Está en la página 1de 20

Understanding By Design Unit Template

Title of Unit Governance Grade Level 12

Subject History 30 Canadian Studies Time Frame 13, 50 min lessons

Developed By Shayla

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?

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.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

* outcomes taken from

Enduring Understandings Essential Questions

What understandings about the big ideas are desired? (what you What provocative questions will foster inquiry into the content?
want students to understand & be able to use several years from (open-ended questions that stimulate thought and inquiry
now) linked to the content of the enduring understanding)
What misunderstandings are predictable?
Students will understand that... Content specific.
- Governments make decisions in society that affect people in society - Why does understanding Governance shape the way you live
- People have a role to play in society as citizens in having their your life as a Canadian citizen?
needs represented and met - How is power distributed to the people?
- Students will understand that those who make up the Governing - Who holds power in society?
body in Canada are bound by the Constitutional Act. - What is Governance?
-Students will understand how the Government handles issues of - Why is it important to understand all perspectives before
Governance understanding or reaching a personal stance on a topic?
-Students will understand how Governance in Canada works. - Does constitutionalism play out today to be as moral and
ethical as it was created to be?

Related misconceptions FNMI, multicultural, cross-curricular

- Governance is based on the decisions and ideas of only leaders First Nations modes and models of governance and the
- Canada does not have a governing body relationship between First Nations and European in
- Peoples voice is not heard among leaders. understanding differences in governance. Understanding the
conflict that is created and how that strained relationship has
influenced Canadas governing climate.

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
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.
- 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
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
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.

S Standards & Criteria for

Success Attach rubric to Unit Plan
Create the rubric for the Performance
Other Evidence Student Self-Assessment
Through what other evidence (work samples, observations, How will students reflect upon or self-assess their learning?
quizzes, tests, journals or other means) will students demonstrate
achievement of the desired results? Formative and summative
assessments used throughout the unit to arrive at the outcomes.
- students will have an opportunity to respond to various questions - Final project self-assessment; students are able to present
throughout the unit to demonstrate their learning such as: hook their projects and will reflect on their ability to assess their
questions, guide questions, leading questions and essential content with dialectic thinking and moral reasoning.
questions - Artist statement in final project where they are able to tell me
- exit slips will be written on google docs and all comments will be what they have learned after they have showed the class
added to one document so that students can see concepts and - online journal entries
understanding to allow students to see learning and to learn from - Peer feedback
one another. The teacher will be able to see what students makes - WordPress debate presentation
what comment to assess students learning.
- Presentation Proposal
- Outline of moral dilemma
- observation of student involvement
- journals throughout the unit, and in their final project.
- samples of student work when they are given a situation upon
which they need to come to a moral stance

Stage 3 Learning Plan

What teaching and learning experiences will you use to:
achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the
learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance

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.
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 -
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
-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-
~ 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: DR 30.2 Discuss and evaluate different viewpoints, to make a

tentative judgment or how an issue may cause controversy; DR 30.3 Assess
how historical events in Canada have affected the present Canadian
2 What is ~5 mins Didactic Questions introduce the topic DT; -Governance PowerPoint
Governance? Guide question: Can someone explain to me why it is important to DSR - Sticky notes
understand why it is important to understand that people come - Article from

from different cultures?

Hook Question: What would life be like if we didnt have any rules
in society? Since we all come from different cultures, whose rules child-welfare-system
should we follow?
Lead Questions: - What do we know about Governance? What is -
- Goal for the unit: students understand Governance, that students can atch?v=3Grh2XPGNlg-
analyze systems of Governance in Canada as critical and engaged citizens, Institute on Governance-
and that students engage in dialectic thinking and moral reasoning on What is Governance?
conflicting issues of governance. Ultimately, the goal of this unit is to
introduce students to the issues that arise in our society because of
Governance, and help them to understand the role they play in society as
individuals with different moral beliefs.
~7 mins YouTube video
~15 mins PowerPoint for review/discussion and further notes and
recap/summary of the video
~4 mins: 1-3-6 sharing activity: in the middle of the lesson students
will do a think pair share to answer a guide question to have them
recall what they will have already learned in the lesson. Students
will think on their own, and then partner up with two other people
at least 10 steps away from them, to get them up and moving, and
then group up with 3 others and share their thoughts. Teacher will
walk through the classroom to hear students conversations and
conference with the groups about what they think.
Guide Questions: So, considering what we have learned so far,
what are some ways that shape governance today?
~15 mins welfare as an example of an attempt for Governance
~10 mins Exit slip: Think- Pair-Share pros/cons for the Welfare system.
Essential question: If governance is supposed to work for the good
of the people, how do we make sense of the ways that the system
fails individuals? Can you think of a different solution to meeting
the needs of the people? Why is learning about these systems
Outcome: DR 30.2 Discuss and evaluate different viewpoints, to make a
tentative judgment or how an issue may cause controversy.

3 DSR - PowerPoint & PowerPoint

How is power ~5 mins- Introduction game: Hook Question: Teacher makes this Fill in the Blank Notes
distributed? statement, I think that the brown haired, brown eyed students - Access to laptops/
are going to be allowed to omit the final project. Wait for student computer lab
response Then asks, Why wouldnt it be fair if they could omit - Level Rule (game):
the final project for this class? I said so, I am the teacher.
Students will come up with different answers that will lead to the OurCountryOurParliament/g
question of power distribution. Then teacher says, Do we see this ame2-e.aspx
type of exclusion, or power distribution in our school? City? Town? - Exit slips
Province? World? Guide Questions: Can someone remind me
about of the example of Governance we talked about yesterday
and share one pro and one con about it?
~ 15 mins Teacher Instruction: students have a choice to use a fill in the
blank sheet to follow along on the PowerPoint or to create their own notes
form the PowerPoint
~7 mins - learning check- teacher will read off several true or false
statements (lead questions) and guide questions from the PowerPoint
and students will body vote by standing or sitting to show their learning.
Students will be picked at random to give an explanation to their answer.
Ex. A political system is: A system of politics and government. T or
There are no problems with Democracy. T or F?
A monarchy is ruled by a layperson? T or F?
Canada is an authoritarian society? T or F?
Explain, using your own words, what political systems do?
Explain, using your own words, what an ideology is/ what they do
in society?
Explain, using your own words, the three levels of provincial
governance and their responsibilities.
~ 27 mins Jigsaw/ Research/ discussion
During this time, teacher will conference with students about their learning
to gain a grasp on their understanding and to provide helpful scaffolding for
deeper understanding. Students will split into four large groups. Students will
choose one person to come and receive the political party that you represent.
Students will research partys stance and ideology around current
environmental issues. Once students understand their specific stance, the
class will do a jigsaw activity where students will get into groups and
present their stance to the other political parties. As a group of different
political leaders, students will discuss what could be done based on your
beliefs about the issues. We will come back together as a large group and
talk about your discussions.
What did we learn in out jigsaw groups? Review of what students learned
from the activity as assessment.
~ 6 mins Exit slip Essential Q: How does the distribution of power affect
the citizens in a democratic country? Why is learning this information
Outcome: DR 30.1 Analyze decision making models that involve debate and
consensus for their strengths and weakness.
4 ~ 5 mins Personal Constitution activity DT - PowerPoint
Canadas Hook Q: If you had to tell someone three of the most essential things that you cant - case studies
Constitution live without what would they be? - Exit slip
Lead Question: Do we need to have a constitution in Canada?
~ 10 mins - Explicit teaching
Guide Question: How could you explain the constitution and how it was
formed in simple worlds?
~ 20 mins Problem solving/ case study student activity
~10 mins- check in #1 choose a topic/ initial questions to research
~ 5 mins exit slip: Essential Question: How does the constitution affect
Governance in Canada?

Outcome: PA 30.3 Assess how involved the government should be in the lives of its
citizens (Medicare, immigration, social policies)

5 Historical ~5 mins - charter of rights and DT - YouTube

analysis of freedoms rap - PowerPoint
Canadian Hook Q: What would life be like if you did not have availability to rights - Primary source
Rights and and freedoms? documents
Freedoms ~10 minutes Concept mapping as a group the teacher will lead the students in
creating a concept map that outlines the charter of rights and freedoms and they
correlate with governance.
Lead Question: What are some things that are your rights? What are
some things that are your freedoms?
~25 mins Concept Formation students will be given 4 examples and data that
focuses on rights and freedoms and primary source documents that share
examples of peoples experiences. Students will analyze and prescribe rights and
freedoms or the lack of in these examples. For each case study students will
identify injustices they see in the application of these charters.
Guide Question: Can you summarize the main issues in these primary
sources for these individuals?
~10 mins Closure of the lesson by asking how rights and freedoms correlate with
governance and democracy, as a lead up to the next lesson. Essential Question:
How does Canadian rights and freedoms connect with the way the
constitution is played out today? Is it as moral and ethical as it was first
created to be?

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 30.2 Discuss and evaluate different viewpoints, to make a tentative

judgment or how an issue may cause controversy.
8 Conflicting ~10 mins- Check in #2 for performance task proposal feedback DT - laptops
perspective - students get together and offer feedback on students work. - McLeans website
- students will address two things that need to be improved, and one thing
that they think is going to work well for their presentation. Students will also
act as an idea board for those who arent sure what direction they will go.
~10 mins- Remind students of where we had been the lesson before, as
the elder was speaking about Aboriginal Governance and the conflict that
is created and felt by many First Nations people in Canada. Word cloud
about indigenous and non-indigenous perceptions of police activity. From McLeans
- Lead question: Do you think that different cultures view
governance differently?
- Guide questions: How might you explain the difference in
attitudes in these word clouds in simple terms?
- Hook Question: What might change if Indigenous people felt
honored by the constitution and received equal rights and
freedoms and were given the right to govern themselves? How do
you think these views might change?
~30 mins students read for meaning: Using the full article that was put out by
- CRT: Student Centered Learning- students will skim through the article to
identify the area or topic they are most interested in.
- students will organize information and use reading skills to find out what
the key Governance issue is.
~10 mins Students write in online journal for assessment of the activity. Students
respond to Essential Questions: - Why does understanding Governance
shape the way you live your life as a Canadian citizen? How is power
distributed to the people? Who holds power in society

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
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 - 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
~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

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
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

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
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

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study: Yes. The outcomes in this unit inform the performance assessment and
Is there alignment between outcomes, learning experiences. The activities in the learning plan help students to
performance assessment and learning analyze, evaluate, and discuss the various impacts that governance has in
experiences? Canada. An example of this in my learning plan is seen in the lesson
entitled A Closer look at Democracy in Canada. In this lesson the
students will analyze and evaluate democracy in Canada. Students will
critically view and interpret the understanding of democracy and how it is
played out in society today and how it has been demonstrated in the past.
This activity ties specifically to outcomes:
PA 30.3 Assess how involved the government should be in the lives of its
citizens (Medicare, immigration, social policies)
DR 30.1 Analyze decision making models that involve debate and
consensus for their strengths and weakness.
DR 30.2 Discuss and evaluate different viewpoints, to make a tentative
judgment or how an issue may cause controversy.
The performance task will echo these outcomes and learning experiences
as students will analyze and assess an issue of conflict in Canadian
governance. Students will demonstrate their understanding of Governance
and will evaluate a topic of conflict by make a moral stance to the conflict.

Adaptive Dimension: For struggling students:

Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional For EAL students I plan on giving them as much concise information rather
practices, and/or the learning environment to meet than requiring them to summarize slides and make sense of words on the
the learning needs and diversities of all my board.
students? I will print off slides and provide information in steps to help narrow the
focus of the information they receive. I could offer texts for students in
their own language and have them explain their understanding in English
with the use of a translator if needed.
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.
For those students who struggle to start their final project I will assist them
by brain storming with them about things they are interested in. As we
come up with things that student is interested in we might research
together to see if there are any issues of governance that surround their
topic. By doing this I hope to broaden the scope from just historical issues,
to present day/ relevant issues.
If students are anxious about presentations and do not feel comfortable
presenting to the class I can give them the option of working in a group,
presenting to me or a small group outside of class time or creating a video
so that they do not have to make their presentation in front of the class in
live time and publically.
For students who have difficulty organizing their thoughts I might help
them by providing visual organizers, and encouraging them to make lists
or step by step instructional points for themselves. For those who had
attention disorders I might break up the assignment even more by giving
them tasks for the day, for example Your task for today is to find one
source that talks about your topic and give me one reason it is good, and
one reason it is bad. I also might make a more secluded space for them to
work by using an empty space in the classroom or a desk shield that will
help the student to focus on what is in front of them. I will make sure that
students who have trouble focusing are not being tempted by their
devices. I will accomplish this by having students hand their phones in
during work time unless they clear their cell phone usage with me if they
need to access the internet and all the computers in the computer lab/ or
classroom set are being used.

For students who need a challenge:

One way I might encourage students who need a challenge in this

assignment is to have them only look at primary sources and consider 2
secondary documents if their research topic allows for that. In this way
students will get less of an overview and more of a personal experience
from which they must make inferences and connections on their own. As
they read they will be analyzing and evaluating what is being said and left
unsaid in these documents. This type of research will have a greater effect
then on the product of what they create.

Another way I might do this is by personally being flexible to see where

the student wants to take his or her project and to the great length they
want to go with it.

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

Resource Based Learning:

Do the students have access to various resources Yes. Each of the learning activities I have planned have included various
on an ongoing basis? resources in different mediums.
Students have access to written primary and secondary resources, video
and multimedia resources, interactive resources as well as oral presenters.

FNM/I Content and Perspectives/Gender

Equity/Multicultural Education: Yes, I believe that I have nurtured and promoted diversity while honoring
Have I nurtured and promoted diversity while each childs identity in the content that we will study in this unit. This Unit
honoring each childs identity? is comprised of many voices and does not allow students to make blanket
statements and judgments, but rather helps them understand the topics/
context that many students might find themselves in and a part of.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-
87120-313-8 (pbk)