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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
Knowledge: Skills
What knowledge will student acquire as a result of this unit? This What skills will students acquire as a result of this unit? List the
content knowledge may come from the indicators, or might also skills and/or behaviours 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 know how to use dialectic thinking and evaluation to - students will be able to exercise dialectic thinking and moral
gain insight into the way that Canadas governance system works testing to evaluate concepts and conflicts within society
- students will know that in Canada the Governance models and - Students will be able to differentiate between legitimate
methods are a result of the constitutional act in (1867) perspectives, and propaganda.
- students will know the way that the constitution informs provincial - students will be able to understand how Canadas past and
rights within Canada. constitution influences governance in Canada
- Students will know how to use moral reasoning to come to - students will be able to make moral test and decisions based
conclusions from moments of conflict and tension in Canadian on dialectic thinking/reasoning.
society.
- Students will understand the governing system in Canada and how
power is divided within it.
By the end of this unit my students will understand the process by which Canada governs itself and how the constitution has played a
significant role in establishing these principles. Students will understand how power is distributed in Canada as well as understanding
the way that the charter of rights and freedoms has changed parliaments processes in governance. Students will understand different
modes of governance, and they will become aware of the conflict that governance has produced in Canada. Each student brings
experiences into the classroom that will inform their opinion of governance and government control in individuals lives. Each student is
a product of their environment and that includes political views. Some students might even benefit from government initiatives that will
be studied in the until. In this way topics of conflict need to be studied and represented in a way that is fair for the students. The
student will know where we are going at my initial explanation of the unit and the topics that will be studied. In knowing how much the
students like to study culture in the previous unit and those aspects that shape culture, I know that the students will enjoy a more
microscopic look at the way that Governance affects culture. In considering this unit students would have taken a survey to show their
interest in governance, and in topics within Governance. That information will help me to choose and narrow in on topics to discuss in
lessons. For EAL students I plan on giving them as much concise information rather than requiring them to summarize slides and make
sense of words on the board. I will print off slides and provide information in steps to help narrow the focus of the information they
receive. I will give all students the option to receive printed out slides from the PowerPoint, or make them available to them on their
computers so that they can make notes on the PowerPoint itself. If any additional help is needed students are welcome to come to me
for help at any point in the learning. The learning will take place within the classroom and the desks will be arranged in pods so that
students are encouraged to conference with each other and bounce ideas off one another.
How will you engage students at the beginning of the unit? (motivational set)
Students will split into 5 groups and will participate in a jeopardy game. https://jeopardylabs.com/play/governance-in-canada-ch-1-5-
review Their competitive natures will enhance this activity and there will be a prize for the winning team. All of the questions in the
jeopardy game will be based around governance, rights, laws and government. This will serve as a formative assessment tool for me to
see what the students already know about these topics. After the jeopardy activity students will do a quick right responding to an
essential question from the Unit: Why do we need governance in Canada?
What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources
1 Culture and DT - Zaretta Hammonds book
Governance? ~15 minutes hook activity: Lead Question: What is culture? Hook Question: Culturally Responsive Teachi
Do these What would it be like if we all lived with the same experiences and and The Brain.
things go culture? How does understanding your culture help you understand Governance - Laptops/ access to a comput
together? students will do an activity to understand their culture out of Zaretta Hammonds lab
book Culturally Responsive Teaching and The Brain. In this lesson the teacher will - Sticky notes
this lesson address her culture as a white European settler and how that affects her views on - Long role of white paper
might be governance. This is an important exercise to do with the class before we start doing - Performance task handout
broken up the Unit so that students can understand themselves and why the think what they - www.lop.parl.gc.ca
over two think about governance.
days if *read questions from pg. 58
students Guide Questions ex. How did your family identify? Racially or culturally?
need more How do you identify with the place you are from? Urban, Suburban, or
time to Rural? Are there any stories that your family always tells, are they about
work on the heros or anti-heros? etc.
timeline ~5 mins- Essential Question: Why is it important to understand all
perspectives before you make assumptions about people? Students will do a
free write to see how students understand their own culture- and answer the
essential question- to be handed in for Formative assessment
~ 25 mins: student led teaching- students make notes about what they learn about
from this timeline website
http://www.lop.parl.gc.ca/About/Parliament/SenatorEugeneForsey/time_travel/index
-e.html and students will create a timeline of how Canadas Government came to
be on a long poster board that will hang in the classroom as point of reference
throughout the course. The timeline will be assigned to groups and the students
will make groups to work on various parts and times within the timeline.
~15 mins introduce final project performance task and set date for first check-
in
~ 5 mins recap and re-address the students free writing by clarifying the
importance of understanding our own cultures as we learn about Governance in
Canada to help everyone remain open to different perspectives.
Outcome: PA 30.3 Assess how involved the government should be in the lives of its
citizens (Medicare, immigration, social policies)
Outcome: DR 30.3 Assess how historical events in Canada have affected the
present Canadian identity
6 A Closer look ~10 mins- Start with a brief review of rights and freedoms, and see what the DT; - Game scenarios
at Democracy students remember. Lead Question: How does the constitution aim to take DSR
in Canada. care of its citizens? Democracy game with students: the state is set up; teacher
is the elected leader. Students are the citizens who make their needs known to the
elected leader. Leader provides for the needs unequally, but constantly reminds the
students they are in a democratic state where things are equal. At the end of the
activity have students to a quick write Guide Question: How would you feel if
your experience in this game was an everyday experience for you?
~8 Review of Democracy Ideology
Hook Question: Do you think Canada a truly democratic state?
~25 mins Disrupting achieved Democracy in Canada simulation
Guide Q: How is Canada failing to be a true democratic state?
~7 mins Essential Question: what have you learnt about democracy and how
power is distributed to the people? Have students write down 3 things they have
learned from the lesson, 2 things they feel that they still do not understand about
democracy and 1 question they might have democracy in Canada.
Outcome: DR 30.3 Assess how historical events in Canada have affected the
present Canadian identity
7 Aboriginal ~10 mins Start with a brief look back at where we have been, as we have DT - Elder
Governance learned about rights and freedoms. Lead Question: Based on our class - Tobacco
yesterday, do you believe democracy is being achieved across the board - Questions from the
in Canada? Remind students that for many people in Canada, true videos
democracy is not being achieved. Hook Question: If you could rule - Exit Slip
yourself- what would you do? Brainstorm with a partner.
~33 mins invite an elder to speak with the class about treaties and Aboriginal
Governance and the historical conflict between Aboriginal Governance and
European/Canadian modes of Governance.
~ 7 mins- Exit slip- Guide Question: How does the Aboriginal ideology of
Governance compare with European/Canadian Governance? Make two
observations and make one criticism of European Governance considering what
you have learnt today.
Essential Question: - How is power Distributed?
Outcome: DR 30.4 Analyze how central Canadas decision making effected its
relationship with other parts of Canada; PA 30.3 Assess how involved the
government should be in the lives of its citizens (Medicare, immigration, social
policies)
9 Aboriginal ~ 5 mins Hook question: What creates conflict or debate among citizens? DT - computer lab access/
Governance Remind students of where we have been: what happens with the powerful laptops for research
vs. withhold basic needs from those who do not have power? Hopefully
Eurocentric students respond, CONFLICT
ideology of This initial question of the unit will take place using
Governance www.polleverywhere.com - text responses will not be anonyms
- Debate For those who do not have a cellphone to use in class, students will write
Central their answer on a personal white board.
Students will generate ideas about what creates conflict in society.
~ 30-35 mins- student research for debate on these three issues in governance
Power and wealth- Guide Question: How is power distributed?
Should the wealthy have all the power in society, or should they
pay for the poor?
Culture conflict- Refugees to Canada and how Governance is effected in
the mixing of cultures within a society. Guide questions: How might conflict
be created as cultures mix within a society?
Differing political customs- Liberal views vs. Conservative Sask. Party
views within Saskatchewan? Guide questions: How can one political party
claim to have better ideologies in Saskatchewan?
~ 20 mins debate time (modified, shortened debate)
Each group will have approx. 10 minutes to debate. In a shortened debate,
students must be precise in their speaking and presentation.
Students will be assessed against the rubric that is co-constructed in class
time.
~5-7 mins Debrief/ Student Evaluation discussion
Lead Questions: What went well? What was hard? What was easy? How
could you improve in your debate skills?
~30 mins- Students will use this time to create a WordPress website
(~5 mins Explanation of the WordPress debate forum.)
This activity might take longer than 40 mins that are allotted, but
students will have one more period to finish their webpage and make
comments on the other online debates.
Students will receive a handout for further explanation and scaffolding
ideas
Closing of lesson:
~ 5-7 mins exit slip to be responded to on class google docs sheet Essential
Question? Why is it important to understand all perspectives before understanding
or reaching a personal stance on a topic? How does creating a webpage about the
debate help you understand it further?
Outcome: DR 30.1 Analyze decision making models that involve debate and
consensus for their strengths and weakness; DR 30.4 Analyze how central Canadas
decision making effected its relationship with other parts of Canada
10 Moral ~ 5 mins Remind students of where we have been. If governance is supposed DT; - PowerPoint for would you
Reasoning to create guidelines for those in power, how can we understand and make DSR rather
sense of the ways that conflict is so prevalent in our society? How are we - scenarios
going to make these important decisions that are difficult? Students engage
in would you rather game Teachers asks students hook questions like would you
rather buy clothing that is made by children who do not get paid but have nice
clothing, or wear the same clothes but know that the person who made them was
employed and paid fairly? Or, would you rather save money and buy a purse that
will break and is made of fake leather in a work shop or pay for a better quality
more fair trade product? Would you rather steal food, or work to be able to afford
food? Would you rather cheat on an exam and get caught or cheat on an exam and
not get caught?
~ 12 mins- discussion Think- Pair- Share Lead question: What is a moral
decision? Essential Question: What guides our decision making and how
do we make sense of things we disagree with?
~20 mins Students practice moral decision making by reading different scenarios
~10 mins- check in #3- moral dilemma outline
~ 8 mins What did we learn today about moral decisions?? Direct questioning
closure.
Guide Q: why is it difficult to make moral decisions?
Guide Q: What guides and informs our morals?
Guide Q: do we need to have morals?
Guide Q: How can we our different morals work together in society in
governance?
Outcome: DR 30.1 Analyze decision making models that involve debate and
consensus for their strengths and weakness.
11 Performance - Students will create a project that displays their understanding of a topic that has DT; - Computers, printers
Task/ Work created a governing conflict in society today. Students will be asked to research DSR - handout
period and use dialectic thinking to understand a current controversy and create -rubric
something that displays their stance on the subject.
Students will have the whole period to work on creating their project or any
research that they need to do to complete the task. AT the end of the day teacher
will assess to see if students need another work period, or if presentations should
begin the next class. Teacher will ask the students at the end of class time to return
to the class and raise their hand if they need more time, or if they would be ready
to present tomorrow. IF students are ready, a second work period would not be
necessary.
12 Work period Second work period for students who still need time on their project. If students are - Computers, printers
finished their projects they will have this class time to work on their personal - handout
reflections of learning in their journals. -rubric
13 Presentations Students will have the whole period to do their presentation, if another period is DSR; - Rubric
required we will take another period. Students who have opted to do presentations DT - multi-media implements
can use up to 6-8 minutes. If others have created videos or other media (projector, computer, smart
presentations, they will be viewed now as well. board, or screen)
All Outcomes
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: Yes, throughout this unit I use several different instructional strategies. The
Do I use a variety of teacher directed and student strategies used in the unit are as followed:
centered instructional approaches? 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
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-
313-8 (pbk)
Appendix
Part A: Rubric for Performance Task
Part B: Performance Task assignment sheet and scaffolding directions
Part C: Lesson plans
1) First lesson plan
2) Second plan with CRT and materials needed for the lesson (PowerPoint attached in the email as a separate document)
3) Third Lesson plan with Technology and materials needed
Part D: Mini (tentative) syllabus
Part E: Write up and reflection
PART A
Performance Task Rubric:
Knowledge/ Skills Poor (1) Average (2) Proficient (3) Exceptional (4)
Demonstrates an Students disregard Students attempt to Students attempt to Students address each essential
understanding of essential questions in understand a few of address essential question in a through manner.
essential questions their project and do not the essential questions and offer
shown throughout mention them in their questions from the responses to them.
the unit. understanding. unit.
Depth of Moral Student portrays Student attempts to The students work and Students work and research displays
Reasoning and deliberate bias without represent all sides of research displays full consideration of all perspectives
Dialectic Reasoning considering another the perspective in thoughtful consideration in conflict. The students work fully
perspective. order to gain deeper of all perspectives represents their moral decision and
understanding in the however the moral is rooted in the research that was
research, however decision does not tie done for the assignment. Their
favors one side with completely to the dialectic reasoning is strong and is
bias. research that was done also used to drive the depth of the
for the project. Their moral stance the student takes.
dialectic reasoning is
strengthening and
informs the depth of the
moral stance the student
takes.
Demonstrates
understanding based
on the following
outcomes of the unit.
The student does not The student attempts The student portrays an The students project portrays a deep
DR30.4 Analyze consider cause-effect to include examples understanding of cause- understanding of cause- effect
how central relationships and does of cause-effect effect relationships and relationships and they have
Canadas decision not have any examples relationships in provides a few well extensive, thought out examples
making effected its or considerations of Canada but does not thought out examples through-out their project
relationship with such. provide any
other parts of examples.
Canada.
Student understands
IN 30.1 Analyze how Student does not have worldview and is Student understands Student has a clear understanding
worldview impacts a basic understanding beginning to their person worldview about their personal world view and
the ways a society of worldview and does articulate and but does not clearly what shapes them and how it
develops a not acknowledge their understand their understand how their changes the way they see society.
relationship with own worldview or how personal world view lives and view of society Their work shows that they are also
land and people. worldview shape however does not is shaped by it. Their aware and consider how worldview
society. mention how that work shows they are has influenced society.
shapes their becoming aware of how
understanding of worldview has influenced
society. They make society.
attempts to greater
societal worldviews
but do not draw any
conclusive
relationships.
Student shows a deep
PA 30.3 Assess how Student does not Student considers Students show an understanding and assessment of
involved the consider or understand but does not understanding and are government involvement and
government should the ways in which understand or assess beginning to assess the considers the cause-effect
be in the lives of its government should be the way that government is relationship of government
citizens (Medicare, involved in the lives of government/citizen involved in the lives of its involvement.
immigration, social citizens. relationship. They do citizens. The cause-effect
policies) consider the cause- relationship is considered
effect relationship but is not fully
but it is not developed.
expanded upon, only
stated.
DR 30.2 Discuss Student does not Student can consider Student can evaluate Student successfully and with great
and evaluate consider different different viewpoints multiple view points and depth evaluates multiple view points
different viewpoints, viewpoints and cannot but is unable to can make a judgement in a moment of conflict and can
to make a tentative make a judgement on consider making a on a controversial topic. coherently support their perspective
judgement on how issues of controversy. judgement on a while considering the others.
an issue may cause cs controversial topic
controversy without adopting one
view or the other.
DR 30.3 Assess Student does not Student attempts to Student can assess the Student can comprehensively assess
how historical events understand that make connections to ways that Canadian the ways that Canadian Identity has
in Canada have Canadas past has had the shaping of identity has been created been created and influenced. The
affected the present any influence in Canadian identity and influenced. Student student can clearly articulate the
Canadian identity shaping Canada today. however they are not can articulate the key moment they study and
They do not address conclusive. Student moment they study and understand the implications of such
their topic of study as begins to hit towards understand the a time historically and presently. All
something that has moments in history implications of such a sides of the change/ conflict are
shaped society. Their that shape identity, time historically and clearly presented and put forth for
project does not reflect but not presently. They present deeper understanding of todays
consideration of how comprehensively. most sides of the society.
Canadas identity has They understand change/conflict and
been shaped by their their topic is of great grasp for a deeper
topic. importance, but understanding of society.
cannot connect it to
the greater changes
in society.
PART B
History 30: Canadian Studies Final Project
Welcome to Canadian History Unit 5: Governance. In this unit, we will be looking at the many ways that Canadas governance
system is set up and how it affects the people and citizens within our country. Even though we have not started this Unit yet it is
important that you begin thinking about what you want to do for your final project as you will be asked to create something that shows
your learning. This assignment is quite large, but will be broken up over the course of the Unit with opportunities for you to receive
feedback from myself, and your peers before you complete the task.
It does not take us long to realize there is disparity in our country and that peoples needs and rights are not being defended by
our governing powers. Power is not equally distributed in our country and this inequality has been something that has marred our
Governance system since it was first created. There are many areas within our society that create issues of governing conflict. The
project can be done in pairs, but all partners need to do the following steps of the assignment and hand them all in for assessment with
the project.
For the final project, you will:
Start by choosing a topic and researching it. Your research needs to represent both sides of the conflict.
You need to address and learn about those who have power, and those who dont. You need to address how
power is represented in this conflict. To do this, you need to understand the history of the topic and why those
with power have it etc. Make sure that you are happy with the extent of your research and that you have
enough research that will help you understand the topic and create a thoughtful project.
Once you have done some research you will create a presentation proposal that you will share with a
peer for some feedback. In this proposal, you will: highlight what your topic is, what you have been
learning through your research, and what you think you might create to represent your learning. (Due: day six
of the Unit)
After receiving feedback the next thing you need to do to bring this project together is outline the moral
dilemma found in your research topic. You will receive a graphic organizer to help you organize your
thoughts closer to the day this is due. To create a well-rounded moral understanding of the topic you must
use the Dialectic Reasoning tools that you will learn throughout the unit to arrive at this conclusion. Good
dialectic reasoning means looking at and understanding both sides of the topic. This will be presented to
your peers and to the teacher again for feedback (Due: day eight of the Unit)
Once you have completed these components, you are free to put it all together in a creative way
that shows your understanding.
What could you create?
You are being asked to create something that shows your research, reasoning, and the moral dilemma. Your project
should also explain how your project relates to the Essential question of the unit: Who has power in Canada and how
is it distributed? And to the outcomes of the Unit (See rubric)
Be creative. Be thorough. Align your work to the Rubric that you will be graded upon.
Some ideas include:
o PowerPoint, video
o Essay, a debate, a poster
o A speech, or spoken word piece that could be presented in whatever form of media you choose
o An art piece with an explanation
o A social awareness campaign that highlights how you would get the important information of your research to
the public (if interested in this option come and talk to me for more details)
* as you go through this project, you will be asked to provide online journal entries to report on the progress of your learning and what
you have learned as you go.
PART C
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?
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.
EXIT SLIP: Name_________ Date_________
If governance is supposed to work for the good of the people, how do we make sense of the
ways that the system fails individuals? Can you think of a different solution to meeting the needs of
the people?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
PowerPoint Seminotes
Governance Canadian Studies 30
What is Governance?
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 2 old lesson that has already been marked.
Lesson Plan Title: Culture and Governance? Do these things go together?
Date: N/A
Subject: History 30 Grade: 12
Topic: Governance - Culture and Governance. Do these things to together?
Essential Question: Why is it important to understand governance and different perspectives around issues of
governance?
Materials:
- http://www.lop.parl.gc.ca/About/Parliament/SenatorEugeneForsey/time_travel/index-e.html
- Zaretta Hammonds book
Culturally Responsive Teaching and The Brain.
- Laptops/ access to a computer lab
- Sticky notes
- Long role of white paper
- Performance task handout
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:
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
Stage 3- Learning Plan
Motivational/Anticipatory Set (introducing topic while engaging the students)
https://www.youtube.com/watch?v=WB3vEzu6gUo - students will watch a video called Introduction to the Debate.
This video will identify how students participate in a debate and introduce them to the process of debating.
Main Procedures/Strategies:
~ 5 mins Hook question: What creates conflict or debate among citizens?
This initial question of the unit will take place using www.polleverywhere.com - text responses will not be
anonyms
For those who do not have a cellphone to use in class, students will write their answer on a personal white board.
Students will generate ideas about what creates conflict in society.
~ 30-35 mins- student research for debate on these three issues in governance students will be split into groups and will choose a
topic to research. Half of the group will take on the pro side and the others will take on the con side. Students will research for their
topic for the online debate forum and the shortened in-class debate. There may be different groups of each topic. Students will do
research separately but all information they find will be collected on a shared google document that the students will use in their
debates. Students will have the autonomy to decide within their group who will research what and develop the talking points that will
be used.
Power and wealth- Guide Question: How is power distributed? Should the wealthy have all the power in society, or should
they pay for the poor?
Culture conflict- Refugees to Canada and how Governance is effected in the mixing of cultures within a society. Guide
questions: How might conflict be created as cultures mix within a society?
Differing political customs- Liberal views vs. Conservative Sask. Party views within Saskatchewan? Guide questions: How can
one political party claim to have better ideologies in Saskatchewan?
o These questions might be subject to change depending on what the students want to debate within these topics.
~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?
*adapted from https://esldebate.files.wordpress.com/2014/08/etp_3_classroom_debate_rubric-2.doc
Levels of Performance
Criteria 1 2 3 4
1. Organization and
Clarity: Unclear in most Clear in some Most clear and Completely clear
parts parts but not over orderly in all and orderly
viewpoints and responses are all parts presentation
outlined both clearly and
orderly.
2. Use of Arguments:
Few or no Some relevant Most reasons Most relevant
reasons are given to support relevant reasons reasons given given: most reasons given in
viewpoint. given relevant support
4. Use of Rebuttal:
No effective Few effective Some effective Many effective
arguments made by the other counter- counter- counter- counter-arguments
teams are responded to and arguments made arguments made arguments made made
dealt with effectively.
5. Presentation Style:
Few style features Few style features All style features All style features
Website were used; not were used were used, most were used
convincingly convincingly convincingly convincingly
Score: ___/20
History 30: WordPress Assignment /40
After the amazing work, you History 30 debaters did yesterday, I thought the world needs to know both sides of the arguments!
This next assignment is an opportunity for you to create a webpage that informs the viewer of the arguments and the possible moral
decisions that could be derived from your research. You will create a WordPress page using the research and information that your
group used to create yesterdays debates. Both the affirmative and the negative sides will create a different webpage, and will draw on
the arguments of the other to create a site that gives the viewer an understanding of the argument. As a group, you will make webpage
that is easy to access all sides of the argument, while also incorporating their moral stance and explanation. In doing this,
you will be able to see the connections that were made in the debate while asking them to present them to the viewer in a way that is
understandable and easy to follow.
Websites:
o work in groups and evenly divide the work between the members in the group piggybacking on others work
does not make you a helpful member to the task.
o You will be evaluating you peers on the work they did on the website- so make sure you are putting in your
effort, hold one another accountable for the work you do.
Once your groups website is finished its website, each student will be required to comment/ make a rebuttal on the arguments of the
two other debate pages. The website admin to each page will reply to the points their classmates make against their arguments. ( __/
10)
The object for this activity is to simulate an online debate for you to understand how to participate in online discussions as a good,
informed digital citizen.
** Same rules for debate apply. Be Respectful!
If you are having a hard time with creating a WordPress students check out this YouTube video to learn how to create the webpage:
https://www.youtube.com/watch?v=SW3o7rSn-TY
Total: __ / 90
PART E: Reflection
As I was making these final changes I saw plainly where I needed to recap the previous lesson and have
clear understanding on how my students have understood the previous lesson. I have added recaps in each
lesson that take place as just a short statement with a question, or that are incorporated into the beginning of
the lesson activity. These incorporations have been changed in red font. I have also made sure that after the
formative assessment, the students are again reminded of the goal of the lesson. In doing this, I have set goals
for myself to make sure that I am checking in with my students understanding as we go and as we proceed. In
this way, I have created more flexibility for myself to have the opportunity to change directions or spend more
Another big change to my unit plan was incorporating different types of questions in my lessons in bold.
Each of these changes have been made in red and stand out as a slight script for me to follow in my lesson.
These questions are helpful as they will help us achieve our goals in the classroom and help me to gauge where
my students understanding is. Another thing I have changed within the lessons are the timing on the exit slips. I
have given more time for students to consider these questions, and by incorporating more questions in the
lesson the concepts are visited throughout the lesson before they are addressed in the exit slip. As I was
creating and identifying the questions as the different types I began to see how useful this might be in the
classroom, and how it might increase students understanding and results within the formative assessments.
I made sure to incorporate the materials that would be needed on my new lesson that incorporates
technology, as well as adding the semi notes that students would follow along with as they view the PowerPoint.
I have also made sure to attach the PowerPoint for the lesson as another material that would be needed and
used. In my new lesson, I have added two rubrics that would act as a potential outline. I call these outlines as I
am hoping to co-construct these in class time. Class time has been allotted for this activity as well. The new
lesson is a lesson that would span over 2 class periods and it is 100 mins long. I created it to be this long
because I wanted to offer students the class time and the appropriate scaffolding for this debate assignment. I
would offer most one class for this, and then expect students to finish outside of class time if needed. I have also
thought through some different adaptations and differentiation to include technology in these activities. I believe
that this use of technology follows the SAMR model as students begin to be familiarized with the technology and
then are asked to produce something (the WordPress blog) that represents their arguments and understanding.
Within this last lesson, I have included two rubrics, a student evaluation, and a handout that chunks the
WordPress assignment to make it more accessible for the students. Technology is spread throughout the unit
plan in PowerPoints, YouTube videos, including google document exit slips and in the debate website. Students
are also able to use their cellphones in classroom activities and as a teacher I would ensure that students
All the major changes to the unit plan and lessons have been made in red and those that would be added
to the script are bolded and red. My unit plan, since the first submission has been improved and changed
significantly in this process as I have learned how to do plan units and lessons more effectively. These
improvements have made the unit plan, and lesson activities to be more flexible with the increased assessment
to keep track of students learning. This increased flexibility and assessment will help me know and give
opportunity for individual student differentiation when they need it. The assessment that I have put in place will
enable me to see the needs or holes in students learning to be able to assist them where they need.