Understanding By Design Desi gn Unit Template Society
9
Title of Unit
Grade Level
Social Studies
Appox. 11, 60 min. lessons
Subject
Time Frame
Leah McMurtry Developed By
Stage 1 - dentify Desired !esults Broad "reas of Learning How are the BAL incorporated into this unit
!his unit will ena"le ena"le students students to "ecome li#e lon$ learners learners "ecause they will $ain %nowled$e a"out their place place in a community and society, and how they are an essential unit in the de&elopment o# critical understandin$s, and ma%in$ their society, community, and world a "etter place. Students will "ecome en$a$ed citi'ens throu$hout this unit "ecause as they $ain %nowled$e a"out what a society is, they will "ecome more con(dent and competent in the a"ility to shape positi&e chan$e #or the "ene(t o# all.
#ross curricular #ompetencies How will this unit promote the )))
Students will learn a"out di*erent world&iews and how they shape the way we &iew society. !hey will understand that e&eryone sees the world throu$h a di*erent lens, and there#ore has a di*erent perspecti&e on issues. !hey will understand what what constitutes a society, and how depend on our en&ironment en&ironment to sustain our li#estyles. !hey will $ain appreciation #or our cultural herita$e and "e a"le to en$a$e in producti&e con&ersation a"out our nations history.
Learning $utcomes +hat rele&ant $oals will this unit address (must come from curriculum; include the designations e.g. IN2.1)
-9.1 xplain what constitutes a society -9./ )ompare the #actors that shape world&iews in a society, includin$ time and place, culture, lan$ua$e, reli$ion, $ender identity, socioeconomic situation, and education.
%nduring Understandings +hat understandin$s a"out the "i$ ideas are desired what you want students to understand 2 "e a"le to use se&eral years #rom now3 +hat misunderstandin$s are predicta"le Students will understand that... A society is a complex system that is (lled with di&ersity. !hey will understand understand how a society operates, operates, and how it o#ten does not "ene(t all who ta%e part in the community.
Related misconceptions… misconceptions… Students may thin% that the $o&ernment pro&ides certain societies with more than they actually do. !hey mi$ht not %now much a"out other societies within
%ssential &uestions +hat pro&ocati&e 4uestions 4uestions will #oster in4uiry into the content openended openended 4uestions that stimulate thou$ht and in4uiry lin%ed to the content o# the endurin$ understandin$3 Content specic…. How does a society #unction +hat are the "ene(ts o# di*erent 5types o# societies and communities How can we encoura$e chan$e and e4uity within society
!N"I# multicultural# cross$curricular… !his unit will "e "e #ocused around around treaties treaties in particular. particular. +e will study how treaties ha&e shaped out society, and how they are still in7uencin$ us today.
'no(ledge) +hat %nowled$e will student ac4uire as a result o# this unit !his content %nowled$e may come #rom the indicators, or mi$ht also address prere4uisite prere4uisite %nowled$e %nowled$e that students will need #or this unit.
S*ills +hat s%ills will students ac4uire as a result o# this unit List the s%ills and8or "eha&iours "eha&iours that students students will "e a"le to exhi"it as a result o# their wor% in this unit. !hese will come come #rom the indicators.
Students will %now... +hat attri"utes a society has, and the issues or concerns concerns that arise within one. How to wor% cooperati&ely within a $roup -9.1 a :elate #unctions and ser&ices o# institutions o# the community -9.1 " %now the roles and responsi"ilities o# indi&iduals within institutions in a society -0.1 $ %now the e*ects o# ethnocentrism on ndi$enous peoples
Students will &e a&le to… ;ind relia"le and credi"le sources :ead in#ormation critically and analytically
Stage + , "ssessment %vidence erformance Tas* !hrou$h what what authentic per#ormance per#ormance tas% tas% will students students demonstrate the desired desired understandin$s, understandin$s, %nowled$e, %nowled$e, and s%ills descri"es descri "es the learnin$ acti&ity in >story? #orm. !ypically, ypically , the @.! @.!.. descri"es a scenario or situation situat ion that re4uires students to apply %nowled$e and s%ills to demonstrate their understandin$ in a real li#e situation. escri"e your per#ormance tas% scenario "elow3 By what criteria will per#ormances per#ormances o# understandin$ understandin$ "e ud$ed G!"SS %lements of t.e erformance Tas* G ' oal Students will "e a"le to explain explain with e&idence what constitutes a society. society. !hey will hat should students accomplish &* "e analy'in$ a >new society? that has emer$ed in )anada, and reportin$ i# they completing this tas%+ "elie&e it to "e a complete complete society or not. !hey will then "e split split into two $roups R ' Role
S ' Situation he conte/t or challenge pro,ided to the student. P ' 0roduct# 0erformance hat productperformance will the student create+ S
' Standards Criteria for Success
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$t.er %vidence Student Self-"ssessme S elf-"ssessment nt !hrou$h what what other e&idence e&idence wor% samples, samples, How will students re7ect upon or sel#assess their o"ser&ations, 4ui''es, tests, ournals or other means3 learnin$ will students demonstrate achie&ement o# the desired results ;ormati&e and summati&e assessments used throu$hout the unit to arri&e at the outcomes. !he students students will %eep %eep an online ournal ournal class "lo$3, "lo$3, Students will "e pro&ided with a sel#e&aluation at the and "e as%ed one critical 4uestion at either the start or end o# the unit a#ter listenin$ to all presentations. !hey end o# each lesson. will "e $i&en a C+L chart at the "e$innin$ o# the unit !hey will "e wor%in$ on creatin$ creatin$ their own own society and then re&isit re&isit it at the end. !hey will "e a"le to see see throu$hout the unit to show their understandin$ o# how what they ha&e learned throu$hout the unit. a society wor%s. !hrou$hout !hrou$hout the unit students students will "e $i&en chances chances to By ta%in$ in indi&idual entrance8exit entrance8exit slips and e&aluate their (ndin$s and research "ased on their "e$innin$ en$a$ed en$a$ed con&ersations within the class, will e*ort in class. By $i&in$ the students students exit slips, slips, "e a"le to o"ser&e their pro$ress and their a"ility to ournalin$ prompts, prompts, and entrance entrance slips they they will "e a"le a"le thin% critically and analytically. to explain, re7ect and assess their own learnin$ #rom each lesson.
Stage / , Learning lan +hat teachin$ and learnin$ experiences will you use to
*no( (.ere t.ey are going 0.at e3periences do t.e learners learners bring to t.e unit 2o( .ave t.e interests of t.e learners been been ascertained 2ave t.e learners learners been part of t.e pre-planning in any (ay 0.at individual needs do you anticipate (ill need to be addressed Learning environment) environment) 0.ere can t.is learning best best occur 2o( can t.e p.ysical environment environment be arranged to en.ance learning By the end o# this unit students will "e a"le to de(ne what a society is. !hey will "e a"le to di*erentiate "etween what ma%es a society stron$, and what ma%es a society wea%. !hey will "e conscious o# im"alances o# power in societies and power stru$$les speci(cally in )anada. +e will need des%s in pods to enhance communication "etween the students. !he students students will "e a"le to %now how to wor% creati&ely creati&ely and respect#ully respect#ully as a $roup #or this this unit. !hey will ha&e ha&e learned a"out sourcin$ di*erentiatin$ "etween $ood sources and "ad3 and %now how to $et their ideas across.
2o( (ill you engage students at t.e beginning of t.e unit 4motivational set5
!he students students will "e $i&en $i&en their example example society #rom the "e$innin$. "e$innin$. !hey will %now %now what the end $oal o# the unit is, and "e reminded to thin% a"out and re#er re#er "ac% to this society durin$ each lesson. !hey will "e $i&en a chart split into two columns o# 5le$itimate society and 5nonle$itimate 5nonle$itimate society and can (ll it out throu$hout their learnin$ to create a outline #or their ar$ument durin$ their per#ormance tas%.
0.at events (ill .elp students e3perience and e3plore t.e enduring understandings and essential 6uestions in t.e unit 2o( (ill you e6uip t.em (it. needed needed s*ills and *no(ledge 7 Lesson Lesson "ctivities ###s !esourc Title es 1 +hat is a !his lesson will will "e in4uiry and and pre&ious pre&ious %nowled$e %nowled$e "ased ! @aper, Society 10 min3 &uic* 0rite) +hat is a society +hat ma%es up a society +hat writin$ does an >ideal? society loo% li%e to you utensils, /0 min3 iscuss answers, write on "oard ;inal >is a structured community o# people "ound to$ether "y similar traditions, assi$nme institutions, or nationality? nt and )ooperati&e, "ene(ts e&eryone how do we decide this3, do you thin% ru"ric there is such thin$ as an >ideal? society Split society Split into $roups o# DE and discuss an ideal society. society. Ha&e the $roups present present their ideas. !o$ether !o$ether decide decide a (nal (nal de(nition. 10 min3 ;inal assi$nment will "e handed out #or them to "e$in thin%in$
ru"ric and desi$n one with what they thin% is important in mind. /0 min3 Set up a "lo$ use wix3 to$ether where they can answer their exit slips, entrance slips, and ournal on. /
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+hat does a community loo% li%e
-9.1 a.
Relate the functions and services of institutions in the community (e.g., schools, churches, local governments, parents, Elders, traditional knowledge keepers) to the needs of the people in that community community..
10 min3 prep the computers, ha&e the co$$le up and ready to $o on eachF 1G min3 Split into $roups, $i&en di*erent community to loo% at #or / minutes each one community li%e their own, a rural community, a lar$er community, reser&e community3. A#ter / min, rotate to new community and write a"out the next next one. How does this community community #unction How do they sur&i&e with the institutions in the community :emind them to #ocus on #unction and institutions in the community Students will rotate to each computer (llin$ up as much space as they can with their $roup without repeatin$ anythin$ a $roup has said pre&iously. Set up E co$$les this may ta%e G minutes #or each $roup to "e$in the co$$le3 1G min3 =o o&er >"i$$er? 4uestions as a class a"out the needs o# each community, how8i# theyre "ein$ met etc, how do their needs di*er, how do we decide who $ets #undin$ +ho splits up #unds +hy do some people $et more than others )an you thin% o# an example in our society o# a $roup o# people who $et less +hy do you thin% they $et less than other people o you thin% it is #air8ust +hy or why not not 10 min3 =o o&er the di*erent types o# institutions we ha&e in society, which institutions are in which community, how do they ser&e the communities etc. 10 min3 T.in*8 air8 S.are) on the "lo$ answer o all communities "ene(t the same #rom what our )anadian institutions ha&e to o*er community,, including the -9.1 ". Investigate the roles of individuals in the institutions of the local community
+hat are secretary hospital: the roles o# expectations attached to those roles (e.g., school: student, principal, teacher, caretaker, secretary doctor,, nurse, traditional healer, receptionist, paramedic, medical technician, patient). doctor indi&iduals !rite Indicator on the "oard. in a 10 min3 Brin$ out their lar$e sheets #rom last time with the di*erent types community o# institutions. As a $roup, (ll in the types o# people who contri"ute to these. +ith the use o# padlet to "rainstorm https88padlet.com8mcmurtryleah8 https88padlet.c om8mcmurtryleah8utl%n%dt"ml utl%n%dt"ml password password social9 D0EG min3 n pairs, pic% one role to research. !hey will then ma%e a "rie#
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%now and discuss their role in our community. community. How does what they do e*ect your li#e How does it e*ect e*ect the li&es li&es o# other people people How does it a*ect our our society Iur world world 10 min3 nd o# lesson Split into Society @roect $roups $o o&er who will "e doin$ which part. See attached assi$nment 2 ru"ric #or more details.
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+orld orld& &iew iew
1G min3 =roups o# / will ma%e $roups o# E and compare their societies they researched. +hat similarities do we see see in some o# these societies societies How are they di*erent +ould you ran% any o# these societies "etter8worse than another +hy 10 min3 &uic* 0rite) How do you ran% one society as 5"etter than another 1G min3 nd o# Lesson "rin$ rou$h dra#t o# section to ha&e peer edited and handed in to teacher o# Society @roect G min3 %3it Slip) +hat is world&iew -9 -9./ ". e e(ne th the co conce ncept o# o# wor world ld&i &iew ew 10 min3 Be$in "y as%in$ the class, what is world &iew May "e$in as a &ery "road answer, ma%e it more speci(c its the $lasses we &iew the world throu$h3how we &iew ri$ht #rom wron$ etc., explain di*erent %inds o#
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wor l d vi e wi ses t a bl i s he dwei n t er p r e te v er y t h i n ga r o un du sd ep en de nto nwh atha s s hapedonourl ens es .Unl i k eopt i c al l ens es ,ho we ver ,ourwor l dv i e wi mpac t sno tonl y wh atwes eebu ta l s owh atwehe ara ndex p er i e nc e .Ev e r y t h i n gt h ate nt e r so urmi n d f orc ons i der at i one nt er st hr ought hel ensofourwor l dv i e w andwewi l l r es pond ac cor di ngl y .( ht t p: / / www. c r os swal k . c om/ c hur c h/ pas t or s o r l eader s hi p/ wor l dv i ewwhi c hl ens ar ey oul ook i n gt hr ough11 595738. ht ml ) /0 min3 Brainstorm) A#ter de(nin$, as% what shapes our world&iew +hat institutions in our society society shape the way we we thin% +hat a*ects how you thin% record on "lo$ post +orld&iew3 +orld&iew3 Add anythin$ that mi$ht ha&e "een missed time and place, culture, socio economics, education, lan$ua$e, reli$ion, $ender identity3 D0 min3 Ha&e all students read the attached article that some people #ound >o*ensi&e?. >o*ensi&e?. Ha&e them discuss the article in small $roups /D3, must say 5why they #eel a certain way teacher can discuss their stance on the story to $et con&ersation $oin$3 ha&e $roups write down their thou$hts 10 min3 )losin$ how did your world&iew a*ect the way you read the story +hy do you thin% some people mi$ht ha&e "een o*ended Brin$ #orward ideas o# treaties +hat do we %now a"out treaties +e are all treaty people. +e all "ene(t di*erently #rom treaties. !he ndian act "rin$in$ to li$ht the #act that treaty si$nin$ was meant to "e mutuall* "ene(cial, "ut it was &ery one sided3
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-9.1 $. #nalyse the effects of ethnocentrism on indigenous peoples. S: 10/0 min3 Students will "e $i&en / articles to read, puttin$ chec%s "eside ! points they a$ree with8want to remem"er, exes "eside thin$s they dont a$ree with, and 4uestion mar%s "eside thin$s they want to learn more a"out. /0 min3 A#ter readin$ t.in*8 pair8 s.are what is ethnocentrism ethnocentrism How do you thin% we connect to these articles here in )anada o you thin% there are di*erent %inds o# ethnocentrism ethnocentri sm e(ne su"tle and o&ert and $i&e examples ++ -a'is, )anadian $o&ernment and ;irst -ations peoples3 o you thin% these acts acts are compara"le, or not +hy +hy )an we e&er compare acts 10 min3 )ontri"ute your ideas to the "lo$ at the end o# the lesson under
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)reate your own society
10 )reatin$ your own Society
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IN9.2 d. $onstruct a comparison of the worldviews of the societies studied.
G min3 Ipenin$ discuss the de(nition o# ethnocentrism ud$in$ another culture solely "y the &alues and standards o# ones own culture3. xplain that ethnocentrism can lead to stereotypes not a lot o# minorities in power etc.3 G min3 n $roups o# DE thin% o# examples o# ethnocentrism they ha&e seen or experienced D0 min3 Split into new $roups /D and each ha&e a childrens "oo%, and ha&e them answer the 4uestions attached. ach $roup will present their answers a"out their "oo%, and $uidin$ 4uestions can "e as%ed o# the class 10 min3 %3it Slip) How are ethnocentrism and world&iew related )an you thin% o# an example you ha&e read8seen8heard that connect the two concepts How does your world&iew a*ect the way you &iew other cultures Ha&e you e&er #elt youre your culture is under&alued "ased on preconcei&ed preconcei&ed notions other people mi$ht mi$ht ha&e xplain. :ecord :ecord on Blo$ D0 min3 :e&isit :e&isit assi$nment sheet and ru"ric. Loo% o&er the initial ru"ric and discuss any chan$es we should ma%e considerin$ their new#ound %nowled$e o# society and world&iew. Hi$hli$ht deadlines #or rou$h dra#t and (nal proect. !hey will ha&e ha&e to create their own island island 2 society. Be$in "y ha&in$ them map their island how "i$ is it +hat shape is it +hat is the terrain li%e +hat is the weather li%e seasons3 Are there cities8is the island de&eloped Main #ocus o# the proect the ci&ili'ation li&in$ on their island, and the issues that arise #rom their society :emind them that they will ha&e to explain why their society #unctions well, how it is di*erent #rom our society, how it is similar to our society, how we could learn #rom this new society, why they ha&e chosen e&ery aspect that they ha&e and how they thin% it would "e "ene(cial to run thin$s that way8who it would "ene(t etc. GG min3 Students will continue wor%in$ on their society. G min3 %3it Slip 4for t.e group5 Blog) +hat di*erent %inds o# world&iews mi$ht mi$ht "e present present in your society o they all loo% the same, or are some o# them di*erent
Handout #or layout o# proect 2 ru"ric Lar$e piece o# paper Art supplies
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!hey will "e $i&en sel# and and peer e&aluations e&aluations to (ll out. out. 1/ 1D 1E 1G 16 1J 1 19 /0
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!e6uired "reas of Study) s t.ere alig nment bet(een outcomes8 performance assessment and learning e3periences
ach lesson is directly related to the main outcome am tryin$ to achie&e. +ithin this unit am loo%in$ #or depth depth o# comprehension, comprehension, rather than amount o# in#ormation co&ered, there#ore we will "e hittin$ each indicator directly.
"daptive Dimension) 2ave made purposeful adj ustments to t.e curriculum content 4not outcomes58 instructional practices8 and
;or stru$$lin$ students n many o# my lessons the students ha&e the opportunity to wor% to$ether. !his will allow me to o"ser&e which students wor% well to$ether and pair them accordin$ly. @airin$ them "y academic s%ill li%eness will allow me to o"ser&e and help the students who need more indi&idual attention. Many o# the assi$nments they ha&e in this unit can "e presented in numerous ways $i&in$ each student an opportunity to show their understandin$ in a &ariety o# ways.
;or students who need a challen$e By allowin$ the students to "e catalysts in their own learnin$, the depth at which they research and understand the topics is entirely up to them. By ha&in$ exit exit and entrance slips, and and daily mini assi$nments, will "e a"le to o"ser&e their understandin$, understandin$, and see i# can push them #urther, and as% deeper 4uestions.
nstructional "pproac.es) Do use a variety of teac.er directed and student centered instructional approac.es
ha&e used &isuals, written wor%, research and &ideo. By usin$ many modes o# instruction can tar$et di*erent di*erent %inds o# learners. By %eepin$ my instruction period short and ha&in$ the students sel#$uide throu$h most o# their learnin$ they will $ain a sense o# independence and responsi"ility o# their own learnin$. ha&e also included teacher prompts in each lesson, as well as studentlead research periods. ach lesson will will depend on student interaction interacti on with the su"ect. By allowin$ the students to learn in $roups and ha&e acti&e roles in their own path o# learnin$ they will $ain a more in depth understandin$ understandin$ o# how societies #unction well and how societies
!esource Based Learning) Do t.e students .ave access to various resources on an ongoing basis
!he students students will ha&e resources resources #rom #rom online, text, text, "oo%s, etc. throu$hout throu$hout the unit. !hey will ha&e the the opportunity to "e artistic, analytical, analytic al, and creati&e. !hey will also "e %eepin$ %eepin$ a ournal &ia class "lo$ made on +ix. !his will help me %eep trac% o# their learnin$ and allow them to trac% their own $rowth.
F=>< #ontent and erspectivesulticultural %ducation) 2ave nurtured and promoted diversity (.ile .onoring eac. c.ild?s identity
By o"ser&in$ culture, society, and community each student will #eel as thou$h they ha&e ha&e a place in the daily con&ersation. con&ersation. By showin$ the students many di*erent #orms o# society and the "ene(ts and draw"ac%s o# di*erent types, they will learn to ha&e empathy #or di*erent cultures, lan$ua$es, reli$ions, $enders, education, $o&ernment etc. Showin$ the students di&ersity and creatin$ dynamic, trustin$ relationships, relationships, they will #eel important and responsi"le in their own society. society. !hey will understand the importance o# e4uity &ersus e4uality.
;rom +i$$ins, =rant and . Mc!i$he. 1993. 3nderstanding &* 4esign , Association #or Super&ision and )urriculum e&elopment, SB- N 0J1/0 D1D p"%3
:esources https88www.st#.s%.ca8sites8de#ault8(les8unitplans8e110K1.pd# http88www.asahi%awa%ita.ho%%aidoc.ed.p8%itapa$e8selhi8H/1KDyearK:KLK!ext.pd# Storti, ) >Ar$ument #or thnocentrism? http88www."ri$hthu"education.com8middleschoolsocialstudieslessons81/GJDcreateasocietyproect8
