-to-modify activity is included in the doc fi le which

you can download from: www.lesplan.com/subscribers

Resource Page for Teachers

ASsessment Rubric


Resource page for Students

Setting a purpose before readinGTh ere are a number of reasons we read, and setting a purpose for reading – knowing WHY we are

reading – helps us to focus on important information and to better understand and remember what we

read. It also helps us decide HOW we will read the text.

We don't read all texts for the same purposes or in the same way. For example, we read an instruction

manual for a new Blu-ray player for a diff erent reason than we read a book or a website. How we will

read it – the strategies we use – will also diff er. We are more likely to skim to fi nd the information

we need in a manual. Once we fi nd what we need, we might read the instructions carefully to fi gure

out what to do. Th en, we stop reading, put the manual down, and carry out the steps. We may have to

reread if we get confused or forget what to do.

Th is is a very diff erent approach than the one we would use to read a book. When we read a book,

we usually read cover-to-cover. We read carefully so we don't miss any details because we want to

understand the whole story. Sometimes we make connections or create images in our minds as we read

to help us better understand what we are reading. Depending on its length, we may put the book down

before we fi nish reading it but we will start reading where we left off .

Good readers are fl exible and responsive. Th is means that they match their reading strategies to their

purpose for reading. What types of text do you read? Why do you read them? What strategies do you

use to read each of these texts? Th e chart below is a summary of the main purposes for reading and

what each entails.

Purpose for reading What it looks like

For enjoyment Usually student-selected.

Allows students to choose a variety of genres and forms.

Allows students to pursue what interests them while

developing reading skills.

To experience something new Students make connections between their personal

experiences and those of people around the world.

To learn more about themselves and others Students refl ect on what they’ve read and express opinions

and perspectives.

Students develop a sense of their personal values and make

sense of the world around them.

To gain information Students use the features of informational texts to gather,

analyse and apply what they’ve learned.

To understand issues Students develop a sense of perspective.

Students pose questions, acknowledge other points of view,

critique the opinions presented and support opinions with

evidence.

To appreciate writing Students respond to text in ways other than written answers to apply what they’ve learned in new contexts.

To appreciate use of media to communicate Students respond to a variety of media formats (e.g., infographics, political cartoons, videos, etc.) and react to how the format supports the meaning of the message.

* Chart adapted from: A Guide to Eff ective Literacy Instruction, Grades 4-6, p. 11.


QUESTIONS

1. Where is the Neskantaga First Nation located? How isolated is this community?

Th e Neskantaga First Nation is a community of about 350 people in northern Ontario. It can only be reached by air or by an ice road in winter.

2. For how long have people lived in this location? When and why did they move here?

In the late 1980s residents relocated from their original settlement, which lacked plumbing and which fl ooded regularly. Ottawa promised a better life and more services, including clean running water, if they moved a short distance to a peninsula along Attawapiskat Lake.

3. Why is the water source for the Neskantaga First Nation problematic? Explain.

Attawapiskat Lake's high concentrations of organic matter from fallen trees and other plants have

aff ected the water quality. Experts have found several pathogens in the lake, including E. coli. (E.

coli tainted the water supply in Walkerton, Ontario in 2000 and six people lost their lives.)

4. What did the federal government do in 1993 to try to provide clean water?

Ottawa paid for a water treatment plant, but it didn't work. A boil-water advisory was issued in 1995.

5. Why is there a water 'crisis' in Neskantaga? How has this crisis aff ected everyday life for residents?

For over 25 years, tap water has been tainted, discoloured, and sometimes toxic. People have experienced skin rashes aft er bathing or taking showers. Residents have had to boil water before washing produce, cooking, and brushing teeth. Th ey mainly drink bottled water.

6. What did the federal government promise in 2015?

When Prime Minister Justin Trudeau's Liberals took offi ce, they promised to tackle First Nations' water problems once and for all. Mr. Trudeau pledged to end all boil-water advisories by March 2021.

7. Describe why Neskantaga residents were evacuated last fall.

Th is past October, for the second time in two years, most residents left their homes aft er the water

was shut off . Patches of oil appeared on the surface of the settlement's reservoir. Health offi cials

warned people not to bathe, fl ush the toilet, or use water for cooking, even aft er boiling.

8. Where were residents evacuated to? How did they get there?

Most of the residents were fl own to Th under Bay, 450 kilometres to the south.

9. When were residents allowed to return?

Th ey fl ew back in mid-December (. . . just before Christmas, but the water plant was still not

working properly.)

Quiz:

1. d; 2. c; 3. d; 4. True; 5. True; 6. False; 7. organic; 8. oil; 9. Th under Bay; 10. Answers will vary.

answer key



QUESTIONS

1. What is the population of India? 1.36 billion people live in India. (Th is is about one-sixth of the

world's population. Over 60 percent of India's people make their living through agriculture.)

2. Describe the economic standing of many Indian farmers. Tens of millions of Indian farmers own

less than one hectare of land. Th ey barely make enough to survive. (In 2016 a typical Indian farmer

earned 9000 rupees a month - about $155.)

3. List at least three other important facts about India.

1) India is the seventh-largest country in the world. 2) It is the world's largest democracy. 3) Th e

nation is mainly agricultural. 4) It has the fi ft h-largest economy. 5) Th e Indian subcontinent is

one of the world's poorest regions. Two-thirds of the population lives in poverty: 69 percent of the

people live on less than $2 a day, and one-third of this group exists on less than $1.25 per day.

4. Which party is currently in power in India? Who is the leader of this country?

Th e Bharatiya Janata Party (BJP) is in power and the Prime Minister is Narendra Modi.

5. What are government-controlled markets where farmers have traditionally sold their products called?

mandis

6. How are these markets organized? Th ey are made up of farmers, large land-owners, and traders.

Th ere are also brokers involved who negotiate sales details, organize storage, and arrange transport.

7. How do these markets support Indian farmers?

Mandis guarantee farmers a set price, called Minimum Support Price (MSP). Th e mandis keep prices

steady, but they don't allow farmers to ask for more money if there is high demand for their crops.

8. What controversial changes did the government impose last September?

Th e government introduced new laws that allow farmers to sell their goods at fair market value

outside the mandi system. Th ey can now negotiate directly with buyers. In theory, they will get

higher prices when there is high demand for their crops.

9. Why are farmers concerned about these changes? Farmers say the new system will eventually bring

an end to mandis and guaranteed prices. Th ey believe that private buyers could set prices so low,

farmers will make even less than the subsistence living they now earn.

10. How did many Indian farmers react to these changes over the past few months? Explain.

In recent months, tens of thousands of farmers protested the new system that they say will cause

them great harm. On November 25, some 250 million protestors backed the farmers' unions in a

24-hour general strike. Scores of elderly farmers were tear gassed and doused with water cannons,

earning sympathy from all of India and from farmers around the world.

Quiz:

1. c; 2. b; 3. a; c. True; 5. False; 6. False; 7. mandis; 8. consult; 9. strike; 10. Answers will vary.

answer key



QUESTIONS

1. What is the U.S. Congress? What are the two parts of this institution?

It is the legislature of the federal government of the United States. It consists of 435 members of the

House of Representatives and 100 members of the Senate.

2. What was planned at the U.S. Congress on January 6? What is the vice president’s role in this event?

Members of both houses of Congress gathered to formally certify the results of the recent election.

Vice President Mike Pence presided over this symbolic ceremony that celebrates the peaceful

transfer of power from one president to another.

3. Who hosted a large public rally in Washington on the morning of January 6?

U.S. President Trump spoke to supporters near the Capitol building. (Mr. Trump did not accept the

ballot box outcome and falsely claimed the election was rigged and that it was stolen from him. Th e

rally was a last-minute attempt to stop the certifi cation of the election.)

4. What message did the president convey at the rally? How did he incite the protesters to take action?

Mr. Trump encouraged protesters to challenge the election results with force. He told his

supporters, “We’re going to have to fi ght much harder... We’re going to walk down [to Congress] and

I’ll be there with you... Because you’ll never take back our country with weakness."

5. Describe what Trump supporters did when they reached the Capitol where Congress was meeting.

Th ousands of furious Trump supporters marched to the Capitol building. Th e mob easily broke

through barriers and hundreds stormed the U.S. seat of power. Some shouted “Where’s Mike Pence”

while looking for politicians to confront. For four hours, they ransacked fi les, displayed hate-fi lled

messages, and took selfi es.

6. How did the police respond to this assault?

Initially, there were few police offi cers and they were powerless to stop the mob. Around 6 p.m.,

police reinforcements brought the siege under control and removed the demonstrators.

7. What happened aft er the demonstrators were removed from the Capitol building?

Once the Capitol building was cleared, lawmakers returned to Congress. Late that night Vice

President Pence declared that election results had been certifi ed.

8. What did the House of Representatives do on January 12? What was the charge against Mr. Trump?

President Trump was impeached by the lower house for a second time. All Democrats and 10

Republicans voted to impeach him for ‘incitement of insurrection'. Th e result was 232 votes to 197.

9. What is the second step in the impeachment process? Explain.

Impeachment trials occur in the U.S. Senate. Evidence is presented, witnesses are called, and

senators serve as the jury. Two-thirds of senators (66) must vote to convict.

answer key



Editorial Cartoon:

1. On January 6, following an incendiary speech by President Trump, thousands of rioters marched

to the Capitol in Washington, D.C. where they smashed windows, rampaged through government

corridors, vandalized offi ces, and sent panicked lawmakers scurrying for cover. Th e mob also called

for the death of high-ranking politicians, and placed pipe bombs in strategic locations. Police trying to

hold back the crowd were outnumbered. Five people died as a result of the assault, including one police

offi cer. While the president was widely blamed for inciting the riot, many Republican lawmakers didn't

want to hold the president accountable because they claimed doing so would divide the nation.

2. Th e landmass is the United States.

3. Th e landmass is unusual because it is shown split in two.

4. Th e talking elephant likely symbolizes the Republican Party because the elephant is wearing a suit and

the elephant is the Republican Party's symbol.

5. Th e talking elephant is saying, "We don't think the president should be held accountable for inciting a

violent insurrection because it might divide the nation."

6. Th e cartoonist may be suggesting that the failure by many Republicans to hold the president

accountable for the riot is wrong. Th e nation is already badly divided because of the president's actions

and words over the past four years, and in particular over the past few months, and holding him to

account will help, not hurt, this division.

7. Answers will vary.

Quiz:

1. b; 2. b; 3. c; 4. True; 5. False; 6. False;

7. Congress; 8. falsely; 9. Capitol ; 10. Answers will vary.

answer key



QUESTIONS

1. Explain what a vaccine is and how it works. It is a substance injected into a person to trigger the

body’s immune system to produce antibodies to fi ght off infection. Th is provides protection. If the

person is later exposed to the actual virus, the body is ‘trained', and knows what to do.

2. Identify the two COVID-19 vaccines that have been approved for use in Canada. By late 2020, two

vaccines had been approved: 1) the Pfi zer-BioNTech vaccine and 2) the Moderna vaccine. (Th e Pfi zer-

BioNTech vaccine must be stored at below -70 C. Other countries are also developing vaccines. Th e

AstraZenica/Oxford vaccine is now widely used in the UK.)

3. How eff ective are these vaccines? Experts says both vaccines are safe and eff ective. Th ey both use

revolutionary new mRNA technology and both have about a 95 percent effi cacy rate.

4. Describe how the doses are given to people.

Each vaccine requires two doses several weeks apart, although both provide some protection aft er

just one dose. (Some health authorities are planning to lengthen the time between doses so that

more people can receive an initial dose.)

5. How long did it take to develop these vaccines? It took about ten months. (Normally it takes years

or decades to develop a vaccine. Scientists used the SARS-C0V-2 genetic code that was published by

Chinese researchers in early January of 2020 to develop these vaccines. )

6. What is Ottawa's role in delivering vaccines to Canadians? What are the provinces and territories

responsible for?

Th e federal government is responsible for purchasing vaccines and delivering them to provinces and

territories. Each province and territory is then responsible for getting the shots ‘into arms’.

7. Which groups have been prioritized to receive the COVID-19 vaccine in Canada?

Generally, the list starts with residents and staff at long-term care homes (where many COVID-19

deaths have occurred) as well as health-care workers treating COVID-19 patients. Th ose living

in rural and remote communities, where crowded housing and lack of access to health care make

people more vulnerable, are also a priority. So are high-risk people living in group settings such as

homeless shelters, those who have compromised immune systems, and anyone older than 80.

8. When will the general public be vaccinated?

Th e general public will be able to be immunized once priority groups have been vaccinated. It is

expected that everybody in Canada who wants to be vaccinated will be able to do so by the end of

2021, and possibly even by September.

9. Explain what herd immunity is. How does it aff ect the spread of a virus?

Herd immunity occurs when 65 to 75 percent of the population is vaccinated. Th at means the virus

will have trouble fi nding new unvaccinated hosts, so it will no longer be able to spread widely.

Quiz: 1. a; 2. d; 3. c; 4. False; 5. True; 6. False; 7. effi cacy; 8. immunity; 9. mutate; 10. Answers will vary.

answer key


Students want to know what’s happening in their world – but the news can be difficult and time-consuming to teach.

We have the solution. (Five, actually.)

Contact us for a sample copy or free demo.

LesPlan Educational Services Ltd. Visit: www.lesplan.com email: [email protected] call toll free: 888 240-2212

Current Events, Clearly Explained

1-888-240-2212 www.lesplan.com

The Canadian Reader PDF/Word resource

Clearly written, leveled Canadian

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Literacy-based lesson plans

Engaging, original illustrations

Comics

Map assignments

Product details: 8 issues. 36 pages. Available in

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What in the World? PDF/Word resource

National and international

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Key vocabulary

Background information

Varied assignments

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Maps and illustrations

Product details: 8 issues. 38 pages. Available in English and

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Building Bridges PDF/Word resource

Builds understanding of current

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Two theme-based articles

and lesson plans

Background information

Consistent with

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Encourages a respectful, reflective, empathetic,

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Product details: 5 issues. Variable page length. Available

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Currents4Kids.com News4Youth.com

Online interactive resource

Weekly news stories

Auto-graded quizzes

Comment page for

students to respond to the stories

Links to relevant articles, resources,

maps, photos and videos

Extension activities

Product details: 38 issues. One subscription allows all

teachers and students access from any Internet-connected

device at any time. Available in English and in French.

Currents4Kids/Infos-Jeunes: Grades 3 and up.

News4Youth/Infos-Ados: Grades 7 and up.

grade 3 & up

grad

e 3

& u

p

grad

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p

A monthly current events resource for Canadian classrooms

Routing Slip: (please circulate)

September 2011

Level 2 (Grades 8, 9 and 10)

Europe, the U.S., and

Th e Economypage 14

Struggle for Survival in

Somaliapage 9

Cell Phonesin the Spotlight

page 20

Rick Hansen and

Many in Motion

page 3

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Online interactive resource


Visit: www.lesplan.com email: [email protected] call toll free: 888 240-2212

Students Can Work In Word . . .

Did you know…. . . that each issue of What In The World? includes a PDF file (complete document) and a

Word file (articles and questions only)

Students can complete assignments directly in the Word file. Teachers can email the file to

students or post it on the Internet. The Word file also allows teachers to:

• easily modify and format content including changing fonts and text sizes• create a PDF document and use Adobe Reader’s ‘Read Out Loud Mode’

• save paper and copying costs and help protect the environment

• promote and encourage students’ computer skills

Password SecurityThere are three ways to access data from a Word file that is

password protected:

1) Select the data you wish to Copy and then Paste it into any

word processing program. Use Select All to copy the entire

document.

2) Import the entire Word file into LibreOffice (or another

similar program) and then save as a new file

3) To remove the password from a protected Word file, use

Save As to make a new copy of the file. You can then

change the Security settings and remove the password.

Google Docs and LibreOffice• You can easily upload the Word file to Google Docs to

share it with students or other teachers.

• You can translate Google Docs into another language

(see Tools>Translate document) but you will need to edit

the document to suit your requirements. Google Docs

can translate into over 100 languages including Spanish,

Mandarin, and German.

• LibreOffice is a free alternate to Microsoft Office and

offers the same functionality. It’s easy to install and use.

See: www.libreoffice.org

What in the World?Level 2Issue 1: August 24 Issue 2: September 28Issue 3: October 26 Issue 4: November 30Issue 5: January 18Issue 6: February 22 Issue 7: April 6Issue 8: May 17

Level 1Issue 1: August 26Issue 2: September 30Issue 3: October 28 Issue 4: December 2Issue 5: January 20Issue 6: February 24Issue 7: April 8Issue 8: May 19

The Canadian ReaderIssue 1: August 21Issue 2: October 2Issue 3: October 30Issue 4: December 4Issue 5: January 22Issue 6: February 26Issue 7: April 9Issue 8: May 21

Le Monde en MarcheNiveau 2Numéro 1 : 31 aoûtNuméro 2 : 2 octobreNuméro 3 : 2 novembre Numéro 4 : 7 décembreNuméro 5 : 25 janvierNuméro 6 : 1er marsNuméro 7 : 12 avrilNuméro 8 : 25 mai

Niveau 1Numéro 1 : 3 septembreNuméro 2 : 8 octobre Numéro 3 : 4 novembreNuméro 4 : 10 décembreNuméro 5 : 28 janvierNuméro 6 : 4 mars Numéro 7 : 15 avrilNuméro 8 : 27 mai

Nos NouvellesNuméro 1 : 28 aoûtNuméro 2 : 9 octobreNuméro 3 : 6 novembreNuméro 4 : 11 décembreNuméro 5 : 29 janvierNuméro 6 : 5 marsNuméro 7 : 16 avrilNuméro 8 : 28 mai

Building Bridges Level 2Issue 1: September 14Issue 2: November 16Issue 3: January 11Issue 4: March 8Issue 5: May 10

Building Bridges Level 1Issue 1: September 16Issue 2: November 18Issue 3: January 13 Issue 4: March 10Issue 5: May 12

Bâtir des ponts Niveau 2Numéro 1 : 22 septembreNuméro 2 : 24 novembreNuméro 3 : 19 janvier Numéro 4 : 16 marsNuméro 5 : 18 mai

Bâtir des ponts Niveau 1Numéro 1 : 24 septembreNuméro 2 : 26 novembreNuméro 3 : 21 janvier Numéro 4 : 18 marsNuméro 5 : 20 mai

Please note: All dates are on or about. While we make every effort to meet each deadline, factors beyond our control, particularly a late-breaking or developing story, can delay publication by a day or two. We try to balance a regular schedule with providing the most current, relevant product possible for our subscribers and their students.

2020 – 2021 Publication Schedule

LesPlan Educational Services [email protected] www.lesplan.com Toll free 888 240-2212

Teachers Serving Teachers Since 1990

News4Youth Every Friday from August 28–June 11, except for December 25, January 1st, and March 19, 26.

Infos-Ados Chaque mardi du 1er septembre au 15 juin, sauf le 29 décembre, le 5 janvier et le 23 et 30 mars.

Currents4Kids Every Friday from August 28–June 11, except for December 25, January 1st, and March 19, 26.

Infos-Jeunes Chaque mardi du 1er septembre au 15 juin, sauf le 29 décembre, le 5 janvier et le 23 et 30 mars.

☐ Invoice school ☐ Invoice Bill To address

☐ Purchase Order _______________________________________________________

Please charge to: ☐ MasterCard ☐ VISA

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Order Form - SubscriptionsEmail to [email protected] or fax to (888) 240-2246 or order online: www.lesplan.com

DELIVER TO (please print clearly)

PDF/WORD SUBSCRIPTIONS

ONLINE INTERACTIVE SUBSCRIPTIONS

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CITY PROVINCE/TERRITORY POSTAL CODE

Publication Language Grade Level Price Amount

6 issues (Nov. – May) 4 issues (Feb. – May)

The Canadian Reader English Grades 3 and up ☐ $148.50 ☐ $99

Nos Nouvelles Français À partir de la 3e année ☐ 148,50 $ ☐ 99 $

What in the World? - Level 1 English Grades 5 and up ☐ $148.50 ☐ $99

Le Monde en Marche - Niveau 1 Français À partir de la 5e année ☐ 148,50 $ ☐ 99 $

What in the World? - Level 2 English Grades 8 and up ☐ $148.50 ☐ $99

Le Monde en Marche - Niveau 2 Français À partir de la 8e année ☐ 148,50 $ ☐ 99 $

5 issues (Sept. – May)

Building Bridges - Level 1 English Grades 5 and up ☐ $150

Bâtir des ponts - Niveau 1 Français À partir de la 5e année ☐ 150 $

Building Bridges - Level 2 English Grades 8 and up ☐ $150

Bâtir des ponts - Niveau 2 Français À partir de la 8e année ☐ 150 $

Subtotal A

Publication Language Grade Level Price Amount

5 months (Feb. – June)

Currents4Kids English Grades 3 and up ☐ $99.00

Infos-Jeunes Français À partir de la 3e année ☐ 99,00 $

News4Youth English Grades 7 and up ☐ $99.00

Infos-Ados Français À partir de la 7e année ☐ 99,00 $

Subtotal B ON add 13% HST NB, NL, NS & PEI add 15% HST HST

All others add 5% GST GST

TOTAL

BILL TO (if different from school information)

( )

CONTACT

ADDRESS


☐ INVOICE #

☐ C4K / I-J

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LESPLAN OFFICE USE: 2020-2021

☐ N4Y / I-A


[email protected] www.lesplan.com Toll free 888 240-2212 #1 - 4144 Wilkinson Road, Victoria, BC V8Z 5A7

21.2L

Publication English Français Level Price Per Product Amount

Lesson CollectionsCritical Literacy ☐ ☐ $55 each

News Literacy ☐ ☐ $55 each

Note-Making ☐ ☐ $55 each

Themed CollectionsCommunity Connections ☐ ☐ ☐ Level 1 ☐ Level 2 $55 each

Text CollectionsThe Canadian Reader English Français Price Per Product Amount

• Amazing Animals ☐ ☐ $18 each

• Animals and Us ☐ ☐ $27 each

• Endangered Animals ☐ ☐ $21 each

• Government ☐ ☐ $18 each

• Health ☐ ☐ $42 each

• Indigenous ☐ ☐ $27 each

• O Canada - Volume 1 ☐ ☐ $30 each

• O Canada - Volume 2 ☐ ☐ $27 each

• Ocean Animals ☐ ☐ $15 each

• Our Great Outdoors ☐ ☐ $15 each

• Reduce, Reuse, Recycle ☐ ☐ $18 each

• Space ☐ ☐ $21 each

• Technology ☐ ☐ $33 each

• The Environment and Us ☐ ☐ $24 each

What in the World? English Français Price Per Product Amount

• Animals ☐ ☐ ☐ ☐ $21 each

• Environment ☐ ☐ ☐ ☐ $36 each

• Government ☐ ☐ ☐ ☐ $27 each

• Indigenous ☐ ☐ ☐ ☐ $18 each

• Legislation ☐ ☐ ☐ ☐ $21 each

• O Canada ☐ ☐ ☐ ☐ $21 each

• Space ☐ ☐ ☐ ☐ $36 each

• Technology - Volume 1 ☐ ☐ ☐ ☐ $24 each

• Technology - Volume 2 ☐ ☐ ☐ ☐ $24 each

ON add 13% HST NB, NL, NS & PEI add 15% HST

All others add 5% GST

TOTAL

Order Form - CollectionsEmail to [email protected] or fax to (888) 240-2246 or order online: www.lesplan.com

DELIVER TO (please print clearly)

TEACHER

EMAIL

PHONE

SCHOOL

ADDRESS


( )

☐ Invoice school ☐ Invoice Bill To address

☐ Purchase Order _______________________________________________________

Please charge to: ☐ MasterCard ☐ VISA

CARD NUMBER

CARDHOLDER NAME EXPIRY DATE (MM/YY)

BILLING OPTIONS BILL TO (if different from school information)

CONTACT

ADDRESS



[email protected] www.lesplan.com Toll free 888 240-2212 #1 - 4144 Wilkinson Road, Victoria, BC V8Z 5A7

Canad

ianContent

Contenu ca

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