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Building Life Long Learners - Students will synthesize the significance of particular societies’ worldviews to comprehend how these worldviews
influence choices, decisions, and interactions globally. This knowledge will provide students with a better understanding of the historical roots of our
contemporary society and the coinciding worldview of present. The goal is for students to recognize how differing worldviews alter perspectives and guide
human behaviour, allowing the students to interact critically with the world around them, thus building a foundation for continuous learning.
Building a Sense of Self and Community- Students will develop an understanding of how they fit into society and how it shapes their worldviews. The
worldviews of various societies will be compared and contrasted to their own, and in doing so, students will gain an appreciation and respect for other
societies and the people within them. As students expand this knowledge base they will be able to gain an appreciation of their place within their
community, society, and the world. Furthermore, as they mature, they will be able to contribute to society with a more open minded, well-rounded
perspective, resulting in a more harmonious society and world.
Building Engaged Citizens - Through research and inquiry, students will gain knowledge about the society they live in, and how the worldviews of
community members can shape the look of a society. They will have the opportunity to discover other worldviews on a national and international scale
which will allow them to compare how worldviews result in different types of societies around the world. Providing the students with a chance to view
different perspectives will help them to develop a way to obtain new knowledge and ways to interact within their society.
Developing Thinking - Encourage students to adopt a critical lens when evaluating past and contemporary worldviews. This is evident through
analyzing historical biases, questioning and respecting the legitimacy of worldviews, criticize aspects of worldviews and contest ideologies to become
engaged in the world around them. Students should understand how worldviews are incorporated into all facets of life and consider the inciting forces and
resulting impact that are evoked, whether on an intimate level or a global level; students should also consider how situations and contexts can drastically
alter one’s behaviours and decisions. Analyzing worldviews from a critical stance can inherently add to one’s own worldview, resulting in the adoption of
aspects from differing worldviews and translating them into practice.
Developing Identity and Interdependence - As the students examine alternate worldviews as well as consider their own, they will gain an
understanding of how their identities are shaped within a society. Students will be able to find worldview connections with individuals within and outside
of their community, as well as appreciate and respect those with differing worldviews. Throughout the unit, students will be investigating a wide range of
societies and worldviews that will sometimes share similarities, but often have large differences to their own. Having students analyze cases when two
groups with differing society structure or worldview interacted should provide a framework to think critically about the tensions that this created. This will
then allow the students to use that framework to be mindful of when they encounter different society or worldviews in their own life.
Developing Literacies - Students will develop the basic literacies used in the fields of sociology through the study of ancient civilizations, European
civilizations around the time of exploration, and Indigenous civilizations before and after contact. Throughout the unit students will be researching and
creating presentations to showcase what they have learned. This project requires a higher order understanding of the relevant literacies because the
students need to understand the information, organize it, and then reform that information into an interesting and impactful form for their final
presentations. This will require the students to think longer on each piece of information than simply reading about it. The result should be a more flexible
and useful grasp of these literacies.
Developing Social Responsibility - By comparing different worldviews within societies on a global scale, the students with create awareness and
respect for others while gaining an understanding that having varying worldviews is acceptable. They will also learn to analyze and question the legitimacy
of some worlds views, and how they may negatively affect society. Allow the students the opportunity to share and discuss their personal worldview
within the classroom in a respectful and inclusive environment
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
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.
S – Situation A- The audience will differ depending on the communities the students are involved in
The context or challenge provided to the
student.
S- Have each of the students choose an ancient society and analyze it using the different lenses discussed in
P – Product, Performance class
What product/performance will the
student create? P- The students will present their final project to the class to share what they have learned about their individual
societies
S – Standards & Criteria for Success
Will create a rubric collaboratively with the class.
Create the rubric for the Performance Task
Today’s classrooms are a diverse landscape that provide an excellent resource for the kids to explore the differences that are present in their daily life.
Throughout the unit students will be given the opportunity to investigate their own personal worldview along with the society and worldview of their
community and country. The students will be given an opportunity to express their own views and to listen to the different views that are sitting next to
them. The result should be an environment where they are able to apply what they are learning in respect and understanding in a safe, supportive, and
guided environment.
How will you engage students at the beginning of the unit? (motivational set)
Students will be brought into the unit by exploring Canadian society and attempting to identify areas where the feel there is room for positive change. This
critical thought activity will have the students thinking about ideals and the life that they desire. The hope is that these ideas will cause the students to
connect their learning of how societies form and change to how they could have a positive impact in their own societies. If the students can feel that they
are capable of creating change, they will be highly motivated to learn about societies and worldviews as they it will better equip them for creating change in
their world.
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 Introduction to Motivational/Anticipatory Set (introducing topic while engaging the students) (15 min) DI+I, Whiteboard,
Societies - Get the students to create a list together on the whiteboard of as many societies that they can DSR markers, 6
think of juggling
- Have a discussion about the students favourite parts of their Canadian, Saskatchewan, and balls,
local societies.
- Discuss a few aspects of these societies that they would like to see changed.
Adaptations/Differentiation:
- Discussions need to be flexible and carefully guided to focus on areas that the students are
interested in and capable to have a meaningful discussion
- Changes to the juggling requirement could be changed for specific students such as rolling on
a desk or waving the ball to include students of different abilities.
2 Understanding Motivational/Anticipatory Set (introducing topic while engaging the students) (15 min) DT, DL Projector,
Societies - Watch a youtube video from the primitive technology. This will highlight how smart ancient whiteboard,
humans were and how much they were capable of doing before electricity, internet, and markers,
cellphones. computer
- This can also lead into a discussion that it is more efficient to have specialization in a lab access
community.
Adaptations/Differentiation:
- This research class could also be done from textbooks or mobile devices.
3 When Societies Motivational/Anticipatory Set (introducing topic while engaging the students) (10 min) DSR, Whiteboard,
Collide - Class will start with a discussion about the tribes that were researched in the last class. A focus DI&I, DT markers,
will be put on the similarities and differences of the organizational structure to these societies notes from
that were developed independently. last day
- Next we will talk about the close proximity of some of these tribes and how they may have
shared ideas and resulted in a similar structure
Adaptations/Differentiation:
- The selection of Indigenous tribes can be done randomly or from a list or self researched
depending on the students previous knowledge of local indigenous groups.
4 Final Project - The students will get a chance to work on their Final Project Computer
Work Period Lab
5 Motivational/Anticipatory Set (introducing topic while engaging the students) (7 min) DT, DI&I,
What is - Introduction to Worldview: What’s Your Worldview?(Quiz) - Youtube video DSR
Worldview? - Have the students begin to think about their own worldview to prepare them for an upcoming
discussion
Adaptations/Differentiation:
- Depending on the level of knowledge in the class, discuss easier or more difficult topics during
the portion of the discussion.
- If the students have no background knowledge of what a worldview is then provide more
guidance in creating the definition of worldview
6 Representing Motivational/Anticipatory Set (introducing topic while engaging the students) (3-4 min) DT, DL, Projector or
Worldview - Open with a video explaining the meaning behind a particular wampum belt: DI&I, smartboard,
Through the https://www.youtube.com/watch?v=ByzAfNXUbEQ DSR Youtube,
Arts drawing and
Main Procedures/Strategies (40 min): craft
- Various mediums of art were developed after hunter-gather societies progressed and no supplies,
longer needed an entire society devoted to food production. and
- Review and discuss general concept of worldview from previous (3) lessons individual
Worldviews in Art computers
- Explain to students that art, a form of individual expression, can be further used as a or tablets as
means to embody worldview. If available, have the school’s art teacher explain this needed.
concept more in-depth for the students. Discuss various forms of expression through art,
such as painting, drawing, music, media, literature, and so on.
- Use the wampum belt as an example of Indigenous (INDG) worldview to compare and
contrast to the written treaties as a European worldview.
- Explain how Canada today is a result of past worldviews, specifically European worldviews.
Link the wampum belts to the misunderstandings and treatment of Canadian INDG people
in the past and current day.
- Show a few examples of other displays of art based on worldview. For example, show
pictures of art from the medieval and renaissance eras. Explain the change from a more
barbaric and Christianity-focused art in the medieval era to the Greek-inspired art of the
Renaissance reflected a change in societal worldview. Discuss literature that the students
have previously read or are currently reading for ELA or SS, such as how Shakespeare
represents worldviews arising at the end of the Renaissance era, and so on.
- Also show more recent examples of worldview through art, such as the link to Christianity
in this work of art:
http://media.virbcdn.com/cdn_images/resize_1024x1024/be/cadbd692ba
0bed6e-BW600dpiUNIT02CREATIONFinal.jpg.
Have students create a piece of art or literature on their worldview.
- Students can use any medium of art that they desire to represent their worldview.
Students will be given approximately 25 minutes to do a small form of art that represents
their worldview. Stress that students do not have to finish these projects, rather the
importance is embedded in thinking creatively about how to represent worldview through
various forms of art.
Adaptations/Differentiation:
- Students can choose from different mediums of displaying worldviews based on their
strengths. For example, if they have difficulty with writing they can choose to type on the
computer or to use any art form (online or by hand).
- Students are welcome to bring their art home to work on, or, if available, be given extra
time to work on their projects during art class due to the limited time given in class.
However, since students are not required to hand this art in, they do not have to complete
their art. The focus of this project is to get them creatively thinking about ways to
represent and examine worldviews in art.
Adaptations/Differentiation:
- Allow for internet research if little information can be found in the library
- If most students do not complete the worksheet in the required time, provide more class time
at the beginning of the next class
- Have a discussion based on the previous lesson. Ask the students “Why did European and
Indigenous groups have disagreements based on their worldview?”
- In groups, choose one of the Indigenous worldviews studied previously, and compare their
personal worldviews to this worldview
- Have the students discuss within their groups how parts of their personal worldviews affect the
society they live in, and ways their society would look different if they adapted parts of the
Indigenous worldview they are studying to present day society.
- If students finish before the class is over, have them continue working on their final poster
project
Adaptations/Differentiation:
- Allow students to leave the classroom to work somewhere else if they have trouble
concentrating in a loud space
- Offer the option of working alone if the student is more comfortable alone than in a group
Adaptations/Differentiation:
- Since there is no formal assessment for this lesson, speakers may present in any form they
are comfortable in. This can include informal discussions or PowerPoint presentations.
Students will be encouraged to ask for clarifications and questions either during or after
presentations depending on the preference of the speaker.
11 How is Motivational/Anticipatory Set (introducing topic while engaging the students) (10-15 min) DI&I and Whiteboard,
Worldview - Brainstorm with students on the whiteboard on how worldview is represented in the local DL markers,
Represented in community. Give examples of local religious buildings and community halls, looking at the computer or
Your Local diversity, or lack thereof, of different centers. Furthermore, students will be prompted by tablet
Community? questions such as: “what are the political standings in their community?” or “what are the access,
different demographics within their area?” and “are these represented in the community?” library
(Ex. political access, local
pamphlets.
Main Procedures/Strategies (30 min):
- After brainstorming, pair students in groups of 2-3 to research more on how worldviews
are represented within their community. Students can use computers or tablets for their
research or local books, photos, pamphlets, and other resources available to them.
Adaptations/Differentiation:
- Based on their strengths students can choose between using technology or material
resources for their research.
- For struggling students a few websites and books will be suggested that they can begin
their research from. Student’s will also be paired based on their differing strengths so that
they can help each other with their research.
12 Final Project - The students will get a chance to work on their Final Project Computer
Work Period Lab
13 Motivational/Anticipatory Set (introducing topic while engaging the students) (10 min) DT, DL, Projector,
- A Brief History of European Colonization in Africa to engage prior knowledge about colonization DI&I, Whiteboard,
Intro To https://www.youtube.com/watch?v=Pis5f085P3M (4 min) DSR Markers,
Colonization - Define colonization: the action or process of settling among and establishing control over the World
Worldviews indigenous people of an area. (3 min) History
- Review definition of worldview that we came up with as a class (reference definition from Societies of
https://www.ictinc.ca/blog/indigenous-peoples-worldviews-vs-western-worldviews). (3 min) the Past
textbook,
Main Procedures/Strategies (35 min): Worksheet/
- Grab World History Societies of the Past textbook Handout.
- Have them define absolutism (page 304) which is the main driving force of colonization
- As supplementary information, have them read Declaration of Independence/Importance of
American Revolution (page 309), the French Revolution/Transforming Society (page 313), and
Beginning of Empire (334-335).
- Provide worksheet that includes:
- A chart that compares the differing worldviews of the French, European, and American
- Has an area of discussion for why these worldviews are important and how they
affected/influenced society today (information read in textbook will help provide
answers to this, but still requires inferences and higher order thinking to provide full,
detailed answers)
Adaptations/Differentiation:
- Allow to work in groups to facilitate deeper learning through discussion with peers
- Allow students to move to different areas of the classroom and school (hallways, library etc) to
get them out of their desks/classrooms
- If students do not finish the work, allow them to do it for homework and hand it in for next
day
14 Motivational/Anticipatory Set (introducing topic while engaging the students) (15 min) DT, DL, Projector,
Colonization: - Reference Leroy Little Bear quotation about clashing of culture and societies DI&I, whiteboard,
Clashing of https://www.ictinc.ca/blog/indigenous-peoples-worldviews-vs-western-worldviews (5 min) DSR Differences
Indigenous and - Have students list elements from FN worldviews, and European worldviews (t-chart on handout,
European whiteboard); discuss the similarities and differences (how did this influence decision making Worksheet,
Worldviews and the relationship between the two cultures) (10 min) laptops/
Main Procedures/Strategies (35 min): computers,
- Much of the world we live in today, is a result of the past. dictionaries,
- Write thought provoking questions on the board. Ie. How did we get here? Who was
here before us?
- Video explaining differences between FN and Western views.
(https://www.youtube.com/watch?v=hsh-NcZyuiI) (6 min)
- Have students recognize the bias/author of the video
- Hand out of 8 main differences between Indigenous and Western worldviews
- Have them work in groups discussing the complications and decisions that can be made from
these differing worldviews by completing worksheet (28 min)
- Worksheet will include:
- What are the 8 main differences between Indigenous and Western
worldviews?
- What are some possible reasons why these differences resulted in hostility?
(Think of absolutism, ethnocentrism and other terms covered in the unit)
- What evidence is there showing the effects of the colonialist worldview today?
(Look at Indigenous situation of present day)
- How can people with differing worldviews live in harmony?
- How does the European worldview dictate how they interact with others
- How does the Indigenous worldview dictate how they interact with others
- Allow them to access the internet to help aid their discussions
Adaptations/Differentiation:
- Closed Captioning for youtube videos
- Have sheet that has FN and European worldview components
- Use dictionary (online or text) to understand words of difficulty (compartmentalized)
- Book laptops or library
- Allow to work in groups to facilitate deeper learning through discussion with peers
- Allow students to move to different areas of the classroom and school (hallways, library etc) to
get them out of their desks/classrooms
15 Motivational/Anticipatory Set (introducing topic while engaging the students) (5 min) DT, DL, Laptops/
Colonization: - Review Leroy Little Bear quote, create quick discussion on knowledge they have learned so far DI&I, Computers,
Clashing of about the worldviews and cultures clashing DSR worksheets
Indigenous and and
European Main Procedures/Strategies (?? min): handouts
Worldviews - Have students to continue on worksheet (20 min) from last
- Create a discussion based on the responses from the worksheets. (15 min) class, notes
- Prompts from last
- What are the 8 main differences between Indigenous and Western class,
worldviews? textbooks
- What are some possible reasons why these differences resulted in hostility?
(Think of absolutism, ethnocentrism and other terms covered in the unit)
- What evidence is there showing the effects of the colonialist worldview today?
(Look at Indigenous situation of present day)
- How can people with differing worldviews live in harmony?
- How does the European worldview dictate how they interact with others
- How does the Indigenous worldview dictate how they interact with others
Adaptations/Differentiation:
- Have sheet that has FN and European worldview components
- Use dictionary (online or text) to understand words of difficulty (compartmentalized)
- Book laptops or library
- Allow to work in groups to facilitate deeper learning through discussion with peers
- Allow students to move to different areas of the classroom and school (hallways, library etc) to
get them out of their desks/classrooms
18
Presentations - The students will begin presenting their Final Project
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Presentations - The students will begin presenting their Final Project
Instructional Approaches: This unit plan incorporates a variety of teacher directed and student centered instructional
Do I use a variety of teacher directed and student approaches for the success of all learners. Teacher directed lessons are balanced by
centered instructional approaches? incorporating student discussions, participation, and leadership, as well as various
activities that include inquiry learning, peer-teaching, and creative expression.
Incorporating presenters from outside the classroom also offsets teacher directed lessons.
Resource Based Learning: Students will have access to all materials utilized within the lessons (including website and
Do the students have access to various resources on an video links, visual aids, worksheets, etc.) on Google Classroom. They will also have access
ongoing basis? to library resources, computer rooms or laptops/tablets, and pamphlets or books as
provided.
FNM/I Content and Perspectives/Gender This unit plan incorporates a significant amount of FNIM perspectives and content
Equity/Multicultural Education: regarding worldviews. An overarching theme throughout this unit is the recognition,
Have I nurtured and promoted diversity while honoring respect, and understanding of the diversity of worldviews locally and globally. Students are
each child’s identity? encouraged to share differing worldviews, as they feel comfortable doing so. Overall, we
believe this unit does an excellent job in including many multicultural perspectives in
Canada, including those of indigenous peoples, ethnic minorities, and women as well as
multicultural perspectives throughout the world.
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)