Canadian Women for Women
in Afghanistan
Lesson Plans for Ontario Grades 4 - 8
Understanding Human Rights
in Afghanistan
Canadian Students as Global Citizens
Revised for Ontario Curriculum - 2007
Understanding Human Rights in Afghanistan
Canadian Students as Global Citizens
Human Rights Lesson Plans
Curriculum Expectations
Language – Grades 4 to 8
Reading
Students will:
1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts,
using a range of strategies to construct meaning;
2. recognize a variety of text forms, text features, and stylistic elements and demonstrate
understanding of how they help communicate meaning;
3. use knowledge of words and cueing systems to read fluently;
4. reflect on and identify their strengths as readers, areas for improvement, and the strategies they
found most helpful before, during, and after reading.
Writing
Students will:
1. generate, gather, and organize ideas and information to write for an intended purpose and
audience;
2. draft and revise their writing, using a variety of informational, literary, and graphic forms and
stylistic elements appropriate for the purpose and audience;
3. use editing, proofreading, and publishing skills and strategies, and knowledge of language
conventions, to correct errors, refine expression, and present their work effectively;
4. reflect on and identify their strengths as writers, areas for improvement, and the strategies they
found most helpful at different stages in the writing process.
Oral Communication
Students will:
1. listen in order to understand and respond appropriately in a variety of situations for a variety of
purposes;
2. use speaking skills and strategies appropriately to communicate with different audiences for a
variety of purposes;
3. reflect on and identify their strengths as listeners and speakers, areas for improvement, and the
strategies they found most helpful in oral communication situations.
Media Literacy
Students will:
1. demonstrate an understanding of a variety of media texts;
2. identify some media forms and explain how the conventions and techniques associated with
them are used to create meaning;
3. create a variety of media texts for different purposes and audiences, using appropriate forms,
conventions, and techniques;
4. reflect on and identify their strengths, areas for improvement, and the strategies they found
most helpful in understanding and creating media texts.
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Antidiscrimination Education in Social Studies, History and Geography
1. Strengthen students' ability to recognize diverse viewpoints and to become more
sensitive to the perceptions of others
2. Recognize that protecting human rights is one of the essential components of
responsible citizenship
- Revised Ontario Curriculum Social Science/History & Geography, 2004 pp. 15/17
Social Studies Grade 4 – Canada and World Connections
Inquiry/Research and Communication Skills
- formulate questions to guide research and clarify information on study topics
- use media works, oral presentations, written notes and descriptions and drawings
to communication information (e.g., roles of men, women and children, problems
of sanitation and health in towns and cities
- use appropriate vocabulary to describe their inquiries and observations
Social Studies Grade 5 – Canada and World Connections
Knowledge and Understanding
- describe the rights of groups and individuals and the responsibilities of citizenship
in Canada, including participation in the electoral process and the granting of
voting rights to various groups (e.g., women)
- identify responsibilities that accompany particular rights (e.g., the right to vote /
the responsibility to become informed; the right of freedom of speech/the
responsibility to respect the free speech rights of others; the right to freedom from
discrimination and harassment/the responsibility to treat people with fairness and
respect)
- describe the basic rights that are specified in the Canadian Charter of Rights and
Freedoms
Inquiry/Research and Communication Skills
- formulate questions to develop a research focus
- use media works, oral presentations, written notes and descriptions, drawings,
tables, charts, maps and graphs to communicate information
- use appropriate vocabulary to describe their inquiries and observations
- use primary and secondary sources to locate information about the structure and
functions of government (e.g., primary sources: interviews, classroom visitors,
field trips; secondary sources: atlases, encyclopaedias and other print materials,
illustrations, videos, CD-ROMS, Internet sites)
- use graphic organizers and graphs to sort, classify and connect information
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Social Studies Grade 6 – Canada and World Connections
Knowledge and Understanding
- describe some of the connections Canada shares with the rest of the world (e.g.,
trade, history, geography, tourism, economic assistance, immigration, indigenous
peoples, peacekeeping, media, culture)
- identify some important international organizations/agreements in which Canada
participates and describe their purpose (e.g., the United Nations, the World Trade
Organization, the North American Free Trade Agreement, the World Health
Organization, the North Atlantic Treaty Organization, the Commonwealth of
Nations, la Francophonie, the Asks-Pacific Economic Cooperation APEC
association)
Inquiry/Research and Communication Skills
- formulate questions with a statement of purpose to develop research plans
- use appropriate vocabulary to describe their inquiries and observations
Application
-describe Canada’s participation in international efforts to address current global
issues (e.g., peacekeeping, environmental initiatives, world health initiatives,
disaster relief, regulation of child labour, human rights violations, acceptance of
refugees)
Social Studies Grade 7 – History – New France/Conflict and Change
Inquiry/Research and Communication Skills
-formulate questions to aid in gathering and clarifying information
-communicate the results of inquiries for specific purposes and audiences, using
media works, oral presentations, written notes and reports, drawings, tables,
charts, and graphs
-uses appropriate vocabulary to describe their inquiries and observations
Social Studies Grade 7 – Geography – Themes of Geographic Inquiry/Natural
Resources
Overall Expectations
-describe positive and negative ways in which human activity can affect resource
sustainability and the health of the environment
Knowledge and Understanding
- explain the concept of sustainable development and its implications for the
health of the environment
- describe the economic importance of natural resources to a particular country
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Inquiry/Research and Communication Skills
- formulate questions to guide and synthesize research on an environmental issue
- communicate the results of inquiries about different points of view on an issue,
using computer slide shows, videos, websites, oral presentations, written notes
and reports, drawings tables, charts, diagrams, maps, models and graphs
- use appropriate vocabulary to describe their inquiries and observations
Social Studies Grade 8 – History – The Development of Western Canada/A Changing
Society
Inquiry/Research and Communication Skills
- formulate questions to guide research on issues and problems
- communicate the results of inquiries for specific purposes and audiences, using
media works, political cartoons, oral presentations, written notes and descriptions,
drawings tables, charts, and graphs
- use appropriate vocabulary to describe their inquiries and observations
Social Studies Grade 8 – Geography – Patterns in Human Geography/
Migration/Economic Systems
Overall Expectations
- identify the main patterns of human settlement and identify the factors that
influence population distribution and land use
- compare living and working conditions in countries with different patterns of
settlement, and examine how demographic factors could affect their own lives in
the future
Knowledge and Understanding
- explain how site and situation influence settlement patterns (e.g., refugee camps)
- identify the push and pull factors that influence people to move (e.g., push:
drought, war, lack of freedom, discrimination and persecution; pull: employment
opportunities, security, climate)
- identify barriers to migration (e.g., physical, financial, legal, political, emotional)
- explain how the components of culture (e.g. language, social organization,
educational systems, beliefs and customs) can be affected by migration
Inquiry/Research and Communication Skills
- formulate questions to guide and synthesize research on the study of population
characteristics and patterns (e.g., What is the relationship between literacy rate
and GNP?)
- communicate the results of inquiries for specific purposes and audiences using
computer slide shows, videos, websites, oral presentations, written notes and
reports, illustrations, tables, charts, maps, models and graphs (e.g., create graphs
to compare factors affecting quality of life; create an illustrated brochure
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Lesson plans for Ontario Grades 4 – 6
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-
use appropriate vocabulary to describe their inquiries and observations
formulate questions to guide and analyse research on economic influences and
relationships
formulate questions to guide and analyse research on migration and mobility
(e.g., What barriers exist today for new immigrants? Where would be the best
place to migrate to in Canada?)
Activity #1 –Rights of the Child
Materials needed:
Declaration of the Rights of the Child (Plain language version)
(http://www.un.org/cyberschoolbus/humanrights/resources/plainchild.asp)
Flipchart paper and markers
Copies of “The Breadwinner”, “Parvana’s Journey” and “Mud City” by
Deborah Ellis.
Background information on the protection of rights:
FAQ on the Universal Declaration of Human Rights
http://www.un.org/cyberschoolbus/humanrights/qna/faqudhr.asp
Q and A on Human Rights
http://www.un.org/cyberschoolbus/humanrights/qna/alston.asp
Canadian Human Rights Act and the Canadian Human Rights Commission
http://www.chrc-ccdp.ca/about/human_rights_act-en.asp
Human Rights Watch: Afghanistan
http://www.hrw.org/campaigns/afghanistan/
Step One: Write the 10 ‘Rights of the Child’ on the black/white board
Step Two: Ask the students if they think that most children in Canada have these rights.
Go through them one by one and once everyone agrees, move on to the next step
(Optional step: This website has a short photo gallery of pictures of life as an Afghan
refugee. If the school has the technology to support it, students could view this on a
screen prior to the activity. It is a good way to visually support the activity.)
http://www.doctorswithoutborders.org/education/galleries/jalozai2/index.html
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Lesson plans for Ontario Grades 4 – 6
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Step Three: Divide the class into 4 groups. Have each group read an excerpt from
Deborah Ellis’ books as outlined below:

“The Breadwinner”
Chapter 1: Life in Kabul under the Taliban.

“Parvana’s Journey”
Chapter 18: Travelling as refugees and orphans.
Chapter 19: Life in a refugee camp.

“Mud City”
Chapter 5: Life as a refugee street child
Step Four: Each group should list which rights were violated in each situation.
Step Five: Each group should present their findings to the class.
Optional follow up activity:
1. Have the students write in journals about how they think it would feel to have their
rights violated in the way they are violated sometimes in Afghanistan.
2. Have the students write in journals about how they think it would feel to become a
refugee.
Activity #2 – It’s Not Fair
Elicit the response of "It's not Fair" from students by telling them or having them choose
and read cards that say each of the following statements in the new rules for the
classroom. Explain that this is a sudden change but that we have to abide by the rules.
Suggested new rules for the classroom could be…
 When you go to the washroom today, you must either wait till lunch time
or you must raise your hand and be accompanied by a teacher
 You may not drink water or bring drinking bottles of any kind in your
backpack or in the classroom or
 You may not have a bottle of water at your desk at any time during the day.
 You will not have recess today. You will stay in the classroom and sit at
your own desk. You may not talk to anyone at that time.
 You must stay after school today to do all your homework before you go
home.
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


You may not talk to anyone all day. Complete silence.
You may not use the computer, or listen to music of any kind.
You may not play any games either inside or outside today.
UNFAIR RULES/LAWS in our homes, in our countries and in other IN OTHER
COUNTRIES
When students complain that it is not fair, then indicate to them that in our school, in our
town, in our province and in our country this would not be fair. Discuss why we have
rules at home, at school, in our town and in our country.
However in some other countries, boys and girls, and women and men experience some
of these unfair rules. Give some examples of the unfair rules. See the document "Rules in
some countries". Choose ones that are appropriate to your students' understanding.
Students ROLE PLAY these rules.
Ask the students what is similar about the rules you gave them and about the rules and
the rules in other countries.
Rules at
school
Rules at
home
Similarities
of Rules
The rules
the teacher
gave us or
rules in
our town
or country
Rules/laws in Afghanistan
Similarities in
rules
The students may say, That's not fair or even They/We have no rights. Note that human
rights are the key to survival. If their rules at home or at school involve inconvenience or
some frustration they are likely not the denial of rights needed in order to survive.
Explain that adults do have rules in homes and in schools for the child's safety. Because
these rules involve the rights to survival of people we call them HUMAN RIGHTS.
UNFAIR RULES/LAWS THAT DENY the survival needs of a human =
NO HUMAN RIGHTS
The United Nations developed a list of human rights for all people. Another group looked
at these human rights and decided to write The Declaration of Human Rights for the
Child.
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Lesson plans for Ontario Grades 4 – 6
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If you wish, check the website for the Declaration of the Rights of the Child, check
www.un.org/cyberschoolbus/humanrights/resources/plainchild.asp
Activity #3 – Step into the Circle
Concept Developed: An idea how others live in the world in relation to how the
individual students being taught live
Preamble - Students are asked to stand in a circle. As each statement is read ask them to
STEP IN to the circle if the following statements are true. This is a quiet activity. Take a
step in, pause, observe, step back, and you have the right to pass. Please remove any item
listed below that you think might be problematic for certain students in your class.
Step into the circle if you….
- are able to play sports or join clubs outside of school
-have ever not lived in a house
-are allowed to wear jewellery
-are the oldest child in your family
-are allowed to go outside without a man or male relative
-own a bicycle, skateboard, or roller blades
-are allowed to have any pets
-are allowed to listen to music
-can wear white socks
-have ever been sick and were denied access to medical care
-have ever been hungry because your family didn't have enough food
-have an older relative (other than your parents) living with you
-have ever heard a discriminatory (put down) joke and did nothing
-have ever not been allowed to go to school
-were ever frightened while walking /going to school or while being in school
-have electricity in your house
-have ever not had access to clean water
-have to work at a job to help support your family
-have a bed to sleep in
-can go to a library and borrow any book you want
Activity #4 – Personal Survey
Have the students do a personal survey (see below) based on their experiences with what
happens in Afghanistan criteria. They answer true and false for each statement. Students
may wish to share some of their answers with their experiences. Students read and share
What if/Imagine if statements of incidents that occur in Afghanistan in some countries
putting themselves in the shoes of another.
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Personal Survey
for Student Presentation
10. Your mother used to be a young professional doctor
in the villages but she is not allowed to practice
medicine anymore because she is a woman. She is only
allowed to work in the bakery, baking bread while sitting
on the floor.
Answer true or false according to your experiences.
1. You have been forbidden to go to school.
2. You have been sent to an orphanage because your
parents could not afford to care for you.
11. As a young boy you were taught only the Koran by
rote. You knew nothing else. Now you are in the army.
3. At your school, which houses each classroom in a
tent, you each have one pencil and one notebook that
have been donated to you to last for a whole year.
4. You have been prevented from registering to vote for
an election because the weather is bad, security
[policing] is not evident as you travel the streets and
your tribal customs prohibit you from doing so.
12. Your family had to escape bombs and oppression in
your village and had to go to a refugee camp in a
neighbouring country. While staying at the camp, you
could not go to school and your parents needed money
to pay off their debts so you worked in brick kilns
making bricks.
5. There are not enough teachers in your school and
very few of them are women.
13. You considered suicide because you were forced to
marry a much older man at the age 12. Your parents
could not afford to keep you at home.
6. You have been forced to beg for money to support
your family.
14. You have been threatened because as a young woman
you speak up for the rights of women in your country.
7. Helicopters, containing peacekeepers fly over head
daily in your city but you can not go into the rural areas
beyond your city because of the warlords fighting,
trying to take control of the provinces and because of
the landmines placed there. Warlords are fanatical in
their interpretation of Islam and many human rights are
denied here.
15. Both your parents were taken away by some soldiers.
You have had to survive on your own in the ruins of an
old shed in the rural areas where the land is barren
covered by the burned stubble of previously beautiful
grape vines fields. You have survived by eating leftovers
such as bread that you have found, meat covered by
flies and unclean water. You often get sick but you also
need to care for your little brother and another
orphaned child. You are going to take them all across
the mountains to a refugee camp when you feel better.
8. When you walk to school you have to dodge the
landmines that are all over the dirt pathways where you
have to walk to get there. Some of your friends have
been hurt by landmines and have had to walk several
miles to get the surgery they needed. Some never made
it to the healthcare facility. Some of your friends wear
prosthesis as a result of being in a landmine blast.
9. Your
mother
still wear
a burqa
coveringabout
her
Have
themust
students
write
in journals
whole refugee.
body, her whole identity and she has to be
accompanied by a male representative of your house,
your little brother, when you goes out. The windows
must be blackened so no one can see the people,
particularly the women inside your home.
Canadian Women for Women in Afghanistan
Lesson plans for Ontario Grades 4 – 6
16. In Kabul you were allowed to sing in public and to
listen to the music you enjoyed but now that you have
moved to the countryside, you are not allowed to listen
to music, radio or watch TV or even sing in public.
how they17.
think
would feel
become
a $750. per year
Youritteachers
maketo
a salary
of only
which is $62 per month. Your country is also facing a
huge shortage of qualified teachers.
10
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Landmines and Afghanistan Lesson Plan
Curriculum Expectations
Language – Grades 4 to 8
Reading
Students will:
1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts,
using a range of strategies to construct meaning;
2. recognize a variety of text forms, text features, and stylistic elements and demonstrate
understanding of how they help communicate meaning;
3. use knowledge of words and cueing systems to read fluently;
4. reflect on and identify their strengths as readers, areas for improvement, and the strategies they
found most helpful before, during, and after reading.
Writing
Students will:
1. generate, gather, and organize ideas and information to write for an intended purpose and
audience;
2. draft and revise their writing, using a variety of informational, literary, and graphic forms and
stylistic elements appropriate for the purpose and audience;
3. use editing, proofreading, publishing skills and strategies, knowledge of language conventions,
to correct errors, refine expression, and present their work effectively;
4. reflect on and identify their strengths as writers, areas for improvement, and the strategies they
found most helpful at different stages in the writing process.
Oral Communication
Students will:
1. listen in order to understand and respond appropriately in a variety of situations for a variety of
purposes;
2. use speaking skills and strategies appropriately to communicate with different audiences for a
variety of purposes;
3. reflect on and identify their strengths as listeners and speakers, areas for improvement, and the
strategies they found most helpful in oral communication situations.
Media Literacy
Students will:
1. demonstrate an understanding of a variety of media texts;
2. identify some media forms and explain how the conventions and techniques associated with
them are used to create meaning;
3. create a variety of media texts for different purposes and audiences, using appropriate forms,
conventions, and techniques;
4. reflect on and identify their strengths, areas for improvement, and the strategies they found
most helpful in understanding and creating media texts.
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Social Studies Grade 5 – Canada and World Connections
Overall Expectations
- identify concrete examples of how government plays a role in contemporary
society and of how the rights of groups and individuals and the responsibilities of
citizenship apply to their own lives
Social Studies Grade 6 – Canada and World Connections/Heritage and Citizenship
Overall Expectations
- identify and describe Canada’s economic, political, social and physical links with
the United States and other regions of the world
- use a variety of resources and tools to gather, process and communicate
information about the domestic and international effects of Canada’s links with
the United States and other areas of the world explain the relevance to Canada of
current global issues and influences
Knowledge and Understanding
- identify some countries with which Canada has links (e.g. in Europe, the Pacific
Rim, the Americas, Asia, the Middle East, Africa)
- describe distinguishing characteristics of a country in another region with which
Canada has links ( e.g. climate, physical features, political system, economic
activities, international influence, celebrations)
Inquiry/Research and Communication Skills
- use and construct a variety of graphic organizers to clarify and interpret
information (e.g., cause-and-effect diagrams and tables to show countries and
total trade)
Application
- describe some ways in which Canada has influenced other countries (e.g., through
the arts, technology, sports, literature, media telecommunications, satellites)
- describe some influences of other countries on contemporary Canadian society
and the lifestyles of Canadians (e.g., technologies, diseases, heritage celebrations,
foods, sports, entertainment)
Social Studies Grade 7 – History – Conflict and Change
Inquiry/Research and Communication Skills
- analyse, synthesize and evaluate historical information from different points of
view
- analyse and describe conflicting points of view about a historical event, giving
examples of fact and opinion
- describe and analyse conflicting points of view about a series of historical events
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Social Studies Grade 7 – Geography – Physical Geography
Overall Expectations
- explain how patterns of physical geography affect human activity around the
world
Knowledge and Understanding
- describe how the following major factors influence commercial agriculture:
location, climate, raw materials, market, labour, transportation
Social Studies Grade 8 – History – Confederation/Development of Western Canada
Inquiry/Research and Communication Skills
- describe and analyse conflicting points of view about a historical issue or
personality
- analyse, synthesize and evaluate historical information
Social Studies Grade 8 – Geography – Economic Systems/Pattern in Human
Geography
Overall Expectations
- describe the characteristics of different types of economic systems and the factors
that influence them, including economic relationships and levels of industrial
development
- use a variety of geographic representations, resources, tools and technologies to
gather, process and communicate geographic information about regional, national
and international economic systems
- compare the economies of different communities, regions or countries, including
the influence of factors such as industries, access to resources and access to
markets
Knowledge and Understanding
- identify and explain the factors affecting population distribution (e.g., history,
natural environment, technological development, immigration trends/patterns)
- identify and describe the types of land use (e.g., residential, recreational,
institutional, commercial, industrial, agricultural; for transportation,
communication, utilities, public space)
- outline the fundamental questions that all economic systems must answer: what
goods are produced; how they are produced; for whom they are produced; by
whom they are produced; and how they are distributed
- explain how the availability of particular economic resources (e.g., quantity and
quality of land, labour, capital, entrepreneurial ability) influences the economic
success of a region
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Application
- compare key characteristics (e.g., quality of life, level of industrialization and
urbanization) of a number of developed and developing countries
Lessons on Landmines in Afghanistan
Materials needed:
Background information on landmines:
International Campaign to Ban Landmines web site: www.icbl.org
Activity #1 – Introduction to Landmines
Time:
5 - 10 minutes
o Introduction to mines: What do you know about landmines? (Most kids
will say “it’s a bomb” or “they kill people”. This is just a good way to
start to engage them in the topic. You could even bring up the fact that
they might have seen mines in movies. A water mine appears in “Finding
Nemo”. )
o Over 350 different kinds of mines (It is a good idea to show pictures here.
They can range in size and shapes. You can find pictures about anything
landmine related on the ICBL web site).
o Normally set off by pressure or trip wire
o Some mines are made to explode only when a vehicle or tank drives over
it (anti-tank mines) and some mines can be set off even by a small child
(anti-personnel mines)
 Where they are
o 82 countries (the two most heavily mined countries are Cambodia and
Afghanistan) It is a good idea to show a map and point out how much of
the world is mined. The Landmine Monitor report from the ICBL website
is a good resource for information and maps.
o 60-100 million mines are in the ground right now, but there are none in
Canada.
 Does it matter how many mines are in the ground? If I told you that there MIGHT
be a mine somewhere in the hallway outside, would you go? Would it make a
difference if I told you there were a hundred there? Even the rumour of a mine
can stop people from using an area.
 Landmines were laid in Afghanistan during the Soviet occupation by all sides.
 Landmines were laid to slow down or injure the enemy, to keep them from going
into certain areas and even just to hurt as many of the enemy or their families as
possible.
 The problem was that the landmines were not all cleaned up after the conflict
ended- and if nobody sets them off, they stay hidden under ground until
somebody steps on them. Landmines can stay active for over 50 years.
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

Machines that look like tractors clean them up. People also use metal detectors
and other kinds of technology to clear the mines out of the ground- but it takes a
really long time because people have to be very slow and careful about it.
Now, there is an international rule called the Ban Landmine Treaty that is meant
to prevent countries from laying any more mines. Unfortunately, not all countries
have signed the Treaty.
Activity #2 – Landmine Trust Walk Vision Australia
Location:
Open area in a classroom, gym or outdoors.
Time:
15 minutes.
Materials:
Paper land mines for indoors; cones, frisbees, buckets to use as mines for outdoors;
blindfolds for half the participants.
Preparation:
Photocopy and cut out enough paper landmines to scatter over your indoor activity area.
For outdoor preparation, gather cones, rope, etc. and place near playing area.
Procedure
 Create a minefield by placing “mines” (any small object) in a haphazard manner
in the playing area.
 Have ten to twelve volunteers form pairs (five or six pairs) - one participant will
be blindfolded, the other a guide.
 Instruct “blind” participants to go to one end of the designated playing area.
 Then guides should take their places at the opposite end of the playing area and
face their “blind” partners.
 All at once, guides take turns verbally directing partners through the minefield.
 If a “blind” participant steps on or touches a “mine,” s/he is “maimed” and can no
longer participate.
 The trust walk ends when all the “blind” participants have had an opportunity to
cross the minefield.
Debriefing the Trust Walk
 How did the blindfolded participants feel during the trust walk?
It was probably confusing that so many people were talking at once. Remind
students that it is confusing for people who live with landmines every day. They
do not have someone telling them where to step. They have to choose between
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risking their life, and getting what they need to survive- such as firewood, food
and water. Landmines are often found on pathways, in fields and in forests.
It was probably scary for some participants. They might not have wanted to put
their foot down on the ground. Talk about the fact that this is a daily reality for
people living in mine affected countries.
 How did the guides feel during the trust walk?
 Emphasize that the reason that you do not get another chance to cross the field if
you were maimed or killed, is because that is the way it is in real life. If you set
off a landmine, you will be injured or killed.
 Remind students at the end of the activity that there are no landmines in
Canada.
World Vision Australia
Variations
1. If time permits, reverse the roles and play again.
2. Remove some of the landmines. Ask the entire group to close their eyes and try to
cross the field without stepping on a mine.
Discussion of the effects
5 minutes
Can anyone think of how landmines might affect a person or community? Think of how
they might affect your mind and how you feel (psychological), your community (social
and economic) or your body (physical).
Points that you could discuss here are:
Psychological effects
- fear (you are not able to feel safe in you daily activities- the path you walk on to
get your food might be mined. You fear for your family’s safety)
- shame (if you have been injured. Many amputees are not welcomed back into the
communities they came from)
Social and economic effects
- It is very expensive to de-mine. It costs $3-5 to make a mine, but can cost up to
$1000 to take one mine out of the ground.
- The cost for caring for people with injuries is very high. Prosthetics are often
much too expensive for people.
- Kids can not play wherever they want to, and it is harder for parents to work and
do their daily chores.
- Much farmland is no longer available to be used for growing food.
Physical effects
- 50% of people who come into contact with a mine do not survive
- Mine injuries are very painful, and survivors often do not have the same access to
care that people in the West have.
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Activity #3 - Mine Clearance
5 – 10 minutes
Mine clearance requires a variety of ‘tools’ in order to be as effective as possible.
Deminers will first use a machine that looks a lot like a tractor to drive over the ground,
and set off as many mines as possible, before the deminers will start the manual process.
(It is a good idea to show pictures here. Again, the International Campaign to Ban
Landmines website is very good for their pictures)
Sometimes, deminers will clear an area using demining dogs that will sniff out the
explosive powder, rather than the metal that metal detectors find. The dogs are treated
very well and deminers do everything they can to make sure that the dogs do not get hurt.
Demining dogs are like police dogs. When they sniff out the explosive powder, they sit
down, to tell the deminer that there is something under the ground. The deminer will then
mark that area, and they will uncover the mine later. (The students will be very concerned
about the well-being of the dogs. Besides humanitarian reasons for taking good care of
the animals, it is in the best interests of the deminer to make sure that the dog is safe. It
can cost $18,000 for just the initial training and care of one dog)
After the dogs have investigated the area, deminers use a metal detector to find any mines
that are still under the ground. If they hear the ‘beep’ of the metal detector, they get down
on their stomachs and use a stick that looks like a knitting needle to prod into the ground.
They do this very slowly and carefully. They prod into the ground on an angle, because if
they prod straight down, they risk setting off the mine. (You could demonstrate what this
might look like, or show them a picture here) If they strike something hard, the deminers
will mark the area, and they will later cut out the ground around it to expose what is
underneath. If it is indeed a mine, explosives will be placed around it and detonated.
Concluding the lesson
5-10 minutes
Discuss ways that students in Canada can be active on the issue of landmines and
Afghanistan. See Opportunities for action below.
Ensure that you leave the students with the fact that the global landmine situation is
improving every year, though there is still much work to be done. Afghanistan is one of
the biggest priority areas, and has a large number of national and international
organizations trying to solve the problem. Students should also know that there are a
variety of ways for them to be locally involved; an important point to make in order to
ensure that they do not feel disengaged from the problem.
Opportunities for action:
Make the ‘clear landmines’ site your opening page on you classroom computers. Each
click supports landmine clearance efforts.
http://www.clearlandmines.com/
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Hold a “Night of 1000 Dinners” to raise money for landmine survivors
Sign the “Youth Against War” Treaty at www.icbl.org/youth
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Refugee Activity and Venn Diagram Activity –
Canada and Afghanistan
Curriculum Expectations
Language – Grades 4 to 8
Reading
Students will:
1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts,
using a range of strategies to construct meaning;
2. recognize a variety of text forms, text features, and stylistic elements and demonstrate
understanding of how they help communicate meaning;
3. use knowledge of words and cueing systems to read fluently;
4. reflect on and identify their strengths as readers, areas for improvement, and the strategies they
found most helpful before, during, and after reading.
Writing
Students will:
1. generate, gather, and organize ideas and information to write for an intended purpose and
audience;
2. draft and revise their writing, using a variety of informational, literary, and graphic forms and
stylistic elements appropriate for the purpose and audience;
3. use editing, proofreading, and publishing skills and strategies, and knowledge of language
conventions, to correct errors, refine expression, and present their work effectively;
4. reflect on and identify their strengths as writers, areas for improvement, and the strategies they
found most helpful at different stages in the writing process.
Oral Communication
Students will:
1. listen in order to understand and respond appropriately in a variety of situations for a variety of
purposes;
2. use speaking skills and strategies appropriately to communicate with different audiences for a
variety of purposes;
3. reflect on and identify their strengths as listeners and speakers, areas for improvement, and the
strategies they found most helpful in oral communication situations.
Media Literacy
Students will:
1. demonstrate an understanding of a variety of media texts;
2. identify some media forms and explain how the conventions and techniques associated with
them are used to create meaning;
3. create a variety of media texts for different purposes and audiences, using appropriate forms,
conventions, and techniques;
4. reflect on and identify their strengths, areas for improvement, and the strategies they found
most helpful in understanding and creating media texts.
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Social Studies Grade 4 – Canada and World Connections
Inquiry/Research and Communication Skills
- use graphic organizers and graphs to sort information, clarify issues, solve
problems, and make decisions
Social Studies Grade 5 – Canada and World Connections
Inquiry/Research and Communication Skills
- -use graphic organizers and graphs to sort information and make connections (e.g.
Venn diagrams comparing governments)
Application
- identify the relevance to their own lives of individual and group rights (e.g.,
language rights, equality rights)
- model activities and processes of responsible citizenship
Social Studies Grade 6 – Canada and World Connections
Inquiry/Research and Communication Skills
- use and construct a variety of graphic organizers to clarify and interpret
information (e.g., cause-and-effect diagrams and tables to show countries and
total trade)
- formulate questions to develop research plans with a statement of purpose (e.g.,
How has Canada achieved its reputation as a leading peacekeeping country?)
- use a variety of primary and secondary sources to locate and process relevant
information about Canada’s links with the world (e.g., primary sources: statistics,
field trips, interviews, original documents: secondary sources: maps, illustrations,
print materials, videos, CD-ROMs, Internet sites)
Application
- describe some ways in which Canada has influenced other countries (e.g., through
the arts, technology, sports, literature, media telecommunications, satellites)
- describe some influences of other countries on contemporary Canadian society
and the lifestyles of Canadians (e.g., technologies, diseases, heritage celebrations,
foods, sports, entertainment)
Social Studies Grade 7 – History – New France/Conflict and Change/British North
America Act
Knowledge and Understanding
- identify types of conflict (e.g., war, rebellion, strike, protest) and describe
strategies for conflict resolution
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Inquiry/Research and Communication Skills
- formulate questions to facilitate research on specific topics
- analyse, synthesize, and evaluate historical information
- investigate and report on methods of conflict resolution employed in everyday life
at home, at school and in the community (diversity within the classroom
community)
Application
- compare and contrast historical conflict resolution strategies with those used
today to resolve disputes at home, at school and in the community
Social Studies Grade 7 – Geography – Natural Resources/The Themes of Geographic
Inquiry/Patterns in Physical Geography
Overall Expectations
- identify and explain the themes of geographic inquiry: location/place,
environment, region, interaction and movement
- analyse current environmental issues or events from the perspective of one or
more of the themes of geographic inquiry
Inquiry/Research and Communication Skills
- formulate questions to guide research for a comparative study of physical patterns
- formulate questions to guide research into problems and points of view regarding
the management and use of natural resources
Application
- apply the perspective of one or more themes of geographic inquiry to produce a
report (e.g., newspaper, television, radio, website) on an actual or fictional
environmental event (e.g., drought) conditions of war)
- choose an environmental issue that illustrates one of the themes of geographic
inquiry and explain why various individuals and groups have different opinions
on the issue
- present and defend a point of view on how a resource should be used
Social Studies Grade 8 – Geography – Patterns in Human Geography/Migration
Overall Expectations
- use a variety of geographic representations, resources, tools and technologies to
gather, process and communicate geographic information about patterns in human
geography
Application
- use a decision-making model to select an ideal place to live and present this
decision to other members of the class
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Materials needed: Black Line Master (page 23)
Background information:
Human rights – What does ‘’human rights’’ mean?
Tell students you have decided to change the rules in the classroom. They are now as
follows:
Washroom privileges changed: No one can go until lunch time.
You may not go to gym class this week
All homework must be done before you go home even if you miss you bus.
You may not talk to anyone all day, you will be in complete silence for the entire day.
You may not use the computer, or listen to music of any kind.
Teacher prompt:
How are you feeling about all these changes? Do you feel your rights have been taken
away? Are you happy about these changes? Do you want to stay in Mrs / Mr (insert
teacher’s name) class or go somewhere where you can regain your human rights?
Class discussion:
Talk to students about the lives of Afghan children, their schools, their medical services,
availability of clean drinking water and food. Tell students about how the Russians
invaded their land and a war was fought. The Russians were defeated by a group of men
in Afghanistan called the Taliban. They took over and Human Rights were denied.
Refugee Activity
Suppose because of war, you and your family had to flee Ontario to a safer place. You
may never return to your home.
Hand out BLM pg. 23. Tell students they have 15 minutes to pack and flee. They may
never return to their home.
Ask students what they would pack? They must be able to carry it with them and walk for
miles to get to a place where they would be safe.
Students can draw or write what they would put it in their backpack.
Venn Diagram Activity
This can be used with the teacher’s discretion.
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Refugee Activity
YOU ARE A REFUGEE - WHAT WOULD YOU TAKE?
If you had to leave your home quickly, as many refugees around the world must do, what
would you take? Remember that you may not be coming home again, you can only take
what you can carry, and you may have to walk for a long time. Use the space around the
backpack to draw or write about what you would take with you.
Clip art licensed from the Clip Art Gallery on www.DiscoverySchool.com
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Venn diagram – Canada and Afghanistan
Canadians and Afghans have a lot in common – we have similar hopes and dreams, likes
and dislikes. There are also some major differences in our lives; some by choice and
others by chance. Use this Venn diagram to illustrate how life in Canada and life in
Afghanistan can be similar in some ways and very different in others.
Afghanistan
Canada
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Map Exercise – Ontario and Afghanistan
Curriculum Expectations
Language – Grades 4 to 8
Reading
Students will:
1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts,
using a range of strategies to construct meaning;
2. recognize a variety of text forms, text features, and stylistic elements and demonstrate
understanding of how they help communicate meaning;
3. use knowledge of words and cueing systems to read fluently;
4. reflect on and identify their strengths as readers, areas for improvement, and the strategies they
found most helpful before, during, and after reading.
Writing
Students will:
1. generate, gather, and organize ideas and information to write for an intended purpose and
audience;
2. draft and revise their writing, using a variety of informational, literary, and graphic forms and
stylistic elements appropriate for the purpose and audience;
3. use editing, proofreading, and publishing skills and strategies, and knowledge of language
conventions, to correct errors, refine expression, and present their work effectively;
4. reflect on and identify their strengths as writers, areas for improvement, and the strategies they
found most helpful at different stages in the writing process.
Oral Communication
Students will:
1. listen in order to understand and respond appropriately in a variety of situations for a variety of
purposes;
2. use speaking skills and strategies appropriately to communicate with different audiences for a
variety of purposes;
3. reflect on and identify their strengths as listeners and speakers, areas for improvement, and the
strategies they found most helpful in oral communication situations.
Media Literacy
Students will:
1. demonstrate an understanding of a variety of media texts;
2. identify some media forms and explain how the conventions and techniques associated with
them are used to create meaning;
3. create a variety of media texts for different purposes and audiences, using appropriate forms,
conventions, and techniques;
4. reflect on and identify their strengths, areas for improvement, and the strategies they found
most helpful in understanding and creating media texts.
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Social Studies Grade 4 – Canada and World Connections
Knowledge and Understanding
- explain the concept of a region
Inquiry/Research and Communication Skills
- use primary and secondary sources to locate information about natural resources
and their uses (e.g., primary sources: interviews, classroom visitors, class trips:
secondary sources: atlases, encyclopaedias and other print materials, illustrations,
videos, CD-ROMs, Internet sites)
Map, Globe, and Graphic Skills
- locate on a map community boundaries & adjacent communities within a region.
- use number and letter grids to locate places on base maps and road maps and in
atlases
Application
- compare two or more regions with respect to their physical environments and
exchanges of goods and services
Social Studies Grade 5 – Canada and World Connections
Map, Globe, and Graphic Skills
- construct and read a variety of maps, graphs, diagrams, and/or models to display
and interpret information for specific purposes
Social Studies Grade 6 – Canada and World Connections
Map, Globe and Graphic Skills
- use base maps and a variety of information sources to sketch the relative position
of places (e.g., location of trading partners)
- create maps using shading/colour to show details of physical characteristics of
regions (e.g., resources, agriculture, climate, elevations
- use special-purpose maps (e.g., contour maps, climatic maps, physical-features
maps) to find specific geographic information
- use latitude and longitude coordinates to locate some major cities and countries of
the world
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Social Studies Grade 7 – History – Conflict and Change
Inquiry/Research and Communication Skills
-construct and interpret a wide variety of graphs, charts, diagrams, maps and models to
organize and interpret information
Social Studies Grade 7 – Geography – Themes of Geographic Inquiry/Patterns in
Physical Geography
Overall Expectations
- use a variety of geographic resources and tools to gather, process and
communicate geographic information
Knowledge and Understanding
- identify and describe world landform patterns
- identify the characteristics of the three types of agriculture – subsistence,
commercial and specialized and the differing climate, topography and soil
conditions that are favourable to each type
Inquiry/Research and Communication Skills
- locate and use relevant information from a variety of primary and secondary
sources (e.g., primary sources: interviews, statistics, aerial photographs, satellite
images, live telecasts; secondary sources: maps, diagrams, illustrations, print
materials, videos, CD-ROMs, Internet sites)
Map, Globe and Graphic Skills
- create and use maps for a variety of purposes
Social Studies Grade 8 – History – Confederation
Inquiry/Research and Communication Skills
- construct and use a wide variety of graphs, charts, diagrams, maps and models to
organize and interpret information (e.g., a decision-making chart showing the
advantages and disadvantages of a certain issue)
- use a variety of primary and secondary sources to locate relevant information (e.g.,
primary sources: immigration posters, photographs of working conditions,
journals and diaries; secondary sources: print materials, videos, CD-ROMs,
Internet sites)
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Social Studies Grade 8 – Geography – Patterns in Human Geography/Migration
Overall Expectations
- use a variety of geographic representations, resources, tools and technologies to
gather, process and communicate geographic information about patterns in human
geography
Inquiry/Research and Communication Skills
- -locate relevant information from a variety of primary and secondary sources
(e.g., primary sources: interviews, statistics, aerial photographs, satellite images,
live telecasts; secondary sources: maps, diagrams, illustrations, print materials,
videos, CD-ROMs, Internet sites)
Map, Globe and Graphic Skills
- create and use a variety of maps for specific purposes (e.g., to show land use,
transportations routes, population distribution)
- use thematic maps to identify patterns in migration
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Materials needed:
Map of Ontario (provided)
Map of Afghanistan (National Geographic’s - “Afghanistan: Land in Crises” - Thematic
map available in hard copy and on line as an interactive map.
www.nationalgeographic.com/landincrisis/
Atlases
Lesson on Mapping
Introduction to mapping:
On a globe / world map, show where Afghanistan is in relation to Canada and the rest of
the world.
POPULATION; Canada - 33 million Ontario - 12, 500,000
Saskatchewan - 1,000,000
Afghanistan - 29,900,000
AREA; Ontario - 1,070,000 sq km Afghanistan - 652,000 sq km Alberta - 662,000 sq km
Saskatchewan - 652,000 sq km
Show the concentration of population in Ontario (along Great Lakes).
Looking at Afghanistan (on a map) show the lack of water and the concentration of
population settlement.
Look at the scattered population settlement in Afghanistan versus Ontario’s ribbon
formation.
Compare minerals, agriculture, natural resources, and infrastructure in Afghanistan to
Ontario.
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Activity:
Hand out questions or use an overhead.
1. Are the two maps at the same scale? How can you tell?
A) No, Afghanistan is 1 cm – 150 km & Ontario is 1 cm – 100km
2. How does Afghanistan compare in size to Ontario?
A) Ontario is bigger. Afghanistan is about the size of Saskatchewan
3. What is the distance from Toronto to Kingston? What is the distance from Kabul to
Mazar-e-Sharif? If you were a refugee, do you think it would be easy to walk from
one city to the other?
A) Both are approximately 300 km…open ended discussion – consider
climate, road conditions, food, water, danger, environmental factors, etc.
4. There is a large geographical feature called the “Hindu Kush” that lies between Kabul
and Mazar-e-Sharif. Do you know what it is? Do you know what it is used for?
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A) ItExercise
is the transportation link to
Map
1. Are the two maps at the same scale? How can
you tell?
2. How does Afghanistan compare in size to
Ontario?
3. What is the distance from Toronto to
Kingston? What is the distance from Kabul to
Mazar-e-Sharif? If you were a refugee, do you
think it would be easy to walk from one city to
the other?
4. There is a large geographical feature called the
“Hindu Kush” that lies between Kabul and
Mazar-e-Sharif. Do you know what it is? Do
you know what it is used for?
To which map does each box belong?
What is GDP?
_____________?
Area
652 090 sq km
(251 773 sq mi)
Population
28 717 000
_____________?
Area
907 655 sq km
(563 654 sq mi)
Population
12 687 000
Source: CIA
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for Women
in Afghanistan
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Want
more
information?
http://plasma.nationalgeographic.com/mapmachine/profiles/af.html
Lesson plans for Ontario Grades 4 – 6
www.w4wafghaneducation.ca
Additional Activities
My Afghan Friend: Imagine that you have a friend who lives in Afghanistan and that
you are pen pals. Write a letter to her or him and then write their reply.
Creative Writing: Read one of Deborah Ellis’ books (The Breadwinner, Parvana’s
Journey or Mud City) and write an additional chapter at the end of the book, telling what
happens to the characters based on what you know about them and about life in
Afghanistan.
Collage: Use pictures from old magazines (National Geographic is excellent) and make a
collage illustrating life in Canada on half of the page and life in Afghanistan on the other
half, perhaps using the middle section of the page to put things both countries/peoples
have in common.
Big Ideas for Writing Pieces and
Inquiry Research Projects
Art and Culture
Include: The history of the arts in Afghanistan; its destruction under the Taliban and the
present status of the arts: dance, live theatre, sculpture, paintings, celebrations,
entertainment, heritage, media/telecommunications
Describe a Day in the Life of an Afghan Child
Identify the location of his/her home and then compare his/her life to a day in your life in the past and presently.
Education and Schools in Afghanistan
Discuss the past, present and future of education: include the influence of the Taliban, the
warlords and religious laws.
Emerging Democracy
Discuss constitutional reform, formation of a new constitution, voting, and the election
process.
Evolution and Re-Evolution of Taliban
Effects on the people of Afghanistan
Free Speech: Canada vs Afghanistan
Examples: journalism, freedom of speech in parliament and under warlords
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Human Rights in Canada vs Afghanistan
Immigration and Emigration
Define the term refugee, both internal and external, and discuss refugee camps.
Landmines
How have they affected the people? Who put them in Afghanistan? Why? What are the
numbers in relationship to other parts of the world? What would be the methods and cost
to remove the landmines?
Life Expectancy in Afghanistan
How does it compare to life expectancy in Canada? List and discuss the differences and
the reasons for the differences.
Lives of Children
Discuss the differences in the roles of male and female children, their strife, education,
and play.
Males vs. Females in Afghanistan
Discuss the roles of males and females and how laws affect their freedom and human
rights.
Non Government Organizations - NGOs
Define and explain their locations, motives, purposes and the pros and cons of
accomplishments/lack of accomplishments.
Opium Production/Growing Poppies
Present Day Successes
Problems of Living in Towns, Cities and the Countryside
Include: Sanitation, Health, Utilities, Education
Religious Laws & Secular Societies
Interpret both and discuss their effects on residents, immigrants and faith practicing
individuals.
Role of PeaceKeepers
Role of Women in Afghanistan: Past and Present
The history of women’s roles including time periods prior to the Taliban, during the
Taliban & after the Taliban.
Role of the United Nations in Afghanistan
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Significant Historical Figures
Research and identify achievements and contributions of significant women, groups or
others in Afghanistan.
Example: Nazoo Anna, Dr. Sima Simar, Malalai Joya, RAWA
Strategic Location of Afghanistan
Transportation routes; importance of Khyber Pass
The Breadwinner – a novel by Deborah Ellis
Read this book and discuss bravery.
Give an example of a brave woman in Afghan society, past &present.
Warlords
Discuss the history of warlords and their present role in Afghan society in relationship to
ongoing warfare, tribal living, laws and religion.
Web connections
A lesson plan on the drought in Afghanistan:
http://www.nationalgeographic.com/xpeditions/lessons/01/g35/drought.html
A lesson plan on life as a refugee in Afghanistan:
http://www.nationalgeographic.com/xpeditions/activities/09/refugee.html
A page of Questions and Answers for kids and by kids, lesson helpers, activities and
other resources
http://teacher.scholastic.com/scholasticnews/indepth/afghanistan/kid_q_a.htm
Parvana, The Breadwinner Teachers’ Notes:
http://www.allenandunwin.com/Teaching/parvana.tns.pdf
Afghanistan: Land in Crisis Thematic Interactive Map:
http://www.nationalgeographic.com/landincrisis/
Book List
Ansary, Tamim. West of Kabul, East of New York: An Afghan American Story.
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Ahmedi, Farah and Tamim Ansary. The Story of My Life: An Afghan Girl on the Other
Side of the Sky.
Armstrong, Sally. Veiled Threat: The Hidden Power of the Women of Afghanistan.
Bernard, Cheryl. Veiled Courage: Inside the Afghan Women’s Resistance.
Brodsky, Anne E. With all our Strength.
Burke, Jason. Al Qaeda.
Chavis, Melody and Ermachild, Meena. Heroine of Afghanistan: the Martyr who founded
RAWA, the Revolutionary Association of Women of Afghanistan.
Chayes, Sarah. The Punishment of Virtue: Inside Afghanistan After the Taliban.
Crile, George. Charlie Wilson’s War: The Extraordinary Story of the Largest Covert
Operation in History
Cristofari, Rita and Follain, John. Zoya’s Story: An Afghan Woman’s Struggle for
Freedom.
Elliot, Jason. An Unexpected Light.
Ellis, Deborah. Women of the Afghan War.
Ellis, Deborah. Parvana’s Journey.
Ellis, Deborah. The Breadwinner.
Ellis, Deborah. Mud City.
Hosseini, Khaled. The Kite Runner.
Huntington, Samuel P. The Clash of Civilizations and the Remaking of World Order.
Kaplan, Robert D. Soldiers of God: With Islamic Warriors in Afghanistan and Pakistan.
Khadra, Yasmina (Moulessehoul Khadra real name). The Swallows of Kabul.
Kremmer, Christopher. The Carpet Wars: From Kabul to Baghdad.
Lamb, Christina. The Sewing Circles of Heart: A Personal Voyage Through Afghanistan
Latifa. My Forbidden Face: Growing Under the Taliban: A Young Woman’s Story.
Logan, Harriet. Unveiled: Voices of Women in Afghanistan.
Mehta, Sunita. Women for Women Afghanistan: Shattering Myths and Claiming the
Future.
Newby, Eric. A Short Walk in the Hindu Kush.
Pazira, Nelofer. A Bed of Red Flowers.
Rashid, Ahmed. Taliban.
Rashid, Ahmed. Jihad: The Rise of Islamic Fundamentalism in Central Asia.
Schultheis, Rob. Night Letters: Inside Wartime Afghanistan.
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Schwartz, Stephen. The Two Faces of Islam: Saudi Fundamentalism and Its Role in
Terrorism.
Seierstad, Asne. The Bookseller of Kabul.
Shah, Saira. The Storyteller’s Daughter.
Sulima, Hala and Batya Swift, Yasgur. Behind the Burqa: Our Life in Afghanistan and
How We Escaped to Freedom.
Film List
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Kandahar
Return to Kandahar
Osama
Five O’Clock in the Afternoon
Daughters of Afghanistan
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