Beruflich Dokumente
Kultur Dokumente
Sense of Self, Community and Place: During this unit students will have the opportunity to observe how past societies have had a part in creating the
society and community that they find themselves in. By learning about the society that they find themselves in they will also learn about themselves and
the community that they live in and how they fit into it all.
Life Long Learners: Students will develop an understanding of how a society works and the effects that different societies can have on one another.
Students observe the effects that societies have on one another and how it relates to the present. They will be able to understand and explain the
differences in thinking before and after colonization and the clashing of societies. Students will gain a knowledge of the rise of colonialism and the effects
that European ways of thinking effected Indigenous societies. Students will learn to be diligent of the policies a government creates and how the ways
they effect different people. Students will understand how different roles within society have changed, such as gender, race, etc. as society has
progressed.
Engaged Citizens: Students will be able to come up with practical solutions to many issues that date in time, providing different possible actions that could
have helped prevent or enhanced different periods in the history or the societies studied. Students will learn that there are several different ways to
properly run a society and that they have the ability and a part to play in their society and what they do can make a positive impact on their community.
Students will gain an understanding on how multiple perspectives can accurately describe one event and the importance of taking in multiple perspectives
while looking at historical narratives.
Developing Thinking – Students will have the opportunity to think contextually and be able to apply historical information into present application.
Students will be encouraged to self-reflect on their own history that applies to the topic and their beliefs and biases that have derived from this time.
Developing Identity/Interdependence – Through study of a specific group during this time students will be able to demonstrate mental, physical,
mental, and spiritual growth. This growth will help students relate to their communities better.
Developing Literacies – Students can look at primary sources to understand the different dynamics of the societies being studied and the different
struggles and joys people might have had. Students will create a project utilizing a method of literacy of their choosing that was prevalent in a society of
their choosing.
Developing Social Responsibility – Students will look at how the interactions between different societies impacted both the period studied and the
present day. Students will observe how the actions of the governments of the societies involved effected the citizens of each society.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
IN9.2 Compare the factors that shape worldviews in a society, including time and place, culture, language, religion, gender identity, socio-economic situation, and education.
IN9.3 Analyze the ways a worldview is expressed in the daily life of a society.
IN9.4 Determine the influence of worldview on the choices, decisions, and interactions in a society.
What a society is and that it may take several forms. - Why is it important to study and learn about society?
First Nations and Inuit people had many different societies. - How can the different dimension of Canadian society be applied
Location plays a large part in how a society is run. to gain a better understanding of the broad Canadian history?
Worldview has a significant influence on every component of a - Why is developing an understanding of multiple societies
society. important?
Not all societies are run properly. - What are some societal barriers that prevent people from
Societies are ever changing and evolving. understanding each other’s perspectives?
Perspective is a crucial component when analyzing history. - Is there such a thing as an ideal society?
Understanding history can help understand why the world is the way - What would make the ideal society?
it is.
Being culturally aware of how societies other than their own will help FNMI, multicultural, cross-curricular…
students engage within the multiculturalism of Canada in a respectful
way. How did the clash of numerous societies affect Indigenous
societies?
Related misconceptions… How should Canadian society go about integrating other
societies?
Canada’s societal past is not squeaky clean. How can students improve their society for the good of all who
There were a large number of societies prior to Canada’s beginning. share in it?
Knowledge: Skills
What knowledge will student acquire as a result of this unit? This content What skills will students acquire as a result of this unit? List the skills
knowledge may come from the indicators, or might also address pre-requisite and/or behaviours that students will be able to exhibit as a result of their
knowledge that students will need for this unit. work in this unit. These will come from the indicators.
What constitutes a society and the characteristics and attributes that See the affects that one society can have on another and how
formulate a definition of a society. that has impacted the society that they live in today.
How a group’s geographical location effects how their society Analyze and compare how past events effect the present.
functions and changes the way in which they live. Research a topic and present their findings, coming up with their
That there are numerous different societies around the world and own ideologies.
Canada had a large number of different societies before European Compare to different things and highlight important aspects such
societies came. as shortcomings and successes.
Different societies actions may be a result of leadership, roles, Understand how they fit into society and the way that their
cultural traditions and ceremonies, worldview, and means. actions can impact society for better or worse.
How indigenous societies functioned.
What ethnocentrism is and the effects that it had on indigenous
peoples and their society.
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
What should students accomplish by Goal – to understand a specific society and the key parts that make it a society, such as: goals, needs, roles,
completing this task? institutions, etc.
R – Role
What role (perspective) will your students
be taking? Role – students will be experts on society and use their expertise to examine a particular society.
A – Audience
Who is the relevant audience?
Audience – the rest of the class and teacher.
S – Situation
The context or challenge provided to the
student.
Situation – students will be challenged with the task of researching a society and highlight the key factors that
make up that society, or creating their own fictional society that encompasses the factors that constitute a
society.
P – Product, Performance Product – students will be able to choose how they want to represent their findings. They will have a choice
What product/performance will the
between: creating a presentation that they must show the class (this can be in the form of PowerPoint, video, or
student
create? other), a written paper showing their findings, a poster showing their findings, or a map of the societies layout
and essential qualities.
Standards – students will be marked according to a rubric provided. This rubric will be filled out by both the
students and the teachers to create their final mark.
Students will be headed towards a greater understanding of what a society is and how they can vary depending on time, place, etc. Students should have
some understanding of what a society is based on their real-life experiences in school and at home. Due to the differences in each student’s experience,
everyone will come into the unit with a different outlook and understanding of worldview and society. Through a unit layout of topics, assignments, and
expectations students will have an understanding of what is expected of them and the direction they will be headed in this unit. The broadness of the final
project and the range of topics and people allow for each student to have their interests met and have the ability to express those interests. Students will
be able to help with the planning through there involvement in journals, mini research projects and the creation of their final project rubric. I anticipate that
there will be students that need extra attention and there will be lots of opportunity for the teacher to aid these students. In the same way some students
may need an extra challenge. In these cases, students that find themselves ahead of the game will be challenged to aid their peers that need extra
attention. Due to the broadness of the final assignment I anticipate that many students will seek aid in deciding who to research and how to represent their
findings. In these cases, I will point them towards their passions in hopes that they will incorporate the things they love into their work. Much of this
learning will occur in the classroom, with the exception of one lesson that will use the community as a classroom. therefore, I plan to situate the classroom
in a way that each student will feel visible. The classroom will be arranged with desks in a U shape facing the board so that all students can be seen and
heard. A large part of their class work will take place in the computer lab and library where students will have agency over their own learning.
How will you engage students at the beginning of the unit? (motivational set)
Students will enter the unit with a number of questions on the board for them to answer that will cause them to reflect on what they have come to know
and understand about what a society is. The questions are made to be broad and really cause them to think deeply about why it is important to learn about
societies. The teacher will also provide the students with their own example of a society and final project that they created to express that society. Through
this, students will be motivated and inspired to learn and create their own final projects as well as have an idea of what is expected of them.
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
The teacher will explain how the sharing circle is an important part of Aboriginal oral tradition and the
purpose for it being used is to incorporate a little bit of that culture into the class. The circle will be
declared a safe place for people to share.
- Following their journal writing students will take time to go around the sharing circle and share
their answer to the questions: What do you understand about culture within Canada? How do
the diverse cultures within Canada affect Canadian society? If students do not feel comfortable
sharing they will have the option to pass and be involved through their listening.
- Students, with a shoulder partner, will discuss what they know about cultural diversity.
Following a brief chat with their neighbors, if comfortable, students will share what they
discussed with the rest of the circle.
- Students, with the teacher, will brainstorm ideas of how they can work to be more culturally
aware and responsive at the individual, a class, school, and community levels. These ideas will
be recorded on a poster and put up in the classroom.
- Students again will be asked to share with their shoulder partner an experience that they had,
positive or negative, where they encountered a culture, religion, way of knowing, etc. that was
different from their own. Following their discussions, they will, if comfortable, share with the
rest of the circle. (30 minutes)
The lesson will close with the teacher sharing with the students the purpose behind the lesson.
Students will understand that living in Canada means that they share this country, this land with many
diverse cultures, religions, ways of knowing, etc. and because of this they need to be aware of this and
continually be learning about people who view the world differently than them. Students will
understand that this unit will encompass a number of different cultures and societies from both the
past and present. They will be challenged to critically think and write in their journals about how that
will impact their future and the future of Canadian society. Student will also comment on a few key
things that they learned during the lesson. The teacher will encourage students to bring their learning
home with them and discuss these topics with the people they live with. (15 minutes)
2
Indigenous This lesson will focus on the different First Nations and Inuit societies throughout Canada prior to Journals,
societies IN9.2 European contact. The focus will be on understanding how the different societies conducted DT PowerPoint,
themselves based on their geographical locations and the results of that. DII Poster paper,
- Students will be asked to answer the question: What is worldview? This will be recorded in DSR Pens,
their ongoing journals. (5 minutes) DL pencils,
- A brief lecture will be given to outline the different First Nation societies based on their markers,
geographical locations so that students will understand that a groups location is a large Glue, etc.
indicator in how a society will run. (15 minutes) Computer
lab, notify
- Students will then be split into 7 different groups based on the different First Nations societies the librarian
geographical locations (Woodland, Iroquoian, Plains, Plateau, Pacific, and Mackenzie and that the
Yukon River Basins, and Inuit). In these groups students will research about the society they students
have been given looking at the factors that shape worldviews in a society, including time and may come.
place, culture, language, religion, gender identity, socio-economic situation, and education.
Students will be able to use computers, books, etc. to conduct their research. As they research
they will put pen, marker, glue, etc. to paper and create a representation of their society on a
poster. Students will be encouraged to choose roles within their groups based on strengths,
weaknesses and overall comfortability with their role. For example, students who are not
comfortable talking in front of the class will not be required to speak, instead they could take
on a different role during the research and recording time. (40 minutes)
3
Indigenous This lesson will be a continuation of the previous lesson on First Nations societies. DT PowerPoint,
societies IN9.3, - A brief lecture will be given to reemphasize what worldview is and examples will be given on DSR Poster paper,
different ways that worldview is expressed in the daily life of a society. (15 minutes) DII Pens,
- Students will then continue doing their research in their groups. They will be asked to search DL pencils,
for the ways in which their society expressed their worldview daily and how that worldview markers,
influenced choices, decisions, and interactions. Students will continue to create their posters Glue, etc.
while they research. (45 minutes) Computer
This will be the last class to work on their posters, depending on how many groups are completed at lab, notify
the end of the class more time may be given. If most groups have completed their work, those who the librarian
are not finished will have it for homework. Groups will present their posters the following week. that the
students
may come.
4
European At this point students should have a good understanding of the different things that make up a society. DT Journals,
societies IN9.2 - Students will be asked to answer in their journals the questions: How did European societies DII Pen/pencils,
differ from First Nations societies? What things shaped European worldview in terms of time, DSR PowerPoint
place, culture, language, religion, gender identity, socio-economic situation, and education? DL
(15 minutes)
- A lecture will be given that will outline the powerful societies within Europe around the time of
early contact. This will include a study of France and Britain and the power structures that
influenced their worldview, economics, roles, etc. (45 minutes)
5
European Students will be asked to begin this class by writing in their journals what they learned in the previous
societies IN9.3, lesson. (5 minutes) DT
IN9.4 - Keeping in mind what they learned about European power societies, students will be asked DII Journals,
walk around the school and community and look for remaining evidence of these societies. DSR Cameras,
Students will document what they find, through pictures, recording (written or spoken), or DL Pen/pencils
other means. Students will use their phones or other devices to help them document what
they find. (45 minutes)
- Students will be asked to return to the classroom with 10 minutes remaining in class. During
the final 10 minutes students will share and discuss their findings. In order to share videos and
pictures students will need to upload them onto a google document. (10 minutes)
6 Final Project - The final project will resurface and be discussed answering any question or confusions that
work period students may have. During this time the students and teacher will co-create the rubric that will DT Pens/pencils,
be in place for marking their final projects. DII Journals,
- Students will be given the remainder of the period to look through their journals, reflect on DL Computers,
their group projects, and think about a possible society that they would like to study or create, Library
and create a representation of for their final projects. By the end of the class each student
should have selected a society and come up with a few possible ways in which they would like
to represent their work. Each student will run their ideas by the teacher for approval.
7
Indigenous On this day students will again gather into their groups that they created their First Nations and Inuit DT Posters,
societies IN9.2, society posters. Each group will be given around 7 minutes to present. While each group presents, DII Journals,
IN9.3, IN9.4 those that are not presenting will be asked to record in their journals the key aspects that other groups DSR Pens/pencils
present. Students will also be encouraged to record any further questions they may have and possible DL
areas that they need further clarification. These journal recordings will be a way for the teacher to
formatively assess how well each student is grasping the content.
8
Societies collide Now that students have an understanding of both First Nations, Inuit, and European powerhouse DT PowerPoint,
IN9.1, IN9.4 societies they will focus on the consequences of the collision of societies and worldviews. DII Pens/pencils
- A lecture will be given to outline the consequences of contact, such as the ideas of “civilized” DSR
and “primitive” and how they have affected the ways in which different societies are viewed. DL
Students will learn about the fur trade, the motives of Europeans and First Nations and what
occurred as a result. How worldviews influenced one another and how each group treated
each other during times of trading and settlement. Students will also learn about how Metis
society functioned and came about as a result of the societies joining.
9 Following a lesson on the societies coming together students will watch a film based on Canada’s
Societies collide history. They will watch the first episode, “Worlds Collide,” from the series Canada: The Story of Us. Projector,
continued This lesson will take place in the computer lab to ensure every student can access google docs. and Handouts,
(Technological Kahoot. Pens/pencils,
Integration) - Students will be given an overview on how to access and use google docs. They will find on Kahoot
IN9.1, IN9.4 the google doc several questions pertaining to the film. With the teacher, students will go software,
through the question to ensure they are familiar with what each question is asking. Students Computer
will be instructed to follow the film and answer questions as they watch. lab
- Students will watch the episode paying close attention and answering the questions handed
out to them. These questions will be a way for the teacher to assess them as they learn and to
assess what they have comprehended. (45 minutes)
- Following the film students will have the opportunity to show what they have learned through
a Kahoot quiz. During this part of the lesson students will need to use their computer to
answer the questions presented. The questions on the quiz will focus on key events and
information pertaining to the film. This will be a fun way for students to reflect and assess
their own learning, as well as a way for the teacher to assess what each student learned. (15
minutes)
Following the lesson on early contact and the collision of societies, students will learn about early
10 Early Canadian Canadian society. DT Journals,
society IN9.3 - To begin the class students will be asked to answer the following questions in their journals: DII Pens/pencils,
How did the early Canadian society function and act? What rules and policies were put in place DSR Computer
as a result? Who had power? Who determined roles? What was the common worldview? Were DL lab,
there multiple societies and worldviews in Canada at that time? (10 minutes) Library,
- Once they have completed these questions students will be given a small project similar to the Poster paper,
group project they did earlier in the unit only this time they will be asked to work alone. With Markers,
the teacher’s guidance, students will research (using phones, computers, library resources) an Scissors,
ethnic group or culture that differed from the general Canadian society at the time and create Glue, etc.
a poster to represent that group. They should include research of the groups past and origin
as well as their place in Canadian society at that time. This project will not have to be
presented to the class, but posters will be displayed in the classroom. (50 minutes)
This project along with their previous group project and journal entries will be used for inspiration for
their final project. Students will be allowed to use any of these projects to complete their final project.
For example, they could do a further study of the group that they researched in groups or on their
own. Because these projects will help them with their final project they will only be given one class to
work on it.
11
Final project Students will be given time to work on their final projects with the aid of the teacher if needed. DT Journals,
work period - During this class students will have the opportunity to use computers, phones, or other means DII Pens/pencils,
of research. They will be encouraged to search for creative ways to represent their projects. DSR Computer
DL lab,
Library,
Poster paper,
Markers,
Scissors,
Glue, etc.
12
Final project Students will be given time to work on their final projects with the aid of the teacher if needed. DT Journals,
work period - During this class students will have the opportunity to use computers, phones, or other means DII Pens/pencils,
of research. They will also have to opportunity to use cameras or other devices that will aid in DSR Computer
the creation/representation of their projects. DL lab,
Library,
Poster paper,
Markers,
Scissors,
Glue, etc.
13 Is there an - Students will be asked to think critically about what an ideal society would look like. They will
ideal society? consider whether it is even possible to achieve this society. This reflection will be done in their DT
journals. (15 minutes) Students that feel they have completed their work early will be asked to DII Journals,
read the book that they chose at the beginning of the unit. DSR Pens/pencils
- Following their journal writings, students will have they options to share their thoughts. DL
Together with the teacher they will record their ideas of an ideal society on the board. (20
minutes)
- Together with the teacher students will discuss ways in which our society restricts the
possibility of the ideal society and changes they could make going forward. (15 minutes)
- Remaining class time will be used to work on their final projects. (10 minutes)
14
Final Project On the final day of the unit students will bring their final projects to class as have them on display. The DT Final
Fair classroom will be set up similar to a science fair giving students a chance to walk around and view DII projects,
each other’s projects. Time will also be set aside for students that need PowerPoint or a similar method DSR Projector,
to present their work. DL PowerPoint,
Classroom
setup
Instructional Approaches:
Do I use a variety of teacher directed and student I attempt to use a variety of strategies from students centered to teacher led. The goal is
centered instructional approaches? for them to take control of their own learning and direct where it goes. I also use a fair
amount of lecture style teaching to make sure the students understand the important
concepts and ideas so that they have a base understanding for when they conduct their
own research.
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)
Explanation
IN9.2 Compare the factors that shape worldviews in a society, including time and place, culture, language, religion, gender identity, socio-economic situation, and education.
IN9.3 Analyze the ways a worldview is expressed in the daily life of a society.
IN9.4 Determine the influence of worldview on the choices, decisions, and interactions in a society.
Each of my lessons attempts to hit one or more of these outcomes. Having them do journal reflections and question will help them
with their final project as well as with my formative assessment of their learning. Each lesson I teach includes their own reflection which will
then aid me as I formatively assess what they learn and assess my own teaching. All of my lessons have the goal of exemplifying to my
students the different elements of a society and how they appear differently to diverse groups of people. The activities that I have planned also
go along with and aid students in their understanding of the subject. Each research assignment asks them to attach the different societal
attributes to the group they study and explain how their group exemplifies the attributes differently. The instructional strategies I choose are
used to ensure that the students really understand the important factors of society. That is why there is a certain amount of lecturing to ensure
that students understand the key points and can then in turn look for them when they do their own research. I also implement lecture prior to
their own learning so that I can give them what they need to do the next steps on their own. That is why I also include group work before
individual. This way they can learn and work together, staying on the same page, and then break off on their own and figure it out on their
own developing independence. The assessment is meant to include the students and each piece of assessment slowly gives the students more
agency within their work and assessment. The final project rubric is co-constructed with the students so that they know what to expect and
have a say on what they will be marked on. This will allow them to take more risks and know the areas in which they need to put more
emphasis. My sources include, past, present and future ideas of society, as well as the use of the community and school to develop a personal
connection to the students’ learning. The differing assignments from journals, group work and individual agency should help each student find
success. The amount of agency given to students is meant to inspire them to take ownership of their learning. Throughout the unit their
journals will help them self-assess and see ways to improve. The final project will give them a final opportunity to do so as well. I give the
students a wide range of ways to represent their work and therefore they will be able to represent and demonstrate the outcomes in a variety of
ways that fit their own style. I also give them different examples so that they may find one they like and take hold of it in their own work if
they are looking for guidance. Each lesson addresses an outcome and the use of journals formatively assess students. While the three
assignments give both summative and formative assessment of the students work and learning. The overall goal of the final assessment is for
students to encompass each prior form of assessment (journals, group projects, and individual research) into one final piece. The final project
if done properly should encompass each outcome the student express as best they can.