The following activities are designed to stimulate a current events discussion. Generative in nature, these questions can be a launching point for additional assignments or research projects.

Teachers are encouraged to adapt these activities to meet the contextual needs of their classroom.

In some cases, reading the article with students may be appropriate, coupled with reviewing the information sheet to further explore the concepts and contexts being discussed. From here, teachers can select from the questions provided below. The activity is structured to introduce students to the issues, then allow them to explore and apply their learnings. Students are encouraged to further reflect on the issues.

Core Skill Sets:

These icons identify the most relevant core skills students will develop using this resource. Learn more about the WE.org Learning Framework at www.weday.com/weschools.

VOLUME 10 | ISSUE 19

CANADA’S NO FLY LIST—ALIENATING THE INNOCENTELEMENTARY RESOURCES

gNOTE TO EDUCATORS g

KEY TERMSAlienation—To be excluded from a group or activity that one should be a part of, made to feel like an outsider.

Terrorism—The use of violence to create widespread fear in order to achieve a political goal.

Radicalization—When a person comes to have extreme religious or political beliefs.

Biometric data—Physical traits like fingerprints and facial characteristics that can be used to accurately identify a person.

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BACKGROUND INFORMATION !• Throughout the 1960s, a Quebec separatist

organization, the Front de libération du Québec (FLQ), committed terrorist acts including bombings, leading up to the “October Crisis” in 1970, when the organization kidnapped a British diplomat and murdered a Quebec government minister. This led then-Prime Minister Pierre Trudeau to temporarily invoke the War Measures Act, deploying the army in Quebec and implementing martial law, which allowed police and the military to arrest anyone on suspicion of being involved with the FLQ even if they hadn’t committed a crime. Over 450 people were eventually arrested on suspicion of being involved in the FLQ. (Canadian Encyclopedia) !

• The worst terrorist attack in Canadian history was the 1985 bombing of an Air India flight from Montreal to Delhi by Sikh-Canadian terrorists. The bomb exploded while the plane was in the air over Ireland, killing 329 people, including 268 Canadians. (CBC) !

• Following the terrorist attacks on the United States on September 11, 2001, the Government of Canada passed the first Canadian laws intended to prevent terrorism. The law, Bill C-36, made terrorism a new

and separate crime under Canadian law, and made it illegal to engage in, financially support, or in any other way assist, terrorist activity. (Ottawa Citizen) !

• Bill C-36 – the Anti-Terrorism Act—also allows police to arrest anyone, even if they haven’t committed a crime, and hold them for up to 72 hours if they believe it will prevent an act of terrorism. (Ottawa Citizen) !

• In 2004, the Canadian government pass another law—the Public Safety Act—which created the “no-fly list.” This was a list of individuals who the government and security agencies believe might pose a risk to security if they were allowed to travel on airplanes. However, the list only has names and limited other information about suspected terrorists, so when people who have the same name as someone on the list try to board an airplane in Canada, they will also be prevented from flying until the airline contacts the government and gets them cleared. (Ottawa Citizen)

Syed Adam Ahmed’s parents snapped this photo of the warning message at the airport check-in counter after 6-year-old Syed was the victim of mistaken identity by Canada’s anti-terrorism no-fly list. Photo source: Sulemaan Ahmed.

THEMES AND COURSE CONNECTIONS • Themes: Advocacy, Global Issues, Local Issues, Human Rights,

Politics, Reflection • Course Connections: Language, History, Social Studies ! MATERIALS • Front board • Student journals or note paper • Writing utensils ! SPECIFIC EXPECTATIONS AND LEARNING GOALS Students will: • Develop and express responses to issues and problems. • Reassess their responses to issues on the basis of new

information. • Participate in active group work and class discussions. • Communicate effectively in writing, orally or visually. • Demonstrate the ability to think critically. • Develop, express and defend a position on an issue. ! MAP IT Have students locate the different regions mentioned in the article to gain an understanding of the expanse and involvement of this issue.

• Markham, Ontario • United States !! DISCUSS

1. How does the Global Voices title, “Alienating the innocent” relate to the article?

2. What do you know about the no-fly list? In your own words describe the no-fly list.

3. Does additional screening for children like Syed, who has the same name as someone on the no-fly list make sense? Why or why not?

4. Do you think the no-fly list is a good security measure to keep Canadians safe? Explain.

5. What kind of security measures exists in your community !! DIVE DEEPER !Begin by holding a class discussion using the following questions:

• What comes to mind when you hear the word “security?”

• Have you been through airport security?

• If airport security didn’t exist, would you feel safe flying? Why or why not. !!!!!!!!!!

Explain to students that the no-fly list was introduced by the Canadian government during a time when threats of terrorism in Canada and around the world were high. It includes the name, date of birth and gender of any person who the Minister of Public Safety suspects will pose a threat to airport security or has suspected ties to terrorist groups. !Show the following video:

• Canadian kids on the no-fly list (2:37 min.)- https://youtu.be/j0fipi8KP2Q !

After watching the video, ask students:

• How can classifying Canadian children such as Syed as a security risk affect them in the future? Do you think it can affect their confidence or sense of belonging?

• How would you feel if you were in Syed’s shoes?

• Have you or any of your family members ever been excluded because a situation beyond your control? How did that feel?

• What can you do in your community to make others feel included?

• Who is responsible for creating an inclusive society? How do we benefit from living in an inclusive society?

!Write the quotes below on the board. Remind students that the quotes are statements made from the parents of Syed Ahmed and Sebastien David and can be found in the Global Voices article.

• “We don’t want him to grow up feeling like he’s under suspicion for the rest of his life.”

• “We feel like second-class citizens because of this.”

• “I’m so glad our son is too young to know what’s going on. He’s Canadian through and through, but this will make him feel like an outsider.” !

Give the class a few minutes to read through each statement. Then ask students:

• What is a “second-class citizen?”

• What feelings are being expressed in these statements?

• What messages are the parents trying to convey? !Ask students to choose one of the statements and write a personal reflection. Encourage students to include their opinions, thoughts, questions and feelings about the statement.

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