What in the World 2020

Level 1 (Grades 5 and up) Th eWE Controversy Black Lives Matter Pandemic Update Th e Search for a COVID Vaccine 2020/2021: Issue 1 A monthly current events resource for Canadian classrooms

Routing Slip: (please circulate) What in the World What in the World? Level 1, 2020/2021: Issue 1 Mission Statement PUBLISHER LesPlan Educational Services Ltd. aims to help teachers develop Eric Wieczorek students’ engagement in, understanding of, and ability to EDITOR-IN-CHIEF critically assess current issues and events by providing quality, Janet Radschun Wieczorek up-to-date, aff ordable, ready-to-use resources appropriate for ILLUSTRATOR use across the curriculum. Mike Deas CONTRIBUTORS Vivien Bowers Krista Clarke Denise Hadley Rosa Harris Jacinthe Lauzier Alexia Malo Catriona Misfeldt David Smart

What in the World? © is published eight times during the school year by: LesPlan Educational Services Ltd. #1 - 4144 Wilkinson Road Victoria BC V8Z 5A7 www.lesplan.com [email protected]

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2020/2021: Issue 1 What in the world? • Level 1 Page 2 to the Teacher Suggested Approach

What in the World? now off ers even more exibilityfl 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:

set the context and purpose for Before Reading Activities reading

help students consolidate, extend, Aft er Reading Activities and transform their thinking

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.

Literacy Inquiry Media Literacy

• comprehension questions • online exploration • analyzing visuals • focused reading or • critical thinking questions (e.g., news photos, editorial notemaking strategy and • self-directed inquiry project cartoons, infographics, maps) accompanying organizer • evaluating sources

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. 55) 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 1 What in the world? • Level 1 Page 3 National The WE CoNtroversy – The Liberal Government Faces Questions over WE Charity Scandal BEFORE READING 1. Divide the class into two groups. Write the following on the board: • Federal Government's Financial Assistance during COVID • WE Charity 2. Assign one topic to each group and have students brainstorm what they know about their topic (e.g., Federal Government's Financial Assistance during COVID – CERB (Canada Emergency Response Benefi t), CESB (Canada Emergency Student Benefi t), supporting seniors, student loan borrowers, more time to pay taxes, supporting Indigenous communities, CEWS (Canada Emergency Wage Subsidy), loans for businesses, etc.; WE Charity – WE Day, created by Craig and Marc Kielburger, Canadian organization, etc.). 3. Next, project the title of the article students are about to read: Th e WE Controversy – The Liberal Government Faces Questions Over WE Charity Scandal Ask students what this title says to them (e.g., the federal government has a relationship with the WE charity, there is something improper about the relationship ("scandal"), the government is being questioned about the relationship, etc.). 4. Have students view the two videos below to gather a sense of the perspective of both Prime Minister Trudeau and the Kielburger brothers with respect to this scandal. As they watch, students should ask themselves: Why might the relationship between the federal Liberals and WE be considered scandalous? • PM Trudeau answers reporters' questions re: choice of WE to run the CSSG, June 25, 2020 (2:51): https://www.cbc.ca/player/play/1757754435722/ • Kielburger brothers explain the choice of the WE charity for the CSSG project, July 28, 2020 (2:19): https://globalnews.ca/news/7227035/kielburger-brothers-explainer/ 5. Finally, invite students to set a purpose for reading the article, referring to the Setting A Purpose Before Reading resource page (p. 56) as needed.

2020/2021: Issue 1 What in the world? • Level 1 Page 4 National The WE CoNtroversy – The Liberal Government Faces Questions over WE Charity Scandal

Prime Minister Justin Trudeau volunteered for 500 hours. Plus, compete for the project. Th at is announced an ambitious they’d gain valuable experience. highly unusual when so much $912-million project on June 25. taxpayer money is involved. Students responded eagerly – It was called the Canada Student some 35,000 in the fi rst week paid or volunteer? Services Grant (CSSG) program. alone. But then critics began Worse, some critics said that WE Th e project sounded like a to question the ethics behind Charity was taking advantage of win-win for everyone. Its the program. So on July 3, the students. How? It was blurring goal? To help thousands of project was put on hold. the line between paid work and post-secondary students and The WE factor volunteerism. Under WE’s plan, recent graduates who couldn’t students would have received What sidelined the CSSG? Th e fi nd summer jobs because of just $10 an hour in grant problem revolved around the COVID-19. money for their work. Yet the government’s decision to choose minimum wage across Canada Th e idea was first introduced WE Charity to administer the is $11 an hour or higher. Th at in April. It was simple: project. For $43.5 million, this meant grant recipients would Candidates would be matched educational and international be paid less than the standards with volunteer opportunities. aid group would run the set by provincial governments. Th eir work would be aimed whole program. It would link For that reason, Volunteer at reducing the impact of the applicants to volunteer jobs and Canada, an umbrella group for pandemic. Th ey would make distribute the grants. masks, tutor youngsters, or volunteers, refused to work with create exercise programs Th e issue was how and why WE WE Charity on the project. for seniors, for example. In Charity was selected to operate Family connections exchange, they would receive the CSSG. Other charities say Soon, critics uncovered several a grant – up to $5000 if they they were equipped to handle the job. Yet the government possible confl icts of interest never asked any of them to

Definitions conflict of interest: a situation where a person is in a ethics: ideas and beliefs about what is right and wrong position to benefi t personally from actions or decisions made minimum wage: the lowest rate that an employer can legally in their offi cial capacity pay an employee for working 2020/2021: Issue 1 What in the world? • Level 1 Page 5 National The WE CoNtroversy – The Liberal Government Faces Questions over WE Charity Scandal between Mr. Trudeau’s Liberals Not so, say Mr. Trudeau and and WE Charity. other Liberals. Th ey claim they Who is WE? had nothing to do with choosing Th ey learned that the WE What’s now called the WE WE Charity. Th ey said impartial organization was founded by Charity had paid members public servants researched Canadian brothers Marc and of Mr. Trudeau's family to charities, then selected WE Craig Kielburger in 1995. WE’s participate in the group’s events. Charity because it was right goal? To work with developing For example, Margaret Trudeau, for the job. Th ey then brought countries to free children the Prime Minister’s mother, was this decision to Mr. Trudeau’s from exploitation. paid $250,000 for speaking at 28 cabinet to be confi rmed. WE runs educational and social WE functions between 2016 and justice programs in Canada and 2020. His brother, Alexandre, Mr. Trudeau and Mr. Morneau globally. It has held WE Day was paid $32,000 for eight WE have since apologized for not rallies to inspire Canadian youth appearances. Mr. Trudeau’s recusing themselves from to change the world. wife, Sophie Grégoire Trudeau, the cabinet's fi nal decision to has had her expenses repaid for hire WE. WE Charity is the non-profi t arm of WE. Me to WE is hosting a WE podcast. “[My family’s involvement] the group’s for-profi t social should have had me remove enterprise. Over the years, major Did you know? myself from these discussions fi rms like Google and Microsoft On August 17, Bill Morneau and I’m sorry that I didn’t,” have given WE Charity tens of resigned from government. Mr. Trudeau said. millions of dollars in donations. Now, however, several supporters under the microscope have pulled away. Th ey question It also emerged that then-fi nance Aft er the controversy broke, how the organization is run. minister Bill Morneau had WE Charity cancelled its strong ties to WE Charity. One On July 15, WE said it would contract to oversee the CSSG. refocus on international aid. It daughter works for WE and However, Ethics Commissioner is cancelling WE Day events another daughter has spoken Mario Dion and his offi ce and streamlining the WE at WE Day events. And in 2017, are investigating to see if organizational structure. the charity paid him $41,366 in Mr. Trudeau broke confl ict expenses when he and family of interest laws. Parliament is “It's time for the government members visited WE projects taking a deeper look, too. Over to re-evaluate where best in Kenya and Ecuador. He has the summer, two committees to support students,” said since paid back this money. quizzed Mr. Trudeau, Mr. Bryn de Chastelain of the Critics say all those ties may Morneau, WE Charity offi cials, Canadian Alliance of Student have shaped the decision to have and others about how WE was Associations. J WE Charity run the CSSGs. selected. Meanwhile, students were left holding the bag. Definitions cabinet: a group that advises the leader of a government impartial: treating all people and groups equally ethics commissioner: an appointed person who public servant: someone who works for the government investigates ethics issues and who is responsible to parliament recuse: to remove (oneself) from participation to avoid a and not to the federal government or an individual minister confl ict of interest 2020/2021: Issue 1 What in the world? • Level 1 Page 6 National The WE CoNtroversy – The Liberal Government Faces Questions over WE Charity Scandal COMPREHENSION QUESTIONS 1. Who created the WE organization? When did this occur?

2. What is the goal of this organization?

3. What does CSSG stand for? How much money did Ottawa plan to spend on this program?

4. What was the goal of this federal program?

5. How was the CSSG program supposed to work? What would students be expected to do, and what would they receive in return?

6. Why was the CSSG program cancelled? Explain.

7. Explain what a confl ict of interest is.

8. List two possible potential confl icts of interest concerning the Liberal government and WE Charity.

2020/2021: Issue 1 What in the world? • Level 1 Page 7 National The WE CoNtroversy – The Liberal Government Faces Questions over WE Charity Scandal ORGANIZER A. Th e WE Charity scandal implicated several members of the Prime Minister's family and members of his cabinet. Using the organizer below, describe briefl y the circumstances relating to each individual's connection with the WE charity. Person Relationship to the Circumstances Prime Minister Prime Minister Justin Trudeau

Margaret Trudeau

Alexandre Trudeau

Sophie Grégoire-Trudeau

Bill Morneau

B. Aft er gathering and considering the information in the above table, and refl ecting on other information in the article, I believe that the choice of the WE Charity to administer the CSSG program DOES DOES NOT (circle one) represent a confl ict of interest for Prime Minister Trudeau and his government because: •

•

2020/2021: Issue 1 What in the world? • Level 1 Page 8 National The WE CoNtroversy – The Liberal Government Faces Questions over WE Charity Scandal QUESTIONS FOR FURTHER THOUGHT 1. COVID-19 has presented numerous challenges during 2020. In addition to the obvious threats to public health and safety, the need for citizens to shut down businesses and social distance has put a big strain on Canadians' ability to earn a living and to pay their bills. Th e federal government has established various fi nancial initiatives to support Canadians through the pandemic. Th e Canada Student Services Grant (CSSG) was one of the programs intended to help post- secondary students and recent graduates. Unfortunately, because of the WE Charity scandal, the CSSG program has been sidelined and "Canadian students have been left holding the bag". a) Why do you think that the federal government felt that the CSSG program was worth pursuing?

b) How do you think that students who had been accepted for this program reacted to its cancellation?

c) What other kinds of fi nancial support might the federal government have off ered to these students?

2020/2021: Issue 1 What in the world? • Level 1 Page 9 National The WE CoNtroversy – The Liberal Government Faces Questions over WE Charity Scandal QUESTIONS FOR ONLINE EXPLORATION Note: Th e links below are listed at www.lesplan.com/en/links for easy access. 1. View a timeline of the events in the WE Charity scandal at: https://globalnews.ca/news/7188085/we-charity-controversy-justin-trudeau/ Is the information presented credible? How do you know? What questions do you have about the information?

2. Find out more about the WE organization at: https://www.we.org/en-CA/about-we/about-us What organization is the source of this link? How is this information organized? What part of the link did you explore?

2020/2021: Issue 1 What in the world? • Level 1 Page 10 National The WE CoNtroversy – The Liberal Government Faces Questions over WE Charity Scandal PUTTING IT ALL TOGETHER A. Write the letter that corresponds to the best answer on the line beside each question: ______1. Who created the WE Charity? a) Prime Minister Trudeau b) Marc and Craig Kielburger c) Bill Morneau d) Mark Zuckerberg ______2. How much money was promised for the Canadian Student Services Grant program? a) $5o00 b) $250,000 c) $640 million d) $912 million ______3. Who recommended that the government hire WE to run the CSSG program? a) impartial civil servants b) federal cabinet ministers c) the governor general d) the COVID-19 task force 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? Mr. Trudeau was paid $250,000 for speaking at 28 WE functions.

______5. True or False? A number of charities applied to help Ottawa deliver the CSSG program.

______6. True or False? WE has been unaff ected since the CSSG was cancelled.

C. Fill in the blanks to complete each sentence. 7. Over ______students applied in the fi rst week for the CSSG program. 8. Under the CSSG program, students could receive grants of up to ______if they volunteered for 500 hours. 9. WE paid former ______minister Bill Morneau's travel costs to visit WE projects in 2017. D. Respond to the following question in paragraph form. (Use a separate sheet of paper if necessary.) As you see it, did the federal government act appropriately or inappropriately in choosing the WE Charity to run the CSSG program? Give reasons to support your response.

2020/2021: Issue 1 What in the world? • Level 1 Page 11 National The WE CoNtroversy – The Liberal Government Faces Questions over WE Charity Scandal

ANSWER KEY Comprehension Questions: 1. Who created the WE organization? When did this occur? WE was founded by Marc and Craig Kielburger in 1995. 2. What is the goal of this organization? WE's goal is to work with developing countries to free children from exploitation. (WE runs educational and social justice programs in Canada and around the world.) 3. What does CSSG stand for? How much money did Ottawa plan to spend on this program? Ottawa planned to spend $912 million for the Canada Student Services Grant program. 4. What was the goal of this federal program? To help thousands of post-secondary students and recent graduates who couldn't fi nd summer jobs because of the COVID-19 pandemic. 5. How was the CSSG program supposed to work? What would students be expected to do, and what would they receive in return? Candidates would be matched with volunteer opportunities. Th eir work would try to reduce the impact of the pandemic. In exchange, they would receive a grant of up to $5000 for 500 volunteer hours. 6. Why was the CSSG program cancelled? Explain. Th e main problem was the federal cabinet's decision to directly choose WE Charity to administer the project at a cost of $43.5 million. No other charities were asked to compete. (Also, critics said students weren't being paid enough for their work.) 7. Explain what a confl ict of interest is. A confl ict of interest is the situation that results when a person is in a position to benefi t personally from actions or decisions made in their offi cial capacity. 8. List two possible potential confl icts of interest concerning the Liberal government and WE Charity. WE Charity had paid members of Mr. Trudeau's family to participate in events, including his mother, his brother, and his wife. Also, WE paid for then-fi nance minister Bill Morneau, and some family members, to visit WE projects in 2017 in Kenya and Ecuador. Also, Bill Morneau's two daughters have ties to WE.

Quiz: 1. b; 2. d; 3. a; 4. False; 5. False; 6. False; 7. 35,000; 8. $5000; 9. fi nance.

2020/2021: Issue 1 What in the world? • Level 1 Page 12 International Black Lives Matter – The Police Killing of an African American Sparks Global Protests BEFORE READING 1. Project the image and title of this video: https://blacklivesmatter.com/what-matters-2020/ 2. Referring to the resource page Setting A Purpose Before Reading (page 56) as needed, and aft er having students refl ect on the title of the video (BLM #WhatMatters2020) and on the format of this text (video), support students in setting a purpose for viewing this video. (Th ere are several possible purposes for viewing, such as for students to learn more about themselves and others – perspective; to understand issues – BLM; to appreciate the use of media to communicate – video format; etc.) Encourage them to support their choice with evidence. 3. View the video together, fi rst without sound. Provide each student with three sticky notes and ask them to jot down what they observe in the video (one word/phrase per note) as they watch. Th en, invite students to share/sort their notes with peers in small groups. 4. Before viewing a second time, ask students what they predict the message in the narration might be, based on the observations they’ve just made and shared in their small groups. Have each small group identify three key ideas they think may be part of the narration. 5. View the video a second time with sound and have students compare their predictions to the ideas presented. Ask them to identify additional ideas and list them on additional sticky notes. 6. Have students review their purpose for viewing and revise as needed. You may wish to create a shared space where student ideas can be posted and added to as this theme is studied and new information presents itself.

2020/2021: Issue 1 What in the world? • Level 1 Page 13 International Black Lives Matter – The Police Killing of an African American Sparks Global Protests

It was a series of videos that he can’t breathe. He asks for his annually, according to Th e shocked the world. Taken mother and pleads for his life. Washington Post newspaper. by bystanders on May 25 in Strikingly, Blacks die in these “You’re going to kill me, man. Minneapolis, Minnesota, they instances at more than twice the Tell my kids I love them," show the last moments of George rate of whites. Th at's especially he says. Floyd's life. shocking since Blacks make up Mr. Floyd’s cries become fainter just 13.4 percent of a population Mr. Floyd was arrested by police as he weakens. Th ree other of 331 million. just before the footage was taken. offi cers watch. Th ey ignore He was accused of passing a Th e disproportionate number witnesses who urge them to fake $20 bill at a local store. of minorities killed by U.S. check Mr. Floyd's pulse. Finally Witnesses say he didn’t resist police has energized a movement the man falls silent, then dies. arrest. But he claimed he was called Black Lives Matter (BLM). claustrophobic. He fell to the Derek Chauvin has since BLM calls for non-violent ground when offi cers tried to been fi red and charged with protests against police brutality push him into a police car. second-degree murder. Th e and other violence directed at three other off ers were also fi red. Black people. Th e videos show the African Th ey face charges of aiding and American handcuff ed and Th is grassroots group formed in abetting Mr. Chauvin's actions. sprawled face-down on the 2013 aft er George Zimmerman, street. Offi cer Derek Chauvin A movement on fire a neighbourhood watch captain in Florida, was found not guilty has a knee pressed to his neck. Th e death of one African of murdering Trayvon Martin, Th e offi cer keeps his knee there American at the hands of an a 17-year-old African-American for nearly eight minutes. During offi cer is terrible. But it is not an student. A physical altercation that time, Mr. Floyd gasps that isolated incident. In fact, U.S. had occurred between the two police kill about 1000 people men. Mr. Zimmerman claimed Definitions abet: to help or encourage someone in a criminal act grassroots: involving ordinary people in an organization claustrophobic: a fear of being in a small, confi ned place second-degree murder: a deliberate killing that occurs disproportionate: too large or small in comparison to without planning something 2020/2021: Issue 1 What in the world? • Level 1 Page 14 International Black Lives Matter – The Police Killing of an African American Sparks Global Protests he acted in self-defense when he funding to police departments. Th e federal government doesn't shot the unarmed black teenager. Th ey believe that racism is support the BLM movement. Many people were outraged by systemic in policing. As well, U.S. Attorney General William Mr. Zimmerman’s acquittal. they say police deal with too Barr claims BLM protesters are Th ey used the hashtag many problems that they aren’t conducting "urban guerrilla #BlackLivesMatter to share trained to handle. Th ey want warfare." And President Donald stories about inequalities in lawmakers to redirect some Trump has sent federal police to Black neighbourhoods. funding to groups with the skills control some protests. In some to address large social issues. cases, that caused more violence. Mass protests “So much of policing right A global awakening In 2014, police killed two other now is… directed towards… African Americans – Michael BLM is the largest movement in homelessness, drug addiction, U.S. history. It has also struck a Brown and Eric Garner. BLM domestic violence,” says Black organized street protests in chord around the world. People Lives Matter founder Alicia marched against police brutality response, and the movement Garza. “What we do need is became even more prominent. in Belgium, London, Tokyo, and increased funding for housing, elsewhere over the summer, too. But the killing of George Floyd for education, for quality of life took BLM to a new level. [in] communities.” What about Canada? Blacks are oft en treated poorly here as well. Videos of Mr. Floyd's death Quick action circulated rapidly on all media. So are Indigenous people. Since For the fi rst time, many white Minneapolis responded swift ly April alone, police have killed Americans clearly witnessed to these calls. On June 7, the city six Indigenous men and women. the injustice many Black people disbanded its police force. It is So, hundreds of thousands of suff er at the hands of police. replacing it with a safety and Canadians have also been taking violence prevention department part in protests. Protests exploded across the that will supervise a smaller “Th ere is systemic racism in U.S. throughout the summer. As division of police offi cers. many as 26 million Americans, Canada,” admitted Prime both Black and white, protested Other cities across the U.S. are Minister Justin Trudeau, who Mr. Floyd’s death. Th ere were considering – or have begun says it must end. “Indigenous pockets of looting and rioting. taking – similar moves. Peoples, Black Canadians, and But protests were largely A different view racialized Canadians are far non-violent. more likely to suff er violence at Not everyone wants these the hands of the… police." J Rethinking policing changes, however. Some believe Some protestors want offi cials BLM threatens society. to defund the police – to reduce

Definitions acquittal: a decision by a court of law that someone is not guerilla warfare: a form of warfare in which small guilty of a crime groups use hit-and-run tactics to fi ght a traditional military disband: to end an organization or group prominent: important and well known systemic: aff ecting the whole of something

2020/2021: Issue 1 What in the world? • Level 1 Page 15 International Black Lives Matter – The Police Killing of an African American Sparks Global Protests COMPREHENSION QUESTIONS 1. What inspired the creation of the group Black Lives Matter (BLM)?

2. How and when did BLM become more prominent?

3. Who was George Floyd? Which city did he live in?

4. Briefl y explain the circumstances surrounding Mr. Floyd's arrest and death.

5. How did people in the U.S. and other parts of the world learn about Mr. Floyd’s death?

6. What actions were taken against did the four police offi cers who were involved?

7. How did many people respond to Mr. Floyd's death? Explain.

8. What changes do BLM demonstrators want to see happen? Why? Explain.

9. Explain how some opponents describe BLM. Why are they are opposed to this movement?

2020/2021: Issue 1 What in the world? • Level 1 Page 16 International Black Lives Matter – The Police Killing of an African American Sparks Global Protests ORGANIZER A. Using the information in the article and your own thinking, what are some of the reasons for and against defunding the police? Give specifi c details to back up each point.

Reasons for Reasons against

• •

B. Aft er completing the organizer, answer the following:Are you more in favour of or more opposed to defunding the police? Give reasons to support your response.

2020/2021: Issue 1 What in the world? • Level 1 Page 17 International Black Lives Matter – The Police Killing of an African American Sparks Global Protests QUESTIONS FOR FURTHER THOUGHT 1. Consider the following passage from the article: “Th ere is systemic racism in Canada,” admitted Prime Minister Justin Trudeau, who says this must end. “Indigenous Peoples, Black Canadians, and racialized Canadians are far more likely to suff er violence at the hands of the authorities and police." a) What is your understanding of this passage?

b) Respond to this quote. What thoughts does it provoke and what feelings does it evoke in you? Explain.

c) From your perspective, what does the government of Canada need to do to begin to improve the situation? Explain.

2. Many professional sports teams and athletes have begun to show their support for the Black Lives Matter movement in various ways (e.g., messaging on uniforms, taking a knee, etc.). a) As you see it, what impact do these athletes' actions have on society?

b) What simple actions can you take to be part of the solution? Explain.

2020/2021: Issue 1 What in the world? • Level 1 Page 18 International Black Lives Matter – The Police Killing of an African American Sparks Global Protests QUESTIONS FOR ONLINE EXPLORATION Note: Th e links below are listed at www.lesplan.com/en/links for easy access. 1. Visit https://www.globalgoals.org/news/black-lives-matter and read the fi ve bullet points that the Global Goals promise to support the Black Lives Matter movement. Choose one bullet point that resonates with you and brainstorm a list of ideas and actions that would help to achieve that point.

2. As you view the video found at https://www.cbc.ca/kidsnews/post/watch-what-canadian-kids- should-know-about-blacklivesmatter, make note of any ideas, names, or events that are new to you that you would like to investigate further. If you could summarize the key message of this video in 10 words or less, what would that message be? With whom is it most important to share this message? Explain.

2020/2021: Issue 1 What in the world? • Level 1 Page 19 International Black Lives Matter – The Police Killing of an African American Sparks Global Protests LITERACY FOCUS 1. Do you know what an inference is? Read the tip below to confi rm your knowledge: Reporters (and authors) do not tell “all” in their articles. Important information about the 5Ws (and how) is included, but oft en information is left out. If every single detail was included the piece would be too long and readers would lose interest! Good readers use their prior knowledge and clues from the article to make a judgment or draw conclusions about what is written (or not written) or to anticipate what is to come. Th is is known as between-the-lines thinking or inferring – moving beyond what is stated in the text – to draw inferences (educated guesses) about the author’s intent or message (what he or she meant but didn’t say). 2. To help you draw inferences about the article, complete the Drawing Inferences organizer (p. 21). In the fi rst column, list important facts. Aim for 2-3 facts in all. Next, record a question(s) for each fact – what does it make you wonder? Finally, write two or three inferences for each fact – what you think the fact means, why it’s important, its impact (positive, negative, or interesting). Try speculating possible answers to your question(s). For example: Facts Questions (I wonder….?) Inferences (I think…) U.S. police kill about 1000 • What are the circumstances Blacks dying at twice the rate people annually, according to leading up to these killings? of whites in these instances is Th e Washington Post newspaper. alarming. • How do the circumstances Strikingly, Blacks die in these diff er between white and Black With the resurgence of the instances at more than twice people’s deaths? Black Lives Matter movement, the rate of whites – which is something may fi nally be done especially shocking given that • Why are Blacks dying at to improve policing in the U.S. Blacks make up just 13.4 percent twice the rate of whites in these of a population of 331 million. instances? • What are the consequences for the police offi cers who are responsible for these deaths?

3. Self-Assessment: Aft er completing the organizer, answer the following question at the bottom of the page: How did asking questions and making inferences help you to better understand the important facts in the article? Explain.

2020/2021: Issue 1 What in the world? • Level 1 Page 20 International Black Lives Matter – The Police Killing of an African American Sparks Global Protests DRAWING INFERENCES

Facts Questions (I wonder…?) Inferences (I think…)

How did asking questions and making inferences help you to better understand the important facts in the article?

2020/2021: Issue 1 What in the world? • Level 1 Page 21 International Black Lives Matter – The Police Killing of an African American Sparks Global Protests Th e saying A picture is worth a thousand words refers to the idea that complex stories can be described with a single, still image. By examining the content of photographs viewers can oft en, at a glance, ‘see’ who was involved, what happened and perhaps even determine where and when the event happened. Careful consideration of the less obvious details is equally important as they give additional clues that can be used to infer more about what is going on in the photograph. For example, tears rolling down a young girl’s cheek show how upset she is or wet streets help explain why the driving conditions were more dangerous. Directions: First, label everything you see in the photograph on page 23. Be specifi c. Include obvious and less obvious details. For example, if there is a person in the photo, label everything you see on him or her, such as facial features (blue eyes, crooked nose, toothless smile, graying hair); clothing (torn black pants, rubber boots, plaid, long-sleeved shirt); actions (sitting, holding a puppy); surroundings (street, sidewalk, bench, trees, grass). If you do this thoroughly, the photograph will be covered with words. Th en, write the ‘1000 word’ story told by the photograph using as many of the labeled words as you can. Th e completed story should be accurate (facts are consistent with what is shown in the photograph and with what is known outside the photograph), complete (reports the important 5W’s + H) and clear (well-written, free from errors).

Adapted from Caring for Young Peoples’ Rights. Permission granted from TC2, Th e Critical Th inking Consortium. © 2020 2020/2021: Issue 1 What in the world? • Level 1 Page 22 International Black Lives Matter – The Police Killing of an African American Sparks Global Protests kr.com/photos/82284686@N02/49975595506) ic https://www.fl Black Lives Matter Protest, Washington, DC., June 2, 2020. (

2020/2021: Issue 1 What in the world? • Level 1 Page 23 International Black Lives Matter – The Police Killing of an African American Sparks Global Protests PUTTING IT ALL TOGETHER A. Write the letter that corresponds to the best answer on the line beside each question: ______1. In which city was George Floyd arrested? a) Detroit, Illinois b) Paris, France c) Minneapolis, Minnesota d) New York, New York ______2. What was George Floyd accused of when he was arrested? a) second-degree murder b) using fake money c) felony assault d) public intoxication ______3. What was offi cer Derek Chauvin charged with? a) second-degree murder b) aiding and abetting c) false imprisonment d) attempted murder 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 Black Lives Matter movement began before the death of George Floyd.

______5. True or False? Protests against police brutality have only occurred in the United States.

______6. True or False? President Trump is a supporter of BLM.

C. Fill in the blanks to complete each sentence. 7. BLM is a ______organization. 8. ______of George Floyd’s death were quickly circulated on all media. 9. Many BLM protesters made demands to ' ______the police'. D. Respond to the following question in paragraph form. (Use a separate sheet of paper if necessary.) As you see it, what is the signifi cance of George Floyd's death? Give reasons to support your response.

2020/2021: Issue 1 What in the world? • Level 1 Page 24 International Black Lives Matter – The Police Killing of an African American Sparks Global Protests ANSWER KEY Comprehension Questions: 1. What inspired the creation of the group Black Lives Matter (BLM)? Black Lives Matter, a grassroots organization, was created aft er George Zimmerman was found not guilty of murdering Trayvon Martin, an unarmed black teenager in Florida. (Th e movement was a hashtag on social media. Its purpose is to shine a light on inequalities in Black neighbourhoods.) 2. How and when did BLM become more prominent? Th e movement gained national prominence aft er it organized street demonstrations following the 2014 deaths of two more African Americans: Michael Brown (in Ferguson, Missouri) and Eric Garner (in New York City). 3. Who was George Floyd? Which city did he live in? He was an African-American man from Minneapolis, Minnesota. 4. Briefl y explain the circumstances surrounding Mr. Floyd's arrest and death. On May 25, he was arrested aft er being accused of passing a fake $20 bill. He was handcuff ed and fell to the ground when police tried to place him in a patrol car. Offi cer Derek Chauvin pressed a knee to his neck for nearly eight minutes. Mr. Floyd told offi cers he couldn't breathe and he pleaded for his life before dying. 5. How did people in the U.S. and other parts of the world learn about Mr. Floyd’s death? Videos taken by bystanders of Mr. Floyd’s death were widely circulated (on social media and on news broadcasts.) 6. What actions were taken against did the four police offi cers who were involved? All four were fi red. Derek Chauvin was charged with second-degree murder, and the other three were charged with helping him, i.e. 'aiding and abetting'. 7. How did many people respond to Mr. Floyd's death? Explain. Many demonstrations and protests occurred across the U.S. (and in other countries). Most were peaceful, but some violence occurred. 8. What changes do BLM demonstrators want to see happen? Why? Explain. Demonstrators say racism is systematic in many police organizations. Th ey claim that offi cers are oft en asked to deal with problems they are not trained for (e.g. mental health issues). Th ey also argue that lawmakers should provide less money to the police and more funds to people who can better address social issues. (a.k.a. 'defund the police.') 9. Explain how some opponents describe BLM. Why are they are opposed to this movement? Many opponents (e.g. President Trump and U.S. Attorney General William Barr) claim that BLM threatens society and it is conducting "urban guerrilla warfare". (Th ey say it does not represent the ‘silent majority’.) Quiz: 1. c; 2. b; 3. a; 4. True; 5. False ; 6. False; 7. grassroots; 8. Videos; 9. defund

2020/2021: Issue 1 What in the world? • Level 1 Page 25 International U.S. CoVID-19 CAses top 5 million – And the Death Toll Climbs BEFORE READING 1. Visit https://covid19.who.int/ to locate the most up to date statistics on COVID-19 cases and deaths worldwide. Project this page to the class. At the right of the map, click on the blue icon which will show the colour legend to tell students which colours represent which numbers. Th en, ask students to share their thoughts to the following questions in a class discussion: • What do you see? (e.g., World Health Organization; today's date; WHO Coronavirus Disease Dashboard; a world map; diff erent shades of blue in diff erent countries; a legend; the darker the blue the more COVID-19 cases there are; the total new/confi rmed cases and deaths are counted; the darkest colours/most cases are found in the U.S., Russia, India, Brazil; Canada is a darker blue but not as dark as other countries; a lot of African countries are a lighter blue; etc.) • What do you wonder? (e.g., Why are certain countries showing many more cases than others? How reliable is the data? Th ese are confi rmed cases but might there be more? What have countries with lower case and death numbers done to fl atten their curve? etc.) 2. Next, hover the cursor over the U.S. A pop-up will appear with the most recent numbers of confi rmed cases and deaths. Have students compare those numbers to the worldwide numbers listed below the map. Th en ask them what they wonder about this information. (e.g., How can one country represent almost 1/4 of all the deaths and cases? What is the population of the U.S. compared to other countries that are dark blue? How does Canada compare to the U.S.? etc.) 3. Finally, invite students to set a purpose for reading the article, referring to the resource page Setting A Purpose Before Reading (p. 56) as needed.

2020/2021: Issue 1 What in the world? • Level 1 Page 26 International U.S. CoVID-19 CAses top 5 million – And the Death Toll Climbs

In the United States, it was New hot spots Brazil was one of the hardest a summer of one horrible Th e virus has been taking its toll hit nations. It reported over 3.5 COVID-19 milestone aft er on American lives since it fi rst million cases by late August another. Every day, an average appeared in January 2020, when – the second most in the of 52,000 people in the it was brought into the country world. Th ird was India, with nation tested positive for the by travellers. 3 million cases. But the U.S coronavirus. In one three-week has had the most by far. Its 331 period, the U.S. recorded New York was the fi rst state to million citizens account for nearly a million new cases of be hit hard by the virus. But over just four percent of the world’s the disease. the summer, fi ve other states population. Yet the U.S. has had – Florida, Georgia, Alabama, about one-quarter of COVID-19 By late August, the number Mississippi, and Idaho – were cases and deaths. of Americans with COVID-19 identifi ed as hot spots. And Testing failures was staggering. It surpassed California, which seemed to 5.5 million. And the grimmest have controlled the virus in early How is it that the U.S., usually statistic of all? During the same spring, saw cases surge to over a leader in health care, is in time period, the pandemic 665,000 by late August. this grave situation? Many say had claimed the lives of over A poor response that offi cials didn’t act quickly 170,000 residents. Worse, the enough to curtail the spread of true number of deaths, say many Th e U.S., of course, is not alone the coronavirus. analysts, is likely much higher. in its suff ering. Th e entire planet One culprit? Inadequate testing Th e reason: oseTh who died with has been aff ected by COVID-19. for the disease. Testing is critical. COVID-19 symptoms, but who By late August, over 23 million Why? People found positive for weren’t tested for the disease, people in 213 countries had the virus can be quickly isolated aren’t included in the tally. tested positive for the disease, to prevent further spreading. and over 800,000 had died. Early testing also helps with Definitions coronavirus: a large family of viruses, including the pandemic: a disease that spreads over a whole country or common cold, which may cause illness in animals or humans the whole world curtail: to reduce or limit something 2020/2021: Issue 1 What in the world? • Level 1 Page 27 International U.S. CoVID-19 CAses top 5 million – And the Death Toll Climbs contact tracing. Th at means U.S. President Donald Trump, fi nding and isolating those who too, issued social distancing COVID-19 and interacted with infected people. guidelines and stay-at-home Canada protocols in March. However, he Compared to the U.S., Canada is But the U.S.’s early tests for the downplayed them. As well, he in much better shape regarding virus were unreliable. And while didn't take the advice of senior COVID-19. In mid-August, tests in use now are eff ective, U.S. health experts. He rarely there were 4721 active cases – there are not enough of them. wore a mask. Th at infl uenced his about .0125 percent of the total So authorities don’t have a clear population of 37.6 million. Th e supporters not to use them, too. picture of the virus’s reach. Th ey U.S., by comparison, reported can’t respond quickly to new hot Meanwhile, U.S. businesses an infection rate of about 1.4 spots. What's more, test results suff ered as stay-at-home days percent. And the death rate from can take up to 10 days. So some turned into months. Restaurants, the virus in Canada is about half people, unaware that they are sports facilities, clothing stores, that of the U.S. per capita. positive, are still spreading the and more, closed. Th at left over However, Canadians should not disease to others. 50 million people jobless. be overconfi dent. In mid-August, Breaking protocols infections began increasing Many state governments and among younger people. B.C. and Another issue? Setting up and citizens were worried about the Alberta saw a big jump in new following through on protocols. economy. Th at prompted them cases, too. Authorities say if we to push to open up businesses don’t maintain social distancing, Last March, countries, such as before it was safe. And when hand washing, and mask South Korea, Italy, and Spain, the economy did reopen, many wearing, we'll see a second surge locked down their countries as people ignored social distancing of the deadly disease. cases of disease rose. Businesses guidelines. Crowds gathered at closed and people were told to beaches or parties. Many refused coronavirus outbreaks. One was social distance and to stay home or neglected to wear masks. the University of North Carolina until less than one percent of the at Chapel Hill. Th ere, the percent population tested positive for the Th ose were big mistakes. eyTh of students testing positive rose coronavirus. Th at's the level at allowed the virus to fl ourish to 13.6 from 2.8 in two weeks. which the spread of the virus can once more. By July, with all be better controlled. Th en, when states back in business, death By late August, as cases that level was reached, these numbers ticked up for the fi rst exploded, governors in several nations reopened in phases. Th ey time since March. states paused reopening plans monitored for upticks in cases A pause too late? or even re-closed bars and so they could quickly shut down restaurants. But these measures Still, Mr. Trump urged states to again if necessary. And they may be too little, too late. reopen their schools for on-site persuaded people to wear masks, Offi cials say the U.S. virus learning in August, when some since there is clear evidence death toll could hit 200,000 school years start. But many J that masks help prevent the by September. that did soon closed due to new virus's spread.

Definitions per capita: for each person protocol: a system of rules for correct conduct

2020/2021: Issue 1 What in the world? • Level 1 Page 28 International U.S. CoVID-19 CAses top 5 million – And the Death Toll Climbs COMPREHENSION QUESTIONS 1. By late August, how many COVID-19 cases were reported in the U.S.?

2. By late August, how many Americans had lost their lives due to the coronavirus?

3. Explain why the number of people who died from the coronavirus may actually be much higher.

4. By late August, how many COVID-19 cases were reported globally? How many deaths were recorded?

5. How do these numbers compare to the U.S. during the same time period? Explain.

6. List at least two problems associated with virus testing in the United States.

7. List at least three U.S. states that became COVID-19 hot spots during the summer.

8. Why did COVID-19 cases in many of these states increase so quickly? Explain.

9. Why did some governors recently scale back reopening plans? What specifi c actions did they take?

2020/2021: Issue 1 What in the world? • Level 1 Page 29 International U.S. CoVID-19 CAses top 5 million – And the Death Toll Climbs QUESTIONS FOR FURTHER THOUGHT 1. Medical experts in the U.S. suggest that more contact tracing is necessary. a) As you understand it, what does contact tracing involve?

b) Why might citizens be reluctant to participate in contact tracing?

2. U.S. President Donald Trump was extremely hesitant to wear a mask at the outset of the pandemic. As you see it, how might his behaviour have impacted the current level of infection in the U.S.? Why?

2020/2021: Issue 1 What in the world? • Level 1 Page 30 International U.S. CoVID-19 CAses top 5 million – And the Death Toll Climbs QUESTIONS FOR ONLINE EXPLORATION 1. Th e Canada-U.S. border has been closed since March to non-essential travel. Still, some commercial drivers are delivering goods and some Americans are visiting family members in Canada. Find out more about growing tensions at border crossings across the country here: https://www.bbc.com/news/ amp/world-us-canada-53742684. When do you think that borders may reopen between the U.S. and Canada? Explain.

2. Around the world, analysts are examining the U.S. response to COVID-19. Visit https://www.bbc. com/news/world-us-canada-52579200 to learn what is being said about the U.S's handling of the pandemic. Which of the points presented do you feel has had the greatest impact, either positive or negative, on the status of COVID-19 in the U.S.? Explain.

2020/2021: Issue 1 What in the world? • Level 1 Page 31 International U.S. CoVID-19 CAses top 5 million – And the Death Toll Climbs MAP ANALYSIS COVID-19 continued to impact the United States throughout the summer, with some states experiencing more cases than others. Examine the map on page 33. Th en, answer the following: A. Reading the map: 1. What is the title of the map?

2. Why was this map created? For whom?

3. How does the legend help you understand the information in the map?

B. Making sense of the map: 1. Which areas of the map are more aff ected by COVID-19? Which are less aff ected?

2. What reasons can you suggest to explain why some areas of the map might be more aff ected by COVID-19 than others? What reasons can you suggest to explain why some areas of the map might be less aff ected by COVID-19 than others?

3. Why do you think certain areas are not accounted for in the legend? Explain.

4. What does the map make you wonder?

5. What connections can you make between the map and the information in the article? Explain.

2020/2021: Issue 1 What in the world? • Level 1 Page 32 N COVID-19N in the U.S.

CANADA (grey)

WA ME (yellow) The Great Lakes (green) MT ND VT (green) (green) NH OR MN (red) (yellow) NY MA (pink) (yellow) ID (yellow) WI SD MI (yellow) RI(yellow) WY (yellow) (pink) (pink) PA CT (yellow) (green) (pink) IA MD NE (pink) NJ (pink) (yellow) (orange) (yellow) OH NV (yellow) IN IL DE (yellow) (yellow) UT WV (pink) CO (green) (yellow) VA Washington D.C. (yellow) (yellow) KS MO KY CA (yellow) (yellow) (purple) NC (pink) TN (pink) OK SC AZ NM AR (pink) (yellow) (pink) (yellow) (yellow) GA AL MS (orange) Atlantic (pink) (pink) (yellow) Ocean Pacific LA Ocean TX (purple) FL THE (purple) BAHAMAS Confirmed cases 200,000 to (grey) (orange) Aug 21, 2020 399,999 Gulf of 500,000 100,000 to (purple) (pink) MEXICO Mexico or more 199,999 (grey) CUBA 400,000 to (red) 10,000 to (grey) 499,999 (yellow) 99,999 0 150 300 450 600 Kilometres International U.S. CoVID-19 CAses top 5 million – And the Death Toll Climbs PUTTING IT ALL TOGETHER A. Write the letter that corresponds to the best answer on the line beside each question: ______1. Over the summer, how many Americans tested positive each day on average for the coronavirus? a) 7,000 b) 13,000 c) 52,000 d) 85,000 ______2. Which state was able to control the virus in the spring, but saw a large surge in August? a) Georgia b) California c) Florida d) New York ______3. Which country has the second-most coronavirus cases? a) Brazil b) China c) India d) Russia 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? Early U.S. tests for the coronavirus were not reliable.

______5. True or False? Th e U.S. economy has remained healthy during the pandemic.

______6. True or False? Canada's coronavirus death rate is about half that of the U.S. per capita.

C. Fill in the blanks to complete each sentence. 7. A disease that spreads over a large region or across the world is called a ______. 8. Early U.S. tests for the coronavirus were not ______. 9. President Trump rarely wore a ______. D. Respond to the following question in paragraph form. (Use a separate sheet of paper if necessary.) As you see it, what will be the biggest challenge facing the U.S. to control COVID-19? Explain.

2020/2021: Issue 1 What in the world? • Level 1 Page 34 International U.S. CoVID-19 CAses top 5 million – And the Death Toll Climbs ANSWER KEY Comprehension Questions: 1. By late August, how many COVID-19 cases were reported in the U.S.? Over 5.5 million COVID-19 cases were reported in America. 2. By late August, how many Americans had lost their lives due to the coronavirus? Approximately 170,000 residents had died. 3. Explain why the number of people who died from the coronavirus may actually be much higher. Analysts say these numbers could be higher because some who died with COVID-19 symptoms, but hadn't been tested for the disease, are not included in the calculation. 4. By late August, how many COVID-19 cases were reported globally? How many deaths were recorded? Over 23 million cases were confi rmed worldwide with more than 800,000 deaths. (Like in the U.S., the outbreaks in Brazil and India were not under control.) 5. How do these numbers compare to the U.S. during the same time period? Explain. Th e U.S. cases (5.5 million) represent about 1/4 of all cases but America only has about four percent of the world's population (331 million vs. 7.8 billion). U.S. deaths (170,000) are slightly less than 1/4 of the world cases (21%). 6. List at least two problems associated with virus testing in the United States. 1) Not enough testing was done; 2) testing was not done early enough; 3) some of the early tests were unreliable; 4) test results took too long resulting in more community spread. 7. List at least three U.S. states that became COVID-19 hot spots during the summer. Florida, Georgia, Alabama, Mississippi, and Idaho became new hot spots and cases surged in California. 8. Why did COVID-19 cases in many of these states increase so quickly? Explain. High unemployment and a shrinking economy convinced many states to open up their economies before it was safe to do so. 9. Why did some governors recently scale back reopening plans? What specifi c actions did they take? Th e governors paused reopening plans due to the explosion of cases. Some states ordered bars and restaurants to close again. (Healthcare systems in many areas were under severe stress.)

Quiz: 1. c; 2. b; 3. a ; 4. True; 5. False ; 6. True; 7. pandemic; 8. reliable; 9. mask

2020/2021: Issue 1 What in the world? • Level 1 Page 35 Science, Technology, and the Environment The Search for a Covid-19 Vaccine BEFORE READING

1. Distribute a copy of the Summarizing Key Ideas organizer (p. 40) to each student. Invite students to individually brainstorm what they already know about COVID-19, and to record their thoughts in the 'Prior knowledge' box of the organizer. 2. Project the illustration that accompanies the article. Invite students to examine this illustration. Th en, ask them to consider the following questions: • What do you see? Jot down, on a separate sticky note, things that you see in this illustration (e.g., syringe, gloved hands, liquid in a small vial, coronavirus). Th en, join a partner and then another pair to compare and sort what you see. • What do you wonder? Write down one thing that you wonder about this image on a sticky note (e.g., What are some diff erences between a coronavirus and other viruses? Why do health care workers wear gloves when handling vaccines? How are vaccines made? etc.) 3. Bring the group back together to share and compare students' wonderings. Use these to set a purpose for reading the article, referring to the resource page Setting A Purpose Before Reading (p. 56) as needed.

2020/2021: Issue 1 What in the world? • Level 1 Page 36 Science, Technology, and the Environment The Search for a Covid-19 VAccine

When will life get back to the eff ective. Some trials will fail. same immune response as an way it was before COVID-19? Others may end without a clear actual infection, so it provides Not yet, say public health result. But a few may succeed. protection against the disease. offi cials. We can't let up our How? If the person is later Regulators in each country will guard against SARS-CoV-2, exposed to the actual virus, the review trial results and decide the coronavirus that causes body is ‘trained’ and knows what whether or not to approve each COVID-19. Only a vaccine can to do. vaccine. It could be at least give people immunity against mid-2021 before any are readily Case study the virus and stop them from available. Developing a vaccine getting sick. Researchers at Oxford University is not even a sure thing. Aft er all, in England are developing one On the fast track we don't have a vaccine for HIV/ promising vaccine candidate. Normally, it can take years or AIDS aft er a decade of trying. Th ey are inserting small sections decades to develop a vaccine. How a vaccine works of COVID-19 genetic code into But we're in the midst of a a harmless virus that infects When a person is infected with global pandemic. So scientists in chimpanzees. Th ey think they’ve SARS-CoV-2, they become sick Canada and around the world created a vaccine for humans and their body’s immune system are working hard to produce that looks enough like the fi ghts off the infection. However, results in only a few months. coronavirus to provoke a strong when someone is injected with Some 165 potential vaccines are immune response. It is safe and a vaccine, they don’t become in development. About 27 are causes no severe side eff ects. ill. Th at's because a vaccine now being tested on people. does not contain a live virus Still, big questions remain. Will Nobody knows how eff ective that could make someone sick. the immune response triggered these vaccines will be. Each Instead, it uses a weakened or by the vaccine be enough to must go through a range of inactivated form of the virus, a protect against future infections? clinical trials on animals and viral fragment, or a small section Or will it just reduce the severity people. Researchers have to show of the virus's genetic code made of the disease, so people are that the vaccines are safe and in the lab. But this triggers the less likely to become very sick

Definitions coronavirus: a large family of viruses, including the common cold, which may cause illness in animals or humans 2020/2021: Issue 1 What in the world? • Level 1 Page 37 Science, Technology, and the Environment The Search for a Covid-19 VAccine and die? How long will the Older people are more at risk of “If one or two of [the vaccines] protection last? Will people have dying from COVID-19. Should fails, we hope to have a to get a shot every year? they get the shots fi rst? Perhaps. number in our back pocket,” But vaccines are less eff ective says Dr. Joanne Langley, who Th e vaccine is now undergoing on the elderly because their co-chairs a Canadian task force large-scale clinical trials. Th at immune response is weaker. on the virus. should answer some questions. And some younger groups Canada also belongs to the The rollout live or work in conditions that COVAX Facility. Th is global increase their risk, too. Th ey Let’s suppose that at least one group of 75 nations, supported include prisoners, meat packers, or more of these vaccines is by the WHO, will guarantee store clerks, farm workers, and successful and is approved. fair access to a vaccine to every soldiers. What then? Th e challenges will country in the world. just be beginning. Scaling up What about those with medical “Ensuring fair access is production and distributing the conditions that put them at the fastest way to end this vaccine to the world population risk? What about ethnic groups pandemic,” says Dr. Richard will be a huge task. harder hit by the virus? What Hatchett of the initiative. True, not everyone would need about poorer people living in Brace yourself to be vaccinated. If you vaccinate crowded conditions? What about enough people, you can stop teachers with full classrooms? Vaccines save lives. Th at’s the disease from spreading and “Th ese are tough decisions. why few people today die of infecting the unvaccinated. Everybody can make a case for former killers like smallpox, Th is is called “herd immunity". why somebody should be ahead tuberculosis, and measles. But To achieve herd immunity for of somebody else in line,” says a vaccine is not a “silver bullet.” COVID-19, between 43 and expert Bruce Gellin. We still don't know how eff ective 66 percent of people must be Global distribution a COVID-19 vaccine will be or if vaccinated. Th at's still billions there will be enough of it. of doses. Some countries want to be at the front of the queue. Th ey are So fi nding a vaccine for the Who's First in line? making large pre-orders of still disease doesn't mean everything Who should be fi rst in line when unproven vaccines. Th e U.S., will return to normal quickly, a vaccine is ready? Nations and the United Kingdom, European warns Canada’s chief public groups like the World Health nations, and others have health offi cer, Dr. Th eresa Tam. Organization (WHO) are pre-ordered hundreds of millions "Brace for another two or three wrestling with this question. of doses of promising candidates. years of physical distancing, Th ere’s little argument that Canada, too, has pre-ordered avoiding crowds, washing medical workers helping vaccines from drug giant hands, and wearing masks," she COVID-19 patients should get Pfi zer and biotechnology fi rm says. "Th ere is no other way. priority. But aft er that? Moderna. We're negotiating with Perseverance and patience, keep other manufacturers as well. going, learn your routines.” J Definitions World Health organization: a United Nations agency that coordinates international health activities and helps governments improve health services 2020/2021: Issue 1 What in the world? • Level 1 Page 38 Science, Technology, and the Environment The Search for a Covid-19 Vaccine ORGANIZER Good readers actively think about what they are reading while they read. Th eir thinking takes many forms, such as questioning the ideas, drawing inferences, and identifying what is important. Good readers do these things automatically. However, when the text is particularly challenging or lengthy, readers oft en need to do something as they read to stay focused, to better understand what they are reading, or to “hold their thinking” so they don’t forget what they’ve read. Summarizing is one such strategy. In summarizing an article, readers distinguish between the main ideas (what the article is mostly about) and the supporting details. Th inking about the ideas in the text helps you remember what you read. Your task: Read the article “Th e Search for a COVID-19 Vaccine”. Th en, use the Summarizing Key Ideas organizer (p. 40) to help you: • fi nd the most important information: read the article and highlight, circle, or mark the key words in each chunk with a !; • summarize the main ideas: then use pictures, words, charts, icons, or webs to make notes for each chunk on the organizer; • explain why COVID-19 safety protocols in Canada may still be in place for a while: fi nally, using words, pictures, and/or diagrams, show or explain why fi nding a COVID-19 vaccine may not mean a quick return to pre-COVID practices.

2020/2021: Issue 1 What in the world? • Level 1 Page 39 Science, Technology, and the Environment The Search for a Covid-19 Vaccine SUMMARIZING KEY IDEAS What I already know about COVID-19: PRIOR KNOWLEDGE

What's important? (Use pictures, words, charts, icon or webs to make notes) Intro- duction

What's important? On the fast track What's important? works How a How vaccine vaccine

What's important? Case Case study

What's important? e Th rollout

What's important? line? rst in rst Who's Who's fi

What's important? distribution Global

What's important? Brace yourself

On the back of this page, use words, pictures, and/or diagrams, to show or explain why fi nding an eff ective COVID-19 vaccine may not mean a quick return to pre-COVID practices. SUMMARY

2020/2021: Issue 1 What in the world? • Level 1 Page 40 Science, Technology, and the Environment The Search for a Covid-19 Vaccine QUESTIONS FOR FURTHER THOUGHT

1. Consider the following quote by Dr. Richard Hatchett, who is leading the COVAX initiative: "Ensuring fair access [to a vaccine] is not only a matter of equity; it is the fastest way to end this pandemic." a) Whom do you think might be the most aff ected without the eff orts of COVAX to ensure fair access to a COVID-19 vaccine? Explain.

b) As you see it, how will fair access contribute to ending the pandemic?

2. Once a COVID-19 vaccine is found, there is no guarantee that everyone will want to receive it. Do you feel that vaccinations should be mandatory? Why or why not? Explain.

2020/2021: Issue 1 What in the world? • Level 1 Page 41 Science, Technology, and the Environment The Search for a Covid-19 Vaccine QUESTIONS FOR ONLINE EXPLORATION Note: Th e links below are listed at www.lesplan.com/en/links for easy access. 1. Find COVID-19 updates on the World Health Organization's website at www.who.int/ To whom might you recommend this link? How might it be helpful to them? Give examples.

2. Some believe that fair access to a COVID-19 vaccine is essential, but optimistic. Visit the link below to fi nd out why. What do you think will be the most important consideration when distribution of a vaccine begins? https://www.cbc.ca/news/health/covid-19-vaccine-countries-world-1.5668835

3. Even when a vaccine is developed, it might be a while before everyone is vaccinated, and vaccine protections might not be long-term. Visit the following two links to fi nd out: • How dogs may be able to help us detect COVID-19 sooner to determine who needs to be vaccinated. https://www.cbc.ca/kidsnews/post/watch-dogs-are-being-trained-to-detect-covid-19 • Why it is important to continue to be cautious even aft er a vaccine is developed. https://www.cbc.ca/player/play/1772507203943 Discuss the key ideas presented in these two articles.

2020/2021: Issue 1 What in the world? • Level 1 Page 42 Science, Technology, and the Environment The Search for a Covid-19 VAccine INFOGRAPHIC

2020/2021: Issue 1 What in the world? • Level 1 Page 43 Science, Technology, and the Environment The Search for a Covid-19 VAccine ANALYZING AN INFOGRAPHIC

What is the purpose of this Who is the intended audience? infographic?

What information is new or What features are used to clarify the interesting? message?

How does the What information is information presented signifi cant or important? enhance your understanding?

What questions do you still have about the topic presented?

2020/2021: Issue 1 What in the world? • Level 1 Page 44 Science, Technology, and the Environment The Search for a Covid-19 Vaccine

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 COVID-19 pandemic and eff orts to develop a vaccine for the SARS-CoV-2 virus? 2. Describe what you see and read in the cartoon. 3. As you see it, what might the cartoonist be saying about the development of a vaccine for SARS-CoV-2? Explain. 4. For what reasons do you agree with the cartoonist’s perspective? For what reasons do you disagree? J

2020/2021: Issue 1 What in the world? • Level 1 Page 45 Science, Technology, and the Environment The Search for a Covid-19 VAccine 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 fi ght(s) the infection. a) neurons b) immune system c) red blood cells d) genetic code 2. Approximately how many COVID-19 vaccines are currently in development? a) 27 b) 75 c) 165 d) 320 3. Which university in the United Kingdom is developing a promising COVID-19 vaccine? a) Cambridge b) London School of Economics c) Oxford d) Harvard 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? A person injected with vaccine will not become sick.

5. True or False? Once a vaccine for COVID-19 is developed, elderly people will receive it fi rst.

6. True or False? Scientists can usually develop a vaccine in a couple of months.

C. Fill in the blanks to complete each sentence. 7. A new vaccine must undergo many clinical on animals and people. 8. immunity is when enough people are vaccinated to stop a virus from spreading. 9. WHO = Health Organization. D. Respond to the following question in paragraph form. (Use a separate sheet of paper if necessary.) As you see it, what will be the biggest challenge in distributing a vaccine, once it is available? Give reasons to support your response.

2020/2021: Issue 1 What in the world? • Level 1 Page 46 Science, Technology, and the Environment The Search for a Covid-19 Vaccine ANSWER KEY Summarizing Key Ideas organizer: Prior knowledge: Answers will vary. Th e search: Life won't be getting back to normal anytime soon. We need to continue to be careful. Only a vaccine can provide immunity and prevent people from getting sick from COVID-19. On the fast track: Creating vaccines takes time. More than 165 are in development and 27 are in human trials. Trials will tell us if these vaccines are safe and eff ective Not all will succeed. It will be at least mid-2021 before we have an approved vaccine available. How a vaccine works: When a person is infected with a coronavirus, their body's immune system produces antibodies to fi ght off infection. When a person is injected with a COVID-19 vaccine, this same immune response is triggered and provides protection if the person is later exposed to the virus. Case study: One of the vaccine candidates developed at Oxford in England is showing promising results. It is now undergoing large-scale human trials that will help us understand how safe and eff ective it is for humans. Th e rollout: When a successful vaccine is found and approved, deciding how to produce and distribute it to billions of people will be a challenge. Not everyone will need to be vaccinated. Scientists estimate that only 43-66 percent of people will need it to achieve herd immunity. Who's fi rst in line?: Who should get the vaccine fi rst? Likely medical health workers who come in contact with COVID-19 patients. Th ere are several other population groups that can all make a case for being next. Who will it be? Global distribution: Some countries (U.S., U.K., Canada, etc.) have placed pre-orders for many doses of promising vaccines. 75 countries have joined COVAX, a global collaboration supported by WHO, which was set up to accelerate vaccine development and manufacture and to guarantee equal access to participating countries. Brace yourself: A vaccine will help, but we don't know how eff ective it will be and whether there will be enough of it to go around. We will likely need to continue COVID safety protocols for 2-3 years. Summary: When we have an approved vaccine, we will need time for manufacture and distribution and to see how safe, eff ective, and long-lasting it will be. Data takes time to collect and analyze. We may need 2-3 more years of careful behaviour to ensure COVID is under control.

2020/2021: Issue 1 What in the world? • Level 1 Page 47 Science, Technology, and the Environment The Search for a Covid-19 Vaccine ANSWER KEY Editorial Cartoon Analysis: 1. Th e SARS-CoV-2 virus has disrupted countries around the globe, and life won't get back to normal until a vaccine that can provide immunity against the virus and prevent people from becoming sick is available. 2. Th e cartoon's caption is 'Th e Battle…'. It depicts a chess game, but with diff erent pieces. On one side of the board are coronavirus pieces, and symbols of death (a grim reaper and bats). On the other are vaccine vials, a microscope, and syringes. 3 Th e cartoonist may be suggesting that the race to stop the pandemic so that life can return to normal is a battle between the coronavirus and the scientists developing a vaccine. 4. Answers will vary. Quiz: 1. b; 2. c; 3. c; 4. True; 5. False ; 6. False; 7. trials; 8. herd; 9. World.

2020/2021: Issue 1 What in the world? • Level 1 Page 48 Resource Page for Students INquiry project 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, and notice the questions that come to mind as you read: Th e WE Controversy: WE website: https://www.we.org/en-CA/ Black Lives Matter: Black Lives Matter website: https://blacklivesmatter.com/ A history of slavery in the U.S.: https://www.nationalgeographic.org/interactive/slavery-united-states/ COVID-19: Th e history of vaccines (timeline): https://www.historyofvaccines.org/timeline/all Th e World Health Organization (WHO): https://www.who.int/ When you have a deeper understanding of the topic or issue, complete the Inquiry Project Planner on p. 52. 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? Here are other examples of inquiry questions:

2020/2021: Issue 1 What in the world? • Level 1 Page 49 Resource Page for Students INquiry project • 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. 53); • 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. 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:

2020/2021: Issue 1 What in the world? • Level 1 Page 50 Resource Page for Students INquiry project • 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!

2020/2021: Issue 1 What in the world? • Level 1 Page 51 Resource Page for Students INquiry project INQUIRY PROJECT PLANNER

Topic: Inquiry question:

Th is question is important to me because…

Research questions: • • • • • Resources I'll use:

How I will document my fi ndings:

How I will share what I've learned:

Due:

2020/2021: Issue 1 What in the world? • Level 1 Page 52 Resource Page for Students INquiry project INQUIRY RESEARCH ORGANIZER

HINTS: Check Your Sources • Use multiple valid sources Identify the source • Use the right keywords and search strategies to • Is it true? fi nd relevant information • Is it trustworthy? • Is it current (up-to-date)? NOTE: You may fi nd fascinating facts that aren't Analyze the information connected to your question. If that's the case, • Is it accurate? just add a question and the answer. Th e fun • Is there any bias that should part of researching is that you never know what concern me? fascinating facts are going to pop out at you. • Does this answer my question?

Inquiry Question:

Q: Q: A: A:

2020/2021: Issue 1 What in the world? • Level 1 Page 53 Resource Page for Teachers INquiry project HELPFUL TEACHER RESOURCES ON INQUIRY-BASED LEARNING Check out Trevor MacKenzie’s website with links to podcasts, blogs, social media links, and other resources on Inquiry-based learning: • https://www.trevormackenzie.com His book, Dive into Inquiry: Amplify Learning and Empower Student Voice, off ers a scaff olded approach to student inquiry: structured, controlled, guided, and free inquiry. It is a practical resource if inquiry-based learning is new to you. John Spenser is another educator whose videos, blogs, and resources off er practical strategies and structures for engaging students in inquiry. Here are two to get you started: • “Helping Students Ask Better Questions by Creating a Culture of Inquiry” https://medium.com/synapse/helping-students-ask-better-questions-by-creating-a-culture-of- inquiry-d1c4b0324a6f • “Using a Wonder Week to Spark Inquiry-based Learning” http://www.spencerauthor.com/wonder-week/ Edutopia has a number of articles on student inquiry, including: • “What the heck is Inquiry-based Learning?” https://www.edutopia.org/blog/what-heck-inquiry-based-learning-heather-wolpert-gawron • “Resources and Downloads to Facilitate Inquiry-based Learning” https://www.edutopia.org/article/inquiry-based-learning-resources-downloads

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

2020/2021: Issue 1 What in the world? • Level 1 Page 54 Resource Page for Teachers ASsessment Rubric

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 Word fi le which you can download from: www.lesplan.com/subscribers

Emerging Developing Profi cient Extending Supports Answers or Answers or Answers or Answers or thinking refl ections are refl ections are refl ections are refl ections are brief and include general and clearly supported insightful and obvious facts/ supported with with specifi c, supported with details/ evidence. some relevant relevant facts/ specifi c, relevant facts/details/ details/evidence. facts/details/ evidence. evidence.

Shows Responses Responses are Responses are Responses are understanding show a basic thoughtful and thoughtful and insightful and understanding show a general show a complete show a deep of the text, topic, understanding understanding understanding the issue or message. of the text, topic, of the text, topic, text, topic, issue issue or message. issue or message. or message. May synthesize ideas or explain the ‘so what’.

Th inks Makes Makes logical Makes meaningful Makes powerful critically straightforward connections to connections to connections that connections or self (T:S) and/ self. Considers go between texts inferences. Focuses or background ideas between texts and/or beyond the on retelling. knowledge (T:S). (T:T). text (T:W). Inferences are Inferences are Inferences are logical. plausible. plausible and insightful.

2020/2021: Issue 1 What in the world? • Level 1 Page 55 Resource page for Students Setting a purpose before readinG Th 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 1 What in the world? • Level 1 Page 56 Current Events, Clearly Explained

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.) The Canadian Reader What in the World?

& up Level 2 (Grades 8, 9 and 10) PDF/Word & up Rick Hansen and

PDF/Word 3 9 resource resource 5 Many in Motion 9 National and international page 3 Europe, the U.S., and 9 Clearly written, leveled Canadian Th e Economy page 14 grade

news stories grade Struggle for Survival in current events articles Somalia 9 Key vocabulary page 9 Cell Phones 9 Literacy-based lesson plans in the Spotlight page 20 9 Background information September 2011 A monthly current events resource for Canadian classrooms 9 Engaging, original illustrations Routing Slip: (please circulate) 9 Varied assignments 9 Comics that build content-area 9 Map assignments knowledge and enhance critical thinking Product details: 8 issues. 36 pages. Available in 9 Maps and illustrations English and in French for grades 3 and up. Product details: 8 issues. 38 pages. Available in English and in French, and in two reading levels, for grades 5 and up.

Currents4Kids.com 3 & up Building Bridges News4Youth.com grade 9 PDF/Word resource & up

9 Online interactive resource 9 Builds understanding of current 5 9 Weekly news stories events that impact Indigenous 9 Auto-graded quizzes Peoples and all Canadians grade 9 Comment page for Online interactive resource 9 Two theme-based articles students to respond to the stories and lesson plans 9 Links to relevant articles, resources, 9 Background information maps, photos and videos 9 Consistent with 9 Extension activities First Peoples Principles of Learning 9 Encourages a respectful, reflective, empathetic, Product details: 38 issues. One subscription allows all and inquiring frame of mind teachers and students access from any Internet-connected device at any time. Available in English and in French. Product details: 5 issues. Variable page length. Available Currents4Kids/Infos-Jeunes: Grades 3 and up. in English and in French, and in two reading levels, for News4Youth/Infos-Ados: Grades 7 and up. grades 5 and up.

1-888-240-2212 www.lesplan.com 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 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 a( rticles 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. TheWord file also allows teachers to: • easily modify and format content including changing fonts and text sizes • Fcreate a PD 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 Security Google Docs and LibreOffice There arethree ways to access data from a Word file that is • You can easily upload the Word file to Google Docs to password protected: share it with students or other teachers. 1) Select the data you wish to Copy and then Paste it into any • You can translate Google Docs into another language word processing program. Use Select All to copy the entire (see Tools>Translate document) but you will need to edit document. the document to suit your requirements. Google Docs 2) Import the entire Word file into LibreOffice (or another can translate into over 100 languages including Spanish, similar program) and then save as a new file Mandarin, and German. 3) To remove the password from a protected Word file, use • LibreOffice is a free alternate to Microsoft Office and Save As to make a new copy of the file. You can then offers the same functionality. It’s easy to install and use. change the Security settings and remove the password. See: www.libreoffice.org

LesPlan Educational Services Ltd. Visit: www.lesplan.com email: [email protected] call toll free: 888 240-2212 2020 – 2021 Publication Schedule Teachers Serving Teachers Since 1990

What in the World? Le Monde en Marche Building Bridges Level 2 Level 2 Niveau 2 Issue 1: September 14 Issue 1: August 24 Numéro 1 : 31 août Issue 2: November 16 Issue 2: September 28 Numéro 2 : 2 octobre Issue 3: January 11 Issue 3: October 26 Numéro 3 : 2 novembre Issue 4: March 8 Issue 4: November 30 Numéro 4 : 7 décembre Issue 5: May 10 Issue 5: January 18 Numéro 5 : 25 janvier Issue 6: February 22 Numéro 6 : 1er mars Issue 7: April 6 Numéro 7 : 12 avril Building Bridges Level 1 Issue 8: May 17 Numéro 8 : 25 mai Issue 1: September 16 Issue 2: November 18 Level 1 Niveau 1 Issue 3: January 13 Issue 1: August 26 Numéro 1 : 3 septembre Issue 4: March 10 Issue 2: September 30 Numéro 2 : 8 octobre Issue 5: May 12 Issue 3: October 28 Numéro 3 : 4 novembre Issue 4: December 2 Numéro 4 : 10 décembre Issue 5: January 20 Numéro 5 : 28 janvier Bâtir des ponts Niveau 2 Issue 6: February 24 Numéro 6 : 4 mars Numéro 1 : 22 septembre Issue 7: April 8 Numéro 7 : 15 avril Numéro 2 : 24 novembre Issue 8: May 19 Numéro 8 : 27 mai Numéro 3 : 19 janvier Numéro 4 : 16 mars The Canadian Reader Nos Nouvelles Numéro 5 : 18 mai Issue 1: August 21 Numéro 1 : 28 août Issue 2: October 2 Numéro 2 : 9 octobre Issue 3: October 30 Numéro 3 : 6 novembre Bâtir des ponts Niveau 1 Issue 4: December 4 Numéro 4 : 11 décembre Numéro 1 : 24 septembre Issue 5: January 22 Numéro 5 : 29 janvier Numéro 2 : 26 novembre Issue 6: February 26 Numéro 6 : 5 mars Numéro 3 : 21 janvier Issue 7: April 9 Numéro 7 : 16 avril Numéro 4 : 18 mars Issue 8: May 21 Numéro 8 : 28 mai Numéro 5 : 20 mai

Currents4Kids News4Youth Every Friday from August 28–June 11, except for Every Friday from August 28–June 11, except for December 25, January 1st, and March 19, 26. December 25, January 1st, and March 19, 26.

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

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.

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EMAIL ADDRESS ( ) PHONE CITY PROVINCE/TERRITORY POSTAL CODE PDF/WORD SUBSCRIPTIONS Publication Language Grade Level Pricing Amount 4 Issues (Sept. – Dec.) 8 issues (Sept. – May) The Canadian Reader English Grades 3 and up ☐ $99 ☐ $198 Nos Nouvelles Français À partir de la 3e année ☐ 99 $ ☐ 198 $ What in the World? - Level 1 English Grades 5 and up ☐ $99 ☐ $198 Le Monde en Marche - Niveau 1 Français À partir de la 5e année ☐ 99 $ ☐ 198 $ What in the World? - Level 2 English Grades 8 and up ☐ $99 ☐ $198 Le Monde en Marche - Niveau 2 Français À partir de la 8e année ☐ 99 $ ☐ 198 $ 5 issues (Sept. – May) Building Bridges - Level 1 English Grades 5 and up ☐ $150 Bâtir des ponts - Niveau 1 Français À partir de la 5e année ☐ 150 $ Building Bridges - Level 2 English Grades 8 and up ☐ $150 Bâtir des ponts - Niveau 2 Français À partir de la 8e année ☐ 150 $ Subtotal A

ONLINE INTERACTIVE SUBSCRIPTIONS Publication Language Grade Level Pricing Amount 5 months (Sept. – Jan.) 10 months (Sept. – June) Currents4Kids English Grades 3 and up ☐ $99 ☐ $198 Infos-Jeunes Français À partir de la 3e année ☐ 99 $ ☐ 198 $ News4Youth English Grades 7 and up ☐ $99 ☐ $198 Infos-Ados Français À partir de la 7e année ☐ 99 $ ☐ 198 $ n Cont Subtotal B ia en d t a n ON add 13% HST NB, NL, NS & PEI add 15% HST

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Publication English Français Level Price Per Product Amount Lesson Collections Critical Literacy ☐ ☐ $55 each News Literacy ☐ ☐ $55 each Note-Making ☐ ☐ $55 each Themed Collections Community Connections ☐ ☐ ☐ Level 1 ☐ Level 2 $55 each Text Collections The 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 Level Price Per Product Amount • Animals ☐ ☐ ☐ Level 1 ☐ Level 2 $21 each • Environment ☐ ☐ ☐ Level 1 ☐ Level 2 $36 each • Government ☐ ☐ ☐ Level 1 ☐ Level 2 $27 each • Indigenous ☐ ☐ ☐ Level 1 ☐ Level 2 $18 each • Legislation ☐ ☐ ☐ Level 1 ☐ Level 2 $21 each • O Canada ☐ ☐ ☐ Level 1 ☐ Level 2 $21 each • Space ☐ ☐ ☐ Level 1 ☐ Level 2 $36 each • Technology - Volume 1 ☐ ☐ ☐ Level 1 ☐ Level 2 $24 each n Cont • Technology - Volume 2 ia en ☐ ☐ ☐ Level 1 ☐ Level 2 $24 each d t a n ON add 13% HST NB, NL, NS & PEI add 15% HST

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