Intermediate Senior Social Justice Resources

The Canadian Observatory on Homelessness is the largest national research institute devoted to homelessness in Canada. The COH is the curator of the Homeless Hub.

"In this unit developed for BTT1O (Information and Communication Technology in Business, Grade 9), students create a three fold (six panel) brochure using desktop publishing software to inform others about issues in Poverty. Students use the design process throughout this project. In small groups, students brainstorm a focus for their brochure. Since Poverty is a general topic, student will narrow their ideas to a specific topic for their brochure, for example, Child Poverty, World Poverty Statistics, Poverty in Canada, Poverty in Toronto, etc. Students use their Internet search skills to locate information and students apply web site evaluation tools to identify the validity of information and bias on web sites. Students use word processing skills to create and edit information for the brochure. Students also use desktop publishing skills to import text, graphics, edit font, layout and styles to create a brochure."

"In this unit, developed for CGW4U, Canadian and World issues, students will examin poverty. Does it exist in Canada and if so, how does it compare to poverty experienced in developing nations? After examining definitions of poverty, students will explore what poverty means in a variety of places, with a focus on Canada and India. India’s poverty, as experienced by children born into brothels, will be examined in detail through a documentary, Born Into Brothels. From this case study students will gain a deeper understanding of how poverty may look and how a small organization struggled to make a difference. Students will then explore and evaluate international organizations and other grassroots projects and their attempts to fight poverty. Finally, students will work in pairs to accomplish the World Vision photo challenge; where they are to design, take and produce a digital photograph that finishes the statement, “we’re hungry for change because…”. The photograph allows students to showcase issues related to poverty in their local community and/or create a visual image that illustrates universal poverty. Photographs will be submitted online and selected students photographs may be published on the World Vision website."

"The unit, created for HHS4M (Individuals and Families in a Diverse Society), will be approached from a multi-disciplinary perspective including cultural, sociological, anthropological and psychological. It will deal with such pertinent issues as the working poor, financial poverty vs poverty of opportunity, the politics of poverty and the overall impact of poverty on the individual and society as a whole.
A wide variety of teaching strategies will be used with a focus on differentiated instruction. These teaching strategies may include:
statistical analysis by accessing current data bases (ie/ Stats. Can.)
role playing
visual impact webs (ie/ Fishbone)
political representation/expression through music and the music industry (lyric analysis)
creation and/or analysis of a case study (ie/ analysis of privatization of the health care system)
The unit will end with a summative assessment that will be presented in the form of a “Choice Board.
By the end of this unit, students will have a better understanding of poverty and social inequalities. In addition, they will have further developed their critical analysis and research skills."

48 Lessons on Class and Poverty. The context is American, but with Canadian statistics you could easily adapt to Canadian Classrooms.
Topics include The Cycle of Poverty, Food Deserts: Causes, Consequences and Solutions, Poverty and Unemployment: Exploring the Connections.