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
What product/performance will the and to keep them on track for the assignment as we go in order to alleviate some stress for
student students.
create? Product- The students will have the freedom to choose what they want to produce or perform in
this performance task. In giving student choice the goal is to have them creatively create
something that shows their learning. This is a very broad task for some students and for those who
need extra help or direction ideas the student can brainstorm with the teacher and seek help in
class time (when teaching time is not being taken up), and outside of class time. Some ideas that
students could create include: a board game that looks at the historical governance perspective
around abortion, a painting that symbolizes the conflict between First Nations people and European
Settlers, a paper that talks about the welfare system in Canada or even a box of objects that
symbolize the distribution of power in Canada.
S Standards & Criteria for
Success Attach rubric to Unit Plan
Create the rubric for the Performance
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.
- direct questioning students will have an opportunity to respond - Final project self-assessment; students are able to present their
to various questions throughout the unit to demonstrate their projects and will reflect on their ability to assess their content with
learning such as: hook questions, guide questions, leading dialectic thinking and moral reasoning.
questions and essential questions - Artist statement in final project where they are able to tell me
- exit slips what they have learned after they have showed the class
- Presentation Proposal - journal entries
- Outline of moral dilemma - Peer feedback
- 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: How does understanding your culture help you Culturally Responsive Teaching
Do these understand Governance students will do an activity to understand their culture and The Brain.
things go out of Zaretta Hammonds book Culturally Responsive Teaching and The Brain. - Laptops/ access to a computer
together? In this lesson the teacher will address her culture as a white European settler lab
and how that affects her views on governance. This is an important exercise to - Sticky notes
this lesson do with the class before we start doing the Unit so that students can understand - Long role of white paper
might be themselves and why the think what they think about governance. - Performance task handout
broken up ~5 mins- free writing to see how students understand their own culture- to be - www.lop.parl.gc.ca
over two handed in for Formative assessment
days if ~ 25 mins: student led teaching- students make notes about what they learn
students about from this timeline website
need more http://www.lop.parl.gc.ca/About/Parliament/SenatorEugeneForsey/time_travel/ind
time to ex-e.html and students will create a timeline of how Canadas Government
work on the came to be on a long poster board that will hang in the classroom as point of
timeline 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 DT; -Governance PowerPoint
Governance? ~3 mins Didactic Questions introduce the topic DSR - Sticky notes
- What do we know about Governance? - Article from

- what is governance? http://news.nationalpost.co

- Goal for the unit: students understand Governance, that students can m/full-comment/todays-
letters-canadas-broken-
analyze systems of Governance in Canada as critical and engaged
child-welfare-system
citizens, and that students engage in dialectic thinking and moral
reasoning on conflicting issues of governance. Ultimately, the goal of this -
unit is to introduce students to the issues that arise in our society https://www.youtube.com/
because of Governance, and help them to understand the role they play watch?v=3Grh2XPGNlg-
in society as individuals with different moral beliefs. Institute on Governance-
~7 mins YouTube video What is Governance?
~15 mins PowerPoint for review/discussion and further notes and
recap/summary of the video
~4mins: 1-3-6 sharing activity: So, considering what we have
learned so far, what are some ways that shape governance
today? 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.
~15 mins welfare as an example of an attempt for Governance
~6 mins Think- Pair-Share pros/cons for the Welfare system
~4 mins Exit slip: 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 Fill in the Blank Notes
distributed? ~ 15 mins Teacher Instruction: students have a choice to use a fill in - Access to laptops/
the blank sheet to follow along on the PowerPoint or to create their own computer lab
notes form the PowerPoint - Level Rule (game):
http://www.lop.parl.gc.ca/A
~5 mins - learning check- teacher will read off several true or false
bout/Parliament/Education/
statements and guide questions from the PowerPoint and students will OurCountryOurParliament/
body vote by standing or sitting to show their learning. Students will be game2-e.aspx
picked at random to give an explanation to their answer. - Exit slips
~ 27 mins Jigsaw/ Research
 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.

~ 3 mins Exit slip/ Final discussion 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 - case studies
Constitution cant live without what would they be? - Exit slip
~ 10 mins - Explicit teaching
~ 20 mins Problem solving/ case study student activity
~10 mins- check in #1 choose a topic/ initial questions to research
~ 5 mins exit slip: 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 and - Primary source
Rights 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.
~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.
~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.

Outcome: DR 30.3 Assess how historical events in Canada have affected the
present Canadian identity
6 A Closer look ~10 mins- Democracy game with students: the state is set up, teacher is the DT; - Game scenarios
at Democracy elected leader. Students are the citizens who make their needs known to the DSR
in Canada. 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 outlining how they felt doing the
activity.
~10 Review of Democracy Ideology
- Do you 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?
~5 mins what have you learnt? 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 If you could rule yourself- what would you do? Brainstorm with a DT - Elder
Governance partner - Tobacco
~ 20 mins- show videos Viewing for meaning - Questions from the
https://www.youtube.com/watch?v=TlA0NNCSKmc videos
https://www.youtube.com/watch?v=3-MgYKvIWPs - Exit Slip
https://www.youtube.com/watch?v=3-MgYKvIWPs
https://www.youtube.com/watch?v=AJaKGXOTe_g
~15 mins Students answer questions about Aboriginal Governance from the
videos.
~35 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.
~ 5 mins- Exit slip- 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
perspective - students get together and offer feedback on students work.
- 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- 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?
~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 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 ~ 3 mins Hook question: What creates conflict discussion DT - computer lab access/
Governance ~ 30 mins- student research for debate on these issues in governance laptops for research
vs. Student Conflict or power and wealth
Eurocentric Culture conflict
ideology of Differing political customs
Governance ~ 27 mins debate time

Essential Question: - Why is it important to understand all perspectives before

understanding or reaching a personal stance on a topic?
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 would you rather game Teachers asks students hook questions like DT; - PowerPoint for would you
Reasoning would you rather buy clothing that is made by children who do not get paid but DSR rather
have nice clothing, or wear the same clothes but know that the person who - scenarios
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?
~ 15 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? Why do we have disagreements?
~20 mins Students practice moral decision making by reading different
scenarios
~10 mins- check in #3- moral dilemma outline
~ 5 mins What did we learn today about moral decisions?? Direct questioning
closure.
Q: why is it difficult to make moral decisions?
Q: What guides and informs our morals?
Q: do we need to have morals?
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 DT; - Computers, printers
Task/ Work has created a governing conflict in society today. Students will be asked to DSR - handout
period research and use dialectic thinking to understand a current controversy and -rubric
create 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 - Computers, printers
are 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 DT - multi-media implements
presentations can use up to 6-8 minutes. If others have created videos or other (projector, computer, smart
media 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

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?
citizens (Medicare, immigration, social policies)
DR 30.1 Analyze decision making models that involve debate and consensus
for their strengths and weakness.
DR 30.2 Discuss and evaluate different viewpoints, to make a tentative
judgment or how an issue may cause controversy.
The performance task will echo these outcomes and learning experiences as
students will analyze and assess an issue of conflict in Canadian governance.
Students will demonstrate their understanding of Governance and will evaluate
a topic of conflict by make a moral stance to the conflict.
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 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
Part D: 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)

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.

Name_________ Date_________

EXIT SLIP: 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

Governance Canadian Studies 30

What is Governance?

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

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

What is all the talk about the Crown about?

Parliamentary sovereignty

The British concept of parliamentary sovereignty means:

Parliament has the power to make or remove/change any law

One Parliament cannot make laws that will bind future parliament in any way;

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

Parliament is the highest cour in the land and cannot be overridden by the courts that enforce 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
sovereignty

Popular Sovereignty

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

Constitution

Is a body of rules 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 precedence over the claims of other individuals or groups
that a society is duty-bound to recognize.

How are our rights protected?

Rights are protected by the tradition in parliament to meet the needs of the people

The charter of rights and the judiciary laws keep governments from violating rights.

Why does it matter?

Governance, specifically good governance matters today because it is necessary for giving voice to the needs of the people.

Governments are of the most important organizations

Good governance leads to

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

Why it matters today.

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

Indigenous peoples in health, education and economic development. The gap between them and other Canadians needs to be closed.
Good governance needs to be achieved to make sure their rights are being upheld.

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

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

Effective representation 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 European tradition

Referred to as social programs in Canada

These programs provide direct payments to poor individuals as well as a broad spectrum of programs

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

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

Much of the funding has been cut in the 1990s as governments become focused on reducing debt and deficit.
Lesson 2 new lesson to be 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

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)

Part D: Write up and Reflection
All changes to the Unit plan, and old lesson plan are made in red to denote change and new ideas. Explicit changes were give a line

through them to indicate that I am no longer using them in the unit plan and have replaced them with different ideas and approaches. I have

completed Stage 4 of the unit plan and all content is written in red to show improvement from the last submission of the unit plan. I have also

revamped and reorganized the performance task and explained how it fits with all elements of GRASPS. To support students who could

become overwhelmed with this type of task I have worked check points into the unit to help students chunk the assignment. I have also

created a clearly outlined assignment handout and provided different means of presentation for those students who are not sure or motivated

to get started. I have also allowed students to have the choice on how they will present their piece, but it must be presented so that students in

the audience are able gain understanding from presentations and so that presenters can display what they have learned. All other

accommodations can be found in the adaptive dimensions section in Part 4 of the unit plan.

I have also changed many of the instructional strategies and have broken up explicit teaching times to incorporate different strategies

and activities for learning. I have also identified the use of different types of questions in the lesson activities section of the unit plan to

demonstrate my ability to use questioning for assessment and as a classroom strategy. I have also included in the lesson activities the

outcomes that are being met in each lesson to create connections of how the activities and lesson tie into the Saskatchewan Curriculum.

I have made significant changes to my unit plan and lesson plan based on the feedback that was given in the previous submissions

from the instructor as well as to help me reach my goals as a teacher. One of these goals is to create lessons that are not so teacher focused and

to have the students creating meaning for themselves as the teacher facilitates learning. I think that my unit plan and lesson plan provide

excellent examples of my ability to include varying teacher strategies to ensure student directive learning takes place in the classroom and

with the content. Another area that I wanted to work on was provided differentiation for students with different needs. In Section 4 of the unit

plan as well as in my lesson plan I have provided different ways that accommodation can take place for students needs to ensure that they

have a successful learning experience.

 In the lesson plan I have worked on the formative assessment component in two ways. First, in my lesson plan students do an activity

and then respond in a quick write. After that the students move into a timeline activity where they research and understand the timeline that

they choose to look at. At the end of the timeline activity the teacher can see what the students understand about key dates and what they

know and can identify and give feedback for additional research, or clarify and explain things for further understanding. The quick write is

also responded to by the teacher in the closing of the lesson as the teacher will restate why what students learnt in the beginning of the lesson

will help shape their understanding and approach to governance for the rest of the unit. Throughout the unit plan my assessment is followed

up and activities are in place that will help students move on with clarity after feeling confused. In the lesson plan I have also used specific

language to identify how I will meet the PGP goals in that lesson as well as stating why it is important that I, as the teacher do these things

both for the students and for myself as a learner. Students will work together on the time line and are encouraged to share their culture

answers if they feel comfortable doing so. In this way, my lesson is created to increase the connection between students and their ownership

of what they are learning about. By having students present timeline moments to the class however they are comfortable (from their desk, at

the front of the classroom, altogether, or just one student etc.), students are encouraged to work together for the good of the group and to

collaborate on their learning.