1

Unit Plan Assignment

Grade 9
Economic Systems
Catharina Wagner

1. Unit Introduction
Rationale for the unit
This unit is taught as part of the Grade 9 curriculum based around
opportunities and challenges in Canada. This unit is a part of Issues for
Canadians: Economic Systems in Canada and the United States. The unit
focuses on the role of economic systems in Canada and the United States
and helps students develop an understanding about how these economic
systems impact quality of life, citizenship, and identity. This unit will help
students relate their way of living, and access to goods and services to the
economic system in which they are embedded in as an active participant. In
this unit I will guide students to explore these issues through the following
critical inquiry question that will be the focus of the unit: Given the economic
systems of Canada and the United States, which one provides a higher
quality of life?
This unit addresses the core concepts of citizenship and identity in
multiple ways. This unit offers students the opportunity to demonstrate an
understanding of their own roles in the economy, especially as a consumer,
which is an essential feature of being a Canadian citizen, as well as a global
citizen. Throughout this unit, students will continue to recognize and form
their own identities in relation to how they interact as consumers within local
and global economic systems, as well as with producers and other

consumers. Their will cause their sense of citizenship to have a direct impact
on their sense of identity.
This unit also gives students the chance to explore responsible
citizenship in relation to the economic system in which they live. Since
students will be answering the question of which economic system provides
the highest quality of life, students will have to understand which decisions
can be made for the promotion of the public good. This will require students
to develop responsible citizenship through inquiry, as well as making
reasoned and informed judgments before arriving at conclusions about the
public good.
This unit reflects attention to the experiences and perspectives of
aboriginal, francophone and/or other linguistic, cultural and ethnic groups in
a way less obvious than in the teaching of other units. Through the analysis
of the values that underlie Canadas economic system (public good through
cooperation), students will be able to reflect upon the idea of cooperation
among all groups. Because the Canada worldview values equity by
recognizing the needs and circumstances of its citizens, there will be
opportunity for students to analyze how needs and circumstances may differ
among linguistic, cultural, and ethnic groups because of past experiences
theyve had. A specific example that will be explored will be how the Charter
of Rights and Freedoms, as an agreement between Francophones and
Anglophones, represents a founding principle of Canada which reflects the
idea of cooperation in Canada. Multiple experiences and perspectives of

cultural groups are also reflected in this unit by the examination of how
Canadas government intervenes in the economy, including in the
preservation of cultural industries, in order to maintain and build both
individual and collective identities. This unit should help students express
who they are with confidence as they interact and engage with people of all
linguistic, cultural and ethnic groups.
My unit reflects powerful teaching and learning in social studies in the
following ways:
Meaningful This unit uses knowledge, skills, and attitude outcomes in order
to address the critical inquiry question of the unit and to help the student
develop enduring understandings about the curriculum content. Concepts,
especially those that are central to the unit and real-world problems, such as
scarcity and quality of life will be explored in-depth in this unit. In addition,
skills that are essential to living in society will be taught to the students
through this unit such as critical thinking skills, inquiry skills, media literacy
skills, as well as representing their ideas orally, visually, and written.
Integrative This unit integrates multiple disciplines into the study of
economic systems. Integration is achieved through the analysis of current
events, local examples that are relevant to students in their learning, as well
as the incorporation of technological, reading, and writing tasks in the unit.
Through the examination of how quality of life is affected by economic
systems, ideas from geography, sociology, economics, and political science

are all included in the unit. Through the combination of these disciplines and
sub-disciplines, the students are provided with the opportunity to conduct
inquiry, synthesize what theyve learned, and come to judgments about their
inquiries.
Value-based This unit is highly value-based. It gives students the
opportunity to look at multiple perspectives of issues by assessing
arguments/points from both sides. By analyzing political cartoons and current
events from more than one perspective, students will become sensitive to
cultural similarities and differences, as well as values that underlie different
economies. Through an examination of different types of economies,
students will also become aware of their individual and social responsibilities
in regards to the economy in which they live. Through simulations of scarcity
and other key concepts in the unit, students will be able to apply valuebased reasoning to current issues.
Challenging Students will be challenged throughout this unit through their
ongoing goal to answer the critical inquiry question. Building up to the
performance assessment in which students do answer this question,
students will analyze a variety of different document types, and deal indepth with core concepts and ideas. This will be done through multiple
writing opportunities, discussion, and other inquiry based questions.
Active Students will learn actively throughout this unit. They will experience
the unit content in a minds-on way in which they have opportunities to work

both individually and collaboratively and analyze a variety of sources from

multiple perspectives. Through the analysis of sources and unit content,
students will have to carry out discussions, and make decisions to solve
problems they encounter. To engage the students actively, I will use a variety
of instructional strategies that appeal to several learning modes.
Special Considerations
When beginning to teach this unit, I will assume that students already have
extensive knowledge about Canadas political processes and how they
impact citizenship and identity in order to try and meet the needs of
Canadians. This knowledge will serve as a basis for the students abilities to
identify and appreciate the values that underlie Canadas economic system. I
will also assume that students have a fairly good idea about what quality of
life is, but I will take time to pre-assess this knowledge in class because it is
central to the unit I will be teaching. If their understanding of the concept
isnt as strong as I think it needs to be, this more time will be spent on this
concept. If they understand the concept well, we will not spend much extra
time on analyzing the concept in isolation, but rather move to how its
impacted by certain aspects of economic systems.
I will be conscious of assumptions that students may bring to this
inquiry as well. Students may assume that because we live in Canada, I want
them to answer with Canada as the economic system that provides the
higher quality of life. When introducing the critical inquiry question at the

beginning of the unit, I will be sure to make it clear that the answer to the
question is not right or wrong, but based on the evidence presented
throughout the unit, and that the decision is ultimately up to the student to
make based on which evidence they think is stronger.
Due to the issues-based teaching of social studies curriculum, it will be
important for me to be mindful of how Im teaching potentially controversial
issues. Certain families may not appreciate certain topics in the classroom,
so I will ensure that if a controversial issue is used in a cartoon, current
event, or example, that I am teaching it properly where it is offered as a
perspective, and not as the only way.
When teaching this unit I will address individual differences through
differentiated instruction. This will be easier to do once I get to know my
class better. I will use various forms of formative assessment to gather plenty
of evidence to inform my instruction. I will also address differences in a
number of ways such as the way in which I support individual students, or
the way in which I assess students. I will work with my Teacher Associate,
University Consultant, and students to meet their individual needs as best as
I can.
2. Unit Plan Organizer
Subject: Social Studies
Unit/Topic: Economic Systems Market and Mixed Economies
Date and Unit Duration: March 12 4 weeks (20 classes)

Grade: 9

8
1. Unit Overview Critical Inquiry Question
Given the economic systems of Canada and the United States, which one
provides a higher quality of life?

2. General Learning Outcomes for Unit

Students will demonstrate an understanding and appreciation of how
economic decision making in Canada and the United States impacts quality of
life, citizenship, and identity.
3. Focusing Questions for Unit (Related Questions)
What is a market economy?
What is a mixed economy?
Whats a command economy?
What values shape the mixed and market economies of Canada and the
United States?
What creates scarcity?
How do different economic systems address the question of scarcity?
What is an economic system?
Where do economic systems get placed on a continuum?
What does quality of life mean?
Are there different qualities of life?
What role do consumers play in market and mixed economies?
What is supply and demand?
How do supply and demand affect the market economy?
How do supply and demand affect quality of life?
Why do governments intervene in market economies?
How do government decisions that affect competition in an economy reflect
values?
How do economic decisions about scarcity, supply and demand, and
competition affect individuals and groups?
How is responsible citizenship different in mixed and market economies?
How can economic systems have different strategies for creating jobs?
How do jobs create opportunities for belonging?
What impact do labour unions have on market and mixed economies?
4. Key Concepts for Unit
Market Economy
Mixed Economy
Quality of Life
Supply and Demand
Scarcity
Consumerism
Competition
5. Specific Learning Outcomes for Unit
Knowledge:
9.2.4 Students will compare and contrast the principles and practices of

9
market and mixed economies by exploring and reflecting upon the following
questions and issues:
1 What are the principles of a market economy?
2 Why do governments intervene in a market economy?
3 Why is Canada viewed as having a mixed economy?
4 What is the role of the consumer in market and mixed economies?
5 To what extent do consumer actions reflect individual and collective
identity?
6 How has the emergence of labour unions impacted market and mixed
economies?
7 What are some similarities and differences in the way governments in
Canada and the United States intervene in the market economies?
8 How do the economic systems of Canada and the United States differ in
answering the basic economic question of scarcity?

Attitude:
9.2.1 Students will appreciate the values underlying economic decision
making in Canada and the United States (C, ER).

Skill:
9.S.1.2: Develop skills of critical thinking and creative thinking: evaluate,
critically, ideas, information and positions from multiple perspectives
9.S.8.1: Demonstrate skills of oral, written and visual literacy: communicate
in a persuasive and engaging manner through speeches, multimedia
presentations and written and oral reports, taking particular audiences and
purposes into consideration
3. Lesson Overviews
Lesson 1: Introduction to the
Unit, Performance Task, and
Scarcity
Outcom Instructional Lesson
es
Objectives
Procedure
Address
ed
9.2.1
Students
-Students
9.2.4.8
will:
will be
-Define
introduced
scarcity as
to the unit
the
and the
condition
critical
that exists
inquiry

Length of Lesson: 52 minutes

List of Materials

Assessment

-Popcorn
-Brown paper
bags
-Exit Slips
-Textbooks
-Rubrics/
summative

Formative:
-Students will complete
an exit slip that requires
them to write what they
know about scarcity at
the beginning of class,
as well as a reflection

10
when wants
exceed the
resources
available to
satisfy
wants.
-Give
examples of
scarcity.
-Explain how
different
economic
systems
address the
question of
scarcity

Lesson 2: Scarcity &

Life
Outcom Instructional
es
Objectives
Address
ed
9.2.1
Students
9.2.4.8
will:
-Explain how
different
economic
systems
address the
question of
scarcity.
-Define
quality of
life.
-Identify
different
qualities of
life.

question for
the unit.
-Students
will
experience
the concept
of scarcity
through a
scenario in
which they
help
themselves
to popcorn,
one-by-one,
without any
intervention.
-Students
will explore
what creates
scarcity in
their expert
groups.

Quality of

assessment
description for
PowerPoint
-Dictionary
section for
chapter 6
dictionary

about how scarcity

affects their quality of
life at the end of class.
-Students will fill in a
relationship diagram
between scarcity and
the factors of
production including
examples for each to
demonstrate their
knowledge of what
creates scarcity
-I will use observation
of student conversation
to gather evidence of
knowledge/where
further clarification is
needed.
-Class
discussion/answering of
questions will be used
to see how well
students are
understanding the
content covered.
Length of Lesson: 52 minutes

Lesson
Procedure

List of Materials

Assessment

-Students
will review
quality of
life (they
should
already be
familiar with
this
concept).
We will do a
concept web
on the board
of what
factors
influence
quality of

-Access to or
printed article
of Calgary
School
Lotteries
-Profile sheets
for students to
fill out

Formative:
-The class concept web
will be used to assess
prior knowledge of
quality of life
-I will use observation
of student conversation
to gather evidence of
knowledge/where
further clarification is
needed.
-Class
discussion/answering of
questions will be used
to see how well
students are

11
life.
-The
students will
be
presented
with the
current
event of
Calgary
Schools
holding
lotteries for
enrolment to
connect
scarcity to
their
personal
lives.
-Students
will explore
ways in
which they
think this
problem
could be
addressed,
and how this
affects
quality of
life.
-In groups,
students will
create
profiles for
people with
different
qualities of
life.
Lesson 3: Scarcity &
Life
Outcom Instructional
es
Objectives
Address
ed
9.2.1
Using
9.2.4.8
political

Quality of

understanding the
content covered.
-A news judgment
worksheet will be
completed by the
students so I can see
how critically they were
able to read the current
events article.
-I will collect the profile
sheets to see if
students understand
different qualities of
life.

Length of Lesson: 37 minutes

Lesson
Procedure

List of Materials

Assessment

-Cartoons
that have

Photocopies of
two political

Formative:
-Students will complete

12
9.S.9

cartoons,
students
will:
-Explain how
different
economic
systems
address the
question of
scarcity.
-Define
quality of
life.
-Identify
different
qualities of
life.

been cut out

from a
newspaper
and offer
opposing
perspectives
on the same
issues will
be analyzed
by the
students to
broaden
their
understandi
ng of critical
thinking, fair
mindedness,
quality of
life, and how
economic
systems
address the
problem of
scarcity

Lesson 4: Economic Systems

Outcom Instructional Lesson
es
Objectives
Procedure
Address
ed
9.2.4.1
Students
-As a class,
9.2.4.3
will:
we will
-Define
create an
economic
economic
systems.
continuum
-Identify
on the board
different
with
types of
appropriate
economic
characteristi
system.
cs
-Place
correspondin
different
g to each
economies
side of the
appropriatel continuum.
y on a
-In groups,

cartoons from
the newspaper
with opposing
views on the
same issue
-Analyzing
political
cartoons
worksheet

an analyzing political
cartoons worksheet in
pairs that we will
discuss as a class
afterwards. This will
give me an idea about
how well they can
analyze the cartoons,
and where their
strengths and
weaknesses are since
this will be their first
encounter with political
cartoons with me.
-I will use observation
of student conversation
to gather evidence of
knowledge/where
further clarification is
needed.
-Class
discussion/answering of
questions will be used
to see how well
students are
understanding the
content covered.
Length of Lesson: 57 minutes
List of Materials Assessment

-Sets of
economies
descriptions
-Economic
continuums
-Magnets or
tape
-Characteristics
of planned,
mixed, and
market
economies
-Jungle vs. zoo
questionnaire

Formative:
-I will use observation
of student
conversation/where
they place economies
on their economic
continuums to gather
evidence of
knowledge/where
further clarification is
needed.
-Class
discussion/answering of
questions will be used
to see how well

13
continuum.

students will
receive an
envelope
with 5-10
different
economies.
These
economies
will have a
particular
set of traits,
and
students will
sort these
economies
on an
economic
continuum.
-Discuss
jungle vs.
zoo analogy

Lesson 5: Market Economy:

Supply and Demand
Outcom Instructional Lesson
es
Objectives
Procedure
Address
ed
9.2.4.1
Students
-As a current
9.2.4.8
will:
event,
-Define
students will
supply and
analyze the
demand.
changing
-Explain how price of oil
supply and
and come
demand
up with
affect the
reasons why
market
it may have
economy.
fluctuated.
-Explain how The students
supply and
will then go
demand
through
affect
potential
quality of
scenarios
life in a
about
market
changing oil
economy.
prices and

students are
understanding the
content covered.
-Students will vote with
their feet when we are
creating the economic
continuum as a preassessment so I can see
what students already
know about the
different types of
economies.

Length of Lesson: 57 minutes

List of Materials

Assessment

-Supply and
demand
worksheets
-Physical copy
or access to
changing oil
price article
-Exit slips

Formative:
-Students will complete
a supply and demand
worksheet.
-I will use observation
of student conversation
to gather evidence of
knowledge/where
further clarification is
needed.
-Class
discussion/answering of
questions will be used
to see how well
students are
understanding the
content covered.
-Students will complete
an exit slip with their

14
discuss what
could
happen if
these
scenarios
happened.
-As an
activity,
students will
each receive
varying
amounts of
money to
buy a
limited
amount of
Timbits to
illustrate
supply and
demand.
Lesson 6: Market Economy:
Consumer Roles
Outcom Instructional Lesson
es
Objectives
Procedure
Address
ed
9.2.1
Students
-Students
9.2.4.4
will:
will analyze
9.2.4.5
-Explain the
and
role
compare
consumers
prices of
play in a
concert
market
tickets for
economy.
different
genres to
illustrate
how
consumers
affect supply
and
demand.
-Students
will do a
case study
about
doughnut
shops

own example of how

supply and demand has
affected an aspect of
their life.

Length of Lesson: 52 minutes

List of Materials

Assessment

-Case study
-Case study
worksheet
-Textbooks

-I will use observation

of student conversation
to gather evidence of
knowledge/where
further clarification is
needed.
-Class
discussion/answering of
questions will be used
to see how well
students are
understanding the
content covered.
-Students will complete
a worksheet
corresponding with the
doughnut shop case
study.

15

Lesson 7: Market Economy:

Government Roles
Outcom Instructional Lesson
es
Objectives
Procedure
Address
ed
9.2.1
Students
-A current
9.2.4.2
will:
event from
9.2.4.7
-Explain why the United
9.2.4.8
government States will
s intervene
be
in market
presented in
economies.
which the
-Explain how government
government intervened
decisions
in the
affecting
economy.
competition
-Students
reflect
will work
underlying
through part
values of
of the
that
textbook
economy.
relating to
government
intervention
in the
market
economy.
-Students
will choose
one of the
examples
given in
class and
write to
what extent
they agree
with the
involvement
of the
government
about that
particular
issue.

Length of Lesson: 52 minutes

List of Materials

Assessment

-Access to or
physical copy
of government
intervention
article
-Guided
reading
worksheet
-Textbooks

-I will use observation

of student conversation
to gather evidence of
knowledge/where
further clarification is
needed.
-Class
discussion/answering of
questions will be used
to see how well
students are
understanding the
content covered.
-The guided reading
worksheet will let me
know if the students
understood government
intervention in a market
economy.
-Students will answer
the question: To what
extent do you agree
with the involvement of
government for [chosen
example]?

16
Lesson 8: Mixed Economy:
Supply and Demand
Outcom Instructional Lesson
es
Objectives
Procedure
Address
ed
9.2.4.3
Students
-A review of
9.2.4.8
will:
the market
-Explain how economy
supply and
will be done
demand
since
affect the
students are
mixed
coming back
economy.
from a break
-Explain how -Students
supply and
will examine
demand
the example
affect
of the
quality of
Canadian
life in a
Wheat Board
mixed
creating a
economy.
monopoly
-Explain how instead of
government competition,
decisions
and
affecting
determine
competition
how this
reflect
reflects
underlying
values of the
values of
economy.
that
-Students
economy.
will examine
other
examples
such as
stores in the
mall trying
to make
profits.
-Students
will respond
in writing
about the
types of
influences
they think
consumers

Length of Lesson: 57 minutes

List of Materials

Assessment

-Textbooks
-Exit slip for
pre-assessment
for next class
-Market
economy
worksheet

-I will use observation

of student conversation
to gather evidence of
knowledge/where
further clarification is
needed.
-Class
discussion/answering of
questions will be used
to see how well
students are
understanding the
content covered.
-Exit slips will be
collected for preassessment purposes.
Students will write
about the types of
influences they think
consumers and
government have on
supply and demand in
mixed economies.
-Market economy
worksheets will be
collected to ensure the
students have a solid
understanding of it
before continuing
further with the mixed
economy.

17
and
government
have on
supply and
demand in
mixed
economies.
Lesson 9: Mixed Economy:
Consumer Roles
Outcom Instructional Lesson
es
Objectives
Procedure
Address
ed
9.2.1
Students
-Have
9.2.4.4
will:
students act
9.2.4.5
-Explain the
out comic in
role
textbook
consumers
and discuss
play in a
how this
mixed
might look
economy.
different in a
mixed
economy
-Have
discussion
about laws
in place
against
things that
affect price
like reselling
tickets
(scalping)
Lesson 10: Mixed Economy:
Government Roles
Outcom Instructional Lesson
es
Objectives
Procedure
Address
ed
9.2.1
Students
-Students
9.2.4.7
will:
will examine
9.2.4.8
-Explain why differences
government between
s intervene
healthcare
in mixed
in Canada

Length of Lesson: 57 minutes

List of Materials

Assessment

-Textbooks
-Exit slip

Formative:
-I will use observation
of student conversation
to gather evidence of
knowledge/where
further clarification is
needed.
-Class
discussion/answering of
questions will be used
to see how well
students are
understanding the
content covered.
-Exit slips
corresponding to
textbook questions
about the comic will be
collected

Length of Lesson: 52 minutes

List of Materials

Assessment

-Access to or
physical copy
of healthcare
article/compari
son.
-Guided

Formative:
-I will use observation
of student conversation
to gather evidence of
knowledge/where
further clarification is

18
economies.
-Explain how
government
decisions
affecting
competition
reflect
underlying
values of
that
economy.

and the
United
States.
-Students
will work
through
shift left
and shift
right in
their
textbooks
and
complete a
correspondin
g guided
reading.
Lesson 11: How Economic
Decisions Affect Individuals and
Groups
Outcom Instructional Lesson
es
Objectives
Procedure
Address
ed
9.2.1
Students
-Students
9.2.4.7
will:
will read
9.2.4.8
-Explain how about and
economic
identify
decisions
different
about
Crown
scarcity,
corporations
supply and
.
demand,
-Students
and
will examine
competition
case study
affect
of the
individuals
Canadian
and groups.
Filmmaker,
and, in
groups,
respond to
the question
Should
Canadas
government
provide
grants to
support

reading
worksheet.

needed.
-Class
discussion/answering of
questions will be used
to see how well
students are
understanding the
content covered.
-Guided reading
worksheet of shift left
and shift right

Length of Lesson: 52 minutes

List of Materials

Assessment

-Textbooks
-Case study
-Paper to
create visual
representations

-I will use observation

of student conversation
to gather evidence of
knowledge/where
further clarification is
needed.
-Class
discussion/answering of
questions will be used
to see how well
students are
understanding the
content covered.
-In groups, students will
create a visual concept
web that demonstrates
how economic decisions
affect individuals and
groups

19
Canadian
cultural
products?
-Students
will create a
concept web
in groups
about how
economic
decisions
affect
individuals
and groups
Lesson 12: Responsible
Citizenship
Outcom Instructional Lesson
es
Objectives
Procedure
Address
ed
9.2.1
Students
9.2.4.4
will:
9.2.4.5
-Describe
responsible
citizenship
in a market
economy
-Describe
responsible
citizenship
in a mixed
economy
Lesson 13-14: Jobs and Belonging
in Economic Systems & Labour
Unions
Outcom Instructional Lesson
es
Objectives
Procedure
Address
ed
9.2.4.6
Students
-Students
9.2.4.7
will:
will work
9.2.4.8
-Identify
with case
different
studies 2
economic
and 3 in the
strategies
textbook.
for creating
-Students
jobs.
will create a

Length of Lesson: 57 minutes

List of Materials

Assessment

Length of Lesson: 52 minutes (x2)

List of Materials

Assessment

-Textbooks
-Chart/poster
paper.

-I will use observation

of student conversation
to gather evidence of
knowledge/where
further clarification is
needed.
-Class
discussion/answering of

20
-Explain how
jobs create
opportunity
for
belonging.
-Explain how
labour
unions
impact
market and
mixed
economies.

plan in
groups of
how they
can create
100 new
jobs and
how those
jobs would
create the
opportunity
for people to
belong. This
can be done
through the
creation of a
job ad.
-Students
will present
their plans
to the class
Lesson 15: Responsible
Citizenship & Government
Intervention
Outcom Instructional Lesson
es
Objectives
Procedure
Address
ed
9.2.1
Using
-Cartoons
9.2.4.2
political
that have
9.2.4.4
cartoons,
been cut out
9.2.4.5
students
from a
9.S.9
will:
newspaper
-Explain the
and offer
difference
opposing
between
perspectives
responsible
on the same
citizenship
issues will
in market
be analyzed
and mixed
by the
economies.
students to
-Explain why broaden
government their
s intervene
understandi
in market
ng of
and mixed
responsible
economies.
citizenship,
and about

questions will be used

to see how well
students are
understanding the
content covered.
-The ads/posters/plans
students make for
creating new jobs and
how these jobs create
the opportunity for
belonging.
-Class presentations will
give me an idea of
where the students
thinking is at and if they
understand different
economic strategies
that can be used to
create jobs.
Length of Lesson: 37 minutes

List of Materials

Assessment

-Copies of the
political
cartoons to be
used
-Analyzing
political
cartoons
worksheet

-Students will complete

an analyzing political
cartoons worksheet in
pairs that we will
discuss as a class
afterwards. This will let
me know if the
students abilities to
analyze political
cartoons has improved,
and where their
strengths and
weaknesses are.
-I will use observation
of student conversation
to gather evidence of
knowledge/where
further clarification is
needed.
-Class

21
why
government
intervention
in
economies.

Lessons 16-20: Answering the

Critical Inquiry Question
Outcom Instructional Lesson
es
Objectives
Procedure
Address
ed
9.2.1
Students
-In lessons
9.2.4.4
will:
16-19,
9.S.1
-Answer the
students will
9.S.9
critical
have time to
inquiry
work on
question:
their
Which
performance
economic
task.
system
-In lesson
produces
16, students
the best
will begin by
quality of
completing a
life?
reasoning
map of what
will be
included in
their project
-During
lesson 18,
students will
have the
opportunity
to selfevaluate
and peerevaluate
their
projects.
-During
lesson 20,
students will
write their
chapter 6
test.

discussion/answering of
questions will be used
to see how well
students are
understanding the
content covered.
Length of Lesson: 57 minutes (x2);
52 minutes (x2); 37 minutes
List of Materials Assessment

-Computers
(book library
for this)
-Textbooks
-Reasoning
maps
-Chapter 6 test
-Selfassessment
checklist
-Peerassessment
checklist

Formative:
-Peer-assessment so
students can offer help
to their peers on their
projects
-Self-assessment
checklist so students
can identify their
progress and if they
need help
-Reasoning map so
students can have a
visual/written
representation of the
arguments they will
make in their
summative task
-Conversations with
students will help me
gauge their progress
and identify their
strengths and struggles
when doing their
projects.
Summative:
-Chapter 6 test to
gather evidence of
student learning
throughout the unit
-PowerPoint
performance task to
assess certain
knowledge, attitude,

22
and skill outcomes of
the unit

4. Annotated List of Resources

1. Alberta Assessment Consortium (n.d.) Retrieved from: http://www.aac.ab.ca/
This website provides informed responses to assessment topics that impact
student learning as well as resources for teachers to design quality
assessments. This website is valuable to the teaching of this unit because of
the formative and summative assessment ideas it offers, as well as pointers
on how to design good rubrics.
2. Alberta Education. (2009). Social studies 9 learn everyware. Edmonton:
Alberta Education. Retrieved from:
http://www.learnalberta.ca/content/t4tes/courses/junior/ss09_online/index.ht
ml?l1=home&page=ss09_spl.html&title=Social%20Studies%209
This website breaks the grade 9 Social Studies program down into modules. It
provides multiple detailed lessons based around focus questions, similar to
the design of my unit plan. This website gives me ideas about what kind of
questions my lessons can be focused around, as well as ideas for activities
that can be used in the classroom when teaching the unit.
3. Canada in Context (n.d.) Retrieved from: http://ic.galegroup.com/ic/cic/?
p=CIC&u=albertak12
The Canada in Context website is useful for this unit because it provides links
to news articles, magazines, academic journals, primary sources, websites,
videos, images, etc. that can be added to lesson content when teaching this
unit. It provides access to resources that offer multiple perspectives on
topics/issues, and would therefore be useful to help students think open
minded, full minded, and fair minded.
4. LearnAlberta.ca (2014). Organizing economies to benefit all citizens.
Edmonton: Alberta Education. Retrieved from:
http://www.learnalberta.ca/content/ssoc9/html/organizingeconomies_oci.html
These critical challenges from Learn Alberta support General Outcome 9.2
from the grade 9 Social Studies Program of Studies. This website will be
useful in helping me plan ways in which the students can compare the
relationship between economy and quality of life in order to explore the
overarching theme of the unit.
5. Lychak, P., Gerrits, D.A., Nogue, A., & Parsons, J. (2008). Issues for Canadians.
Toronto, ON: Nelson Education Ltd.
This textbook has been used by the students that I will be teaching all year.
The textbook gives detailed descriptions of important terms/concepts for the

23
unit, as well as illustrative examples that I can use to supplement my
teaching. The textbook also provides questions that have the ability to pique
student interest in a topic, and can help the students develop their critical
thinking skills. It gives me ideas about how to teach to the outcomes of the
unit.
6. Newspapers and news media websites.
For this unit, newspapers, such as the Calgary Sun and the Calgary Herald,
will be valuable in teaching the unit because of the multiple
economic/political cartoons that are found in newspapers. Since the students
will analyze these cartoons on Fridays, newspapers will be useful to use
during these classes. News media websites, such as www.cbc.ca, also provide
me with a way to incorporate current events into lessons that are relevant to
students lives such as Calgary schools holding enrolment lotteries.
7. Suiter, M. (n.d.) Popcorn Economics. Retrieved from:
http://ecedweb.unomaha.edu/lessons/popcorn.htm
This website provides a full lesson plan that is valuable in planning my
lesson(s) about scarcity, and making the beginning of the unit interactive. It
provides me with ideas about how to teach one of the core concepts of
economic systems, and to get students to understand the concept of scarcity
more fully by allowing them to experience it.
5. Summative Assessment
The performance task included in my unit that requires the students to
answer the critical inquiry question of the unit is the creation of a PowerPoint.
Students will create a PowerPoint individually or in pairs that demonstrates
their understanding of the three different economic systems, as well as their
conclusion about whether the market or mixed economy provides a higher
quality of life, and why.

VISUAL ECONOMIES PROJECT

Working by yourself or in pairs, you will create a visual PowerPoint explaining the different economies.
Your visuals should include slides that explain each of the three economies (mixed, market and planned
economies), and should come to the conclusion about which economy provides a higher quality of life
(mixed or market).

24
Your slides should include the following:

Your first slide NEEDS to be an economic continuum

An example of a country that has the economy in use

Several examples of beliefs and values of the economy

At least two advantages and disadvantages of each economy

The economy that provides the higher quality of life with at least three reasons why

You can certainly be creative, add music, and whatever else you deem important BUT no zipping in of
images, weird spinning and so on. When you are finished please drop in into the assignment drop box in
D2L or submit a memory stick. Please do not email your project to me. You will NOT provide a
written explanation so you need to ensure that your work is obvious and makes sense.
How you will be assessed:

Level
Criteria
Summarie
s of
Economie
s (x2)
(9.2.1,
9.2.4.1,
9.2.4.7,
9.2.4.8)

Conclusio
n (9.S.1.2)

Insufficient/

Excellent

Proficient

Adequate

Limited

Blank

Demonstrates a
comprehensiv
e summary of
economies. All
economies are
included in
PowerPoint.

Demonstrates a
thorough
summary of
economies. All
economies are
included in
PowerPoint.

Demonstrate
s a general
summary of
economies.
At least two
economies
are included
in
PowerPoint.

Demonstrate
sa
superficial
summary of
economies.
One or more
economies
are missing
from
PowerPoint.

No score is awarded
because there is
insufficient
evidence of student
performance based
on the
requirements of the
assessment task.

Provides
insightful
reasons for
conclusion. At
least three
reasons are
given.

Provides
logical reasons
for conclusion.
At least three
reasons are
given.

Provides
simplistic
reasons for
conclusion.
At least two
reasons are
given.

Provides
little to no
reason for
conclusion.
No reasons
or one
reason are
given.

No score is awarded
because there is
insufficient
evidence of student
performance based
on the
requirements of the
assessment task.

25
Ability to
Communic
ate
Visually
(9.S.8.1)

Project is
creative and
perceptive and
is clear without
any written
explanation.

Project is
creative.
Some visual
choices are
obvious, but
some visual
choices are
unclear.

Project is
acceptable
with several
visual
choices
requiring
explanation.

Project is
unclear.

No score is awarded
because there is
insufficient
evidence of student
performance based
on the
requirements of the
assessment task.