Understanding By Design Unit Template

Title of Unit Social Justice – Ableism & Accessibility Grade Level Grade 12 - Interdisciplinary
Curriculum Area Physical Education & Social Studies Time Frame 2 weeks / 6 classes + 1-day trip
Developed By Joshua Lecoupe
Identify Desired Results (Stage 1)
Content Standards – Alberta Curricular Requirements

Social Studies (30-1)

S.1 develop skills of critical thinking and creative thinking:
• evaluate ideas and information from multiple sources
• analyze current affairs from a variety of perspectives

S.6 develop age-appropriate behavior for social involvement as responsible citizens contributing to their community:
• acknowledge the importance of multiple perspectives in a variety of situations

S.7 apply the research process:

• develop, express and defend an informed position on an issue
• reflect on changes of perspective or opinion based on information gathered and research conducted
• draw pertinent conclusions based on evidence derived from research

Physical Education (30-1)

A30–1 analyze, evaluate and adapt performance of locomotor skills and concepts—effort, space and relationships—to perform and create a variety of
activities to improve personal performance

A30–7 recommend and relate a choice of activity-specific skills in an alternative environment to meet activity goal; e.g., river canoeing versus flat water
canoeing
 Understandings Essential Questions
Overarching Understanding Overarching Topical
1. Students will learn how dominant group norms are integrated into 1. How do dominant group norms 1. When structurally designing a
the structures of society focusing on ease of accessibility for able & attitudes create barriers that space (ei. a university) should
groups. contribute to the subordination function be designed around
of people with disabilities in accessibility or vice versa? Why?
2. Students will learn about and experience how the construction of our society?
social environment (physical & interactional) impacts accessibility for
people with physical disabilities. Specifically, what is considered 2. How does your change in 2. What main questions should be
“normal” and “not-normal”, realizing the invisibility of privilege for the perspective (Able vs Disable) asked when designing a building
dominant group. influence your perception of the for accessibility?
world around you?
3. Students will learn skills and techniques related to accessible exercise 3. If the people who designed our 3. Thinking subjectively, how can
options for persons with physical disabilities, specifically persons physical environment were non-accessible environmental
confined to a wheel chair. physically disabled, where would design impact simple human
engineering design importance interaction?
4. Students will conduct research and learn about how accessible be placed? and why? ei. a conversation across a
sporting options, ei. wheelchair basketball, can positively impact the standing height service desk
lives of persons with physical disabilities. 4. How can we recognize “Invisible with a person in a wheel chair.
Privilege” for the dominant
Related Misconceptions
1. Time is not of the essence for disabled persons group? And how can we 4. What emotions can be
2. The non-able person should be considered last in the design process stimulate change? internalized from such
3. There is equal number of opportunities for exercise options for the non- interactions? And how willing will
abled persons 5. Why is it important to create disabled people be to continually
4. Disabled persons do not internalize feelings of insufficiency when they are quality accessible physical return to such situations?
unable to operate daily tasks in public spaces activity opportunities for non-
dominant groups? 5. Why is it important to personally
experience non-accessibility?
5a. For daily life activites?
5b. For exercise?

Knowledge Skills
Students will know… Students will be able to…

1. Ableism (disablism, disability discrimination, and handicapism)
is discrimination and social prejudice against people with
disabilities. Ableism characterizes persons as defined by their
disabilities and as inferior to the non-disabled.[2] On this basis,
people are assigned or denied certain perceived abilities, skills,
and/or character traits. Discrimination faced by those who have or
are perceived to have a mental disorder is sometimes
called mentalism rather than ableism.
2. Social justice is the fair and just relation between
the individual and society. This is measured by the explicit and tacit
terms for the distribution of wealth, opportunities for personal
activity and social privileges.
1. The student will be able to, objectively analyzing a 3-
dimensional public space considering physical accessibility, or
lack thereof.
2. The student will be able to make specific recommendations to
create an environment that is more accessible for the physically
disabled based on research they have conducted around the topic.
3. The student will be able to determine why a space is designed the
way it is and what dominant group it was designed for.
4. The student will be able to research and identify civil rights that
are overlooked for people with disabilities.

3. Critical race theory (CRT) is a theoretical framework in the social 5. Students will be able to pass and shoot a basketball in a wheel
sciences focused upon the application of critical theory, a critical chair during a game play situation
examination of society and culture, to the intersection of race, law,
and power. 6. Students will be able to effectively operate a wheelchair
4. Perspective: Disability vs ability; students will know how to look
past disability, to determine what their abilities are.
5. How business-as-usual activities physically disabled people
confront everyday and how that contributes to misery, alienation,
and despair.
6. Students will know how it feels to not be part of the “able- bodied
group” and how difficult some every day are.
7. Students will know how to play wheel chair basketball in a team
setting.
7. Students will be able to observe & identify how specific
wheelchair design components clash and complement an
“assessable public space.”
8. Students will be able to research and propose design
improvements for the issues they experienced when using the
wheel chair.
9. Students will be able to effectively play in at least 2/5 position
responsibilities on the basketball court.

Assessment Evidence (Stage 2)

Performance Task Description
AM - A pair students will be given a wheelchair and take turns completing list of activates around the university that they must
complete in a timely fashion. The partner not in the wheelchair will be taking notes on positive and negative experiences
concerning accessibility.
Goal
-Using a standard rental wheelchair
PM - Students will gather in the gymnasium to play 5 on 5 wheelchair basketball
-Using a sport wheelchair
AM - One student uses wheelchair and one students takes accessibility notes; students switch roles periodically.
Role
PM – 5 positions in basketball: Point Guard, Shooting Guard, Center, Small Forward & Power Forward
Audience Teacher and fellow classmates
Following the accessibility field trip students will create a clear and concise slideshow presentation (10 min max) illustrating the
issues they experienced when bound to the wheelchair. They will identify 1 st hand issues of physical movement, hypothesize
Situation
the long lasting emotional impact of non-accessibility, identify dominant group norms, research 21 st century accessibility
implements and propose specific accessibility design improvements for the university and the wheelchair itself.
Standards
Social Studies (30-1)
S.1 develop skills of critical thinking and creative thinking:
• evaluate ideas and information from multiple sources
• analyze current affairs from a variety of perspectives

S.6 develop age-appropriate behavior for social involvement as responsible citizens contributing to their community:
• acknowledge the importance of multiple perspectives in a variety of situations
 S.7 apply the research process:
• develop, express and defend an informed position on an issue
• reflect on changes of perspective or opinion based on information gathered and research conducted
• draw pertinent conclusions based on evidence derived from research

Physical Education (30-1)

A30–1 analyze, evaluate and adapt performance of locomotor skills and concepts—effort, space and relationships—to perform
and create a variety of activities to improve personal performance

A30–7 recommend and relate a choice of activity-specific skills in an alternative environment to meet activity goal; e.g., river
canoeing versus flat water canoeing

Slideshow Grading Rubric: (x/21)

Category 1 (60%) 2 (80%) 3 (100%) Score

Physical Common issues raised around Movement issues were addressed Specific movement issues were
Movement “Point A to B” travel from user contextually from user contextually addressed from both
Product/Performance Issues perspective. perspective. builder and user perspectives.

Public Space Improvement suggestions are
Improvements user aware and generic. Form and
function not well connected.
Improvement suggestions are
contextual from user perspective.
Form and function are sensibly
connected.
Improvement suggestions were
contextually addressed from both
builder and user perspectives.
From and function suggestions
are innovative yet practical.

Insufficiencies were observed and Contextual insufficiencies were Contextual insufficiencies were
Wheelchair Insufficiencies reported. observed and reported. observed and reported for very
& Improvements were vague and/or Improvements were specific & specific tasks.
Improvements unrealistic. realistic. Improvements were innovative,
user friendly and practical.

Positive Impact of Commented briefly on accessible
Accessible Physical Activity exercise options.
or Sport Did not relate to personal
experience.
Presented various accessible
options for exercise, addressing
availability and how it can impact
the life of a disabled person.
Presented convincing evidence
around the positive effects
accessible exercise can have on
affected persons; heath, self-
image, community etc.

Emotional Impact Consideration of affected persons Consideration of affected persons Consideration of the affected
 & is objective and non- is subjective and contextually persons is subjective and
Persons Affected contextualized. relevant empathetic while being
contextual specific.

Little evidence was presented the
Quality of Research above categories with little or no
sources being cited.
Evidence presented was problem
specific. Most sources were cited
and used to support most the
above categories.
Evidence presented was intuitive
and well connected to specific
issues. Multiple high quality
sources were used for all above
categories, compared, and cited.

Slideshow ran longer than 12 min
or less than 7 min.
Que cards were needed,
Slideshow information flow was
Presentation un-natural, un-rehearsed,
presentation not evenly
distributed among partners.
Slides over populated with words,
distracting and convoluted.
Presentation was read directly
from slides.
Presentation was timely between
8-12 minutes.
Minimal verbal implements used
(not frequently looking at
computer or cue cards).
Obviously rehearsed, sensible
information flow, talking time well
split between partners.
Slides are clear and concise
Presentation well executed lasting
9-11 min. Flow of information was
natural, innovative, and well-
rehearsed. Slides are purposeful,
clear concise, and visually
pleasing.
Sides were used to assist
presentation with minimal words
to guide presenters.
Teamwork presentation was fluid
and equally split.

Other Evidence
Self-Assessment:
- After learning skills and rules of wheelchair basketball they students will fill out a written self-assessment answering 4 main questions:
1. How does being confined to a wheelchair change your ability to focus on game play tactics?
2. What were the easiest and most difficult aspects to Wheelchair basketball? Why?
3. Would you recommend wheelchair basketball to persons confined to a wheelchair? Or even able bodied persons?
- This information will be used to gain perspective for their slide show presentation.

Formative Assessment
- Students (group of 2) will present to 1 other group and using the provided rubric a peer assessment will be done. The students will be given a full
working period to fine tune their presentation and ask the teacher any questions that may arise.
- Teacher observation during working periods will also provide the opportunity to give students quality feedback and specific direction.

Formal Assessment and Quality Feedback

- Teacher will grade rubric based on presentation, but when returning the completed rubric, the final grade will not be included. To receive their
grade the students must read though the teachers evaluation of their presentation then have a conversation with the teacher regarding specific
points of success and insufficiency. Insuring that the students acknowledge their work and understand where their grade came from.

Learning Plan (Stage 3)

Where are you students headed? Where have Students will be educated on the basic concepts and terminology surrounding Albeism. Students
they been? How will you make sure the students need to understand what “Inviable Privilege” is and how being able-bodied person’s easily look
know where they are going?
How will you hook students at the beginning of
the unit?
What events will help students experience and
explore the big idea and questions in the unit?
How will you equip them with needed skills and
knowledge?
How will you cause students to reflect and
rethink? How will you guide them in rehearsing,
revising, and refining their work?
How will you help students to exhibit and self-
evaluate their growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise personalize
the learning plan to optimize the engagement
and effectiveness of ALL students, without
compromising the goals of the unit?
past accessibility. Probing with essential questions before the field trip to initiate cognition
around disability. Students will be taken to the university and we be provided with a wheel chair
(1 per 2 person group)and a “task list” they must complete while being timed to determine
accessibility.
Stating with a video of professional wheelchair freestyle – Exciting!
https://www.youtube.com/watch?v=AUUVfPy0UgI
Korean Wheelchair Elevator – Intelligent design
https://www.youtube.com/watch?v=-9feHoVliRk
Tank Wheelchair – Intelligent design
https://www.youtube.com/watch?v=rNV2n8hqF_c
Wheelchair Perspective –
https://www.youtube.com/watch?v=51zUKR0camI
Utilizing these videos to give students a subjective and empathetic perspective while introducing
them to accessible design for equality.
By touring the university bound to a wheelchair they will be able to experience Ableism first
hand. The teach will present the essential questions during a learning period at the beginning of
the day before they are sent out in the wheelchairs. The skills required to operate a wheelchair
will be learnt progressively first hand and will magnify the difficult situations they are exposed to
via un-accessibility. Followed in the afternoon by playing wheelchair basketball where they will
hone their ability to move around efficiently while challenging their cognitive ability with game
play.
In the morning during the “task list” completion the students will have a litst of the essential
questions and a clip board so that the person not operating the wheelchair can take note of the
experience, positive and negative. Along with any resulting questions, concerns and ideas.
The afternoon basketball session will be guided with the 3 self-assessment questions outlined
above in the “Other Evidence” section. A written recollection after of their experience will help
them develop their slideshow presentation in the following weeks.
Finally, giving them students a class for peer-review will expose them to ideas and approaches
other than their own. Also, this gives them a chance to practice their presentation and see how
its compared to the rubric requirements, allowing ongoing self-evaluation and improvement.
The teacher will constantly provide reminders of “Overarching Ideas” and “Essential Questions”
throughout the unit.
To personalize the learning plan students can create the “Activity List” on their own so they
remain engaged throughout the activity, create inra-assignment diversity. Also, this with create
many different experiences to be shared amongst their peers. This will lead to many different
design suggestions as the students will not necessarily have the same experiences over the
course of the day, although general guidelines will be given. Students with learning disabilities
can be given a predetermined or shortened list to allow for completion of tasks. If students are

How will you organize and sequence the
learning activities to optimize the engagement
and achievement of ALL students?
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)
extremely uncomfortable presenting slideshow in front of class time can be scheduled with
educator after hours without whole class present.
Period 1: Hook, Theory, Background Knowledge, Presentation of final project.
- Rubric, essential questions and overarching ideas will be given to students with a
description of final slideshow requirements. Students choose 10 tasks that they will
need to do in a wheelchair during the field trip.
1 Full Day Field Trip: Wheelchair Accessibility Experience
- AM (10am – 12pm): Students Execute list - One in the chair one with a clipboard taking
notes – 2 hours given and 1 hour each in the chair if necessary. Each partner does
whole list if time permits.
Period 2 & 3: Working Classes – With Partners
Period 4: Practice Presentation - Peer Formative Feedback
Period 5: Working Class - Utilize Formative Peer Feedback
Period 6: Class Presentation Day – Teacher Assessment