Drawing the Line on Rights

Session Three

Assign quality of life factors.

• After students understand the procedure for identifying and justifying the point along a continuum at which a right to food occurs, invite them to turn their attention to other factors affecting quality of life. Divide students into as many groups as there are factors to consider and assign a factor to each group. Supply each group with a copy of the relevant continuum by creating your own or by using those listed below:

Shelter
Clean Water
Medical Care
Education
Free Time
Safety
Caring Adults.

To create additional continua for factors, you or your students may use copies of Draw the Line as a template. To write the descriptors, begin by describing the two polar positions and then describe the point equidistant from these poles. Finally, describe the two positions that are midway between the centre point and each of the poles.

Pose the critical question.

• Explain to students the critical question:

Justify the point at which people deserve the right to the identified quality of life factor.

Direct each group of students to follow the procedure modelled with the Food continuum when completing the activity sheets for their assigned factor. You might want students to use Web of Effects to web the range of direct and indirect consequences arising from the absence of their factor. Before students begin, it may help to review the rubric for assessing this activity found in Assessing the Continuum.