The Ontario 
Grade 10 Civics 
Curriculum 
The Ontario 
Grade 10 Civics 
Curriculum 

contents 


Section one: 

Introduction, History and Future Directions of Organ and Tissue Donation and Transplantation 4 
Activity One: The Role of Participatory Citizenship 5 
Activity Two: Understanding Levels of Government 11 
Connections to the Curriculum Expectations: 15 

Section two: 

The WorldÕs Youngest Multi-Organ Recipient Inspires Others: the Sarah Marshall Story 18 
Activity 1: Active Citizenship 18 
Activity 2: Creating a Health Care Rights List 23 
Connections to the Curriculum Expectations: 27 

Section three: 

Protecting the Precious Gift: The Rizwana Ramzanali Story (Kidney-Pancreas Recipient) 30 
Activity 1: How Do Citizens Acquire Freedom? 31 
Activity 2: Creating a Bill of Health 35 
Connections to the Curriculum Expectations: 39 

Section four: 

Liver Transplantation: Too Many Recipients For Too Few Organs 42 
Activity 1: Government Announcements and Notices 43 
Activity 2: Case study: Chris and Angela 47 
Connections to the Curriculum Expectations: 51 

Section five: 

Living Donation: A boy named Lucas and a Stranger 54 
Activity 1: The Responsibilities of Citizens 55 
Activity 2: The Responsibilities of Citizens 59 
Connections to the Curriculum Expectations: 63 

Section six: 

Advances in Lung Transplantation: The Brandon Gibson Story 66 
Activity 1: Government Accountability 67 
Activity 2: Citizen Awareness 71 
Connections to the Curriculum Expectations: 75 

Section seven: 

Jason Case Study and Donor Family Stories 78 
Activity 1: Issue of consent 79 
Activity 2: How to Amend a Law 83 
Connections to the Curriculum Expectations: 87 

Section eight: 

The World of Bone, Cornea and Skin Donation and Transplantation. 90 
Activity 1: Fires and Burn Victims 91 
Activity 2: Bone, Tissue and Cornea activities 95 
Activity 3: The Role of NGOs 99 
Connections to the Curriculum Expectations: 103 

Section nine: 

Religious and Ethical Perspectives on Organ and Tissue Donation 106 
Activity 1: Ethical and Religious understandings 107 
Activity 2: A CitizensÕ Council 111 
Connections to the Curriculum Expectations: 115 

No. 1 Sample Unit of Civics Curriculum 
Multi- media presentations 117 

No. 2 Sample Unit of Civics Curriculum 
Creating a Portfolio 121 


CURRICULUM 
One Life... 
Many Gifts 
The Civics course explores what it means 
to be a knowledgeable, participating 
citizen in a democratic society and is 
organized into the following three strands: 
informed citizenship, purposeful citizenship 
and active citizenship. 
2 
CURRICULUM 
One Life... 
Many Gifts 
The Civics course explores what it means 
to be a knowledgeable, participating 
citizen in a democratic society and is 
organized into the following three strands: 
informed citizenship, purposeful citizenship 
and active citizenship. 
2 

Active Citizenship...AC 

Students need to learn basic civic literacy skills and have opportunities 
to apply those skills meaningfully, by participating actively, in the civic 
affairs of their community. Civic literacy skills include skills in the areas 
of research and inquiry, critical and creative thinking, decision making, 
conflict resolution, and collaboration. Full participatory citizenship 
requires an understanding of practices used in civic affairs to influence 
public decision making. 

Informed Citizenship...IC 

An understanding of key civics questions, concepts, structures, and 
processes is fundamental to informed citizenship. In a diverse and 
rapidly changing society that invites political participation, the 
informed citizen should be able to demonstrate an understanding of 
the reasons for and dimensions of democracy. 

Purposeful Citizenship...PC 

It is important that students understand the role of the citizen, and 
the personal values and perspectives that guide citizen thinking and 
actions. Students need to reflect upon their personal sense of civic 
identity, moral purpose and legal responsibility Ð and to compare 
their views with those of others. They should examine important civic 
questions and consider the challenges of governing communities in 
which contrasting values, multiple perspectives, and differing 
purposes coexist. 

The activities provided here support the three strands and provide 
ideas for teachers to use in the civic course. Each activity (there are 
two per story) involve research and discussion, as well as action steps. 
Specific expectations are linked to the three strands. All activities focus 
on the importance of organ and tissue donation in Ontario and tie 
directly into the focus of responsible citizenship. 



Section One: 

History andFunctions 
of Organ andTissue Donation 
and Transplantation 

4 


Activity 1 


5 

The Role of 
Participatory
Citizenship 


How do concerned citizens advocate 
for changes to government policies? 

What if those concerns relate to health policies? 

One LifeÉMany Gifts discusses the importance of donating organs 
and tissue for those in urgent need. Many citizens of Ontario were 
actively involved with the government health policies to develop 
increased awareness about organ and tissue donation. 
The Trillium Gift of Life Network was created in December 2000 by 
the Ontario Government and assumed the role of OntarioÕs central 
organ and tissue donation agency with the challenge to significantly 
increase organ and tissue donation across the province. The Trillium 
Gift of Life Network along with the Multi-Organ Transplant Program 
at London Health Sciences Centre and the Kidney Foundation 
of Canada are working together to increase the knowledge and 
understanding about donation and the success of transplantation. 


FOR 
TEACHERSFOR 
TEACHERS
know what to learn 


what they know: 

Before watching the DVD, discuss with the class what they know 
about organ and tissue donation. Ask the class to do the Student 
Questionnaire found in the introduction package. Collect the 
questionnaire without providing the correct answers. 

what they want to learn: 

Ask the students what they would like to know about organ 
and tissue transplantation/donation and the role of citizens, 
governments and health care providers. 

what they have learned: 

Provide answers to the Student Questionnaire. Have the students 
read the answers out loud to each other in class. Students can then 
watch the DVD One LifeÉ.Many Gifts. Discuss with the class how 
the DVD and the Questionnaire have altered their knowledge and 
understanding about organ and tissue transplantation/donation. 


what you know: 


FOR 
STUDENTS
what you want to learn: 


what you have learned: 


8 



exploringthe issues 
exploringthe issues 
Watch the DVD One LifeÉMany Gifts. After the viewing, 
have students work in small groups to discuss the key 
challenges facing patients in urgent need of organs that 
were presented in the film. Have a class discussion about 
why it is important that citizens create forms of information, 
like posters or flyers, when they want government policies 
to be communicated within their communities. 

Brainstorm different ways of 
communicating with the public 
to advocate for change. 
9 

over to you: 


1 
In a small group discuss the following questions: 
a) What were the challenges for the families, friends, physicians and doctors? 
b) What story moved you the most? Explain your choice to a partner. 

2 Working with a partner, do online research about the Trillium Gift of Life Network 
(TGLN) at www.giftoflife.on.ca Research and answer the following questions: 

What does TGLN do? What would you like to see added to TGLNÕs mandate? Write a 
public service announcement (PSA) aimed at people aged 16-25 describing TGLNÕs mission 
and work. Compare your announcement with others and discuss what makes the differing 
PSAs effective; or how they could be improved. 

3 
Working with a partner, make a list of the reasons why educating the public 
about organ and tissue transplantation/donation is an extremely important 
activity for the government. 

4 Working with a partner, design and create a poster for your school that presents the 
story of an organ or tissue recipient and/or donor. Include the following on your poster: 
a) information from The Trillium Gift of Life Network site 
b) the support for organ and tissue donation by well-known people in your 
community or the province who have been the recipients of organ or tissue 
transplants, have been donors, or who have demonstrated their support for 
organ donor foundations. 
c) information on ways for people to register: Today, you can register your consent 
at an OHIP office when you renew or register for your health card. If people have 
the red and white card or have recently renewed their health cards and did not 
consent to donate, they can go directly to The Trillium Gift of Life Network 
website (www.giftoflife.on.ca) and download a Gift of Life Consent Form, fill it 
out and mail it in to the address on the form. 

5 You want to reach out to your community in order to share your knowledge about 
organ and tissue transplantation/donation so that the community can become more 
aware of the necessity of registering their consent to have their organs and tissue 
donated and talking to their families about their intentions. 

6 Find out about community events by looking in local papers or going online to your 
community networks. Take your class posters to a local community event which often 
takes place in local libraries, local schools and local community centres so that you can 
broaden the education base about the importance of organ/tissue donations. 

7 
Post your posters online and/or send your poster to interested organizations in your 
community. You can also display your posters at school and invite the community to 
attend a poster showing. Ask for feedback so that you can expand the posters to make 
them more effective. 


Activity 2 




UnderstandingLevels of 
Government 

The level of government that deals with 
health care is provincial but the federal 
government provides transfer payments 
to the provinces. Many organizations then 
decide in what ways the federal transfer 
payments can be best used in each province. 


exploringthe issues 
exploringthe issues 
1 
Have the students go online to www.health.gov.on.ca/en/public/programs/ohip/ and 
examine the Ontario Health Insurance Plan (OHIP), which is a government-run health 
plan for the province of Ontario. OHIP is funded by taxes paid by the residents and 
businesses of Ontario and by transfer payments from the federal government. 

2 
Go to the frequently asked questions page. Have the class find the question which 
addresses organ and tissue donation. The OHIP online site states that ÒOne organ 
and tissue donor can save up to eight lives and enhance as many as 75 more.Ó Ask the 
students to talk to a partner about the implications of this statement. Then have 
them share their interpretations with a large group. 

3 The site also explains how to register your consent to donate. Explore the contents 
of this section with the students to ensure that they are aware that if you are 16 
years of age or over, you can register your consent to donate your organs 
and/or tissue upon your death. Students may choose to 
complete a Gift of Life Consent Form -Organ and Tissue Donor 
Registration and submit it to ServiceOntario but that 
should be entirely at their discretion. No pressure 
should be exerted to have students fill in their form. 
The purpose of the curriculum is to provide 
information so students can make their own 
decisions. You may also want to refer to the 
section of the One LifeÉMany Gifts DVD 
that deals with registration. 
13 

over to you: 
14 
The Ontario Health System Improvements Act, 2007 states that the Ògovernment has passed 
new legislation that will make the health care system more responsive to the needs of the 
public by strengthening and supporting health professionals and the various programs and 
services that make up our health care system.Ó 
1 In a small group, discuss the ways that citizens can work together to increase the 
availability of organs and tissue for people living in Ontario. 
2 List the ways in which the government is currently helping achieve this goal. 
3 In your small group, create a 
mind map to display your 
findings from your work on 
activities #1 and #2. 
(A mind map is a diagram 
used to represent words or 
ideas linked to other words 
or ideas and arranged 
around a central key word). 
In the centre of your mind map 
put the words: 
Organ and tissue donation. 
4 In the small groups, discuss if the donor site and access to the consent forms are 
easy to access online and easy to submit. Write a group statement explaining 
how the consent forms are helping the citizens of Ontario take an active part in 
the governmentsÕ support of organ and tissue donation. 
5 Working with a partner write a letter or send an email to the Trillium Gift of Life 
Network (TGLN) and express your ideas about how to further increase 
awareness about the importance of organ and tissue donation in Ontario. 
Include in your letter or email the ways in which you would be willing to be active 
in helping people learn more about saving lives through donation. 
over to you: 
14 
The Ontario Health System Improvements Act, 2007 states that the Ògovernment has passed 
new legislation that will make the health care system more responsive to the needs of the 
public by strengthening and supporting health professionals and the various programs and 
services that make up our health care system.Ó 
1 In a small group, discuss the ways that citizens can work together to increase the 
availability of organs and tissue for people living in Ontario. 
2 List the ways in which the government is currently helping achieve this goal. 
3 In your small group, create a 
mind map to display your 
findings from your work on 
activities #1 and #2. 
(A mind map is a diagram 
used to represent words or 
ideas linked to other words 
or ideas and arranged 
around a central key word). 
In the centre of your mind map 
put the words: 
Organ and tissue donation. 
4 In the small groups, discuss if the donor site and access to the consent forms are 
easy to access online and easy to submit. Write a group statement explaining 
how the consent forms are helping the citizens of Ontario take an active part in 
the governmentsÕ support of organ and tissue donation. 
5 Working with a partner write a letter or send an email to the Trillium Gift of Life 
Network (TGLN) and express your ideas about how to further increase 
awareness about the importance of organ and tissue donation in Ontario. 
Include in your letter or email the ways in which you would be willing to be active 
in helping people learn more about saving lives through donation. 

15 
CONNECTIONS 
to the 
Curriculum 
Expectations: 
15 
CONNECTIONS 
to the 
Curriculum 
Expectations: 

The Civics course explores what it means to be an informed, 
participating citizen in a democratic society. The Civics course 
is organized into the following three strands and Expectations 
are listed under these three categories: 

Active Citizenship....AC 

1 
demonstrate an ability to effectively use strategies within the 
inquiry process when studying questions of civic importance in 
their school or local community 

2 demonstrate an ability to work collaboratively and productively 
with others when researching civics topics in their community 

3 
demonstrate an understanding of the ways in which individual 
citizens can obtain information and explanations or voice 
opinions about important civic matters 

Informed Citizenship...IC 

1 
demonstrate an understanding of the important role played 
by regulatory and adjudicative (quasi-judicial) agencies in our 
democratic society when resolving issues and disputes between 
individuals and groups, and between individuals or groups and 
government 

2 examine and describe the roles played by elected 
representatives and interest groups in the political process 
(e.g., lobbying) 

3 
identify similarities and differences in the ways power is 
distributed in groups, societies, and cultures to meet human 
needs and resolve conflicts (e.g., in families, classrooms, 
municipalities) 

4 explain what it means to be a citizen in diverse political 
communities 

Purposeful Citizenship...PC 

1 
describe and assess the contributions that citizens and citizensÕ 
groups make to the civic purposes of their communities 

2 explain how democratic beliefs and values are reflected in 
citizen actions 

ACV 

1 
demonstrate an ability to research questions and issues 
of civic importance, and to think critically and creatively about 
these issues and questions 



THE WORLDÕS YOUNGEST 
MULTI-ORGAN RECIPIENT 
INSPIRES OTHERS 
THE SARAH MARSHALL STORY SAraHSAraH

Section Two: 

The WorldÕs 
Youngest 
Multi-Organ 
Recipient Inspires 
Others: the Sarah 
Marshall Story 

Sarah Marshall is in the Guinness World 
Records book as the worldÕs youngest 
recipient to receive a multi-organ transplant. 
In 1997, she required the following organs 
in order to survive: a liver, bowel, 
stomach and pancreas. 

Activity 1 

Active Citizenship 


exploringthe issues 
exploringthe issues 
1 Have students get into pairs and do online 

research about the Guinness World Records, 

www.guinnessworldrecords.com/ 

especially those stories related to children. 

2 Have students discuss the ways in which 
SarahÕs story is unique. Ask the question: 
In what ways is SarahÕs story similar 
to other health challenges facing 
children around the world? 
In what ways is SarahÕs 
story unique? 
19 

over to you: 


1 
Write a speech about Sarah, to recognize the cooperative work of 
the donors, doctors and health care system, who made this entire 
remarkable story possible. 

2 Explain in your speech how the whole community: donors, doctors, 
the health care system and Sarah and her family were part of this 
historic story. Explain in the speech how working together resulted in 
a positive outcome. 

3 
After your speech is completed, send a copy to the local paper. This 
will further support efforts to educate the community about the vital 
importance about organ and tissue donation. 

4 Find the names of your local public officials in both the municipal 
and provincial governments and send a copy of your speech to them. 
Remember that letters to public officials need to be addressed 
properly. e.g. The Honourable (members of Parliament) Your Worship 
(for Mayors) and Councillor (for City Councillors) 

5 
Send a copy of your speech to Sarah through the 
Trillium Gift of Life Network. 

6 You may also choose to take on one of the roles of the many people 
involved in making SarahÕs story have a positive outcome. To do this, 
use this RAFT. 


FOR 
TEACHERSFOR 
TEACHERS
RAFT 


role: 

Take a role for your speech. You can be Sarah, her parents, 
the health practitioners, donors or other involved people 

audience: 


Be sure to know your target audience in order to frame 
your speech 

format: 

Prepare a beginning, middle and end to your speech. 
Decide if it will be formal or informal and/or persuasive 

theme: 

The main theme is to recognize the many people who 
actively helped Sarah gain better health 


Connections 

to the 

Curriculum 

Expectations: 


Active Citizenship....AC 

1 
demonstrate an ability to research questions and issues of 
civic importance, and to think critically and creatively about 
these issues and questions 

2 communicate their own beliefs, points of view and informed 
judgements, and effectively use appropriate discussion skills 
(e.g., persuasion, negotiation) 

Purposeful Citizenship...PC 

1 
articulate clearly their personal sense of civic identity and 
purpose, and understand the diversity of beliefs and values of 
other individuals and groups in Canadian society 

2 describe and assess the contributions that citizens and citizensÕ 
groups make to the civic purposes of their communities 



Activity 2 




Creating aHealth Care 
Rights List 

How would your rights as Canadians be impacted 
by the availability of organs and tissue should you 
become ill and urgently require a transplant? Find out 
your Ontario rights to access excellent health care. In 
what ways are these human rights? Discuss the ways 
in which human rights are linked to rights to access 
to appropriate/necessary health care. 


exploringthe issues 
exploringthe issues 
1 
Ask students what they know about the Canadian Health Care System. 
How is our system different than other countries around the world? 
Have the class do online research to health care systems around 
the world. Students might want to go to sites such as United Nations 
Educational, Scientific and Cultural Organization (UNESCO), or the 
World Health Organization (WHO) or the United Nations (UN). At the 
United Nations site the students can examine the Universal Declaration 
of Human Rights. 

2 
After doing research and examining the various world health policies 
ask the students to get into small groups and make a list of the rights 
of citizens to access the best heath care. Ask students to determine the 
fundamental principles that relate to access to good health care for 
all. In what ways do these principles highlight the responsibility among 
citizens in a community? 

3 Have students make a short presentation of their findings. 
Each group can be responsible for a different international 
organization or institution on human rights and 
some groups can present the health policies 
of different countries. Be sure to 
have one group include the 
health policies in Canada. 
25 

over to you: 


1 
Invite a representative from the Trillium Gift of Life Network or the 
nearest hospital or transplant program to your school to discuss ways 
in which governments and citizens can work together to ensure that 
all citizens receive the organ and tissue transplants they need. You 
can go to the various websites to send your request. You might be able 
to have the representative speak to your class over SKYPE. 

2 Sarah is a centerpiece for organ and tissue donations. Her rights to 
good health were supported by the Trillium Gift of Life Network. In 
small groups, make a collage that demonstrates how SarahÕs story of 
survival exemplifies the Ontario health rights of all children. 

3 
Send your collage work, along with a letter to your Member of Provincial 
Parliament (MPP) in your community. Tell them how important it is 
that they continue to support organ and tissue donation and ask them 
to write to you and express the ways they are working to ensure the 
rights of children in Canada to obtain the best health care. 

4 
You may also decide to create a multi-media presentation. 


27 
CONNECTIONS 
to the 
Curriculum 
Expectations: 
27 
CONNECTIONS 
to the 
Curriculum 
Expectations: 

Active Citizenship....AC 

1 
demonstrate an ability to contribute to a positive climate in 
group settings (e.g., respect rights and opinions of others, 
accept personal responsibility for group duties, provide 
leadership when appropriate, encourage others to participate) 

2 demonstrate an ability to work collaboratively and productively 
with others when researching civics topics in their community 

Informed Citizenship...IC 

1 
research and report on the elements of democratic decision-
making (e.g., rights and responsibilities of citizens, rule of law, 
common good, parliamentary system, majority rule, rights of 
minorities). 

Purposeful Citizenship...PC 

1 
articulate clearly their personal sense of civic identity and 
purpose, and understand the diversity of beliefs and values of 
other individuals and groups in Canadian society 

2 demonstrate an understanding of the challenges of governing 
communities or societies in which diverse value systems, 
multiple perspectives, and differing civic purposes coexist. 



Rizwana

Section Three: 

Protecting the 
Precious Gift: 
The Rizwana 
Ramzanali Story 

(Kidney-Pancreas Recipient) 


Diabetes is a major health care concern for citizens living in Canada. More than 3 million 
Canadians (that is one tenth of the population) have diabetes. Many children and 
adolescents are diagnosed with Type 1 diabetes, which occurs when the pancreas is 
unable to produce insulin. Insulin is a hormone that controls the amount of glucose in 
the blood. Approximately 10 per cent of people with diabetes have Type 1 diabetes. This 
was the health crisis which faced Rizwana Ramzanali when she was only 9 years old. She 
had to make many major adjustments to her life, including taking needles twice daily. 
By the time she was a young adult with a small child, she had developed kidney failure. 
She was desperate for a transplant. After she received a transplant, she was discharged 
from the hospital and was able to lead a normal life with her family. The organ donation 
allowed her to regain her Òfreedom,Ó not be dependent on daily needles or dialysis. 
In this case, Rizwana acknowledges that good health gave her freedom. 


Activity 1 


31 

How do 
CitizensAcquireFreedom 


exploringthe issues 
exploringthe issues 
1 Ask students to work in a small group to discuss what it 
means to have freedom. Have students discuss: In what 
ways are our individual freedoms impacted by the freedoms 
of the community? What laws in Canada allow for us to 
enjoy freedoms? What laws express individual freedoms and 
what laws speak to the freedom of the larger community? 

2 Have students go online and examine the Charter of 
Rights and Freedoms. Canadians rights are protected in this 
document. The guaranteed rights and freedoms include 
a number of fundamental, democratic 
and legal rights. Under legal rights, 
the charter states that Òeveryone 
has the right to life, liberty 
and security of the person.Ó 
Have students discuss in 
small groups how this relates to 
access to health care. 
33 

over to you: 


1 
Working in a small group, write the following statement on a piece of 
paper: ÒHaving rights in a society also includes having responsibilities.Ó 

2 Each person in the group writes a sentence below the statement ÒHaving 
rights, in a society, also includes having responsibilities,Ó that provides 
an example to support the statement. Be sure to include an example 
about health care. 

3 
Brainstorm and record ways Canadians can take an active part in 
promoting good health and supporting health improvements in the 
lives of others 

4 Have a class debate. Debate this topic: It is a governmentÕs 
responsibility to ensure all citizens receive the best health care. 
You will need to take a position: yes or no. 

5 
You should include an examination of the role of individuals 
and communities. 

6 Learn how to do a proper debate. Do research, prepare your defense and 
a rebuttal, and be prepared to defend your position. Debates often work 
best when you work in groups to prepare your arguments. 

7 
To help you think about the beliefs and issues related to the above 
debate about government responsibilities for health care, you can also 
create scenarios with fictional people whose situations resemble the 
case studies/narratives you have read. 


Activity 2 


35 

Creating a 
Billof Health 


exploringthe issues 
exploringthe issues 
1 
Learn the steps to take to create a health bill in Ontario. 
As a class, read and discuss the stages a bill must go through 
before becoming law. 

2 Bills must be introduced during routine proceedings. 
A minister or member of the provincial parliament can move 
a motion asking permission of the house to introduce a bill. 

3 
A bill number is given to the bill. 

4 There are first and second readings. 
5 Amendments are allowed during second readings. 
6 A committee is created which examines the bill. 
7 The committee creates a report which is provided to the House. 
8 There is a third reading. 
9 A bill must be voted on and passed. 
It has to go through a number of chambers, 
and receive final consent before it becomes law. 
37 

over to you: 


1 
Work in partners to write a new section for your own bill of health! 

2 Provide a name for your new section such as The Best Health Bill 
for All Ontarians. 

3 
When writing the new section, answer the following questions: 
In what way will this section address the need for organ and tissue 
donations in Ontario? 

4 Be sure to explain how your new section can ensure that citizens with 
urgent health needs for organs and tissues will have their needs 
addressed so that they can be on the road to good health as quickly 
as possible. 

5 
Refer to the Religious and Ethical Booklet in the One LifeÉMany Gifts 
Curriculum for issues that you might want to consider in your new 
bill section. 

6 Look at the Canadian Charter of Rights and Freedoms to find 
further material. 

7 
Compare your new section with another groupÕs and make revisions 
based on your discussion. 

8 Once completed, post your work in the classroom or somewhere in the 
school for others to see and invite comments on the new section from 
interested students and teachers. 


39 
CONNECTIONS 
to the 
Curriculum 
Expectations: 
39 
CONNECTIONS 
to the 
Curriculum 
Expectations: 

Active Citizenship....AC 

1 
demonstrate an ability to effectively use strategies within the 
inquiry process when studying questions of civic importance in 
their school or local community 

2 analyze approaches to decision-making and conflict resolution 
that can affect their own lives 

3 
demonstrate an understanding of the ways in which individual 
citizens can obtain information and explanations or voice 
opinions about important civic matters 

Informed Citizenship...IC 

1 
research and report on the elements of democratic decision-
making (e.g., rights and responsibilities of citizens, rule of law, 
common good, parliamentary system, majority rule, rights 
of minorities) 

Purposeful Citizenship...PC 

1 
compare the varied beliefs, values, and points of view of 
Canadian citizens on issues of public interest (e.g., privacy, 
reducing voting age, freedom of information) 

2 analyze a current public issue that involves conflicting beliefs 
and values, describing and evaluating the conflicting positions 

3 
describe how their own and othersÕ beliefs and values can 
be connected to a sense of civic purpose and preferred types 
of participation 

4 explain how democratic beliefs and values are reflected in 
citizen actions 



Janet

Section Four: 

Liver 
Transplantation: 
Too Many 
Recipients For 
Too Few Organs 

Janet Brady faced liver failure when she was a young 
mother of two small children. She went on a waiting 
list for an organ and waited almost a year before a 
liver became available for her. Her health deteriorated 
significantly during this time. She was fortunate to 
receive an organ, but many others are not as fortunate 
and die waiting each year. 


Activity 1 


43 

Government 
Announcements 
and Notices 

44 



exploringthe issues 
exploringthe issues 
1 Have students use the following questions to engage in a group 
or class discussion. 

a) 
How do citizens learn about government policies? 

b) 
How do citizens find out the options available to them when it 
comes to their own health or the health of their family? 

c) 
What obligations do governments have in informing citizens 
about health care policies? 


d) How do citizens learn about new health policies, many of which 
may affect their own immediate needs or the needs of their family 
or friends? 

2 Have students research online and in the library about the ways government 
departments inform citizens about health care issues, such as through public 
policy announcements or pamphlets. Citizens can also go to government 
websites to view these documents. 
3 In small groups, brainstorm how governments can reach a broader audience 
in order to inform citizens of important initiatives such as organ and tissue 
donation. What steps should governments take to reach a larger number 
of citizens? 
4 Go to the Trillium Gift of Life Network website and examine how the 
Ontario government informs citizens about organ and tissue donations. 
45 

over to you: 


1 Create a health care policy announcement or notice. 
2 In small groups or with partners, design an awareness announcement 
or notice related to liver disease and the urgent need for liver 
donations and living donors. This was the issue facing Janet. 

3 
Address the following points in your liver disease policy notice. 
a) Causes of liver disease. 
b) Liver disease as a result of a personÕs lifestyle. 
c) Steps you can take to avoid liver damage. 
d) Government and community responsibilities. 
e) IndividualsÕ obligations. 
f) Ways in which schools provide important opportunities 

to educate on these issues. 
g) Students may decide to make an awareness announcement 
related to another organ. 
4 You may decide to feature another organ or tissue. Refer to the 
booklets in the One Gift É Many Gifts curriculum documents to 
decide on another organ and to find material. 
5 Class groups may also decide to feature different organs and 
tissue information in the awareness notices, so that all are areas 
are addressed. 


Activity 2 




Case study:
Chris and 
Angela 

Canada has one of the best health services systems in the world. 
Canadians, however, are often faced with serious challenges in 
maintaining the best possible state of health. This is the challenge 
for both Chris and Angela. Chris is 19 years old and experienced 
a health crisis as a result of his involvement with drugs at a 
party. He required a liver transplant in order to survive. Angela 
is a mother who contracted hepatitis C as a result of a blood 
transfusion when she was 18 years old as a result of a car accident. 
Both need a transplant. In the end, they were both able to acquire 
a donor and have transplant surgery. 


exploringthe issues 
exploringthe issues 
1 
Have students use the following questions to engage in a group 
or class discussion. 

a) How do citizens learn about government policies? 

b) How do citizens find out the options available to them when it 
comes to their own health or the health of their family? 

c) What obligations do governments have in informing citizens 
about health care policies? 

d) How do citizens learn about new health policies, many of which 
may affect their own immediate needs or the needs of their 
family or friends? 

2 Have students research online and in the library about the ways 
government departments inform citizens about health care issues, such as 
through public policy announcements or pamphlets. Citizens can also go to 
government websites to view these documents. 
3 In small groups, brainstorm how governments can reach a broader audience 
in order to inform citizens of important initiatives such as organ and tissue 
donation. What steps should governments take to reach a larger number 
of citizens? 
4 Go to the Trillium Gift of Life Network website and examine how the 
Ontario government informs citizens about organ and tissue donations. 
49 

over to you: 


1 
Working with a partner, check The Trillium Gift of Life Network website 
to discover how organs in Ontario are allocated. Write a note which 
explains three criteria used to make these decisions. With a partner, 
discuss possible reasons behind this policy and write the reasons 
on chart paper. 

2 Working in a small group, role play the positions of the different 
professionals on the transplant team who had to decide which patient 
would receive the first available liver. (Your teacher will provide you 
with information on the role of the Transplant Team) 

3 
Based on the results of the chart work, and discussions about issues 
related to maintaining good health, write a summary of your findings 
which demonstrate the different aspects of maintaining good health. 
Include comments related to avoiding drugs. 

4 Brainstorm ways in which to engage other students in your school 
about Youth Drug Prevention Programs. 

5 
Your class can organize a school assembly about the potential 
consequences of drug use. Invite a speaker from a Youth Drug 
Prevention Program in your community to speak with the students 
in your school about the health dangers of drug use. Use the story 
about Chris and others in your assembly. It is important to point out 
that ChrisÕ situation was unusual but there are ways to protect the 
health of our bodies. 


51 
CONNECTIONS 
to the 
Curriculum 
Expectations: 
51 
CONNECTIONS 
to the 
Curriculum 
Expectations: 

Active Citizenship....AC 

1 
communicate their own beliefs, points of view, and informed 
judgements, and effectively use appropriate discussion skills 
(e.g., persuasion, negotiation) 

2 demonstrate an ability to work collaboratively and productively 
with others when researching civics topics in their communities 

3 
demonstrate an understanding of the ways in which individual 
citizens can obtain information and explanations or voice 
opinions about important civic matters 

Informed Citizenship...IC 

1 
explain the causes of civic conflict, and identify the need for 
decision-making processes and structures (e.g., ensure 
individual and community needs are met, resolve conflict, 
adapt to change) 

2 research and report on the elements of democratic decision-
making (e.g., rights and responsibilities of citizens, rule of law, 
common good, parliamentary system, majority rule, rights 
of minorities) 

Purposeful Citizenship...PC 

1 
analyze a current public issue that involves conflicting beliefs 
and values, describing and evaluating the conflicting positions 

2 describe how their own and othersÕ beliefs and values can 
be connected to a sense of civic purpose and preferred types 
of participation 



lucaslucas
53 



Section Five: 

Living Donation: 
A boy named 
Lucas and a 
Stranger 

Lucas became sick at the age of five. He was desperately in need 
of a kidney transplant. Lucas and his family waited for a donor and 
worried each day if a donor kidney would appear in time to save 
him. Suddenly, after waiting a long time, a stranger appeared who 
decided to donate one of his kidneys to Lucas. The donor was a 
private person in the community. He became a donor because it 
was something he felt called to do, and through his actions, he gave 
Lucas a chance to live a normal life. 


Activity 1 


55 

The 
Responsibilities 
of Citizens 

The issues of citizens helping others bring in 
major questions about democratic societies and 
the importance of citizens to actively participate. 
Citizens have a role to play in ensuring that 
democratic principles continue to function and 
thrive in society, which functions best when 
everyone plays a part in its success. Living donor 
liver transplantation, made possible by the unique 
ability of the liver to regenerate within 6-8 weeks, 
is a powerful example of active citizenship which 
saves lives through generosity and empathy. 


exploringthe issues 
exploringthe issues 
1 
In small groups, have students brainstorm ways 
in which people provide support to each other 
in communities. 

2 
Obtain local papers in your community, or go online, 
and have students in your class research newspaper 
articles about local heroes. 

3 Have the class discuss what defines a local hero. 
4 Ask students: How do heroic feats often 
include civic action? 
57 

over to you: 


1 
In small groups, list the ways in which citizens can support each other. 

2 In your group, create a chart which presents the needs of citizens on 
one side and ways in which communities can help address citizens' 
needs on the other side. 

3 
Share your ideas by presenting your chart to the class. 

4 Take your chart and put the most important needs at the top. 
For example, should the needs of a family in your community to find 
a babysitter, to help with their need for child care go higher or lower 
on the chart than the needs of a family to find a living liver organ donor 
for their child? What makes some needs more urgent than others? 
On the same chart, write next to each need, the ways in which 
communities can best support those needs. 

5 
Finally, write a summary of the groupÕs chart findings and conclusions 
which illustrates how helping others is part of being a good citizen. 

6 With a partner, complete the following statement: 
ÒIt is vital that communities support work to increase awareness 
of the need for organ and tissue donors because ÉÓ 
Compare your sentence with those that others have written. 


Activity 2 


59 

The 
Responsibilities 
of Citizens 

What defines a good citizen? Are you a good 
citizen? Is there an understood ÒlistÓ of those 
activities which create a good citizen? 
Do good citizens have things in common? 


exploringthe issues 
exploringthe issues 
1 
Have a class discussion on what 
makes a good citizen. 

2 
Before you begin the discussion come to a 
consensus with the class on what they think 
the word ÒgoodÓ means in this context. 

61 

over to you: 


1 In partners, go online or look in school texts (civics or history books) and 

dictionaries which define the word ÒcitizenÓ and see if the word has different 

meanings. Decide on a definition on which you and your partner can agree. 

2 Go online to different countries to see if there are fundamental elements of 
citizenship that are common for most countries. 

3 
Make a list of the ways in which different countries define what makes a 
good citizen. What are the different definitions of good citizenship in different 
countries? How do other countries concepts of good citizenship compare 
to Canada? Is respecting and supporting others in the community one of the 
fundamental elements of a good citizen? Why or why not? Working with a 
partner, make a chart of your findings. You may wish to refer to the Religious 
and Ethical Perspectives Booklet or the Introduction booklet of the 
One Life ...Many Gifts Curriculum to find support materials. 

4 Share your chart with others in your class and see if the findings are the 
same or different. 

5 
Add a column to your chart which describes what outstanding would look like. 
For example, is there a difference between paying taxes on time and helping to 
keep your neighborhood streets safe by getting to know your neighbors and 
being helpful to those neighbors who are disabled or in need? 

6 Once you have created your chart make a collage or poster or write a song 
that illustrates outstanding citizenship in action. Include organ and tissue 
donation in your piece and make the links between good citizenship and 
promoting organ and tissue donations. 

7 
Go to the Ontario Ministry of Citizenship and Immigration website to 
research about the Ontario Medal for Good Citizenship Award. Each year, 
Ontarians who have made outstanding contributions to their communities, 
are honoured with the Ontario Medal for Good Citizenship at a ceremony 
at QueenÕs Park. ÒThese individuals demonstrate citizenship in action,Ó 
said the Honourable David C. Onley, Lieutenant Governor of Ontario. ÒThe 
men and women receiving this award are role models who have made their 
communities better places to live,Ó said the Honourable Michael Chan, 
Ontario Minister of Citizenship and Immigration. (quotes taken directly 
from the government site) 

8 
Working with a partner, write a letter of invitation to attend the Award 
Ceremony for the Ontario Medal for Good Citizenship. Include details of 
what the award is given for and who will be attending the ceremony. 


CONNECTIONS 
to the 
Curriculum 
Expectations: 
63 
CONNECTIONS 
to the 
Curriculum 
Expectations: 
63 

Purposeful Citizenship...PC 

1 
analyze a current public issue that involves conflicting beliefs 
and values, describing and evaluating the conflicting positions 

2 describe how their own and othersÕ beliefs and values can 
be connected to a sense of civic purpose and preferred types 
of participation 

3 explain, based on an analysis of cases in local, provincial, 
national, and global contexts, how democratic beliefs and 
values are reflected in citizen actions 

4 articulate and clarify their personal beliefs and values 
concerning democratic citizenship, and determine the 
influence of significant factors (e.g., community, nation, cultural 
group, religion, gender, socio-economic status) on their sense of 
civic purpose 

5 
explain how democratic beliefs and values are reflected in 
citizen actions 



Brandon
65 



Section Six: 

Advances in Lung 
Transplantation: 
The Brandon 
Gibson Story 

Brandon had cystic fibrosis and two diseased lungs. He had great 
difficulty breathing and described his experience Òlike breathing 
through a straw.Ó Humans cannot live without air, although they can 
live without many other things. There was real urgency for citizens to 
respond to BrandonÕs need for a double lung transplant. Yet he had 
to wait a long time to receive the miracle of a gift of life and feels incredibly 
fortunate to have received them as many others die waiting. 


Activity 1 


67 

Government 
Accountability 


What does our government owe us and what 
do we owe as individual citizens? 


exploringthe issues 
1 Have students discuss the following: 
a) In what ways are government representatives 
accountable to the needs of citizens? 
b) Who, for example, would you contact if you had an 
urgent health emergency? 
c) What are the responsibilities of hospitals and doctors? 
d) What government agencies make decisions about 
hospitals and health care? 
e) What limitations do health care workers face? 
Record the results of the discussion 
electronically or on a flip chart 
69 
exploringthe issues 
1 Have students discuss the following: 
a) In what ways are government representatives 
accountable to the needs of citizens? 
b) Who, for example, would you contact if you had an 
urgent health emergency? 
c) What are the responsibilities of hospitals and doctors? 
d) What government agencies make decisions about 
hospitals and health care? 
e) What limitations do health care workers face? 
Record the results of the discussion 
electronically or on a flip chart 
69 

over to you: 


1 
In small groups, make a list of your basic health needs and then 
research how the government addresses those needs. 

2 Working with a partner, create a PSA or a short video that describes 
how the Trillium Gift of Life Network help support doctors, patients 
and hospitals to access organs and tissue? 
(To respond to this question, refer to the One LifeÉMany Gifts DVD 
and to the Introductory Booklet) 

3 
Place BrandonÕs story in the centre of a piece of chart paper and then 
all around BrandonÕs story, demonstrate the steps the Trillium Gift of 
Life Network, including the doctors, hospitals and donors, had to take 
in order to provide new lungs for Brandon. 

(For more information: go online to the hospital transplant websites 
such as the London Health Sciences Centre transplant program 
website. www.lhsc.on.ca/About_Us/MOTP/) Post the chart papers in 
your classroom and discuss the results. 


Activity 2 




Citizen 
Awareness: 

What are our strengths? 
What are our challenges? 
What can we do about them? 


exploringthe issues 
exploringthe issues 
1 
Have students research online and discuss: 

a) 
What are some of the myths, beliefs, values and points of view Canadian citizens 
have about organ transplants? 

b) 
How might these views affect the speed at which organs become available? 

c) 
How do citizens access correct information about organ and tissue donation and 
transplantation? 

2 
Dr. Keshavjee understood the urgent need for Brandon to receive an organ donation 
as soon as possible. He said, ÒYour parts wear out. You have to replace them, and 
Canadians just donÕt donate enough organs. Everything else is secondary; people 
need to know how urgent the problem is, and they have to respond.Ó 

3 
Discuss in a small group what Dr. Keshavjee meant by this comment. With a partner, 
express his idea in your own words. 

4 Dr. Wall has been a transplant surgeon for 30 years. He adds, ÒTransplantation is 
without question one of the greatest achievements of modern medicine. The 
benefits to patients have been enormous. Patients facing certain death have their lives 
saved and transformed. However, the tragic irony today is that there has never been a 
worse time to be on the transplant waiting list. More people are waiting than 
ever before, they are waiting for a longer time, and their chances 
of dying while waiting have never been so high. Their needs are 
not being met because of the lack of donated organs.Ó 
Write an email to Dr. Wall at the London Health Sciences 
Centre summarizing your reaction to this powerful statement, 
5 Discuss in a small group how you feel 
about Dr. WallÕs comments: 
a) How could this impact your friends and family 
who might need organs and/or tissue in the future? 
b) How might a lack of organs changed BrandonÕs story? 
c) What can we do to increase organ availability in Ontario? 
73 

over to you: 


1 
Call a meeting of students in your school who would be interested in 
advocating for the Trillium Gift of Life Network. These students would take the 
lead in educating the student body about organ and tissue donations. Your 
Civics class may decide to take the lead. 

2 At your meeting organize an assembly where guest speakers attend and 
former transplant patients tell their stories. Show the DVD: One LifeÉ 
Many Gifts. 

3 At the Assembly: Hand out the Gift of life Consent Form. Explain what it 
means to sign the consent forms. 

4 Invite the community and/or media so that your message is widely spread. 

5 You may also decide to organize a larger event, such as an Awareness Week, 
to educate and support organ and tissue donations. To advertise the 
Awareness Week activities, and to gather community support, write a local 
paper press release and/or a media ad, which communicate to the public the 
need for organ transplants and the ways in which your school is taking action. 

6 Decide what activities your school would like to take: 
a) Find support from others such as local entertainers. 
b) Find ways for the school to work together: organize meetings. 
c) Decide together on the key content information for your ad and media release. 
d) Research the names of local newspapers and make contacts. 
e) Create and circulate a petition (which demands greater education on this 
topic), which all students in your school sign so that you can include the 
results in your press release. 
f) Organize a school event and then write about it to advertise for the Trillium Gift of 
Life Network. 
g) Invite other schools, your local Councilor, or Member of Provincial Parliament to 
your event 
h) Connect with local agencies for resources and information such as 
Hospital Transplant Units 
i) Book donor, receipting, and agency speakers for classrooms. 
j) Assign student groups organ donation topics to research and present 
during lunch hour to the rest of the student population. 
k) Advertise the awareness event on daily announcements. 
l) Set up awareness booths and engage the student population in a 
variety of interactive activities. 


CONNECTIONS 
to the 
Curriculum 
Expectations: 
75 
CONNECTIONS 
to the 
Curriculum 
Expectations: 
75 

Active Citizenship....AC 

1 
demonstrate an ability to collaborate effectively when 
participating in group inquiries and community activities 

2 demonstrate knowledge of different types of citizenship 
participation and involvement 

3 
demonstrate an understanding of the ways in which individual 
citizens can obtain information and explanations or voice 
opinions about important civic matters 

Informed Citizenship...IC 

1 compare contrasting views of what it means to be a ÒcitizenÓ 

2 research and report on the elements of democratic decision-
making (e.g., rights and responsibilities of citizens, rule of law, 
common good, parliamentary system, majority rule, rights 
of minorities) 

Purposeful Citizenship...PC 

1 
examine beliefs and values underlying democratic citizenship, 
and explain how these beliefs and values guide citizensÕ 
actions 

2 articulate clearly their personal sense of civic identity and 
purpose, and understand the diversity of beliefs and values 
of other individuals and groups in Canadian society 

3 
demonstrate an understanding of the challenges of governing 
communities or societies in which diverse value systems, 
multiple perspectives, and differing civic purposes coexist 

4 describe and assess the contributions that citizens and citizensÕ 
groups make to the civic purposes of their communities 



JasonJason

Section Seven: 

Jason Case Study 
and Donor Family 
Stories 

Jason Edwards had fallen from a ladder, which resulted in 
extensive damage to his brain. His family was told that Jason 
had become brain dead as a result and they asked his parents 
to consider donating JasonÕs organs and tissue for transplant. 
Jason had registered to be a donor and, when he was in the 
hospital, the staff found it in his wallet, which meant that he 
had given permission for his organs and tissue to be donated. 
But when his parents were asked, they hesitated due to their 
lack of knowledge about the position of their religion and 
faith leader. This was a topic which Jason and his family had 
not previously discussed. 


Activity 1 


79 

Issue 
of Consent 


exploringthe issues 
exploringthe issues 
1 
Have a class discussion to agree on a definition of the word Òconsent.Ó 

2 Discuss the ways in which people can ensure that they are free to 
make choices, especially if it involves decisions about health care. 

3 
Discuss what choices people should be free to make and what choices 
should require a legal document for support. Why do you think we 
require legal documents to support the right of a person to give 
permission for something? 

4 Discuss what does it mean to have ÒrightsÓ? In what ways are our 
rights protected? How do governments and society define the ways 
in which citizens may exercise their rights? 

5 Ask the class if they believe that young people 
should have different rights than adults? 
Once students reach the age of 16 years 
old they obtain certain rights. Have 
students research the specific rights they 
obtain at the age of 16. They can, for 
example, consent to donate their 
organs and tissue. Discuss if 16 year 
olds should have more or less 
rights? Why? 
(These are all good questions to 
examine and discuss as students 
learn about participatory democracy.) 
81 

over to you: 


1 
Working in a small group, make a list of those things which you believe young 
people, 16 years of age and older, should be allowed to do without their 
parents consent. 

2 Now make another list that contains those things which you think parents 
should continue to provide consent. 

3 Explain your choices in written form at the bottom of your lists. 

4 Have a class or group discussion which answers these questions: Should there 
be a limit when it comes to another personÕs rights? Could limited rights 
endanger others? Could unlimited rights endanger others? Should rights be 
limited if it supports the good of all citizens? 

5 Go online and examine parts of the Ontario Human Rights Code, specifically 
relate to youth, and see what legal rights are guaranteed to 16 year olds 
living in Ontario. 

6 Make a list of the legal rights you found, which are part of the Ontario 
Human Rights Code, and compare it to the list you have created so far. 
Discuss the differences. 

7 Write a paragraph which explains why 16 year olds should be able to give 
consent to donate their organs and tissues. 

8 At home, have a discussion with your family about why it is important for 16 
year olds to have the right to register their consent to donate organs and 
tissues to those in urgent need. 

Use a Venn Diagram to explain Activity One 
to class. Circle One: Parents decide, Circle Two: 
Youth decide, Circle Three: Human Rights 
Code. Have students draw a VENN 
diagram in their workbooks and then 
examine where the positions overlap. 
Discuss the implications. 



Activity 2 



How to 
Amend a Law 

What steps does it take to make amendments to 
an act, code or law? If your class wanted to suggest 
changes to an act of code, what steps would you 
take? In a small group, discuss what you know 
about the rights of youth in Ontario. Do you think 
that allowing youth to have more rights will help 
the broader community? Would governments 
be more likely to support new rights for youth if 
those rights are also supported in the broader 
community? 


exploringthe issues 
exploringthe issues 
1 Have students examine the role of the Human Rights 
Commission by going online to www.ohrc.on.ca to see 
how the code protects the people in Ontario. 

2 Discuss ways in which your class can become more 
active in youth programs which bring together youth 
and human rights issues in their communities, in Ontario, 
in Canada and in a global context. 

3 Discuss the ways in which your school can 
become involved in human rights 
issues related to the health 
of youth in Ontario. 
85 

over to you: 


1 
Work with a group to create a school event which demonstrates that 
human rights also involve the work of governments to protect the health 
rights of its citizens. 

2 
Use the event to educate students and the community on health-related 
issues and as an opportunity to raise awareness. 

3 
Do some/all of the following at your school event: 

a) 
Organize interactive workshops that provide the real life stories of 
organ and tissue transplants. Provide opportunities for students to 
find ways to support organ and tissue donation and make informed 
decisions regarding this important issue. 

b) 
Organize a school healthy cooking event, local food market or local 
music/drama evening. 

c) 
Have every department in the school participate. 

d) 
Obtain flyers from the Trillium Gift of Life Network and other health 
and wellness organizations to distribute at your school event. 

e) 
Invite speakers and set up tables for groups to share materials. 

f) 
Organize a panel discussion about the importance of organ and tissue 
donation and some of the myths that stop people from donating. 

g) 
Take photos of your event and post them online and send them to 
your local newspaper. 


CONNECTIONS 
to the 
Curriculum 
Expectations: 
87 
CONNECTIONS 
to the 
Curriculum 
Expectations: 
87 

Active Citizenship....AC 

1 
demonstrate an understanding of the ways in which individual 
citizens can obtain information and explanations or voice 
opinions about important civic matters 

Purposeful Citizenship...PC 

1 
describe fundamental beliefs and values associated with 
democratic citizenship (e.g., rule of PC3.01 - describe and assess 
the contributions that citizens and citizensÕ groups make to the 
civic purposes of their communities 

2 describe ways citizens can be involved in responding to issues 
in which contrasting value systems, multiple perspectives, 
and differing civic purposes co-exist, and determine their 
own sense of responsibility in relation to these opportunities 
for involvement 

3 
articulate and clarify their personal beliefs and values 
concerning democratic citizenship, and determine the 
influence of significant factors (e.g., community, nation, 
cultural group, religion, gender, socio-economic status) on 
their sense of civic purpose; 

4 describe how their own and othersÕ beliefs and values can 
be connected to a sense of civic purpose and preferred 
types of participation 



LIFE 
89 



Section Eight: 

The World of Bone, 
Cornea and Skin 
Donation and 
Transplantation 

Burn patients face a number of challenges in their path to survive. 
Tissue donations play a major impact in their successful outcomes. 
Bone, tissue and eye banks in Ontario provide a vital service and a 
gift of life for patients who require transplants. 

90 


Activity 1 


91 

Fires and 
Burn Survivors 

How tissue donation saves lives 


exploringthe issues 
exploringthe issues 
1 
Have students go online to find stories, reported in 
newspapers, which discuss the impact of fires on victims. 
Find out what causes most fires and how can they be 
prevented in your community? 

2 
Find stories, like the ones presented in this document, 
about burn survivors and how tissue donors help provide 
a new life for burn survivors. 

3 Have students research the work 
of burn-care teams who 
respond to burn survivors 
and present their 
findings to the class. 
93 

over to you: 


1 
In small groups, create a photo collage based on newspaper articles 
about fires. Be sure to include photos and information about burn 
survivors and the supportive work of fire fighters. 

2 Include The Trillium Gift of Life Network work to support the work of 
tissue banks for burn survivors. Add material on how to prevent fires. 

3 You can also write a newspaper article that provides information 
about preventing fires. The article can relate to prevention at home, in 
school and out in the community. 

4 Include a description of the burn unit work and the importance of 
The Trillium Gift of Life Network and tissue banks to provide tissue 
for burn victims. Explain what they do at the burn unit and why it 
is so vital to our society. 

5 Send your collage and written articles to local newspapers 
and post online. 


Activity 2 




Bone and 
Cornea 

How tissue donation enhances lives 


exploringthe issues 
exploringthe issues 
We have 206 bones in our body. Many things can cause our bones to 
deteriorate and break. Our eyes, which provide us with sight, can be 
injured or become damaged. In Ontario, hundreds of patients benefit 
from bone, tissue and cornea transplants. Refer the students to the 
One Life É Many Gifts booklet entitled The World of Bone, Cornea and 
Skin Donation and Transplantation, which provides stories about the 
many people who require bone and cornea transplants each year, from 
tiny babies to people in their late eighties. 

1 Have the students examine the human skeleton online or through 
an illustrated text and discuss with the class the ways in which our 
bones are vulnerable to damage and how quickly we can develop 
a medical need for bone and tissues transplants. 
2 Have the students examine the ways in which 
the eye functions and brainstorm any 
possible dangers to the eye. 
97 

over to you: 


1 
Look at a detailed picture of the human skeleton. 
In a small group, discuss the ways that our 206 bones provide support 
for our vital organs and allow us to perform daily activities. Chose one 
major bone in the body and describe what limitations there would be 
if that bone were damaged or diseased. 

2 In your group, create a poster to show the ways in which our eyes can 
be scarred and damaged. Brainstorm five things in your life that would 
be very different if you could not see. 

3 In partners, write a poem or short fiction story (about one page) that 
describes the difficult situation of a person who needs a bone or 
cornea transplant. Consider the personÕs feelings and the reaction of 
their friends and/family. 

a) 
Begin your poem/story by describing your main character. 

b) 
In the middle of your poem/story have the main character face a 
crisis such as an accident or an illness. 

c) 
At the end of the poem/story describe the ways in which bones 
and cornea donors, medical teams and hospitals help provide a 
happy ending. 

d) 
Add a reflection on how we can ensure that tissue donations 
increase in order to provide for the growing need. 


e) 
Post your poem/story online or send it to your local papers. 


Activity 3 




The Role 
of NGOs 


NGOs are non-governmental organizations. Over the years, 
NGOs have been developed to address humanitarian issues, 
developmental aid, and sustainable development. 
They often work together with governments to support 
common goals. 

100 



exploringthe issues 
exploringthe issues 
Introduce the concept and the work of NGOs. They are largely funded 
by private and/or government donations. For example, from its 
inception, organizations such as the United Nations recognized that 
NGOs would be integral to furthering its mission. Have students go 
online with a partner to explore the work of one NGO and present their 
findings to the class. Using the examples the students have researched, 
create a chart with the class to illustrate how NGOs support the work of 
governments. 


101 



over to you: 


1 
The Trillium Gift of Life Network (TGLN) was created by the Ontario government and 
is OntarioÕs central organ and tissue donation coordinating agency. In some parts of 
the world, the work of finding and coordinating tissue and organ donations is 
performed by an NGO. TGLNÕs mission is: Saving and enhancing more lives through 
the gift of organ and tissue donation in Ontario. Go online to research how the TGLN 
works directly with the government to achieve their mission. Write an introduction 
which you could give at a school assembly to describe the work of TGLN. You might 
want to use the story of a donor or recipient to make your introduction interesting. 
Some of their work is summarized here: 

2 Trillium Gift of Life Network Act, outlines the NetworkÕs mandate, which includes: 
a) Plan, promote, coordinate and support activities relating to the donation of 
organs and tissue for transplant. 
b) Coordinate and support the work of designated facilities in connection with organ 
and tissue donation and transplant. 
c) Manage the procurement, distribution and delivery of organs and tissue. 
d) Establish and manage waiting lists for organ and tissue transplants and establish 
and manage a system of fair allocation. 
e) Undertake to ensure that patients and their families have the appropriate 
information and opportunities to consider whether to consent to the donation of 
organs and tissue and facilitate the provision of that information. 
f) Provide education to the public and to the health care community about organ 
and tissue donation and facilitate the provision of such education by others 

3 
In partners, brainstorm a list of the contributions organizations such as The Trillium 
Gift of Life Network can make. Choose another NGO that works on childrenÕs issues or 
the environment and create a similar list. 

4 
Organize a class debate. Use the following statement for your debate: 
ÒTo achieve a specific goal, such as organ and tissue donation, it is more effective to 
have a specific government agency than it is to place the responsibility within a bigger 
government department, such as the Ministry of Health.Ó 

5 
Working in a small group, identify health issues related to youth in a global context. 
You can get ideas from the Youth and the United Nations site: http://www.un.org/ 
esa/socdev/unyin/index.html. The UN Programme on Youth is the focal point on 
youth within the United Nations. It aims to build an awareness of the global situation 
of young people, as well as promote their rights and aspirations. The Programme also 
works towards supporting greater participation of young people in decision-making 
as a means of achieving peace and development. Choose one issue that interests you 
and create an outline of the objectives of an NGO addressing this issue. 

6 
Present your findings about the issues related to youth that you researched to 
another group. Listen to what they discovered about the NGO they chose. Together, 
create a possible action plan for your school for one of these issues or for increasing 
awareness of organ and tissue donation in your school and communities. 


CONNECTIONS 
to the 
Curriculum 
Expectations: 
103 
CONNECTIONS 
to the 
Curriculum 
Expectations: 
103 

Active Citizenship....AC 

1 
demonstrate an ability to effectively use strategies within 
the inquiry process when studying questions of civic importance 
in their school or local community 

2 demonstrate an ability to work collaboratively and productively 
with others when researching civics topics in their community 

3 
demonstrate an understanding of the ways in which individual 
citizens can obtain information and explanations or voice 
opinions about important civic matters 

Informed Citizenship...IC 

1 
evaluate civic actions of individuals and non-governmental 
organizations that have made a difference in global affairs 

2 analyze contemporary crises or issues of international 
significance 

Purposeful Citizenship...PC 

1 
describe and assess the contributions that citizens and citizensÕ 
groups make to the civic purposes of their communities 

2 articulate and clarify their personal beliefs and values 
concerning democratic citizenship, and determine the influence 
of significant factors (e.g., community, nation, cultural group, 
religion, gender, socio-economic status) on their sense of 
civic purpose; 

3 
describe how their own and othersÕ beliefs and values can 
be connected to a sense of civic purpose and preferred types 
of participation 



PERSPECTIVES 

Section Nine: 

Religious and 
Ethical Perspectives 
on Organ and 
Tissue Donation 

There are many ethical issues that are raised when discussing 
organ and tissue donation and transplantation. However, almost 
all major religions support organ and tissue donation as an 
honoured and compassionate expression of generosity and love. 


Activity 1 




Ethical 
and ReligiousConsiderations 


exploringthe issues 
exploringthe issues 
1 
Have students read the One Life Many Gifts Religious and Ethical 
Perspectives on Organ and Tissue Donation booklet explaining the 
position of all religious groups and the various ethical and religious 
reasons affecting the question of organ and tissue donations and the 
decision to donate. 

2 In small groups have students discuss what they think some of the 
myths and concerns about the issue of organ and tissue donation 
might be. Have students consider these questions: 
a) What steps can concerned citizens take to ensure that all 
religious communities become aware of the organ and tissue 
positions recommended by their religious groups? 
b) Why do you think so many people do not know those positions? 
c) What steps can citizens take to ensure that all religious groups 
inform members about their position on organ and 
tissue donations? 
d) What are the myths and misunderstandings 
that often hinder efforts to educate all communities? 
Review the brochures on organ and tissue donation put out by the Canadian 
Catholic Bioethics Institute, the Canadian Council of Imams and the Toronto 
Board of Rabbis in co-operation with the Trillium Gift of Life Network. 
109 

over to you: 


1 
There are numerous ways to educate citizens. Creating posters, 
press releases, flyers and ads are all excellent formats. In small 
groups, decide which format you want to use to educate your 
community and youth in particular on the various religious and 
ethical issues related to organ and tissue donations. The format 
you choose will help engage your community in a dialogue about 
the importance of organ and tissue transplants in saving lives. You 
will find it helpful to use the information provided in booklets in 
the One Life É Many Gifts curriculum to support the creation of 
your flyer, poster or ad. Your communication tool should clearly 
provide information about the ways in which each religious group 
is supporting organ and tissue donations. Try and include visuals as 
well. Your group may also find it helpful to refer to the Charter of 
Rights and Freedoms to obtain quotes and ideas for your work. 
Post your ads and posters on the walls of the school and post in the 
local community such as public libraries, community centres, local 
stores, religious sites, and public spaces. 

2 
In a small group, examine the brochures put out by the Catholics, 
Muslims and Jews, and choose the one that you think is most 
effective. Write an email to that group congratulating them on 
what you found helpful about their pamphlet. 


Activity 2 




A CitizensÕ 
Council 

A CitizenÕs Council engages citizens in discussions about 
specific policy questions so that government policies can 
better reflect the needs of the people. In 2009, the Ontario 
government, for example, appointed 25 Ontarians from 
all walks of life to participate in a CitizensÕ Council. They 
discussed and provided their opinions on the values that 
reflect the needs, culture and attitudes of Ontario citizens 
about government drug policy in the province. 


exploringthe issues 
exploringthe issues 
1 Have a class discussion: What is a CitizensÕ Council? Discuss why 
democratic governments should include the voices of citizens to help 
create or improve government policies. 

2 Have students research the new Ontario CitizensÕ Council related to 
drug polices by going online to: http://www.health.gov.on.ca/en/ 
public/programs/drugs/councils/citizens_council.aspx 

3 In small groups, have students discuss and write answers 
to the following questions: 
a) What is the purpose of this Ontario CitizenÕs Council? 
Why was it formed? 
b) In what ways can this CitizenÕs Council provide an opportunity for 
ordinary citizens to engage in discussions with the government 
about policy concerns? 
c) What could be the positive outcomes of a 
CitizenÕs Council like this one? 
d) What might be some of the Challenges? 
Advantages? 
e) How does one get chosen to be 
on the CitizenÕs Council? 
f) What other Citizens Councils 
would you like to see in Ontario? 
113 

over to you: 


Create your own Classroom CitizenÕs Council. This is a mini-version 
of the Ontario CitizenÕs Council. This would also be different from a 
Student Council which addresses issues related to school matters. 
Your Classroom CitizenÕs Council will address issues related to organ 
and tissue donations. Follow these steps: 

a) To begin: Organize a meeting to decide what specific issues you 
would like to examine in your CitizenÕs Council. 

b) Bring in community leaders to provide support and direction. 
Have the leaders visit your classroom through SKYPE or in person. 
Prepare questions for the visitors. 

c) 
Have a class discussion to consider the ways your Classroom 
CitizensÕ Council can work to address the urgent need for organ 
and tissue transplants in your community. 

d) Then organize a second meeting to create a plan of action. 

e) Invite members of the community to join your Classroom 
CitizensÕ Council to discuss the ways to increase community 
awareness of the need for organ and tissue donations. 

f) Have the Classroom CitizensÕ Council decide on next steps. You 
may also conduct online or phone interviews with leading 
members of the community and then decide to role play their 
parts in your Classroom CitizensÕ Council. Take on different roles 
and see if your position changes. 

g) Based on the investigations and decisions of your Classroom 
CitizensÕ Council, prepare a written submission and send the 
submission to your local Municipal and Provincial 
representatives. 


CONNECTIONS 
to the 
Curriculum 
Expectations: 
115 
CONNECTIONS 
to the 
Curriculum 
Expectations: 
115 

Active Citizenship....AC 

Purposeful Citizenship...PC 

AC 

1 
demonstrate an understanding of the ways in which individual 
citizens can obtain information and explanations or voice opinions 
about important civic matters 

PC 

1 
describe ways citizens can be involved in responding to issues in 
which contrasting value systems, multiple perspectives, and 
differing civic purposes coexist, and determine their own sense 
of responsibility in relation to these opportunities for involvement 

2 articulate and clarify their personal beliefs and values concerning 
democratic citizenship, and determine the influence of significant 
factors on their sense of civic purpose 

3 
analyze a current public issue that involves conflicting beliefs and 
values, describing and evaluating the conflicting positions; 

4 describe how their own and othersÕ beliefs and values can 
be connected to a sense of civic purpose and preferred types 
of participation 

5 
describe how their own and othersÕ beliefs and values can 
be connected to a sense of civic purpose and preferred types 
of participation 



1 


Sample 
Unit of Civics 
Curriculum 

Multimedia Presentations 


Introduction: 

Multimedia is the combination of more than one type of media. Types of media include 
text, graphic images, animation, audio, and visuals. Multimedia projects can be created 
by using word processing software, by creating a PowerPoint with text and visuals, and 
through the creation of a presentation that includes visuals, films and/or text. This project 
provides an opportunity for students to work together collaboratively to produce a 
multimedia presentation about the importance of organ and tissues donations. Students 
will take the material from the One Life É Many Gifts curriculum booklets and use that 
as a foundation for their material. They may decide to do further research to provide 
additional information for their presentation. What is central to this project is the link 
between the need for citizens to donate organs and our understanding of responsible 
citizenship. 


period one: 


Introduction and planning. 

1 
Have students watch the DVD One LifeÉMany Gifts. Have a class discussion about the 
film. What is the central issue and how does this film reflect the role of responsible 
citizenship as examined in the civics course? 

2 
Discuss presentation formats. Discuss the elements involved in multimedia presentations. 

3 
Ask students to read the individual story booklets from the One LifeÉ Many Gifts 
Curriculum and decide the central elements of each booklet story. Ask students how 
they will decide which stories to feature in their presentations. 

4 Have the class make a list of their initial plans and then decide on groups. Remember 
that the focus must reflect on the ways in which citizens have a responsibility to other 
citizens when it comes to organ and tissue donation. 

5 Have students decide which booklet stories will be included and in what ways students 
will demonstrate the importance of citizen participation. 

6 Explain assessment and evaluation procedures. Hand out the rubric for 
multimedia presentations. 

period two: 

Planning and organization. 

1 
Have the class read and discuss the Introduction Booklet from the booklet, A Future 
is Yours to Give to provide further support for your work. Have students decide what is 
unique about each booklet story and what the stories have in common. 

2 In small groups, have the students make choices about what booklet stories they 
will include in their presentations and how they will make the central links among 
the stories they choose. 

3 
Students must decide who is responsible for which work and their central focus. 

4 Have the groups look at the activities in the Over to You section of each booklet story 
unit and see if the suggestions in these activities are useful for their presentation. 

5 Each group will be selective and choose a few stories to include in their presentation. 
Most if not all the stories will be covered by the different groups. They must think of 
the resources that they will use and how they will communicate their narratives. 


period three & four: 

Review and complete. 

These are work periods to share group materials. Each student group brings to the class 
all their researched materials. Now it is time to bring the materials together. Be sure 

students use a variety of resources. 

2 
Ask students to think of ways in which their materials can work together with the others 
in the group. Provide support so that each group has a clear focus. 

3 
Ask students to include this focus: How does responsible citizenship play a central role 
in linking your material together? 

4 Student groups now make a trial run through of their presentation. They need to confirm 

the technical/media resources they will require and arrange to have them on the day 
of their presentation. 

Students must be reminded to ensure that their presentation is organized and 
information is clear. 

Have students follow the multimedia presentation rubric to ensure that they create 

an effective presentation. 

period five & six: 


Presentations. 

Have students complete their presentations. 

2 Have students explain to the class why they chose to present the booklet stories 
in the way that they did and their central focus. 

3 Have a class discussion after each presentation to encourage further dialogue. 

4 Have students share their ideas with each other. 
5 Have a class discussion after each presentation to encourage further dialogue. 


6 
Have students share their ideas with each other. 



period seven: 


Follow-up. 

1 
Discuss all the presentations and the central narrative of citizenship. What does 
good citizenship means to students? Discuss Ònext steps.Ó 

2 
Have the class present their multimedia presentations to other civics classes or 
at an assembly for the whole school. This way the important work of the Trillium 
Gift of Life Network will be explained to all students in your school. The students 
should poll the groups they present to in order to find out how their audiences 
might chose to be involved as a result of their presentation. Have the students 
write a reflection on their work to see in what ways they could make improvements 
in the next assignment. What parts worked well and what parts might they 
have changed? 

3 
Hand out the rubric evaluations. 

Some of these activities may take more time than indicated here. 
Some teachers may decide to have students work more in class 
and less at home. This would extend some of the research 
and planning. 


2 


Sample 
Unit of Civics 
Curriculum 

Creating a Portfolio 

Introduction for Portfolio: 

Portfolios are collections of student work representing a selection of their performance. 

A portfolio may be a folder containing student work. Portfolios provide an opportunity 

for students to organize, summarize, share information and ideas and evaluate personal 

growth. The reflective/meta-cognitive process of portfolio development can be as 

important as the final product. Students may wish to do an electronic folder by placing 

their materials into a folder on the computer. Have the students develop criteria for their 

portfolios. What is central to this portfolio is to link materials in the civics course to the 

work of The Trillium Gift of Life Network. How do the materials from the civics course 

support the vital need to increase donations and provide support for transplant medical 

teams? How can students link the work of responsible citizenship and participatory 

democracy with the objectives of The Trillium Gift of Life Network, which is to provide 

organ and tissues for all those in need? 


period one: 


Introduction and planning. 

1 
Have the class watch the DVD One LifeÉMany Gifts. Have a class discussion about the 
film. What is the central issue and how does this film reflect the role of responsible 
citizenship as examined in the civics course? 

2 
This unit involves the creation of a portfolio, which contains material about responsible 
citizenship, the role of education and the work of the Trillium Gift of Life Network. Many 
people believe that one of the major roles of public education is to ensure that students 
understand the rights and responsibilities of being a responsible citizen. This would also 
include an understanding of the ways in which responsible citizens help support a 
democratic society as active citizens. One way that citizens can be responsible to each 
other is through their participation in organ and tissue donation. 

3 
Explain assessment and evaluation procedures. Hand out the rubric for Portfolios. 

period two: 

Planning and organization. 

1 
Have students read and discuss the introductory chapter called A Future is Yours to Give 
in the introductory booklet to provide further support for their portfolio work. Ask: What 
is unique about each booklet story and what do these stories have in common? How do 
these stories reflect responsible citizenship? 

2 
Have students get into partners and make an outline for their portfolio. The portfolios 
will examine responsible citizenship and the role of education. Students must decide how 
to communicate good citizenship in their portfolio narrative. They must also decide which 
organ and tissue organ donor stories they want to include and how they will link the 
material together. Since they are in partners, they must decide who is responsible 
for which work. 

3 
Have students examine the activities in the Over to You section of each story unit and 
see if they provide some support and suggestions for their work. 

4 
Students must decide which stories support the main focus of their portfolio. Students 
must find a way to organize their materials to include some of the donor stories. 

5 
Students can go to the library or online to find other resources to use in their portfolios 
and to support their focus. 

6 The portfolio should begin with an examination of what defines a responsible citizen and 
in what ways citizens can demonstrate responsibility for each other. You may want to 
refer to the Ontario Human Rights Code to provide additional information for studentsÕ 
research and consideration. The studentsÕ work should demonstrate a link between 
responsible citizenship and organ and tissue donation. 


period three & four: 

Review and complete. 

This is a work period to share materials. Now it is time to bring the materials together 
with their partners. Be sure students use a variety of resources. 

2 Help students find ways for their materials to work together. Be sure that responsible 

citizenship plays a central role in linking the portfolio material together. 

3 
Have students work towards creating a portfolio which is clear, organized and contains 
accurate information. 

4 
Have students examine the portfolio rubric to ensure they have created an 
effective product. 

period five & six: 

Presentations. 

1 
Have students display and present their portfolio work. 

2 
Have students explain to the class why they chose specific donor and recipient 
stories in the way that they did and the central focus to the portfolio. 

3 Have students explain their perspective on responsible citizenship. 

 Have a class discussion about each portfolio through small presentations or discussions. 

5 Have students share their ideas with each other. 


period seven: 


Follow-up. 

1 
Discuss all portfolio work with the class. Discuss the ways in which the work of the 
Trillium Gift of Life Network supports the central narrative of responsible citizenship. 

2 
Discuss Ònext steps.Ó Have the students present their portfolios to other civics 
classes or post selections from them to raise awareness of the issue in the school. 

3 
Have the students write a reflection on their work to see in what ways they could 
make improvements in future assignments. Ask them to reflect on the work which 
they feel best represented their objectives and what work would they have 

changed? 

4 
Hand out the rubric evaluations. 

Some of these activities may take more time than indicated here. Some 
teachers may decide to have students work more in class and less at 
home. This would extend some of the research and planning. 


One LifeÉMany Gifts is a curriculum resource to educate senior 
secondary school students about the vital importance of organ and 
tissue donation and transplantation. It brings to life the drama, 
generosity and the life-saving promise of donation and transplantation. 

Funding for this project has been provided by the provincial Ministry of 
Education and the Ministry of Health and Long-Term Care. This project 
would not have been possible without their support or the generosity 
of an anonymous Ontario resident whose contribution ensures that 
students in the province understand the life-saving promise of organ 
and tissue donation and transplantation. The Steering Committee 
sincerely thanks all of our supporters. 

The development of this curriculum has been co-sponsored and 
coordinated by the Trillium Gift of Life Network, the Multi-Organ 
Transplant Program at London Health Sciences Centre and The Kidney 
Foundation of Canada. 

Educating secondary school students and their families about the need 
for organ and tissue donation and the success of transplantation was 
originally initiated in the London region in 2000. With funding received 
from The Kidney Foundation of Canada, the Multi-Organ Transplant 
Program at London Health Sciences Centre had the vision 
to develop a unit of study, One LifeÉMany Gifts, working with both 
the Thames Valley District School Board and the London Catholic 
District School Board. The original program was used in Healthy Active 
Living Education, Grade 11, Open (PPL30) in OntarioÕs curriculum. The 
curriculum resource before you builds on the vision and foundation 
provided by this original program and the Steering Committee gratefully 
acknowledges the dedication and pioneering 
effort of all those involved in the original program. 

This curriculum is dedicated to the many Ontarians who have given the 
gift of life through the donation of organs and tissue and to the many 
others who will in the future. 

For more information on the One LifeÉMany Gifts curriculum program 
please contact the Director of Communications, Trillium Gift of Life 
Network at 1-800-263-2833 or visit: www.onelifemanygifts.ca 

© QueenÕs Printer for Ontario, revised 2009. 

Medical health-care professionals from the field of organ and 
tissue donation and transplantation and educational advisors were 
involved in the development and implementation of the One LifeÉMany 
Gifts project. 

Steering Committee: 

Frank Markel, President and CEO, 
Trillium Gift of Life Network 


Dr. William Wall, Transplant Surgeon, 
Multi-Organ Transplant Program, London Health Sciences Centre 


Jim OÕBrien, Executive Director, 
The Kidney Foundation of Canada, Ontario Branch 


Project Support Team: 

Carrie Hoto, Education Project Manager, 
Trillium Gift of Life Network 


Cate Abbott, Information & Resources, 
Multi-Organ Transplant Program, London Health Sciences Centre 


Mahms Richard-Mohamed, Transplant Donor Coordinator, 
Multi-Organ Transplant Program, London Health Sciences Centre 


Wendy Kudeba, Director of Marketing and Communications, 
Pam Logan, Communications Manager, 
The Kidney Foundation of Canada, Ontario Branch 


Cade Sanders, Teacher, Sir Wilfrid Laurier Secondary School 


Adam Summers, Student Success Teacher, Central Secondary School 


Sharon Young-Kipp, Physical and Health Education Department 
Head Central Secondary School 


Writer: Rose Fine-Meyer 


Educational Consultant and Program Advisor: Joan Green 

Design: Niki Fleming 

The Steering Committee gratefully acknowledges and thanks the 
many individuals who contributed to the success of this project. 
Donor families, recipients, health-care professionals, educators and 
community members were all very generous with their time and 
expertise. One LifeÉMany Gifts is richer because of their participation. 



notes: 



notes: