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Developed By Shayla
Students will learn about topics and situations within governance that will benefit them in the future. This unit will engage in them
qualities of Life Long Learners as they will become aware of the ways that the information they learn about is extremely relevance in
their lives. As students interact with the material they will be studying they will learn how important it is to ask questions of their
government and of the governing bodies. These questions will demonstrate to them how important it is for students to continue to ask
questions and learn as much as they can when they consider these topics in the future.
Building Engaged citizens is key to this unit as it strives to uncover the realities of Governance and power within our society. As
students make moral decisions they will grow as citizens who are passionate, as individuals who want to evoke change for the good of
the people in their society. By learning about what they believe and the way that communities can stand together to have their needs
met, students will come to see they have a role to play in society. As students come to recognize their role and voice in society as
important they will become engaged citizens who are well informed and able to understand both sides of conflict in governance, while
also asserting their voice in a way that helps society.
Cross curricular Competencies
How will this unit promote the CCC?
Develop Thinking- embedded within this unit plan students will take part in dialectic thinking, and moral testing. This Unit will help
students develop their skills as out lined within the Saskatchewan Social Studies 30: Canadian Studies curriculum guide. Dialectic
thinking is an important skill that students will take with them into society as the nature of a pluralistic society, such as Canada, is
found in the many divisions that are present. In learning these skills students will be prepared for evaluating arguments and
determining the best outcome in the future as members of society. Students will also learn how to evaluate information as a part of
developing thinking, and they will be more equip to choose from the various points of view while drawing distinctions between
legitimate knowledge and propaganda.
DSR
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
PA30.3Assesshowinvolvedthegovernmentshouldbeinthelivesofitscitizens(Medicare,immigration,socialpolicies)
DR30.4AnalyzehowcentralCanadasdecisionmakingeffecteditsrelationshipwithotherpartsofCanada
DR30.1Analyzedecisionmakingmodelsthatinvolvedebateandconsensusfortheirstrengthsandweakness.
DR30.2Discussandevaluatedifferentviewpoints,tomakeatentativejudgmentorhowanissuemaycausecontroversy.
DR30.3AssesshowhistoricaleventsinCanadahaveaffectedthepresentCanadianidentity
* outcomes taken from http://curriculum.nesd.ca/Non-Renewed-Curricula/_layouts/15/WopiFrame.aspx?sourcedoc=/Non-
Renewed-Curricula/History-Supports/History%2030/History%2030%20Outcomes.docx&action=default
Knowledge: Skills
What knowledge will student acquire as a result of this unit? This What skills will students acquire as a result of this unit? List the
content knowledge may come from the indicators, or might also skills and/or behaviours that students will be able to exhibit as
address pre-requisite knowledge that students will need for this unit. a result of their work in this unit. These will come from the
indicators.
Students will know... Students will be able to
- Students will know how to use dialectic thinking and evaluation to - students will be able to exercise dialectic thinking and moral
gain insight into the way that Canadas governance system works testing to evaluate concepts and conflicts within society
- students will know that in Canada the Governance models and - Students will be able to differentiate between legitimate
methods are a result of the constitutional act in (1867) perspectives, and propaganda.
- students will know the way that the constitution informs provincial - students will be able to understand how Canadas past and
rights within Canada. constitution influences governance in Canada
- Students will know how to use moral reasoning to come to - students will be able to make moral test and decisions based
conclusions from moments of conflict and tension in Canadian on dialectic thinking/reasoning.
society.
- Students will understand the governing system in Canada and how
power is divided within it.
Stage 2 Assessment Evidence
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the
learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills
to demonstrate their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G Goal Goal: The goal of this performance task is to have students display their ability to use moral
What should students accomplish by reasoning and dialect thinking based around a topic within Canadian Governance as well as show
completing this task? their understanding of governance in Canada. Students should be able to represent both sides of
R Role a governing issue while also taking a moral stance towards the topic. This assignment is
What role (perspective) will your developed to have students interact with their current contexts and issues of governance.
students be taking? Role: Students will be both the presenter and the audience. As the presenter students will use
A Audience first person perspective to share their understanding with the rest of the class. Students will be
Who is the relevant audience?
the investigator as they research their topic and the moral judge as they choose a side to
represent and defend. As an audience member students will provide feedback throughout class
S Situation
time as students begin steps in making final projects, as well as, during the final presentations.
The context or challenge provided to
the student. Audience: the audience for this performance task will be the students in the classroom and the
teacher. Students must present research and product to the class and teacher, while also
defending and giving support for the decisions they made and what the project means and how it
connects with the issue. Students will tell the audience what it is they learnt through their
research.
Situation: The performance task will take place after the students have completed a unit on
governance and issues of governance in Canada. The students will have knowledge of the
conflicts that surround governance and will have worked throughout the unit at practicing making
moral stances. This is an opportunity for students to share what they are passionate about and
P Product, Performance what they have learned about governance and their governance issue. Students will have
What product/performance will the opportunities in class time to work and share their work with classmates to receive feedback and
student help if it is needed and to keep them on track for the assignment as we go in order to alleviate
create?
some stress for students.
Product- The students will have the freedom to choose what they want to produce or perform in
this performance task. In giving student choice the goal is to have them creatively create
something that shows their learning. This is a very broad task for some students and for those
who need extra help or direction ideas the student can brainstorm with the teacher and seek help
in class time (when teaching time is not being taken up), and outside of class time. Some ideas
that students could create include: a board game that looks at the historical governance
perspective around abortion, a painting that symbolizes the conflict between First Nations people
and European Settlers, a paper that talks about the welfare system in Canada or even a box of
objects that symbolize the distribution of power in Canada.
By the end of this unit my students will understand the process by which Canada governs itself and how the constitution has
played a significant role in establishing these principles. Students will understand how power is distributed in Canada as well as
understanding the way that the charter of rights and freedoms has changed parliaments processes in governance. Students will
understand different modes of governance, and they will become aware of the conflict that governance has produced in Canada.
Each student brings experiences into the classroom that will inform their opinion of governance and government control in
individuals lives. Each student is a product of their environment and that includes political views. Some students might even
benefit from government initiatives that will be studied in the until. In this way topics of conflict need to be studied and
represented in a way that is fair for the students. The student will know where we are going at my initial explanation of the unit
and the topics that will be studied. In knowing how much the students like to study culture in the previous unit and those
aspects that shape culture, I know that the students will enjoy a more microscopic look at the way that Governance affects
culture. In considering this unit students would have taken a survey to show their interest in governance, and in topics within
Governance. That information will help me to choose and narrow in on topics to discuss in lessons. For EAL students I plan on
giving them as much concise information rather than requiring them to summarize slides and make sense of words on the board.
I will print off slides and provide information in steps to help narrow the focus of the information they receive. I will give all
students the option to receive printed out slides from the PowerPoint, or make them available to them on their computers so that
they can make notes on the PowerPoint itself. If any additional help is needed students are welcome to come to me for help at
any point in the learning. The learning will take place within the classroom and the desks will be arranged in pods so that
students are encouraged to conference with each other and bounce ideas off one another.
How will you engage students at the beginning of the unit? (motivational set)
Students will split into 5 groups and will participate in a jeopardy game. https://jeopardylabs.com/play/governance-in-canada-ch-1-5-review
Their competitive natures will enhance this activity and there will be a prize for the winning team. All of the questions in the jeopardy
game will be based around governance, rights, laws and government. This will serve as a formative assessment tool for me to see what
the students already know about these topics. After the jeopardy activity students will do a quick right responding to an essential question
from the Unit: Why do we need governance in Canada?
What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources
1 Culture and DT - Zaretta Hammonds book
Governance? ~15 minutes hook activity: Lead Question: What is culture? Hook Question: Culturally Responsive
Do these What would it be like if we all lived with the same experiences and Teaching
things go culture? How does understanding your culture help you understand Governance and The Brain.
together? students will do an activity to understand their culture out of Zaretta Hammonds - Laptops/ access to a
book Culturally Responsive Teaching and The Brain. In this lesson the teacher will computer
this lesson address her culture as a white European settler and how that affects her views on lab
might be governance. This is an important exercise to do with the class before we start doing - Sticky notes
broken up the Unit so that students can understand themselves and why the think what they - Long role of white paper
over two think about governance. - Performance task handout
days if *read questions from pg. 58 - www.lop.parl.gc.ca
students Guide Questions ex. How did your family identify? Racially or culturally?
need more How do you identify with the place you are from? Urban, Suburban, or
time to Rural? Are there any stories that your family always tells, are they about
work on the heros or anti-heros? etc.
timeline ~5 mins- Essential Question: Why is it important to understand all
perspectives before you make assumptions about people? Students will do
a free write to see how students understand their own culture- and answer the
essential question- to be handed in for Formative assessment
~ 25 mins: student led teaching- students make notes about what they learn about
from this timeline website
http://www.lop.parl.gc.ca/About/Parliament/SenatorEugeneForsey/time_travel/index
-e.html and students will create a timeline of how Canadas Government came to
be on a long poster board that will hang in the classroom as point of reference
throughout the course. The timeline will be assigned to groups and the students
will make groups to work on various parts and times within the timeline.
~15 mins introduce final project performance task and set date for first check-
in
~ 5 mins recap and re-address the students free writing by clarifying the
importance of understanding our own cultures as we learn about Governance in
Canada to help everyone remain open to different perspectives.
Outcome: PA 30.3 Assess how involved the government should be in the lives of its
citizens (Medicare, immigration, social policies)
Outcome: DR 30.3 Assess how historical events in Canada have affected the
present Canadian identity
6 A Closer look ~10 mins- Start with a brief review of rights and freedoms, and see what the DT; - Game scenarios
at students remember. Lead Question: How does the constitution aim to take DSR
Democracy in care of its citizens? Democracy game with students: the state is set up; teacher
Canada. is the elected leader. Students are the citizens who make their needs known to the
elected leader. Leader provides for the needs unequally, but constantly reminds the
students they are in a democratic state where things are equal. At the end of the
activity have students to a quick write Guide Question: How would you feel if
your experience in this game was an everyday experience for you?
~8 Review of Democracy Ideology
Hook Question: Do you think Canada a truly democratic state?
~25 mins Disrupting achieved Democracy in Canada simulation
Guide Q: How is Canada failing to be a true democratic state?
~7 mins Essential Question: what have you learnt about democracy and how
power is distributed to the people? Have students write down 3 things they have
learned from the lesson, 2 things they feel that they still do not understand about
democracy and 1 question they might have democracy in Canada.
Outcome: DR 30.3 Assess how historical events in Canada have affected the
present Canadian identity
7 Aboriginal ~10 mins Start with a brief look back at where we have been, as we have DT - Elder
Governance learned about rights and freedoms. Lead Question: Based on our class - Tobacco
yesterday, do you believe democracy is being achieved across the board - Questions from the
in Canada? Remind students that for many people in Canada, true videos
democracy is not being achieved. Hook Question: If you could rule - Exit Slip
yourself- what would you do? Brainstorm with a partner.
~33 mins invite an elder to speak with the class about treaties and Aboriginal
Governance and the historical conflict between Aboriginal Governance and
European/Canadian modes of Governance.
~ 7 mins- Exit slip- Guide Question: How does the Aboriginal ideology of
Governance compare with European/Canadian Governance? Make two
observations and make one criticism of European Governance considering what
you have learnt today.
Essential Question: - How is power Distributed?
Outcome: DR 30.4 Analyze how central Canadas decision making effected its
relationship with other parts of Canada; PA 30.3 Assess how involved the
government should be in the lives of its citizens (Medicare, immigration, social
policies)
9 Aboriginal ~ 5 mins Hook question: What creates conflict or debate among citizens? DT - computer lab access/
Governance Remind students of where we have been: what happens with the powerful laptops for research
vs. withhold basic needs from those who do not have power? Hopefully
Eurocentric students respond, CONFLICT
ideology of This initial question of the unit will take place using
Governance www.polleverywhere.com - text responses will not be anonyms
- Debate For those who do not have a cellphone to use in class, students will write
Central their answer on a personal white board.
Students will generate ideas about what creates conflict in society.
~ 30-35 mins- student research for debate on these three issues in governance
Power and wealth- Guide Question: How is power distributed?
Should the wealthy have all the power in society, or should they
pay for the poor?
Culture conflict- Refugees to Canada and how Governance is effected in
the mixing of cultures within a society. Guide questions: How might conflict
be created as cultures mix within a society?
Differing political customs- Liberal views vs. Conservative Sask. Party
views within Saskatchewan? Guide questions: How can one political party
claim to have better ideologies in Saskatchewan?
~ 20 mins debate time (modified, shortened debate)
Each group will have approx. 10 minutes to debate. In a shortened debate,
students must be precise in their speaking and presentation.
Students will be assessed against the rubric that is co-constructed in class
time.
~5-7 mins Debrief/ Student Evaluation discussion
Lead Questions: What went well? What was hard? What was easy? How
could you improve in your debate skills?
~30 mins- Students will use this time to create a WordPress website
(~5 mins Explanation of the WordPress debate forum.)
This activity might take longer than 40 mins that are allotted, but
students will have one more period to finish their webpage and make
comments on the other online debates.
Students will receive a handout for further explanation and scaffolding
ideas
Closing of lesson:
~ 5-7 mins exit slip to be responded to on class google docs sheet Essential
Question? Why is it important to understand all perspectives before understanding
or reaching a personal stance on a topic? How does creating a webpage about the
debate help you understand it further?
Outcome: DR 30.1 Analyze decision making models that involve debate and
consensus for their strengths and weakness; DR 30.4 Analyze how central Canadas
decision making effected its relationship with other parts of Canada
10 Moral ~ 5 mins Remind students of where we have been. If governance is supposed DT; - PowerPoint for would you
Reasoning to create guidelines for those in power, how can we understand and make DSR rather
sense of the ways that conflict is so prevalent in our society? How are we - scenarios
going to make these important decisions that are difficult? Students engage
in would you rather game Teachers asks students hook questions like would you
rather buy clothing that is made by children who do not get paid but have nice
clothing, or wear the same clothes but know that the person who made them was
employed and paid fairly? Or, would you rather save money and buy a purse that
will break and is made of fake leather in a work shop or pay for a better quality
more fair trade product? Would you rather steal food, or work to be able to afford
food? Would you rather cheat on an exam and get caught or cheat on an exam and
not get caught?
~ 12 mins- discussion Think- Pair- Share Lead question: What is a moral
decision? Essential Question: What guides our decision making and how
do we make sense of things we disagree with?
~20 mins Students practice moral decision making by reading different scenarios
~10 mins- check in #3- moral dilemma outline
~ 8 mins What did we learn today about moral decisions?? Direct questioning
closure.
Guide Q: why is it difficult to make moral decisions?
Guide Q: What guides and informs our morals?
Guide Q: do we need to have morals?
Guide Q: How can we our different morals work together in society in
governance?
Outcome: DR 30.1 Analyze decision making models that involve debate and
consensus for their strengths and weakness.
11 Performance - Students will create a project that displays their understanding of a topic that has DT; - Computers, printers
Task/ Work created a governing conflict in society today. Students will be asked to research DSR - handout
period and use dialectic thinking to understand a current controversy and create -rubric
something that displays their stance on the subject.
Students will have the whole period to work on creating their project or any
research that they need to do to complete the task. AT the end of the day teacher
will assess to see if students need another work period, or if presentations should
begin the next class. Teacher will ask the students at the end of class time to return
to the class and raise their hand if they need more time, or if they would be ready
to present tomorrow. IF students are ready, a second work period would not be
necessary.
12 Work period Second work period for students who still need time on their project. If students are - Computers, printers
finished their projects they will have this class time to work on their personal - handout
reflections of learning in their journals. -rubric
13 Presentations Students will have the whole period to do their presentation, if another period is DSR; - Rubric
required we will take another period. Students who have opted to do presentations DT - multi-media implements
can use up to 6-8 minutes. If others have created videos or other media (projector, computer, smart
presentations, they will be viewed now as well. board, or screen)
All Outcomes
Instructional Approaches: Yes, throughout this unit I use several different instructional strategies. The
Do I use a variety of teacher directed and student strategies used in the unit are as followed:
centered instructional approaches? Direct Instruction: explicit teaching, concept mapping, concept formation,
and drill and practice.
Indirect Instruction: reading or viewing for meaning, and case studies
Interactive instruction: debate, brainstorming, discussion, and groups
Independent instruction: research and journaling
Experiential instruction: simulation
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-
87120-313-8 (pbk)