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 Page 2
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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2020/2021: Issue 5 What in the world? • Level 1 Page 3
to the TeacherSuggested Approach
What in the World? now off ers even more fl exibility to teachers and students while meeting key
curriculum outcomes and utilizing best practice. In response to the need for students to develop 21st
Century skills, the topics, themes, or big ideas of selected articles or the issues arising from them as well
as the accompanying activities address many of the following competencies:
• Communication
• Collaboration
• Critical and Refl ective Th inking
• Creative Th inking
• Personal and Social Responsibility (Citizenship and Character Education)
• Historical Th inking Concepts
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
reading
Aft er Reading Activitieshelp students consolidate, extend,
and transform their thinking
Literacy Inquiry Media Literacy
• comprehension questions• focused reading or
notemaking strategy and accompanying organizer
• online exploration• critical thinking questions• self-directed inquiry project
• analyzing visuals (e.g., news photos, editorial cartoons, infographics, maps)
• evaluating sources
Aft er reading activities off er options from each of the skills below. Th e components accompanying
each article may be used as a whole or individually, depending on the teacher’s goals and the needs and
interests of the class.
To allow for further diff erentiation, What in the World? is available in two levels to meet students’
varied reading abilities.
A Word fi le for each issue is also provided online, so teachers can quickly and easily modify articles
and/or assignments as required.
Note: To facilitate assessment, a comprehension quiz is included for each article. Teachers may also
fi nd the Assessment Rubric (p. 49) to be useful for providing students with formative, strength-based
feedback, and/or assessing students’ responses holistically.
Did you know?
Our PDFs work seamlessly with assistive reading technology, and the Word version of this document
can be uploaded to Google Classroom and many other online platforms.
2020/2021: Issue 5 What in the world? • Level 1 Page 4
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.
2020/2021: Issue 5 What in the world? • Level 1 Page 5
National
The Neskantaga Water Crisis– A 25-Year Struggle for Clean Water
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
2020/2021: Issue 5 What in the world? • Level 1 Page 6
National
The Neskantaga Water Crisis– A 25-Year Struggle for Clean Water
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.
2020/2021: Issue 5 What in the world? • Level 1 Page 7
National
The Neskantaga Water Crisis– A 25-Year Struggle for Clean Water
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?
2020/2021: Issue 5 What in the world? • Level 1 Page 8
National
The Neskantaga Water Crisis– A 25-Year Struggle for Clean Water
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.
2020/2021: Issue 5 What in the world? • Level 1 Page 9
National
The Neskantaga Water Crisis– A 25-Year Struggle for Clean Water
ORGANIZER
Visualizing from text
On
-th
e-li
ne
Bet
wee
n-t
he-
lin
esB
eyo
nd
-th
e-li
nes
____________________________________________
trigger word, phrase, fact
____________________________________________
trigger word, phrase, fact
____________________________________________
trigger word, phrase, fact
2020/2021: Issue 5 What in the world? • Level 1 Page 10
National
The Neskantaga Water Crisis– A 25-Year Struggle for Clean Water
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.
2020/2021: Issue 5 What in the world? • Level 1 Page 11
National
The Neskantaga Water Crisis– A 25-Year Struggle for Clean Water
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?
2020/2021: Issue 5 What in the world? • Level 1 Page 12
National
The Neskantaga Water Crisis– A 25-Year Struggle for Clean Water
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.
2020/2021: Issue 5 What in the world? • Level 1 Page 13
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.
7. 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.
2020/2021: Issue 5 What in the world? • Level 1 Page 14
International
A Massive Strike in INdia– India's Farmers take on the Government
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
2020/2021: Issue 5 What in the world? • Level 1 Page 15
International
A Massive Strike in INdia– India's Farmers take on the Government
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
2020/2021: Issue 5 What in the world? • Level 1 Page 16
International
A Massive Strike in INdia– India's Farmers take on the Government
COMPREHENSION QUESTIONS
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.
2020/2021: Issue 5 What in the world? • Level 1 Page 17
International
A Massive Strike in INdia– India's Farmers take on the Government
QUESTIONS FOR FURTHER THOUGHT
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.
2020/2021: Issue 5 What in the world? • Level 1 Page 18
International
A Massive Strike in INdia– India's Farmers take on the Government
QUESTIONS FOR ONLINE EXPLORATION
Note: Th e links below are listed at www.lesplan.com/en/links for easy access.
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?
2020/2021: Issue 5 What in the world? • Level 1 Page 19
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
A Massive Strike in INdia– India's Farmers take on the Government
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2020/2021: Issue 5 What in the world? • Level 1 Page 21
International
A Massive Strike in INdia– India's Farmers take on the Government
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
2020/2021: Issue 5 What in the world? • Level 1 Page 22
International
A Massive Strike in INdia– India's Farmers take on the Government
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
2020/2021: Issue 5 What in the world? • Level 1 Page 23
International
A Massive Strike in INdia– India's Farmers take on the Government
PUTTING IT ALL TOGETHER
A. Write the letter that corresponds to the best answer on the line beside each question:
______ 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
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? 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.
C. Fill in the blanks to complete each sentence.
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 ______________________ .
D. Respond to the following question in paragraph form. (Use a separate sheet of paper if necessary.)
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.
2020/2021: Issue 5 What in the world? • Level 1 Page 24
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.
5. 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.
International
Insurrection in the United States
2020/2021: Issue 5 What in the world? • Level 1 Page 25
International
Insurrection in the United States
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
2020/2021: Issue 5 What in the world? • Level 1 Page 26
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
2020/2021: Issue 5 What in the world? • Level 1 Page 27
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.
2020/2021: Issue 5 What in the world? • Level 1 Page 28
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.
2020/2021: Issue 5 What in the world? • Level 1 Page 29
International
Insurrection in the United StatesQUESTIONS FOR ONLINE EXPLORATION
Note: Th e links below are listed at www.lesplan.com/en/links for easy access.
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.
2020/2021: Issue 5 What in the world? • Level 1 Page 30
International
Insurrection in the United States
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
2020/2021: Issue 5 What in the world? • Level 1 Page 31
International
Insurrection in the United StatesPUTTING IT ALL TOGETHER
A. Write the letter that corresponds to the best answer on the line beside each question:
______ 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
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? 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.
C. Fill in the blanks to complete each sentence.
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.
D. Respond to the following question in paragraph form. (Use a separate sheet of paper if necessary.)
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.
2020/2021: Issue 5 What in the world? • Level 1 Page 32
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.
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.
2020/2021: Issue 5 What in the world? • Level 1 Page 33
Science, Technology, and the Environment
We Have a Vaccine!– Coronavirus Immunizations Roll Out Nationwide
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.
2020/2021: Issue 5 What in the world? • Level 1 Page 34
Science, Technology, and the Environment
We Have a Vaccine!– Coronavirus Immunizations Roll Out Nationwide
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.
2020/2021: Issue 5 What in the world? • Level 1 Page 35
Science, Technology, and the Environment
We Have a Vaccine!– Coronavirus Immunizations Roll Out Nationwide
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
2020/2021: Issue 5 What in the world? • Level 1 Page 36
Science, Technology, and the Environment
We Have a Vaccine!– Coronavirus Immunizations Roll Out Nationwide
COMPREHENSION QUESTIONS
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?
2020/2021: Issue 5 What in the world? • Level 1 Page 37
Science, Technology, and the Environment
We Have a Vaccine!– Coronavirus Immunizations Roll Out Nationwide
QUESTIONS FOR FURTHER THOUGHT
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.
2020/2021: Issue 5 What in the world? • Level 1 Page 38
Science, Technology, and the Environment
We Have a Vaccine!– Coronavirus Immunizations Roll Out Nationwide
QUESTIONS FOR ONLINE EXPLORATION
Note: Th e links below are listed at www.lesplan.com/en/links for easy access.
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.
2020/2021: Issue 5 What in the world? • Level 1 Page 39
INFOGRAPHIC
Science, Technology, and the Environment
We Have a Vaccine!– Coronavirus Immunizations Roll Out Nationwide
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
2020/2021: Issue 5 What in the world? • Level 1 Page 40
INFOGRAPHIC
Science, Technology, and the Environment
We Have a Vaccine!– Coronavirus Immunizations Roll Out Nationwide
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
2020/2021: Issue 5 What in the world? • Level 1 Page 41
Science, Technology, and the Environment
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?
2020/2021: Issue 5 What in the world? • Level 1 Page 42
Science, Technology, and the Environment
We Have a Vaccine!– Coronavirus Immunizations Roll Out Nationwide
PUTTING IT ALL TOGETHER
A. Write the letter that corresponds to the best answer on the line beside each question:
______ 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
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? 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.
C. Fill in the blanks to complete each sentence.
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.
D. Respond to the following question in paragraph form. (Use a separate sheet of paper if necessary.)
10. What advice would you give to someone who was considering not being vaccinated against
COVID-19? Explain.
2020/2021: Issue 5 What in the world? • Level 1 Page 43
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
2020/2021: Issue 5 What in the world? • Level 1 Page 44
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.
Resource Page for Students
INquiry project
2020/2021: Issue 5 What in the world? • Level 1 Page 45
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!
Resource Page for Students
INquiry project
2020/2021: Issue 5 What in the world? • Level 1 Page 46
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
2020/2021: Issue 5 What in the world? • Level 1 Page 47
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:
Resource Page for Students
INquiry project
2020/2021: Issue 5 What in the world? • Level 1 Page 48
INQUIRY RESEARCH ORGANIZER
Resource Page for Students
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?
2020/2021: Issue 5 What in the world? • Level 1 Page 49
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
2020/2021: Issue 5 What in the world? • Level 1 Page 50
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.
2020/2021: Issue 5 What in the world? • Level 1 Page 51
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
The Neskantaga Water Crisis– A 25-Year Struggle for Clean Water
2020/2021: Issue 5 What in the world? • Level 1 Page 52
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
A Massive Strike in INdia– India's Farmers take on the Government
2020/2021: Issue 5 What in the world? • Level 1 Page 53
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
Insurrection in the United States
2020/2021: Issue 5 What in the world? • Level 1 Page 54
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
Insurrection in the United States
2020/2021: Issue 5 What in the world? • Level 1 Page 55
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
We Have a Vaccine!– Coronavirus Immunizations Roll Out Nationwide
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
current events articles
Literacy-based lesson plans
Engaging, original illustrations
Comics
Map assignments
Product details: 8 issues. 36 pages. Available in
English and in French for grades 3 and up.
What in the World? PDF/Word resource
National and international
news stories
Key vocabulary
Background information
Varied assignments
that build content-area
knowledge and enhance critical thinking
Maps and illustrations
Product details: 8 issues. 38 pages. Available in English and
in French, and in two reading levels, for grades 5 and up.
Building Bridges PDF/Word resource
Builds understanding of current
events that impact Indigenous
Peoples and all Canadians
Two theme-based articles
and lesson plans
Background information
Consistent with
First Peoples Principles of Learning
Encourages a respectful, reflective, empathetic,
and inquiring frame of mind
Product details: 5 issues. Variable page length. Available
in English and in French, and in two reading levels, for
grades 5 and up.
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
e 5
& u
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
grad
e 5
& u
p
Online interactive resource
LesPlan Educational Services Ltd.
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
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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
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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
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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
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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
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( )
☐ Invoice school ☐ Invoice Bill To address
☐ Purchase Order _______________________________________________________
Please charge to: ☐ MasterCard ☐ VISA
CARD NUMBER
CARDHOLDER NAME EXPIRY DATE (MM/YY)
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CONTACT
ADDRESS
CITY PROVINCE/TERRITORY POSTAL CODE
LesPlan Educational Services Ltd.
[email protected] www.lesplan.com Toll free 888 240-2212 #1 - 4144 Wilkinson Road, Victoria, BC V8Z 5A7
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