David Ocitti was just a boy when the rebels attacked his village, killing his father and forcing him to become a soldier in their brutal army. After surviving gunfire in a narrow escape, David finds his way home to northern Uganda, only to be rejected from friends and family. Years later, determined to help others avoid the same pain, David dedicates his life to reuniting rebel fighters with their families, some after over 20 years at war.

Peace justice

Peace, Justice and strong institutions

identify examples of human rights violations around the world (e.g., hate crimes, torture, genocide, political imprisonment, recruitment of child soldiers, gender-based violence and discrimination), and assess the effectiveness of responses to such violations (e.g., media scrutiny; government sanctions; military intervention; regional, national, and/or international tribunals;
boycotts; pressure from governments and/or NGOs)

B3.5 Rights and Responsibilities

analyse issues relating to the rights of women and children (e.g., child labour, birth control, access to education, economic independence of women), and assess the effectiveness of programs (e.g., programs that train women in the local community as teachers, programs that fund business opportunities for women, Child Soldiers Initiative, Make Poverty History) and organizations (e.g., World Vision, UNICEF, Save the Children, Plan International, Free the Children, Grameen Bank) that address these issues

E3.3 Continuing Challenges

analyse national and international responses to human rights violations in various parts of the world (e.g., policies and programs aimed at eliminating child labour, stopping the use of child soldiers, promoting the education of girls, preventing human trafficking)

E3.2 Human Rights and Quality of Life

explain key challenges relating to some specific issues of national and global political importance (e.g., Aboriginal land claims, climate change, protection of endangered species, loss of rainforest, food and water security, refugee crises, use of child soldiers or child labour, human trafficking, unfair trading practices, drug trafficking, violence against women, abuse of political power, privacy issues)

D2.1 Challenges and Strategies

 An Acholi Boy 

Discuss human rights violations and genocide, including the Ottoman government's actions against Armenian citizens.

SOC.10.WH.10.5.5

Analyze human rights violations and propose solutions to them

SOC.9-12.SS.WH.8.7.2

Analyzes recent human rights violations such as ethnic cleansing, child labor, and political oppression.

SOC.11.SS.11.3.17.a

Understand the causes, effects, and unique features of World War I (e.g., propaganda and nationalism in mobilizing civilian population to support the war; the nature of the war, including its mechanization, weaponry, and trench warfare; human rights violations and genocide; principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes; the impact of the war on civilization).

SOC.11.16.11.100

Analyze major United States foreign policy initiatives from 1981 to the present: Peoples of the Nation and World United States response to world wide human rights violations; Apartheid, Tianemmen Square, Women’s Issues

SOC.9-12.6.1.1.2.e

Explain the various roles of the United Nations (UN) such as maintaining international peace, enforcing international law, addressing human rights violations and solving international problems

SOC.9-12.2.C.1.a

Describe the response of the world community to human rights violations, including the response to apartheid in South Africa.

SOC.9-12.9.4.3.13.4

Analyze causes and patterns of human rights violations and genocide and suggest resolutions for current and future conflicts.

SOC.KCU.9-12.WH.5.PC.5.A

Examine instances of conflict, oppression, human rights violations, and genocide across the ancient world as well as responses to these violations.

H.SS.6-8.EWC.13

Examine instances of conflict, oppression, human rights violations, and genocide, as well as responses to these violations.

H.SS.6-8.WGGS.13

Examine occurrences of and reactions to oppression, human rights violations, and genocide.

H.SS.9-12.WH.14

Students will examine and analyze roles of perpetrators and bystanders in human rights violations in Cambodia, Rwanda, and Darfur in light of the principles and articles within the UN Universal Declaration of Human Rights.

SOC.10.10c.2

Students will explore efforts to address human rights violations by individuals and groups, including the efforts of Mother Teresa, Aung San Suu Kyi, and the Mothers of the Plaza de Mayo.

SOC.10.10c.4

Argue human rights violations and genocide, including the Armenian genocide in Turkey, through collaborative discussions.

SOC.9-12.W.27

assess the significance of public acknowledgements and/or commemoration in Canada of past human tragedies and human rights violations, both domestic and international (e.g., the Holocaust; the Holodomor; the Armenian, Rwandan, and Srebrenican genocides; the Chinese head tax; the Komagata Maru incident; Ukrainianand Japanese-Canadian internment; residential schools; the arrest of Viola Desmond; the demolition of Africville; forced relocation of Inuit families; suicide rates among Indigenous youth)

E3.3 Identity, Citizenship, and Heritage

describe ways in which individuals and groups attempt to address problems related to international economic activities (e.g., child labour, environmental degradation, human rights violations, copyright violations, poor working conditions), and assess their effectiveness

E2.4 International Economic Developments

analyse ways in which some social, economic, and/or political issues, events, and/or developments in its country or region of origin have affected the selected ethnic group in Canada (e.g., with reference to social/economic need in the country of origin and the role of remittances; war or political upheaval and the resultant arrival of new immigrants or refugees in the community in Canada; the organization of aid groups within the community in Canada in response to natural or human-created disasters abroad; pressure from the ethnic group for the Canadian government to respond to war, social upheaval, or human rights violations in the country/region of origin; divisions within the group in Canada reflecting divisions within the country of origin; acts of terror abroad and how they affect the ways members of a group are viewed in Canada)

E1.1 Social, Economic, and Political Issues

describe the legal instruments and procedures available for resolving complaints regarding human rights violations under the Ontario Human Rights Code, the Charter, and the Canadian Human Rights Act (e.g., tribunals, commissions, Charter challenges, government acknowledgement or apology, compensation)

C1.3 Human Rights

analyse examples of domestic laws and practices that violate or have violated human rights protected under international law or conventions (e.g., apartheid in South Africa; anti-LGBT laws in Uganda or Russia; anti-terrorism laws in Canada or the United States; laws restricting press freedom in China or Turkey; “disappearances” and/or torture of political opponents in Latin America; “honour killings” in South Asia; use of child soldiers in Africa; slave labour in various countries)

D3.4 Conflict and Cooperation

explain the political importance of some current local, national, and/or global issues (e.g., issues related to bullying in schools and/or cyberbullying, public transit, food security, substandard housing in some First Nations communities, water and/or energy conservation, disaster relief and/or development aid, working conditions in sweatshops, child soldiers, human rights abuses, climate change, the AIDS pandemic, violence against women, social and/or economic inequality)

B2.1 Issues of Political Importance

analyse responses of Canadian governments, non-governmental organizations (NGOs), and individual citizens to an economic, environmental, political, and/or social issue of international significance (e.g., how the federal government, different NGOs, business people, and individual consumers have responded to economic globalization; how different levels of government, health care workers, and individual citizens responded to the spread of H1N1 or SARS; how governments, development and human rights NGOs, and individuals, including students in their school, have responded to an issue such as a natural disaster in another region, child labour, child soldiers, climate change, or civil war and refugees)

Grade 6 . Application: Canada and
International Cooperation B1.2

describe the effects of unfair exploitation (e.g., black market sales, human trafficking, the drug trade, human rights violations, use of child labour, expropriation of land) on individuals and groups