August 2018 YEAR PLAN - GRADE 6 SOCIAL STUDIES JEN ANDERSON

Grade 6 Social Studies Year Plan 2018/2019

What is democracy? How does it work in Alberta? Grade 6 Social Studies emphasizes the importance of
active and responsible participation as the foundation of a democratic society. Students will explore how
democratic principles are reflected in local and provincial governments. They’ll also examine historical
models of democracy and the political roles played by citizens in the past and today. Students will
examine how the underlying principles of democracy in Canada compare to those of Ancient Athens and
the Iroquois Confederacy.

Resources
We will be using multiple resources to aid in our learning, ​mainly​ Nelson T​ aking Part in Our Democracy​.
In addition, there will be information shared from Student Vote, Pearson V ​ oices in Democracy​, Tony
Burley ​Government Matters​, and Pearson T ​ ake Action – Make a Difference​.

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Year Plan with Curricular Outcomes

September: 6.1 Citizens Participating in Decision Making

General Outcome:
Students will demonstrate an understanding and appreciation of the dynamic relationship between
governments and citizens as they engage in the democratic process.

Chapter 1: What guides your decision making?

➢ Group work participation

➢ Influences affecting personal decisions
➢ Effective communication
➢ Ways to make a decision in a group (Advantages and disadvantages of each)
❖ Consensus
❖ Representation
❖ Direct voting by ballot
❖ Direct voting by show of hands
➢ Fairness and equity vs. equality
➢ Four principles of democracy
❖ Freedoms
❖ Representation
❖ Equity
❖ Justice

Activities and Assessment

BLM 1.1 Inquiry Task Planning Sheet, BLM 1.4 Pizza Examples, BLM 1.5 Democracy Is… BLM 1.6 “I Can”
Statements, equity vs. equality weekly challenge, FREJ Google Presentation, FREJ role plays, quiz.

Chapter 2: What do governments do for us?

➢ Government​- a system that makes and enforces laws and provides services and public
programs.
➢ Laws protect people
August 2018 YEAR PLAN - GRADE 6 SOCIAL STUDIES JEN ANDERSON

➢ Services​- assistance or benefit given to someone; the provision or system of supplying a public
need, such as transport, water, gas; a public department or organization employing officials
working for the government
➢ Who are the people of government?

Activities and Assessment

BLM 2.3 Laws Protect People, “I Think Government…” game pg. 43, Government Services TR 44, What
Bucks Buy activity TR 45,BLM 2.2 Where Do You Stand?, BLM 2.5 “I Can” Statements, services of federal,
provincial and local government, quiz

Students will:
6.1.2 Demonstrate an understanding of the fundamental principles of democracy by exploring and reflecting upon the
following questions and issues:
• ​What is democracy (i.e., justice, equity, freedoms, representation)? ​(C, PADM)
• ​What are the similarities and differences between direct and representative democracy? ​(PADM)
• ​What are the rights and responsibilities of citizens living in a representative democracy? ​(C, PADM)
• ​How does Canada’s justice system help protect your democratic and constitutional rights? ​(C, PADM)

October/November 6.2 Historical Models of Democracy

General Outcome
Students will demonstrate an understanding and appreciation of the democratic principles exemplified by
ancient Athens and the Iroquois Confederacy.

Chapter 3: What was democracy in ancient Athens?

➢ Finding Greece and Athens on the globe

❖ Describe location in relation to other countries
➢ Mapping skills
❖ Cardinal and intermediate directions
❖ Scales to determine distance
❖ Distance between locations
➢ Timelines
❖ Important dates for Athenian history
❖ Compared important dates in Canadian history
➢ Citizenship
❖ Democratic rights
❖ Hierarchy
➢ Philosophers

Activities and Assessment

Title page, BLM 3.1 Inquiry Task Planning Sheet: Constructing a Historical Map of Ancient Athens,
Timeline TR pg.67 Historical Context TR pg.68, BLM 3.4 Constructing an Athenian Social Hierarchy, BLM
3.5 Greek Kylix Advice to Son, BLM 3.6 Greek Jug Advice to Daughter, BLM 3.7 What Happens Next?,
BLM Writing for the Ancient Athenians, BLM 3.10 “I Can” Statements, Agora (marketplace) role playing,
debate, test

Students will:
August 2018 YEAR PLAN - GRADE 6 SOCIAL STUDIES JEN ANDERSON

6.2.3 Analyze the structure and functions of the democratic system in ancient Athens by
exploring and reflecting upon the following questions and issues:
• ​How was the government of ancient Athens structured? ​(PADM)
• ​How did the structure of the government in ancient Athens provide opportunities for citizens to participate in decision making?
(C, PADM)
• ​How did identity, status and class structure impact citizenship in ancient Athens? ​(C, I)
• ​How did the social structure of ancient Athens impact its political structure? ​(CC, PADM)
• ​To what extent were democratic ideals of equity and fairness part of the structure of government and society in ancient Athens?
(I, PADM)

December/January
Chapter 4: What was the Iroquois Confederacy?

➢ Creating a timeline
➢ Oral history
➢ Memory keeper
➢ Roles of men and women
➢ Comparison between roles of Athenians and Iroquois
➢ Consensus
❖ Advantages
❖ Disadvantages
❖ Working with Iroquois model
➢ Collective Identity
➢ Wumpum Belts

Activities and Assessment

Title page, BLM 4.1 Planning Sheet: Creating a Multi-Media Presentation About the Iroquois Confederacy,
Timeline TR pg. 104, BLM 4.3 Iroquois Basket job notes for roles of women, BLM 4.4 Onondaga Bonnet
jot notes for roles of men, BLM 4.5 Constructing a Diagram of Iroquois Society, BLM 4.7 Process of
Consensus: Advantages and Disadvantages, BLM 4.10 Comparing the Ancient Athenians and the Iroquois,
BLM 4.12 “I Can” Statements, consensus activity for choosing field trip destination, test

Students will:
6.2.4 Analyze the structure and functions of the Iroquois Confederacy by exploring and
reflecting upon the following questions and issues:
• ​How was the Iroquois Confederacy structured? ​(PADM)
• ​What was the role and status of women within the Iroquois Confederacy? ​(I, PADM)
• ​What are the advantages and disadvantages of consensus as a decision-making model for government? ​(PADM)
• ​How did the Six Nations use the consensus-building process? ​(PADM)
• ​How did the Wampum Belt address collective identity? ​(I, PADM)
• ​How did the social structure of the Iroquois Confederacy impact its political structure? ​(CC, PADM)
• ​To what extent did the decision-making process within the Iroquois Confederacy reflect democratic ideals of equity and
fairness? ​(PADM)
August 2018 YEAR PLAN - GRADE 6 SOCIAL STUDIES JEN ANDERSON

February 6.1 Citizens Participating in Decision Making

General Outcome:
Students will demonstrate an understanding and appreciation of the dynamic relationship between
governments and citizens as they engage in the democratic process.

Chapter 5: Why are Canada’s rights and freedoms important?

➢ Creating a class charter

➢ Collective Rights
➢ What are the Canadian Charter of Rights and Freedoms?
❖ Fundamental Freedoms
❖ Democratic Rights
❖ Mobility Rights
❖ Equality Rights
❖ Legal rights
❖ Language Rights
❖ Minority Language Education Rights
❖ General Rights
❖ Enforcement Rights
➢ Treaty of la Grande Paix de Montrèal
❖ Map of where New France and British territories were
❖ Comparing the Treaty of La Grande Paix de Montrèal and the Charter

Activities and Assessment

BLM 5.1 Develop and adopt class charter, BLM 5.2 In Some Other Countries, BLM 5.4 Our Canadian
Rights and Responsibilities, BLM 5.5 Our Tree of Rights and Freedoms, BLM 5.6 Charting Rights and
Freedoms, BLM 5.7 Understanding La Grande Paix de Montrèal Booklet,
BLM 5.8 Comparing the Treaty of La Grande Paix de Montrèal and the Charter, BLM 5.11 “I Can”
Statements, Charter of Rights role playing, test
Charter of Rights lessons

Students will:
6.1.3 Analyze how the democratic ideals of equity and fairness have influenced legislation in Canada over time by
exploring and reflecting upon the following questions and issues:
• ​How does the Canadian Charter of Rights and Freedoms protect the individual rights and freedoms of all Canadians? ​(I,
PADM)
• ​How does the Canadian Charter of Rights and Freedoms protect collective rights in Canada (i.e., Aboriginal rights, the
linguistic rights of official language minorities)? ​(I, PADM)
• ​How did the Treaty of La Grande Paix de Montréal address collective identity and collective rights​? (I, PADM,
TCC)
• ​How do the Treaty of La Grande Paix de Montréal and the Canadian Charter of Rights and Freedoms compare in the way that
each addresses individual and collective identity and collective rights? ​(PADM, TCC, I)
• ​Why is the Canadian Charter of Rights and Freedoms entrenched in the Canadian Constitution? ​(C, I, PADM)
August 2018 YEAR PLAN - GRADE 6 SOCIAL STUDIES JEN ANDERSON

March
Chapter 6: What does representative democracy involve?

➢ Accountability
➢ Function of representatives
➢ Associations
❖ L’Association canadienne-Francaise de l’Alberta (ACFA)
▪ Decision making
▪ How representatives are elected
▪ Map
▪ How ACFA representatives stay connected with their members
❖ Metis Nation of Alberta (MNA)
▪ Decision making
▪ How representatives are elected
▪ Map
▪ How MNA representatives stay connected with their members
Activities and Assessment
BLM 6.3 Showing Accountability, BLM 6.5 Looking at the ACFA in Action, BLM 6.7 “I Can” Statements

April
Chapter 7: What does participation involve?

➢ Examples of injustice
➢ Identifying the issue
➢ How to organize a public meeting
➢ Procedure for public meeting
➢ Being an advocate
➢ Effective petitions
➢ Participation methods
❖ Lobbying
❖ Petitioning
❖ Meetings
❖ Organizing or attending rallies
❖ Contacting elected representatives
Activities and Assessment
BLM 7.1 Inquiry Task Planning Sheet, BLM 7.2 Taking Action By Being an Advocate Planning Sheet, BLM
7.5 “I Can” statements, quiz

Students will:
6.1.6 Analyze how individuals, groups and associations within a community impact decision making of local and
provincial governments by exploring and reflecting upon the following questions and issues:
• ​How can individuals, groups and associations within a community participate in the decision-making process regarding current
events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected
representatives)? ​(C, PADM)
• ​How do associations such as the Association canadienne-française de l’Alberta (ACFA), the Métis Nation of Alberta
Association (MNAA) and the First Nations Authorities (FNA) provide their members with a voice, at local and provincial levels,
exercising historical and constitutional rights? ​(C, I, PADM)
• ​In what ways do elected officials demonstrate their accountability to the electorate (e.g., respond to constituents, participate in
local events, represent and express in government meetings the concerns of constituents)? ​(C, PADM)
August 2018 YEAR PLAN - GRADE 6 SOCIAL STUDIES JEN ANDERSON

Chapter 8: How can citizens participate in local government?

➢ Local government structures in Alberta

❖ Map
➢ First Nations Authorities
➢ How representatives are elected to form a local government
❖ Nominating
❖ Campaigning
❖ Polling Stations
❖ Eligibility to vote
❖ Casting and counting votes
➢ Council meetings
➢ Responsibilities of a local government
➢ Taxes
❖ How taxes are determined
❖ Kinds of taxes
❖ What factors affect taxes
➢ Services provided by local government
➢ Bylaws
❖ Local bylaws
❖ How are bylaws democratic?
➢ What school boards do

Activities and Assessment

BLM 8.1 Inquiry Task Planning Sheet: Creating a Plan to Take Action on a Local Concern, BLM 8.2 Great
Governments, BLM 8.3 Reviewing Elder Protocol, BLM 8.4 Identifying Democratic Principles in the
Electoral Process, BLM 8.10 “I Can” Statements, quiz, visit by town council/School Trustee/MLA

Students will:
6.1.4 Analyze the structure and functions of local governments in Alberta by exploring and reflecting upon the following
questions and issues:
• ​How are representatives chosen to form a local government (i.e., electoral process)?​(PADM)
• ​What are the responsibilities of local governments (i.e., bylaws, taxes, services)? ​(PADM)
• ​How are local governments structured differently in rural and urban settings? ​(PADM)
• ​What role is played by school boards (i.e., public, separate, Francophone) within local communities? ​(PADM)

May
Chapter 9: How does the provincial government function?
➢ Political party system
➢ Poles of political parties
➢ How Provincial representatives elected* comparing the differences between process and the local
process
❖ Nominating
❖ Campaigning
❖ Preparing Polling Stations
❖ Showing eligibility to vote
August 2018 YEAR PLAN - GRADE 6 SOCIAL STUDIES JEN ANDERSON

❖ Casting and counting votes

❖ Declaring the outcome
➢ Constituencies
➢ Roles of provincial representatives
❖ Premier
❖ Legislative Assembly
❖ Cabinet Ministers
❖ Role of opposition MLAs
➢ Responsibilities of the provincial government
❖ Services
❖ Taxes
➢ How the Legislative Assembly makes laws
➢ Role of the lieutenant governor

Activities and Assessment

Label the Legislative Assembly TR pg. 274, BLM “I Can” Statements, quiz, Mock Legislature, field trip to
Legislature Building

Students will:
6.1.5 Analyze the structure and functions of Alberta’s provincial government by exploring and reflecting upon the
following questions and issues:
• ​How is the provincial government structured? ​(PADM)
• ​What is the role and status of the Lieutenant Governor within the provincial government?​(GC, PADM)
• ​What are the responsibilities of the provincial government (i.e. laws, taxes, services)?​(PADM)
• ​How are representatives chosen at the provincial level of government (i.e. electoral process)? ​(PADM)
• ​What are the differences between the responsibilities of a Member of the Legislative Assembly (MLA) and a cabinet minister?
(PADM)

June

*REVIEW

Students will:
6.1.1 Recognize how individuals and governments interact and bring about change within their local and national
communities:
• ​Recognize and respect the democratic rights of all citizens in Canada ​(C, I)
• ​Value the role of the Canadian Charter of Rights and Freedoms in protecting individual and collective rights and freedoms ​(I,
PADM)
• ​Recognize the influence of historical events and legislation on democratic decision making in
Canada ​(TCC, PADM)
• ​Value citizens’ participation in a democratic society ​(C)
• ​Value the contributions of elected representatives in the democratic process ​(PADM)

Students will:
6.2.1 Appreciate the relationship between the values of a society and the model of government adopted within a society
(PADM)
6.2.2 Value the role of participation by citizens in diverse democratic societies (C, PADM)
August 2018 YEAR PLAN - GRADE 6 SOCIAL STUDIES JEN ANDERSON