Understanding By Design Unit Template

Are, we all treaty people? Nine

Title of Unit Grade Level
Social Studies 17 school days
Subject Time Frame 3.5 weeks
Orion Raycraft
Developed By

Stage 1 - Identify Desired Results

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

Building Lifelong Learners

Teaching to relevance is extremely important. Students must not just understand content but it must reflect the ever-
changing landscape of society. The ability to take content and apply it in the future is crucial to a life of learning. If
content does not resonate in the present and the future than learning ceases once students leave the classroom.

Building a Sense of Self and Community

Understanding the past and present circumstances which lead to future consequences will only serve to help with a
current understanding of self and community. The ability to look at the community and understand what historical
aspects lead to the current state of things helps with understanding, and can then lead to future, self critical,
evaluation of ones own place in that larger structure.

Building Engaged Citizens

Once understanding of the first two aspects of BALs has occurred only then can students become engage. Engagement
with no understanding or purpose can have ineffectual results. Only after ones understanding is sufficient can an
individuals values, attitudes, understanding and skills be used to benefit all. Understanding the social and historical
process that lead each of us to the present will create a student who wants to change, not only himself, but others for
the better.
Cross curricular Competencies
How will this unit promote the CCC?

Developing Thinking

This unit focuses on integrating information into a meaningful contextual application of that information. The context
includes past and present influences on society. Resulting from trying to create a treaty as well as presenting in context
all the information, reflecting and understand that has occurred; students will have to think in depth about what they
have learned, as well as their own place within that context.

Developing identity and interdependence

Understanding the history that lead us to the present can only serve to increase ones caring for self and others.
Looking at various worldview and then applying those to a situation will allow students to see the diversity of human
beings as well as what various societies see as import rights and responsibilities. The various outlooks encountered will
see how all of us are part of and rely on the environment.

Developing Literacies

Students will have an opportunity to contribute to and be informed by various differing literacy applications. This will
allow students to utilize a variety of literacies. They will be able to utilize their best skills for their assessments, while
simultaneously being exposed to various other forms that they may not have mastery of yet.

Developing Social Responsibility

Understanding the expectations and needs of following the treaty creation process will give students a new and better
comprehension of group interaction. This will include the process of reasoning of what is important to various groups. It
will also include looking at the ideas of self-preservation in context of the natural world.

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

Outcome: PA9.2
Analyze the impact of empire-building and territorial expansion on indigenous populations and other groups in the societies studied.

a Research the imperial activities of a society studied, and critique the reasons for imperialism in the context of the time period.

a Assess the treatment of indigenous populations by the imperialists in the societies studied.

a Conduct an inquiry regarding the initial interaction of North American Aboriginal peoples with Europeans, comparing the worldviews of the two.

a Evaluate the authenticity and validity of information sources used in the inquiry process.
Outcome: RW9.1
Compare differing perspectives regarding the acquisition and distribution of resources and wealth in the societies studied.

a Investigate the strategies used to acquire and distribute resources in the societies studied.

a Compare the perspectives regarding the distribution of resources in the societies studied, and assess the results in terms of consequences for the populations
of the societies.

a Research the processes for decision making regarding production and distribution of wealth and resources in the societies studied.

a Infer the values of the societies studied according to categories of acquisition and distribution of resources and wealth.

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 their own lives and the lives of
everyone around them have been completely shaped by the
Numbered treaties. They will look at the treaties with a new respect
having gone through the process and tried to create their own, they
will have much more respect for who much influence the treaties
have had on their lives. They will be able to look at society and see
where and where not the treaty promises have been fulfilled. They
will be able to understand that, in fact, a large portion of the treaty
promises were not fulfilled. students will understand exactly what is
in the treaties.
Related misconceptions
The treaties dont affect me? We are all treaty people, what does
that even mean? That happened in the past it is not relevant now.
Why do we have to learn this?
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)
How have the treaties altered your life?
In what ways, do you think that the treaties have been followed?
How does an understanding of the treaty process give you a
better understanding of their relevance?
How are first nations better off because of the treaties?
Evaluate the question Are, we all treaty people?
FNMI, multicultural, cross-curricular
This Unit is almost completely geared around FNMI content. More
importantly though it includes that content with in a greater
framework of understanding, in regards to the strengths and
limitations that have occurred because of the success and
failures of the practical application of the treaties in general.

Knowledge: Skills
What knowledge will student acquire as a result of this unit? This What skills will students acquire because of this unit? List the
content knowledge may come from the indicators, or might also skills and/or behaviors that students will be able to exhibit as a
address pre-requisite knowledge that students will need for this result of their work in this unit. These will come from the
unit. indicators.

Students will know... Students will be able to

Students will understand how the treaty process has shaped their
lives.
As this unit, will be occurring towards the end of Social Studies
Nine, students will already possess a considerable amount of
information. Why Europeans came to the new world. How
indigenous populations were treated during the time of settlement.
The world views of Indigenous and European peoples at the time of
settlement. The accuracy of the portrayed from the past to the
present of information. The viewpoint of each group about how to
acquire and distribute resources. Who made the decisions
regarding resource distribution. The values of the two groups. How
effectively the treaties are being followed in the present.
Look critically at important writings and independently break
them down to investigate whether the things in those writings
have been accomplished.
Reflect positively about their educational growth.
Negotiate in a harmonious way, relationships which have varying
ideological positions and goals.
Analyze as an outsider other, individuals and groups ability to
create relationships.
Produce finished formal writings based on informal dialogue.
Create and present a formal summary of their learning.

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 Present their knowledge in regards to the treaties and inherent information.
What should students accomplish by
completing this task?
R Role students will be taking the role of the author of the subject material.
What role (perspective) will your
students be taking?
A Audience The audience will be fellow students as well as myself.
Who is the relevant audience?
Understand what is important in treaty. Successfully negotiate rights and responsibilities. Analyze
S Situation
the process. And present the relevant information.
The context or challenge provided to
the student.
P Product, Performance
What product/performance will the Students will present information in their chosen media, including, power point, prezi, podcast,
student poster board, etc.
create?
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.

1) Formative assessment on first day, Treaty Trivia Quiz, will
help students to know what they know about the treaties.
2) 5-10 minutes will be allotted at the end of most days for
journaling, these entries will be handed in on a weekly
basis.
3) In groups create a list of things such as; resources, social,
education and goals that should be included in the treaties
and a brief explanation about why. This will include both
indigenous and European perspectives.
4) Participate in one of two treaty making processs.
5) Take notes while observing treaty process
6) Submit 3 journal entries and reflection notes
7) Participate in post Treaty Process debriefing.
8) Create and present a culmination of knowledge project in
groups of 2-3
1) Students will journal through the process so that their self-
reflection will help them to understand how their
perspectives have changed.
2) Taking notes while the other group of students creates their
treaty will help them to analyze and understand where
they could have done better or where they in fact did a
good job.
3) Self-reflection at the end will allow them to show that they
have in fact understood the treaties, the process and if
they have changed their perspective about the treaties.

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?
My students are headed in a direction of clarity. What they will understand is that the past leads to the present and
influences the future. What has happened in the past, even if they do not know it, influences the present in a way that
can have a profound effect on society, on an unconscious level. As this unit, will be occurring towards the end of the
social studies course they will already have a better grasp of some of these issues. Students will begin the unit with a
formative assessment, included will be a road map indicating where they will be going and how we will be getting there.
They will understand the expectations for the large summative assessment at the end of the unit as well as the activities
that we will being doing on the way. The unit itself has specific content, but the students will have an opportunity to
present that content in a format that best serves their own interests. Students will be included by co-creating the rubric
that will be used to assess their summative assessment. As always there will be special circumstances that will need to
be considered. The information can easily be modified without loss of the outcomes. These changes to the content
because of individual needs, can easily be integrated in the summative assessment. This learning will be best situated in
various locations including; the classroom, computer lab, and outside if the weather permits. Learning groups with in the
classroom from the start can assist studetns in working together to complete their work. This can facialite exchange of
ideas and allow further understanding of the material.

How will you engage students at the beginning of the unit? (motivational set)
The big hook for this unit will be the treaty creation activity This will give students something that is not only fun but
informative and will create a sense of ownership over what they are learning. Also the realization that there will be no
unit exam but instead a group presentation, should help to create excitement about the unit. The introduction of varies
responses to self assessment, should keep students on track in regards to personal success.

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 Treaty Trivia Motivational/Anticipatory Set (introducing topic while engaging the students) Treaty Trivia
The main motivation will be attempting to get them excited about engaging in the treaty negotiation activity. Quiz and power
Quiz point, Treaty
This hands on learning experience will hopefully engage them with the content moving forward.
Negotiation
Main Procedures/Strategies: Activity Sheet,
15-minute Treaty Trivia Quiz, I will give the quiz in an oral format, the students will respond on paper. Including Unit Summative
partner marking. I will collect these and do a small 5-minute presentation about the class results at the beginning Assignment
of the next lesson. I will consult the students immediately to see if there is anything about the results that they Sheet,
want to discuss. Questions/concerns Are we all
10-15-minutes handing out and discussing the Treaty Negotiation activity, including questions. Treaty People
work sheet,
- Likely questions; can we pick our own groups?, will we be marked on this?, do we have to participate in
Road Map for
the process? Success
10-15-minutes handing out and discussing the final summative presentation-including the outcomes and
indicators/expectations about the presentation, including questions
- Likely questions; how long should our presentations be? Can we pick our groups members? Will we have
time to work on this during class?
10-15-minutes small break out session with work sheet to discuss the question Are we all treaty people?. In the
context of the promises and expectations of both the indigenous populations and the governement of Canada.
Looking at it from a present-day perspective.
Closing of lesson:
Whatever time is left should be roughly 10 minutes will be used to have the groups come back together and
discuss what they have come up with.
2 Plains Look at the tabulated results of the treaty trivia quiz, Power point lecture w notes (skeleton provided), brief P.P.,
Imperialism discussion and journal entry. skeleton
Topic; the imperial activities of a society, critique the reasons for imperialism in the context of the time period notes,
For Tomorrow: look at one specific indigenous group in Canada and look at how they were treated between the
period 1600-1900, 3-5 points

Outcome: PA9.2
Analyze the impact of empire-building and territorial expansion on indigenous populations and other groups
in the societies studied.
Research the imperial activities of a society studied, and critique the reasons for imperialism in the context of
the time period.
3 Indigenous Brief discussion about individual findings, have students write similarities and differences on the board. P.P.,
Peoples Power Point lecture w notes (skeleton provided), brief discussion about their previous finds and the new skeleton
information. Journal entry notes
Have students at home do the world view test and print and bring back the results for tomorrow,
http://annickdewitt.com/worldviewtest, This will be checked
Assess the treatment of indigenous populations by the imperialists in the societies studied
 Outcome: PA9.2
Analyze the impact of empire-building and territorial expansion on indigenous populations and other groups
in the societies studied
Assess the treatment of indigenous populations by the imperialists in the societies studied.

4 Various World Homework Check: the students were required to complete the worldview quiz. Worldview
Views assessmen
Motivational/Anticipatory Set (introducing topic while engaging the students)
5 minutes - Asking students what they thought about the world view exam and the results, tell them we will be watching a t,
few videos (always exciting), going over what we will be doing for the remainder of the lesson computer,
Main Procedures/Strategies: projector,
Indicator: Conduct an inquiry of North American Aboriginal peoples with Europeans, comparing the worldviews of the two
prezi, Eight
20 minutes - Watch two videos: https://www.youtube.com/watch?v=VXnSE0uvwzM https://www.youtube.com/watch?
v=IDFIDV3_iZM, differences
10 minutes go over power point and Prezi asking students to take simple notes Info sheet,
10 minutes - Handout with specific differences of worldviews discuss each pair with students as a group, have them add to Power
their sheet
point, 2
10 minutes - Have students in groups of 2-3 compare the results of their test and see if the agree or disagree and why.
Have them write down their ideas on their test results and add them to their journal/portfolio videos,
student
Homework Check: the students were required to complete the worldview quiz. Have they annotated it with comments? journals
Closing of lesson:
5 minutes - Journal entry Did they understand their worldview before today? Did they know they had a worldview before
today? Did they learn anything about how their worldviews differ from other world views?

Outcome: PA9.2
Analyze the impact of empire-building and territorial expansion on indigenous populations and other groups
in the societies studied.
Conduct an inquiry regarding the initial interaction of North American Aboriginal peoples with Europeans,
comparing the worldviews of the two.

5 Work Period I will likely arrange the students seating pattern so that students who scored varyingly on the worldviews quiz Computers
will sit next to each other.

The students and I will spend the first part of this work period talking about and generating ideas of how to best
approach these various presentation choices; Pod cast, Prezi/Power Point, Story Board, Individualized
speech/paper
I will hand out briefing of how to find information suited to each of these choices.

Also quick overview of blooms taxonomy and having to incorporate higher order thinking into their presentation.

Time to work on presentation, including material that has already been covered
Hand in Journal entries.
With computers students, will work on their projects, I will facilitate questions/concerns

Students will need to have 5-10 points of information that will be included in their summative assessment. I will
be checking the next day to see if students have complete this.

6 Validity of Have students completed the required 5-10 points of information Striplin Model of
Inquiry handout,
source w attached
problems with
 material Look at the Striplin model of inquiry (source validity) source material

Examine some of the problems associated with material coming up from the past in
regards to the subject matter.

Indicator: Evaluate the authenticity and validity of information sources used in the inquiry
process.

Outcome: PA9.2
Analyze the impact of empire-building and territorial expansion on indigenous populations and other groups
in the societies studied.

Evaluate the authenticity and validity of information sources used in the inquiry process.

7 Resources Power point presentation w notes (skeleton provided); strategies used to acquire and distribute resources P.P.,
Acquisition ( indigenous and Europeans) skeleton
and notes
Journal entry
Distribution

Outcome: RW9.1
Compare differing perspectives regarding the acquisition and distribution of resources and wealth in the
societies studied

Investigate the strategies used to acquire and distribute resources in the societies studied.

8 Perspectives Students will jigsaw a specific resource type and its specific distribution and associated consequences. These Resource
on Resources resources and distribution will be identified from the previous lesson. This will be based on specific worldviews Sheets
as previously learned.

Outcome: RW9.1
Compare differing perspectives regarding the acquisition and distribution of resources and wealth in the
societies studied

Compare the perspectives regarding the distribution of resources in the societies studied, and assess the results
in terms of consequences for the populations of the societies.

9 Values? Small groups will discuss and Infer the values of the societies studied according to categories of acquisition and
distribution of resources and wealth.
 Show tutorial video and give an explanation of Mind mapping software that will be being used for the following
days lesson.

Outcome: RW9.1
Compare differing perspectives regarding the acquisition and distribution of resources and wealth in the
societies studied
Research the processes for decision making regarding production and distribution of wealth and resources in the
societies studied.

10 Power Motivational/Anticipatory Set (introducing topic while engaging the students) Computers,
Structures 5-10 minutes Refresher on Collaborative Mind Map Software - Students will be working in four groups, to collaborate on this topic. This should Collaborati
around encourage them because they will not have to do everything themselves. ve Mind
resources Main Procedures/Strategies:
Map
Software,
3 minutes Watch short video on what are values. https://www.youtube.com/watch?v=_PMCJBXff_Q Student
30-40 minutes - Students Will Infer the values of the societies studied according to categories of acquisition and distribution of resources and
Journals
wealth. They will work collaboratively using the information that they obtained from the previous lesson about resource and wealth
distribution. Collectively they will attempt to classify two groups; one Indigenous and one European. This will be done in software connected
groups of roughly 4.

Closing of lesson:

Journal entry 10 minutes Write about their experiences with the collaborative mind map. Was it useful to work together? Was a visual layout
better than simply writing notes about their research? What other topics could you see yourself using this format?

Hand in Journals

11 Work Period Time to work on presentation, including material that has already been covered Computers
With computers students, will work on their projects, I will facilitate questions/concerns

12 Treaty prep Talk about the process, go into detail about how the next two days will go, expectations chart paper, markers,
and tape

about taking notes when not participating, what is exactly going to happen during the - gummy worms
- optional books/videos

treaty process. from the Treaty

Resource Kit
(explained later)
- 2-3 copies of the
treaty written in
symbol font
- Indian Act points
printed on large paper

chart paper, markers,

13 Treaty 1 First set of treaty negotiations and tape
- gummy worms
- optional books/videos
from the Treaty
Resource Kit
(explained later)
- 2-3 copies of the
treaty written in
symbol font
- Indian Act points
printed on large paper

14 Treaty 2 Second set of treaty negotiations chart paper, markers,

and tape
- gummy worms
- optional books/videos
from the Treaty
Resource Kit
(explained later)
 - 2-3 copies of the
treaty written in
symbol font
- Indian Act points
printed on large paper

15 Work Period Time to work on presentation, including material that has already been covered Computers

16 Work Period Time to work on presentation, including material that has already been covered computers

17 Presentations Begin to present summative assignments Rubrics for

marking

18 Presentations Finish presenting summative assignment. Rubrics for

marking

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study: I would like some how to make the treaty creation process have more focus but
Is there alignment between outcomes, there is inherent difficulties with summarily assessing that component. I have
performance assessment and learning followed the curriculum quite well, and I believe both the treaty process and
experiences? the summative assessment provide and great learning and performance aspect
to the unit. I would like to incorporate the treaty process more into the
indicators and lessons as I move along.

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?
The seating plan for this unit can be adjusted. I see this happening in two ways.
The first being grouping like minding worldviews together, and then grouping
opposite mined worldviews together. This will give people a chance to hear
both similar and opposing viewpoints. Having a fluid seating arrangement will
give me a chance to move any students around who are struggling without
anybody being able to directly identify this. Students will know what is
expected as a summative assessment at the end of this unit, I will be able to
talk specifically with students and determine if they are comfortable with the
options and if they need any support, with understanding or content
modification. Student journals which I will be reading weekly will give me a
chance to identify students who are not understanding or producing thoughtful
outcome geared work and thus target them specifically for additional help.
There is not a tremendous amount of subject specific language for this unit so
students who are unfamiliar with English can be scaffolded through any

Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
Resource Based Learning:
Do the students have access to various resources
on an ongoing basis?
unknown terms. Any difficult vocabulary could be accompanied by a visual
component. Students will be given an opportunity to pick their own
presentation type for the summative assessment portion at the end of the unit.
There are various approaches utilized in this unit. They included; teacher
directed, self-directed, large group directed, small group directed. I believe that
there are adequate and varied approaches to this unit. The start of this unit
focuses on a Structured overview of the unit so the students get a roadmap of
where we need to end up. There are elements of lecture and storying telling
coupled with videos to encourage the students to see that I know what I am
talking about and that they can seek assistance from me in the more student
directed instructional portions of the unit. Explicit teaching is powerful when
used in small doses, some of the lesson have specific content which needs to
be taught explicitly. Students will need to problem solve during the treaty
simulation as well as roleplay their various positions. I will only be facilitating
this process it will be student orientated and student directed. Students will
reflect in their journals, and this reflection will help shape their summative
assessment as a portion of that growth will need to be included within their
presentation. Students will attempt to find meaning in areas such as the
perspectives on resource distribution as well as thinking about how they have
changed their mindset during the unit. The expectation for the summative
assessment is that students will not only show that they have learned the
specific content but also that they have attained understanding of the concepts
in relation to themselves. Research will be done to complete the summative
presentation and this will not just be simple facts but a show of analysis and re-
representation of the information. There are elements of discussion, both large
and small groups, this will occur with like mined and differing minded
individuals.
How Canada Became Canada Series; Author(s): Nelson, Sheila.
Treaty Essential Learnings: We Are All Treaty People: Office of the Treaty
Commission
The text book being used is How Canada Became Canada Series. Various
pieces of the Treaty Essential Learnings will be photocopied and made available
to the students. Computers will be utilized to construct and to do research for
the summative assessment.
Students will be given the Unit outline (treaty outline, summative presentation
requirements) sheet which they will use as a basis for their interaction with this
unit.
They will largely have access to all of the supplied and required information to
 be successful at the objectives of this unit.

Skeleton notes will be provided on various topics which the students will retain
for further exploration and studying.

Various power points and information sheets.

FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while
honoring each childs identity?
This unit is based in FNMI and multi-cultural perspectives. Students will be able
to draw key parallels between themselves and the content, from many different
perspectives. This knowledge will allow them to look beyond the simple while
creating a shared sense of responsibility in regards to cultural sensitivity.
During the course of this investigation if they are any students who wish to
included their own worldviews because they are different they will be
encouraged to do so.

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

Reflection/Justification
As a teacher, I am striving to incorporate FNMI content into my teaching style. This is not because the government has mandated it in

the curriculum, this is because I feel that it has to be incorporated. This does not simply mean FNMI, but a multicultural approach as well. A

Eurocentric approach is not acceptable anymore, nor is it justifiable. I tried to approach these outcomes in that manner. My approach was

based on the idea of, how much can I actually use the curriculum to teach FNMI content. I have created a unit plan which almost exclusively

looks at outcomes through a FNMI lens. This has been accomplished by gearing it towards the treaties and the process of making a treaty.

There are many ways in which I look at this content, including; formative assessment, journaling, lectures, an interactive student driven

activity and final summative presentation. Through these various means students will gain a more complete and diverse understanding of the

past, present and future. They will also have a clearer understanding of their own place in our society as well as, how we all fit together. I am

hoping that they will have more sympathy and a willingness to change themselves and society for the better.
 There is a statement that says, We Are All Treaty People, which I like and has gained a lot of traction in the last many years. I took that

saying and I flipped it around to a question which states Are, We All Treaty Peoples?. This is a critical approach to these outcomes, asking

the students to investigate the past and the present, analyze that information, then evaluate if the statement is true or not.

1. I plan lessons and assessment based on provincial curriculum

a. This Unit plan is geared specifically around the provincial curriculum. Not only do I explicitly link the activities and

summative assessment to the provincial curriculum but I state the outcomes an indicator directly in the unit plans several times.

The summative assessment questions are taken directly from the curriculum. The students will know at the start of the unit

what they will be expected to know and the summative assessment product they will produce. They will also have, in the larger

picture sense, an idea of what information we will be going through, this is because the information and the questions are

completely linked together. As each indicator is examined the class will be made aware how that links to the outcome in

general as well as applications for the summative assessment.

2. I make student learning goals for each lesson/task
a. There are several lesson plans included with this unit plan, but in general I give reference to what exactly I am looking for the

students to know and learn by the end of each lesson. The information is quite specific so the learning goals are self-evident,

and come right out of the curriculum.

3. I know which instructional strategies to pick at given times
a. In order to keep students engaged many different approaches must be employed. Students want a mix of experiences, from

individual and group work, to the integration of technology as well as well lead teacher organized information. On a day to day

basis I try to keep students engaged in the process of learning by allowing them to have time to do things on their own as well

as providing them with structured instruction. Through various means including; structured overview, lecture, explicate

teaching, practice, Problem solving, reflection, concept formation/attainment, roleplay, simulation, research, journaling and

discussion student will gain a greater understanding and be able to analysis the information more thoroughly.
4. My lessons are ready to be used
 a. The lesson that I have included in culturally responsive teaching has all the necessary requirements to be successful, including

the various information and online content that I will be using.

5. I create formative assessments
a. Initial quizzes, groups discussion and journal entries are a good way to understand if student are getting the ideas being

portrayed. Not only can it inform students but also teachers. Part of the summative assessment will be the students looking

back at their own formative assessment and reflecting on that. Looking at and understanding students relative knowledge is

done through observation of group discussion as well as through reading journal entries.
6. I create summative assessment
a. In the interests of creating summative assessments with an adapted and self-directing layout, my summative assessments has

each of these characteristics. The summative assessment for the unit will allow students to show not only the factually based

things they have learned but also higher order thinking, by relational and analytical presentation of the information. The

summative assessment can be easily modified to fit any learning style, encumbrance or gift.
7. I set and use goals for enhancing my professional development
a. As a professional it is incumbent upon us to continuously recreate ourselves as better teachers. With that in mind I looked to

one of my weakness, namely treaty knowledge, and sought to expand upon that. Thus, turning that weakness into a strength. I

am constantly trying to facilitate personal growth. This unit itself is representative of that as I am taking a weakness and

making it a strength.
10. I can incorporate technology in my planning
Technology is an integral part of this unit. I use technology individually and with the group, my students use technology individually

and with the group. There several varying uses of technology which range from simple power points and Prezi, to collaborative mind maps

and full summative assessment based on student integration of technology. As much as possible I encourage students to not only utilize basic

technology but integrate it seamlessly and productively into what they are trying to accomplish.
11. I can demonstrate a culturally responsive instructional stance
The informal nature of certain aspects of my unit will give me a relative sense of individual cultural affiliation. Instance like the

worldview lesson, will give me insight into student thinking and thus an ability to understand their personal belief system and response
accordingly. Students will have an opportunity to give their own perspectives without fear of retribution from me. I hope that every student

will be able to express themselves and this will inform the rest of the students throughout the unit.
12. I can use all four types of questions
a. Trying to lead students to the results you want can be a difficult task. This can be especially true when It comes to the conent that I

am trying to tackle with this unit plan. This information can engender immediate hostility or compassion, and both must be address and

understood to move students forward. The overarching theme that I am asking of students to follow, stems from An essential question which

hooks them in a polarizing fashion, and hopefully guides them to a better understanding. After which the can lead themselves back to the

essential questions with a deeper understanding of the same essential question.

14. I understand how to plan for differentiation and adaptation

a. My summative assessment has differentiation and adaptation at its core. Because all students will be presenting with varying

products it will be easy to adapt and differentiate anyone students project. The information itself easily lends itself to reduction in content

without losing the outcome goals. Students will have an ability to contribute to the goals of this unit, this will allow them to participate in

what is required of them.

15. I create engaging learning activities and tasks

a. This unit has a little bit of everything from; group work, discussions, individual work, lectures, large group work, and

presentation. I believe that this unit will engage students in a meaningful way. However, depending on the group of student things may have

to be altered in order to facilitate a more or less talkative group of students. The treaty activity and final presentation that the unit builds to

should provide enough incentive to keep students engaged with the material. Moving from one activity to the next will provide respite and

refocus their attention thought-out various lessons.

16. My planned activities would improve the discipline specific literacy skills of my students
 a. Social Studies is the study of society and all of the things that entails. Society is made up of many facets, not least of all is ones

ability to integrate and present differing yet linked information. Throughout this unit students will build upon their knowledge of society,

history, and their own place within that framework, they will be expected to respond in an insightful and analytical way. The final project will

force them to speak and inform their fellow students in a means directly related to social studies.

17. I can create a unit that would achieve the outcomes and the indicators

a. I have taken all the course material straight out of the outcomes and indicators. I believe that it adequately incorporates the

elements of the curriculum. The students will know exactly what they are expected to know and reproduce and the outcomes and indicators

that make up the information that will be given. During each lesson students, will be told what we are focusing on and how that will relate

back to the outcomes we are hoping to fulfill. The formative and summative assessments will provide students with a deeper understanding of

the outcomes and indicators.

18. The final task in my unit elicits evidence of application in a new situation

a. for the summative assessment as much as it is about representing the information it is also about how the students engaged with

that content. They will be providing their own feedback about their change in outlook about the current situations in our society. Because I

expect my students to restate this information in differing means they will be able to transpose those skills outside of the class room. The

process of the treaty negotiation will also be very useful in new situations as anyone is constantly being expected to negotiate everything in

their lives. Studying the way that you learn over time as well as have to go back and re-evaluate what you previously thought and wrote helps

to inform the future of your learning.

19. I can create a unit that would assess the outcomes and indicators
 a. Everything in this unit builds towards the summative assessment. This assessment incorporates personal and teacher driven

feedback as well as individual research opportunities. The outcomes and indicators are evident to the students from the very beginning. This

will allow both the student and teacher to fully engage with that content and expectations. The assessment expectations are straightforward,

and the students will have had some input into the rubric for that assessment. The outcomes and indicators drive all of the decisions for this

unit and its assessment. The information that is expected to be given and the understandings that are to be achieved aligned directly with the

outcomes as stated. Formative assessment throughout the unit will allow me to understand if the student will be able to fulfil the requirements

of the summative assessment.

20. Improvements in my unit plan show my increased understanding

a. I feel Like I have definitely improved this unit plan. I see now that there is a long way to go before this is teachable. However, I

think that I have a much deeper understanding of what is required for student success. The idea of this process is not for me to learn how to do

what I expect the students to do, but for me to understand how to properly adjust my plans in order to facilitate any various changes that may

occur as a result of student variability. I think one of the biggest benefits of this process is understanding where a teacher has strengths and

weaknesses. For me that is very apparent to myself. I am a big picture thinker and this has let me see that very clearly. Moving forward what I

need to focus on is the details. Not what I am going to do in the grand scheme of things, that comes easily, but how am I going to, on a day

aby day basis for my student, bring them the success that I want them to have.

Lesson Plan
Date:
Subject: Social Studies 9 Grade: Nine
Topic: Essential Question (from unit, if applicable):
Are, we all treaty people?

Materials: Computers, Collaborative Mind Map Software, Student Journals

Stage 1- Desired Results you may use student friendly language
What do they need to understand, know, and/or able to do?

Students will infer the values of the indigenous and European societies based on resource distribution, worldview(earlier in unit) will
also play a role in student understanding of this topic.

Outcomes

Outcome: RW9.1: Compare differing perspectives regarding the acquisition and distribution of resources and wealth in the societies studied.

Indicator: Infer the values of the societies studied according to categories of acquisition and distribution of resources and wealth.

PGP Goals:
1.2 ethical behavior and the ability to work in a collaborative manner for the good of all learners;
1.4 a commitment to service and the capacity to be reflective, lifelong learners and inquirers.
2.3 knowledge of First Nations, Metis and Inuit Culture and History (e.g., Treaties, Residential School, Scrip, and Worldview);
2.4 ability to use technologies readily, strategically and appropriately
3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate learning styles of
individual learners and support their growth as social, intellectual, physical and spiritual beings.
4.2 the ability to incorporate First Nations, Metis, and Inuit knowledge, content, and perspective into all teaching areas

Stage 2- Assessment

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

Students will be writing in their journals for the day about their experiences with the collaborative mind map. Was it useful to work
together? Was a visual layout better than simply writing notes about their research?

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
Possibility to use this mind map in their summative assessment.
Stage 3- Procedures:

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

5-10 minutes Refresher on Collaborative Mind Map Software - Students will be working in four groups, to collaborate
on this topic. This should encourage them because they will not have to do everything themselves.

Main Procedures/Strategies:

3 minutes Watch short video on what are values. https://www.youtube.com/watch?v=_PMCJBXff_Q

30-40 minutes - Students Will Infer the values of the societies studied according to categories of acquisition and distribution of resources and wealth. They will work
collaboratively using the information that they obtained from the previous lesson about resource and wealth distribution. Collectively they will attempt to classify
two groups; one Indigenous and one European. This will be done in software connected groups of roughly 4.

Closing of lesson:

Journal entry 10 minutes Write about their experiences with the collaborative mind map. Was it useful to work together? Was a visual
layout better than simply writing notes about their research? What other topics could you see yourself using this format?
Hand in Journals

Personal Reflection: Students should have a good grasp of the software as we will have worked with it for roughly 20-30
minutes. I will be there to help them to understand how to use the software. I do not know whether the student groups
should work near each other or be separated. Students will be able to use this mind map in the summative assessment if
they choose to.

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