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.
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

Enduring Understandings Essential Questions

What understandings about the big ideas are desired? (what you
want students to understand & be able to use several years from
now)
What misunderstandings are predictable?
Students will understand that...
- Governments make decisions in society that affect people in
society
- People have a role to play in society as citizens in having their
needs represented and met
- Students will understand that those who make up the Governing
body in Canada are bound by the Constitutional Act.
-Students will understand how the Government handles issues of
Governance
-Students will understand how Governance in Canada works.
What provocative questions will foster inquiry into the content?
(open-ended questions that stimulate thought and inquiry linked
to the content of the enduring understanding)
Content specific.
- 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?
- What is Governance?
- Why is it important to understand all perspectives before
understanding or reaching a personal stance on a topic?
- 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
- Canada does not have a governing body
- Peoples voice is not heard among leaders.
First Nations modes and models of governance and the
relationship between First Nations and European in
understanding differences in governance. Understanding the
conflict that is created and how that strained relationship has
influenced Canadas governing climate.

Knowledge:
What knowledge will student acquire as a result of this unit? This
content knowledge may come from the indicators, or might also
address pre-requisite knowledge that students will need for this
unit.
Skills
What skills will students acquire as a result of this unit? List the
skills and/or behaviours that students will be able to exhibit as a
result of their work in this unit. These will come from the
indicators.
Students will know...
- Students will know how to use dialectic thinking and evaluation to
gain insight into the way that Canadas governance system works
- students will know that in Canada the Governance models and
methods are a result of the constitutional act in (1867)
- students will know the way that the constitution informs provincial
rights within Canada.
- Students will know how to use moral reasoning to come to
conclusions from moments of conflict and tension in Canadian
society.
- Students will understand the governing system in Canada and how
power is divided within it.
Students will be able to
- students will be able to exercise dialectic thinking and moral
testing to evaluate concepts and conflicts within society
- Students will be able to differentiate between legitimate
perspectives, and propaganda.
- students will be able to understand how Canadas past and
constitution influences governance in Canada
- students will be able to make moral test and decisions based
on dialectic thinking/reasoning.

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 a
R Role governing issue while also taking a moral stance towards the topic. This assignment is developed
What role (perspective) will your 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 first
A Audience person perspective to share their understanding with the rest of the class. Students will be the
Who is the relevant audience? 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 time as
S Situation
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
P Product, Performance 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 what they
have learned about governance and their governance issue. Students will have opportunities in
class time to work and share their work with classmates to receive feedback and help if it is needed
and to keep them on track for the assignment as we go in order to alleviate some stress for
What product/performance will the students.
student Product- The students will have the freedom to choose what they want to produce or perform in
create? 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
Task
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 their
throughout the unit to demonstrate their learning such as: hook projects and will reflect on their ability to assess their content with
questions, guide questions, leading questions and essential 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
going?
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
learning?

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 Teachi
Do these What would it be like if we all lived with the same experiences and and The Brain.
things go culture? How does understanding your culture help you understand Governance - Laptops/ access to a comput
together? students will do an activity to understand their culture out of Zaretta Hammonds lab
book Culturally Responsive Teaching and The Brain. In this lesson the teacher will - Sticky notes
this lesson address her culture as a white European settler and how that affects her views on - Long role of white paper
might be governance. This is an important exercise to do with the class before we start doing - Performance task handout
broken up the Unit so that students can understand themselves and why the think what they - www.lop.parl.gc.ca
over two think about governance.
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
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: 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
identity
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? http://news.nationalpost.co

m/full-comment/todays-
Hook Question: What would life be like if we didnt have any rules
letters-canadas-broken-
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 -
governance? https://www.youtube.com/
- Goal for the unit: students understand Governance, that students can watch?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
important?
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):
http://www.lop.parl.gc.ca/A
 bout/Parliament/Education/
the final project for this class? I said so, I am the teacher. OurCountryOurParliament/
Students will come up with different answers that will lead to the game2-e.aspx
question of power distribution. Then teacher says, Do we see this - Exit slips
type of exclusion, or power distribution in our school? City? Town?
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
F?
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
important?
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 https://www.youtube.com/watch?v=QrHx7tL9INQ - 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 Democracy students remember. Lead Question: How does the constitution aim to take DSR
in Canada. care of its citizens? Democracy game with students: the state is set up; teacher
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
magazine
http://www.macleans.ca/news/canada/canadas-prisons-are-the-new-residential-
schools/
- 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
McLeans
- 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
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

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study: Yes. The outcomes in this unit inform the performance assessment and learning
Is there alignment between outcomes, experiences. The activities in the learning plan help students to analyze,
performance assessment and learning evaluate, and discuss the various impacts that governance has in Canada. An
experiences? 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

Adaptive Dimension:
Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional
practices, and/or the learning environment to meet
the learning needs and diversities of all my
students?
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.
For struggling students:
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.
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:
Do I use a variety of teacher directed and student
centered instructional approaches?
Yes, throughout this unit I use several different instructional strategies. The
strategies used in the unit are as followed:
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 each
Have I nurtured and promoted diversity while childs identity in the content that we will study in this unit. This Unit is
honoring each childs identity? 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)

Appendix
Part A: Rubric for Performance Task
Part B: Performance Task assignment sheet and scaffolding directions
Part C: Lesson plans
1) First lesson plan
2) Second plan with CRT and materials needed for the lesson (PowerPoint attached in the email as a separate document)
3) Third Lesson plan with Technology and materials needed
Part D: Mini (tentative) syllabus
Part E: Write up and reflection
PART A
Performance Task Rubric:
Knowledge/ Skills Poor (1) Average (2) Proficient (3) Exceptional (4)

Demonstrates an Students disregard Students attempt to Students attempt to Students address each essential
understanding of essential questions in understand a few of address essential question in a through manner.
essential questions their project and do not the essential questions and offer
shown throughout mention them in their questions from the responses to them.
the unit. understanding. unit.

Students create and display

Students attempt to Students attempt to understanding in a way that is
No creativity, be creative but do create and display outside of traditional knowledge.
Creativity understanding or effort not convey any understanding, however They make connections to their
was put into the understanding of the lack personal personal lives and create something
product of students topic and there is no connections in a new that has meaning to them and the
assignment. personal way. topic.
connections.

Depth of Moral Student portrays Student attempts to The students work and Students work and research displays
Reasoning and deliberate bias without represent all sides of research displays full consideration of all perspectives
Dialectic Reasoning considering another the perspective in thoughtful consideration in conflict. The students work fully
perspective. order to gain deeper of all perspectives represents their moral decision and
understanding in the however the moral is rooted in the research that was
research, however decision does not tie done for the assignment. Their
favors one side with completely to the dialectic reasoning is strong and is
bias. research that was done also used to drive the depth of the
for the project. Their moral stance the student takes.
dialectic reasoning is
strengthening and
informs the depth of the
moral stance the student
takes.
Demonstrates
understanding based
on the following
outcomes of the unit.
The student does not The student attempts The student portrays an The students project portrays a deep
DR30.4 Analyze consider cause-effect to include examples understanding of cause- understanding of cause- effect
how central relationships and does of cause-effect effect relationships and relationships and they have
Canadas decision not have any examples relationships in provides a few well extensive, thought out examples
making effected its or considerations of Canada but does not thought out examples through-out their project
relationship with such. provide any
other parts of examples.
Canada.

Student understands
IN 30.1 Analyze how Student does not have worldview and is Student understands Student has a clear understanding
worldview impacts a basic understanding beginning to their person worldview about their personal world view and
the ways a society of worldview and does articulate and but does not clearly what shapes them and how it
develops a not acknowledge their understand their understand how their changes the way they see society.
relationship with own worldview or how personal world view lives and view of society Their work shows that they are also
land and people. worldview shape however does not is shaped by it. Their aware and consider how worldview
society. mention how that work shows they are has influenced society.
shapes their becoming aware of how
understanding of worldview has influenced
society. They make society.
attempts to greater
societal worldviews
but do not draw any
conclusive
relationships.
Student shows a deep
PA 30.3 Assess how Student does not Student considers Students show an understanding and assessment of
involved the consider or understand but does not understanding and are government involvement and
government should the ways in which understand or assess beginning to assess the considers the cause-effect
be in the lives of its government should be the way that government is relationship of government
citizens (Medicare, involved in the lives of government/citizen involved in the lives of its involvement.
immigration, social citizens. relationship. They do citizens. The cause-effect
policies) consider the cause- relationship is considered
effect relationship but is not fully
but it is not developed.
expanded upon, only
stated.
DR 30.2 Discuss Student does not Student can consider Student can evaluate Student successfully and with great
and evaluate consider different different viewpoints multiple view points and depth evaluates multiple view points
different viewpoints, viewpoints and cannot but is unable to can make a judgement in a moment of conflict and can
to make a tentative make a judgement on consider making a on a controversial topic. coherently support their perspective
judgement on how issues of controversy. judgement on a while considering the others.
an issue may cause cs controversial topic
controversy without adopting one
view or the other.
DR 30.3 Assess Student does not Student attempts to Student can assess the Student can comprehensively assess
how historical events understand that make connections to ways that Canadian the ways that Canadian Identity has
in Canada have Canadas past has had the shaping of identity has been created been created and influenced. The
affected the present any influence in Canadian identity and influenced. Student student can clearly articulate the
Canadian identity shaping Canada today. however they are not can articulate the key moment they study and
They do not address conclusive. Student moment they study and understand the implications of such
their topic of study as begins to hit towards understand the a time historically and presently. All
something that has moments in history implications of such a sides of the change/ conflict are
shaped society. Their that shape identity, time historically and clearly presented and put forth for
project does not reflect but not presently. They present deeper understanding of todays
consideration of how comprehensively. most sides of the society.
Canadas identity has They understand change/conflict and
been shaped by their their topic is of great grasp for a deeper
topic. importance, but understanding of society.
cannot connect it to
the greater changes
in society.

PART B
 History 30: Canadian Studies Final Project
Welcome to Canadian History Unit 5: Governance. In this unit, we will be looking at the many ways that Canadas governance
system is set up and how it affects the people and citizens within our country. Even though we have not started this Unit yet it is
important that you begin thinking about what you want to do for your final project as you will be asked to create something that shows
your learning. This assignment is quite large, but will be broken up over the course of the Unit with opportunities for you to receive
feedback from myself, and your peers before you complete the task.
It does not take us long to realize there is disparity in our country and that peoples needs and rights are not being defended by
our governing powers. Power is not equally distributed in our country and this inequality has been something that has marred our
Governance system since it was first created. There are many areas within our society that create issues of governing conflict. The
project can be done in pairs, but all partners need to do the following steps of the assignment and hand them all in for assessment with
the project.
For the final project, you will:
Start by choosing a topic and researching it. Your research needs to represent both sides of the conflict.
You need to address and learn about those who have power, and those who dont. You need to address how
power is represented in this conflict. To do this, you need to understand the history of the topic and why those
with power have it etc. Make sure that you are happy with the extent of your research and that you have
enough research that will help you understand the topic and create a thoughtful project.
Once you have done some research you will create a presentation proposal that you will share with a
peer for some feedback. In this proposal, you will: highlight what your topic is, what you have been
learning through your research, and what you think you might create to represent your learning. (Due: day six
of the Unit)
After receiving feedback the next thing you need to do to bring this project together is outline the moral
dilemma found in your research topic. You will receive a graphic organizer to help you organize your
thoughts closer to the day this is due. To create a well-rounded moral understanding of the topic you must
use the Dialectic Reasoning tools that you will learn throughout the unit to arrive at this conclusion. Good
dialectic reasoning means looking at and understanding both sides of the topic. This will be presented to
your peers and to the teacher again for feedback (Due: day eight of the Unit)
Once you have completed these components, you are free to put it all together in a creative way
that shows your understanding.
What could you create?
You are being asked to create something that shows your research, reasoning, and the moral dilemma. Your project
should also explain how your project relates to the Essential question of the unit: Who has power in Canada and how
is it distributed? And to the outcomes of the Unit (See rubric)
Be creative. Be thorough. Align your work to the Rubric that you will be graded upon.
Some ideas include:
o PowerPoint, video
o Essay, a debate, a poster
o A speech, or spoken word piece that could be presented in whatever form of media you choose
o An art piece with an explanation
 o A social awareness campaign that highlights how you would get the important information of your research to
the public (if interested in this option come and talk to me for more details)
* as you go through this project, you will be asked to provide online journal entries to report on the progress of your learning and what
you have learned as you go.

PART C

Lesson 1 old lesson that has been handed in and graded

already
Lesson Plan Title: Governance
Date: N/A
Subject: History 30 Grade: 12
Topic: Governance Essential Question: What is governance and what does it do?
Materials:
- Governance PowerPoint
- Sticky Notes
- Article from - http://news.nationalpost.com/full-comment/todays-letters-canadas-broken-child-welfare-system
- https://www.youtube.com/watch?v=3Grh2XPGNlg- Institute on Governance- What is Governance?

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
Students will understand that governance defines how governments, corporations, communities, countries, and business
makes decisions.
Students will understand how the Government of Canada makes decisions.
Understand the process that decisions are made in Canadian government.
Students will understand through this lesson that decisions for government programs have pros and cons that need to be
considered.

Broad Areas of Learning:

Engaged Citizens In this lesson students will gain an understanding of the way that decisions are made in Canada. This
lesson will help students become more engaged citizens as it will enlighten them to the way that their government and
society runs, and to the role that they play as citizens. By introducing students to the issues within Governance and to
analyzing and questioning the decision-making process in Canada they will become aware of injustices and inequalities
within the systems of Government. These aspects will play a role in shaping them for being active and engaged citizens for
Canada.

Cross-Curricular Competencies:
Develop Thinking- By taking part in this lesson students will develop their thinking skills by being introduced to the
dialectic thinking and reasoning process. As students are introduced to topics of conflict within Governance they will
practice understanding both sides of the conflict to help them understand the arguments more thoroughly and be able to
engage with them as they enter into society after leaving high school.
Develop Social Responsibility-This lesson and the following lessons in the unit will build upon students knowledge of the
way that social relationships are effected by governance and democracy. By taking part the dialectic thinking and
reasoning process throughout the unit, students will have to practice moral reasoning. In this lesson students, will be
introduced to how we make decisions and what effects our moral reasoning as citizens. In this way students, will gain an
understanding of the responsibility that must be shared as citizens in Canada, and they will understand that they have a
part to place in social responsibility.
Outcome(s):

DR30.4 Analyze how central Canadas decision making effected its relationship with other parts of Canada.

PGP Goals:
2.1 knowledge of Canadian History, especially in reference to Saskatchewan and Western Canada;4.1 knowledge of
Saskatchewan curriculum and policy documents and applies this understanding to plan lessons, units of study and year
plans using curriculum outcomes as outlined by the Saskatchewan Ministry of Education;

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.
Before watching the video on Governance, I will ask the students what they know about Governance. At this point in the
course Governance would have been touched on and summarized in the previous Units so I would expect them to be able
to explain that Governance is about the policies that define how a group of people makes decisions for the good of the
group.
Continue by asking students questions. Asking them if they are understanding or if there is need for clarification about
content.
White board write after the PowerPoint and video.
Thumbs up, thumbs down, thumbs in the middle

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
Quick Write/ Exit Slip responding to the questions: What is Governance, and what does it do? If Governance is supposed to
do good for Canadians what needs to be taken into consideration when questions surrounding welfare arise? Do you think
Governance is doing a good job of taking care of the people in Canada?

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

Direct Questioning
What is governance?
Who makes decisions in Canada?
How does that effect people?
View YouTube video - https://www.youtube.com/watch?v=3Grh2XPGNlg- Institute on Governance- What is
Governance?
Main Procedures/Strategies (include time):
(~3 mins) Direct questioning introduce the topic
-What is governance? - students might respond with: laws, practices, guidelines, how we rule/oversee ourselves or
others etc.
-Who makes decisions in Canada? - students might respond with: Justin Trudeau, government, Brad Wall, Liberal
Party, Conservative Party, NDP, Municipal representatives, the house of commons, the cabnet etc.
-How does that effect people? - students might respond with: Good, takes peoples voice into consideration, bad, the
needs of the people are not being met, there is misrepresentation, political bias is exclusive to the needs of the
people, etc.
(~7 mins) YouTube video
- Tell students to take notes during the video and that we will go over the information after
(~20 mins) PowerPoint for review/discussion and further notes and recap/summary of the video. As you go through the
slide show continuously ask students what they think. Ask them if the information they heard about expands their
knowledge? Ask them to be specific. Ask them if the information wasnt helpful, or if anything was unclear, get students to
respond with thumbs up, thumbs down, or thumbs in the middle . As you go through the slides they should be concise
enough to bring clarity and review important points. At the end of this PowerPoint and video section have students all like
up around the white board in the class and have them answer the question What did you learn today about governance? As
an assessment tool the teacher can see where the students thinking is at, along with giving the students an opportunity to
see what their peers think and have learned. It allows the students to quickly reflect on what they have just learned and
allows the teacher to see where the students are at if there needs to be further explanation or not.
Below are questions that you can pose to students when on certain slides:
Q: slide 2: so, who has as voice in making decisions based on this model? Do we see the needs of the people
represented in our society?
Q: slide 5: What might be some of these unwritten or written rules and practices in our society?
Q: slide 6: Does everyone actually have equal rights?
Q: Slide 9: Where do we see disparity of Governance in our society?
(~15 mins) welfare as an example of an attempt for Governance
Have students read in pairs the article from National Post about the failings of the welfare system
 - Remind students to focus on the good sides of welfare. Remind them that the creation of the system was initial for
the good of the people.
- Remind students to use literary strategies that will help them succeed in their reading.
- Remind students of the word wall and to take note of any words they are not sure of, as well as reminding them to
look them up.
- http://news.nationalpost.com/full-comment/todays-letters-canadas-broken-child-welfare-system
- This is a response to a larger discussion about children in welfare systems in Alberta
(~6 mins) Think- Pair-Share pros/cons for the Welfare system
At this point in the lesson ask students to think about the pros and cons that come out of the welfare system and from the
information that they read. Ask them to include any information that they already knew about the welfare system and
those pros and cons, again encouraging them to use their prior knowledge.
- Students will have an opportunity to write out their analysis of their initial impressions on the welfare system on
sticky notes and together we will create a visual pros/ cons list. Gather the sticky notes and go through them as a
class, creating a pros and cons list on the board with the sticky notes. The reading might not take a lot of time but
this portion could take more time, so it is ok if the reading is quick. During this time, if you have extra time for this
portion, ask students Why they believe certain sentiments should be placed in pros and cons.
- This will model for students the process of understanding both sides of a conflicting topic and will help students
make decisions in terms of moral reasoning
(~3 mins) Exit slip Before the students are dismissed hand out the exit slip. Read the question aloud from the template
and clarify and questions about the question. When students are finished, they are dismissed. The question is: 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?

Adaptations/Differentiation:
- For Students with difficulty writing notes from the video or following along from the power point I would provide them with
printed off notes and slides of the same information so that they can make notes on the notes. This will allow students to
follow a long easier.
- Provide students with difficulty reading more one-on-one conferencing about what they are reading, encourage students
to read together and discuss what they are reading.
- For those with poor reading skills I could provide a summary of the brief article for them, outlining the main points
Closing of lesson:
- Students will fill out an exit slip after taking part in the pro/cons discussion on the welfare state.

Personal Reflection:

*Adapted from Understanding by Design (McTighe and Wiggins, 1998)

Student sources for the Lesson.

Article:
Re: Overzealous & Secretive, Dec. 13; A Broken System, Dec. 15.
The National Post should be congratulated for adding to the national conversation on the direction of child welfare in this
country. In a research project I have been leading, which looks into child protection failures, there are two uncomfortable
themes that keep arising: That the system is largely racist and focused on the economically disadvantaged. Aboriginal
people make up the largest percentage of children in care across the country. Other minority populations follow. The vast
majority of families involved in the child protection systems are also poor.
Government policies are at the root of these issues. Child protection cannot solve poverty and racism. For example, the
federal government must stop under-funding child protection on reserves. Poverty, which results in the neglect of children,
must be directly addressed by economic programs. Child protection is left as the cleanup system for large social problems
that we, as Canadians, appear unwilling to collectively resolve.
Peter W. Choate, assistant professor, Social Work, Mount Royal University, Calgary.

I was pleased to see the National Post take up the cudgels on behalf of children in need of protection. As noted in your
article, these children risk further abuse, and even death, despite being under state supervision. Another risk they face are
too many disruptions: changes of social worker, moving from home to home, changing schools as they move. Educational
success is compromised. They are at greater risk of being drawn into street life and homelessness. Family connections are
lost; they are aged out of the system too soon and end up with poorer outcomes than their contemporaries later in life.
Problems within the system are too numerous to document in a short letter, but a key issue is the failure to recognize that
decision making in this field requires an advanced set of skills. Close to 60% of workers have less than four-years
experience. Many do not even have a basic social work degree. We would not tolerate such lack of standards in the
medical world, which is analogous in that it also involves decision making that may have life and death consequences.
After a long career in this field, I advocate for change whenever I can.
Kathleen Kufeldt, adjunct professor, University of New Brunswick, Calgary.
EXIT SLIP: Name_________ Date_________

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?

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________
PowerPoint Seminotes
Governance Canadian Studies 30

What is Governance?

Governance is how society, or groups within it ___________ to make decisions

Those who make decisions within a ______________ political culture must be _____________ by a significant fraction of the population and
then they must ensure that their practices ______________ to the needs of those people.

What is all the talk about the Crown about?

Parliamentary ______________

The British concept of parliamentary sovereignty means:

Parliament has the _________ to make or _________/change any ______

One Parliament ________ make laws that will _______ future parliament in any way;

All privately owned land is held as a form of delegation from the _____________ who can take it back at any time; and,

Parliament is the highest court in the land and cannot be ____________ by the courts that __________ laws.

But this changed

This changed mainly because the people were unhappy because their needs were not being met which created a new form of the
______________.

Popular Sovereignty

Which is the belief that ______________ authority within society resides with the people themselves and cannot be ____________ to any
other individual or organization

Constitution

Is a body of ________ and practices, written and un written according to which the people and the political institutions of a society are
governed.

Rights

Rights are those claims for recognition by individuals and groups that take ______________ over the claims of other individuals or groups
that a society is duty-bound to ____________.

How are our rights protected?

Rights are protected by the tradition in ________________ to meet the _________ of the people
The charter of rights and the judiciary laws keep _________________ from violating rights.

Why does it matter?

Governance, specifically good governance matters today because it is ___________ for giving _______ to the needs of the _________.

Governments are of the most ___________ organizations

Good governance leads to

Good governance good leadership good decisions and better __________ FOR THE PEOPLE

Why it matters today.

There are multiple ___________ in our society that need to be changed for our society today.

Indigenous peoples in health, education and economic development. The ______ between them and other Canadians needs to be
_________. Good governance needs to be achieved to make sure their _________ are being ________.

Governance agendas on __________ and __________, institutions and government structures that __________ self-government are needed if
change is to happen

Governance in Cities need to change as they too have _________ over time

Effective ____________________ of diverse population, aging citizen, integrating transportation networks and climate change

Good Governance = Constitutional Leadership = the welfare of ALL people

Canadas Welfare State

Comes from ________________ tradition

Referred to as __________ programs in Canada

These programs provide __________ payments to ________ individuals as well as a broad spectrum of programs

Welfare is run by the ________ which means it differs from place to place.

Originally run by the church, but the ______________ was transferred to government policy in the 1930s and 60s.

Much of the funding has been _____ in the 1990s as governments become focused on ______________ debt and deficit.
Lesson 2 old lesson that has already been marked.
Lesson Plan Title: Culture and Governance? Do these things go together?
Date: N/A
Subject: History 30 Grade: 12
Topic: Governance - Culture and Governance. Do these things to together?
Essential Question: Why is it important to understand governance and different perspectives around issues of
governance?

Materials:
- http://www.lop.parl.gc.ca/About/Parliament/SenatorEugeneForsey/time_travel/index-e.html
- Zaretta Hammonds book
Culturally Responsive Teaching and The Brain.
- Laptops/ access to a computer lab
- Sticky notes
- Long role of white paper
- Performance task handout

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
Students need to understand that each persons cultural background will affect their view on governance. Students will
also learn and understand the history behind the governing/governance structures in Canada as they create a time line
that synthesizes and summarizes key and important moments in Canadas history.

Broad Areas of Learning:

This lesson will help to create engaged citizens as students learn that each of them have an important role to play in
society. By understanding themselves they will be better equip to understand others perspectives and how that might
affect their views of governance. Students in this lesson will also come to understand the history of their government. As
students go through the timeline of governance in Canada they will gain an understanding of the cause and effect
relationship in Canadas governance history. Understanding the timeline will help students to be more informed about the
context they find themselves in.

Cross-Curricular Competencies:
Students will develop thinking skills in the lesson as they analyze the important and notable moments of Canadas
governance history during the timeline activity. Students will also learn to think differently about their culture and cultural
background and the way in which it effects the lens through which they see governance. Students will be introduced to
learning to think critically about what they read and interact with in the unit.

Outcome(s):
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 identity

PGP Goals:
2.1 knowledge of Canadian History, especially in reference to Saskatchewan and Western Canada I will accomplish this in
the lesson by giving student current information about Canadas governance system and by teaching students how to
examine the historical causes of contemporary issues and trends within Governance.
1.3 a commitment to social justice and the capacity to nurture an inclusive and equitable environment for the
empowerment of all learners I will accomplish this PGP goal by using culturally responsive methods of modeling my own
understanding of my culture in the opening activity, and by inviting students to understand theirs as well. By addressing
the variants of culture within the classroom the students will begin to relate with one another in respectful and inclusive
ways as we work to create an environment of understanding and acceptance of others to ensure the empowerment of all
learners.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.

- free write to see how students understand their own culture and how it might affect their view of governance. After the
first activity, the teacher can collect these quick writes to see what the students are thinking about understanding culture
and its relationship with governance. Doing this at the beginning of the lesson allows for the teacher to re-address it at the
end of the lesson when they have gone over some of the governance content where disagreements might arise. Using this
formative assessment in this way the teacher is also able to see how the learning about understanding culture before
governance changes after the timeline activity.
- going over the timeline is a form of formative assessment and summative assessment as students will go through what
they learn and the teacher can see what they learned along the way as well as offer feedback if things are missing. Teacher
can fill in the holes or ask the students to research further around things that might be missing. Statements like I wonder
if .. you should consider that and find how that will affect the timeline.
Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
- Student created timeline that includes a historical analysis of governance in Canada that is presented to the class and will
be approved by all members before it becomes a permanent fixture on the timeline. In this way, the teacher is also a part
of the learning process as this activity enables the teacher to see what the students understood from the timeline and the
extra context research they did. This activity also gives the teacher the opportunity to see if there are any missing parts
and ideas in what was learned in this activity.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

~15 minutes hook activity: How does understanding your culture help you understand Governance students will do an activity to
understand their culture out of Zaretta Hammonds book Culturally Responsive Teaching and The Brain. In this lesson the teacher will
address her culture as a white European settler and how that affects her views on governance. This is an important exercise to do with
the class before we start doing the Unit so that students can understand themselves and why the think what they think about
governance.

Main Procedures/Strategies:
~15 minutes hook activity: How does understanding your culture help you understand Governance students will do an activity to
understand their culture out of Zaretta Hammonds book Culturally Responsive Teaching and The Brain. In this activity, the teacher
will model and address her culture and the different levels of culture as a white European settler explaining how that affects her views
on governance. p.58
This is an important exercise to do with the class before we start doing the Unit so that students can understand themselves and
why the think what they think about governance. Teacher models for students with each example how teachers culture has
affected their perspective on the questions that are asked. Students can see this modeling and make connections for their own
lives and cultures. Teacher reads the phrases out loud and the students write down their answers on a piece of paper.
- make sure to check in with students how this activity is going and If they are getting it and understanding how to answer the
questions. By directly asking if we are ready to move on the students will offer a response.
Quick write after brief sharing of answers if students choose to.
- Quick write will be handed in for Formative assessment (essential question) Students will respond to their experience of
understanding their own culture and will address whether they think it is important to do this activity at the outset of a unit
about Governance.
~ 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.
Students will summarize main points answering who, what, where, when, why and historical significance of the specific time they
choose. Students will write these points on sticky notes that will be put onto the paper timeline and discussed as a class. If the whole
class agrees on the information and significance of the note, that note will be glued to the timeline. Students will have the option to
work in pairs, or alone. Students can do research in the computer lab, library or classroom. The timeline will be assigned to groups and
the students will make groups to work on various parts and times within the timeline. (this might take two class periods if students are
not close to finishing research at 10 to, bring students back to the classroom and recap and address the student free write to close the
lesson. If students working quickly, feel free to go on to the other two elements of the lesson, however if another class period is needed
students will have more time for research if they are working productively, and time to go through the final elements of this lesson)
~ 15 mins- go through the timeline as a group- each group that did research will speak about the points they chose to highlight and
why they were important enough to put on the timeline. Teacher will fill in any holes that might be missing from 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 write- Teacher will clarify the importance of understanding our own cultures as we
learn about Governance in Canada to help everyone remain open to different perspectives.

Adaptations/Differentiation:
- a scribe for those students who have a hard time writing down the answers to the questions from the Culturally
Responsive Teaching and The Brain activity.
- partners for the timeline activity for those who want to work in partners, and options for individual work if there are those
who want to work independently.
- students can present their information seated in their desk, or at the front of the room, whatever they are comfortable
with.
- structured questions for students to answer about the time periods if they have a hard time getting started.
- availability of laptops for in class work if work in the library or computer lab is too distracting
- talk to the student to ask them what they are struggling with in the lesson if they are having difficulties.
- Re-assess the classroom environment

Closing of lesson:
recap and re-address the students free write- Teacher will clarify the importance of understanding our own cultures as we
learn about Governance in Canada to help everyone remain open to different perspectives.
Teacher will ask students why they think it is important to address culture before we address governance in this unit.
Teacher will ask them what they learned from understanding how our individual cultures shape our perspectives. Teacher
will ask students leading questions that will get them to the desired answer: The goal of understanding culture before we
address governance is to create an open environment where we come learn and understand that every person has a
different view of governance that is a result of their culture and the way they view this topic. It is important to understand
this to create an open and honest environment for learners with differing/ various opinions to all have an opportunity to
learn the content and from one another.

Personal Reflection:

M. Wilkinson 16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)

Lesson 3 With Technology (to be graded)
Lesson Plan Title: Debate Central
Date: N/A
Subject: History 30 Grade: 12
Topic: Aboriginal Governance vs. Eurocentric Ideology of Governance
Essential Question: Why is it important to understand all perspectives before understanding or reaching a personal
stance on a topic?

Materials:
- individual white boards for those without cell phones
- Debate Presentations Rubric
- Student Evaluation
- Class set of computers/ access to computer lab
- student handout for WordPress assignment
- google docs class sheet for exit slip

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
Students will know how to analyze perspectives and represent the differing views while succinctly creating a debate
culminating in a consensus that represents both sides. Students will be able to see the connections that have changed
Canada in the decisions that people with power make in this country. Students will learn how to use technology as the base
for their debate and what content is appropriate for debate issues. Students will be able to represent all ideas, while
coming to their own moral conclusion that persuades others to believe their stance.

Broad Areas of Learning:

Engaged citizens this lesson will help students to become engaged citizens as they will know how to research and make
sense of the many political conflicts within their culture. The practice of debate helps students formulate strong dialectic
reasoning which will be used in their lives as they enter new stages of citizenship. As students take part in this activity they
will be able to practice their skills of understanding conflict and representing both sides, while coming to a personal
conclusion. Students will also learn how to take part in debate in a healthy and helpful way that is backed up in research
and evidence. In todays world that gives anyone a platform for debate with social media, students need to decipher
through rhetoric to understand contribute truth in such conversations.
Life-long learners- this lesson will help students become lifelong learners as they will learn that the art of debate is
something that they will carry with them into life and relationships in the future. Students will recognize the importance of
understanding conflict in their daily lives, as it is all around them. This lesson will give students tools to know how to
understand all perspectives in conflict while making a personal stance on the topic.

Cross-Curricular Competencies:
Students will develop thinking skills in the lesson as they learn to understand and analyze the ways that decisions are
made on topics that involve debate and understanding strengths and weaknesses of a topic. Students will practice
dialectic reasoning as they strive to understand and represent BOTH sides of a topic of conflict within Governance. As
students research their debate topic they will also practice their moral reasoning as they are asked to decide for or against
a specific side of the argument/conflict. In giving students this type of assignment that is counter to their natural way of
thinking, students will grow in their ability to reason and make decisions.

Outcome(s):
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

PGP Goals:

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.
Formative
Exit slip - Essential Question: Why is it important to understand all perspectives before understanding or reaching a
personal stance on a topic?
Quality and transformation of research findings as students go along throughout the period.
Debate presentations rubric co-constructed with the students
WordPress Debate forum, responses, and posts

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
Summative
Debate Forum presentation Students will be marked on their debate presentation and how clearly they represent
both sides of the arguments, as well as their own understanding that leads to their moral decision. Students will be
graded on the quality of their forum they create for their debate topic and its followability for the viewer, the teacher
and fellow students.
Research students will be graded on the quality of research that they produce to understand both sides of the
conflict they represent. The depth and connections that students make in their research will all contribute to the
overall strength of their argument and debate, therefore strong research will contribute to the formative assessment.
Students contributions to the research will be noted on google sheets as the teacher, you are able to see who
contributes what to the group creates.
WordPress page- debate forum completeness and quality of interactive posts
Stage 3- Learning Plan
Motivational/Anticipatory Set (introducing topic while engaging the students)
https://www.youtube.com/watch?v=WB3vEzu6gUo - students will watch a video called Introduction to the Debate.
This video will identify how students participate in a debate and introduce them to the process of debating.
Main Procedures/Strategies:
~ 5 mins Hook question: What creates conflict or debate among citizens?
This initial question of the unit will take place using www.polleverywhere.com - text responses will not be
anonyms
For those who do not have a cellphone to use in class, students will write 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 students will be split into groups and will choose a
topic to research. Half of the group will take on the pro side and the others will take on the con side. Students will research for their
topic for the online debate forum and the shortened in-class debate. There may be different groups of each topic. Students will do
research separately but all information they find will be collected on a shared google document that the students will use in their
debates. Students will have the autonomy to decide within their group who will research what and develop the talking points that will
be used.
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?
o These questions might be subject to change depending on what the students want to debate within these topics.

~ 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
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.)
o Students will create a WordPress page using their research and information from the debate research
o Students will create a webpage that is easy to access and understand all sides of the argument while also
incorporating their moral stance and explanation. In doing this, students will be able to see the connections
that were made in the debate while asking them to present them to the viewer in a way that is
understandable and easy to follow.
o Students will work in their groups and evenly divide the work between pairs.
o Students will evaluate their peers on the work they did on the website- to hold one another accountable for
the work they do.
o Once students are finished their websites, each student will be required to comment/ make a rebuttal on the
 arguments of the two other debate pages for the admin page to then reply to, simulating an online debate.
o Same rules for debate apply.
If students are having a hard time with creating a WordPress students will be directed to this YouTube video to learn
how to create the webpage: https://www.youtube.com/watch?v=SW3o7rSn-TY
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

Adaptations/Differentiation:
YouTube videos for further explanation
o WordPress: https://www.youtube.com/watch?v=SW3o7rSn-TY
Individual white boards
Google Documents
For those who need a challenge, they will be encouraged to identify the weaknesses in peoples debates and identify
steps for improvement.
One on one help if students need.
Give students more time to produce the debate website
Give students the ability to choose the topics they want to debate

Closing of lesson:

~ 5-7 mins exit slip to be responded to on class google docs sheet - 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?

Personal Reflection:

M. Wilkinson 16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998

Classroom
Debate
Rubric
___/ 30 2 = __/ 15
Debate: Student Evaluation
Name: _______ /10

1) What went well in the debate?

2) What was hard about debating or about the debate?

3) What was easy? What areas did you find to be easy in debate?

4) How could you improve in your debate skills? What are three things you could
do to become more effective?
*adapted from https://esldebate.files.wordpress.com/2014/08/etp_3_classroom_debate_rubric-2.doc

Online WordPress DEBATE RUBRIC

Levels of Performance

Criteria 1 2 3 4

1. Organization and
Clarity: Unclear in most Clear in some Most clear and Completely clear
parts parts but not over orderly in all and orderly
viewpoints and responses are all parts presentation
outlined both clearly and
orderly.

2. Use of Arguments:
Few or no Some relevant Most reasons Most relevant
reasons are given to support relevant reasons reasons given given: most reasons given in
viewpoint. given relevant support

3. Use of Examples and

Facts: Few or no Some relevant Many Many relevant
relevant examples/facts examples/facts supporting
examples and facts are given supporting given given: most examples and facts
to support reasons. examples/facts relevant given

4. Use of Rebuttal:
No effective Few effective Some effective Many effective
arguments made by the other counter- counter- counter- counter-arguments
teams are responded to and arguments made arguments made arguments made made
dealt with effectively.

5. Presentation Style:
Few style features Few style features All style features All style features
Website were used; not were used were used, most were used
convincingly convincingly convincingly convincingly
Score: ___/20
History 30: WordPress Assignment /40
After the amazing work, you History 30 debaters did yesterday, I thought the world needs to know both sides of the arguments!
This next assignment is an opportunity for you to create a webpage that informs the viewer of the arguments and the possible moral
decisions that could be derived from your research. You will create a WordPress page using the research and information that your
group used to create yesterdays debates. Both the affirmative and the negative sides will create a different webpage, and will draw on
the arguments of the other to create a site that gives the viewer an understanding of the argument. As a group, you will make webpage
that is easy to access all sides of the argument, while also incorporating their moral stance and explanation. In doing this,
you will be able to see the connections that were made in the debate while asking them to present them to the viewer in a way that is
understandable and easy to follow.
Websites:
o work in groups and evenly divide the work between the members in the group piggybacking on others work
does not make you a helpful member to the task.
o You will be evaluating you peers on the work they did on the website- so make sure you are putting in your
effort, hold one another accountable for the work you do.

Once your groups website is finished its website, each student will be required to comment/ make a rebuttal on the arguments of the
two other debate pages. The website admin to each page will reply to the points their classmates make against their arguments. ( __/
10)

The object for this activity is to simulate an online debate for you to understand how to participate in online discussions as a good,
informed digital citizen.
** Same rules for debate apply. Be Respectful!
If you are having a hard time with creating a WordPress students check out this YouTube video to learn how to create the webpage:
https://www.youtube.com/watch?v=SW3o7rSn-TY

If you have any further questions, come talk to me!

Have fun!
PART D:

History 30: Governance Syllabus

Exit Slips ___ /10

Debate
- In class Debate ___ / 15
- Online Debate Forum ___ / 15
- Self Evaluation ___ / 5

Performance Task ___ / 30

- Check ins ___ / 5
- Journals ___ / 10

Total: __ / 90
 PART E: Reflection
As I was making these final changes I saw plainly where I needed to recap the previous lesson and have

clear understanding on how my students have understood the previous lesson. I have added recaps in each

lesson that take place as just a short statement with a question, or that are incorporated into the beginning of

the lesson activity. These incorporations have been changed in red font. I have also made sure that after the

formative assessment, the students are again reminded of the goal of the lesson. In doing this, I have set goals

for myself to make sure that I am checking in with my students understanding as we go and as we proceed. In

this way, I have created more flexibility for myself to have the opportunity to change directions or spend more

time going over a concept or a topic.

Another big change to my unit plan was incorporating different types of questions in my lessons in bold.

Each of these changes have been made in red and stand out as a slight script for me to follow in my lesson.

These questions are helpful as they will help us achieve our goals in the classroom and help me to gauge where

my students understanding is. Another thing I have changed within the lessons are the timing on the exit slips. I

have given more time for students to consider these questions, and by incorporating more questions in the

lesson the concepts are visited throughout the lesson before they are addressed in the exit slip. As I was

creating and identifying the questions as the different types I began to see how useful this might be in the

classroom, and how it might increase students understanding and results within the formative assessments.
 I made sure to incorporate the materials that would be needed on my new lesson that incorporates

technology, as well as adding the semi notes that students would follow along with as they view the PowerPoint.

I have also made sure to attach the PowerPoint for the lesson as another material that would be needed and

used. In my new lesson, I have added two rubrics that would act as a potential outline. I call these outlines as I

am hoping to co-construct these in class time. Class time has been allotted for this activity as well. The new

lesson is a lesson that would span over 2 class periods and it is 100 mins long. I created it to be this long

because I wanted to offer students the class time and the appropriate scaffolding for this debate assignment. I

would offer most one class for this, and then expect students to finish outside of class time if needed. I have also

thought through some different adaptations and differentiation to include technology in these activities. I believe

that this use of technology follows the SAMR model as students begin to be familiarized with the technology and

then are asked to produce something (the WordPress blog) that represents their arguments and understanding.

Within this last lesson, I have included two rubrics, a student evaluation, and a handout that chunks the

WordPress assignment to make it more accessible for the students. Technology is spread throughout the unit

plan in PowerPoints, YouTube videos, including google document exit slips and in the debate website. Students

are also able to use their cellphones in classroom activities and as a teacher I would ensure that students

understand the rules around cell phone usage.

All the major changes to the unit plan and lessons have been made in red and those that would be added

to the script are bolded and red. My unit plan, since the first submission has been improved and changed

significantly in this process as I have learned how to do plan units and lessons more effectively. These

improvements have made the unit plan, and lesson activities to be more flexible with the increased assessment

to keep track of students learning. This increased flexibility and assessment will help me know and give
opportunity for individual student differentiation when they need it. The assessment that I have put in place will

enable me to see the needs or holes in students learning to be able to assist them where they need.