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Understanding By Design Unit Template

Title of Unit Interactions and Interdependence of Nations Grade Level Nine

Subject Social Studies Time Frame 12 Lessons

Developed By Murray Walsh, Jasmine Manning, Eryn Yeske, Dylan Griffin

Stage 1 - Identify Desired Results


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

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.

Cross curricular Competencies


How will this unit promote the CCC?

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)

IN 9.1 - Explain what constitutes a society


IN 9.2 - Compare the factors that shape worldviews in a society, including time and place, culture, language, religion, gender identity, socio-economic
situation, and education
IN 9.3 - Analyze the ways a worldview is expressed in the daily life of a society
IN 9.4 - Determine the influence of worldview on the choices, decisions, and interactions in a society

Enduring Understandings Essential Questions


What understandings about the big ideas are desired? (what you want What provocative questions will foster inquiry into the content? (open-
students to understand & be able to use several years from now) ended questions that stimulate thought and inquiry linked to the content
What misunderstandings are predictable? of the enduring understanding)
Students will understand... Content specific….
● What is a society and how they are developed around the world. ● What do you feel shapes your own personal worldview the most:
● What a worldview is. parents, peers, or community?
● How a worldview is developed for an individual. ● What caused early humans to form a complete society?
● How a worldview is developed for a society. ● What are the causes of First Nations’ close connections to the
● The high variance of worldviews from different societies around the land and animals?
world and how they can be very different from each other. ● Is everything written in a textbook true?
● The ways that a society expresses its worldview to each other and to ● How do historical events relate to us today?
other societies.
● How the worldview influences and shapes the decisions and the
motives of a society.
FNMI, multicultural, cross-curricular…
Related misconceptions… ● FNMI is content specific for this unit
1. It is common for people to view their own worldview as “correct” and ● How worldviews shape the curricular development for education
others, opposing worldviews as “wrong.” programs in each society
2. That everyone in the same neighborhood, town, or country will have ● Why are First Nations, Metis, and Inuit perspectives still silenced
the same worldview. in Canada today?
3. Western, ‘developed countries’ worldviews contain legitimacy over ● When investigating their own worldview, students will be given
secondary less developed countries the opportunity to create a visual or fine arts to express these
thoughts.

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.

Students will know... Students will be able to…


● Relate the functions and services of institutions in the community ● Recognize the concept of society
(e.g., schools, churches, local governments, parents, Elders, ● Recognize the concept of worldview
traditional knowledge keepers) to the needs of the people in that ● Compare and contrast worldviews of various societies, past and
community. present, throughout the unit
● Investigate the roles of individuals in the institutions of the local ● Critically analyze the legitimacy of worldviews and the ethical
community, including the expectations attached to those roles (e.g., components that comprise the foundation of the worldview
school: student, principal, teacher, caretaker, secretary; hospital: ● Acknowledge the fluid nature of historical knowledge by
doctor, nurse, traditional healer, receptionist, paramedic, medical recognizing shifts and changes in the interpretation of history
technician, patient). resulting from new information and worldviews being uncovered
● Research a list of characteristics and attributes that formulate a and acknowledged
definition of a society.
● Compare two different societies studied including the attributes of
leaders, the roles of various individuals, cultural traditions and
ceremonies, and means of sustenance.
● Apply the definition of society to one of the civilizations studied, and
detail ways in which the civilization meets the criteria to be
considered a society (e.g., How can Mesopotamia be called a society
according to the formulated definition? Would Aboriginal groupings of
the plains and woodlands in North America meet the criteria?).
● Investigate diverse historical views regarding the terms ‘primitive’
and ‘civilized’, and analyze the effect of the perceptions of the
concepts on ethnocentrism in colonizers.
● Analyse the effects of ethnocentrism on indigenous peoples.
● Explore personal student beliefs about some contemporary
issues or problems (e.g., making friends; the role of
technology in daily life; affordable housing; intergenerational
families; global warming; post-secondary education;
participating in religious or cultural ceremonies; designer
clothing; healthy food choices; drinking and driving;
violence).
● Define the concept of worldview.
● Construct a comparison of the worldviews of the societies
studied.
● Determine reasons for the similarities and differences
between the worldviews of two societies studied.
● Illustrate the similarities and differences between a personal
modern worldview and that of a society studied, and
speculate why these similarities and differences occur.
● Distinguish the worldviews represented in the literature of a
society studied.
● Identify the architectural features which communicate the
worldview of a society studied.
● Analyze how works of art of a society studied reveal
elements of that society’s worldview.
● Examine the role of education in perpetuating the worldview
of a society studied.
● Investigate the worldview of the local community as
represented through features including literature, the arts,
cultural celebrations and traditions, education (including
Elders’ teachings of indigenous peoples), sports and
recreation, and architecture.
● Analyse the influence of worldviews upon attitudes toward territorial
expansion, colonization, or empire-building in the societies studied,
and assess the impact of such activities on the indigenous cultures
and peoples.
● Explain how the worldview of Canadian First Nations, including the
value placed on harmony and trust, led to the signing of Treaties.
● Judge the influence and impact of worldview on the progress or
decline of the societies studied.

Stage 2 – Assessment Evidence


Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in
“story” form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding
in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G – Goal
What should students accomplish by G- The goal is for the students to gain an understanding of worldviews in past and present societies.
completing this task?
R – Role R- The students will take on the role of researcher, and critic. Through the research done for their final project,
What role (perspective) will your students
be taking? they will be able to determine different qualities of worldviews that positively and negatively affect society. They
A – Audience will also take on the role of the teacher by presenting their project to the class through various methods such as
Who is the relevant audience? a powerpoint, poster, etc.

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

Other Evidence Student Self-Assessment


Through what other evidence (work samples, observations, quizzes, tests, How will students reflect upon or self-assess their learning?
journals or other means) will students demonstrate achievement of the
desired results? Formative and summative assessments used throughout
the unit to arrive at the outcomes.
Formative Assessment - The rubric for the final project will be created as a classroom
- Student learning during lessons will be evaluated by their activity so the students will be know and understand how their
engagement, participation, and quality of discussions. learning will be graded.
- Students will have time to research an ancient civilization in groups - Students will take notes that can be reviewed through the unit to
over the course of the unit, helping them apply what they are remind them of important topics.
learning and help the teacher identify areas that need more - Asking the students to apply their knowledge through worksheets,
explanation. activities, and the final project will have them constantly thinking
about what they are learning.
Summative Assessment - quick writes will be used occasionally for students to make
- Midway through the unit students will be asked to show their observations and reflections from previous lessons
research and have a proposal for their final project. This will be
worth 20% of the project mark.
- Students understanding will be evaluated via a final project that will
be completed throughout the unit. This final project will be in the
form of a poster presentation that will occur at the end of the unit.
- The poster will be graded on its content covering the society,
worldview, culture, and decision making of the civilization. Also
graded will be the organization and the visual appeal of the poster.

Stage 3 – Learning Plan


What teaching and learning experiences will you use to:
● achieve the desired results identified in Stage 1?
● equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been
part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?
Students will enter this class having learned about the development and organization of Canadian society from Social Studies in grade 8. This unit will now
have the students learn how other civilizations such as ancient civilizations, indigenous civilizations and modern civilizations have created their own society,
worldview and culture. Ideally, this unit will create some discomfort in students as they analyze the differences that exist in today’s globalized, multicultural
world and the problems that arise from this. Exploring how these differences were managed in the past should provide the students with both positive and
negative examples that they can draw from in their own lives. It will be very important for the students to recognize that these differences are something
that they will be forced to manage regularly in their life both as grade 9 students and as they grow up and enter academia or the work force. Completion of
this unit will allow the students to be more aware of these differences and better equipped to manage them in a positive and respectful manner.

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.

Main Procedures/Strategies (30 min):


- Introduce the development of the first societies. Talking about hunter/gatherer societies
formed as a necessary means for survival. Discuss that humans are social creatures and have
always lived in family groups.
- Now that we understand why humans live in groups, define what a society is. A society is a
group of people who share a culture and a territory. This will lead to a discussion of the
different types and sizes of current societies. So when humans are living and working together
for a common goal, that is a society.
- Talk about how technology is the driving change for societal change. It creates the surplus of
food that allows for people to start spending time doing things other than looking for food.
- Activity: Juggling for Food. A group must keep 3 juggling balls in the air to be fully fed.
Students can score points by creating logos, clothing designs, poetry, or other pieces of
“culture” for their new society from a checklist. The activity starts with 2 societies each with 2
people. Every minute, a new person is added to each society allowing for a new distribution of
keeping the 3 balls in the air and creating culture. After 6 minutes activity ends and culture
checklists are compared.

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.

Closing of lesson (5 min):


- Completing the activity will show that as feeding becomes easier, there is more time for other
tasks and more need for organization. It should also show that the culture that was more
organized advanced faster.
- This can lead into the introduction of how societies started to grow past hunter/gatherer
societies as a surplus of food and time became apparent.

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.

Main Procedures/Strategies (35 min):


- Societies got bigger as they changed from nomadic societies to agrarian societies. This means
that they were no longer moving around following animals and wildlife as the seasons
changed.
- The major change in these new growing societies was the need for organization and
specialization.
- Societies started to develop institutions to allow for specialization in the areas of health care,
religion, and education. Before this the family unit was responsible for all aspects of life.
- This class students will do their own internet research into the structure and roles of various
Canadian Aboriginal groups looking for knowledge keepers, medicine men, chiefs, and other
roles that were held in the different groups.

Adaptations/Differentiation:
- This research class could also be done from textbooks or mobile devices.

Closing of lesson (0 min):


- none

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

Main Procedures/Strategies (20 min):


- Ask the class, “If some ideas were shared, do you think that there were disagreements
between these different societies on what is the best way a society should be organized?”
- What about when Europeans arrived and saw the First Nations’ ideas of society compared to
the their own?
- Below their research of their tribe, we will all create and copy down a breakdown of the
dominant European society.
- This will then be followed by notes on Ethnocentrism. The Europeans viewed their society as
“correct” and the First Nations’ society as “wrong” or “savage”
- Have the students discuss in groups what they believe would make a society’s organization be
wrong and compare this to the First Nations. Were they wrong, or just different is the focus.
- Create rubric for final project

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.

Closing of lesson (20 min):


- Introduction of the unit project
- Students will work in pairs to create a poster that will present their own personal research on
the society, worldview, culture, and decision making of one ancient culture.
- The next class will be given to select an ancient culture and to complete research on the
society of that group including its: territory, organization, social services (religion, school, etc).
- The rubric for this assignment will be be discussed finalized in as a group activity for the class.

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

Main Procedures/Strategies (40 min):


- Introduce the definition of worldview; come up with a definition as a class and how it can vary
based on each student’s point of view.
- encourage them to use their resources (cell phones) to develop their own definition
- Worldview: a theory of the world, used for living in the world.
- View the dictionary definition of worldview
- Explain the main components of worldview: spiritual beliefs, moral beliefs, social beliefs,
intellectual beliefs, economic beliefs, and political beliefs; brainstorm the elements of the six
dimensions of the worldview
- Discussion: outline the importance of having a respectful and inclusive environment when
talking about each other’s worldviews. The student’s need to understand that their opinions
are important, but that doesn’t mean that their peers ideas are less important
- Introduce specific ideas relating to worldview, such as making friends; the role of
technology in daily life; affordable housing; intergenerational families; global warming;
post-secondary education; participating in religious or cultural ceremonies; designer
clothing; healthy food choices; drinking and driving; violence, and have the students
discuss their thoughts about each of these ideas.
- Make note of the different opinions and how although they live in the same society,
their worldview may still differ from their peers.

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

Closing of lesson (3 min):


- Have the students reinforce their knowledge on what a worldview and how it is important to
understand that varying worldviews is acceptable

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.

Closing of lesson (5-10 min):


- Ask several students to volunteer to explain how they represented their own worldview through
various artistic mediums. Ask students to see if there are any similarities or any differences in their
works of art. Discuss possible reasons behind these similarities and differences.
7 Motivational/Anticipatory Set (introducing topic while engaging the students) (10 min) DL, DI&I, Library
Worldviews in - Class will start with reviewing the definition of worldview and how varying worldviews are DSR resources,
Ancient important. The students should understand that their worldview is not the only acceptable Worksheet
Societies worldview, and that they need to be open and understanding of others opinions.
- Review the similarities and differences of European and Indigenous societies at the time of
contact.

Main Procedures/Strategies (35 min):


- Introduce the worksheet based on the worldview of European and Indigenous groups.
- Encourage the students to use the library resources available to them. Have the librarian show
the student’s how to look up resources based on the group they are learning about.
- Worksheet: have the students research the worldview of each of the Indigenous groups
learned about in Lesson 2, as well as the European worldview at the time of contact.
Determine the similarities and difference between these groups worldviews.

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

Closing of lesson (5 min):


- Check in with the students to see what resources they have found, and where they are at on
the worksheet
8 Comparing Motivational/Anticipatory Set (introducing topic while engaging the students) (5 min) DI&I,
Worldviews DSR
- 5-minute quick write about what the students have learned about societies and worldview
between Europeans and Indigenous groups.

Main Procedures/Strategies (40 min):

- 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

Closing of lesson (5 min):


- Check in on progress of Final Poster Project
9 Final Project - The students will get a chance to work on their Final Project Computer
Work Period Lab
10 Education’s Motivational/Anticipatory Set (introducing topic while engaging the students) (10 min- If DT, DI&I, Whiteboard,
Role in time) and DSR Markers, and
Perpetuating - Introduction to worldviews in education: Ted Talk by Melz Owusu on “Decolonizing the Projector or
Worldviews Curriculum.” Smartboard
- Discuss how Eurocentric worldviews (male-dominated, European views) were used as needed.
by many societies as the basis for the education system. Link this idea to previous
lectures in this unit discussing ethnocentrism.

Main Procedures/Strategies (40-80 min):


- As available to the local community, prepare for several educators from diverse
backgrounds to discuss their personal and career worldviews with the students. These
educators can include Indigenous Elders or teachers, EAL teachers, Female Teachers,
Homeschooling teachers, or Teachers from other cultures. Applications such as Skype can
be utilized for speakers that live in another country. Depending on availability an additional
lesson may be needed to ensure that each speaker gets a chance to fully discuss the
worldviews associated with themselves and their occupations.

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.

Closing of lesson (5-10 min):


- Thank each speaker for presenting his or her unique worldviews.
- After the speakers have left, lead a discussion on the similarities and differences between
each educator’s worldview and the worldview presented by their field. How do these
worldviews differ between genders, cultures, and occupations?

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.

Closing of lesson (5-10 min):


- As time permits, ask each group to find another group to discuss what they have learned
about the representation of worldviews within their community. Ask students if they found any
similarities or differences in 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

Closing of lesson (5 min):


- Have students hand in their work, if many students are not finished, or feel they completed
quality work allow them to hand in the next day. Will be a formative assessment
- Ask about colonization of Indigenous people in Canada, test background knowledge of the
societies that were here pre-contact (students should have some knowledge of this because of
the activities completed at start of this unit regarding societies)
- This quick discussion will transition into the next lesson plan regarding Indigenous colonization

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

Closing of lesson (1 min):


Tell students that will continue working on worksheet tomorrow

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

Closing of lesson (10 min):


Ask how what they learned over the two lessons is relevant to their final project. Specifically the
differing worldviews, and how it affects decision making, and interaction with other societies. (10
min)
Gather worksheets and take in as summative assessment
16 Computer
Final Project - The students will get a chance to work on their Final Project Lab
Work Period
17 Final Project Computer
Work Period - The students will get a chance to work on their Final Project Lab

18
Presentations - The students will begin presenting their Final Project

19
Presentations - The students will begin presenting their Final Project

Assess and Reflect (Stage 4)


Considerations Comments
Required Areas of Study: Alignment exists between outcomes, performance assessment, and learning experiences
Is there alignment between outcomes, performance within the lessons of the unit. By learning and investigating differing societies and
assessment and learning experiences? worldviews, students will be able to critically analyze past and present sources through
multiple lenses. As a result, students will be able to appreciate, respect, and comprehend
varying perspectives and worldviews and understand the interactions and interdependence
between them.

Adaptive Dimension: For struggling students:


Have I made purposeful adjustments to the curriculum - Several adjustments and adaptations have been made in each lesson to
content (not outcomes), instructional practices, and/or promote the learning and success of students at all skill levels.
the learning environment to meet the learning needs and - Adaptations will be incorporated as necessary for struggling students. These
diversities of all my students? will include altered workloads and pairing of students with different strengths.
- Lastly, all lesson materials, such as assignments and website links, will be
posted on Google Classroom. This not only prevents lost or forgotten
assignments, but allows struggling students more time to work at home or
during free periods. Furthermore, for students with difficulty writing or with
vision difficulties, typing on a computer allows for them to participate at a
similar pace alongside their classmates.

For students who need a challenge:


- As mentioned above, all lesson materials are on Google Classroom. If a
student desires to further research or expand on the activities within a lesson
they can access these materials as needed.
- Students who need a challenge will also be able to get an early start on their
Final Poster Project.
- If additional challenges are required adaptations to the curriculum content will
be made.

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)

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