Documente Academic
Documente Profesional
Documente Cultură
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?
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
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:
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.
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?
____________________________________________________________________________________________________
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PowerPoint Seminotes
Governance Canadian Studies 30
What is Governance?
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.
Parliamentary ______________
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.
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 ____________.
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.
Governance, specifically good governance matters today because it is ___________ for giving _______ to the needs of the
_________.
Good governance good leadership good decisions and better __________ FOR THE PEOPLE
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
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 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
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
~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)
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
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
~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:
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?
Criteria 1 2 3 4
1. Organization and Unclear in most Clear in some Most clear and Completely clear and orderly
Clarity: parts parts but not orderly in all presentation
over all parts
viewpoints and responses
are outlined both clearly
and orderly.
2. Use of Arguments: Few or no Some relevant Most reasons Most relevant reasons given in support
relevant reasons reasons given given: most
reasons are given to given relevant
support viewpoint.
3. Use of Examples and Few or no Some relevant Many Many relevant supporting examples and
Facts: relevant examples/facts examples/facts facts given
supporting given given: most
examples and facts are examples/facts relevant
given to support reasons.
4. Use of Rebuttal: No effective Few effective Some effective Many effective counter-arguments made
counter- counter- counter-
arguments made by the arguments made arguments made arguments made
other teams are responded
to and dealt with
effectively.
5. Presentation Style: Few style Few style All style All style features were used
features were features were features were convincingly
Website used; not used used, most
convincingly convincingly convincingly
Score: ___/20
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
Total: __ / 90